17,487 research outputs found
Ghali Amin Oral History
No full textGalal Amin was an economics professor the American University in Cairo from the late 1970s through the early 2000s, in addition to being a renowned Egyptian public intellectual, author, and columnist. He describes his father, a prominent academic, and outlines his own early education and life as a graduate student in London, and early career as an economist in Kuwait. He mentions early teaching stints at AUC starting in 1967, contrasting the social class of students then with those in later years, and tells how he came permanently to AUC later in the 1970s. Amin briefly outlines changes in the Economics department over the years, and offers some commentary on AUC students (specifically changes in academic quality over time). He also speaks about the university’s relationship with Egyptian politics and government, including an anecdote about an AUC committee he served on after the 1973 war. His research interests and writings are also covered
Galal Amin Oral History
No full textGalal Amin was an economics professor the American University in Cairo from the late 1970s through the early 2000s, in addition to being a renowned Egyptian public intellectual, author, and columnist. He describes his father, a prominent academic, and outlines his own early education and life as a graduate student in London, and early career as an economist in Kuwait. He mentions early teaching stints at AUC starting in 1967, contrasting the social class of students then with those in later years, and tells how he came permanently to AUC later in the 1970s. Amin briefly outlines changes in the Economics department over the years, and offers some commentary on AUC students (specifically changes in academic quality over time). He also speaks about the university’s relationship with Egyptian politics and government, including an anecdote about an AUC committee he served on after the 1973 war. His research interests and writings are also covered
Qasim Amin y John Stuart Mill: las razones de la esclavitud femenina
No full textQasim Amin (1863/5-1908) was not the first Arab author in the context of contemporary Islam who wrote and campaigned for the liberation of women, but has been considered the first theorist and the antecedent par excellence in the history of the Egyptian feminist movement. The aim of this paper is to characterize the author feminism in relation to its assessment of the crisis in the Arab world. In particular, I focus on the following issues: Amin’s thesis on female slavery and the relationship between its causes and reformism of the author, according to the criteria he himself points out: freedom and common interest. To further characterize his position, I also consider Amin’s thesis in relation to some of the criticisms and proposals of Stuart Mill on the subjugation of women, one of his sources of inspiration.Qasim Amin (1863/5-1908) no fue el primer autor árabe que en el contexto del islam contemporáneo escribió y militó a favor de la liberación de las mujeres, pero ha sido considerado el primer teórico y el antecedente por excelencia del movimiento feminista egipcio. El objetivo de este artículo es caracterizar el feminismo del autor en relación a su diagnóstico sobre la crisis de mundo árabe. Me centro para ello en las siguientes cuestiones: las tesis de Amin sobre la esclavitud femenina y la articulación entre sus causas y el reformismo del autor atendiendo a los criterios que él mismo señala: la libertad y el interés común. Para caracterizar mejor su posición, considero también las tesis de Amin en relación a algunas de las críticas y propuestas de Stuart Mill sobre el sometimiento del mujer, al ser Mill una de sus fuentes de inspiración
Geometric proposals for faster R-CNN
No full textFaster R-CNN has established itself as the de-facto best object detector but it remains strongly limited in two aspects: (i) it is sensitive to background clutter and its classification performance decreases when it is confronted with more noisy proposals; (ii) it suffers when the objects vary largely in scale and specifically for the small objects. We address both issues with our geometric-proposals for Faster R-CNN (GP-FRCNN), whereby we re-rank the generic object proposals with an approximate geometric estimate of the scene. But the devil is in the details: the simple extension requires involved scale adjustments (e.g. anchors, layer resolution) which we detail in this paper. Finally, our GP-FRCNN performs equally well on smaller and larger objects, a long standing challenge for any object detection algorithm. The application of GP-FRCNN to surveillance videos is straightforward and does not require an explicit geometric formulation. We extensively test the model on the UA-DETRAC dataset, where GP-FRCNN outperforms the standard Faster R-CNN by 19%
Dataset in support of the Southampton doctoral thesis 'Flexible Thermoelectric Energy Generators for E-textiles'
No full textThe dataset collected in the research thesis of "Flexible Thermoelectric Energy Generators for E-textiles". Contains SEM images, EDX elemental analysis and XRD crystal lattice characterisations. Additionally, the dataset contains hall probe and thermoelectric data and device power outputs and thermal images of devices at different thermal gradients. Data used in the dataset contributed to the publication:
“Screen-printed Bismuth telluride nanostructured composites for flexible thermoelectric
applications” A. Amin, R. Huang, D. W. Newbrook, V. Sethi, S. P. Beeby and I. S. Nandhakumar, J.
Phys. Energy, , DOI:10.1088/2515-7655/ac572e.
</span
PENGARUH PENGGUNAAN METODE PAIKEM TERHADAP MINAT BELAJAR MATA PELAJARAN AL-QUR’AN HADITS SISWA KELAS VIII DI MTs AL-AMIN PALUR: SISWA KELAS VIII DI MTs AL-AMIN PALUR
No full textThe purpose of this study was to determine the effect of PAIKEM method on the learning interest of class VIII students at MTs Al-Amin Palur. This type of research is quantitative in which the research subject is MTs Al-Amin Palur. The independent variable (Variable X) of this research is the PAIKEM method, while the dependent variable (Variable Y) is learning interest. The research population was all VIII grade students at MTs Al-Amin Palur which amounted to 20 students, so the sample of this study was all of the total population. Researchers collected data using an instrument in the form of a questionnaire consisting of 30 items of statement questions. In testing the validity, researchers used the product moment validity test and testing the reliability of researchers using the alpha cronbanch reliability test, in addition to using a questionnaire, researchers also used the documentation study method in data collection. The results showed that there was an influence between PAIKEM methods on the learning interest of VIII grade students at MTs Al-Amin Palur. Judging from the test results using product moment, the value of r count is 0.803 and the value of r table is 0.444. This means that r count> r table. So H0 is rejected so that there is a significant influence of PAIKEM method on the interest in learning of class VIII students at MTs Al-Amin Palur.Tujuan dari penelitian ini adalah untuk mengetahui pengaruh metode PAIKEM terhadap minat belajar siswa kelas VIII di MTs Al-Amin Palur. Jenis penelitian ini adalah kuantitatif yang mana subjek penelitian di MTs Al-Amin Palur. Variabel bebas (Variabel X) penelitian ini adalah metode PAIKEM, sedangkan variabel terikatnya (Variabel Y) adalah minat belajar. Populasi penelitian yaitu seluruh siswa kelas VIII di MTs Al-Amin Palur yang berjumlah 20 siswa, maka sampel dari penelitian ini adalah seluruh dari total populasi yang ada. Peneliti mengumpulkan data menggunakan instrumen berupa angket yang terdiri dari 30 item soal pernyataan. Dalam pengujian validitas, peneliti menggunakan uji validitas product moment dan pengujian reliabilitas peneliti menggunakan uji reliabilitas alpha cronbanch, selain menggunakan angket, peneliti juga menggunakan metode studi dokumentasi didalam pengumpulam data. Hasil penelitian menunjukkan bahwa terdapat pengaruh antara metode PAIKEM terhadap minat belajar siswa kelas VIII di MTs Al-Amin Palur. Dilihat dari hasil uji menggunakan product moment hasil nilai r hitung sebesar 0,803 dan nilai r table sebesar 0,444. Artinya r hitung > r table. Maka H0 ditolak sehingga terdapat pengaruh yang Signifikan metode PAIKEM terhadap minat belajar siswa kelas VIII di MTs Al-Amin Palur
Broadband electrical test and characterization methods for energy storage devices and materials
No full textAuthor Amin MoradpourDissertation Johannes Kepler Universität Linz 2023Arbeit auf den öffentlichen PCs in den Bibliotheken der JKU+Medizin abrufba
Conceptual metaphor meets conceptual change
No full textThis paper argues that the metaphorical representation of concepts and the appropriation of language-based construals can be hypothesized as additional sources of conceptual change alongside those previously proposed. Analyses of construals implicit in the lay and scientific use of the noun energy from the perspective of the theory of conceptual metaphor are summarized. The experientially grounded metaphorical construals identified in both uses help conceptualize the shift from the concrete, naïve to the abstract, scientific understanding of energy. The case of the concept of energy motivates the more general hypothesis that an important part of learning a highly abstract (even mathematical) concept is the appropriation of experientially grounded metaphorical construals implicit in scientific discourse. Pedagogical implications of this proposal are discussed. © 2009 S. Karger AG, Basel.Al-Zahrani A, 2008, METAPHOR SYMBOL, V23, P50, DOI 10.1080-10926480701723607; Amin TG, 2004, SOCIAL INTERACTION AND THE DEVELOPMENT OF KNOWLEDGE, P87; Amin T. G., 2001, CONCEPTUAL DISCOURSE, P27; BERK LE, 1994, SCI AM, V271, P78; BERK LE, 1984, DEV PSYCHOL, V20, P271, DOI 10.1037--0012-1649.20.2.271; BIVENS JA, 1990, MERRILL PALMER QUART, V36, P443; BLISS J, 1985, EUR J SCI EDUC, V7, P195; Boroditsky L, 2000, COGNITION, V75, P1, DOI 10.1016-S0010-0277(99)00073-6; Bowdle BF, 2005, PSYCHOL REV, V112, P193, DOI 10.1037-0033-295X.112.1.193; BROWN DE, 1989, INSTR SCI, V18, P237, DOI 10.1007-BF00118013; Bruner J., 1986, ACTUAL MINDS POSSIBL; BRUNER JS, 1964, AM PSYCHOL, V19, P1, DOI 10.1037-h0044160; BUDWIG N, 1999, HUM DEV, V42, P363; Budwig N, 2003, HANDBOOK OF DEVELOPMENTAL PSYCHOLOGY, P217; Carey S, 1999, J PIAGET SY, P293; Carey S., 1985, CONCEPTUAL CHANGE CH; Carey S, 2004, DAEDALUS-US, V133, P59, DOI 10.1162-001152604772746701; CAREY S, 1992, COGNITIVE MODELS SCI, P129; Carey S., 1994, MAPPING MIND DOMAIN, P169, DOI 10.1017-CBO9780511752902.008; Casasanto D., 2006, P 28 ANN M COGN SCI; CHI MTH, 1992, MINN STUD PHILOS SCI, V15, P129; Chi MTH, 2005, J LEARN SCI, V14, P161, DOI 10.1207-s15327809jls1402_1; CHI MTH, 1993, COGNITION INSTRUCT, V10, P249, DOI 10.1207-s1532690xci1002and3_5; CLEMENT J, 1993, J RES SCI TEACH, V30, P1241, DOI 10.1002-tea.3660301007; CLEMENT J, 1982, AM J PHYS, V50, P66, DOI 10.1119-1.12989; Cole M., 1996, CULTURAL PSYCHOL ONC; Danesi M., 2007, STUDIES PHILOS ED, V26, P225, DOI 10.1007-s11217-007-9035-5; diSessa A., 1983, MENTAL MODELS, P15; DiSessa A., 1988, CONSTRUCTIVISM COMPU, P49; diSessa A., 2002, RECONSIDERING CONCEP, P29; diSessa A., 2008, PHYS REV SPECIAL TOP, V4, P1; DISESSA AA, 1993, COGNITION INSTRUCT, V10, P105, DOI 10.1207-s1532690xci1002and3_2; diSessa A. A., 2005, TRANSFER LEARNING MO, P121; diSessa AA, 2003, INTENTIONAL CONCEPTUAL CHANGE, P237; diSessa AA, 2000, J PIAGET SY, P141; diSessa AA, 1998, INT J SCI EDUC, V20, P1155, DOI 10.1080-0950069980201002; DiSessa AA, 2004, COGNITIVE SCI, V28, P843, DOI 10.1016-j.cogsci.2004.05.003; Driver R., 1985, PHYSICS ED, V20, P171, DOI 10.1088-0031-9120-20-4-308; Duit R, 1998, INT J SCI EDUC, V20, P1059, DOI 10.1080-0950069980200904; DUIT R, 1987, INT J SCI EDUC, V9, P139, DOI 10.1080-0950069870090202; Duit R., 1994, CONTENT SCI CONSTRUC, P185; Etkina E., 2007, PHYS REV SPECIAL TOP, V3, P1; Fauconnier Gilles, 2002, WAY WE THINK; Fernandez-Duque D, 1999, COGNITIVE SCI, V23, P83, DOI 10.1207-s15516709cog2301_4; Fernandez-Duque D, 2002, REV GEN PSYCHOL, V6, P153, DOI 10.1037--1089-2680.6.2.153; FEYNMAN RP, 1963, FEYNMAN LECT PHYSICS, V1, P3; Gentner D., 1989, SIMILARITY ANALOGICA, P200; Gentner D, 2003, BRADFORD BOOKS, P195; Gentner D, 2002, LANGUAGE, LITERACY, AND COGNITIVE DEVELOPMENT, P87; Gibbs Jr Raymond W, 1994, POETICS MIND FIGURAT; Gibbs R., 2006, EMBODIMENT COGNITIVE; Gibbs R. W., 1995, COGN LINGUIST, V6, P347, DOI DOI 10.1515-C0G1.1995.6.4.347; Goldring H., 1994, PHYSICS ED, V29, P26, DOI 10.1088-0031-9120-29-1-006; GUPTA A, 2008, P INT C LEARN SCI UT; Ioannides C., 2002, COGNITIVE SCI Q, V2, P5; Johnson Mark, 1987, BODY MIND; Kaper WH, 2002, INT J SCI EDUC, V24, P119, DOI 10.1080-09500690110049123; Kaper WH, 2002, INT J SCI EDUC, V24, P81, DOI 10.1080-09500690110049114; Lakoff G, 1989, MORE COOL REASON FIE; Lakoff G., 2000, MATH COMES; Lakoff G., 1993, METAPHOR THOUGHT, P205; Lakoff G., 1980, METAPHORS WE LIVE; Lakoff George, 1999, PHILOS FLESH; Lakoff G., 1990, Cognitive Linguistics, V1, DOI 10.1515-cogl.1990.1.1.39; Lakoff George, 1987, WOMEN FIRE DANGEROUS; Langacker Ronald, 1991, FDN COGNITIVE GRAMMA, VII; Langacker Ronald, 1987, FDN COGNITIVE GRAMMA, VI; LIJNSE P, 1990, SCI EDUC, V74, P571, DOI 10.1002-sce.3730740507; Limon M., 2002, RECONSIDERING CONCEP; Mandler J. M., 2004, FDN MIND; Mason L, 2007, EDUC PSYCHOL, V42, P1; Mathewson JH, 2005, INT J SCI EDUC, V27, P529, DOI 10.1080-09500690500060417; Mortimer E.F., 2003, MIND CULT ACT, V10, P230, DOI 10.1207-s15327884mca1003_5; Nelson K., 1996, LANGUAGE COGNITIVE D; Nelson K, 2002, LANGUAGE, LITERACY, AND COGNITIVE DEVELOPMENT, P27; NICHOLLS G, 1993, INT J SCI EDUC, V15, P73, DOI 10.1080-0950069930150106; Nunez R. E., 1999, EDUC STUD MATH, V39, P45, DOI DOI 10.1023-A:1003759711966; OGBORN J, 1986, SCH SCI REV, V67, P30; PEA RD, 1993, EDUC PSYCHOL, V28, P265, DOI 10.1207-s15326985ep2803_6; Rattermann M. J., 1998, ADV ANALOGY RES INTE, P274; Rogoff B., 2003, CULTURAL NATURE HUMA; Roth WM, 2002, LEARN INSTR, V12, P285, DOI 10.1016-S0959-4752(01)00023-8; Schmid G. B., 1982, Physics Education, V17, DOI 10.1088-0031-9120-17-5-002; Schnotz W., 1999, NEW PERSPECTIVES CON; Sherin BL, 2001, COGNITION INSTRUCT, V19, P479, DOI 10.1207-S1532690XCI1904_3; Sinatra G. M., 2003, INTENTIONAL CONCEPTU; SLOTTA JD, 1995, COGNITION INSTRUCT, V13, P373, DOI 10.1207-s1532690xci1303_2; Smith C, 1997, COGNITION INSTRUCT, V15, P317; SMITH C, 1992, COGNITION INSTRUCT, V9, P221, DOI 10.1207-s1532690xci0903_3; Smith CL, 2007, COGNITION INSTRUCT, V25, P337; Smith J. P., 1993, J LEARN SCI, V3, P115, DOI DOI 10.1207-S15327809JLS0302_1; Solomon J., 1985, PHYS EDUC, V20, P165, DOI 10.1088-0031-9120-20-4-307; Solomon J., 1983, SCH SCI REV, V65, P225; Solomon J., 1983, EUROPEAN J SCI ED, V5, P49, DOI DOI 10.1080-0140528830050105; Spelke ES, 2007, DEVELOPMENTAL SCI, V10, P89, DOI 10.1111-j.1467-7687.2007.00569.x; TALMY L, 1988, COGNITIVE SCI, V12, P49, DOI 10.1016-0364-0213(88)90008-0; Tomasello M., 1999, CULTURAL ORIGINS HUM; TRUMPER R, 1990, INT J SCI EDUC, V12, P343, DOI 10.1080-0950069900120402; TRUMPER R, 1991, INT J SCI EDUC, V13, P1, DOI 10.1080-0950069910130101; TRUMPER R, 1993, INT J SCI EDUC, V15, P139, DOI 10.1080-0950069930150203; VOSNIADOU S, 2002, RECONSIDERING CONCEP, P61, DOI 10.1007-0-306-47637-1_3; VOSNIADOU S, 1995, METAPHOR SYMB ACT, V10, P297, DOI 10.1207-s15327868ms1004_4; Vosniadou S, 2007, EDUC PSYCHOL, V42, P55; Vygotsky L. S., 1986, THOUGHT LANGUAGE; Vygotsky L. S., 1978, MIND SOC DEV HIGHER; Warren J., 1982, EUROPEAN J SCI ED, V4, P295; Warren J. W., 1986, PHYSICS ED, V21, P154, DOI 10.1088-0031-9120-21-3-307; Watts D. M., 1983, PHYSICS ED, V18, P213, DOI 10.1088-0031-9120-18-5-307; Wells G., 1999, DIALOGIC INQUIRY SOC; Wertsch J., 1991, VOICES MIND SOCIOCUL; White B, 1993, ADV INSTRUCTIONAL PS, V4, P177; White B. Y, 1995, LEARNING SCI SCH RES, P201; Wilson NL, 2007, COGNITIVE SCI, V31, P721, DOI 10.1080-15326900701399962; Wiser M., 1995, SOFTWARE GOES SCH, P23; Wiser M., 2008, INT HDB RES CONCEPTU, P205; Wiser M, 2001, LEARN INSTR, V11, P331, DOI 10.1016-S0959-4752(00)00036-0; Wiser M., 2002, RECONSIDERING CONCEP, P357, DOI 10.1007-0-306-47637-1_18; Zietsman A, 1997, J LEARN SCI, V6, P61, DOI 10.1207-s15327809jls0601_413181
- …
