185 research outputs found
How does citizen science contribute to sustaining Moreton Bay? A discussion of approaches and applications
No full textCitizen science in Moreton Bay Quandamooka has a long history of engaging the community in collecting, sharing and applying scientific information. A range of coastal and marine citizen science activities takes place within and around the Moreton Bay Marine Park, complementing research from government and academic organisations. Numerous benefits of citizen science are acknowledged, including environmental, educational, social, collaborative, policy and capacity building outcomes. Yet, the sector continues to face shared challenges in dealing with the uptake and application of data, supporting volunteer engagement, and achieving continuity through secure consistent resourcing. As the citizen science sector continues to grow in scope and scale, it prompts discussion regarding how programs can be developed to further enhance their contributions to sustaining the Bay. This chapter presents an overview of coastal and marine citizen science relevant to the Moreton Bay region and presents recommendations for fostering citizen science that contributes to sustaining the Bay
Multi-objective optimization of an actively shielded superconducting field winding: Pole count study
No full textHenri Drayton, English Opera and Anglo-American Relations, 1850–72
No full textAbstractThis article explores aspects of transatlantic culture through the career and works of the baritone, librettist and impresario Henri Drayton (1822–72). Using the published operas as well as reviews from period newspapers, the author retraces the events of the Philadelphia-born Drayton's professional life. Concentrating on the creative works, the author shows how Drayton went from playing stock roles at London's Drury Lane Theatre to collaborating with composers such as Joseph Duggan and Edward James Loder. With his wife, the soprano Susanna Lowe, Drayton performed in what he termed ‘drawing-room’ operas. Their popularity attracted the attention of visiting US impresario P. T. Barnum, who brought Drayton to New York in 1859. When his success in the USA was cut short by the outbreak of the Civil War, Drayton returned to London and created a one-man ‘entertainment’, Federals and Confederates. Spending what would be his final years as a member of the Richings English Opera Company, Drayton returned to New York in 1869.</jats:p
An 'I' for an 'I': the first-person, common, singular pronoun in biblical hebrew
No full textThis thesis is a holistic approach to understanding the first-person (1), common (c), singular (sg), independent (ind.) pronoun (pro.) in Hebrew. Unlike the second and third-person pronouns that have two two forms which are marked for gender, the two forms of 1csg ind. pro. are not marked for gender, making the distinction between the two forms an anomaly. This thesis will seek to understand this anomaly diachronically in the first two chapters and synchronically in the final two chapters. Diachronically, it traces the development of the two forms from proto-Semitic (PS) and provides a postulation on how the two forms developed and why both persisted in Hebrew. It also traces the development of the two forms within in Hebrew providing perspective on the role of the pronoun as a delimiting factor for the different periods of Hebrew. Synchronically, it examines various scholastic efforts to rectify the seemingly indiscriminate usage of the two forms in biblical prose. It also considers the insights that non-traditional grammar offers in determining the difference of usage of the two forms. Ultimately, while the thesis does not set forward a framework for discriminating between the usages of the two forms in biblical prose, it evaluates the strengths and weaknesses of previous methods and explores new avenues of insight.M.A.Includes bibliographical referencesby Charles W. Lode
Turbo-electric Distributed Aircraft Propulsion: Microgrid Architecture and Evaluation for ECO-150
No full textAssessing quality in higher education by examining the effects of university experiences on learning outcomes and student development
No full textThe thesis is about quality in higher education; what it means, how it is measured, and how it can be improved. It attempts to analyse ways of thinking about higher education and quality, consider their relevance to the measurement of performance of universities, and explore their implications for the selection of criteria, approaches and methods for the assessment of quality in higher education. Forming the basis for the empirical investigation of the thesis is the approach of assessing quality of university education using data collected from individual students about their subjective experiences during the university years and their perceptions of the value of the educational experience. The intention is to investigate the numerous aspects of the student experience in higher education to contribute to the knowledge of quality learning and the necessary conditions in institutions that are required to promote quality learning in students. The setting for the thesis was Lingnan University in Hong Kong, a small, government-funded liberal arts university. Data were collected from two samples of students on two occasions with eight months apart. Data collection was by way of a questionnaire for a wide range of variables about the students' background, university experience and learning outcomes. Findings of the research identified that the change reported by students was related to their educational experience and the effect of different university environments on students' growth and development. Results were reported with implications to provide university administrators, teachers, and students with feedback on how well they have been performing and what conditions are conducive to quality learning and teaching in university. Further, implications were drawn for quality assessment of higher education in Hong Kong by presenting an alternative approach that takes into account the effects of the university experience and students' involvement in it as indicators of university success
University of Nebraska College of Medicine Class of 1934
No full textJohn Carl Aarni, Donald Marr Anderson, Bruce Vernon Andersen, Edgar Emmet Anderson, Walter Lyman Anderson, Louis Arthur Azorin, Leo Genimore Baisinger, Robert Joseph Benford, Miriam Crowell Benner, Robert Parks Best, Joseph Meredith Boomer, Marion Frances Booth, Charles Olin Bruce, Jr., John Milton Butler, John Andrew Chapman, Howard Malin Coe, Delmar Lee Coffman, John Milton Coletti, William Louis Coon, John Russel Curry, C. Braxton Davis II, Jack Lewis Diamond, Louis Everett Dickinson, Harold Chester Dix, Arthur Axtell Enos, William Cyril Ferguson, Burhl Babbitt Gilpin, Jr., Dagmar Jorgensen Glood, Walter Cheney Graham, Frank Theo Herhahn, Milton Roger Himalstein, Leo Lobson Hoevet, Ralph Booth Hogan, Edward Augustus Holyoke, Clifford Dale Howard, Charles William Ihle, Jr., Robert Shizuo Kinoshita, Harold Andrew LaFleur, Walter Elam Landis, Kenneth Joy Loder, George E. Loupee, Daniel Pollard McCleery, Harold Arthur McConahay, Arch Stinson McMillen, Harry Wayne McNerney, Ernest Carl Magaret, Clyde Simpson W. Martin, James Wicher Martin, Glenn Henry Mathis, Lawrence Milford Mattison, William Howard Morrison, Erroll Allen Moss, John Dwight Munsell, Sylvester Preston Norman, Kenneth Adelbert Ohme, Joseph Knight Orr, Hyman Richard Osheroff, Charles William Pemberton, John Paul Person, Millard Theodore Petersen, Kenneth Harvey Prescott, John Nicholas Round, David Ivan Rutledge, John Fred Sanders, Roy Franklin Schall, Frederick Carl Schlumberger, Elvin Vavrinec Semrad, George Oliver Shaner, Francis Lenocker Simonds, Wayne Benjamin Slaughter, Daniel Denver Smith, Karl Franklin Stefan, Carl H. L. Stehl, Robert Johnston Stein, Mary Lucille Swayze, Charles David Thompson, Walker Thompson, Robert Grant Thornburgh, Charles Archibald Tompkins, Maxwell Theodore Wainwright, William Philip Warner, Jr., Arnold Irving Webman, Ernest Lloyd Wilbur, Opal Lester Wood, Reginald James Younghttps://digitalcommons.unmc.edu/comclass/1015/thumbnail.jp
Avaliação de perspectiva cognitivista como ferramenta de ensino-aprendizagem da geometria descritiva a partir do ambiente hipermídia hypercal GD
No full textTese (doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-graduação em Engenharia de ProduçãoEste trabalho tem por objetivo avaliar a metodologia de ensino da Geometria Descritiva segundo uma abordagem cognitivista a partir da utilização do ambiente hipermídia HyperCALGD. Esta metodologia de ensino se fundamenta na teoria da assimilação ou da aprendizagem significativa de Ausubel, a qual considera como fator mais importante para a aprendizagem o conhecimento que o aluno já possui. A aprendizagem significativa é um processo pelo qual uma nova informação se relaciona com aspectos relevantes da estrutura cognitiva do indivíduo. A implementação desta metodologia exigiu que fossem realizadas alterações na organização e apresentação do conteúdo programático, dos procedimentos de ensino e na seleção dos recursos didáticos da disciplina. Desta maneira, a disposição axiomática (lógica) comumente encontrada no ensino tradicional da Geometria Descritiva passa a ter, gradualmente, um desenvolvimento com ênfase nos conhecimentos prévios dos alunos. Para a consecução desta metodologia de ensino foram utilizadas ferramentas e técnicas criadas por Novak e Gowin, sendo elas: mapas conceituais, organizadores prévios e apoio empírico-concreto. Como apoio empírico-concreto da Geometria Descritiva III foi utilizado o ambiente hipermídia de aprendizagem HyperCALGD. Um experimento foi realizado durante um semestre na disciplina ARQ-03320 Geometria Descritiva III, onde foram aplicados os princípios e as técnicas oriundas da aprendizagem significativa para um grupo experimental, e mantida a metodologia tradicional para um grupo de controle. O objetivo do experimento foi verificar as diferenças que poderiam surgir, a partir do uso das diferentes abordagens, em termos da habilidade do aluno para aplicar, associar, diferenciar e organizar hierarquicamente os conceitos de Geometria Descritiva. Para obter tais objetivos foram administrados, além dos testes de avaliação tradicionais, testes de associação no início e no fim da disciplina
Utah Law Review 1990 Number 1
No full textTABLE OF CONTENTS: The Case for Recognizing a New Constitutional Entitlement: The Right to Present Favorable Evidence in Civil Cases; Moral Skepticism and Lawyers; Extending Post-Petition Credit to Reorganizing Debtors: Understanding the Tricks and Traps of Bankruptcy Code Section 364; Recent Developments in Utah La
- …
