Analysis and Synthesis Richard Baron's largely philosophical blog

This study aims at analysing, synthesising and implementing multifocused ..
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Analyzing and Synthesizing Genomic Logic Functions July 1, ..

The classifying, synthesising and refining of information combines the crafts of the information scientist, librarian, business analyst and market researcher/analyst.

Raw information needs interpretation, discussing and analysing teams of experts, offering different perspectives.
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Chapter 9 – Synthesising and Analysing Qualitative …

They are required to gather analyse, interpret, evaluate and synthesise information from a range of sources, to select information appropriate to the task or situation and to communicate information reliably, accurately and coherently, in writing and verbally with due regard for conventions around intellectual property, copyright and plagiarism.

Demonstrate the ability to analyse business and corporate strategies in the context of information system strategy.
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The specific skills set covered in this qualification were identified by practising industry experts and comply with the need for Information Technology professionals focusing on business systems analysis and solutions.

This idea is a fun (and slightly goofy) way to teach students to synthesize. It works best with nonfiction or informational text.
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analysing, synthesising and evaluating.

'Critical thinking' and 'critical analysis' are terms which are consistently used by academics in explanations of what is required by students in their university work as well as in feedback about what is lacking in student assignments. But what is critical thinking/critical analysis? Well, confusingly, it's very hard to define. It can be thought of as better, more rigorous thinking. It has also been described as "the intellectually disciplined process of actively and skilfully conceptualising, applying, analysing, synthesising and/or evaluating information gathered from, or generalised by, observation, experience, reflection, reasoning or communication, as a guide to belief or action [or argument]" (Scriven & Paul ,2001, p.1).

Human language technologies; ..

First, by critically analysing and synthesising recent inter-disciplinary research, (1) provides a more precisely specified definition of amusement than that in the philosophical literature.

Vitae Researcher Development Framework descriptors A2.1 and A2.2

Questioning is the literacy which enables learners to analyse, evaluate, interpret and think critically about information. Questioning, sometimes referred to as critical literacy, sits closely with the literacy of understanding.


Abstract: In current educational research, there is little understanding, and even less consensus, about how teachers' speech could be analysed to interpret the thinking that is being mediated or the impacting mechanisms of speech-mediated thinking. This sparsity of understanding and research output has to do with two factors: a) the underdevelopment of teaching theories in the field at large - the popularity and dominance of learner-centred developmental theories has seen the stunted growth of compatible teaching theories; and b) the fact that our understanding is still rudimentary of the two-directional mediational effective mechanisms between thinking and speech. The majority of contemporary narrative or speech analysis studies of classroom processes are conducted on learners' language (spoken and written) use and understanding. The findings of these studies do not translate directly to understanding teachers' speech and thinking because studies of learners' speech performance often have a product-orientation in their analyses of language use and understanding and thus fall short in revealing the origin of learning and understanding. Imperative for the development of current educational research are: a) a more mature theorisation of non-causal, mediational impact mechanisms of teaching; and b) a language framework depicting how the dynamics of thinking is unfolded and reflected in the simultaneity of speech. In lieu of this, qualitative synthetic research is needed to help disseminate findings of existing studies and to help shape further research and practice. The present paper presents a synthesis of contemporary qualitative studies that analyse and interpret teachers' thinking mediated by their speech and demonstrate the impact of such language use. For the purpose of this study, research reports are identified using the library databases at two universities (University of Adelaide and University of Canberra). For research summary and integration, first, content analysis is conducted to identify the general contexts and research methods employed in individual reports. Then, to synthesize the findings in the reports, which may agree, contradict, or involve different aspects of teachers' classroom communication and its impact, reciprocal translational synthesis, refutational synthesis, and lines-of-argument synthesis methods are used (Noblit and Hare, 1988). Reference Noblit, G. W. & Hare, R. D. (1988) , Sage Publication, Newbury Park.