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Journal articles on the topic 'IDEAS'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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1

Wheelock, Lucy. "Ideas and Ideals." Childhood Education 93, no. 3 (May 4, 2017): 189–92. http://dx.doi.org/10.1080/00094056.2017.1325219.

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2

SANDERS, CATHERINE. "IDEAS, IDEALS AND INNOVATIONS." Australian and New Zealand Journal of Family Therapy 11, no. 4 (December 1990): iii. http://dx.doi.org/10.1002/j.1467-8438.1990.tb00821.x.

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3

YANG, DONG-WHEE. "Issues in Chomsky's Ideas and Ideals (N. Smith, Chomsky: Ideas and Ideals)." ENGLISH LINGUISTICS 18, no. 2 (2001): 696–719. http://dx.doi.org/10.9793/elsj1984.18.696.

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4

Hunter, Allen, and Krishan Kumar. "1989: Revolutionary Ideas and Ideals." Contemporary Sociology 32, no. 1 (January 2003): 87. http://dx.doi.org/10.2307/3089868.

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5

Hoffman, Mary. "Ideas and Ideals from Experience." Music Educators Journal 76, no. 1 (September 1989): 26–29. http://dx.doi.org/10.2307/3400895.

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6

Edwards, Harold M. "Mathematical ideas, ideals, and ideology." Mathematical Intelligencer 14, no. 2 (March 1992): 6–19. http://dx.doi.org/10.1007/bf03025208.

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7

Milsark, Gary L. "Chomsky: Ideas and Ideals (review)." Language 77, no. 3 (2001): 599–600. http://dx.doi.org/10.1353/lan.2001.0177.

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8

Rudin-Jones, C., K. Hegan, C. Smith, J. Ashton-Martyn, and D. W. Beaven. "Interdisciplinary teams — ideas, ideals, innovations." Patient Education and Counseling 23 (June 1994): S91. http://dx.doi.org/10.1016/0738-3991(94)90325-5.

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9

Sen'ko, T. V. "Parents' Ideas about Ideal Children." Russian Education & Society 35, no. 8 (August 1993): 19–27. http://dx.doi.org/10.2753/res1060-9393350819.

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10

Zubkov, Artem. "Ideas and Ideals of Open Education." Ideas and Ideals 15, no. 4-1 (December 25, 2023): 203–16. http://dx.doi.org/10.17212/2075-0862-2023-15.4.1-203-216.

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This article examines the phenomenon of open education, its infl uence, and prospects within the context of contemporary education. An in-depth exploration of this pedagogical approach offers invaluable insights for educators, researchers, policymakers, and other stakeholders intrigued by advanced methodologies and ideas in the educational realm. The primary objective of the research is to ascertain how the principles of open education facilitate the transformation of traditional educational frameworks and how they can promote educational equity. To achieve this aim, the author employs a method of analyzing diverse sources and practical examples. It is posited that open education represents a signifi cant stride towards creating a more inclusive and accessible educational milieu, anchored in the principles of democracy, self-organization, and knowledge equality. The article’s key fi ndings encompass the understanding that open education, rooted in principles of accessibility, inclusivity, self-organization, and knowledge democratization, offers novel opportunities for the transformation of conventional education and the realization of educational fairness. Challenges in implementing open education, including digital disparity, content quality, accreditation, and student motivation, are also illuminated. Open education introduces pedagogical innovations, infusing elements of fl exibility and individualization. Novelty contributions of the research encompass delineating the impact of open education on transforming educational frameworks, a profound comprehension of open education principles and their application for ensuring educational equity, and the formulation of new methodological approaches to studying the open education phenomenon. In conclusion, the study offers valuable perspectives on the role and position of open education in the current educational landscape and its potential for further exploration. This work will be of interest to those seeking to understand and probe the possibilities that open education presents for today’s educational environment.
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11

Browning, Christine A., and Ruth Ann Meyer. "Ideas, Ideas, Ideas from “IDEAS”—an Annotated Bibliography." Arithmetic Teacher 38, no. 5 (January 1991): 34–41. http://dx.doi.org/10.5951/at.38.5.0034.

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In January 1981 an annotated bibliography of the “IDEAS” Section was printed. This compilation of activities began with the first “IDEAS” published in January 1971 and ended with the May 1980 issue. The bibliography was well received by preservice and in-service teachers and mathematics educators. Ten years and ninety-four more issues later, it's time for another compilation.
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12

Gray, Noël. "Ideas quâ ideas." History of European Ideas 21, no. 5 (September 1995): 689–95. http://dx.doi.org/10.1016/0191-6599(95)00074-4.

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13

Allen, Anita L. "IDEAS AND IDEALS: HONOURING JOYCE MITCHELL COOK." Think 20, no. 59 (2021): 31–47. http://dx.doi.org/10.1017/s1477175621000178.

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In the twentieth century, most PhD-trained academic philosophers in both the United States and United Kingdom were white men. The first black woman to earn a PhD in Philosophy was Joyce E. Mitchell Cook (1933–2014). A preacher's daughter from a small town in western Pennsylvania, Cook earned a BA from Bryn Mawr College. She went on to earn degrees in Psychology, Philosophy and Physiology from St Hilda's College at Oxford University before earning a PhD in Philosophy from Yale University in 1965. At Yale she served as Managing Editor of the Review of Metaphysics and was the first woman appointed as a teaching assistant in Philosophy. She taught at Howard University for nearly a decade and held positions in national government service in Washington, DC, before retiring to a life of independent study of the black experience. Although she did not publish much in her lifetime, Cook deserves to be remembered as: first, an academic trailblazer who proved that race and gender are not barriers to excellence in philosophy; second, a public philosopher who broke barriers as a foreign and economic affairs analyst and presidential speech writer; third, among the first philosophical bioethicists of informed consent and experimentation on humans; and, fourth, an analytic philosopher of race, opposing claims that blacks suffer from inherited intellectual inferiority. Cook's achievements can inspire women of all backgrounds who love philosophy to pursue graduate studies and academic careers.
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14

Abbasov, Abulhasan. "National ideology: conditions-requirements, ideas-ideals, principles." Journal of Problems of Eastern Philosophy, no. 30 (2024): 18. http://dx.doi.org/10.59849/2219-7370.2024.30.18.

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15

Dewantara, Agustinus Wisnu. "PENDIDIKAN AGAMA DALAM PERSPEKTIF FILSAFAT IDEALISME." JPAK: Jurnal Pendidikan Agama Katolik 22, no. 1 (March 14, 2022): 20–27. http://dx.doi.org/10.34150/jpak.v22i1.373.

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Idealism is a philosophical paradigm which views that the reality that exists in natural life is not an essential truth, but only a description of the ideas that exist in the world of ideas. Idealism is oriented to ideas, to the soul, to spirituality, to ideals, to norms that contain absolute truth. The ideal nature contains absolute, genuine, pure, and holy. This paper wants to explore how to apply the flow of idealism in the world of religious education. Why is this important? The Law on the National Education System (Undang-Undang Sisdiknas) orders that every student receive religious education according to their beliefs. Religious education is certainly an education about ideals, because it talks about God as the Supreme Ideal and encourages humans to have an ideal spiritual life. This paper is important to contribute some basic things in the perspective of idealism. Idealism assumes that knowledge is something that arises and is born from events in the human soul. The purpose of religious education in this perspective is thus to create human beings with noble personalities and have a higher and ideal standard of spiritual life and have a sense of responsibility to society.
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16

Roy, Rustum. "The Ideals and Ideas that Led to MRS." MRS Bulletin 18, no. 9 (September 1993): 84–85. http://dx.doi.org/10.1557/s0883769400038100.

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17

Gregorio, Laurence A. "Ideals and Ideas: Platonism inLa Princesse de Clèves." Neophilologus 88, no. 1 (January 2004): 43–60. http://dx.doi.org/10.1023/b:neop.0000003815.11724.16.

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18

Dougherty, Peter J. "Enlightenment ideals and recombinant ideas: Making capitalism work." American Sociologist 28, no. 3 (September 1997): 57–61. http://dx.doi.org/10.1007/s12108-997-1013-4.

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19

Л.А., Черная,. "Peter the Great's Ideas about the Ideal European." Диалог со временем, no. 81(81) (December 24, 2022): 294–305. http://dx.doi.org/10.21267/aquilo.2022.81.81.021.

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В статье рассматривается вопрос о «европеизации» русского общества Петром Великим в соответствии с его представлениями об идеальном образе европейца. Прослеживаются взгляды царя на образование, общественно-культурную жизнь городского населения, а на этикетное поведение в обществе. Показано претворение этих взглядов в жизнь русского дворянского общества, особенно в Санкт-Петербурге. The article deals with the question of the "Europeanization" of Russian society by Peter the Great in accordance with his ideas about the ideal image of a European. The author traces the tsar's views on education, the socio-cultural life of the urban population, as well as on etiquette behavior in society. It tells about the implementation of these views in the life of Russian noble society, especially in St. Petersburg.
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20

R. Nagarajan, K. Balamurugan,. "Fermatean Uncertainty Soft Sub Algebra in terms of Ideal Structures." Tuijin Jishu/Journal of Propulsion Technology 44, no. 4 (October 16, 2023): 1163–74. http://dx.doi.org/10.52783/tjjpt.v44.i4.996.

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Ideal concepts are discussed in many mathematical applications. Various author has been studied and analytical in different ways. In this article, the idea of bipolar fermatean uncertainty sub algebra’s in terms of R-ideals is planned. Also the correlation among bipolar fermatean uncertainty soft ideal and bipolar fermatean uncertainty soft R-ideals is expressed some interesting ideas also analyzed.
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21

Vallespín Muniesa, Aurelio. "Ideas no construidas | Unbuilt ideas." ZARCH, no. 6 (September 16, 2016): 2. http://dx.doi.org/10.26754/ojs_zarch/zarch.201661442.

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Para Hegel el arte es “una emancipación de la idea absoluta”, y “la arquitectura representa los inicios del arte”. Por tanto, nos indica que no podemos entender la una sin la otra. La arquitectura no construida favorece la idealización. Al no existir el objeto final la sugerencia por otros medios abre nuevas vías a interpretaciones, que pueden ser incluso más estimulantes que las ideas iniciales. En este número de la revista Zarch queremos hacer hincapié en esas ideas que no se han construido, pero que han tenido una fuerza tal que han sobrevivido incluso sin haber llegado a construirse.For Hegel art is "an emancipation of absolute ideas" and "architecture represents the start of art". Therefore, this tells us that we cannot understand one without the other. Unbuilt architecture favours idealisation. Since the final object does not exist, the suggestion opens up new ways and interpretations through other means, which can be even more stimulating than the original ideas. In this issue of Zarch magazine we would like to place emphasis on those ideas that have not been built, but which have been powerful enough to survive without actually having been built.
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22

Baer, Markus, Melissa S. Cardon, Jennifer Howard-Grenville, Dean A. Shepherd, and Scott Sonenshein. "Ideas about Ideas in Organizations." Academy of Management Proceedings 2015, no. 1 (January 2015): 11171. http://dx.doi.org/10.5465/ambpp.2015.11171symposium.

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23

Pichaske, David. "Wrong Ideas About Wrong Ideas." Middle West Review 9, no. 2 (March 2023): 147–52. http://dx.doi.org/10.1353/mwr.2023.0009.

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24

Sangeetha, T., and S. Senthamil Selvi. "Fuzzy Congruence Relations in Generalized Almost Distributive Fuzzy Lattices." Journal of Physics: Conference Series 2089, no. 1 (November 1, 2021): 012067. http://dx.doi.org/10.1088/1742-6596/2089/1/012067.

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Abstract This paper defines the fuzzy congruence relation of GADFL (Generalized nearly distributive fuzzy lattices). The ideas of θ - ideal and θ - Prime ideal are introduced in GADFL, and the fuzzy congruence relation is used to explain these ideals. AMS subject classification: 06D72, 06F15, 08A72.
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25

Rescher, Nicholas. "Ideas." kilikya 2, no. 3 (2015): 16–23. http://dx.doi.org/10.5840/kilikya20152314.

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26

Shaw, Jean M. "Ideas." Arithmetic Teacher 32, no. 5 (January 1985): 27–32. http://dx.doi.org/10.5951/at.32.5.0027.

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Making graphs and interpreting the results of graphs and polls are important mathematical skills. The following excercises give students opportunities to deal with many kinds of data as they make graphs and interpret their results.
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27

Shaw, Jean M. "Ideas." Arithmetic Teacher 32, no. 6 (February 1985): 31–36. http://dx.doi.org/10.5951/at.32.6.0031.

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This month's lDEAS features acti vities in which students use the newspaper to find information and use it in problem solving. Newspaper activities are appealing because they allow students to use a real and up-to-date medium as they practice skills.
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28

Shaw, Jean M. "Ideas." Arithmetic Teacher 32, no. 7 (March 1985): 27–32. http://dx.doi.org/10.5951/at.32.7.0027.

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Elementary school students at all evels are interested in reptiles. This month's IDEAS uses reptiles as a Iheme for practicing skills in computation. measurement, comparison, reading, and problem solving, Teachers can use the worksheets for ordinary mathematical activities or as complements to the study of reptiles in science.
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29

Shaw, Jean M. "Ideas." Arithmetic Teacher 32, no. 8 (April 1985): 27–32. http://dx.doi.org/10.5951/at.32.8.0027.

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Calculators and active minds make an unbeatable combination for computation and problem solving. The IDEAS worksheets for this month present situations in which students can do some thinking first, then push the buttons on their calculators to get quick and accurate answers. The exercises are suitable for work by individual students. Pairs of students can also profit from working together to devise strategies for solving the problems and then sharing a calculator to answer them. Teachers might also duplicate and place the worksheets in their mathematics learning center so that students can work on them independently.
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30

Shaw, Jean M. "Ideas." Arithmetic Teacher 32, no. 9 (May 1985): 20–24. http://dx.doi.org/10.5951/at.32.9.0020.

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Thi month's IDEAS features two map posters. The map for younger children feature a neighborhood and problems about getting around town. For adventurous older students—and most of them are—the second map show a wilderness area with options for canoeing, portaging, and hiking. Students can work the problem included on each poster, but they hould also be encouraged to make and solve their own problems using the maps as a basis.
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31

Williams, David E. "Ideas." Arithmetic Teacher 33, no. 1 (September 1985): 27–32. http://dx.doi.org/10.5951/at.33.1.0027.

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The IDEAS this month uses license plates to give students experiences in solving problems, following directions, developing numeracy, and writing number sentences. Students may find themselves using “guess and test” or “work backward” strategies as discussed in “Problem Solving: Tips for Teacher” (May 1985 and September 1984).
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32

Gallant, Inge, Loretta Leone, Jan Luber, Marcia McCarthy, Marcia O'Neill, and Robert Potter. "Ideas." Arithmetic Teacher 33, no. 2 (October 1985): 27–32. http://dx.doi.org/10.5951/at.33.2.0027.

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33

Bright, George. "Ideas." Arithmetic Teacher 33, no. 3 (November 1985): 27–32. http://dx.doi.org/10.5951/at.33.3.0027.

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34

Kroll, Diana Lambdin. "Ideas." Arithmetic Teacher 33, no. 4 (December 1985): 27–32. http://dx.doi.org/10.5951/at.33.4.0027.

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35

Duncan, David R., and Bonnie H. Litwiller. "Ideas." Arithmetic Teacher 33, no. 7 (March 1986): 26–32. http://dx.doi.org/10.5951/at.33.7.0026.

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To maintain students' computational skills, practice is needed. Students find practice activities more in teresting if they are provided in new and novel situations. It's a bonus if students discover number patterns as a result of the computations.
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36

Payne, Joseph N. "Ideas." Arithmetic Teacher 34, no. 1 (September 1986): 26–32. http://dx.doi.org/10.5951/at.34.1.0026.

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The ancient Egyptian numerals used as far back as 3400 B.C. had groupings by ten but no place values. The use of these symbols will help students understand our base-ten system and the efficiency of our place-value notation. The basic rules for writing ancient Egyptian numerals (Egyptians now use Hindu-Arabic numerals, as we do) are relatively simple.
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37

Towsley, Ann E. "Ideas." Arithmetic Teacher 34, no. 2 (October 1986): 26–32. http://dx.doi.org/10.5951/at.34.2.0026.

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This section is designed for teachers who wish to give students new insights imo familiar topics in grades K-8. This material can be reproduced by classroom teachers for use in their own classes wit hom requesting permission from the National Council of Teachers of Mathematics. Manuscripts for this section are welcomed for review. Guidelines for authors are available on request.
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38

Towsley, Ann E. "Ideas." Arithmetic Teacher 34, no. 3 (November 1986): 18–24. http://dx.doi.org/10.5951/at.34.3.0018.

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39

Zawojewski, Judith S. "Ideas." Arithmetic Teacher 34, no. 4 (December 1986): 18–25. http://dx.doi.org/10.5951/at.34.4.0018.

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When a region model is used to represent fraction, an a sumption is made that the parts, or regions, are of equal area. This assumption can be reexamined in grades 1–8 with activities similar to the one given here. Activitie uch as the e also provide an opportunity for children to review the meaning of fraction as they work with regions. An additional payoff is that measurement and geometry are also used.
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40

Leutzinger, Larry P. "Ideas." Arithmetic Teacher 34, no. 5 (January 1987): 19–24. http://dx.doi.org/10.5951/at.34.5.0019.

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Ideas this month focuses on the topic of problem solving. Children need to develop strategies to solve process problems as described in the “Problem Solving: Tips for Teachers” sections of the Arithmetic Teacher. They also need to develop skills in reading, comprehending, and solving story problem. This month's activities involve the children in interpreting story problems, drawing their own conclusions, and making guesses.
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41

Coburn, Terrence G. "Ideas." Arithmetic Teacher 34, no. 6 (February 1987): 31–36. http://dx.doi.org/10.5951/at.34.6.0031.

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42

Towsley, Ann E. "Ideas." Arithmetic Teacher 34, no. 7 (March 1987): 26–32. http://dx.doi.org/10.5951/at.34.7.0026.

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43

Kolnowski, Linda W., and Joann King Okey. "Ideas." Arithmetic Teacher 34, no. 8 (April 1987): 26–33. http://dx.doi.org/10.5951/at.34.8.0026.

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44

Payne, J. Neal. "Ideas." Arithmetic Teacher 34, no. 9 (May 1987): 26–32. http://dx.doi.org/10.5951/at.34.9.0026.

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45

Barson, Alan, and Lois Barson. "Ideas." Arithmetic Teacher 35, no. 1 (September 1987): 27–32. http://dx.doi.org/10.5951/at.35.1.0027.

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Ideas this month focuses on the attributes of numbers. The activities will highlight such attributes as one more than, equal to, greater than, less than, LCM, prime, and factor, Since teachers need to give students practice in understanding and using the vocabulary and characteristics of numbers, the following activities provide this practice in a motivational game-oriented situation using dice and game boards.
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46

Barson, Alan, and Lois Barson. "Ideas." Arithmetic Teacher 35, no. 2 (October 1987): 27–32. http://dx.doi.org/10.5951/at.35.2.0027.

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47

Barson, Alan, and Lois Barson. "Ideas." Arithmetic Teacher 35, no. 3 (November 1987): 26–32. http://dx.doi.org/10.5951/at.35.3.0026.

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lDEAS for this month focuses on the topic of problem solving using the strategies of patterning (grades 1 and 2); working backward (grades 3 and 4); making a chart, table, or graph (grade 5 and 6); and diagraming and elimination (grades 7 and 8). Teacher need to provide stude nts with problem that develop skill in a varie ty of problem-solving strategies. These activitic permit students to be creative in their methods of solving problems.
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48

Barson, Alan, and Lois Barson. "Ideas." Arithmetic Teacher 35, no. 4 (December 1987): 19–24. http://dx.doi.org/10.5951/at.35.4.0019.

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Ideas this month presents activities to develop skills in estimation, a mathematics skill most frequently used in daily life. It helps us understand and deal with number sensibly and is an excellent aid in problem solving. The following estimation activities involve measurement, telling time, computation, and problem solving.
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49

Barson, Alan, and Lois Barson. "Ideas." Arithmetic Teacher 35, no. 5 (January 1988): 19–24. http://dx.doi.org/10.5951/at.35.5.0019.

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Ideas thi month is designed to give practice with rational numbers. The concepts of rational numbers are best under tood in practical application. The following activitie involve skills with common fractions, decimals, and percent.
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50

Barson, Alan, and Lois Barson. "Ideas." Arithmetic Teacher 35, no. 6 (February 1988): 31–36. http://dx.doi.org/10.5951/at.35.6.0031.

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Because this issue concerns early childhood education, IDEAS for this month consists of activities for the primary grades. The grids offer practice with patterns, number and shape identification, and computation.
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