1,721,150 research outputs found
Evaluation of the E-TRAN Vehicle Propulsion Concept
No full textThe viability of the patented E-TRAN electric roadway and vehicle concept was examined from an
engineering systems point of view. Specific recommendations are made regarding the end-usage and
development of the propulsion concept. Based on this study, two research areas were identified and
investigated in more detail: (a) quantify the auxiliary power needs due to power input discontinuities and
(b) the dynamic effects of road pantograph bounce.
Auxiliary power needs arise because of power input discontinuities, either due to: (1) power strip
segment failures, (2) lane changing, and/or (3) E-TRAN grid discontinuities, which includes getting the
vehicle to and from the grid. Simulation results indicate that power strip segment failures will have the
least effect on system performance. E-TRAN grid discontinuities will have serious effects on the system
while the effects of lane changing will affect performance at a level in between the other two.
The dynamic effects of a road pantograph in contact with a road mounted power strip was also
studied, first using simulated models and then verified by experiment. From a mechanical point of view,
key issues that affect the design include friction, wear and dynamic bounce effects. Since good
correspondence was achieved between the experimentally measured and simulated support forces and
pantograph angular displacement, the models can be used for future design analysis.Minnesota Department of TransportationHennessey, Michael P.; Donath, Max. (1994). Evaluation of the E-TRAN Vehicle Propulsion Concept. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/156516
MÉTODOS EDUCACIONAIS NAS DINASTIAS LY E TRAN:: CONCLUSÕES E IMPLICAÇÕES PARA A EDUCAÇÃO VIETNAMITA ATUAL
Get PDFLy and Tran were the two longest dynasties in Vietnam\u27s feudal history and flourished in all fields: military, economy, culture, art, architecture, and education. In addition to the work of defending the country of Dai Viet\u27s army and people during the Ly and Tran dynasties, the educational ideology of this period, including educational methods, met and matched the characteristics and requirements of Dai Viet society at that time. It is also a notable highlight of the Ly and Tran dynasties. The article analyzes and clarifies the educational methods of the Ly - Tran dynasties in Vietnam, thereby providing comments and its significance for Vietnamese education today. Accordingly, the educational method of the Ly - Tran dynasties focused on two main methods: the "teacher reads - student copies" method, memorizing ancient histories and ancient texts, and the question and answer method, the method be a lesson for. The research also draws three observations and two meanings (focusing on exemplary methods in education; exams to select talented people for the country) when learning about educational methods during the Ly and Tran dynasties. The limitation of this study is that it has not shown and analyzed the characteristics of the educational methods of the Ly - Tran dynasties. The article is structured in three parts: (1) Educational methods of the Ly - Tran dynasties in Vietnam; (2) Some observations drawn when learning about educational methods during the Ly and Tran dynasties; (3) The significance for current Vietnamese education when learning about the educational methods of the Ly - Tran dynasties in Vietnam today.Ly e Tran foram as duas dinastias mais longas da história feudal do Vietnã e floresceram em todos os campos: militar, econômico, cultural, artístico, arquitetônico e educacional. Além do trabalho de defesa do país do exército e do povo do Dai Viet durante as dinastias Ly e Tran, a ideologia educacional desse período, incluindo os métodos educacionais, atendia e correspondia às características e exigências da sociedade do Dai Viet naquela época. É também um destaque notável das dinastias Ly e Tran. O artigo analisa e esclarece os métodos educacionais das dinastias Ly e Tran no Vietnã, fornecendo, assim, comentários e sua importância para a educação vietnamita atual. Assim, o método educacional das dinastias Ly e Tran se concentrava em dois métodos principais: o método "o professor lê - o aluno copia", memorizando histórias e textos antigos, e o método de perguntas e respostas, o método de ser uma lição para. A pesquisa também extrai três observações e dois significados (foco em métodos exemplares na educação; exames para selecionar pessoas talentosas para o país) ao aprender sobre métodos educacionais durante as dinastias Ly e Tran. A limitação deste estudo é que ele não mostrou e analisou as características dos métodos educacionais das dinastias Ly e Tran. O artigo está estruturado em três partes: (1) Métodos educacionais das dinastias Ly e Tran no Vietnã; (2) Algumas observações feitas ao aprender sobre os métodos educacionais durante as dinastias Ly e Tran; (3) A importância para a educação vietnamita atual ao aprender sobre os métodos educacionais das dinastias Ly e Tran no Vietnã de hoje.
 
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
IDEOLOGIA HUMANÍSTICA E VALORES EDUCACIONAIS NAS DINASTIAS LY E TRAN
Get PDFThe ideology of the Ly and Tran dynasties (11th–13th centuries) was shaped by the unique historical and social conditions of Dai Viet. During this period, the need to establish a strong, independent, and unified state was paramount, especially in the face of external threats from the Nguyen and Mong forces. To foster national solidarity and resilience, the Ly and Tran rulers integrated humanistic principles from Confucianism, Buddhism, and Daoism, forming a distinctive ideology. A key aspect of this ideology was its emphasis on education as a means of cultivating moral character and ethical behavior. The dynasties prioritized the development of an educated elite while also promoting broader educational initiatives that instilled values of altruism, tolerance, and compassion. This commitment to education aimed to elevate both individual and societal well-being, reinforcing the ideals of sublime humanity, dignity, and social harmony. By synthesizing the teachings of Confucianism, Buddhism, and Daoism, the Ly and Tran dynasties established a humanistic tradition that profoundly influenced the cultural and intellectual deve.A ideologia das dinastias Ly e Tran (séculos XI a XIII) foi moldada pelas condições históricas e sociais únicas do Dai Viet. Durante esse período, a necessidade de estabelecer um estado forte, independente e unificado era primordial, especialmente diante das ameaças externas das forças Nguyen e Mong. Para promover a solidariedade e a resiliência nacionais, os governantes Ly e Tran integraram princípios humanísticos do confucionismo, budismo e taoísmo, formando uma ideologia distinta. Um aspecto fundamental dessa ideologia era sua ênfase na educação como meio de cultivar o caráter moral e o comportamento ético. As dinastias priorizavam o desenvolvimento de uma elite educada, ao mesmo tempo em que promoviam iniciativas educacionais mais amplas que incutiam valores de altruísmo, tolerância e compaixão. Esse compromisso com a educação visava elevar o bem-estar individual e social, reforçando os ideais de humanidade sublime, dignidade e harmonia social. Ao sintetizar os ensinamentos do confucionismo, budismo e taoísmo, as dinastias Ly e Tran estabeleceram uma tradição humanística que influenciou profundamente o desenvolvimento cultural e intelectual
IDEOLOGIA HUMANÍSTICA E VALORES EDUCACIONAIS NAS DINASTIAS LY E TRAN
Get PDFThe ideology of the Ly and Tran dynasties (11th–13th centuries) was shaped by the unique historical and social conditions of Dai Viet. During this period, the need to establish a strong, independent, and unified state was paramount, especially in the face of external threats from the Nguyen and Mong forces. To foster national solidarity and resilience, the Ly and Tran rulers integrated humanistic principles from Confucianism, Buddhism, and Daoism, forming a distinctive ideology. A key aspect of this ideology was its emphasis on education as a means of cultivating moral character and ethical behavior. The dynasties prioritized the development of an educated elite while also promoting broader educational initiatives that instilled values of altruism, tolerance, and compassion. This commitment to education aimed to elevate both individual and societal well-being, reinforcing the ideals of sublime humanity, dignity, and social harmony. By synthesizing the teachings of Confucianism, Buddhism, and Daoism, the Ly and Tran dynasties established a humanistic tradition that profoundly influenced the cultural and intellectual deve.A ideologia das dinastias Ly e Tran (séculos XI a XIII) foi moldada pelas condições históricas e sociais únicas do Dai Viet. Durante esse período, a necessidade de estabelecer um estado forte, independente e unificado era primordial, especialmente diante das ameaças externas das forças Nguyen e Mong. Para promover a solidariedade e a resiliência nacionais, os governantes Ly e Tran integraram princípios humanísticos do confucionismo, budismo e taoísmo, formando uma ideologia distinta. Um aspecto fundamental dessa ideologia era sua ênfase na educação como meio de cultivar o caráter moral e o comportamento ético. As dinastias priorizavam o desenvolvimento de uma elite educada, ao mesmo tempo em que promoviam iniciativas educacionais mais amplas que incutiam valores de altruísmo, tolerância e compaixão. Esse compromisso com a educação visava elevar o bem-estar individual e social, reforçando os ideais de humanidade sublime, dignidade e harmonia social. Ao sintetizar os ensinamentos do confucionismo, budismo e taoísmo, as dinastias Ly e Tran estabeleceram uma tradição humanística que influenciou profundamente o desenvolvimento cultural e intelectual
Qualche nota su fenomenologia, marxismo e esistenzialismo nella Francia del dopoguerra. Il caso di Merleau-Ponty e Tran-Duc-Thao
No full textSi esamina il rapporto fra fenomenologia, marxismo ed esistenzialismo in due grandi filosofi del Novecento: Maurice Merleau-Ponty e Tran-Duc-Tha
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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