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Статті в журналах з теми "A body of knowledge"

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Автор: Grafiati

Опубліковано: 30 травня 2022

Оновлено: 31 травня 2022

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1

Conkey, Margaret W. "Body of knowledge/Knowledge of body." Antiquity 71, no. 273 (September 1997): 762–65. http://dx.doi.org/10.1017/s0003598x00085549.

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2

Redshaw, Sarah. "Body Knowledge." Thinking: The Journal of Philosophy for Children 11, no. 3 (1994): 9–14. http://dx.doi.org/10.5840/thinking19941133.

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3

Scarborough, Milton. "Body Knowledge." Tradition and Discovery: The Polanyi Society Periodical 37, no. 3 (2010): 74–75. http://dx.doi.org/10.5840/traddisc2010/201137342.

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4

Pinsky, Robert. "Body Knowledge." Ploughshares 42, no. 1 (2016): 135. http://dx.doi.org/10.1353/plo.2016.0041.

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5

Blascovich, Jim. "A Body of Body Knowledge." Contemporary Psychology: A Journal of Reviews 32, no. 10 (October 1987): 851–52. http://dx.doi.org/10.1037/026414.

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6

Miller, Deb. "Body of Knowledge." AORN Journal 76, no. 5 (November 2002): 898–900. http://dx.doi.org/10.1016/s0001-2092(06)61049-1.

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7

Stinson, Susan W. "BODY OF KNOWLEDGE." Educational Theory 45, no. 1 (March 1995): 43–54. http://dx.doi.org/10.1111/j.1741-5446.1995.00043.x.

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8

Lane, Andrew, Shanna Williams, Sharon Keiser, and Jeffrey Elder. "Body of Knowledge." Obstetrics & Gynecology 128 (October 2016): 43S. http://dx.doi.org/10.1097/01.aog.0000502675.66289.73.

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9

Hens, Harry. "Body Of Knowledge." Maatwerk 14, no. 2 (April 2013): 9. http://dx.doi.org/10.1007/s12459-013-0024-1.

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10

Shusterman, Richard. "A body of knowledge." Philosophers' Magazine, no. 36 (2006): 18–24. http://dx.doi.org/10.5840/tpm2006367.

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11

Kraemer, William J. "The Body of Knowledge." Strength and Conditioning Journal 27, no. 1 (February 2005): 33–35. http://dx.doi.org/10.1519/00126548-200502000-00004.

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12

Latimer, Joanna. "Introduction: Body, Knowledge, Worlds." Sociological Review 56, no. 2_suppl (October 2008): 1–22. http://dx.doi.org/10.1111/j.1467-954x.2009.00813.x.

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13

Rowland, Stephen. "My Body of Knowledge." British Journal of In-Service Education 13, no. 2 (March 1987): 81–86. http://dx.doi.org/10.1080/0305763870130205.

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14

Clairhout, Isabelle, and Sandro Jung. "Cavendish's Body of Knowledge." English Studies 92, no. 7 (November 2011): 729–43. http://dx.doi.org/10.1080/0013838x.2011.622160.

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15

Hashash, Youssef. "Geotechnical Body of Knowledge." GEOSTRATA Magazine 22, no. 2 (March 2018): 6–7. http://dx.doi.org/10.1061/geosek.0000191.

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16

Komar, Oong. "BODY OF KNOWLEDGE PENDIDIKAN DASAR." PEDAGOGIA Jurnal Ilmu Pendidikan 12, no. 2 (August 19, 2016): 85. http://dx.doi.org/10.17509/pedagogia.v12i2.3330.

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Анотація:

Animo three-UPI SPs Studies Program in the last two years tops the list, which amounts to 210 to 230 applicants for a course of English language education, physical education and basic education. The number of open interest pendas, whether perceptions about pendas value-oriented labor market scientifics and practical benefits? Does science have the formula pendas slices (formal object) by itself and does not duplicate the study program in the same direction? Is basic education is still conceived within the paradigm of primary education/elementary school, compulsory education, general education, and education for all? To answer these questions, the data collected with the Delphi technique of respondent students, alumni, users, structural and experts. If not, then there will be a basic education in the surface. Implications on the basic education curriculum prepared based on principles and human needs Indonesia. Such as: to understand him well; Another man with good understanding; understand the relationship with the creator; and understand nature well. Basic education or education for all or compulsory education, thesame meaning is to be good a citizenship, becoming good citizens.Keywords: basic education, primary education/elementary school, compulsory education, generaleducation, education for all.

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17

Soo, Gary, and Solomon Lam. "Essential body of legal knowledge." Proceedings of the Institution of Civil Engineers - Forensic Engineering 165, no. 3 (August 2012): 115–21. http://dx.doi.org/10.1680/feng.11.00030.

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18

Cohen, Ted. "ACCE Body of Knowledge Survey." Journal of Clinical Engineering 27, no. 4 (2002): 298–99. http://dx.doi.org/10.1097/00004669-200202740-00052.

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19

Rogers, Bonnie. "Building a Body of Knowledge." AAOHN Journal 37, no. 10 (October 1989): 434–35. http://dx.doi.org/10.1177/216507998903701006.

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20

Allison, Pete, and Kaye Richards. "Building a body of knowledge?" Journal of Adventure Education & Outdoor Learning 2, no. 1 (January 2002): 5–7. http://dx.doi.org/10.1080/14729670285200111.

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21

Quartaro, E. "Social Work's Body of Knowledge." Social Work 52, no. 2 (April 1, 2007): 191. http://dx.doi.org/10.1093/sw/52.2.191.

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22

Medina McKeon, Jennifer M., and Patrick O. McKeon. "A Balanced Body of Knowledge." International Journal of Athletic Therapy and Training 19, no. 5 (September 2014): 1–3. http://dx.doi.org/10.1123/ijatt.2014-0091.

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23

Lawson, Hal A. "Teaching the Body of Knowledge." Journal of Physical Education, Recreation & Dance 58, no. 7 (September 1987): 70–72. http://dx.doi.org/10.1080/07303084.1987.10609606.

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24

Rose, Steven J. "Our Body of Knowledge Revisited." Physical Therapy 69, no. 4 (April 1, 1989): 297–98. http://dx.doi.org/10.1093/ptj/69.4.297.

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25

Faber, Rima, and Anne Dunkin. "DELRdi: A Body of Knowledge." Dance Education in Practice 4, no. 4 (October 2, 2018): 4–7. http://dx.doi.org/10.1080/23734833.2018.1529493.

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26

Kersting, Magdalena, Jesper Haglund, and Rolf Steier. "A Growing Body of Knowledge." Science & Education 30, no. 5 (April 28, 2021): 1183–210. http://dx.doi.org/10.1007/s11191-021-00232-z.

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Анотація:

AbstractScience deals with the world around us, and we understand, experience, and study this world through and with our bodies. While science educators have started to acknowledge the critical role of the body in science learning, approaches to conceptualising the body in science education vary greatly. Embodiment and embodied cognition serve as umbrella terms for different approaches to bodily learning processes. Unfortunately, researchers and educators often blur these different approaches and use various claims of embodiment interchangeably. Understanding and acknowledging the diversity of embodied perspectives strengthen arguments in science education research and allows realising the potential of embodied cognition in science education practice. We need a comprehensive overview of the various ways the body bears on science learning. With this paper, we wish to present such an overview by disentangling key ideas of embodiment and embodied cognition with a view towards science education. Drawing on the historical traditions of phenomenology and ecological psychology, we propose four senses of embodiment that conceptualise the body in physical, phenomenological, ecological, and interactionist terms. By illustrating the multiple senses of embodiment through examples from the recent science education literature, we show that embodied cognition bears on practical educational problems and has a variety of theoretical implications for science education. We hope that future work can recognise such different senses of embodiment and show how they might work together to strengthen the many roles of the body in science education research and practice.

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27

Leeuwen, E. "Body of knowledge and the ontology of the body." Theoretical Medicine 8, no. 2 (June 1987): 105–15. http://dx.doi.org/10.1007/bf00539748.

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28

Schweidler, Walter. "On the sociocultural body of knowledge." Epistemology & Philosophy of Science 51, no. 1 (2017): 56–67. http://dx.doi.org/10.5840/eps20175119.

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29

ENOMOTO, Miyoko. "“Expert Systems” Returning to Body Knowledge." Japanese Sociological Review 51, no. 4 (2001): 430–46. http://dx.doi.org/10.4057/jsr.51.430.

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30

Pohlmann, Lawrence D. "Another Body of Knowledge: The SWEBOK." INSIGHT 3, no. 2 (July 2000): 16. http://dx.doi.org/10.1002/inst.20003216.

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31

VanLeuven, James K. "Body of knowledge: Tomorrow's research agenda." Public Relations Review 16, no. 2 (June 1990): 17–24. http://dx.doi.org/10.1016/s0363-8111(05)80002-5.

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32

Calero, Coral, Mario Piattini, and Francisco Ruiz. "Towards a database body of knowledge." ACM SIGMOD Record 32, no. 2 (June 2003): 48–53. http://dx.doi.org/10.1145/776985.776992.

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33

O'Brien, G., and M. Davies. "Nutrition knowledge and body mass index." Health Education Research 22, no. 4 (October 3, 2006): 571–75. http://dx.doi.org/10.1093/her/cyl119.

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34

Maxville, Valerie. "eScience: Building our Body of Knowledge." Procedia Computer Science 4 (2011): 1953–63. http://dx.doi.org/10.1016/j.procs.2011.04.213.

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35

Donaldson, Nancy. "Increasing your body of physics knowledge." Physics Teacher 54, no. 1 (January 2016): 58–59. http://dx.doi.org/10.1119/1.4937981.

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36

Subhan, Arif. "Clinical Engineering Body of Knowledge Survey." Journal of Clinical Engineering 40, no. 4 (2015): 178–79. http://dx.doi.org/10.1097/jce.0000000000000120.

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37

Brenner, Brian. "Learning the Expanding Body of Knowledge." Leadership and Management in Engineering 6, no. 3 (July 2006): 135–36. http://dx.doi.org/10.1061/(asce)1532-6748(2006)6:3(135).

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38

McKee, Gerard. "The robotics body of knowledge [Education]." IEEE Robotics & Automation Magazine 14, no. 1 (March 2007): 18–19. http://dx.doi.org/10.1109/mra.2007.339621.

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39

Chase, J. D., Dennie Templeton, Michael Peterson, Carlotta Eaton, Diane Wolff, and Edward G. Okie. "Articulation through a body of knowledge." ACM SIGCSE Bulletin 36, no. 1 (March 2004): 149–50. http://dx.doi.org/10.1145/1028174.971354.

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40

Rapp, Randy R., and Jing Pan. "Disaster Restoration Professional Body of Knowledge." International Journal of Construction Education and Research 6, no. 3 (September 13, 2010): 202–18. http://dx.doi.org/10.1080/15578771.2010.507620.

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41

Bucknell, Chris, and Andrew Mannion. "An outdoor education body of knowledge." Journal of Outdoor and Environmental Education 10, no. 1 (April 2006): 39–45. http://dx.doi.org/10.1007/bf03400829.

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42

Grier, David Alan. "Forgetting Moore's Law [Body of Knowledge]." Computer 54, no. 6 (June 2021): 46–48. http://dx.doi.org/10.1109/mc.2021.3070241.

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43

Midtbø, Terje, Temenoujka Bandrova, Georg Gartner, Miljenko Lapaine, Jie Shen, Vit Voženílek, and Tao Wang. "Establishing a Cartographic Body of Knowledge." Abstracts of the ICA 3 (December 13, 2021): 1–2. http://dx.doi.org/10.5194/ica-abs-3-208-2021.

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44

Müller, Ulrich, and Dana Liebermann. "FACING THE BODY: TOWARD A DEVELOPMENTAL THEORY OF BODY KNOWLEDGE." Monographs of the Society for Research in Child Development 69, no. 2 (June 2004): 103–13. http://dx.doi.org/10.1111/j.1540-5834.2004.00293.x.

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45

Muller, Ulrich, and Dana Liebermann. "FACING THE BODY: TOWARD A DEVELOPMENTAL THEORY OF BODY KNOWLEDGE." Monographs of the Society for Research in Child Development 69, no. 2 (June 2004): 103–13. http://dx.doi.org/10.1111/j.0037-976x.2004.00293.x.

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46

Johnson, Tyler G. "Lived Body Knowledge: Disciplinary Knowledge for Preservice Physical Education Teachers." Quest 67, no. 2 (April 3, 2015): 227–39. http://dx.doi.org/10.1080/00336297.2015.1017589.

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47

Karkera, Shilpa. "Willingness of Body donation." International Journal of Anatomy and Research 9, no. 3.2 (August 5, 2021): 8069–73. http://dx.doi.org/10.16965/ijar.2021.146.

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Анотація:

Cadavers are an incomparable resource for teaching labs in Anatomy. Without dissection of cadavers teaching and learning anatomy barely impossible; due to difficulty in correlating theoretical knowledge with practical knowledge. The objective of the study was to evaluate the awareness regarding the body donation after death. A survey was randomly distributed among older than 18 years, which included MBBS students, Dental students, and duty doctors in Bangalore. A total 380 participants filled up the questionnaire and consent letter providing information on demographic, educational, and religious aspects specific ones related to the willingness to donate own bodies. On the 380 participants, 140 (37%) were women and 240 (63%) were men, with ages from 18 to 45 years. Reasons to donate, majority 92.63% of the respondent expressed their positive attitude; 7.4% had negative attitudes. Main motives to donate were related to support teaching, research, and science, while the main reason for not to donate was associated with lack of sufficient information. The profile of potential donors was obtained from the analysis of all the respondents, and we also compared with different studies demonstrating that not only cultural, ethnic and religion aspects may determine the willingness to donate but also the level of public information and facilities to register as donors. KEY WORDS: Body donation, Cadavers, awareness, knowledge, future generations.

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48

Kovač, Miha. "Reading the Texts on Book Publishing: A New Body of Knowledge about an Old Body of Knowledge." Publishing Research Quarterly 23, no. 4 (August 4, 2007): 241–53. http://dx.doi.org/10.1007/s12109-007-9030-2.

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49

Sullivan, Lawrence E. "Body Works: Knowledge of the Body in the Study of Religion." History of Religions 30, no. 1 (August 1990): 86–99. http://dx.doi.org/10.1086/463215.

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50

Lang, Susan. "Writing Analytics: Expanding the Body of Knowledge." Journal of Writing Analytics 4, no. 1 (2020): i—iv. http://dx.doi.org/10.37514/jwa-j.2020.4.1.01.

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