1,748,795 research outputs found
jeffskwang/LEM-wLE: LEM-wLE_v1.0
No full textThis is the first release of LEM-wLE, a landscape evolution model with lateral erosion
Snow, Lem. Lem Snow interview, May 24, 1983.
No full textLem Snow writes and performs songs. He discusses the history of the Campbellton area
Morális Problémák Stanilaw Lem Solaris című regényében
No full textA dolgozat Stanislaw Lem Solaris című regényében megtalálható morális problémáira keresi a választ.BKLengyelBSc/B
Lem: reusable engineering of real-world semantics
Get PDFRecent years have seen remarkable successes in rigorous engineering: using mathematically rigorous semantic models (not just idealised calculi) of real-world processors, programming languages, protocols, and security mechanisms, for testing, proof, analysis, and design. Building these models is challenging, requiring experimentation, dialogue with vendors or standards bodies, and validation; their scale adds engineering issues akin to those of programming to the task of writing clear and usable mathematics. But language and tool support for specification is lacking. Proof assistants can be used but bring their own difficulties, and a model produced in one, perhaps requiring many person-years effort and maintained over an extended period, cannot be used by those familiar with another. We introduce Lem, a language for engineering reusable largescale semantic models. The Lem design takes inspiration both from functional programming languages and from proof assistants, and Lem definitions are translatable into OCaml for testing, Coq, HOL4, and Isabelle/HOL for proof, and LaTeX and HTML for presentation. This requires a delicate balance of expressiveness, careful library design, and implementation of transformations – akin to compilation, but subject to the constraint of producing usable and human-readable code for each target. Lem’s effectiveness is demonstrated by its use in practice
LEM-LT: analytical educational framework for the eCALprogram
No full textA mixed methods approach was adopted to demonstrate the practical implementation of LEM-LT framework in the evaluation of the eConnect and Learn program (eCAL) (Gopeesingh, 2010) initiated in 2010 in Trinidad and Tobago. The LEM section of the framework was constructed through the lens of the systems level, six design principles and 21st Century skills. The LT section consisted of the alignment of the Levels of Teaching Innovation (LoTi) (Moesrch, 2010) and Technological Pedagogical Content Knowledge (TPACK) (Koehler, Mishra, & Yahya, 2007). Each component of LEM-LT guided the analyses of quantitative or qualitative data. Results confirmed there was a statistically significant difference (p ≤ .001, two-tailed) between pre-service and in-service teachers’ TPACK confidence to integrate ICT for teaching and supporting their students learning with ICT in relation to the six design principles and 21st Century skills. Pre-service teachers had higher mean scores than in-service teachers. In addition, results indicated inadequate provisions in the systems level prevented teachers and students from the full use of the eCAL program. The paper concluded adoption of the eCAL program is still at its early stages, reaching the Infusion level of LoTi with substantial use of pedagogical content knowledge and technological knowledge. This paper focused on the practical implementation of LEM-LT for guiding the analyses relating to the eCAL program and not on a detailed description of the processes involved in the construction of the framework
LEM-LT: Analytical educational framework for the eCAL program
No full textA mixed methods approach was adopted to demonstrate the practical implementation of LEM-TL framework in the evaluation of the eConnect and Learn program (eCAL) (Gopeesingh, 2010) initiated in 2010 in Trinidad and Tobago. The LEM section of the framework was constructed through the lens of 21st Century skills, six design principles, and the systems level. The TL section consisted of the alignment of the Levels of Teaching Innovation (Moesrch, 2010) and Technological Pedagogical Content Knowledge (Mishra & Koehler, 2006) . Each component of LEM-TL guided the analyses of quantitative and qualitative data collected for the study. Results confirmed there was a statistically significant difference (p = < .001, two-tailed) between pre-service and in-service teachers' TPACK confidence to integrate ICT for teaching and learning in relation to the six design principles and 21st Century skills. Pre-service teachers had higher mean scores than the in-service teachers. In addition, results indicated inadequate provisions in the systems level prevented teachers and students from the full use of the eCAL program. The paper concluded adoption of the eCAL program is still at its early stages, reaching the Infusion level of the Levels of Teaching Innovation with substantial use of pedagogical content knowledge and technological knowledge. This paper focused on the practical implementation of LEM-TL for guiding the analyses relating to the eCAL program and not on a detailed description of the processes involved in its construction
Goethe a Lem
No full textIn this article ‘Lem and Goethe’, the author compares the figure of Stanislaw Lem to J.W. Goethe, whereas Lem’s oeuvre to ‘Faust’. There are two reasons for such a comparison. First, the scope of subjects raised by the Polish writer is perhaps even wider than the German one’s. The second thing is their great insight into these subjects. When Lem and Goethe are compared, it should be noticed that both their personalities (certain openness to the world and environment, participation in discussions, vast correspondence) and artistic and scientific interests (distinct exceeding limits by both of them) are similar. The author of the article takes notice of the fact that there is a tremendous difference between Lem’s works and ‘Faust’, because Lem’s are structurally and formally scattered. While there is no doubt that ‘Lem is also a philosopher writing great novels, not a novelist that possesses his own philosophy, like many others’ and that such output is ‘cognitively homogenous’, such state of affairs significantly hinders reception and interpretation of his oeuvre. The author of the text observes that by contrast with ‘Faust’, the character of Lem’s works is scattered not only in terms of content but also formally. That is because the author of ‘Summa Technologiae’ continually adopted new means of expression for his thoughts
Mój Lem
No full textIn a text “My Lem” the author presented a highly personal version of his own former readings of Stanisław Lem’s books, which were classified as popular literature at a time when he studied Polish philology in the 1970s at the University of Wroclaw; therefore, back then they could not gain the status that would be conducive to serious critical and research studies
Lumen, Lux, Lem. Visual models in prose of Stanislaw Lem
Get PDFWydział Filologii Polskiej i KlasycznejDysertacja Lumen, lux, Lem. Modele wizualne w prozie Stanisława Lema skupia się na kategoriach wyobraźni autora Solaris. To próba ujęcia jego prozy w kontekstach antropologii kulturowo-wizualnej oraz propozycja wyznaczenia podstawowych struktur światów przedstawionych, geometrycznych wzorców modelowania przestrzeni. Istotną sprawą jest też określenie funkcji światła w powieściach, skategoryzowanego głównie na światło sztuczne/techniczne (lumen) oraz światło naturalne/światłość (lux). Wstępnemu skalibrowaniu zagadnień związanych z przestrzenią, światłem i wizualnością służy rozdział rozdział Lumen, lux, Lem. Od rozdziału Święte słupy analizie zostają poddane teksty Stanisława Lema z wszystkich etapów twórczości. Ich interpretacje i zestawienia umożliwiają dostrzeżenie powtarzających się wertykalno-koncentrycznych struktur, które przybierają rozmaite formy: statków kosmicznych, wieżowców, gmachów, stożków, bibliotek, kół, kuli, itp. Lem buduje również konstelacje motywów somatycznych, biologicznych, mechanicznych oraz geograficznych (związanych z Tatrami). Monografia jako punkt wyjścia traktuje wczesne – nie interpretowane dotąd - wiersze autora Edenu. Już w nich zauważyć można posługiwanie się labiryntowymi, wielokondygnacyjnymi i dośrodkowymi modelami wizualnymi, które obecne będą później w dojrzałej prozie Lema.The dissertation Lumen, Lux, Lem. Visual models in prose of Stanislaw Lem is focused on the categories of imagination of Solaris’s author. It is the attempt to capture his prose in the context of cultural and visual anthropology, as well as the suggestion to allocate main structures of the presented worlds and geometrical patterns of space modelling. One of the key issues is to determine the role of the light in the novels which is mainly classified into artificial/technical (lumen) and natural/lightness (lux). Chapter Lumen, lux, Lem is initial calibration of matters related to space, light and visuality. The texts from all periods of Lem’s literary output are analysed from the chapter Holly Posts. Their interpretations and allocations make it possible to notice repetitive vertical-concentric structures of various forms: spaceships, tower blocks, edifices, cones, libraries, circles, spheres etc. Lem also builds constellations of somatic, biological, mechanical and geographical motives (related to the Tatras). The point of departure in the monograph are early – never interpreted poems of the author of Eden. Even in them it is possible to detect the implementation of maze-like, multi-level, central visual models which are present in later, more mature Lem’s prose
Lem – nowator językowy?
No full textThe paper describes briefly the present state of research into Stanislaw Lem’s language, especially into his vocabulary, in particular his linguistic innovations (called neologisms), and outlines the main principles of a study into Lem’s language that the author plans (with Łukasz Grabowski). It is argued that so far it has been predominantly the humorous stories by Lem, such as Cyberiada (The Cyberiad) that were studied, and that a future study should take into account all neologisms by Lem from all his works. The planned study will do that, using the methods of a branch of computer linguistics called corpus linguistics. Most texts by Lem are available as ebooks now, and the authors will use them as their corpus, adding texts from his correspondence. All the texts will be analysed by statistical methods, and a list of neologisms will be produced automatically. Lem’s texts, his vocabulary and neologisms will be studied in comparison with the texts from his period
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