Relevant bibliographies by topics / Styles

Academic literature on the topic 'Styles'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Styles"

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Binford, Lewis R. "Styles of style." Journal of Anthropological Archaeology 8, no. 1 (March 1989): 51–67. http://dx.doi.org/10.1016/0278-4165(89)90006-8.

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Roof, Judith. "The Styles of Style." American Literary History 36, no. 2 (May 1, 2024): 578–86. http://dx.doi.org/10.1093/alh/ajae032.

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Baxter, Amy L., J. Camille Welch, Bonnie L. Burke, and Daniel J. Isaacman. "Pain, Position, and Stylet Styles." Pediatric Emergency Care 20, no. 12 (December 2004): 816–20. http://dx.doi.org/10.1097/01.pec.0000148030.99339.fe.

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Shusterman, Richard. "Style et styles de vie." Littérature 105, no. 1 (1997): 102–9. http://dx.doi.org/10.3406/litt.1997.2435.

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Cann, Arnie, M. Ashley Norman, Jennifer L. Welbourne, and Lawrence G. Calhoun. "Attachment styles, conflict styles and humour styles: interrelationships and associations with relationship satisfaction." European Journal of Personality 22, no. 2 (March 2008): 131–46. http://dx.doi.org/10.1002/per.666.

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Relationships among attachment styles, conflict styles and humour styles were examined in the context of romantic relationships. Each style was assumed to be based upon underlying assumptions about self and others, so relationships among the measures were predicted. A model assuming that the relationship of attachment styles to relationship satisfaction was partially mediated by the conflict styles and humour styles was tested. Overall, the predicted relationships among the three measures were supported. Conflict styles and humour styles reflecting attitudes about others were related to the avoidance attachment style, while those reflecting attitudes about the self were related to the anxiety attachment dimension. Conflict styles and humour styles were mediators of the association of attachment style with relationship satisfaction. Copyright © 2007 John Wiley & Sons, Ltd.
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Lassalle, Hélène. "Du Style : le style et les styles." Ligeia N°17-18, no. 1 (1995): 67. http://dx.doi.org/10.3917/lige.017.0067.

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Saeed, Tahir, Shazia Almas, M. Anis-ul-Haq, and GSK Niazi. "Leadership styles: relationship with conflict management styles." International Journal of Conflict Management 25, no. 3 (July 8, 2014): 214–25. http://dx.doi.org/10.1108/ijcma-12-2012-0091.

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Purpose – The purpose of this study is to examine the relationship between leadership styles and conflict management styles among managers, while handling interpersonal conflict (mangers and subordinates). Design/methodology/approach – Middle-level managers (N = 150) from different private sector manufacturing industries were included in the study to seek responses through questionnaire based on instruments for conflict management and leadership styles. Findings – Managers who perceived to exhibit more on transformational leadership style adopted integrating and obliging style of conflict management. Those who perceived to exhibit more on transactional style opted for compromising style of conflict management. Whereas, managers perceived to exhibit laissez-faire leadership style adopted avoiding style to manage conflicts with subordinates. Originality/value – Despite the universal acceptance of leadership importance in corporate settings, research so far investigated leadership styles as determinants of conflict management styles are population-specific, including nursing managers (Hendel, 2005), university academic staff (Paul, 2006) and healthcare professionals (Saeed, 2008). Furthermore, the findings in the referred studies are not consistent, and this issue seems to be at an exploratory phase that requires further investigation to establish the relationship. Blake and Mouton (1964) and Rahim (1992) tried to measure the strategies in which individuals typically deal with the conflicts. This approach treated conflict styles as individual disposition, stable over time and across situations. It is argued and supported by literature that leadership styles or behaviors remain stable over time and are expected to be significantly related to conflict management styles (Hendel, 2005).
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Mitsyuk, Alexey Alexandrovich, and Nikolay Arsenovich Jamgaryan. "What Software Architecture Styles are Popular?" Proceedings of the Institute for System Programming of the RAS 33, no. 3 (2021): 7–26. http://dx.doi.org/10.15514/ispras-2021-33(3)-1.

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One can meet the software architecture style's notion in the software engineering literature. This notion is considered important in books on software architecture and university sources. However, many software developers are not so optimistic about it. It is not clear, whether this notion is just an academic concept, or is actually used in the software industry. In this paper, we measured industrial software developers' attitudes towards the concept of software architecture style. We also investigated the popularity of eleven concrete architecture styles. We applied two methods. A developers’ survey was applied to estimate developers' overall attitude and define what the community thinks about the automatic recognition of software architecture styles. Automatic crawlers were applied to mine the open-source code from the GitHub platform. These crawlers identified style smells in repositories using the features we proposed for the architecture styles. We found that the notion of software architecture style is not just a concept of academics in universities. Many software developers apply this concept in their work. We formulated features for the eleven concrete software architecture styles and developed crawlers based on these features. The results of repository mining using the features showed which styles are popular among developers of open-source projects from commercial companies and non-commercial communities. Automatic mining results were additionally validated by the Github developers survey.
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Ford, Thomas E., Katelyn A. McCreight, and Kyle Richardson. "Affective Style, Humor Styles and Happiness." Europe’s Journal of Psychology 10, no. 3 (August 13, 2014): 451–63. http://dx.doi.org/10.5964/ejop.v10i3.766.

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The present study examined the relationships between dispositional approach and avoidance motives, humor styles, and happiness. In keeping with previous research, approach motives and the two positive humor styles (self-enhancing and affiliative) positively correlated with happiness, whereas avoidance motives and the two negative humor styles (self-defeating and aggressive) negatively correlated with happiness. Also, we found support for three new hypotheses. First, approach motives correlated positively with self-enhancing and affiliative humor styles. Second, avoidance motives correlated positively with self-defeating humor style, and third, the positive relationship between approach motives and happiness was mediated by self-enhancing humor style.
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Rajbhandari, Mani Man Singh. "Dominant Leadership Styles: A Multi-Flex leadership styles blend towards the Educational Effectiveness." Journal of Educational Thought / Revue de la Pensée Educative 55, no. 1 (July 7, 2022): 69–88. http://dx.doi.org/10.55016/ojs/jet.v55i1.75675.

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Abstract: The purpose of this study was to explore the dominant leadership styles among the four traditional leadership styles: 1) Autocratic, 2) Bureaucratic, 3) Democratic and 4) Laissez –Faire/Free rein/Abdicratic.Within these four traditional leadership styles, this study attempts to explore the dominant leadership styles using the theory of multi-flexleadership styles blends. A conceptual theoretical construction amongst theleadership styles was correlated to categories associated with multi-flex leadership styles. This approach allowed for the four traditional leadership styles to be investigated more thoroughly. These findings that resulted from this exploration highlight how the six multi-flex leadership styles blend with traditional leadership styles. Moreover, blending three or moreleadership styles produces lesser multi-flex leadership styles that can be associated with more dominant approaches to leadership styles. Dominant leadership styles were predetermined by the context, followership domain and the leader. Any two leadership styles can generate multi-flexleadership styles (higher applicability of one styles and lesser to another or vice versa). Thus, the leadership applicability of these styles generatetwelve sets of multi-flex leadership styles. Not all of these leadership multiflex blends can produce reliable information about contextual settings or the followership domain. Therefore, the appropriateness of leadership blend is a pivotal area that a leader must be aware of in order to understand both the demand from the context, the followership needs and the capability to integrate one dominant style with another. Multi-flex style blend can even be more essential during a crisis. For example, during the COVID-19 pandemic, which instigated the need for change, there was aneed for a change in leadership styles. The higher applicability of any one leadership style with one that is less applicable can be considered a dominant leadership style. Thus, a higher applicability of any one leadership style using the multi-flex blend approach may be considered a dominant leadership style.
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Dissertations / Theses on the topic "Styles"

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TAVARES, Maria da Glória Guará. "A matter of style: looking at L2 teachers' teaching styles from the perspective of learning styles." Universidade Federal de Santa Catarina, 2004. http://www.repositorio.ufc.br/handle/riufc/19547.

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TAVARES, Maria da Glória Guará. A matter of style: looking at L2 teachers' teaching styles from the perspective of learning styles. 2004. 167f. Dissertação (Mestrado) - Universidade Federal de Santa Catarina - Programa de Pós-graduação em Letras/inglês e Literatura Correspondente, Santa Catarina, 2004.
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The present study aims at investigating L2 teachers’ teaching styles from the perspective of learning styles to identify the learning styles which tend to be most favored by foreign language teachers, the relationship between teachers’ teaching styles and their own learning styles, students’ attitudes towards discussing learning preferences in the classroom, and difficulties teachers face when trying to develop a balanced teaching style. The data for the present study were collected at the Extracurricular Language Courses offered by Universidade Federal de Santa Catarina (UFSC), from April, 16th to July 4th , 2002. Eight teachers of English as a foreign language – two at the beginning level, two of the pre-intermediate level, two of the intermediate level, and two of the high-intermediate level – were observed for the purpose of investigating their teaching styles from the perspective of learning styles. Out of the eight teachers, six were observed for three classes. The other two were observed for six classes, took part in an instructional program, and were required to accomplish two tasks. Task one consisted of trying to approach students’ learning styles and task two consisted of trying to develop a balanced teaching style. For the data collection, seven instruments were used: (1) classroom observation, (2) audio recordings, (3) one instrument for assessing teaching styles, (4) one instrument for assessing learning styles, (5) one questionnaire for assessing students’ attitudes, (6) a reflective session, and (7) a semi-guided interview with teachers. The framework for data analysis was the Myers and Briggs Learning Style Model (1987). Results indicate that (1) extraverts, feelers, perceivers and kinesthetic tend to be the learning styles most favored, (2) there seems to be a correlation between teachers’ teaching styles and their own learning styles, (3) students present a positive attitude towards teachers’ attempts to discuss learning styles, and (4) teachers face two main difficulties when trying to develop a balanced teaching style: lack of time for planning their classes and lack of knowledge of learning style theories.
O presente estudo tem por objetivo investigar estilos de ensino de professores de L2 sob a perspectiva de estilos de aprendizagem. O estudo foi motivado por quatro perguntas: (1) Quais estilos de aprendizagem tendem a ser mais favorecidos pelos estilos de ensino de professores de L2? (2) Existe relação entre os estilos de ensino dos professores de L2 e seus próprios estilos de aprendizagem? (3) Quais as reações dos alunos quanto a discutir sobre seus estilos de aprendizagem em sala de aula ? (4) Quais as dificuldades encontradas por professores de L2 ao tentarem desenvolver um estilo de ensino mais balanceado? A coleta de dados foi realizada nos cursos extracurriculares de idiomas da Universidade Federal de Santa Catarina, no período de 16 de abril a 1o de julho de 2002. Oito professores participaram desse estudo- dois dos cursos iniciantes, dois dos cursos pré-intermediário, dois dos cursos intermediários e dois dos cursos intermediários-avançados. Desses oito professores, seis foram observados por três aulas e dois foram observados por seis aulas, participaram de um programa de instrução sobre estilos de ensino e de aprendizagem e realizaram duas tarefas em suas salas de aula. A primeira tarefa consistiu em tentar abordar seus alunos sobre suas preferências de aprendizagem. A segunda tarefa consistiu em tentar desenvolver um estilo de ensino balanceado em uma de suas aulas. Sete instrumentos foram realizados para coleta de dados: (1) observação de sala de aula e gravação em áudio (2) anotações em diário (3) um instrumento para determinar estilos de aprendizagem, (4) um instrumento para determinar estilos de aprendizagem, (5) um questionário para verificar reações dos alunos quanto a discutir sobre seus estilos de aprendizagem, (6) uma sessão reflexiva com os professores e (7) uma entrevista com os professores. Os resultados indicam que: (1) alunos extrovertidos, sentimentais, perceptivos e sinestésicos tendem a ser os mais favorecidos pelos estilos de ensino dos professores de L2, (2) existe uma relação entre os estilos de ensino e de aprendizagem dos professores de L2, (3) os alunos apresentam reações positivas ao discutir sobre seus estilos de aprendizagem em sala de aula e (4) os professores encontram duas dificuldades ao tentar desenvolver um estilo de ensino mais balanceado: escassez de tempo para planejar a aula e falta de familiaridade com as teorias de estilos ensino e aprendizagem.
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Kopřivová, Stanislava. "Komparace preferencí učebních stylů středoškolských a vysokoškolských studentů ekonomického zaměření." Master's thesis, Vysoká škola ekonomická v Praze, 2017. http://www.nusl.cz/ntk/nusl-359890.

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The thesis deals with the issues of learning styles of secondary and university students. In the theoretical part, the problems of thinking, individual-specific ways of learning, individual-specific learning methods and learning styles are outlined. The diploma thesis focuses on learning styles, which are defined and divided from different points of view. Thesis also includes the diagnostics of learning styles, the influence of learning styles and, among other things, the motivation that is important in learning. The theoretical part is consists of research of professional literature, scientific articles and current researches from the area. The practical part consists of questionnaire survey, which took place at several secondary schools and universities. The LSI questionnaire and the VARK questionnaire were used to find out the student's learning styles from the research sample, the results obtained from the two questionnaires were compared between each other, from which conclusions were drawn. The survey results are evaluated by descriptive statistics and captured in charts and tables.
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Pollick, Martha Florence Scanlin. "Teaching styles and learning styles : a comparative study /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1154479x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Elizabeth M. Maloney. Dissertation Committee: Richard W. Wolf. Includes bibliographical references (leaves.
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Laurent, François. "Communication publicitaire : des figures de style aux styles de vie." Paris 4, 1988. http://www.theses.fr/1987PA040474.

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Au sein de tout corpus publicitaire, les annonces se regroupent en types homogènes, en fonction, tant des figures de rhétorique que des marqueurs énonciatifs qui les composent : ce sont les "figures de style". Chaque figure de style renvoie à un lecteur, c'est-à-dire à un consommateur particulier : toute figure de style apparait comme un élément certain d'identification des individus auxquels s'adresse un manifeste particulier. Ainsi s'établit le lien figures de style styles de vie : chaque type sociologique de consommateurs se caractérise par un certain nombre de comportements particuliers, c'est-à-dire son style de vie. Et la communication publicitaire qui lui est destinée doit correspondre à une figure de style particulière. Ainsi est-il possible de définir avec précision ce que sera, la fonction de sa cible, l'encodage d'une annonce publicitaire
According to their rhetorical figures and shifters: these types are "stylistic devices". Every stylistic device refers to a reader, i. E. A consumer: every stylistic device enables to identify the target of the ads. Every consumer is characterized by a particular behavior, i. E. His life style; he is characterized by a stylistic device too. Now we can define with precision the encoding of an ad according to ots target
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Laurent, François. "Communication publicitaire des figures de style aux styles de vie /." Lille 3 : ANRT, 1990. http://catalogue.bnf.fr/ark:/12148/cb376070889.

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Shalash, Fatimah. "SIBLING CONFLICT RESOLUTION STYLES AND MARITAL CONFLICT RESOLUTION STYLES." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/109.

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This study used qualitative methods to examine if there was a connection between conflict resolution styles used with siblings in adolescence and conflict resolution styles utilized in current romantic committed relationships. The Conflict Resolution Behavior Questionnaire (Reese-Weber, & Bartle-Haring, 2003) and Gottman‟s (1994a, 1994b) couple-conflict types as adapted by Holman and Jarvis (2003) were administered to 144 participants through an online questionnaire. Analysis of the CRBQ using a multiple regression indicated participant‟s self-rating of compromise, attack, and avoidant conflict resolution styles used with siblings when an adolescent predicted current self-ratings of compromise, attack, and avoidant conflict resolution styles utilized in current romantic relationships.
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Reinhartz-Berger, Iris, Kathrin Figl, and Øystein Haugen. "Investigating styles in variability modeling: Hierarchical vs. constrained styles." Elsevier, 2017. http://dx.doi.org/10.1016/j.infsof.2017.01.012.

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Context: A common way to represent product lines is with variability modeling. Yet, there are different ways to extract and organize relevant characteristics of variability. Comprehensibility of these models and the ease of creating models are important for the efficiency of any variability management approach. Objective: The goal of this paper is to investigate the comprehensibility of two common styles to organize variability into models - hierarchical and constrained - where the dependencies between choices are specified either through the hierarchy of the model or as cross-cutting constraints, respectively. Method: We conducted a controlled experiment with a sample of 90 participants who were students with prior training in modeling. Each participant was provided with two variability models specified in Common Variability Language (CVL) and was asked to answer questions requiring interpretation of provided models. The models included 9 to 20 nodes and 8 to 19 edges and used the main variability elements. After answering the questions, the participants were asked to create a model based on a textual description. Results: The results indicate that the hierarchical modeling style was easier to comprehend from a subjective point of view, but there was also a significant interaction effect with the degree of dependency in the models, that influenced objective comprehension. With respect to model creation, we found that the use of a constrained modeling style resulted in higher correctness of variability models. Conclusions: Prior exposure to modeling style and the degree of dependency among elements in the model determine what modeling style a participant chose when creating the model from natural language descriptions. Participants tended to choose a hierarchical style for modeling situations with high dependency and a constrained style for situations with low dependency. Furthermore, the degree of dependency also influences the comprehension of the variability model.
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Chase, Melissa W. "The Relationship of Mind Styles, Consumer Decision-Making Styles, and Shopping Habits of Beginning College Students." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27824.

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The foundation for this study is based on prior research (Sproles & Sproles, 1990) that determined that learning styles are significantly related to consumer decision-making styles. Decision making involves a process of cognitive learning. Since the study was published, other studies have investigated these consumer decision-making styles. However, no additional studies have further investigated the relationship between learning styles and consumer decision-making styles for college students, especially first-year, first semester college students. Numerous studies have documented that students enter college as consumers but may lack basic knowledge and skills to make consumer decisions and avoid potential debt. The focus of the current study was to determine whether a relationship exists between beginning college studentsâ self-reported mind styles, consumer decision-making styles, and shopping habits. To investigate this relationship, a purposive sample was targeted consisting of first-year, first semester college students. Three instruments were administered: the Gregorc Style Delineator, the Consumer Styles Inventory, and a Demographic Survey. A Chi-Square Test of Independence showed that there is a significant relationship between gender and self-reported shopping habits. Females tend to self-report purchases of clothing more frequently than males. Males tend to self-report purchases of food away from home and gas/auto expenses more frequently than females. No significant relationship was found between studentsâ perception of family income and self-reported shopping habits, suggesting that these students purchase consumer goods frequently regardless of their perceived family income. A Chi-Square Test of Independence also revealed a significant relationship between gender and self-reported, dominant, Gregorc mind styles. Females were more likely than males to self-report their dominant mind styles as Abstract Random. Males were more likely than females to self-report their dominant mind style as Concrete Random. Although the current studyâ s results did not support multiple consumer decision-making styles from previous studies using the Consumer Styles Inventory, an exploratory factor analysis revealed one, overall consumer decision-making style, Recreational/Hedonistic. A Mann-Whitney Rank Sum Test showed that there is a significant relationship between gender and the Recreational/Hedonistic consumer decision-making style. Females tend to be more recreational shoppers than males. A summary, discussion of the results, and recommendations for further research, practice, policy, and families are proposed.
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Törngren, Helena, and Monica Svensson. "Inlärningsstilar : Learning styles." Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-365.

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Todorovic, Natasa. "Equity investment styles." Thesis, City University London, 2001. http://openaccess.city.ac.uk/8399/.

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The aim of this thesis is to investigate the nature of determinants of equity returns as suggested by the CAPM model, in particular, alphas, betas and equity premium and to outline implications for investment managers that statistical and structural analysis of the aforementioned variables may suggest. The thesis contributes to the existing literature in the following areas. First, it addresses the question of predictive power of historical risk-adjusted portfolio performance measures on determining future equity returns in short and long term hoirsons. Second, it investigates the stability of beta coefficients and its impact on portfolio risk and seasonality in equity returns. Third, it assesses the question of dividend yield as determinant of portfolio alphas. Finally, it addresses the question of a common factor that may be influencing movements of equity premiums across European markets. All the aforementioned empirical work is the first of this kind, at least to our knowledge, in the UK. In Chapter One we provide an indirect test of alpha stability. We test if past alphas, information ratio and alpha-to-beta ratio of positive and negative alpha portfolios can be used to determine future portfolio returns. We find that chosen portfolio performance measures do not have any predictive power in the short term investment horisons. However, in the longer term horisons of 24 to 36 months, we document the mean reversion in our portfolio returns and conclude that one can use historical measures of performance to predict returns in the longer run. In Chapter Two we proceed to investigate if stocks with higher beta (systematic risk) also exhibit higher instability in betas as well, thus causing even greater risk for investors. We also examine the seasonality effect in the UK size-based portfolios and try to relate it to seasonality in betas. Our findings suggest that higher beta stocks do have more time-variant betas. Additionally, we find that equity returns are much higher in December-April than in May-November period but we find no robust evidence that such seasonality in returns is due to seasonality in betas but rather due to investors' psychology. In Chapter Three, we assess the relationship between excess returns and dividend yields in the UK market. The econometric analysis reveals U-shaped yield-return relationship in the 1980s and quadratic, bell-shaped, relationship in the 1990s. It seems that such a change in the relationship is driven by the change in the returns pattern of small size stocks in the 1990s. We find no evidence of the tax effect as the explanation of yield-return relationship that we observe. In Chapter Four we try to identify what may be the common determinant of equity risk premium across European markets. We test for the serial correlation in the stock market returns and the results suggest that serial correlation is not in the level of returns but in the volatility of returns. Hence, if shocks to returns and in turn equity premium are persistent, there can be a scenario of a world-wide shock, which may influence the equity premium across countries in the similar manner driving them in the same direction. The overall findings of the thesis are indicating instability of CAPM determinants of UK equity returns. If investors are aware of these instabilities, they can adjust theirinvestment strategies accordingly and generate excess returns on their investment.
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Books on the topic "Styles"

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Wilkinson, Michael. Buying Styles. New York: AMACOM Books, 2009.

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Jullian, Philippe. Les styles. [Paris]: Le Promeneur, 1992.

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Johnson, Stephen M. Character styles. New York: Norton, 1994.

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Styles, Harry. Harry Styles. London]: SYCO Music/Columbia Records, 2017.

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Sternberg, Robert J. Thinking styles. Cambridge: Cambridge University Press, 1997.

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Kelly, E. Sarah. Learning styles. London: Royal College of Midwives, 1995.

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Dickason, Kathleen S. Garden styles. Lincolnwood, Ill: Publications International, 1996.

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Frankel, Ellen. Bathroom styles. Lincolnwood, Ill: Publications International, 1995.

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Lewis, Anne Chambers. Leadership styles. Arlington, VA: American Association of School Administrators, 1993.

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Lozano, Francisco. Life styles. Harlow: Longman, 1986.

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Book chapters on the topic "Styles"

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Li, Lynne N. "Learning Styles, Cognitive Styles and Thinking Styles." In Cultural Learning Styles in Language Education, 66–85. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429280061-4.

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Boulter, Amanda. "Styles." In Writing Fiction, 160–71. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20747-9_12.

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Litvinavicius, Taurius. "Styles." In Exploring Windows Presentation Foundation, 151–222. Berkeley, CA: Apress, 2020. http://dx.doi.org/10.1007/978-1-4842-6637-3_6.

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MacDonald, Matthew. "Styles." In Pro WPF in C# 2008, 349–65. Berkeley, CA: Apress, 2008. http://dx.doi.org/10.1007/978-1-4302-0576-0_12.

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Wegener, Jörg. "Styles." In WPF 4.5 und XAML, 169–200. München: Carl Hanser Verlag GmbH & Co. KG, 2012. http://dx.doi.org/10.3139/9783446435414.006.

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Tubić, Tatjana, and Kamile Hamiloğlu. "Linking Learning Styles and Teaching Styles." In Becoming a Teacher Educator, 133–44. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8874-2_10.

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Vagelli, Matteo. "Styles of Science, Styles of Philosophy." In Studies in History and Philosophy of Science, 209–16. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-61555-9_9.

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Hallowell, Edward M., and William J. Grace. "Money Styles." In Money and Mind, 15–26. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-3762-5_2.

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Bernstein, Kerry, Keith M. Carrig, Christopher M. Durham, Patrick R. Hansen, David Hogenmiller, Edward J. Nowak, and Norman J. Rohrer. "Clocking Styles." In High Speed CMOS Design Styles, 247–84. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-5573-5_7.

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Malpus, Zoey. "Coping Styles." In Pain, 353–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99124-5_77.

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Conference papers on the topic "Styles"

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Plimpton, Steven. "Styles, styles, styles." In Proposed for presentation at the 7th LAMMPS Workshop and Symposium held August 10-13, 2021 in Virtual, NM. US DOE, 2021. http://dx.doi.org/10.2172/1889557.

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Trejo, FHA, and NMA Bravo. "LEARNING STYLES AND STYLES OF COPING WITH STRESS IN UNIVERSITY ENGINEERING STUDENTS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7146.

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The present research has been developed in the university environment. The objective was to determine the relationship between Learning styles and styles of coping with stress in university chemical engineering students of the National University of Callao. Regarding the methodology, it can be pointed out that the type of research is applicative, with a quantitative approach and descriptive correlational level, regarding the sample, the study was represented by 273 engineering students of a public university of Peru - Callao. For this purpose, the Carver's Stress Coping Modes Questionnaire and the Honey and Alonso's Learning Styles Questionnaire were administered. Then, the data were systematized and the inferential statistical analysis was carried out for hypothesis testing, using Pearson's Correlation statistic and the homogeneity of variances test. In addition, the validation of the instruments was established through Cronbach's Alpha, having a reliability index of 0.70. In this regard, the results indicate a significant relationship between all learning styles and styles of coping with stress in the university students evaluated. That is, between the active learning style and emotion-focused and additional styles of coping with stress; between the reflective learning style and problem-focused styles of coping with stress; between the theoretical learning style and problem-focused and emotion-focused style of coping with stress; and between the pragmatic learning style and emotion-focused style of coping with stress. Keywords: Learning styles, coping, stress, university engineering students
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Pinto Lobo, María RosaMaría Rosa Pinto Lobo. "FROM STYLES 0 TO STYLE E-0. COGNITIVE STYLES IN E-LEARNING." In International Conference on e-Learning 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/el2019_201909r050.

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Olivestam, Anton, Axel Rosendahl, Erik Wilderoth, Niklas Carlsson, and Patrick Lambrix. "Characterizing Playing Styles for Ice Hockey Players." In Linköping Hockey Analytics Conference LINHAC 2024. Linköping University Electronic Press, 2024. http://dx.doi.org/10.3384/ecp209004.

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Although analytics is being used in, e.g., the evaluation of players and scouting, it is still challenging to quantify skills and playing styles of players. Such information is important for roster creation and scouting, where teams want to find players that have a playing style that fits within the team, as well as for game preparation to understand the playing style of opponents. In this paper we use player vectors to characterize a player’s playing style. The player vectors contain representations of skills that are computed from game event data. Further, we use fuzzy clustering on the vectors to generate five types of defender playing styles and five types of forward playing styles. For these types, we show the typical skill levels and players with similar styles.
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Schaldenbrand, Peter, Zhixuan Liu, and Jean Oh. "StyleCLIPDraw: Coupling Content and Style in Text-to-Drawing Translation." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/688.

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Generating images that fit a given text description using machine learning has improved greatly with the release of technologies such as the CLIP image-text encoder model; however, current methods lack artistic control of the style of image to be generated. We present an approach for generating styled drawings for a given text description where a user can specify a desired drawing style using a sample image. Inspired by a theory in art that style and content are generally inseparable during the creative process, we propose a coupled approach, known here as StyleCLIPDraw, whereby the drawing is generated by optimizing for style and content simultaneously throughout the process as opposed to applying style transfer after creating content in a sequence. Based on human evaluation, the styles of images generated by StyleCLIPDraw are strongly preferred to those by the sequential approach. Although the quality of content generation degrades for certain styles, overall considering both content and style, StyleCLIPDraw is found far more preferred, indicating the importance of style, look, and feel of machine generated images to people as well as indicating that style is coupled in the drawing process itself. Our code, a demonstration, and style evaluation data are publicly available.
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Mussa, Sofia. "Greek adolescents’ mothers and fathers differ in their preferred parenting styles." In 8th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2022. http://dx.doi.org/10.32591/coas.e-conf.08.19207m.

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The purpose of this study was to compare parenting styles of mothers and fathers of Greek adolescents, aged 12-18. A total of 132 Greek couples were studied with the Parenting Style Four Factor Questionnaire (PS-FFQ). The results showed that although more than half of parent couples (56.8%) exhibit agreement in parenting styles, with the authoritative parenting style being the most preferable and the uninvolved parenting style the least preferable parenting style among both parents, mothers were oriented towards more positive and effective parenting styles than fathers.
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Mazo, Lucille. "University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5610.

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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and hinder learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators’ learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators’ conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical and one conceptual frameworks drew on Kolb’s experiential learning theory, Bloom’s, Reigeluth’s, and Gagné’s instructional design theories and models, and Fiddler’s and Marienau’s events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators’ instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage, which were supported by detailed reflections about their instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications during a lesson framework may benefit university educators’ teaching, which are foundational to affecting positive social change within academic and social communities.
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Giovannella, Carlo, Andrea Camusi, and Chiara Spadavecchia. "From Learning Styles to Experience Styles." In 2010 IEEE 10th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2010. http://dx.doi.org/10.1109/icalt.2010.212.

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Jewels, Tony, Carmen de Pablos Heredero, and Marilyn Campbell. "Does Technology Impact on Teaching Styles or Do Teaching Styles Impact on Technology in the Delivery of Higher Education?" In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2792.

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Although there are many teaching styles in higher education, they can usually be reduced to two: the traditional, on campus attendance, lecturing, student-passive style and the newer, distance education, self-paced, student-active style. It is the contention of this paper, illustrated by two case studies of one Spanish and one Australian university, that the differences in technology seem to have evolved due to these different teaching styles. On the other hand, both institutions seem to be in the same stage of technological implementation, although the technological product appears different. A discussion is provided to consider the interaction effects in practice, teaching styles and institutional adoption stage on web based technologies in these two universities.
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J Kovacic, Zlatko. "A Comparison of Learning and Teaching Styles - Self-Perception of IT Students." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2826.

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This paper presents the results of an empirical study of the learning styles of a group of computing students and the teaching styles of their tutors at The Open Polytechnic of New Zealand. This study of learning styles is based on Kolb’s learning model and the Felder-Soloman learning style instrument. To identify how close students’ learning styles match the teaching styles of their tutors we have used two indicators: the self-perception of the students about the proximity of their learning styles and the teaching styles of their tutors and a Euclidean distance measure between students’ and tutors’ learning preferences. Using survey data and the learning styles instrument results we identify the differences between the learning and teaching styles. Both indicators show consistent and significant differences between the learning and teaching styles, in the way students and their tutors perceive and understand information. Finally we make recommendation to tutors on how to bridge this gap and address the learning styles of their students.
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Reports on the topic "Styles"

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Grigas, Vincas, and Pavla Vizváry. “Who Cares?” Defining Citation Style in Scholarly Journals by Vincas Grigas and Pavla Vizváry. Vincas Grigas, October 2023. http://dx.doi.org/10.13003/tyad9xtruc.

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This poster is presented by Vincas Grigas Vilnius University. Summary of abstract: Dr. Ian Malcolm from Jurassic Park once said, “Your scientists were so preoccupied with whether or not they could, they didn’t stop to think if they should.” This applies to academic publishing because it has numerous citation styles (10,377 in fact) that cause confusion. Crossref, which registers digital identifiers, reported that only half its registered articles have reference lists. A study of 270 reputable journals showed that most don’t require a specific citation style, giving authors examples instead. APA was the next common style, with others like Vancouver, Harvard, Chicago following. Even unnamed citation styles often matched known styles like APA and Harvard, but with minor changes. Despite digital identifiers’ importance, only 41.1% of journals requested them from authors, yet 78.1% did include them. The citation style choices were influenced more by the journal’s scientific field and less by the country of origin.
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Klein, Mark, and Rick Kazman. Attribute-Based Architectural Styles. Fort Belvoir, VA: Defense Technical Information Center, December 1999. http://dx.doi.org/10.21236/ada371802.

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Dor, Arik Ben, and Ravi Jagannathan. Understanding Mutual Fund and Hedge Fund Styles Using Return Based Style Analysis. Cambridge, MA: National Bureau of Economic Research, August 2002. http://dx.doi.org/10.3386/w9111.

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Chan, Louis K. C., Hsiu-Lang Chen, and Josef Lakonishok. On Mutual Fund Investment Styles. Cambridge, MA: National Bureau of Economic Research, July 1999. http://dx.doi.org/10.3386/w7215.

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Choi, Jinho. Agile Working Styles for Productivity. Asian Productivity Organization, June 2024. http://dx.doi.org/10.61145/ilbt9334.

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This publication explores Agile implementations across various economies, shedding light on successful practices and challenges. This study underscores the significance of supportive strategies and cultural shifts in nurturing Agile environments. Drawing from case studies spanning Bangladesh to Turkiye, it pinpoints essential success factors and offers policy recommendations. With a focus on adaptability and technology integration, it presents actionable insights for organizations seeking to boost productivity. Additionally, the research advocates for further comparative studies to enhance Agile practices globally, transcending beyond APO member economies.
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Borghans, Lex, Bas ter Weel, and Bruce Weinberg. Interpersonal Styles and Labor Market Outcomes. Cambridge, MA: National Bureau of Economic Research, January 2007. http://dx.doi.org/10.3386/w12846.

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Lin, Shu Hwa, and Minako McCarthy. Western Fashion Styles Inspired by Japanese Kimono. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1827.

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Brophy, Daniel. Evaluative styles of clinicians in private practice. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5340.

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Smith, Shelley. The cognitive learning styles of international students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5615.

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Pia, Alex. Preferred perceptual learning styles of Chinese students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5802.

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