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You searched for subject:(Reasoning). Showing records 121 – 150 of 2174 total matches.

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University of Hong Kong

121. Soerfjord, Kai. Traversal problems : on the imposing of will as ideas traverse and die in humanistic space, the integrity-violation inherent in 'group-self-regulation' within meta-pedagogy, the use of invalid logic in meta-pedagogical argumentation, and the invalidity of the influx of statistics-rhetoric in logic.

Degree: PhD, 2013, University of Hong Kong

 This thesis seeks to clarify a narrow set of particular academic phenomena that share essential properties, and therefore need to be dealt with as one.… (more)

Subjects/Keywords: Logic; Cognition; Education, higher - Philosophy; Reasoning

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APA (6th Edition):

Soerfjord, K. (2013). Traversal problems : on the imposing of will as ideas traverse and die in humanistic space, the integrity-violation inherent in 'group-self-regulation' within meta-pedagogy, the use of invalid logic in meta-pedagogical argumentation, and the invalidity of the influx of statistics-rhetoric in logic. (Doctoral Dissertation). University of Hong Kong. Retrieved from Soerfjord, K.. (2013). Traversal problems : on the imposing of will as ideas traverse and die in humanistic space, the integrity-violation inherent in 'group-self-regulation' within meta-pedagogy, the use of invalid logic in meta-pedagogical argumentation, and the invalidity of the influx of statistics-rhetoric in logic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5106500 ; http://hdl.handle.net/10722/193426

Chicago Manual of Style (16th Edition):

Soerfjord, Kai. “Traversal problems : on the imposing of will as ideas traverse and die in humanistic space, the integrity-violation inherent in 'group-self-regulation' within meta-pedagogy, the use of invalid logic in meta-pedagogical argumentation, and the invalidity of the influx of statistics-rhetoric in logic.” 2013. Doctoral Dissertation, University of Hong Kong. Accessed July 16, 2019. Soerfjord, K.. (2013). Traversal problems : on the imposing of will as ideas traverse and die in humanistic space, the integrity-violation inherent in 'group-self-regulation' within meta-pedagogy, the use of invalid logic in meta-pedagogical argumentation, and the invalidity of the influx of statistics-rhetoric in logic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5106500 ; http://hdl.handle.net/10722/193426.

MLA Handbook (7th Edition):

Soerfjord, Kai. “Traversal problems : on the imposing of will as ideas traverse and die in humanistic space, the integrity-violation inherent in 'group-self-regulation' within meta-pedagogy, the use of invalid logic in meta-pedagogical argumentation, and the invalidity of the influx of statistics-rhetoric in logic.” 2013. Web. 16 Jul 2019.

Vancouver:

Soerfjord K. Traversal problems : on the imposing of will as ideas traverse and die in humanistic space, the integrity-violation inherent in 'group-self-regulation' within meta-pedagogy, the use of invalid logic in meta-pedagogical argumentation, and the invalidity of the influx of statistics-rhetoric in logic. [Internet] [Doctoral dissertation]. University of Hong Kong; 2013. [cited 2019 Jul 16]. Available from: Soerfjord, K.. (2013). Traversal problems : on the imposing of will as ideas traverse and die in humanistic space, the integrity-violation inherent in 'group-self-regulation' within meta-pedagogy, the use of invalid logic in meta-pedagogical argumentation, and the invalidity of the influx of statistics-rhetoric in logic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5106500 ; http://hdl.handle.net/10722/193426.

Council of Science Editors:

Soerfjord K. Traversal problems : on the imposing of will as ideas traverse and die in humanistic space, the integrity-violation inherent in 'group-self-regulation' within meta-pedagogy, the use of invalid logic in meta-pedagogical argumentation, and the invalidity of the influx of statistics-rhetoric in logic. [Doctoral Dissertation]. University of Hong Kong; 2013. Available from: Soerfjord, K.. (2013). Traversal problems : on the imposing of will as ideas traverse and die in humanistic space, the integrity-violation inherent in 'group-self-regulation' within meta-pedagogy, the use of invalid logic in meta-pedagogical argumentation, and the invalidity of the influx of statistics-rhetoric in logic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5106500 ; http://hdl.handle.net/10722/193426


Penn State University

122. Zeruth, Jill Ann. Promoting Probabilistic Reasoning: The Interplay of Learner, Task, and Text.

Degree: PhD, Educational Psychology, 2008, Penn State University

 This dissertation was an investigation of misconceptions in probabilistic reasoning. Existing research cites misconceptions in probability as being common and pervasive (Shaughnessy, 1977). Moreover, research… (more)

Subjects/Keywords: conceptual change; probabilistic reasoning; probability; misconceptions

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zeruth, J. A. (2008). Promoting Probabilistic Reasoning: The Interplay of Learner, Task, and Text. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8621

Chicago Manual of Style (16th Edition):

Zeruth, Jill Ann. “Promoting Probabilistic Reasoning: The Interplay of Learner, Task, and Text.” 2008. Doctoral Dissertation, Penn State University. Accessed July 16, 2019. https://etda.libraries.psu.edu/catalog/8621.

MLA Handbook (7th Edition):

Zeruth, Jill Ann. “Promoting Probabilistic Reasoning: The Interplay of Learner, Task, and Text.” 2008. Web. 16 Jul 2019.

Vancouver:

Zeruth JA. Promoting Probabilistic Reasoning: The Interplay of Learner, Task, and Text. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Jul 16]. Available from: https://etda.libraries.psu.edu/catalog/8621.

Council of Science Editors:

Zeruth JA. Promoting Probabilistic Reasoning: The Interplay of Learner, Task, and Text. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8621

123. Panapoi, Ronnachai. Children's construction of the multiplicative principle in combinatorial reasoning.

Degree: PhD, Mathematics Education, 2013, University of Georgia

 The multiplicative principle, one of the fundamental principles of counting, is crucial in the learning of combinatorics. The purpose of this study was to investigate… (more)

Subjects/Keywords: Combinatorial Reasoning

…Research on Students’ Construction of Combinatorial Knowledge and Reasoning… …7 My Exploratory Study of Children’s Combinatorial Knowledge and Reasoning… …36 Students’ Three-Levels-of-Units Assimilatory Structures and Combinatorial Reasoning… …36 Students’ Two-Levels-of-Units Assimilatory Structures and Combinatorial Reasoning… …55 5 REBECCA AND KEN’S COMBINATORIAL KNOWLEDGE AND REASONING… 

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APA (6th Edition):

Panapoi, R. (2013). Children's construction of the multiplicative principle in combinatorial reasoning. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/panapoi_ronnachai_201305_phd

Chicago Manual of Style (16th Edition):

Panapoi, Ronnachai. “Children's construction of the multiplicative principle in combinatorial reasoning.” 2013. Doctoral Dissertation, University of Georgia. Accessed July 16, 2019. http://purl.galileo.usg.edu/uga_etd/panapoi_ronnachai_201305_phd.

MLA Handbook (7th Edition):

Panapoi, Ronnachai. “Children's construction of the multiplicative principle in combinatorial reasoning.” 2013. Web. 16 Jul 2019.

Vancouver:

Panapoi R. Children's construction of the multiplicative principle in combinatorial reasoning. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Jul 16]. Available from: http://purl.galileo.usg.edu/uga_etd/panapoi_ronnachai_201305_phd.

Council of Science Editors:

Panapoi R. Children's construction of the multiplicative principle in combinatorial reasoning. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/panapoi_ronnachai_201305_phd


University of Manchester

124. Hoder, Krystof. Practical aspects of automated first-order reasoning.

Degree: PhD, 2012, University of Manchester

 Our work focuses on bringing the first-order reasoning closer to practicalapplications, particularly in software and hardware verification. The aim is to develop techniques that make… (more)

Subjects/Keywords: 006.3; First-Order Reasoning; Automated Theorem Proving

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hoder, K. (2012). Practical aspects of automated first-order reasoning. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/practical-aspects-of-automated-firstorder-reasoning(1331ec1f-802c-4aeb-9265-1248d8db2a8e).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558052

Chicago Manual of Style (16th Edition):

Hoder, Krystof. “Practical aspects of automated first-order reasoning.” 2012. Doctoral Dissertation, University of Manchester. Accessed July 16, 2019. https://www.research.manchester.ac.uk/portal/en/theses/practical-aspects-of-automated-firstorder-reasoning(1331ec1f-802c-4aeb-9265-1248d8db2a8e).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558052.

MLA Handbook (7th Edition):

Hoder, Krystof. “Practical aspects of automated first-order reasoning.” 2012. Web. 16 Jul 2019.

Vancouver:

Hoder K. Practical aspects of automated first-order reasoning. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2019 Jul 16]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/practical-aspects-of-automated-firstorder-reasoning(1331ec1f-802c-4aeb-9265-1248d8db2a8e).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558052.

Council of Science Editors:

Hoder K. Practical aspects of automated first-order reasoning. [Doctoral Dissertation]. University of Manchester; 2012. Available from: https://www.research.manchester.ac.uk/portal/en/theses/practical-aspects-of-automated-firstorder-reasoning(1331ec1f-802c-4aeb-9265-1248d8db2a8e).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558052


University of Manchester

125. Koopmann, Patrick. Practical uniform interpolation for expressive description logics.

Degree: PhD, 2015, University of Manchester

 The thesis investigates methods for uniform interpolation in expressive description logics. Description logics are formalisms commonly used to model ontologies. Ontologies store terminological information and… (more)

Subjects/Keywords: 006.3; Ontologies; Description Logics; Automated Reasoning

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APA (6th Edition):

Koopmann, P. (2015). Practical uniform interpolation for expressive description logics. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/practical-uniform-interpolation-for-expressive-description-logics(b04c6bc6-0877-488b-86d7-fa37ae99eeb6).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.674705

Chicago Manual of Style (16th Edition):

Koopmann, Patrick. “Practical uniform interpolation for expressive description logics.” 2015. Doctoral Dissertation, University of Manchester. Accessed July 16, 2019. https://www.research.manchester.ac.uk/portal/en/theses/practical-uniform-interpolation-for-expressive-description-logics(b04c6bc6-0877-488b-86d7-fa37ae99eeb6).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.674705.

MLA Handbook (7th Edition):

Koopmann, Patrick. “Practical uniform interpolation for expressive description logics.” 2015. Web. 16 Jul 2019.

Vancouver:

Koopmann P. Practical uniform interpolation for expressive description logics. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Jul 16]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/practical-uniform-interpolation-for-expressive-description-logics(b04c6bc6-0877-488b-86d7-fa37ae99eeb6).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.674705.

Council of Science Editors:

Koopmann P. Practical uniform interpolation for expressive description logics. [Doctoral Dissertation]. University of Manchester; 2015. Available from: https://www.research.manchester.ac.uk/portal/en/theses/practical-uniform-interpolation-for-expressive-description-logics(b04c6bc6-0877-488b-86d7-fa37ae99eeb6).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.674705


Cornell University

126. Chaxel, Anne-sophie. The Impact Of Cognitive Consistency And Associative Reasoning On Judgment And Decision-Making .

Degree: 2012, Cornell University

 The dissertation is composed of three papers, and attempts to unravel the impact of two potential drivers of biases in judgment and decision-making: cognitive consistency… (more)

Subjects/Keywords: Cognitive Consistency; Associative Reasoning; Goal Priming

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APA (6th Edition):

Chaxel, A. (2012). The Impact Of Cognitive Consistency And Associative Reasoning On Judgment And Decision-Making . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/31389

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chaxel, Anne-sophie. “The Impact Of Cognitive Consistency And Associative Reasoning On Judgment And Decision-Making .” 2012. Thesis, Cornell University. Accessed July 16, 2019. http://hdl.handle.net/1813/31389.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chaxel, Anne-sophie. “The Impact Of Cognitive Consistency And Associative Reasoning On Judgment And Decision-Making .” 2012. Web. 16 Jul 2019.

Vancouver:

Chaxel A. The Impact Of Cognitive Consistency And Associative Reasoning On Judgment And Decision-Making . [Internet] [Thesis]. Cornell University; 2012. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1813/31389.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chaxel A. The Impact Of Cognitive Consistency And Associative Reasoning On Judgment And Decision-Making . [Thesis]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/31389

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

127. Jaffery, Tara. Learning processes in Bedside Teaching that Foster Clinical Reasoning in Students: A Qualitative Study.

Degree: 2017, University of Illinois – Chicago

 Purpose: Clinical Reasoning (CR) refers to the cognitive processes required by clinicians to diagnose and manage patients' medical problems. The learning of CR skills is… (more)

Subjects/Keywords: Clinical Reasoning; Bedside teaching; Learning Process

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APA (6th Edition):

Jaffery, T. (2017). Learning processes in Bedside Teaching that Foster Clinical Reasoning in Students: A Qualitative Study. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22165

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jaffery, Tara. “Learning processes in Bedside Teaching that Foster Clinical Reasoning in Students: A Qualitative Study.” 2017. Thesis, University of Illinois – Chicago. Accessed July 16, 2019. http://hdl.handle.net/10027/22165.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jaffery, Tara. “Learning processes in Bedside Teaching that Foster Clinical Reasoning in Students: A Qualitative Study.” 2017. Web. 16 Jul 2019.

Vancouver:

Jaffery T. Learning processes in Bedside Teaching that Foster Clinical Reasoning in Students: A Qualitative Study. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10027/22165.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jaffery T. Learning processes in Bedside Teaching that Foster Clinical Reasoning in Students: A Qualitative Study. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/22165

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

128. Hou (Favonia), Kuen-Bang. Higher-Dimensional Types in the Mechanization of Homotopy Theory.

Degree: 2017, Carnegie Mellon University

 Mechanized reasoning has proved effective in avoiding serious mistakes in software and hardware, and yet remains unpopular in the practice of mathematics. My thesis is… (more)

Subjects/Keywords: mechanized reasoning; higher-dimensional types; homotopy theory

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APA (6th Edition):

Hou (Favonia), K. (2017). Higher-Dimensional Types in the Mechanization of Homotopy Theory. (Thesis). Carnegie Mellon University. Retrieved from http://repository.cmu.edu/dissertations/1086

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hou (Favonia), Kuen-Bang. “Higher-Dimensional Types in the Mechanization of Homotopy Theory.” 2017. Thesis, Carnegie Mellon University. Accessed July 16, 2019. http://repository.cmu.edu/dissertations/1086.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hou (Favonia), Kuen-Bang. “Higher-Dimensional Types in the Mechanization of Homotopy Theory.” 2017. Web. 16 Jul 2019.

Vancouver:

Hou (Favonia) K. Higher-Dimensional Types in the Mechanization of Homotopy Theory. [Internet] [Thesis]. Carnegie Mellon University; 2017. [cited 2019 Jul 16]. Available from: http://repository.cmu.edu/dissertations/1086.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hou (Favonia) K. Higher-Dimensional Types in the Mechanization of Homotopy Theory. [Thesis]. Carnegie Mellon University; 2017. Available from: http://repository.cmu.edu/dissertations/1086

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Ryerson University

129. Monforton, Jennifer. "If Only I Didn't Embarrass Myself in Front of the Class!" Social Anxiety and Upward Counterfactual Thinking.

Degree: 2009, Ryerson University

 This study examined the relationship between social anxiety (SA) and the generation of upward counterfactual thoughts (U-CFT; ―if only...‖ thoughts imagining better outcomes to past… (more)

Subjects/Keywords: Social phobia; Reasoning (Psychology); Anxiety; Cognitive therapy

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APA (6th Edition):

Monforton, J. (2009). "If Only I Didn't Embarrass Myself in Front of the Class!" Social Anxiety and Upward Counterfactual Thinking. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A1613

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Monforton, Jennifer. “"If Only I Didn't Embarrass Myself in Front of the Class!" Social Anxiety and Upward Counterfactual Thinking.” 2009. Thesis, Ryerson University. Accessed July 16, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A1613.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Monforton, Jennifer. “"If Only I Didn't Embarrass Myself in Front of the Class!" Social Anxiety and Upward Counterfactual Thinking.” 2009. Web. 16 Jul 2019.

Vancouver:

Monforton J. "If Only I Didn't Embarrass Myself in Front of the Class!" Social Anxiety and Upward Counterfactual Thinking. [Internet] [Thesis]. Ryerson University; 2009. [cited 2019 Jul 16]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A1613.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Monforton J. "If Only I Didn't Embarrass Myself in Front of the Class!" Social Anxiety and Upward Counterfactual Thinking. [Thesis]. Ryerson University; 2009. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A1613

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

130. Tawil, Martin A. Classroom debates : a tool to enhance critical thinking in science.

Degree: Graduate School, 2016, Montana State University

 The purpose of this study is to examine the effects of debating on the perception of students' critical thinking disposition. The participants were members in… (more)

Subjects/Keywords: College students.; Debates and debating.; Reasoning.

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APA (6th Edition):

Tawil, M. A. (2016). Classroom debates : a tool to enhance critical thinking in science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10099

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tawil, Martin A. “Classroom debates : a tool to enhance critical thinking in science.” 2016. Thesis, Montana State University. Accessed July 16, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10099.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tawil, Martin A. “Classroom debates : a tool to enhance critical thinking in science.” 2016. Web. 16 Jul 2019.

Vancouver:

Tawil MA. Classroom debates : a tool to enhance critical thinking in science. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Jul 16]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10099.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tawil MA. Classroom debates : a tool to enhance critical thinking in science. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10099

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

131. Capp, Katie. The effects of direct mathematical instruction in science classes on mathematical based science reasoning.

Degree: College of Letters & Science, 2017, Montana State University

 Students at Belgrade High School appear to have limited understanding of the interpretation, analysis, evaluation, reasoning, and problem-solving skills required in the natural sciences. I… (more)

Subjects/Keywords: Biology.; Mathematics.; High school students.; Reasoning.

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APA (6th Edition):

Capp, K. (2017). The effects of direct mathematical instruction in science classes on mathematical based science reasoning. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13642

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Capp, Katie. “The effects of direct mathematical instruction in science classes on mathematical based science reasoning.” 2017. Thesis, Montana State University. Accessed July 16, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13642.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Capp, Katie. “The effects of direct mathematical instruction in science classes on mathematical based science reasoning.” 2017. Web. 16 Jul 2019.

Vancouver:

Capp K. The effects of direct mathematical instruction in science classes on mathematical based science reasoning. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Jul 16]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13642.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Capp K. The effects of direct mathematical instruction in science classes on mathematical based science reasoning. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13642

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

132. Heredia, Isabel. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.

Degree: College of Letters & Science, 2017, Montana State University

 This classroom action research project is inspired by the belief that 'life outside of school is better characterized as a series of transfer opportunities than… (more)

Subjects/Keywords: Science.; Middle school students.; Critical thinking.; Reasoning.

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APA (6th Edition):

Heredia, I. (2017). Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13664

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Heredia, Isabel. “Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.” 2017. Thesis, Montana State University. Accessed July 16, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13664.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Heredia, Isabel. “Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.” 2017. Web. 16 Jul 2019.

Vancouver:

Heredia I. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Jul 16]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13664.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Heredia I. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13664

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

133. Loch, Quinten. The impact of claim-evidence-reasoning writing techniques on argumentation skills in scientific investigations.

Degree: College of Letters & Science, 2017, Montana State University

 When making arguments in scientific writing, students struggle with using evidence and reasoning when making claims. Over the course of six weeks, ninth grade biology… (more)

Subjects/Keywords: Biology.; Ninth grade (Education).; Science Experiments.; Reasoning.

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APA (6th Edition):

Loch, Q. (2017). The impact of claim-evidence-reasoning writing techniques on argumentation skills in scientific investigations. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13677

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Loch, Quinten. “The impact of claim-evidence-reasoning writing techniques on argumentation skills in scientific investigations.” 2017. Thesis, Montana State University. Accessed July 16, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13677.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Loch, Quinten. “The impact of claim-evidence-reasoning writing techniques on argumentation skills in scientific investigations.” 2017. Web. 16 Jul 2019.

Vancouver:

Loch Q. The impact of claim-evidence-reasoning writing techniques on argumentation skills in scientific investigations. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Jul 16]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13677.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Loch Q. The impact of claim-evidence-reasoning writing techniques on argumentation skills in scientific investigations. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13677

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

134. Crofutt, Justi R. The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness.

Degree: Graduate School, 2014, Montana State University

 This study considers the effectiveness of case-based learning (CBL) on student motivation, the development of higher-order thinking skills, and college preparedness in a high school… (more)

Subjects/Keywords: Physiology.; Case-based reasoning.; High school students.

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APA (6th Edition):

Crofutt, J. R. (2014). The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3541

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Crofutt, Justi R. “The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness.” 2014. Thesis, Montana State University. Accessed July 16, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3541.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Crofutt, Justi R. “The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness.” 2014. Web. 16 Jul 2019.

Vancouver:

Crofutt JR. The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Jul 16]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3541.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crofutt JR. The effect of case-based learning in a high school anatomy and physiology class on student motivation, higher-order thinking skills, and college readiness. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3541

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

135. Thati, Venkatesh. Automated coding of AD-417 forms using case-based reasoning.

Degree: College of Engineering, 1995, Montana State University

Subjects/Keywords: Case-based reasoning.

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APA (6th Edition):

Thati, V. (1995). Automated coding of AD-417 forms using case-based reasoning. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/7575

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thati, Venkatesh. “Automated coding of AD-417 forms using case-based reasoning.” 1995. Thesis, Montana State University. Accessed July 16, 2019. https://scholarworks.montana.edu/xmlui/handle/1/7575.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thati, Venkatesh. “Automated coding of AD-417 forms using case-based reasoning.” 1995. Web. 16 Jul 2019.

Vancouver:

Thati V. Automated coding of AD-417 forms using case-based reasoning. [Internet] [Thesis]. Montana State University; 1995. [cited 2019 Jul 16]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/7575.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thati V. Automated coding of AD-417 forms using case-based reasoning. [Thesis]. Montana State University; 1995. Available from: https://scholarworks.montana.edu/xmlui/handle/1/7575

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Saskatchewan

136. Newman, Ian. EXPLICITLY AWARE OF CONFLICT: CHALLENGING THE IMPLICIT CONFLICT DETECTION INTERPRETATION OF THE BASE-RATE NEGLECT TASK.

Degree: 2017, University of Saskatchewan

 Conflict reasoning problems cue two competing responses to the problem, requiring the reasoner to resolve the conflict; non-conflict problems cue the same response. The central… (more)

Subjects/Keywords: reasoning; conflict detection; base-rate neglect

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APA (6th Edition):

Newman, I. (2017). EXPLICITLY AWARE OF CONFLICT: CHALLENGING THE IMPLICIT CONFLICT DETECTION INTERPRETATION OF THE BASE-RATE NEGLECT TASK. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/8224

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Newman, Ian. “EXPLICITLY AWARE OF CONFLICT: CHALLENGING THE IMPLICIT CONFLICT DETECTION INTERPRETATION OF THE BASE-RATE NEGLECT TASK.” 2017. Thesis, University of Saskatchewan. Accessed July 16, 2019. http://hdl.handle.net/10388/8224.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Newman, Ian. “EXPLICITLY AWARE OF CONFLICT: CHALLENGING THE IMPLICIT CONFLICT DETECTION INTERPRETATION OF THE BASE-RATE NEGLECT TASK.” 2017. Web. 16 Jul 2019.

Vancouver:

Newman I. EXPLICITLY AWARE OF CONFLICT: CHALLENGING THE IMPLICIT CONFLICT DETECTION INTERPRETATION OF THE BASE-RATE NEGLECT TASK. [Internet] [Thesis]. University of Saskatchewan; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10388/8224.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Newman I. EXPLICITLY AWARE OF CONFLICT: CHALLENGING THE IMPLICIT CONFLICT DETECTION INTERPRETATION OF THE BASE-RATE NEGLECT TASK. [Thesis]. University of Saskatchewan; 2017. Available from: http://hdl.handle.net/10388/8224

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Sydney

137. Levy, David Claude. Clinical Reasoning and Decision-Making in Homeopathy: an Interpretative Phenomenological Analysis .

Degree: 2016, University of Sydney

 Aim: The aim of this study was to examine homeopathic practice as a lived phenomenon. This thesis explores the interior of clinical practice. Background: Homeopathy… (more)

Subjects/Keywords: Clinical Reasoning; Homeopathy; Interpretative Phenomenological Analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Levy, D. C. (2016). Clinical Reasoning and Decision-Making in Homeopathy: an Interpretative Phenomenological Analysis . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/16528

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Levy, David Claude. “Clinical Reasoning and Decision-Making in Homeopathy: an Interpretative Phenomenological Analysis .” 2016. Thesis, University of Sydney. Accessed July 16, 2019. http://hdl.handle.net/2123/16528.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Levy, David Claude. “Clinical Reasoning and Decision-Making in Homeopathy: an Interpretative Phenomenological Analysis .” 2016. Web. 16 Jul 2019.

Vancouver:

Levy DC. Clinical Reasoning and Decision-Making in Homeopathy: an Interpretative Phenomenological Analysis . [Internet] [Thesis]. University of Sydney; 2016. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2123/16528.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Levy DC. Clinical Reasoning and Decision-Making in Homeopathy: an Interpretative Phenomenological Analysis . [Thesis]. University of Sydney; 2016. Available from: http://hdl.handle.net/2123/16528

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Sydney

138. Double, Kit Spenser. Reactivity to Confidence Ratings During Reasoning and Problem Solving .

Degree: 2018, University of Sydney

 Confidence ratings are one of the most frequently used measures of metacognition. Is has traditionally been assumed that confidence ratings can be elicited from individuals… (more)

Subjects/Keywords: Metacognition; reactivity; confidence ratings; reasoning; intelligence

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APA (6th Edition):

Double, K. S. (2018). Reactivity to Confidence Ratings During Reasoning and Problem Solving . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/18588

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Double, Kit Spenser. “Reactivity to Confidence Ratings During Reasoning and Problem Solving .” 2018. Thesis, University of Sydney. Accessed July 16, 2019. http://hdl.handle.net/2123/18588.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Double, Kit Spenser. “Reactivity to Confidence Ratings During Reasoning and Problem Solving .” 2018. Web. 16 Jul 2019.

Vancouver:

Double KS. Reactivity to Confidence Ratings During Reasoning and Problem Solving . [Internet] [Thesis]. University of Sydney; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2123/18588.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Double KS. Reactivity to Confidence Ratings During Reasoning and Problem Solving . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/18588

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Western Ontario

139. Telles-Langdon, David M. A Descriptive Study Utilizing Grounded Theory: The Moral-Reasoning Process of Coaches.

Degree: 2011, University of Western Ontario

 p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: "Times New Roman"; }p.MsoBodyText, li.MsoBodyText, div.MsoBodyText { margin: 0in 0in 6pt; font-size: 12pt; font-family:… (more)

Subjects/Keywords: ethics; moral-reasoning; grounded theory; coaching; sport

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APA (6th Edition):

Telles-Langdon, D. M. (2011). A Descriptive Study Utilizing Grounded Theory: The Moral-Reasoning Process of Coaches. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/133

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Telles-Langdon, David M. “A Descriptive Study Utilizing Grounded Theory: The Moral-Reasoning Process of Coaches.” 2011. Thesis, University of Western Ontario. Accessed July 16, 2019. https://ir.lib.uwo.ca/etd/133.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Telles-Langdon, David M. “A Descriptive Study Utilizing Grounded Theory: The Moral-Reasoning Process of Coaches.” 2011. Web. 16 Jul 2019.

Vancouver:

Telles-Langdon DM. A Descriptive Study Utilizing Grounded Theory: The Moral-Reasoning Process of Coaches. [Internet] [Thesis]. University of Western Ontario; 2011. [cited 2019 Jul 16]. Available from: https://ir.lib.uwo.ca/etd/133.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Telles-Langdon DM. A Descriptive Study Utilizing Grounded Theory: The Moral-Reasoning Process of Coaches. [Thesis]. University of Western Ontario; 2011. Available from: https://ir.lib.uwo.ca/etd/133

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Sydney

140. LI, Hongsheng. An extended HD Fluent Analysis of Temporal knowledge in OWL-based clinical Guideline System .

Degree: 2014, University of Sydney

 The Web Ontology Language (OWL) based clinical guideline system is a kind of clinical decision support system which is often used to assist health professionals… (more)

Subjects/Keywords: OWL; 4D fluent; temporal reasoning; clinical guideline

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APA (6th Edition):

LI, H. (2014). An extended HD Fluent Analysis of Temporal knowledge in OWL-based clinical Guideline System . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/11742

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

LI, Hongsheng. “An extended HD Fluent Analysis of Temporal knowledge in OWL-based clinical Guideline System .” 2014. Thesis, University of Sydney. Accessed July 16, 2019. http://hdl.handle.net/2123/11742.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

LI, Hongsheng. “An extended HD Fluent Analysis of Temporal knowledge in OWL-based clinical Guideline System .” 2014. Web. 16 Jul 2019.

Vancouver:

LI H. An extended HD Fluent Analysis of Temporal knowledge in OWL-based clinical Guideline System . [Internet] [Thesis]. University of Sydney; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2123/11742.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

LI H. An extended HD Fluent Analysis of Temporal knowledge in OWL-based clinical Guideline System . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/11742

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


McGill University

141. Keefer, Matthew Wilks. Analysing justice and response orientations in moral reasoning.

Degree: MA, Department of Educational Psychology and Counselling., 1990, McGill University

 This thesis examined the knowledge and processes that adults use to reason about moral dilemmas. Two contrasting analyses of moral reasons, Kohlberg's justice orientation and… (more)

Subjects/Keywords: Judgment (Ethics); Reasoning

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APA (6th Edition):

Keefer, M. W. (1990). Analysing justice and response orientations in moral reasoning. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile59866.pdf

Chicago Manual of Style (16th Edition):

Keefer, Matthew Wilks. “Analysing justice and response orientations in moral reasoning.” 1990. Masters Thesis, McGill University. Accessed July 16, 2019. http://digitool.library.mcgill.ca/thesisfile59866.pdf.

MLA Handbook (7th Edition):

Keefer, Matthew Wilks. “Analysing justice and response orientations in moral reasoning.” 1990. Web. 16 Jul 2019.

Vancouver:

Keefer MW. Analysing justice and response orientations in moral reasoning. [Internet] [Masters thesis]. McGill University; 1990. [cited 2019 Jul 16]. Available from: http://digitool.library.mcgill.ca/thesisfile59866.pdf.

Council of Science Editors:

Keefer MW. Analysing justice and response orientations in moral reasoning. [Masters Thesis]. McGill University; 1990. Available from: http://digitool.library.mcgill.ca/thesisfile59866.pdf


University of Manchester

142. Klinov, Pavel. Practical Reasoning in Probabilistic Description Logic.

Degree: 2011, University of Manchester

 Description Logics (DLs) form a family of languages which correspond to decidable fragments of First-Order Logic (FOL). They have been overwhelmingly successful for constructing ontologies—conceptual… (more)

Subjects/Keywords: Description logic; Probability; Automated reasoning; Ontology; Optimization

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APA (6th Edition):

Klinov, P. (2011). Practical Reasoning in Probabilistic Description Logic. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:125054

Chicago Manual of Style (16th Edition):

Klinov, Pavel. “Practical Reasoning in Probabilistic Description Logic.” 2011. Doctoral Dissertation, University of Manchester. Accessed July 16, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:125054.

MLA Handbook (7th Edition):

Klinov, Pavel. “Practical Reasoning in Probabilistic Description Logic.” 2011. Web. 16 Jul 2019.

Vancouver:

Klinov P. Practical Reasoning in Probabilistic Description Logic. [Internet] [Doctoral dissertation]. University of Manchester; 2011. [cited 2019 Jul 16]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:125054.

Council of Science Editors:

Klinov P. Practical Reasoning in Probabilistic Description Logic. [Doctoral Dissertation]. University of Manchester; 2011. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:125054


University of Manchester

143. Ronel, Tahel. Symmetry Principles in Polyadic Inductive Logic.

Degree: 2016, University of Manchester

 We investigate principles of rationality based on symmetry in Polyadic Pure Inductive Logic. The aim of Pure Inductive Logic (PIL) is to determine how to… (more)

Subjects/Keywords: Inductive Logic; Symmetry; Rationality; Uncertain Reasoning

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APA (6th Edition):

Ronel, T. (2016). Symmetry Principles in Polyadic Inductive Logic. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:296813

Chicago Manual of Style (16th Edition):

Ronel, Tahel. “Symmetry Principles in Polyadic Inductive Logic.” 2016. Doctoral Dissertation, University of Manchester. Accessed July 16, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:296813.

MLA Handbook (7th Edition):

Ronel, Tahel. “Symmetry Principles in Polyadic Inductive Logic.” 2016. Web. 16 Jul 2019.

Vancouver:

Ronel T. Symmetry Principles in Polyadic Inductive Logic. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Jul 16]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:296813.

Council of Science Editors:

Ronel T. Symmetry Principles in Polyadic Inductive Logic. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:296813


University of Manchester

144. Abuzour, Aseel. An investigation into the learning and clinical reasoning processes of independent prescribers.

Degree: 2016, University of Manchester

 The prescribing rights of non-medical healthcare professionals in the United Kingdom (UK) are some of the most extensive in western medical practice. Nurses, pharmacists, physiotherapists,… (more)

Subjects/Keywords: non-medical prescribing; expertise development; clinical reasoning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Abuzour, A. (2016). An investigation into the learning and clinical reasoning processes of independent prescribers. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305956

Chicago Manual of Style (16th Edition):

Abuzour, Aseel. “An investigation into the learning and clinical reasoning processes of independent prescribers.” 2016. Doctoral Dissertation, University of Manchester. Accessed July 16, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305956.

MLA Handbook (7th Edition):

Abuzour, Aseel. “An investigation into the learning and clinical reasoning processes of independent prescribers.” 2016. Web. 16 Jul 2019.

Vancouver:

Abuzour A. An investigation into the learning and clinical reasoning processes of independent prescribers. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Jul 16]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305956.

Council of Science Editors:

Abuzour A. An investigation into the learning and clinical reasoning processes of independent prescribers. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305956


McMaster University

145. Bender, Marc. Assignment Calculus: A Pure Imperative Reasoning Language.

Degree: PhD, 2010, McMaster University

In this thesis, we undertake a study of imperative reasoning. Beginning with a philosophical analysis of the distinction between imperative and functional language features,… (more)

Subjects/Keywords: calculus; language; reasoning; imperative; procedure; composition

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APA (6th Edition):

Bender, M. (2010). Assignment Calculus: A Pure Imperative Reasoning Language. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/18923

Chicago Manual of Style (16th Edition):

Bender, Marc. “Assignment Calculus: A Pure Imperative Reasoning Language.” 2010. Doctoral Dissertation, McMaster University. Accessed July 16, 2019. http://hdl.handle.net/11375/18923.

MLA Handbook (7th Edition):

Bender, Marc. “Assignment Calculus: A Pure Imperative Reasoning Language.” 2010. Web. 16 Jul 2019.

Vancouver:

Bender M. Assignment Calculus: A Pure Imperative Reasoning Language. [Internet] [Doctoral dissertation]. McMaster University; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11375/18923.

Council of Science Editors:

Bender M. Assignment Calculus: A Pure Imperative Reasoning Language. [Doctoral Dissertation]. McMaster University; 2010. Available from: http://hdl.handle.net/11375/18923


McGill University

146. Crammond, Joanna G. An analysis of argument structure in expert and student persuasive writing.

Degree: PhD, Department of Educational and Counselling Psychology., 1997, McGill University

This study investigated differences among student writers at three grade levels (i.e., 6, 8, and 10), and between expert writers and students, in terms of… (more)

Subjects/Keywords: Reasoning.; Exposition (Rhetoric)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Crammond, J. G. (1997). An analysis of argument structure in expert and student persuasive writing. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile37709.pdf

Chicago Manual of Style (16th Edition):

Crammond, Joanna G. “An analysis of argument structure in expert and student persuasive writing.” 1997. Doctoral Dissertation, McGill University. Accessed July 16, 2019. http://digitool.library.mcgill.ca/thesisfile37709.pdf.

MLA Handbook (7th Edition):

Crammond, Joanna G. “An analysis of argument structure in expert and student persuasive writing.” 1997. Web. 16 Jul 2019.

Vancouver:

Crammond JG. An analysis of argument structure in expert and student persuasive writing. [Internet] [Doctoral dissertation]. McGill University; 1997. [cited 2019 Jul 16]. Available from: http://digitool.library.mcgill.ca/thesisfile37709.pdf.

Council of Science Editors:

Crammond JG. An analysis of argument structure in expert and student persuasive writing. [Doctoral Dissertation]. McGill University; 1997. Available from: http://digitool.library.mcgill.ca/thesisfile37709.pdf

147. Ersari, Ebru. A synthesis of the combinatorial reasoning and proportional reasoning studies in terms of Piaget’s description of development stages.

Degree: MA, Mathematics Education, 2015, University of Georgia

The purpose of this research was to synthesize the combinatorial reasoning and proportional reasoning studies. Throughout the age range that Piaget found that formal reason emerges, have other researchers found that combinatorial reasoning and proportional reasoning synchronously emerge within these same age ranges? Advisors/Committee Members: Leslie P. Steffe.

Subjects/Keywords: combinatorial reasoning

…be indicated. In addition to combinatorial reasoning, proportional reasoning is a pivotal… …reasoning has been described as “the capstone of elementary school mathematics and the gateway to… …reasoning and proportional reasoning are key points in Piaget’s theory of cognitive development… …particularly in the formal operational stage, I am interested in these two types of reasoning jointly… …1980b) may promote students’ reasoning and generalization processes. Likewise… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ersari, E. (2015). A synthesis of the combinatorial reasoning and proportional reasoning studies in terms of Piaget’s description of development stages. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/ersari_ebru_201508_ma

Chicago Manual of Style (16th Edition):

Ersari, Ebru. “A synthesis of the combinatorial reasoning and proportional reasoning studies in terms of Piaget’s description of development stages.” 2015. Masters Thesis, University of Georgia. Accessed July 16, 2019. http://purl.galileo.usg.edu/uga_etd/ersari_ebru_201508_ma.

MLA Handbook (7th Edition):

Ersari, Ebru. “A synthesis of the combinatorial reasoning and proportional reasoning studies in terms of Piaget’s description of development stages.” 2015. Web. 16 Jul 2019.

Vancouver:

Ersari E. A synthesis of the combinatorial reasoning and proportional reasoning studies in terms of Piaget’s description of development stages. [Internet] [Masters thesis]. University of Georgia; 2015. [cited 2019 Jul 16]. Available from: http://purl.galileo.usg.edu/uga_etd/ersari_ebru_201508_ma.

Council of Science Editors:

Ersari E. A synthesis of the combinatorial reasoning and proportional reasoning studies in terms of Piaget’s description of development stages. [Masters Thesis]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/ersari_ebru_201508_ma


Virginia Tech

148. D'Amato, Claudio. A "Veritable Jekyll and Hyde" - Epistemic Circularity and Reliabilist Theories of Justification.

Degree: MA, Philosophy, 2011, Virginia Tech

 In philosophical theories of knowledge (epistemology), justification is a desirable property that oneâ s beliefs ought to have before they can be accepted as part… (more)

Subjects/Keywords: epistemology; circular reasoning; justification; internalism; externalism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

D'Amato, C. (2011). A "Veritable Jekyll and Hyde" - Epistemic Circularity and Reliabilist Theories of Justification. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/42363

Chicago Manual of Style (16th Edition):

D'Amato, Claudio. “A "Veritable Jekyll and Hyde" - Epistemic Circularity and Reliabilist Theories of Justification.” 2011. Masters Thesis, Virginia Tech. Accessed July 16, 2019. http://hdl.handle.net/10919/42363.

MLA Handbook (7th Edition):

D'Amato, Claudio. “A "Veritable Jekyll and Hyde" - Epistemic Circularity and Reliabilist Theories of Justification.” 2011. Web. 16 Jul 2019.

Vancouver:

D'Amato C. A "Veritable Jekyll and Hyde" - Epistemic Circularity and Reliabilist Theories of Justification. [Internet] [Masters thesis]. Virginia Tech; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10919/42363.

Council of Science Editors:

D'Amato C. A "Veritable Jekyll and Hyde" - Epistemic Circularity and Reliabilist Theories of Justification. [Masters Thesis]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/42363


University of Oxford

149. Quick, David Arthur. !-Logic : first order reasoning for families of non-commutative string diagrams.

Degree: PhD, 2015, University of Oxford

 Equational reasoning with string diagrams provides an intuitive method for proving equations between morphisms in various forms of monoidal category. !-Graphs were introduced with the… (more)

Subjects/Keywords: 160; First-order logic; Reasoning – Graphic methods

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Quick, D. A. (2015). !-Logic : first order reasoning for families of non-commutative string diagrams. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:baf2d50d-8c5f-419d-9b3d-f2f700f8acbd ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712511

Chicago Manual of Style (16th Edition):

Quick, David Arthur. “!-Logic : first order reasoning for families of non-commutative string diagrams.” 2015. Doctoral Dissertation, University of Oxford. Accessed July 16, 2019. http://ora.ox.ac.uk/objects/uuid:baf2d50d-8c5f-419d-9b3d-f2f700f8acbd ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712511.

MLA Handbook (7th Edition):

Quick, David Arthur. “!-Logic : first order reasoning for families of non-commutative string diagrams.” 2015. Web. 16 Jul 2019.

Vancouver:

Quick DA. !-Logic : first order reasoning for families of non-commutative string diagrams. [Internet] [Doctoral dissertation]. University of Oxford; 2015. [cited 2019 Jul 16]. Available from: http://ora.ox.ac.uk/objects/uuid:baf2d50d-8c5f-419d-9b3d-f2f700f8acbd ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712511.

Council of Science Editors:

Quick DA. !-Logic : first order reasoning for families of non-commutative string diagrams. [Doctoral Dissertation]. University of Oxford; 2015. Available from: http://ora.ox.ac.uk/objects/uuid:baf2d50d-8c5f-419d-9b3d-f2f700f8acbd ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712511


Delft University of Technology

150. Goedhart, B. A general framework for compositional reasoning with uncertainty.

Degree: 1994, Delft University of Technology

Subjects/Keywords: reasoning systems; uncertainty

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Goedhart, B. (1994). A general framework for compositional reasoning with uncertainty. (Doctoral Dissertation). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:3852ec41-b546-4c19-b296-f0e00d49587f ; urn:NBN:nl:ui:24-uuid:3852ec41-b546-4c19-b296-f0e00d49587f ; urn:NBN:nl:ui:24-uuid:3852ec41-b546-4c19-b296-f0e00d49587f ; http://resolver.tudelft.nl/uuid:3852ec41-b546-4c19-b296-f0e00d49587f

Chicago Manual of Style (16th Edition):

Goedhart, B. “A general framework for compositional reasoning with uncertainty.” 1994. Doctoral Dissertation, Delft University of Technology. Accessed July 16, 2019. http://resolver.tudelft.nl/uuid:3852ec41-b546-4c19-b296-f0e00d49587f ; urn:NBN:nl:ui:24-uuid:3852ec41-b546-4c19-b296-f0e00d49587f ; urn:NBN:nl:ui:24-uuid:3852ec41-b546-4c19-b296-f0e00d49587f ; http://resolver.tudelft.nl/uuid:3852ec41-b546-4c19-b296-f0e00d49587f.

MLA Handbook (7th Edition):

Goedhart, B. “A general framework for compositional reasoning with uncertainty.” 1994. Web. 16 Jul 2019.

Vancouver:

Goedhart B. A general framework for compositional reasoning with uncertainty. [Internet] [Doctoral dissertation]. Delft University of Technology; 1994. [cited 2019 Jul 16]. Available from: http://resolver.tudelft.nl/uuid:3852ec41-b546-4c19-b296-f0e00d49587f ; urn:NBN:nl:ui:24-uuid:3852ec41-b546-4c19-b296-f0e00d49587f ; urn:NBN:nl:ui:24-uuid:3852ec41-b546-4c19-b296-f0e00d49587f ; http://resolver.tudelft.nl/uuid:3852ec41-b546-4c19-b296-f0e00d49587f.

Council of Science Editors:

Goedhart B. A general framework for compositional reasoning with uncertainty. [Doctoral Dissertation]. Delft University of Technology; 1994. Available from: http://resolver.tudelft.nl/uuid:3852ec41-b546-4c19-b296-f0e00d49587f ; urn:NBN:nl:ui:24-uuid:3852ec41-b546-4c19-b296-f0e00d49587f ; urn:NBN:nl:ui:24-uuid:3852ec41-b546-4c19-b296-f0e00d49587f ; http://resolver.tudelft.nl/uuid:3852ec41-b546-4c19-b296-f0e00d49587f

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