199,206 research outputs found
DESIGN AND DIMENSIONING OF STEEL HALL 30X50 M WITH PHOTOVOLTAIC
No full textSončna energija spada med najpomembnejše obnovljive vire energije. Izkoriščanje sončne energije je okolju prijazno, brezplačno, neomejeno in z ekonomskega vidika tudi donosno.
Namen diplomske naloge je zasnova in dimenzioniranje jeklene hale tlorisa 30 x 65 m s fotovoltaiko, ki bo služila skladiščenju gradbenega materiala in proizvajanju električne energije. Konstrukcija je izdelana iz jekla S 235 in S 275. Temelji so dimenzionirani iz armiranega betona C 25/30 in armature S 500. Statična in dinamična analiza konstrukcije je izvedena po evropskih standardih EUROCODE. Na koncu je prikazana vrednost objekta in vračilna doba investicije.Solar energy is one of the most important renewable sources of energy. The use of solar energy is environmentally friendly, free, unlimited and from economic aspect also profitable. The purpose of the diploma is the design and dimensioning of steel hall 30 m x 65 m with photovoltaics, which will serve the storage of building materials and the production of electricity. The structure is made from steel S 235 and S 275. The foundations are designed from reinforcement concrete C 25/30 and reinforcement S 500. Static and dynamic analysis of steel hall is performed according to European regulations EUROCODE. Finally, the value of building and the payback period are also shown
Formative monitoring of mathematics knowledge
No full textMathematics is a very important subject in primary education, but it is also one of the most difficult subjects in which pupils have many problems. Many teachers still do not want to or do not have time to deal with different approaches to monitoring the pupil’s knowledge, therefore the culture of seeking errors and counting incorrect answers is still dominant. Nonetheless, a growing number of teachers use the formative monitoring of knowledge, in terms of the use of various useful strategies. The monitoring of knowledge enables the teacher to recognise pupils’ knowledge and the weaknesses that need to be addressed. With an appropriate strategy of formative monitoring of the knowledge, the teacher can find out in an interesting and quick way, what pupils already know, what are the most common pupils’ misconceptions, what do they still want to know and which mathematical concepts cause them the biggest problems. On the basis of this findings the teacher can adjust his further activities. The active role of pupils, their motivation and the desire for their own progress, is very important in this regard, as they can evaluate their knowledge. The teacher can achieve this through various formative monitoring strategies.
Due to the fact that formative monitoring of knowledge is playing an increasing role in teaching and that the role of continuous assessment for improvement is being emphasized, with this study I wanted to find out what primary school teachers think of the formative monitoring of mathematics knowledge.
The results showed that formative monitoring of knowledge seems important to primary school teachers and that they consider it important. Teachers involve pupils in designing performance criteria, self-evaluation of knowledge, peer evaluation, and they acquaint them with learning goals; therefore, pupils can be active in the learning process. Teachers also consider that their formative monitoring of knowledge is effective and that their feedback is well received by the pupils, but they don't take it into account as much. The conclusion can be made that, in general, teachers, and consequently pupils, are satisfied with the way in which knowledge is being monitored.
The theoretical part also describes some of the newer strategies for formative monitoring of mathematics knowledge. One of the goals of the study was to find out how some of these strategies will prove to be effective in practice (after the implementation of these strategies by primary teachers teaching mathematics).
All strategies that the primary school teachers implemented in the classroom have proven to be effective, therefore interesting and useful. Some teachers have known some of these strategies beforehand and have already used them in class, but in other subjects, not so much in mathematics. After having this experience, the teachers will continue to use these strategies, even in other subjects, because they seemed interesting to both, teachers and pupils, and enriched the lessons
Quelques lettres inédites de l'abbé de Salamon
No full textLe Vicomte de Richemont M. Quelques lettres inédites de l'abbé de Salamon. In: Mélanges d'archéologie et d'histoire, tome 18, 1898. pp. 419-450
Salamon Ferencz kisebb történelmi dolgozatai.
No full textBibliographical footnotes.Mode of access: Internet
\u3cem\u3ePartners in Public Services: Government-Nonprofit Relations in the Modern Welfare State.\u3c/em\u3e Lester M. Salamon.
No full textLester M. Salamon, Partners in Public Service: Government-Nonprofit Relations in the Modern Welfare State. Baltimore, MD: Johns Hopkins University Press, 1995. 16.95 papercover
Orthogonal Complex Structures
No full textThis paper is in final form and no version of it will be submitted for publication elsewhere. 104 S.M. SALAMON If M is already oriented then an OCS J may or may not induce the chosen orientation, and according to case we say that J is positively or negatively oriented. The purpose of this note is to investigate the followin
Families of strong KT structures in six dimensions
No full textThis paper classifies Hermitian structures on 6-dimensional nilmanifolds M=G/L for which the fundamental 2-form is d d-bar closed, a condition that is shown to depend only on the underlying complex structure J of M. The space of such J is described when G is the complex Heisenberg group, and explicit solutions are obtained from a limacon-shaped curve in the complex plane. Related theory provides examples of various types of Ricci-flat structures
Linking Large Numbers of Individual National Models: The Case of the AGMEMOD Partnership
No full textThe AGMEMOD Partnership seeks to capture the inherent heterogeneity of the agricultural systems existing by combining individual country models of 27 EU Member States and several accession countries into one single model while still maintaining analytical consistency. Although this approach facilitates the comparison of the impact of a policy across different Member States, it generates challenges in practical implementation, ranging from high communication and administration requirements to aggregation and consistency issues. This contribution provides insights into the different challenges posed to the scientists and discusses the key issues for maintenance and further development of such a complex system. Specific attention is paid to technical devices and tools as well as to the design of institutional settings for avoiding inconsistencies.Linking Models, Policy Analysis, Partial Equilibrium Modelling, Common Agricultural Policy (CAP), Agricultural and Food Policy,
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