Gotowe bibliografie tematyczne / Activity theory

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Activity theory”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 11 marca 2023

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Activity theory”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "Activity theory"

1

Sharma, Dr Ankita. "Challenging Activity Theory for Subjective Well-being". Indian Journal of Applied Research 3, nr 12 (1.10.2011): 516–20. http://dx.doi.org/10.15373/2249555x/dec2013/157.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Koschmann, Timothy. "Activity Theory". Journal of the Learning Sciences 7, nr 2 (kwiecień 1998): 239–40. http://dx.doi.org/10.1207/s15327809jls0702_4.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Holzman, Lois. "What Kind of Theory is Activity Theory?" Theory & Psychology 16, nr 1 (luty 2006): 5–11. http://dx.doi.org/10.1177/0959354306060105.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Larsen, Douglas P., Laura Nimmon i Lara Varpio. "Cultural Historical Activity Theory". Academic Medicine 94, nr 8 (sierpień 2019): 1255. http://dx.doi.org/10.1097/acm.0000000000002736.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Li, Yin-yuan, i Liang Chen. "Theory of acoustical activity". Physical Review B 36, nr 18 (15.12.1987): 9507–13. http://dx.doi.org/10.1103/physrevb.36.9507.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Rhodes, Ryan E., i Claudio R. Nigg. "Advancing Physical Activity Theory". Exercise and Sport Sciences Reviews 39, nr 3 (lipiec 2011): 113–19. http://dx.doi.org/10.1097/jes.0b013e31821b94c8.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

HAKKARAINEN, PENTTI. "Challenges of Activity Theory". Journal of Russian & East European Psychology 42, nr 2 (maj 2004): 3–11. http://dx.doi.org/10.1080/10610405.2004.11059216.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Peim, Nick. "Activity theory and ontology". Educational Review 61, nr 2 (maj 2009): 167–80. http://dx.doi.org/10.1080/00131910902846874.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Bakhurst, David. "Reflections on activity theory". Educational Review 61, nr 2 (maj 2009): 197–210. http://dx.doi.org/10.1080/00131910902846916.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Prenkert, Frans. "A theory of organizing informed by activity theory". Journal of Organizational Change Management 19, nr 4 (lipiec 2006): 471–90. http://dx.doi.org/10.1108/09534810610676671.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Rozprawy doktorskie na temat "Activity theory"

1

Nunez, Iskra. "Critical realist activity theory (CRAT)". Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020004/.

Pełny tekst źródła
Streszczenie:
This thesis develops a theoretical-interpretive scheme, a Critical Realist Activity Theory (CRAT). It is argued that learning is a passage through the dialectic, the logic of emancipation and for self-emancipation. The structure of CRAT follows the 1M-5A Bhaskarian dialectical schema to show how the theories of Collaborative Learning, Cooperative Learning, Supplemental Instruction, and Activity Theory (AT) function in a pluralist sense to account for the main critical realist categories of reality — 1M: learning as product (non-identity), 2E: learning as process (negativity), 3L: learning as process-in-product (totality), 4D: learning as product-in-process (transformative agency), and 5A: learning as emancipatory intentionality (reflexivity). In particular, CRAT engages the basic tenets of Critical Realism to provide a philosophical foundation and simultaneously, a resolution to various dualisms that AT suffers from. An immanent critique of AT, as a method of argumentation, is particularly effective for this purpose since it involves taking a theory and its claims about the world and using them to show that the theory is inconsistent with itself. Then CRAT goes on to show, at the level of omissive critique, that a key element that is absent from the historical development of the activity-theoretical approach and explains its dualisms is the omission of a critique of empiricism, i.e., a critique of Humean philosophy. Thereafter, CRAT goes on from the immanent and omissive critiques, a step further with an explanatory critique as a means by which to reincorporate the absent element in AT in order to reclaim and strengthen our perception of emancipatory human praxis. The result from cementing this tradition in a critical realist philosophy is a move through dialectical learning.
Style APA, Harvard, Vancouver, ISO itp.
2

Petterson, Mikael, i Sofia Gunnarsson. "Activity Theory vid utveckling av användbara webbplatser". Thesis, Halmstad University, School of Information Science, Computer and Electrical Engineering (IDE), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-879.

Pełny tekst źródła
Streszczenie:

Denna studie beskriver innebörden i begreppen användbarhet och Activity Theory, samt hur den senare kan användas för att stärka utvecklingen av användbara webbplatser. Studien är genomförd ur ett utvecklarperspektiv. Resultatet av studien visar att användbarhet är en egenskap som uppstår i användandet av en artefakt, detta pekar både teori och empiri på. Studien visar också att Activity Theory kan användas på flera sätt för att stärka utvecklingen av användbara webbplatser. Vi anser att de resultat vi kommit fram till i vår studie gäller inte bara för utveckling av webbplatser utan de gäller även utvecklingen av informationssystem och informationsteknologi i en vidare utsträckning.

Style APA, Harvard, Vancouver, ISO itp.
3

Larkin, Kevin Michael. "Investigating Student Netbook Usage using Activity Theory". Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365512.

Pełny tekst źródła
Streszczenie:
Access to information and communication technologies (ICT) by students for learning has been acknowledged as being important in the 21st Century. Governments, education systems and schools have been moving to greater levels of access, including students having 1:1 computing access, referred to as ubiquitous or uLearning. As schools move to 1:1 computing, research is required to inform the design and provision of access and usage by students. This study sought to determine whether or not ubiquitous access to netbook computers equated to ubiquitous usage of the devices and whether or not varying the pattern and ratio of access affected the uptake and impact of netbook usage. It also sought to determine whether or not netbooks were an appropriate computing device for early adolescent learners, and whether or not the use of the netbooks affected the classroom environment. Specifically, it examined the impact of the netbooks on student productivity, social activity, teacher control and individual learning. It also sought to further establish whether or not Activity Theory (AT) was an appropriate methodological and conceptual framework for classroom based research. Four classrooms received the netbooks in one of the following four patterns: • 1:1 student to netbook access - 5 days per week for 6 weeks; • 1:1 student to netbook access - 3 days per week for 10 weeks; • 1:2 student to netbook access - 5 days per week for 6 weeks; and, • 1:2 student to netbook access - 3 days per week for 10 weeks. The study drew upon AT as the conceptual framework and employed a mixed method methodology. The study, conducted in a South East Queensland Catholic Primary School, involved 120 Year 7 students and four classroom teachers. Throughout the 2009 school year data were collected about the students, the teachers, and the classroom environments via interviews, student forums, surveys, questionnaires, data logging software, researcher diary and classroom observations. Questionnaire data relating to classroom environments were analysed using SPSS and statistical significance determined using t-tests and correlational analysis. Interview, survey and observational data were initially coded using six Activity Theory nodes (Subject, Object, Tools, Division of Labour, Community and Rules and the eight NCEI sub-scales (Involvement, Innovation, Teacher Control, Teacher Support, Order and Organisation, Competition, Affiliation and Group Work. As analysis continued, further nodes emerged including student productivity, Technological Pedagogical Content Knowledge (TPACK) and the crowded curriculum. NVivo was utilised to assist in this analysis. The study found that ubiquitous access did not equate to ubiquitous use with average daily use of the netbooks of between 60 – 90 minutes. The netbooks were considered as an appropriate computing device by the students and teachers in this study and provided a balance between mobility and functionality. Statistically significant changes occurred in three classrooms. These changes related to Order and Organisation in one classroom and Teacher Control and Involvement in two classrooms. The use of the netbooks had significant impact on student productivity and social activity but no impact on individualised learning. Minor changes occurred to teacher pedagogy in two of the classrooms. Varying the pattern and ratio of use was a significant factor in the findings noted above and the study recommends the allocation of computers in a 1:2 rather that 1:1 ratio. This research is significant as it can inform other primary schools as they determine the most effective means in which to utilise new mobile technologies. It is also relevant to informing secondary schools as they consider the implementation of the Digital Education Revolution (DER). This research also informs the broader debate as to whether or not 1:1 distribution of computers is most efficacious in terms of student outcomes and whether or not netbooks are an appropriate computing solution for early adolescent students.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
Style APA, Harvard, Vancouver, ISO itp.
4

Hardman, Joanne. "New technology, new pedagogy? : an activity theory analysis of pedagogical activity with computers". Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10656.

Pełny tekst źródła
Streszczenie:
Includes bibliographical references (p. 292-301).
This thesis addresses the question: how does pedagogy vary, if at all with the use of computers in four disadvantaged grade 6 mathematics classrooms in the Western Cape province of South Africa'? To address this question an exploratory multiple case study design allowed for the collection of data in the form of questionnaires interviews and, primarily classroom observations over the course of a year in four disadvantaged schools.
Style APA, Harvard, Vancouver, ISO itp.
5

Karpatschof, Benny. "Human activity : contributions to the anthropological sciences from a perspective of activity theory /". Copenhagen : Dansk psykologisk forlag, 2000. http://catalogue.bnf.fr/ark:/12148/cb37716657t.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Ahmad, Zubair, i Jasim Mumtaz. "Implementation of Activity Theory in Umeå University Library". Thesis, Umeå universitet, Institutionen för informatik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-52919.

Pełny tekst źródła
Streszczenie:
Information technology is playing a vital role in our every field of life. The most common use of information is in the field of education. Use of information technology in libraries is very important. People from differents works of life extract information from these libraries. In this paper, we have tried to identify how can we facilitate the Umeå university library users for better interaction with the information? We have used different methods for collection of data to identify the Umeå university libray problems and then we analysed the whole library system with the help of Engeström Activity theory, to find out which factors are effeting the interaction between users and library and creating main problems. In the end we have given some suggestions for the improvement of interaction between users and Umeå library to facilitate them for accessing information.
Style APA, Harvard, Vancouver, ISO itp.
7

Burger, Katharina Maria. "Understanding problem structuring methods interventions with activity theory". Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702229.

Pełny tekst źródła
Streszczenie:
This research aims to explicate how Problem Structuring Methods Interventions (PSMI) can be understood as practical accomplishments. Activity Theory (AT) is presented as a practice-based approach to re-establish connections between problem structuring methods and socio-cultural-technical environments which are seen as mutually constitutive. An exploratory approach is developed to inquire into opportunities for social learning that are afforded by PSMIs which are entangled in multi-sited and multi-temporal socio-technical transitions. An ethnographic case study of a project in the area of sustainable city district redevelopment is presented. Video data was collected during two PSMI workshops. The data was complemented by in-depth interviews, project documentation and participant observation. The analysis of model-mediated in-situ interactions during the observed PSMIs suggests that processes of appropriation, transformation and co-creation took place. However, the findings also highlight the local, idiosyncratic and contingent characteristics of interactions during PSMIs. The inquiry into relations between the in-situ dynamics and the PSMIs in context indicates that the development of co-constructive and relational problem structuring processes in practice is an ongoing challenge. The research concludes that problem structuring methods interventions can be understood as the practical accomplishment of problem (infra)structuring.
Style APA, Harvard, Vancouver, ISO itp.
8

Barnett, Elizabeth. "Physical Activity and Enjoyment: Measurement, Evaluation, and Theory". Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27201740.

Pełny tekst źródła
Streszczenie:
Childhood engagement in physical activity improves health and contributes to the sustainment of physical activity in adulthood. My dissertation research broadens scholarship by disentangling the effects of sports- vs. non-sports-focused summer camps on children’s physical activity and identifying modifiable activity characteristics contributing to physical activity enjoyment, an important predictor of physical activity sustainment. My work also challenges current discourse by presenting the analytical argument for bringing enjoyment research to the forefront of public health. In Chapter 1, I hypothesize that children attending a sports camp spend more time in moderate-to-vigorous physical activity (MVPA) compared to children attending general day camps. Multivariable linear regression models estimated differences in percent of accelerometer-monitored time spent in MVPA. Children in the sports camp spent significantly more time in MVPA compared to children in a non-sports-oriented camp. This is the first study of its kind to use real data to document physical activity differences between sports and non-sports camps. In Chapter 2, I investigate whether children in a sports camp experience higher enjoyment when the activity 1) is competitive, 2) has an active line or no line, 3) involves active coaches, 4) poses challenge, or 5) requires skill. Enjoyment scores were higher for competitive vs. non-competitive activities and those with higher perceived challenge and skill. Integrating challenging, competitive, and skill-building activities into sports camps is relatively simple, yet may have broad effects on children’s physical activity behavior. Chapter 3 presents rationales for bringing enjoyment to the forefront of public health dialogue and action to increase physical activity in children. I outline five challenges that have limited physical activity enjoyment research and offer strategies for addressing them. While other fields have linked physical activity enjoyment with physical activity maintenance, the public health field rarely measures or incorporates enjoyment in epidemiologic, intervention, or theory research. Increasing physical activity in childhood should be prioritized in public health. The findings and lessons from these chapters not only contribute new scientific evidence, but also have the potential to inform policies and programs that improve children’s relationship with and experiences of physical activity during childhood and across the life course.
Style APA, Harvard, Vancouver, ISO itp.
9

Gordon, Susan Eve. "Understanding Students Learning Statistics: An Activity Theory Approach". Thesis, The University of Sydney, 1998. http://hdl.handle.net/2123/353.

Pełny tekst źródła
Streszczenie:
In this project I investigate university students orientations to learning statistics. The students who participated in my research were studying statistics as a compulsory component of their psychology course. My central thesis is that learning develops in the relationship between the thinking, feeling and acting person and the social, institutional and cultural contexts surrounding him or her. How students orient themselves or position themselves to learn statistics is reflected in their engagement with the learning task and their activities. These activities determine the quality of their learning and emerging knowledge. To understand student learning I draw on the powerful theories of Vygotsky (1962, 1978) and Leontev (1978, 1981). In particular, I extend and apply Leontev's construct of activity (Leontev, 1981). This suggests that individuals act in accordance with their purposes and needs which are shaped by and reflect histories and resources, both personal and cultural. My investigation consists of two studies. Study One is a qualitative exploration of the orientations to learning statistics of five older students. These students sought help with statistics at the Mathematics Learning Centre where I work. My case studies of these students are inseparable from my efforts to help them learn statistics. Study Two is grounded in Study One. The main source of data for this broader study is a survey which was completed by 279 psychology students studying statistics. In keeping with the theoretical framework, my methodology involves a holistic analysis of students and the milieu in which they act. My findings suggest relationships among students affective appraisals; their conceptions of statistics; their approaches to learning it; their evaluations and the outcomes of their actions. In Study One the relationships emerged from the students' descriptions. In Study Two I quantified the ways in which variables related to each other. Structure for the data was provided by means of correlations, factor analysis and cluster analysis. For this study I also interviewed students and teachers of statistics. My data support the systemic view of teaching and learning in context afforded by my theoretical perspective. Learning statistics involves the whole person (Semenov, 1978) and is inseparable from the arena of his or her actions. The goal of statistics education is surely to enable students to develop useful, meaningful knowledge. My findings suggest that for many of the participants in my project this goal was not being met. Most of these students reported their reluctance to learn statistics and described adopting primarily surface approaches to learning it. A range of conceptions of the subject was expressed, but for many of the students statistical meaning was evidently reduced to performance on assessment tasks. Such orientations to learning statistics may lead to it becoming irrelevant and inert information. For a few students, however, the experience of learning statistics led to self development and enhanced perspectives on the world in which we live. My project indicates the diversity of students' experiences. It raises issues as to why we teach statistics today and how the teaching and learning of statistics is being supported at university. //REFERENCES Leontev, A. N. (1978). Activity, Consciousness, and Personality. (M. J. Hall, Trans.). Englewood Cliffs, New Jersey: Prentice-Hall. Leontev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The Concept of Activity in Soviet Psychology, (pp. 37-71). New York: M. E. Sharpe. Semenov, N. (1978). An empirical psychological study of thought processes in creative problem-solving from the perspective of the theory of activity. Soviet Psychology, 16(1), 3-46. Vygotsky, L. S. (1962). Thought and Language. Cambridge, Massachusetts: The M.I.T. Press. Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Style APA, Harvard, Vancouver, ISO itp.
10

Gordon, Susan Eve. "Understanding Students Learning Statistics: An Activity Theory Approach". University of Sydney. School of Development and Learning, 1998. http://hdl.handle.net/2123/353.

Pełny tekst źródła
Streszczenie:
In this project I investigate university students orientations to learning statistics. The students who participated in my research were studying statistics as a compulsory component of their psychology course. My central thesis is that learning develops in the relationship between the thinking, feeling and acting person and the social, institutional and cultural contexts surrounding him or her. How students orient themselves or position themselves to learn statistics is reflected in their engagement with the learning task and their activities. These activities determine the quality of their learning and emerging knowledge. To understand student learning I draw on the powerful theories of Vygotsky (1962, 1978) and Leontev (1978, 1981). In particular, I extend and apply Leontev's construct of activity (Leontev, 1981). This suggests that individuals act in accordance with their purposes and needs which are shaped by and reflect histories and resources, both personal and cultural. My investigation consists of two studies. Study One is a qualitative exploration of the orientations to learning statistics of five older students. These students sought help with statistics at the Mathematics Learning Centre where I work. My case studies of these students are inseparable from my efforts to help them learn statistics. Study Two is grounded in Study One. The main source of data for this broader study is a survey which was completed by 279 psychology students studying statistics. In keeping with the theoretical framework, my methodology involves a holistic analysis of students and the milieu in which they act. My findings suggest relationships among students affective appraisals; their conceptions of statistics; their approaches to learning it; their evaluations and the outcomes of their actions. In Study One the relationships emerged from the students' descriptions. In Study Two I quantified the ways in which variables related to each other. Structure for the data was provided by means of correlations, factor analysis and cluster analysis. For this study I also interviewed students and teachers of statistics. My data support the systemic view of teaching and learning in context afforded by my theoretical perspective. Learning statistics involves the whole person (Semenov, 1978) and is inseparable from the arena of his or her actions. The goal of statistics education is surely to enable students to develop useful, meaningful knowledge. My findings suggest that for many of the participants in my project this goal was not being met. Most of these students reported their reluctance to learn statistics and described adopting primarily surface approaches to learning it. A range of conceptions of the subject was expressed, but for many of the students statistical meaning was evidently reduced to performance on assessment tasks. Such orientations to learning statistics may lead to it becoming irrelevant and inert information. For a few students, however, the experience of learning statistics led to self development and enhanced perspectives on the world in which we live. My project indicates the diversity of students' experiences. It raises issues as to why we teach statistics today and how the teaching and learning of statistics is being supported at university. //REFERENCES Leontev, A. N. (1978). Activity, Consciousness, and Personality. (M. J. Hall, Trans.). Englewood Cliffs, New Jersey: Prentice-Hall. Leontev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The Concept of Activity in Soviet Psychology, (pp. 37-71). New York: M. E. Sharpe. Semenov, N. (1978). An empirical psychological study of thought processes in creative problem-solving from the perspective of the theory of activity. Soviet Psychology, 16(1), 3-46. Vygotsky, L. S. (1962). Thought and Language. Cambridge, Massachusetts: The M.I.T. Press. Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Książki na temat "Activity theory"

1

Kaptelinin, Victor, i Bonnie Nardi. Activity Theory in HCI. Cham: Springer International Publishing, 2012. http://dx.doi.org/10.1007/978-3-031-02196-1.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Gedera, Dilani S. P., i P. John Williams, red. Activity Theory in Education. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-387-2.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

1948-, Engeström Yrjö, Miettinen Reijo, Punamäki-Gitai Raija-Leena i International Congress for Research on Activity Theory (2nd : 1990 : Lahti, Finland), red. Perspectives on activity theory. Cambridge: Cambridge University Press, 1999.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Ovchinskiy, Vladimir, i Grigoriy Sinilov. Theory of operational-search activity. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1573733.

Pełny tekst źródła
Streszczenie:
The basic provisions of the theory of operational investigative activity, the study of which meets the requirements of the state standard of higher legal education, are briefly described. The fourth edition takes into account the latest changes in the current legislation. For students, postgraduates and teachers of law schools, cadets and students of law enforcement and special services universities, operatives, investigators, judges, prosecutors, lawyers and anyone interested in theoretical issues of operational investigative activities.
Style APA, Harvard, Vancouver, ISO itp.
5

Ovchinskiy, Vladimir. Theory of operational-search activity. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1199941.

Pełny tekst źródła
Streszczenie:
The textbook contains basic unclassified provisions of the theory of operational investigative activity, the study of which meets the requirements of the state standard of higher legal education. The fundamental works of scientists who have made a significant contribution to the formation and development of the theory of operational search activity are used. Meets the requirements of the federal state educational standards of higher education of the latest generation. For cadets and students of higher educational organizations of the law enforcement system, students studying in the direction of training 40.03.01 "Jurisprudence" (bachelor's level), graduate students and adjuncts, as well as for scientific and pedagogical workers and anyone interested in theoretical issues of operational investigative activities.
Style APA, Harvard, Vancouver, ISO itp.
6

An interdisciplinary theory of activity. Boston: Brill, 2010.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Sannino, Annalisa, Harry Daniels i Kris D. Gutierrez, red. Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, 2009. http://dx.doi.org/10.1017/cbo9780511809989.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Frank, Epling W., i Pierce W. David, red. Activity anorexia: Theory, research, and treatment. Mahwah, N.J: Lawrence Erlbaum Associates, 1996.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Lisa, Sannino Anna, Daniels Harry i Gutierrez Kris D, red. Learning and expanding with activity theory. Cambridge: Cambridge University Press, 2009.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

B, Rockland Louis, Beuchat Larry R, Institute of Food Technologists i International Union of Food Science and Technology., red. Water activity: Theory and applications to food. New York: M. Dekker, 1987.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Części książek na temat "Activity theory"

1

Roth, Wolff-Michael. "Activity Theory". W Encyclopedia of Critical Psychology, 25–31. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_5.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Teles, Soraia, i Oscar Ribeiro. "Activity Theory". W Encyclopedia of Gerontology and Population Aging, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_748-1.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Shekhar, Shashi, i Hui Xiong. "Activity Theory". W Encyclopedia of GIS, 11. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-35973-1_27.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Iyamu, Tiko. "Activity theory". W Applying Theories for Information Systems Research, 53–70. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003184119-4.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Teles, Soraia, i Oscar Ribeiro. "Activity Theory". W Encyclopedia of Gerontology and Population Aging, 36–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-22009-9_748.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Babapour, Maral, Antonio Cobaleda-Cordero i MariAnne Karlsson. "Activity Theory". W A Handbook of Theories on Designing Alignment between People and the Office Environment, 236–47. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003128830-20.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Pohio, Karen. "Activity Theory Tools". W Activity Theory in Education, 153–65. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-387-2_10.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Schreck, Christopher J. "Routine Activity Theory". W Preventing Crime and Violence, 67–72. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44124-5_7.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Andresen, Martin A. "Routine activity theory". W Environmental Criminology, 33–48. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429455391-5.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Kaptelinin, Victor, i Bonnie Nardi. "Activity and experience". W Activity Theory in HCI, 61–72. Cham: Springer International Publishing, 2012. http://dx.doi.org/10.1007/978-3-031-02196-1_4.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "Activity theory"

1

Kaptelinin, Victor, i Bonnie A. Nardi. "Activity theory". W CHI '97 extended abstracts. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/1120212.1120321.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Uden, Lorna, Ernesto Damiani, Gabriele Gianini i Paolo Ceravolo. "Activity Theory for OSS Ecosystems". W 2007 Inaugural IEEE-IES Digital EcoSystems and Technologies Conference. IEEE, 2007. http://dx.doi.org/10.1109/dest.2007.371974.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Karahalios, Karrie. "Session details: Tabletop displays: from activity to activity theory". W CSCW '12: Computer Supported Cooperative Work. New York, NY, USA: ACM, 2012. http://dx.doi.org/10.1145/3256327.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Bærentsen, Klaus B., i Johan Trettvik. "An activity theory approach to affordance". W the second Nordic conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/572020.572028.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

de Freitas, Maria Rosali, i Elaine Byrne. "Activity theory as an analytical tool". W the 2006 annual research conference of the South African institute of computer scientists and information technologists. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1216262.1216272.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Vaswani, N., A. R. Chowdhury i R. Chellappa. "Statistical shape theory for activity modeling". W 2003 International Conference on Multimedia and Expo. ICME '03. Proceedings (Cat. No.03TH8698). IEEE, 2003. http://dx.doi.org/10.1109/icme.2003.1221278.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Rodrigues, Laís, i Silvio Barreto Campello. "The emotional dimension in activity theory". W 6th Information Design International Conference. São Paulo: Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/designpro-cidi-39.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

"Application of Social Network Theory to Software Development: The problem of task allocation". W The 2nd International Workshop on Computer Supported Activity Coordination. SciTePress - Science and and Technology Publications, 2005. http://dx.doi.org/10.5220/0002576500030017.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

"Activity Understanding". W 2019 Ninth International Conference on Image Processing Theory, Tools and Applications (IPTA). IEEE, 2019. http://dx.doi.org/10.1109/ipta.2019.8936128.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Talantzis, Fotios, i Anthony G. Constantinides. "Using information theory to detect voice activity". W ICASSP 2009 - 2009 IEEE International Conference on Acoustics, Speech and Signal Processing. IEEE, 2009. http://dx.doi.org/10.1109/icassp.2009.4960658.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Raporty organizacyjne na temat "Activity theory"

1

Greenwald-Yarnell, Megan, Kristin Divis, Elizabeth Fleming Lindsley, Siobhan Heiden, Megan Nyre-Yu, Peter Odom, Michelle Pang, Madison Salmon i Austin Silva. Activity Theory Literature Review. Office of Scientific and Technical Information (OSTI), listopad 2022. http://dx.doi.org/10.2172/1898058.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Schwartzstein, Joshua, i Andrei Shleifer. An Activity-Generating Theory of Regulation. Cambridge, MA: National Bureau of Economic Research, luty 2009. http://dx.doi.org/10.3386/w14752.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Ding, Dong, Mingfei Liu, Samson Lai, Kevin Blinn i Meilin Liu. Theory, Investigation and Stability of Cathode Electrocatalytic Activity. Office of Scientific and Technical Information (OSTI), wrzesień 2012. http://dx.doi.org/10.2172/1084035.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Gordon, Roger, i Julie Berry Cullen. Taxes and Entrepreneurial Activity: Theory and Evidence for the U.S. Cambridge, MA: National Bureau of Economic Research, czerwiec 2002. http://dx.doi.org/10.3386/w9015.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Baliunas, S., P. Frick, D. Moss, E. Popova, D. Sokoloff i W. Soon. Anharmonic and Standing Dynamo Waves: Theory and Observation of Stellar Magnetic Activity. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 2005. http://dx.doi.org/10.21236/ada437382.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Stewart, Kelly. Investigating the Relationship Between Supervisor Status and the Modus Operandi of Juvenile Sexual Offenders: A Routine Activity Theory Perspective. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5353.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Anderson, James G. Lady Justice and the Corporate Visor: An Application of Routine Activity Theory as a Synthesized Theoretical Framework for Explaining Corporate Crime. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 2000. http://dx.doi.org/10.21236/ada378703.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

McKinney, Ellen. Discovering the Theory in a Documented Practical Design Activity and Using It as Inspiration in One’s Own Design Work: A Graduate Level Course. Ames: Iowa State University, Digital Repository, listopad 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-176.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Forero-Alvarado, Santiago, Nicolás Moreno-Arias i Juan J. Ospina-Tejeiro. Humans Against Virus or Humans Against Humans: A Game Theory Approach to the COVID-19 Pandemic. Banco de la República, maj 2021. http://dx.doi.org/10.32468/be.1160.

Pełny tekst źródła
Streszczenie:
Externalities and private information are key characteristics of an epidemic like the Covid-19 pandemic. We study the welfare costs stemming from the incomplete information environment that these characteristics foster. We develop a framework that embeds a game theory approach into a macro SIR model to analyze the role of information in determining the extent of the health-economy trade-off of a pandemic. We apply the model to the Covid-19 epidemic in the US and find that the costs of keeping health information private are between USD $5.9$ trillion and USD $6.7$ trillion. We then find an optimal policy of disclosure and divulgation that, combined with testing and containment measures, can improve welfare. Since it is private information about individuals' health what produces the greatest welfare losses, finding ways to make such information known as precisely as possible, would result in significantly fewer deaths and significantly higher economic activity.
Style APA, Harvard, Vancouver, ISO itp.
10

Lavrentieva, Olena, i Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

Pełny tekst źródła
Streszczenie:
Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.
Style APA, Harvard, Vancouver, ISO itp.
Możesz być także zainteresowany rozszerzonymi bibliografiami na temat „Activity theory” dla poszczególnych typów źródeł:
Artykuły w czasopismach Rozprawy doktorskie Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii