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Signs of Unmeaning. A Response to Sonesson's "What is Cognitive Semiotics?" ...
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Signs of Unmeaning. A Response to Sonesson's "What is Cognitive Semiotics?" ...
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Particle ratios with in Hadron Resonance Gas (HRG) and Artificial Neural Network (ANN) models ...
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You, Robot: on the Linguistic Construction of Artificial Others ...
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Understanding Science Teachers’ Implementations of Integrated STEM: Teacher Perceptions and Practice
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In: Sustainability; Volume 14; Issue 6; Pages: 3594 (2022)
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Uma arte do ser: relações entre palavra e natureza na poesia de Sophia de Mello Breyner Andresen ; An art of being: relationships between word and nature in Sophia de Mello Breyner Andresen’s poetry
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Castex, Murillo Hochuli. - : Universidade Tecnológica Federal do Paraná, 2022. : Curitiba, 2022. : Brasil, 2022. : Programa de Pós-Graduação em Estudos de Linguagens, 2022. : UTFPR, 2022
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A Phenomenological Study of Gratitude-based Educational Assessment
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Abstract:
Although recent studies confirm the benefits of gratitude practices in professional settings, relatively few have explored benefits of gratitude practices for teachers (Griffith, 2016; Howells, 2012). Gratitude practices can conceivably be of value in areas where teachers experience difficult or conflicted emotions, such as assessing and evaluating students’ written work. This study explores the effect of a gratitude practice on assessment of student written work, through a visualization practice in which student writing is imagined as a gift. Specifically, the study explores what teachers experience when they assess student writing alongside a visualization designed by the researcher which metaphorically positions student writing as a gift to teachers. The research question guiding this study is: How do teachers experience the practice of assessment when student writing is metaphorically reimagined as the process of ‘receiving a gift’? In posing this question, the study explores both the teachers’ experiences of the visualization and how it affected their assessment practices and orientations. The methodological framework for this study is transcendental phenomenology (Hycner, 1985) while conceptual metaphor theory (Lakoff Johnson, 1980) forms the guiding theoretical framework. Data was drawn from questionnaires and reflective journals of ten secondary and post-secondary teachers. The teachers assessed two separate pieces of student writing, both before and after the guided visualization, for a total of four periods of assessment, and wrote reflections on what they experienced when they reframed assessment as a process of receiving a gift. The study findings indicate that the gift visualization enriched the teachers’ experiences of assessment by fostering a more relaxed approach to assessment; an attitude of discovery and surprise; a growing trust in the student’s inner truths; greater attentiveness to the meaning of the student writing; an enhanced empathy for the students’ intentions and efforts; and, finally, a desire to reciprocate on students’ efforts through extensive feedback. Over time, the guided visualization tended to orient teachers toward a more expressivist approach to assessing student texts, with an enhanced perception of writing as the revealing and expression of a student’s unique voice, rather than an exercise in conformity to established forms and genre. ; Ph.D.
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Keyword:
0647; Assessment; Gift Phenomenology; Gratitude; Holistic Education; Metaphor; Visualization
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URL: http://hdl.handle.net/1807/110759
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Official Language Minority Communities in Ontario: Understanding the Lived Experiences of Francophone Patients and Their Nursing Care Providers
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Muray, Mwali. - : Université d'Ottawa / University of Ottawa, 2022
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Heideggers holy and quiet joy: body hermeneutics of two paintings by Lawren S. Harris
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From reduced artificial intelligence to semiotic engineering ; From reduced artificial intelligence to semiotic engineering: a new project for artificial intelligence
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In: https://hal.archives-ouvertes.fr/hal-03450318 ; 2021 (2021)
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The Tangled Dialectic of Body and Consciousness: A Metaphysical Counterpart of Radical Neurophenomenology
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In: ISSN: 1782-348X ; Constructivist foundations ; https://hal.archives-ouvertes.fr/hal-03469727 ; Constructivist foundations, Vrije Universiteit Brussel, 2021, 16, pp.141-151 ; https://constructivist.info/16/2/141.bitbol (2021)
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Natural cybernetics and mathematical history: the principle of least choice in history
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In: https://hal.archives-ouvertes.fr/hal-03315004 ; 2021 (2021)
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The installations of the Chinese artist Xu Bing: the invisible space of language
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In: Installation Art as Experience of Self, in Space and Time ; https://hal.archives-ouvertes.fr/hal-03284454 ; Christine Vial Kayser, Sylvie Coëllier. Installation Art as Experience of Self, in Space and Time, Vernon Press, p. 281-294, 2021, 978-1648891328 ; https://vernonpress.com (2021)
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Utpaladeva on the Power of Action ; Utpaladeva on the Power of Action: A First Edition, Annotated Translation and Study of Īśvarapratyabhijñāvivṛti, Chapter 2.1
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In: https://halshs.archives-ouvertes.fr/halshs-03466197 ; Harvard University Press, Harvard Oriental Series 96, 2021, 9780674270817 ; https://www.hup.harvard.edu/catalog.php?isbn=9780674270817 (2021)
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Introduction - From semiogenesis to expression. Phenomenological and morphodynamic approaches ...
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