472 research outputs found
Dimitriadis, Greg, and George Kamberelis, Theory for Education. New York: Routledge, 2006.
No full textPresents sketches of the intellectual contributions of 23 twentieth century theorists (mostly outside of eduction) whose work have had implications for education; de Saussure, Bourdieu, Derrida, Foucoult, Freire, Vygotsky, and others
Mises en traduction théâtrale: Valère Novarina — Dimitris Dimitriadis, contextualisations multiples d’un événement scénique
No full textTheatre in translation: Valère Novarina — Dimitris Dimitriadis , multiple contextualisations of a stage eventIn terms of theatre, translation involves not only linguistic transfers on the level of discourse signification, but also a transfer of functions in relation to other signs of theatre action. Theatre translation as a component of a whole dramatic process has to consider among other criteria the author’s playwright basic position which leads the speech action to the stage. In this context, the V. Novarina and D. Dimitriadis’ approaches present opposite points of view, with different cultural references, corresponding to a contemporary theatrical discourse which could contribute to an important extent, to the translator’s work.Theatre in translation: Valère Novarina — Dimitris Dimitriadis , multiple contextualisations of a stage eventIn terms of theatre, translation involves not only linguistic transfers on the level of discourse signification, but also a transfer of functions in relation to other signs of theatre action. Theatre translation as a component of a whole dramatic process has to consider among other criteria the author’s playwright basic position which leads the speech action to the stage. In this context, the V. Novarina and D. Dimitriadis’ approaches present opposite points of view, with different cultural references, corresponding to a contemporary theatrical discourse which could contribute to an important extent, to the translator’s work
Kamberelis, George, and Greg Dimitriadis, On Qualitative Inquiry: Approaches to Language and Literacy Research. New York: Teachers College Press, 2005.
No full textProvides a conceptualization of four possible stances (chronotypes) toward inquiry that take into account variations in epistemological assumptions; illustrated in the field of language and literacy research
Supplemental Material - ChatGPT and Patients With Heart Failure
No full textSupplemental Material for ChatGPT and Patients With Heart Failure by Fotis Dimitriadis, Stelina Alkagiet, Lamprini Tsigkriki, Panagiota Kleitsioti, George Sidiropoulos, Dimitris Efstratiou, Taisa Askalidi, Adam Tsaousidis, Michail Siarkos, Pinelopi Giannakopoulou, Angeliki-Despoina Mavrogianni, John Zarifis, and George Koulaouzidis in Angiology.</p
Popular Culture and the Boundaries of Pedagogy: Constructing Selves and Social Relations at a Local Community Center
No full textExploring these questions both on their own terms and in relation to each other, I highlight the kinds of continuities and discontinuities which register in and across the social, cultural, and material worlds these young people inhabit. Such continuities and discontinuities must be understood in greater detail if theorists and researchers are to help forge institutions, policies, and curricula most relevant to the lives of the young.Made available in DSpace on 2015-09-28T16:05:07Z (GMT). No. of bitstreams: 2
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Previous issue date: 1999Embargo set by: Seth Robbins for item 88846
Lift date: Forever
Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDsRestricted to the U of I community idenfinitely during batch ingest of legacy ETDsU of I Only258 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999
Popular Culture and the Boundaries of Pedagogy: Constructing Selves and Social Relations at a Local Community Center
No full text258 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999.Exploring these questions both on their own terms and in relation to each other, I highlight the kinds of continuities and discontinuities which register in and across the social, cultural, and material worlds these young people inhabit. Such continuities and discontinuities must be understood in greater detail if theorists and researchers are to help forge institutions, policies, and curricula most relevant to the lives of the young.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD
I am Not Scientific: Women, Astronomy, and the Victorian Novel
No full textTaking Charlotte Brontë’s and Elizabeth Gaskell’s insistences that they were “not scientific” as a starting point, this thesis argues that to the contrary, discoveries in the science of astronomy informed the fiction of female writers. Tracing unexplored relations between the female author, astronomical discovery, and the Victorian novel, I am Not Scientific offers an original understanding of how the female author took inspiration from astronomical knowledge, while simultaneously used the novel to critique a masculine scientific culture. It argues that women writers, specifically Brontë, Gaskell, and George Eliot, were engaging with new conceptions of the universe arising out of the discipline of astronomy, which manifests in formal innovations in the novel as well as the re-writing of the female subject, desire in domestic spaces, and the marriage plot. The science of astronomy shaped and influenced the form and content of novels as diverse as Shirley, Villette, Cranford, Ruth, North and South, and The Mill on the Floss. In interrogating these connections, this argument fills a critical gap at the intersection of literature and astronomy studies that has, to date, largely neglected novels written by women. Scholarship on astronomy and literature tends to privilege both fictional works written by men and the poetic form – not the novel. This research considers the reasons why the science of astronomy, which the geologist Charles Lyell (1797-1875) said “gave the most violent shock to the prejudices and long-received opinions of men,” would be appealed to in fiction that investigates the status of women in society, education, and in the sciences
Laser induced temperature jump and theoretical studies of fast events in protein folding
No full textEThOS - Electronic Theses Online ServiceGBUnited Kingdo
Evolution in Education: Chatbots
No full textArtificial intelligence (AI) programs that simulate interactive human conversation, known as Chatbots, are one of the ongoing trends in the global market. Companies adopt Chatbots in order to offer better services to their customers. Businesses have realized that they are able to enhance the process of customer engagement and operational efficiency through Chatbot technology. Furthermore, most of us have experienced communication of this form in many aspects of our everyday life. This paper examines how Chatbots have evolved over the years, what the advantages and disadvantages of using them are and tries to explain the rise taking place nowadays. Subsequently, it explores the potential of applying this technology in educational settings. Personalized and adaptive learning seems to be imperative today and Chatbot technology can offer invaluable services towards that direction. Finally, it investigates the possibility of using them as virtual teaching assistants relieving teachers from the burden of repetitive tasks and helping them focus more on providing quality education to their students
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