Journal articles: 'Subject choices'

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Elsworth, Gerald, and Adrian Harvey-Beavis. "Interests, Reasons and Subject Choice." Australian Journal of Career Development 4, no. 2 (July 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, no. 3 (March 1997): 16T. http://dx.doi.org/10.1097/00000446-199703000-00033.

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Silvianingsih, Silvianingsih, I. Nyoman Sudana Degeng, Triyono Triyono, and Carolina Ligya Radjah. "Utilizing Mind-Mapping to Foster Career Exploration of High School Students." Journal of Educational and Learning Studies 2, no. 1 (May 24, 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., and Hetty P. J. M. Dekkers. "School Differences in Producing Gender‐Related Subject Choices." School Effectiveness and School Improvement 5, no. 2 (June 1994): 178–95. http://dx.doi.org/10.1080/0924345940050204.

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Thai, Nguyen T., and Ulku Yuksel. "Choice overload in holiday destination choices." International Journal of Culture, Tourism and Hospitality Research 11, no. 1 (March 6, 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, no. 3 (July 1, 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, no. 1 (August 6, 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, and Justin L. Gardner. "Adaptable history biases in human perceptual decisions." Proceedings of the National Academy of Sciences 113, no. 25 (June 2, 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, and Thomas Hawes. "Thematic options in reports of previous research." Australian Review of Applied Linguistics 17, no. 1 (January 1, 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, and Chris W. Callaghan. "The role of internal and external factors on management students’ subject choices." South African Journal of Economic and Management Sciences 16, no. 3 (September 2, 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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Makonye, Judah P., and Kim Ramatlapana. "Structuration Effects on Women Pre-service Student Teachers’ Subject Choices." Journal of Social Sciences 37, no. 2 (November 2013): 127–36. http://dx.doi.org/10.1080/09718923.2013.11893211.

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Davies, Peter, and Marco G. Ercolani. "Hard and soft choices? Subject selection by schools and students." Oxford Review of Education 45, no. 1 (August 3, 2018): 1–31. http://dx.doi.org/10.1080/03054985.2018.1469483.

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Mandler, Peter. "EDUCATING THE NATION: IV. SUBJECT CHOICE." Transactions of the Royal Historical Society 27 (November 1, 2017): 1–27. http://dx.doi.org/10.1017/s0080440117000020.

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ABSTRACTThis address tracks the choices made by students at English schools (O-Level, GCSE and A-Level) and at British universities (undergraduate degree) of what subjects to study over the whole of the period since the Second World War. There are marked long-term trends towards a greater diversity in subjects studied, especially at A-Level and degree level, and this tended to reduce over time the dominance of science, to the advantage of a range of subjects including social studies, traditional humanities and latterly creative arts. These trends reflect (most of all) the growing size and diversity of the student body staying on to further study, but also the broadening of the labour market which this more diverse body of students is entering, and social and cultural changes favouring creativity and self-expression in education. The address closes with a reflection on the possible significance of a very recent halting and even a reversal of these trends in subject choice, to the apparent benefit of the sciences.

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Loewenstein, Yonatan, Drazen Prelec, and H. Sebastian Seung. "Operant Matching as a Nash Equilibrium of an Intertemporal Game." Neural Computation 21, no. 10 (October 2009): 2755–73. http://dx.doi.org/10.1162/neco.2009.09-08-854.

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Over the past several decades, economists, psychologists, and neuroscientists have conducted experiments in which a subject, human or animal, repeatedly chooses between alternative actions and is rewarded based on choice history. While individual choices are unpredictable, aggregate behavior typically follows Herrnstein's matching law: the average reward per choice is equal for all chosen alternatives. In general, matching behavior does not maximize the overall reward delivered to the subject, and therefore matching appears inconsistent with the principle of utility maximization. Here we show that matching can be made consistent with maximization by regarding the choices of a single subject as being made by a sequence of multiple selves—one for each instant of time. If each self is blind to the state of the world and discounts future rewards completely, then the resulting game has at least one Nash equilibrium that satisfies both Herrnstein's matching law and the unpredictability of individual choices. This equilibrium is, in general, Pareto suboptimal, and can be understood as a mutual defection of the multiple selves in an intertemporal prisoner's dilemma. The mathematical assumptions about the multiple selves should not be interpreted literally as psychological assumptions. Human and animals do remember past choices and care about future rewards. However, they may be unable to comprehend or take into account the relationship between past and future. This can be made more explicit when a mechanism that converges on the equilibrium, such as reinforcement learning, is considered. Using specific examples, we show that there exist behaviors that satisfy the matching law but are not Nash equilibria. We expect that these behaviors will not be observed experimentally in animals and humans. If this is the case, the Nash equilibrium formulation can be regarded as a refinement of Herrnstein's matching law.

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Sheng, Xiaoming. "Gender and habitus: parental involvement in students' subject choices in China." Journal of Gender Studies 24, no. 2 (November 13, 2013): 227–38. http://dx.doi.org/10.1080/09589236.2013.856752.

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Jolivette, Kristine, Joseph H. Wehby, Jennifer Canale, and N. Gayle Massey. "Effects of Choice-Making Opportunities on the Behavior of Students with Emotional and Behavioral Disorders." Behavioral Disorders 26, no. 2 (February 2001): 131–45. http://dx.doi.org/10.1177/019874290102600203.

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Students with emotional or behavioral disorders (E/BD) typically experience academic and social difficulties in school settings. One intervention, opportunities to make choices, has been implemented for students with E/BD to address inappropriate behaviors. Three elementary-aged students with E/BD from a self-contained special education classroom participated in this study. A multiple-baseline, across-students, single-subject design was used to compare the effects of Choice and No Choice conditions on multiple academic and social behaviors. All study sessions were conducted during regularly scheduled math activities in the special education classroom by the classroom teacher. Results suggest that opportunities to make choices during academic situations positively affected the academic and social behaviors of two of the three students. Limitations of and future research directions for opportunities to make choices for students with E/BD are provided.

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Johansson, Stig. "Why change the subject?" Target. International Journal of Translation Studies 16, no. 1 (December 31, 2004): 29–52. http://dx.doi.org/10.1075/target.16.1.03joh.

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This paper reports on a study of syntactic changes in alternative translations of a short story and a scientific article, each translated by a group of ten professional translators. The subject is kept in approximately nine cases out of ten, with a somewhat higher degree of change in the scientific article. Where changes occur, they can very often be traced to differences between the languages on the lexical or syntactic level, but absolute differences signalled by identical behaviour of a whole translator group are as good as non-existent. After more features have been studied, it may be possible to identify profiles for the individual translators—and the two translator groups—showing to what extent their choices are guided by adequacy in relation to the source text vs. acceptability in relation to the target language.

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Shidoji, Kazunori. "Choice Reaction Times for Structural Relationships between Possible Response Sequences." Perceptual and Motor Skills 77, no. 3_suppl (December 1993): 1203–12. http://dx.doi.org/10.2466/pms.1993.77.3f.1203.

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To investigate human motor programming, choice reaction times were measured on tasks for which subjects made choices between two alternative finger-tapping-movement sequences. The total-number-of-responses and the hierarchical editor models were tested. In Exp. 1 the choice was carried on the situations with the same total numbers of possible responses and different structural relations between alternative sequences. The right-hand reaction times in mirror choice (e.g., subject chose between the middle, index, and ring finger sequences of the left or right hand) were shorter than those in nonmirror choice (e.g., subject chose between the middle, index, and ring finger sequence on one hand and the middle, ring, and index finger sequence on the other hand); the total-number-of-responses model was not supported. In Exp. 2 two conditions had the same operation numbers of the hierarchical editor model. In Condition 1 subjects chose between the index finger of the right hand and the ring, index, and middle finger sequence of the left hand. In Condition 2 subjects chose between the index, ring, and middle finger sequences of the left or right hand. The reaction time in the former condition was shorter than that in the latter condition. Exp. 2 exhibited a counterexample of the hierarchical editor model that had been fairly robust in previous studies.

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MACNAMARA, MATTHEW. "Tense and discourse topic in a corpus of Le Monde political articles." Journal of French Language Studies 15, no. 1 (March 2005): 49–66. http://dx.doi.org/10.1017/s0959269505001912.

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The article seeks to account for the communicative values of tense choice in the main clauses of the sentences occurring in a corpus of eighty-two Le Monde articles dealing with French national politics. There are 2,706 such tense choices. A set of three discourse topics, the current situation, its antecedents and its implications, is identified as constituting the subject matter of the articles. All the tense choices are correlated to the evocation of one or other of these discourse topics. The relative frequencies of the three discourse topics are correlated to the context of production and reception of the journalistic texts. An appendix tabulates tense choice in each of eighty-two articles of the corpus.

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Jergovic, Blanka. "Choices that Make Radio Science Stories." Journal of Science Communication 03, no. 04 (December 21, 2004): C04. http://dx.doi.org/10.22323/2.03040304.

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What makes a science story? Behind the scene there are many choices: what, how and when to broadcast. Decisions are made according to the general criteria of news values to which we add two groups: personal and emerging criteria. General criteria of choices are news values for the science stories. According to Tonner, stories containing human interest are important in everyday life, report less complicate discoveries and science as a part of the broader subject comes to the media easily.

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Nazari, Ahmad, and Tanvi Warty. "Academic Subject Areas and English Language Learning Strategies: Any Relationships?" Journal of Language and Education 4, no. 3 (September 30, 2018): 58–68. http://dx.doi.org/10.17323/2411-7390-2018-4-3-58-68.

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This study is an attempt to resolve the contradictory findings concerning the relationship between learners’ English language learning strategies and their academic subject areas. A two-phased mixed-methods research approach, consisting of a questionnaire and a semi-structured interview, was adopted for the study. 250 students speaking English as a second language and studying five different subject areas at various London universities responded to a questionnaire on the English language learning strategies they used. The results showed that the preference for learning strategies differed significantly between students of different subject areas. Whilst cognitive strategies were reported to be the most commonly used ones by medicine and finance students, metacognitive, memory-related and social strategies were mostly used by law, music and social science students respectively. The least common set of strategies reported to be used by law and finance students was affective strategies, whereas compensatory, cognitive and metacognitive strategies were the least used ones by medicine, music and social science students in turn. A semi-structured interview was conducted with 10 of the participants to disclose the reasons behind these learners’ choices of learning strategies and the contributory factors which might influence their choices. The results showed that the participants attributed their choices to factors such as the nature of their academic exposure, of their academic instructions, their learning styles, their motivations and their domestic backgrounds. The pedagogical and research significance of the study are described in the concluding remarks.

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Rutledge, Robert W. "THE EFFECTS OF GROUP DECISIONS AND GROUP-SHIFTS ON USE OF THE ANCHORING AND ADJUSTMENT HEURISTIC." Social Behavior and Personality: an international journal 21, no. 3 (January 1, 1993): 215–26. http://dx.doi.org/10.2224/sbp.1993.21.3.215.

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The use of the anchoring and adjustment heuristic by individuals and groups was examined. Subjects were either in a high or low anchor condition, and made decisions as individuals (pregroup), within groups, and then again as individuals (postgroup). Within-subject measurements were made to determine the extent of groups' use of the anchoring and adjustment heuristic, and the extent of group-shifts. The results indicate that groups are susceptible to anchoring effects in a manner similar to those of individuals. Additionally, a group-shift effect was noted, whereby group discussion allowed subjects' decision choices to move further from the anchor levels than the pregroup-individuals' choices. This further move from the anchor remained after the groups disbanded.

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Iannelli, Cristina, and Adriana Duta. "Inequalities in school leavers’ labour market outcomes: do school subject choices matter?" Oxford Review of Education 44, no. 1 (January 2, 2018): 56–74. http://dx.doi.org/10.1080/03054985.2018.1409970.

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Anders, Jake, Morag Henderson, Vanessa Moulton, and Alice Sullivan. "The role of schools in explaining individuals’ subject choices at age 14." Oxford Review of Education 44, no. 1 (January 2, 2018): 75–93. http://dx.doi.org/10.1080/03054985.2018.1409973.

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Ribes-Iñesta, Emilio, and Sagrario Contreras. "Individual Consistencies in Behavior: Achievement Persistence Interactions as Personality Styles." Psychological Reports 101, no. 2 (October 2007): 365–77. http://dx.doi.org/10.2466/pr0.101.2.365-377.

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Two experiments were carried out to Find within-subject consistencies as well as individual differences in a choice situation involving achievement persistence. Four volunteers, two men (21 and 23 years old) and two women (21 and 22 years old) were exposed twice, with a 1-mo. interval, to a filling-patterns task, to evaluate their choices for two options. For one option, task-time and outcomes for every response were constant. For the other option, task-time decreased in correlation with an increase in earnings for every response. Analyses showed reliable profiles for three of the four subjects when percent of responding to each option was compared in independent experiments. Results are discussed in terms of interactive styles.

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Abe, Takaaki, Yukihiko Funaki, and Taro Shinoda. "Invitation Games: An Experimental Approach to Coalition Formation." Games 12, no. 3 (August 17, 2021): 64. http://dx.doi.org/10.3390/g12030064.

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This paper studies how to form an efficient coalition—a group of people. More specifically, we compare two mechanisms for forming a coalition by running a laboratory experiment and reveal which mechanism leads to higher social surplus. In one setting, we invite the subjects to join a meeting simultaneously, so they cannot know the other subjects’ decisions. In the other setting, we ask them sequentially, which allows each subject to know his or her predecessor’s choice. Those who decide to join the meeting form a coalition and earn payoffs according to their actions and individual preferences. As a result, we obtain the following findings. First, the sequential mechanism induces higher social surplus than the simultaneous mechanism. Second, most subjects make choices consistent with the subgame-perfect Nash equilibrium in the sequential setting and choose the dominant strategy in the simultaneous setting, when a dominant strategy exists. Finally, when the subjects need to look further ahead to make a theoretically rational choice, they are more likely to fail to choose rationally.

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Renwick, Alan. "The Role of Dissident Values in Institutional Choice." East European Politics and Societies: and Cultures 25, no. 2 (April 15, 2011): 296–317. http://dx.doi.org/10.1177/0888325410387645.

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Choices of political institutions have been subject to increasing examination in recent years. The literature on these choices generally argues that they are driven primarily by politicians’ power interests, with impartial values playing at most a subservient role. Yet there are circumstances in which that may not be the case, in which values do come more to the fore. This article examines two propositions: that a principal legacy of significant democratic dissident activity is that it enhances the direct role of impartial values in initial choices of political institutions; and that the values involved have a specifically dissident hue. It begins by exploring theoretically the reasons for expecting these patterns. It then examines the propositions empirically through analysis of institutional choice in East-Central Europe in 1989 and 1990. The third section expands the analysis, first by using Linz and Stepan’s typology of nondemocratic regimes to consider the circumstances under which the posited mechanisms may operate, and then by tentatively exploring evidence from a broad range of cases. The article concludes that the circumstances in which dissident values matter significantly in institutional choices are rare but nevertheless generalizable. The analysis therefore provides a valuable addition to our understanding of institutional choice processes as well as of dissident legacies.

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Bevan, Gwyn, Jan-Kees Helderman, and David Wilsford. "Changing choices in health care: implications for equity, efficiency and cost." Health Economics, Policy and Law 5, no. 3 (July 2010): 251–67. http://dx.doi.org/10.1017/s1744133110000022.

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AbstractAlthough choice may be seen as an end in itself, the papers included in this special issue of Health Economics, Policy and Law, examine choice policies in European systems of health care, which aim to be effective instruments for ameliorating the systemic pressures from the iron triangle of equity, efficiency, and cost. Three papers consider the nature of differences between and within countries following the Beveridge and Bismarck models of financing and organising the delivery of care, and how choices are changing within different systems. Within countries following the Beveridge model, current policies in England, Denmark and Sweden emphasise increasing patient choice of provider. Within countries following the Bismarck model, current policies in France and Germany seek to restrict choice of specialists by introducing ‘soft’ gatekeeping; and in the Netherlands there is a system of managed competition with choice of insurer that, in principle, allows insurers to contract selectively with providers. A fourth paper considers how government policies that seek to restrict choice within systems of universal coverage have been subject to challenges in the courts. A commentary explores the implications of the fraught and complex nature of choices between insurers and providers of health care for designing effective choice policies.

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Ergün, Can, and Meral Aksoy. "Relationships between the hTAS2R38 genotype, food choice, and anthropometric variables in normal-weighted and overweight adults." Genetika 45, no. 2 (2013): 381–91. http://dx.doi.org/10.2298/gensr1302381e.

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Aim: Taste is a major determinant of food choice; however, there is a great lack of knowledge about how taste perception affects human nutrition. Bitter taste perception presents unique opportunities for investigating this subject. The aim of this study was to determine whether polymorphisms on the bitter taste receptor gene hTAS2R38 affect an individual?s food choices and some anthropometric variables. Subjects and Method: In this study, the possible relationship between food preferences, body weight, and polymorphisms on hTAS2R38 was investigated in healthy volunteers (n=178) who weighed within the normal range (BMI: 20-24.9 kg/m2, n=90) and those who were overweight, but otherwise healthy (BMI ? 25.0 kg/m2, n=88). Descriptive information about the subjects was collected via a questionnaire, and anthropometric measurements were taken by the researcher. Records of three consecutive days of food consumption were collected to determine each subject?s macronutrient intake. For identification of the hTAS2R38 genotype, samples were taken from each participant's in-mouth epithelial cell line, and the genetic material was analyzed at the laboratory for Rs713598. Results: The percentage of ?non-tasters? (n=42) among the whole population was 23.6% (C-Homozygote: 23.6%) while ?tasters? (n=136) comprised 76.4% (CG-Heterozygote: 46.6%, G-Homozygote: 29.8%). When group-wide and between-group comparisons were made, it was revealed that taster status didn?t affect differences in anthropometric measures. Detected differences in macronutrient intake were due to gender. Discussion: Polymorphisms on hTAS2R38 bitter taste receptor gene had no effect on variables such as body weight, anthropometric variables, body fat percentage, or food choices within the study population.

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Warton, Pamela M., and George H. Cooney. "Factors influencing the decision to move schools at the end of year 10." Journal of Psychologists and Counsellors in Schools 7 (November 1997): 57–64. http://dx.doi.org/10.1017/s1037291100001242.

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Acknowledgements: This research was funded by a small Australian Research Council grant to the authors. We wish to thank the students, principals and staff of the participating schools for their ready cooperation and Ms Fran Brew for her assistance on this project.It has been assumed that the dezoning policy in the NSW public school system would lead to increased opportunities for students and increased mobility between schools in the senior years as students change schools to obtain a preferred set of subject choices. This paper investigates such issues by asking a sample of 1048 year 10 students about both subject choice and their intended school for the senior years. Students who expected to change schools or who intended to remain at the same school despite a subject mismatch were asked for the reasons for this decision. Subject choice plays a relatively unimportant role. Overall, there is great hesitation to change schools unless there are clearly perceived benefits, such as changing to a Senior High School. Implications for the advising of year 10 students by Careers and Guidance Officers are discussed.

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Dulleck, Uwe, Jonas Fooken, and Jacob Fell. "Within-Subject Intra- and Inter-Method Consistency of Two Experimental Risk Attitude Elicitation Methods." German Economic Review 16, no. 1 (February 1, 2015): 104–21. http://dx.doi.org/10.1111/geer.12043.

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Abstract We compare the consistency of choices in two methods used to elicit risk preferences on an aggregate as well as on an individual level. We ask subjects to choose twice from a list of nine decisions between two lotteries, as introduced by Holt and Laury (2002, 2005) alternating with nine decisions using the budget approach introduced by Andreoni and Harbaugh (2009). We find that, while on an aggregate (subject pool) level the results are consistent, on an individual (within-subject) level, behaviour is far from consistent. Within each method as well as across methods we observe low (simple and rank) correlations.

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Eachempati, Prajwal, and Praveen Ranjan Srivastava. "Personalized Elective Selection." International Journal of Strategic Decision Sciences 10, no. 4 (October 2019): 43–63. http://dx.doi.org/10.4018/ijsds.2019100103.

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This paper aims to recommend the appropriate elective subjects for management students keeping in mind their personalized priorities assigned to factors that influence their decision making. For achieving this objective, a hybrid multi-criteria technique fuzzy analytical hierarchy process and evaluation based on distance from average (EDA) has been adopted to analyze the criteria and determine the appropriate electives. The results of the study reveal that in different scenarios, based on the different priorities assigned by students, the choice of elective also varies. From a practical standpoint, the proposed model will help students in determining suitable subject choices in a real-time decision-making scenario and can be automated to provide quick dynamic decisions to students when they are faced with this challenge.

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Sozen, Merve, and Mualla Bolat. "Developing an Achievement Test for the Subject of Sound in Science Education." Journal of Education and Learning 5, no. 2 (March 17, 2016): 149. http://dx.doi.org/10.5539/jel.v5n2p149.

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<p>The purpose of this study is to develop an achievement test which includes the basic concepts about the subject of sound and its properties in middle school science lessons and which at the same time aims to reveal the alternative concepts that the students already have. During the process of the development of the test, studies in the field and concepts about sound were reviewed. Test items were prepared by taking the views of experts. 234 9<sup>th</sup> graders during the academic year 2013-2014 participated in the study for the pilot and actual implementation. 85 questions prepared initially were reduced to 43 multiple choice questions with four choices following reliability and validity studies. KR-20 reliability coefficient of the 43 question sound achievement test was found as 0,83. The results show that the prepared sound achievement test is reliable.</p>

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Schmitz-Burgard, Sylvia. "FASHIONING MIND OR BODY: WOMEN’S CHOICES IN 1736." Daphnis 42, no. 1 (May 1, 2013): 237–63. http://dx.doi.org/10.1163/18796583-90001132.

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Luise Gottsched, who was widely known in her time, was a prolific writer, yet hardly any of her texts appeared under her name. The play analyzed here appeared anonymously after her wedding and caused lively debate. However, criticism focused mainly on the religious content while overlooking the significance of the fashion allusions in Gottsched’s cultural criticism. Luise Gottsched wanted to enlighten all Germans about the restrictions imposed on women by addressing the various attempts by women to become a subject instead of remaining a cipher.

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Mouratidou, Alexandra. "Choice awareness and manipulation blindness: A cognitive semiotic exploration of choice-making." Public Journal of Semiotics 9, no. 1 (February 25, 2020): 1–40. http://dx.doi.org/10.37693/pjos.2019.9.21388.

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Within cognitive science, “blindness” to choice is commonly treated as typical of human cognition, implying unreliable agents who essentially lack any awareness of their own choices (e.g. Johansson et al., 2005, 2008; Hall et al., 2010, 2013). Within cognitive semiotics, however, choice awareness is seen as a continuous phenomenon, which is susceptible to the influence of a variety of factors. Manipulation blindness is proposed as a more adequate term for what is known in the literature as “choice blindness”, referring to participants’ tendency to accept a choice as if it were their own. This suggests that “blindness” is strictly limited to the level of detection (of the switch of the preferred choice to a non-chosen one), and not to the level of choice. Using a cognitive-semiotic framework, I examine manipulation blindness as an “indicator” of choice awareness by employing the factors of memory, consequence, and affectivity, and introduce a two-level hierarchy of choice-making. 43 participants were assigned two tasks combining choices with a) two degrees of consequence (more/less) – based on task instructions, and b) two degrees of affectivity (high/low) – based on stimuli with different degrees of abstractness. Participants were first asked to state their preference for one of two alternatives (choice) . After that they were shown chosen as well as non-chosen pictures and asked to confirm whether the picture presented was the one of their choice (memory). Lastly, they were asked to justify their choice, although some of the trials had been manipulated (i.e. the chosen card was switched with the non-chosen one) (manipulation) . Half of the manipulations were detected, and 75% of these detections occurred for the choices participants remembered correctly. While the consequential impact of the choice did not seem to influence detection, affectivity did. Unlike other experiments that investigate “choice blindness”, the results indicate that manipulation blindness is subject to memory and affectivity, suggesting that we are aware of our choices and that we have, to various degrees, access to our intentional acts.

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Braun, Marta. "Muybridge / Technology." Zeitschrift für Medien- und Kulturforschung 1, no. 1 (2010): 51–62. http://dx.doi.org/10.28937/1000106299.

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Eadweard Muybridge's 1887 photographic atlas Animal Locomotion is a curious mixture of art and science, a polysemic text that has been subject to a number of readings. This paper focuses on Muybridge's technology. It seeks to understand his commitment to making photographs with a battery of cameras rather than a single camera. It suggests reasons for his choice of apparatus and shows how his final work, The Human Figure in Motion (1901), justifies the choices he made.

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Hirschmann, Nancy J. "Response to Friedman and Brison." Hypatia 21, no. 4 (2006): 201–11. http://dx.doi.org/10.1111/j.1527-2001.2006.tb01137.x.

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Here, Hirschmann responds to Marilyn Friedman and Susan]. Brison's comments on The Subject of Liberty: Toward a Feminist Theory of Freedom. She clarifies some aspects of her social construction argument, articulates the role of discourse and its relation to material reality, and explicates the potentially paradoxical case of support for women's choices when those choices produce harm.

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Du, Bin, Daniel C. Zielinski, Jonathan M. Monk, and Bernhard O. Palsson. "Thermodynamic favorability and pathway yield as evolutionary tradeoffs in biosynthetic pathway choice." Proceedings of the National Academy of Sciences 115, no. 44 (October 11, 2018): 11339–44. http://dx.doi.org/10.1073/pnas.1805367115.

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The structure of the metabolic network contains myriad organism-specific variations across the tree of life, but the selection basis for pathway choices in different organisms is not well understood. Here, we examined the metabolic capabilities with respect to cofactor use and pathway thermodynamics of all sequenced organisms in the Kyoto Encyclopedia of Genes and Genomes Database. We found that (i) many biomass precursors have alternate synthesis routes that vary substantially in thermodynamic favorability and energy cost, creating tradeoffs that may be subject to selection pressure; (ii) alternative pathways in amino acid synthesis are characteristically distinguished by the use of biosynthetically unnecessary acyl-CoA cleavage; (iii) distinct choices preferring thermodynamic-favorable or cofactor-use–efficient pathways exist widely among organisms; (iv) cofactor-use–efficient pathways tend to have a greater yield advantage under anaerobic conditions specifically; and (v) lysine biosynthesis in particular exhibits temperature-dependent thermodynamics and corresponding differential pathway choice by thermophiles. These findings present a view on the evolution of metabolic network structure that highlights a key role of pathway thermodynamics and cofactor use in determining organism pathway choices.

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Poole, Keith T. "Nonparametric Unfolding of Binary Choice Data." Political Analysis 8, no. 3 (March 23, 2000): 211–37. http://dx.doi.org/10.1093/oxfordjournals.pan.a029814.

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This paper shows a general nonparametric unfolding technique for maximizing the correct classification of binary choice or two-category data. The motivation for and the primary focus of the unfolding technique are parliamentary roll call voting data. However, the procedures that implement the unfolding also can be applied to the problem of unfolding rank order data as well as analyzing a data set that would normally be the subject of a probit, logit, or linear probability analysis. One aspect of the scaling method greatly improves Manski's “maximum score estimator” technique for estimating limited dependent variable models. To unfold binary choice data two subproblems must be solved. First, given a set of chooser or legislator points, a cutting plane must be found such that it divides the legislators/choosers into two sets that reproduce the actual choices as closely as possible. Second, given a set of cutting planes for the binary choices, a point for each chooser or legislator must be found which reproduces the actual choices as closely as possible. Solutions for these two problems are shown in this paper. Monte Carlo tests of the procedure show it to be highly accurate in the presence of voting error and missing data.

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Birkelund, Jesper Fels. "Aiming High and Missing the Mark? Educational Choice, Dropout Risk, and Achievement in Upper Secondary Education among Children of Immigrants in Denmark." European Sociological Review 36, no. 3 (December 4, 2019): 395–412. http://dx.doi.org/10.1093/esr/jcz064.

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Abstract Although children of immigrant origin in many European countries are observed to choose higher levels of education than native-origin peers at similar levels of academic performance, little is known about the outcomes of these high-aspiring choices. Using administrative register data covering all children born in 1994–1995 in Denmark, I examine whether the high-aspiring educational choices of children of immigrants convert into educational success or, conversely, into low grades and increased dropout rates. I find that, compared with children of Danish origin, children of immigrants are not only more likely to enrol in academic upper secondary education but also make more ambitious track and subject choices at this educational level. These ethnic choice effects are particularly pronounced at low levels of academic performance. Applying a counterfactual re-weighting approach, I show that, although ethnic choice effects reduce the ethnic gap in overall attainment of academic upper secondary education, they also widen ethnic gaps in dropout rates and achievement. My findings indicate that high aspirations among ethnic minorities operate as a double-edged sword as they help close the educational gap between them and their native-origin peers but at the cost of inducing academically weaker students to embark on less feasible educational trajectories.

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O'Brien, Donal Cruise. "The shadow-politics of Wolofisation." Journal of Modern African Studies 36, no. 1 (March 1998): 25–46. http://dx.doi.org/10.1017/s0022278x97002644.

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The relationship between language and politics in the African post-colony remains obscure and underexamined. Here we withdraw into a poorly lit area, an area of potentialities, where new political shapes may emerge as the outcome of half-conscious choices made by very large numbers of people. Language choices in the first place: the expansion of the Wolof language in Senegal, principally though far from exclusively an urban phenomenon, is to be seen in a context where the individual may speak several languages, switching linguistically from one social situation to another. Such multilingualism is general in Africa: the particularity of the Wolof case, at least in Senegal, is the extent to which this language has spread, far beyond the boundaries of core ethnicity, of a historical Wolof zone from the colonial or pre-colonial periods. And these individual language choices cast their political shadow.The political consequences of this socio-linguistic phenomenon are as yet indistinct, but to see a little more clearly one should in the second place relate it to the subject of the politics of ethnicity. Language is of course an important element in any definition of ethnicity, and there is an evident overlap; but the politics of language is also a distinguishable subject in its own right. Where the assertion of ethnic identity can be identified as a possible weapon in the individual's struggle for power and recognition within the colonial and post-colonial state, the choice of a language is that of the most effective code in the individual's daily struggle for survival. Language choice in such a setting may be less a matter of assertion, the proud proclamation of an identity, than it is one of evasion, a more or less conscious blurring of the boundaries of identity. And in Senegal the government itself by its inaction has practised its own shadow-politics of procrastination.

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LaConte, Stephen, Stephen Strother, Jon Anderson, Suraj Muley, Sally Frutiger, Lars Kai Hansen, Essa Yacob, Xiaoping Hu, and David Rottenberg. "Evaluating preprocessing choices in single-subject BOLD-fMRI studies using data-driven performance metrics." NeuroImage 13, no. 6 (June 2001): 179. http://dx.doi.org/10.1016/s1053-8119(01)91522-8.

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Flynn, Naomi. "What do effective teachers of literacy do? Subject knowledge and pedagogical choices for literacy." Literacy 41, no. 3 (November 2007): 137–46. http://dx.doi.org/10.1111/j.1467-9345.2007.00452.x.

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Chowdhury, Niladri Roy, Dianne Cook, Heike Hofmann, and Mahbubul Majumder. "Measuring Lineup Difficulty By Matching Distance Metrics With Subject Choices in Crowd-Sourced Data." Journal of Computational and Graphical Statistics 27, no. 1 (January 2, 2018): 132–45. http://dx.doi.org/10.1080/10618600.2017.1356323.

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Kewalramani, Sarika, and Sivanes Phillipson. "Parental role in shaping immigrant children’s subject choices and career pathway decisions in Australia." International Journal for Educational and Vocational Guidance 20, no. 1 (April 30, 2019): 79–99. http://dx.doi.org/10.1007/s10775-019-09395-2.

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Huang, Shu-Chen, Yuh-Show Cheng, and Chiou-Lan Chern. "Pre-reading materials from subject matter texts—Learner choices and the underlying learner characteristics." Journal of English for Academic Purposes 5, no. 3 (July 2006): 193–206. http://dx.doi.org/10.1016/j.jeap.2006.06.001.

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LaConte, Stephen, Jon Anderson, Suraj Muley, James Ashe, Sally Frutiger, Kelly Rehm, Lars Kai Hansen, et al. "The Evaluation of Preprocessing Choices in Single-Subject BOLD fMRI Using NPAIRS Performance Metrics." NeuroImage 18, no. 1 (January 2003): 10–27. http://dx.doi.org/10.1006/nimg.2002.1300.

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Duque, J. F., W. Leichner, H. Ahmann, and J. R. Stevens. "Mesotocin influences pinyon jay prosociality." Biology Letters 14, no. 4 (April 2018): 20180105. http://dx.doi.org/10.1098/rsbl.2018.0105.

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Many species exhibit prosocial behaviour, in which one individual's actions benefit another individual, often without an immediate benefit to itself. The neuropeptide oxytocin is an important hormonal mechanism influencing prosociality in mammals, but it is unclear whether the avian homologue mesotocin plays a similar functional role in birds. Here, we experimentally tested prosociality in pinyon jays ( Gymnorhinus cyanocephalus ), a highly social corvid species that spontaneously shares food with others. First, we measured prosocial preferences in a prosocial choice task with two different pay-off distributions: Prosocial trials delivered food to both the subject and either an empty cage or a partner bird, whereas Altruism trials delivered food only to an empty cage or a partner bird (none to subject). In a second experiment, we examined whether administering mesotocin influenced prosocial preferences. Compared to choices in a control condition, we show that subjects voluntarily delivered food rewards to partners, but only when also receiving food for themselves (Prosocial trials), and administration of high levels of mesotocin increased these behaviours. Thus, in birds, mesotocin seems to play a similar functional role in facilitating prosocial behaviours as oxytocin does in mammals, suggesting an evolutionarily conserved hormonal mechanism for prosociality.

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Balliu, Valbona. "Modern Teaching Versus Traditional Teaching- Albanian Teachers Between Challenges and Choices." European Journal of Multidisciplinary Studies 4, no. 4 (January 21, 2017): 20. http://dx.doi.org/10.26417/ejms.v4i4.p20-26.

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Education lies in the foundations of the nation. Providing knowledge to generations, consolidating their future, inspiring them to incarnate benevolence and esteem splendor, valor and good principles has been one of the oldest professions of mankind, the noblest and the most difficult tasks. It is very significant that Albania and its schools have been subject of this paper. The 25-year period of the country’s transition and the opening of the Albanian society to the Western World Modernization brought profound changes to the Albanian education institutions, in terms of the curricula, management and the teaching processes. The greatest part of teachers in Albania was educated during the communist period, where pedant and traditional teaching prevailed, mainly deriving from the Russian Academics. Traditional methods consider teachers as the center of the teaching process; as well as managers and the main and referential source of the scientific information. Novelties in the teaching-learning methods applied by Western Schools focus on student centered teaching; they create a variety of situations in which students evolve critical thinking. These methods have been acquired by teachers but, in the conclusions of our paper we noticed that, occasionally, they applied traditional teaching methods (especially in the scientific subjects). There is still space and worth for discussion regarding traditional teaching methods versus the modern ones. Various scholars have considered traditional teaching as the method developing theoretical thinking, whereas modern teaching develops practical skills, pragmatist and able to be oriented to the frenetic development of the world. Teachers, especially those teaching subjects like mathematics, physics and chemistry, consider traditional teaching to be more serious since students achieve better results in these subjects when outdated teaching methods have been applied. This paper and its conclusions can be considered interesting since confrontation of ideas regarding teaching methods remains a challenge for all teachers.

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Minocha, Arti. "Alternative Literary Modernities: A Voice from Colonial Punjab." Zeitschrift für Anglistik und Amerikanistik 66, no. 1 (March 28, 2018): 35–48. http://dx.doi.org/10.1515/zaa-2018-0005.

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Abstract This paper looks at the formation of colonial print publics in Punjab, the gendered subjectivities that emerged in this new discursive space, and middle-class women’s deployment of print to articulate the self. This will be done through a close reading of one of the first novels in English, Cosmopolitan Hinduani, which was published in Lahore, Punjab, by a woman in 1902. The essay examines the narrator’s notion of a gendered cosmopolitanism and the subject position that it affords, her attempt at going beyond the fault lines of religion to articulate a liberal and modern political subject, while reworking the cosmopolitan/local binary. How does her insertion of herself as a gendered subject in the provincial, national, cosmopolitan imaginary reflect in the author’s choice of language and genre? My attempt will be to see the novel and its author as part of a literary culture in which she made certain choices about the form, language, content, and audience.

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Journal articles on the topic 'Subject choices'

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