Education

2011 ◽  
pp. 75-109
Author(s):  
Nigel Ford
Keyword(s):  
Knowledge Structures ◽  
Learning Activities ◽  
Learning Design ◽  
Learning Situation ◽  
Art And Science ◽  
The Way

We have examined the basic processes underlying learning, and differences in the way in which these basic processes may be deployed by different individuals. We have also explored differences in the knowledge structures of different individuals, in terms of the prior types and levels of knowledge that they bring to bear on a given learning situation. This chapter explores the art and science of learning design and teaching. These represent the reverse side of the learning coin, and entail designing, delivering, and assessing learning activities and experiences in response to individual learners’ needs for knowledge, taking into account differences in their styles and levels of learning as discussed in the previous chapter.

Ronald Coase and the Difference between Markets and Firms

2018 ◽  
Author(s):  
Abraham A. Singer
Keyword(s):  
Transaction Cost ◽  
Economic Activity ◽  
Transaction Cost Economics ◽  
Theory Of The Firm ◽  
Tabular Form ◽  
Specific Investment ◽  
The Difference ◽  
Marginal Revolution ◽  
The Way

This chapter reviews the development of transaction cost economics and unpacks its theory of the firm. The chapter begins with the marginal revolution in economics and how it altered the way economists understood the corporation. It then reviews the work of Ronald Coase and Oliver Williamson, explaining how they provided a novel account of firms. Transaction cost economics emphasizes how firms use hierarchy and bureaucracy to overcome problems of opportunism and asset-specific investment to coordinate some types of economic activity more efficiently than markets can. The transaction cost account of the corporation’s productivity component is shown in tabular form in comparison with its historical forerunners reviewed in the previous chapter.

scholarly journals ESSAY: THE KUNSTWOLLEN OF THE SCIENTIFIC ERA AND ALOIS RIEGL’S STIMMUNG

2018 ◽  
Vol 27 (55-56) ◽  
pp. 65-81
Author(s):  
Konstantinos Vassiliou
Keyword(s):  
Historical Context ◽  
Natural Sciences ◽  
Art And Science ◽  
Knowl Edge ◽  
The Way

Alois Riegl’s essay “Die Stimmung als Inhalt der modernen Kunst” (1899) has been one of art historiography’s early attempts to bridge art and science. In this text, Riegl not only presents the background of some of his theoretical and methodological premises but he also provides an overarching argument for the way natural sciences af- fect modern spectatorship. In this way, he establishes the basis of a Kunstwollen for the ‘age of the natural sciences’ and describes its appropriate artistic traits. Addressing the intellectual and historical context of the Stimmung Essay, this article shows how Riegl’s ideas work in a subtle and intricate manner, involving the combination of sensual and phenomenological observations to modes of knowl- edge. In this respect, the relation of art and science does not seem to be settled on a fixed contemplative basis but on the combination of the art with cognition and affects.

scholarly journals Critical Collaboration-Oriented Constructivist Learning Model Development to Improve Social and Spiritual Skills

2021 ◽  
Vol 56 (3) ◽  
pp. 436-445
Author(s):  
Ismail Thoib
Keyword(s):  
Small Group ◽  
Model Development ◽  
Research Process ◽  
Field Trials ◽  
Learning Model ◽  
Constructivist Learning ◽  
Learning Activities ◽  
Learning Design ◽  
Content Expert ◽  
Feasibility Test

This study aims to develop a critical collaboration-oriented constructivist learning model to improve students' social-spiritual skills. It boosts the urgency that most educators currently believe the online learning model does not improve students' social and spiritual skills. The development is carried out using the Assure model developed by Smaldino, Russell, Heinich, and Molenda. The developed model followed six steps, namely: (1) analyzing the characteristics of students, (2) setting learning objectives, (3) selecting media, methods, and materials, (4) utilizing teaching materials, (5) involving students in learning activities, and (6) evaluation and revision. The research process was carried out at UIN Mataram, involving one content expert, one design expert, five students in individual trials, nine students in small group trials, and 40 students in field trials. The results show that the developed learning model had theoretical feasibility of 96.4% for the material and 96% for the learning design. At the same time, the results of the empirical feasibility test showed that the product was empirically feasible with a feasibility level of 85.87% in individual trials, 90.12% in small group trials, and 94.25% in field trials. This study ends with the suggestions to implement the developed learning model in different fields of studies as the discussion of this model is rare while the impacts are beneficial. The discussion on its application and effects on learning achievements and attitudes in different fields of studies will contribute to a broader understanding of the same topic.

Understanding the Properties of “Numbers”

2014 ◽  
Author(s):  
Victor J. Katz ◽  
Karen Hunger Parshall
Keyword(s):  
Twentieth Century ◽  
Algebraic Systems ◽  
Modern Algebra ◽  
The Creation ◽  
Eighteenth And Nineteenth Centuries ◽  
The Way

This chapter looks at how mathematicians sought to understand the properties of “numbers” and in doing so pave the way for modern algebra. As mathematicians in the eighteenth and nineteenth centuries struggled to understand what Fermat's alleged proof of his so-called “last theorem” might have been, they, as well as others motivated by issues other than Fermat's work, eventually came to extend the notion of “number.” And, they did this in much the same spirit that Évariste Galois had extended that of “domain of rationality” or field, that is, through the creation and analysis of whole new types of algebraic systems. This freedom to create and explore new systems—and new algebraic constructs like the determinants and matrices that were encountered in the previous chapter—became one of the hallmarks of the modern algebra that developed into the twentieth century.

Animal Death: Paolo Bacigalupi

2017 ◽  
pp. 133-180
Author(s):  
Brian Willems
Keyword(s):  
Short Circuit ◽  
Double Vision ◽  
Dialectical Structure ◽  
Award Winning ◽  
The Way

Paolo Bacigalupi’s Nebula award-winning novel The Windup Girl (2009) sets up a dialectical situation which it then disrupts. This is important for two reasons. First, dialectic formations are often also assemblages or networks, meaning that their constituent parts are defined by how they interact with each other rather than by the essence which is withdrawn from such interactions. In the previous chapter, symbiosis was seen as a powerful tool for change. However, the way it was described often bordered on a dialectical structure, as did the doubling of double-vision and the contradiction of crisis energy. The Windup Girl offers a different strategy, the short circuit. In brief, this means that one of the terms of a symbiosis disrupts the symbiosis. This disruption takes the form of spatial and temporal tensions, as described above and developed below.

Evaluating Learning Designs through the Formal Representation of Pedagogical Patterns

2011 ◽  
pp. 86-105 ◽  
Author(s):  
Diana Laurillard ◽  
Dejan Ljubojevic
Keyword(s):  
Learning Theories ◽  
Learning Design ◽  
Design Practice ◽  
Formal Representation ◽  
The Way

To test the approach, in this chapter, we present the way in which several learning theories can be mapped onto the Conversational Framework, and use this to provide the means by which instances of learning design practice can be pedagogically evaluated in a systematic and computationally interpretable way. The chapter concludes with the early findings from the thinking-prototype tests of evaluative capability of the framework.

The Methodological Context in Higher Education

2021 ◽  
pp. 15-36
Author(s):  
María-Mercedes Rojas-de-Gracia ◽  
Pilar Alarcón-Urbistondo
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Learning Process ◽  
Learning Situation ◽  
Rigorous Approach ◽  
Construction Of Knowledge ◽  
Teaching Learning ◽  
Collective Construction ◽  
The Way

Given the limited number of documents addressing methodological context in higher education with a rigorous approach, this chapter comprises a document drawn up in order to clarify methodological concepts. It emphasizes the importance of the teaching-learning process and the significance of placing the student at the center of all actions. The educator's mission changes from being a mere transmitter of information to being a conductor and organizer of the learning situation. To achieve this, several methods must be combined, requiring a balance between the theoretical and practical classes. Likewise, they can be benefited by carrying out complementary activities. This combination is intended to face the great challenges of higher education in the 21st century, which are driven by changes in the way students learn. The emergence of technologies means that the protagonist in the collective construction of knowledge is the student, responding to their digital and participatory demands.

Graham Young

2005 ◽  
Author(s):  
John Emsley
Keyword(s):  
Emotionally Disturbed ◽  
Disturbed Child ◽  
Single Parent Family ◽  
Sodium Tartrate ◽  
Potassium Tartrate ◽  
Thallium Poisoning ◽  
The One ◽  
Lethal Doses ◽  
The Way

The one multiple murderer whose name will for ever be linked to thallium is that of Graham Young. As we saw in the previous chapter, victims of thallium poisoning were generally thought to be suffering from some other condition and treated accordingly, so there was little in the way of evidence that we can use to follow the effect this metal had on them. In Young’s case there were several victims whose illnesses were carefully recorded and we can reconstruct the way that Young administered the poison, although it is difficult to deduce why he chose one person to die and not another. Young used two metal poisons: antimony and thallium, the former to punish, the latter to kill. With thallium acetate he murdered his stepmother, Molly Young, when he was a boy of 14, and later he murdered workmates Bob Egle and Fred Briggs. He fed antimony sodium tartrate or antimony potassium tartrate to all and sundry and thallium acetate in sub-lethal doses to some people. Altogether 13 people, and maybe more, felt the repressed wrath of Graham Young. Graham Young was born in the less-than-fashionable London suburb of Neasden on 7 September 1947 and his mother, Margaret, died of tuberculosis 15 weeks later on 23 December. His father, Fred Young, was obviously not capable of managing a single parent family and Graham was passed to Fred’s sister and her husband who lived nearby at 768 North Circular Road. Graham’s 8-year-old sister Winifred went to live with her grandmother. Despite the care of his aunt, baby Graham was already displaying a common outward sign of the emotionally disturbed child: excessive rocking to-and-fro in his cot. Whether his aunt could ever have supplied all the love of a mother is unlikely, especially as Graham taxed her patience by being a poor sleeper. Whatever chance of emotional stability he had was upset by his having to go to hospital for an operation on his ears. When his father found a new wife both Winifred and 3-year-old Graham went to live back home. By now Graham was a very withdrawn little boy and his childhood years were made even more miserable by his stepmother, whom he openly resented, and who returned his animosity.

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