‘Showing’ as a Means of Engaging a Reluctant Participant into a Joint Activity

2018 ◽  
pp. 137-175 ◽  
Author(s):  
Cornelia Gerhardt
Keyword(s):  
Joint Activity

scholarly journals Detection Efficiency Modelling and Joint Activity and Attenuation Reconstruction in non-TOF 3D PET from Multiple-Energy Window Data

2021 ◽  
pp. 1-1
Author(s):  
Ludovica Brusaferri ◽  
Elise C. Emond ◽  
Alexandre Bousse ◽  
Robert Twyman ◽  
Alexander C. Whitehead ◽  
...  
Keyword(s):  
Detection Efficiency ◽  
Energy Window ◽  
Joint Activity ◽  
3D Pet

Beyond the Binary of Adult Versus Child Centered Learning: Pedagogies of Joint Activity in the Context of Making

2021 ◽  
pp. 1-29
Author(s):  
Shirin Vossoughi ◽  
Natalie R. Davis ◽  
Ava Jackson ◽  
Ruben Echevarria ◽  
Arturo Muñoz ◽  
...  
Keyword(s):  
Joint Activity ◽  
Child Centered

scholarly journals Coactive Design: Designing Support for Interdependence in Joint Activity

2014 ◽  
Vol 3 (1) ◽  
pp. 43 ◽  
Author(s):  
Matthew Johnson ◽  
Jeffrey M. Bradshaw ◽  
Paul J. Feltovich ◽  
Catholijn M. Jonker ◽  
M. Birna Van Riemsdijk ◽  
...  
Keyword(s):  
Joint Activity

scholarly journals A Quantitative Evaluation of Joint Activity and Attenuation Reconstruction in TOF PET/MR Brain Imaging

2019 ◽  
Vol 60 (11) ◽  
pp. 1649-1655 ◽  
Author(s):  
Ahmadreza Rezaei ◽  
Georg Schramm ◽  
Stefanie M.A. Willekens ◽  
Gaspar Delso ◽  
Koen Van Laere ◽  
...  
Keyword(s):  
Brain Imaging ◽  
Quantitative Evaluation ◽  
Joint Activity ◽  
Mr Brain ◽  
Tof Pet

scholarly journals Joint Activity and Attenuation Reconstruction From Multiple Energy Window Data With Photopeak Scatter Re-Estimation in Non-TOF 3-D PET

2020 ◽  
Vol 4 (4) ◽  
pp. 410-421
Author(s):  
Ludovica Brusaferri ◽  
Alexandre Bousse ◽  
Elise C. Emond ◽  
Richard Brown ◽  
Yu-Jung Tsai ◽  
...  
Keyword(s):  
Energy Window ◽  
Joint Activity

Architecture Culture, Humanitarian Expertise:

2017 ◽  
Vol 76 (3) ◽  
pp. 367-384 ◽  
Author(s):  
Anooradha Iyer Siddiqi
Keyword(s):  
Professional Practice ◽  
Building Design ◽  
Joint Activity ◽  
Joint Construction ◽  
Mutual Interest ◽  
History Of ◽  
History Of Architecture ◽  
Anchor Points ◽  
The Tropics ◽  
Shared Mission

Architecture Culture, Humanitarian Expertise: From the Tropics to Shelter, 1953–93 recovers a history of architecture and humanitarianism through an examination of institutions and the development of a subfield of professional practice. Charting mutual interest between major humanitarian agencies and the architecture and planning professions, Anooradha Iyer Siddiqi maps the joint construction of expertise, tying together three sets of concerns: preoccupations with the tropics and climate as anchor points for the science and rationalization behind building design, the institutionalization of humanitarian spatial expertise in the academy and industry, and a tension between models for development and for relief. This joint activity and its discursive themes, from the “tropics” to “shelter”—whether aggrandizing or instrumentalizing the shared mission of architecture and humanitarianism—raised the stakes for architectural expertise as a driver for practice as well as history.

Key Concepts in Social Pedagogy — or How to See Everyday Life in Children's Residential Homes From a Social Pedagogical Perspective

2011 ◽  
Vol 36 (4) ◽  
pp. 214-218 ◽  
Author(s):  
Sylvia Holthoff ◽  
Lotte Junker Harbo
Keyword(s):  
Young People ◽  
Zone Of Proximal Development ◽  
Zone Model ◽  
Proximal Development ◽  
Joint Activity ◽  
Residential Homes ◽  
Social Pedagogy ◽  
Key Concepts ◽  
Paper Work ◽  
The Common

“Now I can actually play soccer with the young people without fearing that my colleagues think I am escaping the paper work.”These were the words from a participant in a social pedagogy training course in England a few years ago. This understanding emerged through in-depth discussions and activities around key social pedagogical concepts, such as the ‘common third’, the ‘3Ps’, the ‘zone of proximal development’ and the ‘learning zone model’. In this article we will explore how a joint activity, for example, playing soccer, can be seen as a pedagogical activity and with what intentions it is undertaken to make it pedagogically purposeful.

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