5,407 research outputs found
Review: The student’s guide to research ethics
No full textTitle: The student’s guide to research ethics
Author/Editor: Paul Oliver
Publisher: Open University Press
Publication Date: 2004
ISBN: Paperback 0-335-21087-2
Price: £16.99
Reviewed by: Marc de Vries, Eindhoven University, Netherlands
De Vries (Barend) - The export experience of developing countries.
No full textSaint Marc Michèle. De Vries (Barend) - The export experience of developing countries.. In: Revue économique, volume 20, n°6, 1969. p. 1078
Rapports entre peuples
No full textBéra Marc-André, de Vries Ph. Rapports entre peuples. In: Annales. Economies, sociétés, civilisations. 5ᵉ année, N. 1, 1950. pp. 37-48
MARC 21 para recursos contínuos
No full textTranslation and adaptation of the MARC 21 Format for Bibliographic Data, and MARC 21 Format for Holdings Data, Network Development and MARC Standards Office, Library of Congress, USA, by Angela Salles. Rio de Janeiro, 2010. 2 v. V.1 MARC 21 format for bibliographic data (updated until October 2010). V.2 MARC 21 format for data collection (Holdings) (updated until October 2008)
STREAMLINE - a visual interview methodology that makes semi-structured interviews, focus groups and stakeholder workshops more fun and accessible
No full textSTREAMLINE is a new tool for community engagement and participatory research. It is a bespoke interview methodology that can be tailored to the needs of individual research projects. STREAMLINE is made up of a series of colourful laminated A3 canvasses. Each canvas explores a different aspect of the future. The canvases are designed to help the researcher understand the interviewee’s hopes and desires for the future, and can be used to understand synergies and difference in future visions among different groups. Using a mix of images, storytelling and multiple-choice questions on each canvas, participants are engaged and rich, multi-layered data can be gathered in a relatively short period of time. The format has been used successfully in one-on-one interviews, with small groups (up to five people) and in larger workshops (multiple groups of 5).
This dataset contains a userguide, catalogue, and graphics files for 14 canvas templates and 500+ tiles, which were created by Scriberia (www.scriberia.co.uk) based on ideas from Aster de Vries Lentsch and Marc Metzger. For more information please refer to: www.streamline-research.comThis submission contains the following files:
* "Readme.pdf" – A ReadMe file describing the dataset
* "STREAMLINE_Userguide_2018.pdf" – A user guide describing how to use the STREAMLINE methodology
* "STREAMLINE_Canvas_Catalogue.pdf" – A catalogue of the canvases developed until now
* "STREAMLINE_Tile_Catalogue.pdf" – A catalogue of the tiles and other images until now
* "Canvasses.zip" – A .zip archive with Adobe, .svg, and .png graphic files of the canvases and the aftercare booklet and poster.
* "Tiles.zip" – A .zip archive with Adobe, .svg, and .png graphic files of the tiles
* "tomshand.tff" – the font file for the font used in the canvase
Teachers Noticing Chemical Thinking While Students Plan And Draw Designs
No full textScience Education and CommunicationEthics & Philosophy of Technolog
MARC 21 para recursos contínuos.
No full textTradução e adaptação de MARC 21 Format for Bibliographic Data e MARC 21 Format for Holdings Data, da Network Development and MARC Standards Office, da Library of Congress, USA, por Angela Salles
L'héritage de Marc-Antoine Jullien, de Paris à Moscou
No full textPierre de Vargas, The Legacy of Marc-Antoine Jullien, from Paris to Moscow.
The author produces a history based on the papers left by Marc- Antoine Jullien, a.k.a., « little Jullien », son of Convention member Jullien de la Drôme and protégé of Robespierre. These papers are split up between Paris and Moscow, where they are now accessible.
The papers permit one to appreciate the consistency of his life. Up till now, historians had been astonished by the contradiction between the adolescence of a young terrorist pursuing the federalists and the maturity of a notable, cantor of industrialization and philanthropy.Pierre de Vargas, L'eredità di Marc-Antoine Jullien, da Parigi a Mosca.
L'autore fa la storia delle carte lasciate da Marc-Antoine Jullien (1775-1848), detto « il piccolo Jullien », il figlio di Jullien de la Drôme (un membro della Convenzione), ed anche il protetto di Robespierre. Queste carte sono suddivise tra Parigi e Mosca dove possono ormai esser consultate.
La coerenza di una vita viene cosi chiarita, mentre fin qui, gli storici erano stati stupiti delle sue contraddizioni. Ancora quasi adolescente, M. A. Jullien era stato un agente del Comitato di Salute Pubblica che aveva applicato con un rigore estremo la repressione contro i federalist. All'età matura, diventò un notabile, cantore dell'industrializzazione, filantropo.Pierre de Vargas, L'héritage de Marc-Antoine Jullien, de Paris à Moscou.
L'auteur fait l'histoire des papiers laissés par Marc-Antoine Jullien, dit « le petit Jullien », fils du conventionnel Jullien de la Drôme et protégé de Robespierre. Ces papiers se trouvent répartis entre Paris et Moscou, où ils sont désormais accessibles.
Ils permettent d'apprécier la cohérence d'une vie, alors que jusqu'ici les historiens s'étaient étonnés de la contradiction entre l'adolescence d'un jeune terroriste pourchassant les fédéralistes et la maturité d'un notable, chantre de l'industrialisation et philanthrope.Vargas Pierre de. L'héritage de Marc-Antoine Jullien, de Paris à Moscou. In: Annales historiques de la Révolution française, n°301, 1995. pp. 409-431
New media in technology education: threats and opportunities : a conference summary
No full textThe theme for the PATT-11 conference, New Media in Technology Education, is certainly not one of the easiest when it comes to developing a balanced view on its merits and limits. It almost seems like one is either a total addict, or one takes a Luddite stand and rejects it. The aim of the conference was to work towards a more nuanced picture of the possible role of new media in technology education. In this summary an effort will be made to present the outcomes of the conference in such a way that it becomes clear how both advantages and disadvantages of using new media have been dealt with, in other words both the threats and opportunities that they offer to technology education
Beliefs, acceptances and technological knowledge
No full textOne of the four ways of conceptualizing technology that Carl Mitcham distinguished in his book Thinking Through Technology is technology as knowledge. His description of technology as knowledge showed that not much philosophical literature on the nature of technological knowledge was available at the time he wrote this book as far as the analytical approach in philosophy was concerned. This is changing now. There is an increasing interest in reflecting on the nature of technological knowledge among philosophers of technology who are oriented towards the analytical tradition, although the total amount of publications is still limited and there is still a lot to be desired (Houkes 2009). In our contribution to the Companion to the Philosophy of Technology (Meijers and de Vries 2009), we have argued for the following four characteristics of at least part of technological knowledge: collectivity (technical norms as content of technological knowledge require a community for their existence), context dependence, normativity and non-propositionality. At the Eindhoven University of Technology, also in the Netherlands, the normative dimension in technological knowledge is the focus of philosophical research. We find this normative dimension in technological knowledge in various ways: knowledge of functions (i.e. of what an artefact ought to enable us to do) but also knowledge of technical norms and standards, of good practice, of requirements for designs. In his recent survey of literature on technological knowledge, Houkes suggests this topic of normativity as one of the promising ways for the emancipation of technological knowledge as a separate epistemological domain (Houkes 2009). An interesting aspect of technological knowledge is that it poses problems for the account of knowledge that often serves as the starting point for debates in epistemology, namely, the ‘justified true belief’ account. There has been the well-known critique that this definition is limited to propositional knowledge, while much of technological knowledge is of a non-propositional nature. There are, for instance, technological skills that make any account of technological knowledge solely based on beliefs problematic. In addition there is the puzzle that effectiveness seems often more decisive for what engineers take to belong to their knowledge than the truth of their beliefs, particularly when it comes to normative knowledge, such as knowledge of norms
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