Results for 'Experiential instructional techniques'

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  1.  23
    “Try Not to Giggle if You Can Help It”: The implementation of experiential instructional techniques in social studies classrooms.Hilary Dack, Stephanie van Hover & David Hicks - 2016 - Journal of Social Studies Research 40 (1):39-52.
    This qualitative study examined how social studies teachers implemented experiential instructional techniques by closely analyzing videotaped lessons taught over four years in third through 12th grade classrooms across 16 school districts. Data analysis indicated that of the 438 lessons, only 14 involved experiential instructional techniques, and their implementation generally failed to reflect the potential benefits of this instructional approach. Twelve of the experiential exercises (a) lacked a clear instructional purpose related to (...)
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  2.  10
    “Dancing with Spirits”—Spirit art and spirit‐guided experiential ethnographic techniques.Gary Moody - 2023 - Anthropology of Consciousness 34 (2):552-585.
    Spiritualist mediums are sought out from a variety of cultures for their advanced spirit communication healing techniques. Otherworldly spirits use mediums to create spirit art, which guides an individual to discover their authentic self and work through self‐limiting beliefs. To serve as a bridge for the spirit world, the medium develops an ability to enter an altered state of consciousness and use a multisensory embodied language to communicate with spirits. I describe this language as “dancing with spirits.” To investigate (...)
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  3.  31
    Dissection as an Instructional Technique in Secondary Science: Choice and Alternatives.Alan D. Bowd - 1993 - Society and Animals 1 (1):83-89.
    This article examines the role of dissection in the teaching of secondary biology and environmental science, within the context of the development of attitudes toward animals. Retrospective data concerning their experience in high school with dissection for 191 undergraduate education students are described, and their reported use of alternatives to invasive animal study are evaluated in relation to specific educational objectives in secondary science. It was found that most students were required to perform dissections, that many but not most experienced (...)
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  4.  15
    Dissection as an Instructional Technique in Secondary Science: Comment on Bowd.Roger Lock - 1994 - Society and Animals 2 (1):67-73.
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  5.  23
    University Students’ Perceptions Regarding Ethical Marketing Practices: Affecting Change Through Instructional Techniques.Charles D. Bodkin & Thomas H. Stevenson - 2007 - Journal of Business Ethics 72 (3):207-228.
    Many believe that colleges of business have a role to play in improving the level of marketing ethics practiced in the business world, while others believe that by the time students reach the level of university education, their ethical beliefs are so ingrained as to be virtually unalterable. The purpose of this study is to add to the literature regarding university students' ethical value judgments. It utilizes scenario studies to assess base line ethical values of junior level undergraduate business administration (...)
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  6.  69
    University students' perceptions regarding ethical marketing practices: Affecting change through instructional techniques[REVIEW]Charles D. Bodkin & Thomas H. Stevenson - 2007 - Journal of Business Ethics 72 (3):207 - 228.
    Many believe that colleges of business have a role to play in improving the level of marketing ethics practiced in the business world, while others believe that by the time students reach the level of university education, their ethical beliefs are so ingrained as to be virtually unalterable. The purpose of this study is to add to the literature regarding university students’ ethical value judgments. It utilizes scenario studies to assess base line ethical values of junior level undergraduate business administration (...)
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  7.  12
    Examining the relationship between instructional practice and social studies teacher training: A TALIS study.Peter D. Wiens, Leona Calkins, Paul J. Yoder & Andromeda Hightower - 2022 - Journal of Social Studies Research 46 (2):123-133.
    Many calls have been made for more research on social studies teachers’ practices and preservice training. Instructional practices employed by teachers are important for encouraging student learning. However, there is a history of social studies teachers focusing much of their time on teacher-centered instructional techniques that have not demonstrated strong learning for students. Therefore it is important to examine not just how teachers chose to teach, but also where they may have learned to teach. This study examined (...)
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  8.  51
    A study of experiential technology and scientific technology, exemplified by Chinese and western medicine.Song Tian - 2011 - Frontiers of Philosophy in China 6 (2):298-315.
    Experience and science, being the two sources of technology, have different focuses. In experiential technology, techniques and skills are emphasized while in scientific technology tool or equipment. Experiential technology is generally regarded as local knowledge, and scientific technology universal. Traditional Chinese medicine is an experiential technology. In contrast, Western medicine is set up as a scientific technology with great efforts. Through the comparison of these two medicines, this paper attempts to illustrate the difference between the two (...)
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  9.  16
    The interplay between experiential and traditional learning for competency development.Sara Bonesso, Fabrizio Gerli & Claudio Pizzi - 2015 - Frontiers in Psychology 6:157154.
    Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC) competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by (...)
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  10.  33
    Error-correction techniques and sequences in instructional settings: Toward a comparative framework. [REVIEW]Peter A. D. Weeks - 1985 - Human Studies 8 (3):195 - 233.
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  11.  39
    Experiential Realism and Motion Pictures: A Neurophenomenological Approach.Jane Stadler - 2016 - Studia Phaenomenologica 16:439-465.
    This article sets up a neurophenomenological approach to understanding cinema spectatorship in order to investigate how embodied engagement with technologies of sound and motion can foster a sense of experiential realism. It takes as a starting point the idea that the empirical study of emotive, perceptual, motor, and cognitive processes involved in film spectatorship is impoverished without a phenomenological account of the lived experience under investigation. Correspondingly, engaging with neuroscientific studies enriches the scope of phenomenological inquiry and offers new (...)
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  12.  17
    Experiential ethics education: one successful model of ethics education for undergraduate nursing students in the United States.David Perlman - 2008 - Monash Bioethics Review 27 (1-2):9-32.
    Lachman, Grace and Gaylord have argued that for bioethics education for undergraduate nursing students, a preferred combination of instruction involves a clinically-based nurse with ethics training and a philosophically-based ethicist with clinical training. At the University of Pennsylvania School of Nursing, undergraduate nursing ethics instruction takes this form. The course director is a philosopher with extensive clinical experience in ethics. The course utilises four distinct forms of nursing clinical inputs to educate undergraduate nursing students using a unique combination of didactic (...)
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  13.  15
    Grasping AI: experiential exercises for designers.Dave Murray-Rust, Maria Luce Lupetti, Iohanna Nicenboim & Wouter van der Hoog - forthcoming - AI and Society:1-21.
    Artificial intelligence (AI) and machine learning (ML) are increasingly integrated into the functioning of physical and digital products, creating unprecedented opportunities for interaction and functionality. However, there is a challenge for designers to ideate within this creative landscape, balancing the possibilities of technology with human interactional concerns. We investigate techniques for exploring and reflecting on the interactional affordances, the unique relational possibilities, and the wider social implications of AI systems. We introduced into an interaction design course (_n_ = 100) (...)
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  14.  9
    Philosophy lab: an experiential approach to conceptual analysis.Asher Walden (ed.) - 2017 - [San Diego, CA]: Cognella Academic Publishing.
    Philosophy Lab: An Experiential Approach to Conceptual Analysis gives students the skills and strategies needed to do philosophical work in the Analytic tradition. They are presented with a step-by-step method for performing a preliminary conceptual analysis and practice examples to apply the method to standard philosophical problems. Students are introduced to the work of great thinkers including Descartes, Hobbes, Locke, Wittgenstein, and Ryle. These works are complemented by contemporary empirical findings concerning perception, desire, emotion, moral intuition, and other basic (...)
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  15.  39
    Modeling the Instructional Effectiveness of Responsible Conduct of Research Education: A Meta-Analytic Path-Analysis.Logan L. Watts, Tyler J. Mulhearn, Kelsey E. Medeiros, Logan M. Steele, Shane Connelly & Michael D. Mumford - 2017 - Ethics and Behavior 27 (8):632-650.
    Predictive modeling in education draws on data from past courses to forecast the effectiveness of future courses. The present effort sought to identify such a model of instructional effectiveness in scientific ethics. Drawing on data from 235 courses in the responsible conduct of research, structural equation modeling techniques were used to test a predictive model of RCR course effectiveness. Fit statistics indicated the model fit the data well, with the instructional characteristics included in the model explaining approximately (...)
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  16. Scaffolding Deep Reading Instruction.Renée Smith - 2014 - In E. Esch R. Kraft & K. Hermberg (eds.), Philosophy through Teaching. Philosophy Documentation Center. pp. 109-115.
    In his 2006 Lenssen Prize–winning paper, “Reading Philosophy with Background Knowledge and Metacognition,”1 David Concepción describes a method of reading instruction that is clearly student-centered in that quality of student learning, and not just discipline-specific knowledge, is a central course objective.2 Moreover, the explicit reading instruction he recommends stands to enrich our students’ understanding of the philosophical content of our courses thus making deep reading, or what has been called “reading to learn,”3 an integral part of the content of a (...)
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  17.  52
    Examining the Effects of Incremental Case Presentation and Forecasting Outcomes on Case-Based Ethics Instruction.Alexandra E. MacDougall, Lauren N. Harkrider, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Juandre Peacock, Michael D. Mumford, Lynn D. Devenport & Shane Connelly - 2014 - Ethics and Behavior 24 (2):126-150.
    Case-based reasoning has long been used to facilitate instructional effectiveness. Although much remains to be known concerning the most beneficial way to present case material, recent literature suggests that simplifying case material is favorable. Accordingly, the current study manipulated two instructional techniques, incremental case presentation and forecasting outcomes, in a training environment in an attempt to better understand the utility of simplified versus complicated case presentation for learning. Findings suggest that pairing these two cognitively demanding techniques (...)
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  18.  10
    'From the moment of conception…': The vatican instruction on artificial procreation techniques.Michael J. Coughlan - 1988 - Bioethics 2 (4):294–316.
  19. Using Peer Instruction to Teach Philosophy, Logic, and Critical Thinking.Sam Butchart, Toby Handfield & Greg Restall - 2009 - Teaching Philosophy 32 (1):1-40.
    Peer Instruction is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences. Although well known in science and mathematics, the technique appears to be little known in the humanities. In this paper, we explain how Peer Instruction can be applied in philosophy lectures. We report the results from our own experience of using Peer Instruction in undergraduate courses in philosophy, formal logic, and critical thinking. We have consistently found it (...)
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  20.  7
    ‘From the Moment of Conception…’: The Vatican Instruction on Artificial Procreation Techniques.Michael J. Coughlan - 1988 - Bioethics 2 (4):294-316.
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  21.  10
    Traditional lecture versus video/discussion-based instruction and their effects on learning behavior guidance techniques.KristenM Douglas, MarthaH Wells, EdwardJ Deschepper & MartinE Donaldson - 2017 - Journal of Education and Ethics in Dentistry 7 (2):30.
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  22.  55
    Aporia as Pedagogical Technique.Derek McAllister - 2018 - American Association of Philosophy Teachers Studies in Pedagogy 4:15-34.
    In this essay, I muse upon aporia’s value as a pedagogical technique in the philosophy classroom using as a guide examples of aporia that are found in Plato’s Socratic dialogues. The word aporia, translated as “without passage” or “without a way,” is used metaphorically to describe the unsettling state of confusion many find themselves in after engaging in philosophical discourse. Following a brief introduction in which I situate aporia as a pedagogy amicable to experiential learning, I examine various ways (...)
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  23.  62
    The Interaction of Learning Styles and Teaching Methodologies in Accounting Ethical Instruction.Conor O’Leary & Jenny Stewart - 2013 - Journal of Business Ethics 113 (2):225-241.
    Ethical instruction is critical for trainee accountants. Various teaching methods, both active and passive, are normally utilised when teaching accounting ethics. However, students’ learning styles are rarely assessed. This study evaluates the learning styles of accounting students and assesses the interaction of teaching methods and learning styles in an ethics instruction environment. The ethical attitudes and preferred learning styles of a cohort (137) of final year accounting students were evaluated pre-instruction. They were then subject to three different teaching methods while (...)
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  24.  19
    Effects of Reading Instruction on Learning Outcomes in Social Studies: A Synthesis of Quantitative Research.Lisa V. McCulley & David J. Osman - 2015 - Journal of Social Studies Research 39 (4):183-195.
    Quantitative research studies examining the effects of literacy instruction set in social studies classrooms (grades 6-12) on students’ academic content learning and reading comprehension are synthesized using meta-analytic techniques. An extensive search of the scholarly literature between 1983 and 2013 yielded a total of twelve intervention studies that provided literacy instruction to secondary students within social studies classes and quantitatively measured content learning outcomes, reading comprehension, or both. Findings revealed that content learning outcomes were consistently improved with instruction that (...)
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  25.  4
    Titles, uses and instructions of use: the function of art and artefacts.Philippe Huneman - 2007 - Facta Philosophica 9 (2):3-21.
    For us, the word "technique" connotes the world of technological artefacts, each of them having their own function. Nevertheless, this word comes from the old Greek word technè, which meant both arts and technology, and could in the medieval times be accurately translated in latin by "ars". Indeed, "ars" shared the same ambiguity as technè, as does the German Kunst, since künstlich is used as much for "artistic" as for "artificial". But when the "liberal arts" began to include painting, sculpture, (...)
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  26.  11
    The contribution of narrative semiotics of experiential imaginary to the ideation of new digital customer experiences.Philippe Taupin - 2019 - Semiotica 2019 (230):447-473.
    Innovating new experiences is an innovation strategy that increases product differentiation and the perceived value of offers for future autonomous cars. Young Chinese customers are a relevant target group of lead users to co-create those experiences. We address the co-creation of memorable and engaging experiences with targeted potential users and the building of the meaning of experiential imaginary that results from innovations (based on digital media) echoing the need for sensory atmospherics while strolling in the city. We aim at (...)
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  27.  11
    The contribution of narrative semiotics of experiential imaginary to the ideation of new digital customer experiences.Philippe Taupin - 2019 - Semiotica 2019 (230):447-473.
    Innovating new experiences is an innovation strategy that increases product differentiation and the perceived value of offers for future autonomous cars. Young Chinese customers are a relevant target group of lead users to co-create those experiences. We address the co-creation of memorable and engaging experiences with targeted potential users and the building of the meaning of experiential imaginary that results from innovations (based on digital media) echoing the need for sensory atmospherics while strolling in the city. We aim at (...)
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  28.  41
    Overcoming Instructor‐Originated Math Anxiety in Philosophy Students: A Consideration of Proven Techniques for Students Taking Formal Logic.Brian Macpherson - 2016 - Metaphilosophy 47 (1):122-146.
    Every university student has his or her nemesis. Biology and social science students anticipate with great apprehension their required statistics course, while many philosophy students live in fear of formal logic. Math anxiety is the common thread uniting all of them. This article argues that since formal logic is an algebra requiring similar kinds of symbol-manipulation skills needed to succeed in a basic mathematics course, then if logic students have math anxiety, this can impede their progress. Further, it argues that (...)
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  29.  26
    The Instructive Corpse: Dissection, Anatomical Specimens and Illustration in Early-Nineteenth Century Medical Education.Cindy Stelmackowich - 2012 - Spontaneous Generations 6 (1):50-64.
    At the turn of the nineteenth century when anatomy and hands-on dissection became the prerequisite for a medical career, the medical community in England and France increasingly relied upon visual representations as part of a complex system of reinforcement of their professional goals. The production of novel illustrated textbooks that disseminated arguments through systematizing illustrations were thus integral to their professional status. Through an examination of a series of realistic diagrams that outlined the new methods of surgical and preservation (...), this paper argues that visual diagrams were instrumental in supporting the systematic codification and prestige on which nineteenth-century medical knowledge was to depend. It analyses the visual rhetoric and the complex representational languages of these intricate and equally precise illustrations by asking how these illustrations embraced new representational strategies as well as embodied idealizing aesthetic techniques. (shrink)
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  30.  69
    Effects of Alternative Outcome Scenarios and Structured Outcome Evaluation on Case-Based Ethics Instruction.Juandre Peacock, Lauren N. Harkrider, Zhanna Bagdasarov, Shane Connelly, James F. Johnson, Chase E. Thiel, Alexandra E. MacDougall, Michael D. Mumford & Lynn D. Devenport - 2013 - Science and Engineering Ethics 19 (3):1283-1303.
    Case-based instruction has been regarded by many as a viable alternative to traditional lecture-based education and training. However, little is known about how case-based training techniques impact training effectiveness. This study examined the effects of two such techniques: (a) presentation of alternative outcome scenarios to a case, and (b) conducting a structured outcome evaluation. Consistent with the hypotheses, results indicate that presentation of alternative outcome scenarios reduced knowledge acquisition, reduced sensemaking and ethical decision-making strategy use, and reduced decision (...)
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  31.  7
    Reconceptualizing Symbolic Magnitude Estimation Training Using Non-declarative Learning Techniques.Erin N. Graham & Christopher A. Was - 2021 - Frontiers in Psychology 12.
    It is well-documented that mathematics achievement is an important predictor of many positive life outcomes like college graduation, career opportunities, salary, and even citizenship. As such, it is important for researchers and educators to help students succeed in mathematics. Although there are undoubtedly many factors that contribute to students' success in mathematics, much of the research and intervention development has focused on variations in instructional techniques. Indeed, even a cursory glance at many educational journals and granting agencies reveals (...)
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  32.  7
    Developing Skills in the HEC Communication Competency: Diagnostic Listening and the ADEPT Technique.Autumn Fiester - 2022 - Journal of Clinical Ethics 33 (1):42-49.
    Proficient listening has been viewed as a critical skill in HEC (healthcare ethics consultation) from the inception of the practice, and it is included in the field’s set of core competencies that practitioners need to master to become a certified healthcare ethics consultant (HEC-C). Despite its centrality to the work of HEC, practitioners and trainees receive little or no formal training in the craft of listening, and there are few available resources that ethics consultants and trainees can access to enhance (...)
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  33.  11
    The Techniques of Springboard Diving.Charles Batterman - 1977 - MIT Press.
    This is the first book on diving to progress beyond the beginner's stage. although open to the beginner, it will come into full use in the hands of the advanced performer and his coach. A careful balance is maintained between encouraging the instinctive response and encouraging the diver to act in accordance with basic physical principles that are instilled so deeply they become second nature to him.The author abjures the folklore of traditional diving instruction in favor of an approach solidly (...)
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  34.  45
    Merging traditional technique vocabularies with democratic teaching perspectives in dance education: A consideration of aesthetic values and their sociopolitical contexts.Becky Dyer - 2009 - Journal of Aesthetic Education 43 (4):pp. 108-123.
    In lieu of an abstract, here is a brief excerpt of the content:Merging Traditional Technique Vocabularies with Democratic Teaching Perspectives in Dance EducationA Consideration of Aesthetic Values and Their Sociopolitical ContextsBecky Dyer (bio)IntroductionConventional aesthetic values in dance traditionally have been wed to long-established authoritarian teaching approaches in American professional dance companies and university dance programs. Developed over time from a mixture of enduring cultural tastes, aesthetic ideals, and historical influences, aesthetic values play a significant role in teaching and learning processes (...)
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  35.  82
    Ego boundaries, shamanic-like techniques, and subjective experience: An experimental study.Adam J. Rock, Jessica M. Wilson, Luke J. Johnston & Janelle V. Levesque - 2008 - Anthropology of Consciousness 19 (1):60-83.
    The subjective effects and therapeutic potential of the shamanic practice of journeying is well known. However, previous research has neglected to provide a comprehensive assessment of the subjective effects of shamanic-like journeying techniques on non-shamans. Shamanic-like techniques are those that demonstrate some similarity to shamanic practices and yet deviate from what may genuinely be considered shamanism. Furthermore, the personality traits that influence individual susceptibility to shamanic-like techniques are unclear. The aim of the present study was, thus, to (...)
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  36.  3
    50 Fast Digital Camera Techniques.Kevin L. Moss - 2005 - Wiley.
    Praise for 50 Fast Digital Camera Techniques "Applying the lively techniques in this book will make anyone's digital camera a more productive tool." -Al Francekevich, professional photographer, on the first edition Your digital camera is an amazing and versatile creative tool, with features and capabilities you probably haven't even explored-until now. Here are step-by-step instructions for 50 hot new techniques that take advantage of all the latest camera features, fully illustrated with stunning color photos taken by the (...)
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  37.  3
    50 Fast Digital Photo Techniques with Photoshop Elements 3.Gregory Georges - 2004 - Wiley.
    * This update features fifty fast and impressive digital photo techniques-eighty percent of which are new since the previous edition * The CD-ROM includes a bonus e-book of the entire first edition-giving readers two books for the price of one * Developed by professional photographer and eDigital Photo contributing writer Gregory Georges, the techniques are valuable to both pros and hobbyists alike * Uses the latest version of Adobe Photoshop Elements in the examples, but the techniques are (...)
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  38.  5
    ‘Put your fingers right in here’: Learnability and instructed experience.Timothy Koschmann & Alan Zemel - 2014 - Discourse Studies 16 (2):163-183.
    Examining a fragment of interaction that occurred during a surgery at a teaching hospital, we explore how particular instructed experiences are produced for two trainees, a surgeon in the residency program and a medical student in a surgical clerkship. We are concerned with what is produced as learnable in each case. Stated slightly differently, we are interested in the ways in which the attending surgeon uses demonstrations as instruction and the ways in which recipients of that instruction, in this case (...)
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  39.  22
    “Ethics When You Least Expect It”: A Modular Approach to Short Course Data Ethics Instruction.Louise Bezuidenhout, Robert Quick & Hugh Shanahan - 2020 - Science and Engineering Ethics 26 (4):2189-2213.
    Data science skills are rapidly becoming a necessity in modern science. In response to this need, institutions and organizations around the world are developing research data science curricula to teach the programming and computational skills that are needed to build and maintain data infrastructures and maximize the use of available data. To date, however, few of these courses have included an explicit ethics component, and developing such components can be challenging. This paper describes a novel approach to teaching data ethics (...)
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  40.  2
    On Making Historical Techniques More Specific: "Real Types" Constructed with a Computer.George Murphy & M. Mueller - 1967 - History and Theory 6 (1):14-32.
    Programming computers to construct "real types," generally descriptive of a class of societies, makes explicit all steps in the thought process of such constructions because unambiguous instructions to, the computer are needed. The historian uses his judgment to choose a data field and variables that may be relevant in forming a type. He then looks for matches; he divides the data field into groups according to one variable and sees if the other variables differ significantly according to these groups. In (...)
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  41.  5
    Computer Literacy, Technique, and Gender.Roy Wilson - 1998 - Bulletin of Science, Technology and Society 18 (2):109-114.
    This article concerns the curriculum of computer literacy (CL). A strong sense of technical necessity informs the design of the CL curriculum, and as a result, instruction is inadequate at best and dehumanizing at worst. CL curriculum and instruction are informed by a sense of technical determinism and a particular form of masculinity. This article draws mainly from the sociology of education, supplemented by personal observation. The article has two implications. First, to reduce the failure and frustration that many feel (...)
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  42.  31
    A Formalism to Specify Unambiguous Instructions Inspired by Mīmāṁsā in Computational Settings.Bama Srinivasan & Ranjani Parthasarathi - 2022 - Logica Universalis 16 (1):27-55.
    Mīmāṁsā, an Indian hermeneutics provides an exhaustive methodology to interpret Vedic statements. A formalism namely, Mīmāṁsā Inspired Representation of Actions has already been proposed in a preliminary manner. This paper expands the formalism logically and includes Syntax and Semantics covering Soundness and Completeness. Here, several interpretation techniques from Mīmāṁsā have been considered for formalising the statements. Based on these, instructions that denote actions are categorized into positive and prohibitive unconditional imperatives and conditional imperatives that enjoin reason, temporal action and (...)
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  43. The subordination of aesthetic fundamentals in college art instruction.Randall Lavender - 2003 - Journal of Aesthetic Education 37 (3):41-57.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 41-57 [Access article in PDF] The Subordination of Aesthetic Fundamentals in College Art Instruction Randall Lavender we smile at a hasty philosopher who assures his disciples that art is about to be replaced with philosophy. 1Opportunities for college students of art and design to study fundamentals of visual aesthetics, integrity of form, and principles of composition are limited today by a number (...)
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  44.  7
    The Subordination of Aesthetic Fundamentals in College Art Instruction.Randall Lavender - 2003 - Journal of Aesthetic Education 37 (3):41.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 41-57 [Access article in PDF] The Subordination of Aesthetic Fundamentals in College Art Instruction Randall Lavender we smile at a hasty philosopher who assures his disciples that art is about to be replaced with philosophy. 1Opportunities for college students of art and design to study fundamentals of visual aesthetics, integrity of form, and principles of composition are limited today by a number (...)
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  45.  23
    Like an Elephant Pricked by a Thorn: Buddhist Meditation Instructions as a Door to Deep Listening.Willa B. Miller - 2015 - Buddhist-Christian Studies 35:15-20.
    In lieu of an abstract, here is a brief excerpt of the content:Like an Elephant Pricked by a Thorn:Buddhist Meditation Instructions as a Door to Deep ListeningWilla B. MillerThe phrase “deep listening” has been circulating in recent years in the contexts of contemplative education, psychotherapy, pastoral care, and the arts. This article is a reflection on deep listening from a Buddhist perspective, as it might support the ongoing development of career educators, although this reflection might apply equally well to ministers (...)
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  46.  49
    Teaching Business Ethics Through Popular Feature Films: An Experiential Approach.Edward J. O’Boyle & Luca Sandonà - 2014 - Journal of Business Ethics 121 (3):329-340.
    Based on our experience in teaching ethics, we have developed, tested, and presented in this article a program of instruction that rests on four pillars: popular feature films, a six-stage ethical decision-making process, the principles necessary to address ethical situations, and the classroom instructor. Taken separately, there is nothing new or unique in these pillars. Taken together, however, and to our knowledge, these four pillars, including the requirement that each student is expected to prepare a written abstract of the film (...)
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  47.  4
    InstructPatentGPT: training patent language models to follow instructions with human feedback.Jieh-Sheng Lee - forthcoming - Artificial Intelligence and Law:1-44.
    In this research, patent prosecution is conceptualized as a system of reinforcement learning from human feedback. The objective of the system is to increase the likelihood for a language model to generate patent claims that have a higher chance of being granted. To showcase the controllability of the language model, the system learns from granted patents and pre-grant applications with different rewards. The status of “granted” and “pre-grant” are perceived as labeled human feedback implicitly. In addition, specific to patent drafting, (...)
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    Putting Attention on the Spot in Coaching: Shifting to an External Focus of Attention With Imagery Techniques to Improve Basketball Free-Throw Shooting Performance.Kyle R. Milley & Gene P. Ouellette - 2021 - Frontiers in Psychology 12.
    Attentional focus is an area that has garnered considerable attention in the sport psychology and motor performance literature. This is unsurprising given that attentional focus has been directly linked to performance outcomes and is susceptible to coaching input. While research has amassed supporting benefits of an external focus of attention on motor performance using verbal instruction, other studies have challenged the notion that an EFA is more beneficial than an internal focus of attention for sport-related performance. Further, it is unclear (...)
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  49.  7
    [The T complex of the mouse: a failure rich with instruction].M. Morange - 1999 - Revue d'Histoire des Sciences 53 (3-4):521-554.
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  50.  9
    Implementation of Group and Individual Supervision Techniques, and Its Effect on the Work Motivation and Performance of Teachers at School Organization.Bambang Budi Wiyono, Sulis Peni Widayati, Ali Imron, Abdul Latif Bustami & Umi Dayati - 2022 - Frontiers in Psychology 13.
    Teachers have a very important role in determining the quality of the teaching-learning process and the students’ learning outcomes. Learning outcomes will optimally be achieved if it is supported by qualified teachers. One way to enhance the teachers’ performance is through instructional supervision which can be divided into two techniques, namely group and individual supervision techniques. Therefore, this study aims to find out the influence of instructional supervision techniques on the work motivation and performance of (...)
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