Thematische Bibliographien / Subject choices

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Subject choices“

Autor: Grafiati
Veröffentlicht am 25. Juni 2021
Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Subject choices"

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Elsworth, Gerald, und Adrian Harvey-Beavis. „Interests, Reasons and Subject Choice“. Australian Journal of Career Development 4, Nr. 2 (Juli 1995): 29–34. http://dx.doi.org/10.1177/103841629500400210.

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Evidence from recent Australian research indicates that vocational and educational preferences and choices are related thematically in a manner that is well described by Holland's RIASEC themes. A recent Australia-wide survey of the curriculum choices of senior secondary students showed a pattern of relationships with measured interests that was consistent both with Holland's typology and the hexagonal arrangement of interests. The reasons that students gave for their subject choices were also classified and described. It is concluded that a school guidance program could valuably integrate attention to the choice of school subjects, the development of career plans and the critical discussion of anticipated reasons for subject and course choice.
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Norman, Elizabeth M. „Broaching the Subject of Life-Support Choices“. American Journal of Nursing 97, Nr. 3 (März 1997): 16T. http://dx.doi.org/10.1097/00000446-199703000-00033.

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Silvianingsih, Silvianingsih, I. Nyoman Sudana Degeng, Triyono Triyono und Carolina Ligya Radjah. „Utilizing Mind-Mapping to Foster Career Exploration of High School Students“. Journal of Educational and Learning Studies 2, Nr. 1 (24.05.2019): 25. http://dx.doi.org/10.32698/0462.

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This study aims to determine the effect of mind-mapping to enhance high school’s student career exploration in guidance group setting. This study use a single subject design with multiple baseline across subject models. The subjects of this study are eight (8) high school students in 10th grade. The data collection instruments in this study are the recording frequency of career exploration (sub components narrowing choices, specifies a vocational choice, and deciding an action implementation), career exploration skill instruments, and treatment instruments in the form of career guidance group guidebooks. The results shows that mind-mapping can be implemented to enhance the students career exploration skill, that is the all subjects’ first sub component exploration skills (narrowing choices) in group data shows average baseline 13.27 increased to 30.86; the second sub component (specifies a vocational choice) shows average baseline 9.67 increased to 22.18; and the third sub component (deciding an action implementation) shows average baseline 13.42 increased to 20.26. The results affirm that the use of mind-mapping is effective to enhance the exploration skills of high school students.
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Bosker, Roel J., und Hetty P. J. M. Dekkers. „School Differences in Producing Gender‐Related Subject Choices“. School Effectiveness and School Improvement 5, Nr. 2 (Juni 1994): 178–95. http://dx.doi.org/10.1080/0924345940050204.

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Thai, Nguyen T., und Ulku Yuksel. „Choice overload in holiday destination choices“. International Journal of Culture, Tourism and Hospitality Research 11, Nr. 1 (06.03.2017): 53–66. http://dx.doi.org/10.1108/ijcthr-09-2015-0117.

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Purpose This research aims to investigates whether and why choice overload (CO) occurs when people select a vacation destination. Design/methodology/approach This is a two-group (large choice-set vs small choice-set) between-subject factorial design. Dependent variables representing CO-effects are post-choice satisfaction and regret. Choice confusion and choice uncertainty are mediators. Findings Relative to people choosing from a small destination portfolio, people who choose from a large portfolio are less satisfied and more regretful about their choice. Choosing from a large choice-set confuses people, which then makes them less certain about their choice, and subsequently, have less satisfaction and more regret about their decision. Practical implications A critical consideration is essential when providing a number of destination choices to tourists. A few destinations should be offered in a travel portfolio. If the number of destination offers must remain large, travel agents should cluster these offers based on a market segmentation analysis to ease the decision-making process for travellers. Originality/value The findings add to evidence of CO-effects to the current literature of travel destination choice, and contribute to CO literature by showing evidence of CO-effects in complex service contexts, especially in holiday destination choices. This study is the first to provide evidence of CO-effects at the early stages of the travel destination decision-making process; it uses hypothetical destinations to avoid potential confounds associated with real destinations; and it measures CO-effects via post-choice satisfaction and regret. In addition, while the only available study on CO in tourism (Park and Jang, 2013) does not explain why CO-effects occur, this research provides and explains the psychological underlying process of the CO phenomenon in destination choice-making.
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Jacobs, Martin. „Number of Firms, Rationing, Matching, and Knowledge: A Comprehensive Study of Variations in Experimental Kreps–Scheinkman Markets“. B.E. Journal of Economic Analysis & Policy 16, Nr. 3 (01.07.2016): 1273–319. http://dx.doi.org/10.1515/bejeap-2016-0023.

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Abstract This study provides a comprehensive picture of experimental Kreps–Scheinkman markets with capacity choice in the first stage and subsequent price competition in the second. We conduct seven different treatments of such markets, varying the number of firms, demand rationing, subject matching, and subjects’ knowledge about the market mechanism. We find that only the number of firms has a persistent effect on capacity choices, whereas price choices are affected by both the number of firms and the rationing scheme. From the outset, subjects in the high-knowledge condition behave in the same way as subjects with low knowledge do in later periods after gaining experience. In all treatments, conduct is more competitive than the Cournot outcome, irrespective of the Nash equilibrium prediction. Nevertheless, the Cournot model does pack some predictive power. Under efficient demand rationing where the Cournot outcome is predicted, exact Cournot choices are more likely for both capacities and prices.
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Rozas Gómez, Claudia. „Risky Choices“. Teachers' Work 18, Nr. 1 (06.08.2021): 36–51. http://dx.doi.org/10.24135/teacherswork.v18i1.308.

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Achievement data from New Zealand secondary schools suggest that students from lower socio-economic communities have fewer opportunities to engage with complex content in subject English. This article examines this phenomenon by drawing on Foucault’s notion of governmentality and considers how a context of simultaneously increased autonomy and surveillance may shape curriculum and assessment choices. To explore these ideas, I use interview data from ten secondary English teachers in the wider Auckland region. I complement Foucault’s (1982) explanation of governmentality with Ball, Maguire, and Braun’s (2012) notion of policy enactment to explore spaces of both compliance and resistance.
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Abrahamyan, Arman, Laura Luz Silva, Steven C. Dakin, Matteo Carandini und Justin L. Gardner. „Adaptable history biases in human perceptual decisions“. Proceedings of the National Academy of Sciences 113, Nr. 25 (02.06.2016): E3548—E3557. http://dx.doi.org/10.1073/pnas.1518786113.

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When making choices under conditions of perceptual uncertainty, past experience can play a vital role. However, it can also lead to biases that worsen decisions. Consistent with previous observations, we found that human choices are influenced by the success or failure of past choices even in a standard two-alternative detection task, where choice history is irrelevant. The typical bias was one that made the subject switch choices after a failure. These choice history biases led to poorer performance and were similar for observers in different countries. They were well captured by a simple logistic regression model that had been previously applied to describe psychophysical performance in mice. Such irrational biases seem at odds with the principles of reinforcement learning, which would predict exquisite adaptability to choice history. We therefore asked whether subjects could adapt their irrational biases following changes in trial order statistics. Adaptability was strong in the direction that confirmed a subject’s default biases, but weaker in the opposite direction, so that existing biases could not be eradicated. We conclude that humans can adapt choice history biases, but cannot easily overcome existing biases even if irrational in the current context: adaptation is more sensitive to confirmatory than contradictory statistics.
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Thomas, Sarah, und Thomas Hawes. „Thematic options in reports of previous research“. Australian Review of Applied Linguistics 17, Nr. 1 (01.01.1994): 45–72. http://dx.doi.org/10.1075/aral.17.1.03tho.

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Abstract This paper discusses one identifying feature of journal articles — Reports or Citations. The study focuses on an examination of the syntactic choices available to writers for making reporting statements and the conditions governing such choices. There is a great deal of variation in the forms of the Reports in academic articles and one factor in this seems to be the writer’s choice of a particular element of the message as Theme of the reporting statement. The purpose of this research was to turn up information regarding thematic options and their distribution which would be useful for identifying the patterns of choice that are characteristic of reporting. We investigate the way in which the choice of Theme affects the syntactic form of the Reports. It is suggested that a typology of Reports based on participant Subject in the Theme element can be drawn up. Reports were categorised as having Agent Themes, Text Reference Themes or Content Term Themes. With these three main choices for Theme, variations are created when Textual, Interpersonal or Ideational elements in the form of Circumstantial Adjuncts work in conjunction with the Subject headword. The different syntactic forms of Reports resulting from different thematic choices are shown to be associated with the function of Reports in their contexts.
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Coldwell, David AL, und Chris W. Callaghan. „The role of internal and external factors on management students’ subject choices“. South African Journal of Economic and Management Sciences 16, Nr. 3 (02.09.2013): 244–57. http://dx.doi.org/10.4102/sajems.v16i3.325.

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The aim of the study is to investigate undergraduates’ perceptions of the comparative worth/utility of studying Business Science disciplines at a prominent South African University in terms of: (i) internal factors comprising aptitudes, values and interests; and (ii) external factors comprising job attractiveness (job prospects, earning potential, non-salary benefits and work-life balance), and (iii) university and discipline academic reputations. The study utilises a specifically designed instrument to measure internal and external factors impinging on career choice. A purposive non-random sample, consisting of 130 second and third year students in Human Resource Management (HRM) and Management, is used. Findings suggest that, while perceptions of aspects of careers, such as job and career prospects generally dominate the choice of major subjects, students studying HRM majors hold community orientated values that distinguish them from their peers. Many students are found to make choices primarily on the basis of their perceptions of ‘external factors’, rather than their interests. The findings are discussed in terms of extant theory and potential practical outcomes.
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Dissertationen zum Thema "Subject choices"

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Lau, Wai-lan, und 劉蕙蘭. „A study of subject choices among third year secondary school pupils“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959519.

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Lau, Wai-lan. „A study of subject choices among third year secondary school pupils“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811267.

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Hughes, Gwyneth. „Gender, power and resistance in post-sixteen science education : the production of student subjectivities within competing curriculum discourses and practices“. Thesis, University of East London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.480919.

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Markgraaff, Ronelle. „Parental perceptions : choosing Dramatic Arts as a Grade 12 subject“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80466.

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Nationally there is a high pass rate in Dramatic Arts (DA), and this subject offers many benefits for the development of young people, especially in terms of equipping them with the twenty-first century skills required for an entrepreneurial market (Olaniyan, 2015). However, few learners choose to continue with this subject beyond Grade 9. Inadequate enrolments result in fewer teaching posts being available, which also affects the entertainment industry. Parents are identified as primary sources of social support in influencing their children’s decisions and the development of their interests, career options and future goals (Kenny & Medvide, 2013). This study aims to sample parental perceptions about choosing DA as an academic subject as provided by parents, teachers of DA and Life Orientation (LO) teachers. This study establishes to what degree parents understand the value of drama education, and how their perceptions of the DA may influence their children’s school-exiting subject choices. The study comprises aspects of one theory, namely, parent role development theory (PDT). A mixed-methods study was designed within an interpretive paradigm. A sample of 36 parents who had children in high school in South Africa in 2019 completed an online mixed-method questionnaire that consisted of three parts, each dealing with parental perceptions and experiences in the field of education. The responses were coded and analysed through a convergent parallel design, and the findings were triangulated for deeper understanding, validity and transferability. The findings of this study pointed out that parental perceptions are shaped by prejudice, social influence, and school communication, among others. Furthermore, parents showed genuine interest and support for their children’s career plans and the skills that DA promote.
Dissertation (MEd)--University of Pretoria 2020.
pt2021
Humanities Education
MEd
Unrestricted
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Stables, A. W. G. „Pupil' approaches to subject option choices : A study of differences between schools and between the sexes“. Thesis, University of Bath, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374616.

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Phiri, Francinah Liseko. „An investigation into the making of subject choices from middle school phase to senior secondary phase“. Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-05182005-145856.

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Cleaves, Anna. „Forming post-compulsory subject choices in school : a longitudinal study of changes in secondary school students' ideas, with particular reference to choice about science“. Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10006653/.

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The research in this thesis examined the basis of young people's decision making. A longitudinal study involving periodic interviews addressed questions about how changes in secondary school students' ideas led to decisions about elective education by individuals in mid-adolescence, particularly with reference to science. Analysis of interview data captured changes in students' ideas over time and a new way of looking at post- 16 choice was developed that gives a more indepth picture of how students' ideas are formed than has hitherto been achieved. The ways in which students' educational objectives were driven by different ideas and the ways in which students engaged with influences on decisionmaking were used to develop a typology of choice trajectories. The typology unearths variations in the temporal characteristics of young people's thinking about choice. Five types of choice trajectory were identified. Students with a 'directed' trajectory had a demonstrably stable commitment to a specific career direction inspired by a critical influence at an early age. The 'partially resolved' trajectory was that of a student with identifiable vocational leanings prompted by positive dispositions towards some school subjects and related careers. The 'funnelling identifier' trajectory was shaped by a gradual identification with a domain of interest whereas that of 'multiple projection' was characterised by favouring different careers at different times. The student with a 'precipitating' trajectory lacked critical influences, had diffuse ideas and aimed for broad and versatile choices. Application of the typology to four portraits of students who chose science demonstrated that science was chosen in a variety of ways. In conclusion, the thesis raises issues for discussion about the impact of choice support mechanisms in schools, particularly in relation to careers guidance and within science teaching.
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Hsu, Chiu-Yen. „Choosing to study science in Taiwanese schools : perceptions of science and other influences on students' choices“. Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512322.

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There is widespread concern in many Western countries over the declining levels of uptake of science at the upper levels of high school. In contrast, Taiwanese senior high school students have a greater tendency to choose science rather than social studies and achieve highly in international comparative tests. The well-developed technology industries in Taiwan also suggest that science education in Taiwan has been a success. However, the attitude toward school science, unlike the promotion of scientific attitudes, has received little attention in Taiwanese schools. This paper firstly investigates 729 students’ attitudes toward both school and real-world science. The results show that the high level of uptake of science is not strongly associated with positive attitudes towards science as a subject. Few differences were found in the affective responses to school science between the Natural Sciences programme (NSP) and Social Studies Programme (SSP) students, with only a minority expressing a positive attitude to science in both cases. The research findings challenge the simplistic linking of attitudes and uptake in this context. This research then seeks to understand this unusual phenomenon by exploring the nature of and influences on students’ subject choice decision-making. Through focus group discussions with students and interviews, this research explores the sources of students’ perceptions of science and social studies, identifying influences derived from the teaching of school science itself but also those arising from ‘external’ contexts of wider society, including cultural and economic influences. The results show highly complex relationships between students and the surrounding actors, i.e. parents, teachers and the media. The findings also demonstrate possible explanations why students are doing well in school science and in industry but have not produced prominent discoveries or achievements in the world’s academic research. Drawing on Taiwan’s distinctive socio-cultural context, this research provides a different perspective from that in western science education research literature on the factors that shape science uptake.
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Kitchen, Rebecca Jane. „How do ethnic minority students represent geographical knowledge? : exploring the stories that relate to representations and link with post-14 subject choices“. Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/267923.

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Students who identify as being from an ethnic minority are under-represented within school geography in England at Key Stage 4 (ages 14 – 16) and Key Stage 5 (ages 16 – 18). At these stages geography is an optional subject and how students view geographical knowledge may influence their GCSE and A level subject choices. This study uses an intersectional theoretical lens to explore representations of geographical knowledge by students of different ethnicities, the stories that relate to these representations and how the students accounted for the GCSE and A level subject choices that they made. The first part of the study reveals a lack of empirical and contemporary research into ethnic minority students’ views of geographical knowledge and subject choices. This is followed by a two-strand exploratory case study at one girls’ grammar school in England. The practitioner-researcher strand was two phase; in the first phase, 314 sixth form students (aged 16 – 18) completed a questionnaire to gauge initial views of geographical knowledge. During the second phase, eight of these students represented their views of geographical knowledge through collages, critical incident charts and semi-structured interviews that explored their stories in depth. In parallel, a group of Year 10 (aged 14 – 15) students as researchers used questionnaires to investigate the influence of parents and other factors contributing to students’ subject choices at GCSE level. In the study, geographical knowledge was represented in different ways given different methods. It was found to be diverse and individual, although it was possible for specific themes to be identified. The representations reflected the characteristics and concepts from students’ recent formal experiences of geography. Informal experiences also featured but these were not always explicit or straightforwardly definable. Unless students could see the intrinsic usefulness of their view of geographical knowledge then they were unlikely to choose the subject past GCSE level. This study expands theoretical conceptualisations of how students represent geographical knowledge and the factors affecting subject choice, engages students as researchers in a methodologically innovative way and provides a rich and detailed account of post-14 subject choice by ethnic minority students which otherwise does not exist in an English context.
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Rushing, Randal. „Gustav Mahler's Kindertotenlieder subject and textual choices and alterations of the Friedrich Rückert poems : a lecture recital, together with three recitals of selected works of F. Schubert, J. Offenbach, F. Finzi, and F. Mendelssohn /“. view full-text document, 2002. http://www.library.unt.edu/theses/open/20022/%5F/index.htm.

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Thesis (D.M.A.)--University of North Texas, 2002.
Accompanied by recitals: cassettes recorded June 24, 1996 and Dec. 8, 2000; compact disc recorded Mar. 11, 2002; videocassettes of Offenbach's The Tales of Hoffmann performed Dec. 8-9, 1995. Includes bibliographical references (p. 50-51).
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Bücher zum Thema "Subject choices"

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Settle, David. Choices: Materials and methods for personal and social education. Oxford: Basil Blackwell, 1986.

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Stables, Andrew. Students' approaches to A level subject choices and perceptions of A level subjects: A study of first-year A levelstudents in a tertiary college. Swansea: University College of Swansea, Department of Education, 1993.

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Rodwell, Alison Jane. A case study of pupils' perceived values and rationales for making subject choices at Key Stage 4 with specific reference to the arts. London: University of Surrey Roehampton, 2000.

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Wells, J. Headlam. Opting for different worlds: A comparison of the subject choices and examination performance of girls and boys in Humberside schools within the 16-19 age group. Hull: Humberside College of Higher Education Professional Centre Publications, 1986.

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Service, Leicestershire Careers. ' A'-Level subject choice: Some questions answered. Glenfield: Leicestershire County Council, 1992.

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Garratt, Linda. Subject choice and student perceptions of A level courses. Wolverhampton: Wolverhampton Polytechnic, 1991.

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Fullarton, Susan. Subject choice by students 12 in Australian secondary schools. Camberwell, Vic: Australian Council for Educational Research, 2000.

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McCullough, Denis W. A Level subject choice in a Belfast grammar school. [s.l: The author], 1998.

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Booth, Pat F. Choice and form of entries. 2. Aufl. [London]: Society of Indexers, 1995.

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Booth, Pat F. Choice and form of entries. [London]: Society of Indexers, 1988.

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Buchteile zum Thema "Subject choices"

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Mendick, Heather. „Choosing Subjects: Sociological Approaches to Young Women’s Subject Choices“. In Contemporary Debates in the Sociology of Education, 202–17. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137269881_12.

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Hannoun, Pascale Kummer. „Selection and Transformation of Resources by Physics Teachers: How to Explain the Diversity of Choices Processes?“ In Textbooks and Educational Media: Perspectives from Subject Education, 242–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_20.

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Ametller, Jaume, und Jim Ryder. „The Impact of Science Curriculum Content on Students’ Subject Choices in Post-compulsory Schooling“. In Understanding Student Participation and Choice in Science and Technology Education, 103–18. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7793-4_7.

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Mittal, Oleksandra, Trude Nilsen und Julius K. Björnsson. „Measuring Equity Across the Nordic Education Systems—Conceptual and Methodological Choices as Implications for Educational Policies“. In Equity, Equality and Diversity in the Nordic Model of Education, 43–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_3.

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AbstractEver since international large-scale student assessments made it possible to rank countries according to their equitability, Nordic countries have topped these rankings. Nevertheless, a decline in equity has been reported lately. However, the process of empirical enquiry that leads to specific inferences on equity partly stays obscure to education decision-makers. This unawareness of the boundaries of specific methodological and analytical approaches may lead to wrong interpretations and policy implications. Therefore, our aim is to discuss and empirically illustrate how the array of choices taken throughout the research process, from equity conceptualization and operationalization to its measurement, may affect the inferences on educational equity for Nordic countries. Our sample includes fourth- and eighth-grade students from Norway, Sweden, Denmark and Finland who participated in TIMSS 2015. We applied two-level multigroup regression models within the structural equation modelling framework to investigate the sensitivity of the countries’ level of equity to: (a) operationalization of the socioeconomic status measure; (b) operationalization of equity or, in other words, the method of analysis employed (e.g., bivariate analysis versus univariate); (c) single-level against multilevel analytical approaches; (d) the grade/age of students; and (e) the choice of the learning outcome across subject domains. Prior to the analyses, we estimated the comparability of SES as a latent construct between Nordic countries. Our results confirmed that some of the most common choices to measure educational equity do matter. Thus, we would encourage a researcher to report elaborately on the research process and inform on its limitations because if interpreted wrongly, it may have unfavourable consequences for a particular group of individuals.
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Wolfe, Melissa Joy. „Dis/comforting Subject-Choice“. In Affect and the Making of the Schoolgirl, 78–104. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429345647-5.

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Hopper, Gill. „Women, Subject Choice and Employment“. In Palgrave Studies in Gender and Education, 56–107. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137408570_3.

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Jonker, Jan, und Niels Faber. „Strategy“. In Organizing for Sustainability, 103–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78157-6_8.

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AbstractIn this chapter, we explore the nature of strategy. We have touched upon the subject in earlier chapters but here we present a typology of strategies. We define strategy as a route consisting of a set of deliberate actions leading to realizing your sustainable value proposition. Strategy can be approached as a plan or a process. Six strategies are distinguished: (1) eco-efficiency, (2) product as a service, (3) use optimization, (4) lifespan extension, (5) cascading, and (6) community building. Each of these strategies can be used as a stand-alone strategy or in a balanced combination while developing one of the business model archetypes. Which of these strategies or combinations you choose depends on the specific circumstances and stakeholders involved and the context in which you are seeking to realize your business model, as well as the underlying value proposition. A functional strategy is fundamentally a matter of clear, reasoned and actionable choices.
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Ewing, Robyn. „Action Researchresearch action" \f "subject See action research and Professional Learninglearning professional : Some Reflections on Inquiries that Advance Professional Knowledgeknowledge professional and Practice“. In Methodological Choice and Design, 71–77. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8933-5_6.

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„Index by Subject“. In Making Political Choices, 299–302. Toronto: University of Toronto Press, 2013. http://dx.doi.org/10.3138/9781442603424-015.

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Julien, Marie-Pierre. „Clothing choices and questioning the incorporation of habitus 1“. In The Material Subject, 61–74. Routledge, 2020. http://dx.doi.org/10.4324/9781003086031-4.

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Konferenzberichte zum Thema "Subject choices"

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Esser, Ilona, Kristina Hochreuther, Amelie Reichwald, Katja Sanen, Bjoern Paape, Iwona Kiereta und Christoph Maus. „An Analysis of Learners’ Self-Assessments in Comparison With Their Actual Performances in the Subject of Economics“. In Organizations at Innovation and Digital Transformation Roundabout: Conference Proceedings. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.13.

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This study compares vocational college learners’ selfassessments of their abilities and their performances with their actual examination results. Until now, the ability to self-assess has principally only been addressed in the primary school sector. However, it is of central importance specifically in the vocational college sector, where the focus is on career choice. We hypothesize that 1. Students with a lower level of education self-assess themselves more incorrectly or they overestimate their abili-ties and that 2. Female students self-assess themselves more realistically than male students do. Our hypotheses are tested and confirmed in different vocational colleges and classes. This study, then, is an important first contribution to indicating the risk of an inappropriate career choice particularly for weaker students. Furthermore, our study can provide a starting point for examining whether the focus on support and assistance for female students in their career choices mean that appropriate measures in the planning of school and educational careers for male students have been neglected.
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Ho, W. T., und Joseph C. H. So. „Effect of secondary school subject choices on performance of sub-degree students in Hong Kong — A STEM perspective“. In 2017 IEEE 6th International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2017. http://dx.doi.org/10.1109/tale.2017.8252359.

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Zhu, Zhicheng, Yisha Xiang und David Coit. „Redundancy Allocation for Serial-Parallel System Considering Heterogeneity of Components“. In ASME 2018 13th International Manufacturing Science and Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/msec2018-6481.

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The redundancy allocation problem (RAP) for series-parallel system is a system design problem by selecting an appropriate number of components from multiple choices for desired objectives, such as maximizing system reliability, minimizing system cost. RAP has been extensively studied in the last decades. The majority of existing RAP models assume that components for selection are from homogeneous populations. However, due to manufacturing difficulties and variations in raw materials, many manufactured components/parts are heterogeneous, consisting of multiple subpopulations. In this research, we consider a typical RAP with the objective of maximizing the system reliability subject to the constraint of system cost. Components in each choice are assumed to be degradation-based, and each choice consists one normal subpopulation and several abnormal subpopulations. Numerical examples are investigated to illustrate the impact of the component heterogeneity.
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Schlenter, Judith, Yulia Esaulova, Elyesa Seidel und Martina Penke. „Planning of active and passive voice in German“. In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0043/000458.

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This eye-tracking experiment investigated how morphological case affects German speakers’ descriptions of transitive events, specifically whether explicit case marking modulates speakers’ structural choices. To increase the production of non-canonical structures (passive, patient-initial active), we primed patients in event scenes with a red dot. Subject and object case in German are unambiguously marked on masculine nouns but not on feminine nouns. If explicit case marking requires more structural planning, we should find an effect of gender. For feminine nouns, speakers may start with the cued patient and continue with a passive or a patient-initial active sentence. However, analyses of syntactic choice, speech onset times and eye gaze revealed that gender and thus case marking had no effect on sentence planning
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Kanchan, Nikita. „Fuzzy-Logic based Selection and Switching of Channels in Cognitive-Radio Networks“. In International Conference on Women Researchers in Electronics and Computing. AIJR Publisher, 2021. http://dx.doi.org/10.21467/proceedings.114.73.

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In Wireless-Communication, quick increments of cell phones furthermore, the heterogeneous condition have expanded the prerequisite for extra spect-rum for information transmiss-ion. It is past the domain of imagination to allocate new bands to all networks, which is the explanation behind product-ive utilizat-ion of the adequately available spect-rum is the interest of the day. Cognitive-radio (CR) development is a promising response for compelling range use, where Cognitive-Radio devices, or optional clients (SUs), can keenly utilize void areas open in the authorized channels. Secondary-Users need to rapidly surrender the authorized channel and change to another available channel when they recognize the presence of the essential client. In any case, execution for the SU truly taints if constant channel exchanging happens. Likewise, taking the channel-turning choices subject to fresh rationale is certainly isn't sensible procedure in the brain empowered Cognitive-Radio networks (CRNs) where recognizing information isn't simply free and misguided at this point furthermore incorporates a huge vulnerability factor. We propose a Fuzzy-Logic Supportive System (FLSS) commonly oversees channel-choice and channel-changing to redesign general through-put of CRNs. Proposed plot decreases the SU channel-exchanging rate and channel-determination more adaptable. Assessment of execution is refined utilizing MATLAB Simulator. The results are promising in regards to the through-put and the num-ber of hand-offs subsequently, FLSS ends up being a fair candidate framework for SUs while making the judicious choices in Cognitive-Radio condition.
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Bryson, Joshua T., und Sunil K. Agrawal. „Methodology to Identify and Analyze Optimal Cable Configurations in the Design of Cable-Driven Serial Manipulators“. In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12261.

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The choice of cable placement and routing for a cable-driven serial manipulator has profound effects on the operational workspace of the mechanism. Poor choices in cable attachment can hamper or preclude the ability of the mechanism to perform a desired task, while a clever configuration might allow for an expanded workspace and kinematic redundancies, providing additional capability and flexibility. This paper outlines a methodology to identify and analyze optimal cable configurations for a serial manipulator which maximize operational workspace subject to mechanism design and configuration constraints. This process is first described in general terms for a generic 2-link robot and then applied to an illustrative example of a cable-driven robot leg. The methodology is used to determine the placement and routing of the cables to achieve the desired range of motion, as well as highlight the critical parameters within the cable configuration and identify possible areas of improvement in the overall robot design.
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Power, Kevin J. „Modularity and interdisciplinarity: Confucian insight for STEM-related disciplines“. In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.41.

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The modularity of the education system is generally geared toward a career-specific path for individual students. While varied subject choices and extracurricular activities can provide students with a rich range of experience, increased specialisation can create a sense of separateness between disciplines which may result in the neglect of engagement between fields which are otherwise mutually informative and insightful. A greater openness to interdisciplinarity would have the benefit of exposing specialists to fresh ways of viewing familiar subjects with a further potential to inform and inspire new and mutually beneficial pathways of education and learning. I illustrate the potential of an interdisciplinary approach in the context of the climate crisis. STEM-related disciplines can draw practical insight from compatible and well-founded philosophical principles e.g. Confucian leadership principles which warn against overconsumption, encouraging the kind of environmental awareness which could avert or mitigate the environmental and societal impact of climate change.
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„Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution“. In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4201.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.
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Van Der Vyver, Glen, Debbie Crabb und Michael Lane. „Factors Influencing the Decision to Choose Information Technology Preparatory Studies in Secondary Schools: An Exploratory Study in Regional/Rural Australia“. In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2810.

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The career paths of students are influenced and shaped by the subject choices that are made in the final years of secondary schooling. This paper presents the findings of an empirical study that identified the key factors influencing the decision of rural / regional Australian students to choose or not choose to study Information Processing and Technology. The findings revealed that career oriented, extrinsic factors play an important role in motivating the selection of I.P.T. at school and, by implication, information technology at university. There are few apparent gender differences but there is limited evidence to suggest that males may be more influenced by extrinsic motivators and females by intrinsic motivators. Although the factors used in the study were initially identified largely via informal processes, they all appear to influence the decision to take I.P.T. The focus on career-related factors and the instrumentality of taking I.P.T. could explain the drop-off in students taking the subject. This has potentially significant implications as regards the future supply of good information technology professionals.
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Cravero, Carlo, und Gabriele Milanese. „Analysis of the Design Bounds in Performance Limits for Industrial Axial Flow Fans“. In ASME Turbo Expo 2020: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/gt2020-16058.

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Abstract The design of an industrial axial flow fan can take great advantage from the knowledge of performance limits and favourable design choices determined from its specific fluid-dynamic characteristics. As for other turbomachinery types, this fact is generally experienced through the entire design flow-path, from the preliminary design phase to the final optimization. Correlations, data and charts available from literature as well as proprietary database, exploited with many techniques (including machine learning) are resources in widespread use for this purpose. Despite the fluid dynamics of axial flow fans can be considered a well-known topic, nevertheless some specific points (e.g. the maximum achievable total-to-static efficiency) can be the subject of discussions, misunderstanding or bad design choices. The present work addresses this problem in two parts. In the first part a simple 1D model is built, for fans with and without stator, from classical theory of axial fans for pressure rise coefficient, head coefficient, flow angles and diffusion efficiency. The most relevant quantities (e.g. total-to-total efficiency, total-to-static efficiency), obtained with the 1D model, are plotted on hill charts as a function of the non-dimensional pressure rise and flow coefficient. This tool provides information that can be used for preliminary design evaluations, to understand and exploit the impact of the main design choices on the basic flow characteristics and the related performance. In the second part of the work a numerical investigation is presented on the main 3D flow characteristics that are observed to limit, both in CFD simulations and experimental tests, the performance of industrial axial fans at high-pressure rise and low-to-medium flow coefficients. Simulations results highlighted that local critical swirl ratios exist for the hub and the tip regions which, when exceeded, lead with different flow topology changes to a strong performance degradation.
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Berichte der Organisationen zum Thema "Subject choices"

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Reisner, Jodie. Adaptation Workbook Case Study: Kettner Farm, Mulshoe, TX. Climate Hub, 2019. http://dx.doi.org/10.32747/2019.6875755.ch.

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The Adaptation Resources for Agriculture Workbook was jointly developed by USDA Climate Hubs and NRCS to support producers, service providers, and educators to manage climate change. The workbook helps producers consider both short-term adaptive management actions (<5 yrs) and long-range strategic plans (5 to 20 yrs, subject to farm type). This workbook pro-motes adaptation through multiple resources including a “menu” of adaptation strategies/approaches and example tactics for cropping and forages, confined livestock, grazing, orchards and small fruit and vegetable production systems. Recent efforts by USDA Climate Hub NRCS Liaisons work to increase the number of examples, and have been documented as Case Studies. These Case Studies are of producers utilizing the 5-step process in the workbook to document their management choices to ameliorate climate change impacts to their operations.
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Gaponenko, Artiom, und Andrey Golovin. Electronic magazine with rating system of an estimation of individual and collective work of students. Science and Innovation Center Publishing House, Oktober 2017. http://dx.doi.org/10.12731/er0043.06102017.

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«The electronic magazine with rating system of an estimation of individual and collective work of students» (EM) is developed in document Microsoft Excel with use of macros. EM allows to automate all the calculated operations connected with estimation of amount scored by students in each form of the current control. EM provides automatic calculation of rating of the student with reflection of a maximum quantity of the points received in given educational group. The rating equal to “1” is assigned to the student who has got a maximum quantity of points for the certain date. For the other students the share of their points in this maximum size is indicated. The choice of an estimation is made in an alphabetic format according to requirements of the European translation system of test units for the international recognition of results of educational outcomes (ECTS - European Credit Transfer System), by use of a corresponding scale of an estimation. The list of students is placed on the first page of magazine and automatically displayed on all subsequent pages. For each page of magazine the optimal size of document printing is set with automatic enter of current date and time. Owing to accounting rate of complexity of task EM is the universal technical tool which can be used for any subject matter.
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