Results for 'Maomao Chi'

983 found
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  1.  14
    The Impact of Government Social Media Information Quality on Public Panic During the Infodemic.Shanshan Zhai, Yuanxiang John Li & Maomao Chi - 2022 - Frontiers in Psychology 13.
    The COVID-19 pandemic triggered the first global “Infodemic” in the era of social media. Understanding how governments deal with the negative impacts of the infodemic has become a priority. This paper uses the theoretical framework of the Elaboration Likelihood Model to explore mechanisms for alleviating panic associated with the infodemic. It considers, in particular, the quality of information circulated on Government Social Media as the central route and local government trust as the peripheral route. An empirical study was conducted using (...)
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  2.  17
    The Role of the Vietnam Fatherland Front in Establishing Socialist Democracy in Ho Chi Minh City in Renovation Period.Dinh Van Chi - 2021 - International Journal of Philosophy 9 (3):162.
  3.  81
    Categorization and representation of physics problems by experts and novices.Michelene T. H. Chi, Paul J. Feltovich & Robert Glaser - 1981 - Cognitive Science 5 (2):121-52.
    The representation of physics problems in relation to the organization of physics knowledge is investigated in experts and novices. Four experiments examine the existence of problem categories as a basis for representation; differences in the categories used by experts and novices; differences in the knowledge associated with the categories; and features in the problems that contribute to problem categorization and representation. Results from sorting tasks and protocols reveal that experts and novices begin their problem representations with specifiably different problem categories, (...)
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  4.  14
    Ch'um ch'unŭn tokkaebi: ton kwa maŭm ŭi kwan'gye rŭl saenggak handa: Kim Chi-ha kyŏngje esei.Chi-ha Kim - 2010 - Sŏul-si: Chaŭm kwa Moŭm.
    1. 하나가 여럿에게 가는 길 - 2008년 11월 동아시아 경제공동체포럼 기조강연, 인천 드림시티에서 2. 물 - 마음과 돈과 물의 시대에 부쳐 3. 님 - 획기적 재분배의 이원집정제에 관하여 4. 도깨비 - ‘신의 우물’ 근처에서 춤추는 가난한 도깨비 이야기 5. 혁신 - 중국의 혁신은 ‘법혜월’과 같은 화엄개벽의 여성!
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  5. Tong kwa sŏ ŭi sayu segye: Changbong Kim Chi-gyŏn Paksa hwagap kinyŏm saurok.Chi-gyæon Kim & Changbong Kim Chi-gyæon Paksa Hwagap Kinyæom Saurok Kanhaenghoe (eds.) - 1991 - Sŏul: Parhaengchʻŏ Minjoksa.
     
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  6. Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems.Michelene T. H. Chi, Miriam Bassok, Matthew W. Lewis, Peter Reimann & Robert Glaser - 1989 - Cognitive Science 13 (2):145-182.
    The present paper analyzes the self‐generated explanations (from talk‐aloud protocols) that “Good” and “Poor” students produce while studying worked‐out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self‐explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such (...)
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  7. Shen mo chiao hsing shih lo chi.Chi-Chih Yü - 1978
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  8.  84
    Moral education trends over 40 years: A content analysis of the Journal of Moral Education (1971–2011).Chi-Ming Lee & Monica J. Taylor - 2013 - Journal of Moral Education 42 (4):399-429.
    In 2011 the Journal of Moral Education (JME) celebrated its 40th anniversary of publication. It seemed appropriate to examine and reflect on the JME?s achievements by reviewing its evolution and contribution to the emerging field of moral education and development. Moral education trends, as reflected in the 945 articles published in JME from 1971 to 2011, were investigated by content analysis. The research objectives were: to discover the trends in moral education as represented by published articles and special issues (by (...)
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  9.  84
    Buddhist formal logic.R. S. Y. Chi - 1969 - Delhi: Motilal Banarsidass.
    This work is primarily an interpretation of Indian Logic preserved in China.
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  10. Misconceived Causal Explanations for Emergent Processes.Michelene T. H. Chi, Rod D. Roscoe, James D. Slotta, Marguerite Roy & Catherine C. Chase - 2012 - Cognitive Science 36 (1):1-61.
    Studies exploring how students learn and understand science processes such as diffusion and natural selection typically find that students provide misconceived explanations of how the patterns of such processes arise (such as why giraffes’ necks get longer over generations, or how ink dropped into water appears to “flow”). Instead of explaining the patterns of these processes as emerging from the collective interactions of all the agents (e.g., both the water and the ink molecules), students often explain the pattern as being (...)
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  11. Eliciting self-explanations improves understanding.M. Chi - 1994 - Cognitive Science 18 (3):439-477.
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  12. segi Chungguk kŭndae chisik ŭi suyong kwa Chang Chi-dong : Chang Chi-dong ŭi "Kwŏnhak p'yŏn" ŭl chungsim ŭro.Yun Chi-wŏn - 2019 - In Kyŏng-nam Kim, Chisik ŭi kujo wa Han, Chung, Il chisik chihyŏng pyŏnhwa ŭi t'amsaek. Sŏul T'ŭkpyŏlsi: Kyŏngjin Ch'ulp'an.
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  13. Tongyang chʻŏrhak kwa Hanʼguk sasang: Tongchʻon Chi Kyo-hŏn Paksa hwagap kinyŏm nonmun sŏnjip.Kyo-hŏn Chi - 1995 - Sŏul Tʻŭkpyŏlsi: Minsogwŏn.
     
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  14. Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities.Michelene T. H. Chi - 2009 - Topics in Cognitive Science 1 (1):73-105.
    Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes. (...)
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  15.  61
    Learning from human tutoring.Michelene T. H. Chi, Stephanie A. Siler, Heisawn Jeong, Takashi Yamauchi & Robert G. Hausmann - 2001 - Cognitive Science 25 (4):471-533.
    Human one‐to‐one tutoring has been shown to be a very effective form of instruction. Three contrasting hypotheses, a tutor‐centered one, a student‐centered one, and an interactive one could all potentially explain the effectiveness of tutoring. To test these hypotheses, analyses focused not only on the effectiveness of the tutors' moves, but also on the effectiveness of the students' construction on learning, as well as their interaction. The interaction hypothesis is further tested in the second study by manipulating the kind of (...)
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  16.  33
    Eliciting Self-Explanations Improves Understanding.Michelene T. H. Chi, Nicholas De Leeuw, Mei-Hung Chiu & Christian Lavancher - 1994 - Cognitive Science 18 (3):439-477.
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  17. Hung tao chi.Hai-chi Fei - 1975 - Tsung hsüeh she wen hua shih yeh kung ssu,:
     
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  18.  60
    The concept of t'ai-chi (supreme ultimate) in Sung neo-confucian philosophy.Siu-Chi Huang - 1974 - Journal of Chinese Philosophy 1 (3-4):275-294.
  19. Metalinguistic conditionals and the role of explicit content.Chi-Hé Elder - 2019 - Linguistics 57 (6):1337-1365.
    This paper aims to bridge the relationship between metalinguistic if you like as a non-propositional discourse marker and its conditional counterparts. This paper claims that metalinguistic if you like is polysemous between a hedge that denotes the speaker’s reduced commitment to some aspect of the main clause, and an optional yet potential conditional reading that interlocutors can legitimately draw on in interaction which is brought about due to the ‘if p, q’ sentence form. That is, although the metalinguistic reading is (...)
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  20.  93
    (1 other version)Is Popper's falsificationist heuristic a helpful resource for developing critical thinking?Chi-Ming Lam - 2007 - Educational Philosophy and Theory 39 (4):432–448.
    Based on a rather simple thesis that we can learn from our mistakes, Karl Popper developed a falsificationist epistemology in which knowledge grows through falsifying, or criticizing, our theories. According to him, knowledge, especially scientific knowledge, progresses through conjectures that are controlled by criticism, or attempted refutations . As he puts it, ‘Criticism of our conjectures is of decisive importance: by bringing out our mistakes it makes us understand the difficulties of the problem which we are trying to solve. This (...)
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  21.  10
    Chi Ke zi xuan wen zhi: mei yu, mei xue, yi shu ping lun.Ke Chi - 1998 - Nanchang Shi: Jiangxi mei shu chu ban she.
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  22.  12
    Chi Un-ho chŏnjip.Un-ho Chi - 2001 - Sŏul-si: Asea Munhwasa. Edited by Yong-ha Sin, Il-chʻŏl Sin & Kwang-nin Yi.
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  23. Chung-kuo lo chi ssŭ hsiang shih liao fên hsi.Tien-chi Wang - 1961
     
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  24. Lo chi wên tʻi lun tsʻung.Tʻien-chi Chiang - 1957
     
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  25.  54
    Shared Mechanisms of Perceptual Learning and Decision Making.Chi-Tat Law & Joshua I. Gold - 2010 - Topics in Cognitive Science 2 (2):226-238.
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  26.  47
    Observing Tutorial Dialogues Collaboratively: Insights About Human Tutoring Effectiveness From Vicarious Learning.Michelene T. H. Chi, Marguerite Roy & Robert G. M. Hausmann - 2008 - Cognitive Science 32 (2):301-341.
    The goals of this study are to evaluate a relatively novel learning environment, as well as to seek greater understanding of why human tutoring is so effective. This alternative learning environment consists of pairs of students collaboratively observing a videotape of another student being tutored. Comparing this collaboratively observing environment to four other instructional methods—one‐on‐one human tutoring, observing tutoring individually, collaborating without observing, and studying alone—the results showed that students learned to solve physics problems just as effectively from observing tutoring (...)
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  27.  52
    The Ontological Coherence of Intuitive Physics.Michelene Chi & James Slotta - 1993 - Ethics and Behavior 10 (2):249-260.
  28. Chʻuan-shan i shu chʻüan chi.Fu-chi Wang - 1972 - 61 i.: E..
     
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  29. Neues, dem doch die Eierschalen des Alten ankleben." Wittgensteins neue Logik und Whiteheads universale Algebra.Romain Büchi - 2020 - In Bernhard Ritter & Dennis Sölch, Wittgenstein und die Philosophiegeschichte. Freiburg i. Br.: Verlag Karl Alber.
     
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  30. Chung-kuo lo chi ssu hsiang shih.Tien-chi Wang - 1979 - Shang-Hai Jen Min Ch U Pan She : Hsin Hua Shu Tien Shang-Hai Fa Hsing so Fa Hsing.
     
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  31.  77
    Translating the ICAP Theory of Cognitive Engagement Into Practice.Michelene T. H. Chi, Joshua Adams, Emily B. Bogusch, Christiana Bruchok, Seokmin Kang, Matthew Lancaster, Roy Levy, Na Li, Katherine L. McEldoon, Glenda S. Stump, Ruth Wylie, Dongchen Xu & David L. Yaghmourian - 2018 - Cognitive Science 42 (6):1777-1832.
    ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that Interactive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to Constructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of Active or Passive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5‐year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers’ understanding of ICAP after (...)
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  32.  28
    Dynamical Analysis of Two-Microorganism and Single Nutrient Stochastic Chemostat Model with Monod-Haldane Response Function.Mengnan Chi & Wencai Zhao - 2019 - Complexity 2019:1-13.
    In this paper, we formulate and investigate a two-microorganism and single nutrient chemostat model with Monod-Haldane response function and random perturbation. First, for the corresponding deterministic system, we introduce the conditions of the stability of the equilibrium points. Then, using Lyapunov function and Itô’s formula, we investigate the existence and uniqueness of the global positive solution of the stochastic chemostat model. Furthermore, we explore and obtain the criterions of the extinction and the permanence for the stochastic model. Finally, numerical simulations (...)
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  33.  29
    Complex declarative learning.Michelene Th Chi & Stellan Ohlsson - 2005 - In K. Holyoak & B. Morrison, The Cambridge handbook of thinking and reasoning. Cambridge, England: Cambridge University Press.
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  34.  2
    I never said that.Chi-Hé Elder & Luna Filipović - 2025 - Pragmatics and Society 16 (2):174-200.
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  35. The monadic second order theory of all countable ordinals.J. Richard Büchi - 1973 - New York,: Springer. Edited by Dirk Siefkes.
    Büchi, J. R. The monadic second order theory of [omega symbol]₁.--Büchi, J. R. and Siefkes, D. Axiomatization of the monadic second order theory of [omega symbol]₁.
     
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  36.  47
    "Theft's way" a comparative study of Chuang Tzu's Tao and derridean trace.Chi-hui Chien - 1990 - Journal of Chinese Philosophy 17 (1):31-49.
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  37.  6
    Kobong Ki Tae-sŭng ŭi sŏngnisŏl yŏn'gu.Chi-man Nam - 2012 - Kwangju Kwangyŏksi: Ihwa.
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  38.  19
    II. Textual Problems of Hsun Yueh’s Works: The Han-chi and the Shen-chien.Chi-yen Ch'en - 1980 - In Chi-Yun Ch'En, Hsun Yueh and the Mind of Late Han China: A Translation of the Shen-Chien. Princeton University Press. pp. 54-79.
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  39. Epistemic injustice in workplace hierarchies: Power, knowledge and status.Chi Kwok - 2020 - Philosophy and Social Criticism 47 (9):1104-1131.
    Contemporary workplaces are mostly hierarchical. Intrinsic and extrinsic bads of workplace hierarchies have been widely discussed in the literature on workplace democracy and workplace republicanis...
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  40.  8
    Les fondements de la sociologie de Georg Simmel: Allemagne 1858-1918: contribution à la sociologie de la modernité.Fawzia Hachaïchi-Trimèche - 2019 - Paris: L'Harmattan.
    Sociologue et philosophe, Georg Simmel (1858-1918) fut sans aucun doute une des grandes figures de la transition socioculturelle de cette fin de siècle, face au désenchantement de cette époque où le développement technique a pris une telle ampleur que l'homme s'est senti écrasé par ses propres créations. Simmel s'est proclamé pour un renouveau dans la culture, "une spiritualité de la vie matérielle et une matérialisation de la vie spirituelle". Cette nouvelle orientation permet à l'homme de donner un sens et un (...)
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  41. Study of pardis new town's citizen quality of life's condition in 2009.Chi Am Harir, Khalil Mirzaei & A. Jahromi Vamakani - 2009 - Social Research (Islamic Azad University Roudehen Branch) 2 (4):89-110.
     
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  42. Đạo đức là cái gốc của người cách mạng.Chí Minh Hồ - 1970 - Hà-Nội: Quân đội nhân dân.
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  43.  20
    III. Selections from Hsun Yueh’s Lun in the Han-chi.Chi-yen Ch'en - 1980 - In Chi-Yun Ch'En, Hsun Yueh and the Mind of Late Han China: A Translation of the Shen-Chien. Princeton University Press. pp. 80-100.
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  44. Chê hsüeh lun wên chi.Chʻang-chi Ching - 1930
     
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  45. The Effects of Corporate Social Responsibility on Brand Performance: The Mediating Effect of Industrial Brand Equity and Corporate Reputation. [REVIEW]Chi-Shiun Lai, Chih-Jen Chiu, Chin-Fang Yang & Da-Chang Pai - 2010 - Journal of Business Ethics 95 (3):457 - 469.
    In this article, the researchers explore the following question. Can corporate social responsibility (CSR) and the corporate reputation of a firm lead to its brand equity in business-to-business (B2B) markets? This study discusses CSR from customers' viewpoints by taking the sample of industrial purchasers from Taiwan small-medium enterprises. The aims of this study are to investigate: first, the effects of CSR and corporate reputation on industrial brand equity; second, the effects of CSR, corporate reputation, and brand equity on brand performance; (...)
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  46.  6
    Makesi zhu yi mei xue zhuan bo shi =.Chi Ma - 2001 - Guilin: Lijiang chu ban she.
    本书是对这一历程的系统研究和总结。书的上篇论述马恩经典作家的美学思想及其传播;中篇分析了俄苏时期列宁及他的战友们的美学思想形成的历史背景和这些思想传播的历程;下篇论述了20世纪30年代直至当今欧美各种 流派的“新马克思主义”理论家们对发展马克思主义美学所作的思考与理论贡献等内容。.
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  47. Kŭndae chŏnhwan'gi kŭmch'igŏ yŏn'gu.Chi-sŏk O. - 2024 - Kyŏnggi-do P'aju-si: Pogosa.
     
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  48. Negotiating What Is Said in the Face of Miscommunication.Chi-Hé Elder - 2019 - In Piotr Stalmaszczyk, Philosophical Insights Into Pragmatics. Boston: De Gruyter. pp. 107-126.
    In post-Gricean pragmatics, communication is said to be successful when a hearer recovers a speaker’s intended message. On this assumption, proposals for ‘what is said’ – the semantic, propositional meaning of a speaker’s utterance – are typically centred around the content the speaker aimed to communicate. However, these proposals tend not to account for the fact that speakers can be deliberately vague, leaving no clear proposition to be recovered, or that a speaker can accept a hearer’s misconstrual even though the (...)
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  49.  19
    Cosmologie et divination dans la Chine ancienne: le compendium des cinq agents (Wuxing dayi, VIe siècle).Chi Hsiao - 1991 - Paris: Adrien-Maisonneuve [distributor]. Edited by Marc Kalinowski.
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  50.  12
    Establishing Socialist Democracy in Vietnam in the Renovation Period.Dinh Van Chi - 2021 - International Journal of Philosophy 9 (3):136.
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