scholarly journals An Empirical Study on the English Classroom Interaction Model from the Perspective of Dynamic Systems Theory

CONVERTER ◽  
2021 ◽  
pp. 516-520
Author(s):  
Yan Qiao
Keyword(s):  
Empirical Study ◽  
Systems Theory ◽  
Dynamic Systems ◽  
Empirical Studies ◽  
Classroom Interaction ◽  
Interaction Model ◽  
Dynamic Systems Theory ◽  
College English ◽  
New Perspective ◽  
English Classroom

Dynamic Systems Theory (DST) has provided a new perspective for SLA studies but it is rarely applied in empirical researches of classroom interactions. Under the framework of DST, this paper explores the current situation and analyzes the problems of classroom interaction of non-English majors’ college English through questionnaire, interview and class observation. Based on the findings, this paper proposes some teaching strategies to create a dynamically harmonious class and enrich the empirical studies of DST.

A Benchmarked Experiential System for Training (BEST) and dynamic systems theory

2006 ◽  
Author(s):  
Wayne Shebilske ◽  
Kevin Gildea ◽  
Jared Freeman ◽  
Georgiy Levchuk
Keyword(s):  
Systems Theory ◽  
Dynamic Systems ◽  
Dynamic Systems Theory ◽  
Experiential System

Control Theory, Dynamics, and Continuous Interaction

2018 ◽  
Author(s):  
Roderick Murray-Smith
Keyword(s):  
Control Theory ◽  
Human Computer Interaction ◽  
Systems Theory ◽  
Dynamic Systems ◽  
Trajectory Generation ◽  
Interaction Techniques ◽  
Dynamic Systems Theory ◽  
Classical Work ◽  
Continuous Interaction

This chapter reviews the role of theory and dynamic systems theory for understanding common interaction techniques including: targetting, trajectory generation, panning, scrolling and zooming. It explains how can be seen to be at the foundations of Human–Computer Interaction and might be essential for making progress in novel forms of interface. It reinterprets Fitts’ classical work with theoretic tools. It also highlights the limitations of theory for design of human–computer loops.

Toward a transdisciplinary integration of research purposes and methods for complex dynamic systems theory: beyond the quantitative–qualitative divide

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Phil Hiver ◽  
Ali H. Al-Hoorie ◽  
Diane Larsen-Freeman
Keyword(s):  
Systems Theory ◽  
Dynamic Systems ◽  
Applied Linguistics ◽  
Integrated Approach ◽  
Dynamic Systems Theory ◽  
Complex Dynamic ◽  
Transdisciplinary Approach ◽  
Complex Dynamic Systems ◽  
Human And Social Sciences ◽  
Starting Point

Abstract Complexity theory/dynamic systems theory has challenged conventional approaches to applied linguistics research by encouraging researchers to adopt a pragmatic transdisciplinary approach that is less paradigmatic and more problem-oriented in nature. Its proponents have argued that the starting point in research design should not be the quantitative–qualitative distinction, or even mixed methods, but the distinction between individual versus group-based designs (i.e., idiographic versus nomothetic). Taking insights from transdisciplinary complexity research in other human and social sciences, we propose an integrative transdisciplinary framework that unites these different perspectives (quantitative–qualitative, individual–group based) from the starting point of exploratory–falsificatory aims. We discuss the implications of this transdisciplinary approach to applied linguistics research and illustrate how such an integrated approach might be implemented in the field.

scholarly journals The reality of inclusion in physical education in the Brazilian school system

2020 ◽  
Vol 34 (Esp.) ◽  
pp. 11-28
Author(s):  
Eliane Mauerberg de Castro ◽  
Gabriella Andreetta Figueiredo ◽  
Debra Frances Campbell
Keyword(s):  
Physical Education ◽  
Systems Theory ◽  
Dynamic Systems ◽  
School System ◽  
National Curriculum ◽  
Holistic Approach ◽  
Dynamic Systems Theory ◽  
Education Practice ◽  
Brazilian Government ◽  
Movement Culture

Our purpose in this article was threefold. First, we attempted to analyze evidences of inclusion in the Brazilian school, and we argued that inclusion still is a long road ahead, particularly, in the field of physical education. In relation to inclusion, we used data provided by the Brazilian government itself to demonstrate several issues of concern, including some with educational governing bodies. Second, we examined how the Brazilian physical education national curriculum parameters have been tailored in their pedagogical recommendations to accommodate the “movement culture” approach. Although physical educators endorsed the new curricular directives, their practice in school with inclusion revealed troublesome situations. Overall, they admitted that they did not feel prepared to work with students with disability in their classes, and they feel that they need continuing education, as well as actual administrative/government investments. Third, we introduced concepts from dynamic systems theory to our adapted physical education practice while working with people with disabilities in inclusive settings. We illustrated the theory in its application to the physical education practices by reporting a lifetime of work in outreach programs in the field of adapted physical activity (APA), at São Paulo State University at Rio Claro. The complexities in the practice of inclusive school physical education require a holistic approach, which we feel can be accomplished through the employment of dynamic systems concepts. Whether epistemological directions include the movement culture approach or dynamic systems theory, or a hybrid, these efforts must be sustained by committed teachers, the school system, government leaders, families, and the entire community.

scholarly journals Clinical Application of a Cardiac Diagnostic Method Based on Dynamic Systems Theory

2016 ◽  
Vol 10 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Javier Rodriguez ◽  
Signed Prieto ◽  
Catalina Correa ◽  
Dario Dominguez ◽  
Juan Pardo ◽  
...  
Keyword(s):  
Systems Theory ◽  
Clinical Application ◽  
Dynamic Systems ◽  
Diagnostic Method ◽  
Dynamic Systems Theory
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