18 research outputs found
Waco Times-Herald, 1955
No full textCompilation of articles published during 1955 in The Waco-Times Herald, written by Nanine Simmons about the history of Mexia, Texas and focusing on the oil boom in the 1920s. The author includes a preface regarding the sources of her information and editorial notes for some of the articles to provide more context
Digital Certificates: Enabling Automation in Quality Assurance and Metrological Traceability
No full textThis presentation describes how the Digital Calibration Certificate (DCC) for temperature was implemented in the accredited calibration laboratory at BAM. It includes an overview of the integration of the digital calibration symbol (digital seal) to ensure authenticity, integrity, and traceability of the certificate. The DCC is provided in a structured XML format, enabling machine-readability and seamless data integration into digital processes. A demonstrator developed within the QI-Digital project is presented to showcase the practical advantages of the DCC over traditional paper or PDF-based certificates — including automation, data security, and improved usability in digital quality infrastructure systems
Automated generation and utilization of accredited temperature DCCs
No full textThe accredited calibration laboratory of the German Federal Institute for Materials Research and Testing (BAM) has established verified XML digital calibration certificates for calibrations of resistance thermometers within the scope of its accreditation. Hence, all necessary information according to ISO/IEC 17025 and the DKD-R 5-1 calibration rule is provided in a machine-readable and machine-interpretable form.
For the automated DCC generation, a self-implemented middleware is compiling the metadata (i.e. customer-, order-, item- and method data) and combines it with the measured calibration data and influence conditions into a process- and lab-specific DCC template. This DCC software is able to handle both, single probe calibrations (e.g. Pt 100) as well as measurement chains (e.g. thermometers and temperature loggers) and also supports multiple item calibrations with the automated creation of individual DCC files. All generated DCCs can be readily validated against the DCC scheme (v.3.2.1).
The validated and authorized DCCs are equipped with the novel digital accreditation symbol, that was recently piloted with the German national accreditation body (DAkkS), to form `eAttestations´. This advanced electronic seal with a qualified certificate, after successful validation by the receiver, provides three basic functionalities in a DCC:
1. Authenticity: It confirms that the issued certificate actually originates from the BAM calibration laboratory (D-K-11075-08)
2. Integrity: It protects all the data and information in the DCC from change and manipulation
3. Accreditation: It verifies the active accreditation status of the issuing body at the time of sealing (authorization)
Thus, this accreditation seal can fully replace an electronic signature on an accredited DCC.
In order to demonstrate the added value of DCCs also on the receiver side, the BAM DCC-team started to develop a simple but capable DCC demonstrator. For the use case of thermal process monitoring, the software reads out the metrological data of an incoming DCC, performs a linear regression of the temperature calibration values, uses the obtained calibration function to correct the raw sensor readings, extends the DCC measurement uncertainty values with further contributions (e.g. from the correction and the hysteresis) and adjusts the process-defined acceptance limits to account for the measurement uncertainty, all in real-time. Hence, it automatically utilizes a DCC to obtain metrological traceability and a quality-assured process conformity assessment, practically at the push of a button.
In the talk, the automated DCC generation in the scope of our accreditation, including the electronic sealing with the digital accreditation symbol, as well as the one-click DCC utilization with our demonstrator will be presented.
The work was performed within the national QI-Digital initiative
Die Etablierung des DCC im akkreditierten Kalibrierlabor im Rahmen von QI-Digital
No full textIn diesem Beitrag soll die Etablierung von digitalen Kalibrierscheinen als maschineninterpretierbare Ergebnisberichte in akkreditierten Kalibrierlaboren, am Beispiel der Kalibrierung von Widerstandsthermometern nach DKD-R 5-1 aufgezeigt werden. Der DCC-Entwurf basiert auf dem von der PTB entwickelten DCC-Schema für XML-Formate. Vorrangig sollen folgende Aspekte bei der Umsetzung in akkreditierten Kalibrierlaboren beleuchtet werden: Angepasste digitale Workflows und Prozessdarstellungen; Harmonisierung von DCCs nach DKD-R 5-1; Entwicklung der IT-Infrastruktur (Middleware) zur automatisierten Generierung von DCCs; Erfahrungen aus der Pilotierung der DAkkS-eAttestation zum digitalen Nachweis der Akkreditierung; Praktische Umsetzung im Rahmen von QI-Digital.
Dieses Qualitätswerkzeug soll im Gesamtkonzept von QI-Digital zum UseCase Wasserstofftankstelle kurz vorgestellt werden
Digital Certificates: Enabling Automation in Quality Assurance and Metrological Traceability
No full textAutomation in the metrological traceability of measurements bears high potential for a more effective quality management with less human interaction and reduced risks from manual data processing. For this purpose all metrological and administrative information in quality certificates must be provided in a fully machine-readable and machine-interpretable form. Following the well-established approach of dig-ital calibration certificates (DCCs) also other digital quality certificates are currently under development
Metaphor and education. The power of the horticultural metaphor in the educational thought of Célestin Freinet
No full textThis article tries to understand, following Daniel Hameline and Nanine Charbonnel, why in education we cannot escape the presence and the function that metaphor plays inside the texts and the pedagogical and educational discourses. In this context, the author presents and analyses the educational works of Célestin Freinet (1896-1966) under the influence of the studies on metaphor by Danile Hameline, Nanine Charbonnel and Paul Ricoeur, having as an objective enhancing the relevancy of the horticultural metaphor in the pedagogical and educational dimension. The author also discusses, as does Paul Ricœur, whether the metaphor, especially the horticultural metaphor, will nor postulate an opening to the symbol, and in this case of the horticultural metaphor, whether that opening would be to the vegetal symbol and, therefore, which are the pedagogical teachings of the horticultural metaphor, as well as of the metaphor in general
Da História das Ideias Pedagógicas à Mitanálise das Ideias Educativas
No full textIn this text, the author analyses the contributions of Nanine Charbonnel and
Daniel Hameline for the History of Pedagogical Ideas. Then he presents his
own contribution based on three pillars: the Educational Idea, the Idea of
Mythical Elements and the Mythanalysis
Digital approach of certification in Quality Infrastructure
No full textQI-Digital is a joined project aiming at digitalising Quality Infrastructure (QI) processes involving standardization, conformity assessment, accreditation, metrology, and market surveillance [1]. Federal institute of material research and testing (BAM) is working on the creation of a digital calibration certifi-cate (DCC) to achieve digital metrological traceability and conformity assessment. The utilisation of machine readable and executable DCCs in the XML format is demonstrated on an example of a tem-perature measurement at a hydrogen refueling station. The certificates will be retrieved and analysed automatically at a Process Control System or at a Digital Twin
Metáfora e educação. O poder da metáfora hortícola no pensamento educacional de Célestin Freinet
No full textThis article tries to understand, following Daniel Hameline and Nanine Charbonnel, why in education we cannot escape the presence and the function that metaphor plays inside the texts and the pedagogical and educational discourses. In this context, the author presents and analyses the educational works of Célestin Freinet (1896-1966) under the influence of the studies on metaphor by Danile Hameline, Nanine Charbonnel and Paul Ricoeur, having as an objective enhancing the relevancy of the horticultural metaphor in the pedagogical and educational dimension. The author also discusses, as does Paul Ricœur, whether the metaphor, especially the horticultural metaphor, will nor postulate an opening to the symbol, and in this case of the horticultural metaphor, whether that opening would be to the vegetal symbol and, therefore, which are the pedagogical teachings of the horticultural metaphor, as well as of the metaphor in general.El presente artículo intenta entender, en la línea de Daniel Hameline y de Nanine Charbonnel, el porqué de que en educación no se pueda escapar a la presencia y a la función que la metáfora desempeña en el interior, tanto de los textos, como de los discursos educacionales y pedagógicos. En este contexto, el autor del estudio presenta y trabaja la obra educacional de Célestin Freinet (1896-1966) influenciado por los estudios sobre la metáfora de Daniel Hameline, Nanine Charbonnel y de Paul Ricœur. Esto, con el objetivo de hacer entender la pertinencia de la metáfora hortícola en el espacio educacional pedagógico. También intenta reflexionar, en la línea de Paul Ricoeur, si la metáfora, más precisamente la metáfora hortícola, nos plantea la necesidad de una apertura al símbolo, que en el caso específico de la metáfora hortícola sería al simbolismo vegetal y, por consiguiente, habría que tener en cuenta cuáles son las consecuencias pedagógicas de esa metáfora y de la metáfora en sentido amplio.L’auteur dans cette étude essaie de comprendre, dans le sillage de Daniel Hameline et de Nanine Charbonnel, pourquoi dans le domaine de l’éducation on ne peut ne pas échapper à la présence et à la fonction que la métaphore joue à l’intérieur aussi bien des textes que des discours éducationnels et pédagogiques. Dans ce contexte, l’auteur présente et analyse l’œuvre éducationnelle de Célestin Freinet (1896-1966) avec l’intention de mieux donner à voir la pertinence de la métaphore horticole dans l’espace éducationnel et pédagogique. L’auteur se demande, influencé par l’œuvre de Paul Ricœur, si la métaphore, notamment la métaphore horticole, ne postulerait par elle-même une ouverture au symbole qui dans le cas spécifique de la métaphore horticole serait déjà une ouverture au symbolisme végétal. A la suite de cette question, l’auteur tente d’appréhender la teneur, voire le message pédagogique de la métaphore horticole aussi bien que de la métaphore en général.Este artigo tenta entender, na linha de Daniel Hameline e Nanine Charbonnel, por que a educação não pode escapar da presença e do papel que desempenha na metáfora do interior, ambos os textos e discursos educativa e pedagógica. Neste contexto, o autor do estudo apresenta e trabalha trabalho educativo de Célestin Freinet (1896-1966) influenciado por estudos sobre a metáfora de Daniel Hameline, Nanine Charbonnel e Paul Ricoeur. Isto, a fim de fazê-los compreender a relevância da metáfora da horticultura no espaço educacional pedagógica. Além disso, tente pensar ao longo das linhas de Paul Ricoeur, se a metáfora, mais precisamente a metáfora da horticultura, levanta a necessidade de abertura para o símbolo, no caso específico da metáfora hortícola seria plantar simbolismo e, portanto, seria considerar quais são as implicações pedagógicas desta metáfora e metáfora amplamente
Le pouvoir de la métaphore horticole dans la pensée éducative de Célestin Freinet
No full textEl presente artículo intenta entender, en la línea de Daniel Hameline y de
Nanine Charbonnel, el porqué de que en educación no se pueda escapar a la presencia
y a la función que la metáfora desempeña en el interior, tanto de los textos, como
de los discursos educacionales y pedagógicos. En este contexto, el autor del estudio
presenta y trabaja la obra educacional de Célestin Freinet (1896-1966) influenciado
por los estudios sobre la metáfora de Daniel Hameline, Nanine Charbonnel y de Paul Ricœur. Esto, con el objetivo de hacer entender la pertinencia de la metáfora
hortícola en el espacio educacional pedagógico. También intenta reflexionar, en la
línea de Paul Ricoeur, si la metáfora, más precisamente la metáfora hortícola, nos
plantea la necesidad de una apertura al símbolo, que en el caso específico de la
metáfora hortícola sería al simbolismo vegetal y, por consiguiente, habría que
tener en cuenta cuáles son las consecuencias pedagógicas de esa metáfora y de la
metáfora en sentido amplio.This article tries to understand, following Daniel Hameline and Nanine Charbonnel,
why in education we cannot escape the presence and the function that metaphor
plays inside the texts and the pedagogical and educational discourses. In this
context, the author presents and analyses the educational works of Célestin Freinet
(1896-1966) under the influence of the studies on metaphor by Danile Hameline,
Nanine Charbonnel and Paul Ricoeur, having as an objective enhancing the relevancy
of the horticultural metaphor in the pedagogical and educational dimension.
The author also discusses, as does Paul Ricœur, whether the metaphor, especially the
horticultural metaphor, will nor postulate an opening to the symbol, and in this case
of the horticultural metaphor, whether that opening would be to the vegetal symbol
and, therefore, which are the pedagogical teachings of the horticultural metaphor, as
well as of the metaphor in general.L’auteur dans cette étude essaie de comprendre, dans le sillage de Daniel Hameline
et de Nanine Charbonnel, pourquoi dans le domaine de l’éducation on ne peut
ne pas échapper à la présence et à la fonction que la métaphore joue à l’intérieur
aussi bien des textes que des discours éducationnels et pédagogiques. Dans ce
contexte, l’auteur présente et analyse l’œuvre éducationnelle de Célestin Freinet
(1896-1966) avec l’intention de mieux donner à voir la pertinence de la métaphore
horticole dans l’espace éducationnel et pédagogique. L’auteur se demande, influencé
par l’œuvre de Paul Ricœur, si la métaphore, notamment la métaphore horticole, ne
postulerait par elle-même une ouverture au symbole qui dans le cas spécifique de la
métaphore horticole serait déjà une ouverture au symbolisme végétal. A la suite de
cette question, l’auteur tente d’appréhender la teneur, voire le message pédagogique
de la métaphore horticole aussi bien que de la métaphore en général
