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Talking Globally  [PDF]
David Kennedy
Analytic Teaching and Philosophical Praxis , 2006,
Abstract: Talking Globally is an annotated transcript of a discussion conducted by myself in a fifth grade classroom in a public school in an affluent suburban town in the northeast U.S. The stimulus for the discussion was a brief text, taken from Kofi Anan’s We The Peoples: The Role of the United Nations in the 21st Century, which offers a brief, vivid statistical picture of the planetary distribution of resources. In response, the students generated 14 questions, which ranged across a broad variety of topics, including the national debt, US weapons development and production, the war in Iraq, and the relationship of both of those to US policies towards poorer nations. Other themes are raised, considered, left, and revisited, in a process of recursion—of moving forward and then circling back to pick up earlier issues and positions. The claim that the US government is irrational is one of these—a claim exacerbated by the fact that this conversation took place during a period of intense, emergent criticism of the US war in Iraq. The broad empirical claims which are offered—the idea, for example, of the kind and status of the national debt—are made up of relatively isolated “bytes” of information, which are woven abductively into a larger speculative picture. But there are also broadly grasped principles—gleaned by that reflexive intelligence which intuitively synthesizes information from the media, from school and from conversations with elders— which allow certain participants to present accounts of how things are which make up in imagination and general understanding what they lack in detail.
Talking about Teaching 2012  [cached]
Maria Teresa Restivo,Maria da Gra?a Rasteiro,Alberto Cardoso
International Journal of Engineering Pedagogy , 2013, DOI: 10.3991/ijep.v3is1.2494
Abstract: The Portuguese Society for Engineering Education (SPEE) was publically launched in 2010. Its start-up initiatives and consolidation process were complemented with the simultaneous establishment of SPEE international links. In 2010-11 international workshops were run with the support of University of Porto (UPorto) and FEUP. Later on, in 2011, SPEE joined the International Society for Engineering Education (IGIP) and together both societies organized the SPEE-IGIP Flash Moment within the 1st World Engineering Education Flash Week. SPEE has participated in other initiatives, such as CISTI 2011 (Chaves, Portugal), ICECE 2011 (Guimar es, Portugal), Educa Berlin 2011 (collaborating with the IGIP and SEFI workshop “The Role of Pedagogy in Online Engineering Education”), and has also organized Special Tracks in CLME 2011 (Maputo, Mozambique) and in the 41st International Conference of IGIP (Villach, Austria). Here, SPEE organized a Special Track entitled “Talking about Teaching 2012 (TaT’12)”. In the Special Track Session TaT’12 within IGIP2012, SPEE intended to contribute to promote the discussion on Engineering Education (EE) by providing an opportunity for debating and sharing approaches, developments and experiences, in line with the mission of both SPEE and IGIP. “Talking about Teaching” is the name of a thought-provoking column of Susan Zvacek, from Fort Hays State University, in the SPEE Newsletter and it was planned to give continuity to her reflections and to potentiate them within TaT’12 and in future TaT’xx. The proposed topics were concerned not only with resources in EE and with the constant demand on the use of technology, but also with the effectiveness of knowledge in order to guaranty simultaneously the spirit of engineering leadership in society and the lifelong learning capability. They also included the perspective of EE oriented for STEM teachers and students, as well as the sharing of resources with developing countries. The TaT’12 Special Track has been organized in 3 sessions. Each session had an invited speaker, regular presentations and a final group discussion on all its topics. Susan Zvacek engaged all the participants with the topic “Visualizing Understanding with Concept Maps” which motivated some interactivity. James Uhomoibhi discussed “Collaboration and Resource Sharing in Engineering Education”, stressing the importance of the interaction with developing countries and Teresa Larkin spoke about “Authentic Assessment using a Research Conference Format”, showing how complementary and more effective methods can be used to suppleme
粘土沙障及麦草沙障合理间距的调查研究  [PDF]
常兆丰, 仲生年, 韩福桂, 刘虎俊
中国沙漠 , 2000,
Abstract: 确定机械沙障障间距的基本原理是障间风蚀沙量等于积沙量。障间凹曲面面积与障间距及沙面坡度之间存在着显著的回归关系,运用这种回归关系就可以建立障间风蚀沙量等于积沙量的等式方程。在民勤沙区取样分别建立粘土沙障和麦草沙障的风蚀沙量等于积沙量的等式方程,计算出沙面坡度0°~8°和0°~10°的粘土沙障和麦草沙障间距分别是253.1~185.9cm和261.4~155.0cm;粘土沙障高度应为适宜高度范围内的最小值;粘土沙障在障高为15cm、沙面坡度>8°时障间没有风蚀。麦草沙障在坡度>10°时障间没有风蚀;15cm高的粘土沙障和固沙有效高度13cm的麦草沙障的最小间距分别是185.9cm和155.0cm;若需要在固定就地沙面的基础上接纳外来流沙或者需要风蚀部分就地沙粒时,可将接纳沙量或风蚀沙量的平均厚度作为参数之一计算障间距;按照风蚀沙量≤积沙量的障间距设置的沙障,其方格形式只适合在害风方向多变的地段设置。
新型生物可降解PLA沙障与传统草方格沙障防风效益  [PDF]
北京林业大学学报 , 2015, DOI: 10.13332/j.1000-1522.20140245
Abstract: 为了解新型材料生物可降解聚乳酸纤维(PLA)沙障防风效益,通过测定PLA沙障样地内不同高度风速,分别研究1mx1m、2mx2m、3mx3m规格PLA沙障防风效能、地表粗糙度与风速廓线特征,同时以相同坡位同种规格的传统半隐蔽式麦草沙障样地和流动沙丘为对照,对比研究了PLA沙障与传统麦草沙障的防风效益。结果表明,新型生物可降解PLA沙障防风效能显著大于麦草沙障,2种类型沙障最大差值可达10.3%,2种材料沙障不同规格防护效果为1mx1m规格较其他2种规格更好;2种材料沙障增加地表粗糙度表现为PLA沙障>麦草沙障>流动沙丘,且均随规格增大呈逐渐下降趋势,在相同地形条件下,PLA沙障地表粗糙度均值为麦草沙障的1.4倍;2种材料沙障在迎风坡坡底、坡中、坡顶及背风坡4种地形下地表粗糙度差异不明显,其地表粗糙度均值为0.7cm;1mx1m规格的PLA方格沙障和麦草沙障内的风速廓线曲线呈现“S"型曲线特征,而在2mx2m和3mx3m规格的2种材料沙障内,风速廓线与对照裸沙丘相似,其风速廓线均呈指数函数分布。随着沙障规格的增大,降低风速作用减弱,其风速廓线逐渐由“S"型趋向于指数函数曲线。
多措并举,创新开拓版权合作  [PDF]
科技与出版 , 2015,
Abstract: 为了落实国家“引进来”“走出去”战略,顺应国际版权贸易环境的变化,人民卫生出版社不断创新探索,多措并举,通过全方位、立体化的版权合作,开拓版权贸易的途径和范围,取得了中西医并举、引进输出兼顾、多语种并重的版权合作成效。
Terms for Talking about Information and Communication  [PDF]
Corey Anton
Information , 2012, DOI: 10.3390/info3030351
Abstract: This paper offers terms for talking about information and how it relates to both matter-energy and communication, by: (1) Identifying three different levels of signs: Index, based in contiguity, icon, based in similarity, and symbol, based in convention; (2) examining three kinds of coding: Analogic differences, which deal with positive quantities having contiguous and continuous values, and digital distinctions, which include “either/or functions”, discrete values, and capacities for negation, decontextualization, and abstract concept-transfer, and finally, iconic coding, which incorporates both analogic differences and digital distinctions; and (3) differentiating between “information theoretic” orientations (which deal with data, what is “given as meaningful” according to selections and combinations within “contexts of choice”) and “communication theoretic” ones (which deal with capta, what is “taken as meaningful” according to various “choices of context”). Finally, a brief envoi reflects on how information broadly construed relates to probability and?entropy.
DYNA , 2011,
Abstract: this paper explains the methodology and criteria used in the development of a new tool for the management of a safeguard plan for historic buildings in avila, which is a spanish world heritage city. as a result of a first approximation, there are many requirements to take into account: completeness, interactivity, ease of use, modularity, and low costs. due to the characteristics of the information (spatially located, heterogenic, and provided in different formats) we consider it indispensable to create a spatial information system that is qualified for organizing all available multimedia digital information (2-d images, panoramas, graphics, text documents, and music). while the main objective of this study is to provide a simple tool for the management of historic and artistic heritage in the form of a safeguard plan, the features of the tool created here open up new possibilities for other uses in the future.
Teacher Talking Time in the EFL Classroom
Hitotuzi Nilton
Profile Issues in Teachers` Professional Development , 2005,
Abstract: This paper reports on a piece of classroom research, aiming to support the hypothesis that most of the talk in my English-as-a-foreign-language elementary and intermediate classrooms was done by the teacher, presumably implying a more teacher-centred approach. In terms of the percentage of teacher talk, the results indicate that the discrepancy between the amount of teacher talk actually done in these classrooms and that which was hypothesized as being in conflict with a learner-centred approach was notably high. This appears to imply that, although I talked more than the learners on some occasions, my lessons were much more focused on them rather than on me, the teacher. Key words: Classroom research, teacher talking time, learner-centred approach, English as a foreign language, teacher-centred approach Este documento reporta sobre una investigación realizada en el aula, con el fin de comprobar la hipótesis de que el profesor hizo la mayor parte de las intervenciones orales en las clases de inglés como lengua extranjera en los niveles elemental e intermedio, lo que implica presumiblemente un enfoque más centrado en el profesor. En términos del porcentaje de intervención del profesor, los resultados indican que la discrepancia entre el volumen de su participación oral en las aulas y el que según la hipótesis conduciría a un conflicto con el enfoque centrado en el estudiante, fue notablemente alta. Esto parece indicar que, aunque en ocasiones mi participación oral fuera mayor que la de los estudiantes, mis lecciones se centraron mucho más en ellos que en mí, el profesor. Palabras claves: Investigación en el aula, tiempo de participación oral del profesor, enfoque centrado en el estudiante, inglés como lengua extranjera, enfoque centrado en el profesor
沙柳沙障的防风固沙效益研究  [PDF]
高永, 邱国玉, 丁国栋, 清水英幸, 虞毅, 胡春元, 刘艳萍, 户部和夫, 王义, 汪季
中国沙漠 , 2004,
Abstract: 研究测定了1m×1m,1m×2m,2m×2m,2m×3m,2m×4m,2m×5m,3m×3m,3m×4m,4m×4m,4m×5m,3m×6m等11种规格沙柳沙障内的风沙活动过程和分布规律。结果说明,不同规格沙障内输沙率随着风速的变化其变化趋势不同,小规格沙障内输沙率与风速呈对数曲线关系,大规格沙障内输沙率与风速之间呈指数曲线关系。沙柳沙障中近地表0~4cm范围内,风沙流中的相对含沙量沙丘下部明显大于沙丘中部和上部,说明沙障导致了近地表风沙流结构发生变化。面积等于或小于1m2的沙障可以完全控制地表风蚀,当沙障面积增加到一定程度后,风蚀深度增加很快。不同规格沙障的防护效益,在大风条件下,小规格沙障的成本效益高于大规格的沙障;在小风情况下,大规格沙障的成本效益大于小规格沙障。
Optimization of an Image-Based Talking Head System  [cached]
Kang Liu,Joern Ostermann
EURASIP Journal on Audio, Speech, and Music Processing , 2009, DOI: 10.1155/2009/174192
Abstract: This paper presents an image-based talking head system, which includes two parts: analysis and synthesis. The audiovisual analysis part creates a face model of a recorded human subject, which is composed of a personalized 3D mask as well as a large database of mouth images and their related information. The synthesis part generates natural looking facial animations from phonetic transcripts of text. A critical issue of the synthesis is the unit selection which selects and concatenates these appropriate mouth images from the database such that they match the spoken words of the talking head. Selection is based on lip synchronization and the similarity of consecutive images. The unit selection is refined in this paper, and Pareto optimization is used to train the unit selection. Experimental results of subjective tests show that most people cannot distinguish our facial animations from real videos.
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