41 research outputs found
Preparing to Accept Research Data: Creating Guidelines for Librarians
No full textRutgers University Libraries have recognized the need to expand their current research data services into a well-documented and well-supported service available to the Rutgers research community. In 2005, Rutgers University Libraries created RUcore, Rutgers University Community Repository, which has served as the University’s formal repository for institutional scholarship, special collections, and Electronic Theses & Dissertations. With the impetus of the 2010 NSF directive for research data sharing and preservation, RUcore development was extended to accept research data content. Ingest of pilot data projects began in 2010 via a librarian-mediated process.
In order to provide a better defined workflow and mission for research data services, in July 2014, the Rutgers University Librarian organized a Task Force to investigate the evaluation process for technical, legal, and confidential issues involved in research data acceptance, and to establish an administrative and evaluation framework for the deposit of research data. After a review of 35 repositories using 34 criteria, the Task Force drafted a plan for research data acceptance which proposes wide-spread acceptance of mediated data projects, and prepares for future self-deposit in an online interface. This paper will discuss the issues addressed by the Task Force; acknowledging ownership of data through an institutional data policy, preventing exposure of confidential or sensitive data, establishing a reconfigured data team, requirements for storage capacity and funding, creating a workflow which includes collaboration with research offices, and offering guidance for both researchers and librarians working with research data
A sensor-based physical tool adaptation framework for facilitating motor skills learning
No full textThesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Cataloged from student-submitted PDF version of thesis.Includes bibliographical references (pages 45-46).Many motor skills that people learn throughout their lives involve mastering a physical tool, such as riding a bike, writing with a pen, or playing basketball. When learning these skills, people often use physical learning aids to provide support. However, currently these learning aids only come in predefined levels. For instance, training wheels on a bike are either mounted or taken off. This jump from an easy task to a much harder one makes the transition difficult in learning the skill. In this thesis, we address this challenge by adapting the physical tool according to the learner's progress. For instance, while learning to ride a bike, we monitor learners' balancing skills and as they improve, we gradually lift the training wheels to reduce support and increase the difficulty. Thus, this approach enables a step-by-step transition from an easy to hard level that, like existing adaptive learning systems for math and language skills, is personalized for each individual learner. To illustrate this idea, we built an end-to-end system that allows designers to setup adaptable tools that physically change when a learner's skill level increases. This system uses sensors integrated with the tools to measure progress; parametric 3D modeling to adapt the tool; and either actuation or re-fabrication to deploy the physical change.by Yini Qi.M. Eng
Climate change, technology, and toponymy in the cultural landscape of Nunavut
No full textNunavut, in the Canadian Arctic, is the “Ground Zero” of acute climatic and technological change. As this landscape transforms, the place-based knowledge of the native Inuit is under threat. According to recent psychological research, societal problems such as youth suicide, stem from the Inuit losing connections with their homeland. This thesis explores the relationship between climate change, technology, and toponymy (place-naming) among the Inuit of Nunavut so as to propose a richer kinship between the arctic landscape and the Inuit. Since prehistoric times, Inuit place naming has recognized natural flows in culturally significant sites. However, sea ice has been vanishing in Nunavut since around the 1970s and, consequently, traditionally named places have become increasingly inaccessible to the Inuit. In this thesis, three different forms of landscape representation—westernized scientific mapping, indigenous mapping, and design research diagram—are used to visualize this inaccessibility of traditional places through different seasons as well as over generations. During this period of sea ice related shifts, Inuit habitation has transitioned from seasonal camps to modern towns. Though modern place names have different scales, patterns, and meanings compared to their traditional counterparts, they nevertheless remain a responsive negotiation between Inuit lives and the arctic landscape. Seeing technological and climatic change in ecological continuum instead of as disruption will help keep traditional place names alive while opening opportunities for meaningful new names. Building on grounded landscape speculations and anthropological views to synthesize spatial practices, the goal of this thesis is to design six new places worthy of being named by the Inuit and added to their native index of place names. In these new places worthy of being named, energy, matter, and information are inflected flows speaking to environmental fluctuations. Naming of these new natural flows on site is a part of a collective effort to construct new urban situations. It recognizes the current generation’s knowledge and transfers the power of public space into robust social infrastructure for modern cultural practices. In an age when the Arctic is a new hinterland for development, this thesis proposes a framework for future arctic urbanism that respects local history and shared societal values.Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2019-08-01The student, Yini Chen, accepted the attached license on 2017-07-20 at 12:06.The student, Yini Chen, submitted this Thesis for approval on 2017-07-20 at 13:43.This Thesis was approved for publication on 2017-07-20 at 17:41.DSpace SAF Submission Ingestion Package generated from Vireo submission #11552 on 2018-03-02 at 13:02:55Made available in DSpace on 2018-03-02T20:02:38Z (GMT). No. of bitstreams: 2
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Previous issue date: 2017-07-20Embargo set by: Seth Robbins for item 105091
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Theoretical Investigation on Direct Vinylogous Aldol Reaction of Isatin Catalyzed by Chiral- N , N' -dioxide Sc(III) Complex
No full textDEVELOPING A MOBILE SITE USING KOODIVIIDAKKO CONTENT MANAGEMENT SYSTEM TOOL – SIVUVIIDAKKO
No full textAntell is a nationally renowned family company which has business of staff restaurant, café and bakery. In 2012 they decided to renew their website. An advertisement agency has the designed the new web site look. The desktop web site is implemented with a Content Management System called Sivuviidakko, which is a product of Koodiviidakko used to manage the content and appearance of a website.
Koodiviidakko is a young and agile company specialized in digital marketing and communication software. The thesis author who works at Koodiviidakko is responsible for implementing the mobile site of Antell. The design of mobile site comes from the same advertisement agency which designed the new desktop website.
The whole process of making Antell’s mobile site is illustrated in this bachelor’s thesis. First the whole mobile site was analyzed in order to plan arrangement of the content and implementation. Next the implementation will be descripted in details from aspects of CSS, HTML, JavaScript and jQuery. Last the testing is explained as well and some examples of bugs will be illustrated. However, this thesis will not focus on very technical details, but the main process of how to make a mobile site in general.
The main result of this bachelor’s thesis is that Antell has a new mobile site
Las canciones infantiles para fortalecer la comprensión lectora en niños de 6 a 8 años.
No full textLa presente monografía surge de la evidencia empírica que a diario los docentes observamos durante las diferentes prácticas pedagógicas llevadas a cabo, ya que muestra que la mayor parte de los problemas del aprendizaje de la lectura están relacionados con la carencia de los estudiantes en cuanto la comprensión lectora, puesto que es una actividad multinivel, ya que se define como la capacidad para comprender textos escritos, recopilar información, interpretar (extraer el significado y realizar inferencias), reflexionar sobre el contenido y la estructura de un texto, y evaluar, “con el doble fin de alcanzar las metas propias, desarrollar el conocimiento y el potencial personal, y por otro, de participar en la sociedad”. (OCDE, s.i, p. 45). La compresión lectora juega un papel de suma importancia en los estudiantes ya que es la base para la consolidación de los aprendizajes posteriores a medida que se avanza de nivel. Si, bien es cierto, que la base de la adquisición de esta competencia, se trabaja en profundidad en el primer ciclo de la Educación Primaria, de diversas maneras, tiene que comenzar a dar sus frutos a partir del segundo ciclo en adelante de una manera creciente, para lograr que los estudiantes al finalizar la etapa de Educación Primaria, logre conseguir uno de los principales retos y objetivos de la enseñanza, junto al resto de competencias; de allí la importancia de esta monografía la cual se centrara en indagar sobre el uso de las canciones infantiles como estrategia de aprendizaje para fortalecer la comprensión lectora en niños de 6 a 8 años de acuerdo a su desarrollo cognitivo. La lectura es una de las habilidades humanas que requiere del uso de procesos más complejos que existen; ya que requiere de elementos tales como una estructura biológica adecuada, un desarrollo emocional apropiado, la correcta asimilación del entorno y toda una serie de destrezas que sólo es posible desarrollar con su ejercicio continuo y a través del acervo histórico transmitido en el aprendizaje formal, en el salón de clase. (Millán, 2000). De acuerdo a los exámenes PISA de la OCDE, que evalúan el sistema educativo más que al alumno mismo, y miden el desempeño académico con el propósito de orientar las políticas educativas de sus miembros en un marco internacional común, han mostrado que las bajas competencias lectoras son causa directa de la mala puntuación en estos exámenes, especialmente entre los jóvenes provenientes de los entornos menos favorecidos. Una de las limitaciones para lograr el desarrollo de esta competencia y que se vea reflejado en los resultados de las pruebas estandarizadas son el alumno mismo; ya que cada uno de ellos, aunque aparentemente similar, es diferente. Y existen demasiadas asunciones de similitud que más bien podrían tildarse de presunciones. Ellas son las razones por las cuales no todos los alumnos alcanzan los objetivos propuestos o lo hacen muy deficientemente en su mayoría. Este proceso educativo, legitimado por la tradición y las leyes, asegura que los alumnos obtendrán determinados conocimientos en períodos específicos y con un determinado nivel de logro. Por lo tanto, el Estado diseña una programación didáctica que establece metas y objetivos de enseñanza y fija las competencias básicas que el alumno debe obtener en el período lectivo. Dentro de este proceso educativo se inscribe la enseñanza de la lectura y la imperiosa necesidad de trabajar la comprensión lectora dentro del aula, como responsabilidad directa del docente, pese a todas las limitaciones reales que hacen más complejos los procesos de aprendizaje de nuestra población. Es importante para este proceso lector y comprensivo tener en cuenta las palabras de Isabel Solé en Estrategias de lectura: Leer es un proceso de interacción entre el lector y el texto, proceso mediante el cual el primero intenta satisfacer los objetivos que guían su lectura...el significado del texto se construye por parte del lector. Esto no quiere decir que el texto en sí no tenga sentido o significado... Lo que intento explicar es que el significado que un escrito tiene para el lector no es una traducción o réplica del significado que el autor quiso imprimirle, sino una construcción que implica al texto, a los conocimientos previos del lector que lo aborda y a los objetivos con que se enfrenta a aquél. (2009, p. 34) El lector le asigna significado a un texto coordinando información que proviene de diferentes fuentes. Un factor importante para que el estudiante emprenda el aprendizaje de la lectura es la motivación, es importante implementar en el aula momentos de lectura, en las cuales los estudiantes lean con un objetivo específico; ya que con frecuencia se imponen textos carentes de sentido, donde no se tiene en cuenta la opinión ni intereses de los estudiantes. Esta monografía está enfocada en la investigación de textos impresos y digitales sobre los temas que atañen directa o indirectamente al proceso de comprensión lectora, y como facilitarlo a través del uso de estrategias de aprendizaje las cuales son muy variadas, para la presente monografía indagara acerca de las canciones como una herramienta valiosa y del interés de los niños como son el uso de las canciones infantiles; ya que el uso de estas en las prácticas pedagógicas, permitirá a los docentes fortalecer habilidades cognitivas importantes para facilitar el proceso de comprensión lectora en estudiantes de básica primaria. Es importante tener en cuenta que para el proceso de aprendizaje se realice un acercamiento desde los intereses y necesidades de los estudiantes y que el docente pueda apoyarse en estos por medio del uso de estrategias didácticas y metodológicas, con el objetivo de lograr aprendizajes contextualizados y significativos. En la primera parte de este documento se encuentra relacionado el planteamiento del problema, el objetivo general, la justificación, el marco teórico en el cual se evidenciará la exploración bibliográfica enfocada a tres categorías conceptuales importantes para el análisis de resultados: comprensión lectora, desarrollo cognitivo de niños de 6 a 8 años y las canciones como estrategia de aprendizaje y el marco metodológico.
En la última parte del documento aparecerá el análisis de resultados, las conclusiones y las referencias bibliográficas.The present monograph arises from the empirical evidence that teachers observe daily during the different pedagogical practices carried out, since it shows that most of the problems of learning to read are related to the lack of students in terms of understanding reader, since it is a multilevel activity, since it is defined as the ability to understand written texts, collect information, interpret (extract the meaning and make inferences), reflect on the content and structure of a text, and evaluate, "with the double aim of reaching the own goals, to develop the knowledge and the personal potential, and on the other, to participate in the society ". (OECD, s.i, p.45). Reading comprehension plays a very important role in students since it is the basis for the consolidation of subsequent learning as the level is advanced. Yes, it is true, that the basis of the acquisition of this competence, is worked in depth in the first cycle of Primary Education, in various ways, it has to start to bear fruit from the second cycle onwards in a way increasing, to ensure that students at the end of the stage of Primary Education, achieve one of the main challenges and objectives of teaching, along with other skills; hence the importance of this monograph which focused on investigating the use of children's songs as a learning strategy to strengthen reading comprehension in children aged 6 to 8 years according to their cognitive development. Reading is one of the human skills that requires the use of more complex processes that exist; since it requires elements such as an adequate biological structure, an appropriate emotional development, the correct assimilation of the environment and a whole series of skills that can only be developed with its continuous exercise and through the historical heritage transmitted in formal learning, in the classroom. (Millán, 2000). According to the PISA exams of the OECD, which evaluate the educational system more than the student himself, and measure academic performance in order to guide the educational policies of its members in a common international framework, they have shown that low reading skills they are a direct cause of the poor score in these exams, especially among young people from less favored backgrounds.
One of the limitations to achieve the development of this competence and that is reflected in the results of the standardized tests are the student himself; since each of them, although apparently similar, is different. And there are too many assumptions of similarity that could rather be branded as presumptions. They are the reasons why not all the students reach the proposed objectives or do it very poorly for the most part. This educational process, legitimized by tradition and laws, ensures that students will obtain certain knowledge in specific periods and with a certain level of achievement. Therefore, the State designs a didactic program that establishes goals and teaching objectives and sets the basic competences that the student must obtain during the school period. Within this educational process is the teaching of reading and the imperative need to work on reading comprehension within the classroom, as a direct responsibility of the teacher, despite all the real limitations that make the learning processes of our population more complex. It is important for this reading and understanding process to take into account the words of Isabel Solé in Reading Strategies:
Reading is a process of interaction between the reader and the text, a process through which the first tries to satisfy the objectives that guide its reading ... the meaning of the text is constructed by the reader. This does not mean that the text itself has no meaning or meaning ... What I try to explain is that the meaning that a writing has for the reader is not a translation or replication of the meaning that the author wanted to print, but a construction that it implies the text, the previous knowledge of the reader who approaches it and the objectives with which it is confronted. (2009, p.34) The reader assigns meaning to a text by coordinating information that comes from different sources. An important factor for the student to undertake the learning of reading is the motivation, it is important to implement reading moments in the classroom, in which the students read with a specific objective; since often meaningless texts are imposed, where the opinion and interests of the students are not taken into account.This monograph is focused on the research of printed and digital texts on topics that directly or indirectly pertain to the process of reading comprehension, and how to facilitate it through the use of learning strategies which are very varied, for the present monograph to inquire about the songs as a valuable tool and the interest of the children as they are the use of children's songs; since the use of these in pedagogical practices, will allow teachers to strengthen important cognitive skills to facilitate the process of reading comprehension in elementary school students. It is important to take into account that for the learning process an approach is made from the interests and needs of the students and that the teacher can rely on them through the use of didactic and methodological strategies, with the aim of achieving contextualized and meaningful learning . The first part of this document is related to the problem statement, the general objective, the justification, the theoretical framework in which the bibliographic exploration will be focused on three important conceptual categories for the analysis of results: reading comprehension, cognitive development of children from 6 to 8 years old and the songs as a learning strategy and the methodological framework. In the last part of the document will appear the analysis of results, conclusions and
bibliographical references.1. Introducción. -- 2. Capítulo I. -- 3. Planteamiento del problema. -- 4. Problema de investigación. -- 5. Objetivos. -- 6. Objetivo general. -- 7. Objetivos específicos. -- 8. Justificación. -- 9 Capítulo II. -- 10. Marco teórico y referencial. --11. Desarrollo cognitivo (Piaget). -- 12. Etapa sensoriomotora. -- 13. Etapa preoperacional. -- 14Etapa de las operaciones formales. -- 15. Etapa del pensamiento abstracto. -- 16. Desarrollo epigenético. -- 17. Epistemología y psicología en Piaget. -- 18. El objeto permanente, la identidad y las conservaciones. -- 19. El azar. -- 20. El lenguaje. -- 21. ¿Qué es leer? -- 22 ¿Por qué es importante leer en los primeros años de vida? -- 23. El aprendizaje de la lectura como proceso cognitivo. -- 24 Comprensión lectora. – 25. Objetivos de la comprensión lectora. -- 26 Características de la comprensión lectora. -- 27. Niveles de la comprensión lectora. -- 28. Comprensión literal. -- 29. Comprensión inferencial. -- 30. Comprensión crítica. -- 31. Cómo trabajar en el aula. -- 32. Enfoques teóricos. -- 33. Estrategias de la comprensión lectora. -- 34. Competencias según el MEN. -- 35. Las canciones como herramienta en la escuela. -- 36. Definición de canción. -- 37. Clasificación de las canciones. -- 38. Definición canciones infantiles. -- 39. Objetivos de las canciones infantiles. -- 40. Características de las canciones infantiles. 41. -- Criterios para seleccionar las canciones infantiles. -- 42. La canción y su importancia en la comprensión lectora. -- 43. Capítulo III. -- 44. Marco metodológico. – 45 Capítulo IV. -- 46. Análisis de resultados. – 47. Conclusiones. --48. [email protected]@[email protected]
Effects of gamma-Valerolactone/H2O Solvent on the Degradation of pubescens for Its Fullest Utilization
No full textSolvent-thermal conversion of biomass was promising for obtaining value-added chemicals. However, little was known about the interactions between solvents and biomass in the process, which hindered the effective utilization of biomass. The effects of gamma-valerolactone (GVL) and H2O on enhancing pubescens degradation via the cleavage of inter-and intramolecular linkages were studied. At 160 degrees C, H2O selectively promoted the cleavage of the intermolecular linkages by forming hydrogen bonds, making mainly contributions to hemicellulose dissolution, while GVL and H2O promoted lignin dissolution by forming hydrogen bonds with -OCH3 group of lignin. H2O promoted the cleavage of beta-(1,4)-glycosidic bonds in hemicellulose derived oligomers to xylose, while the oxygen in the ring of GVL might interact with hydroxyl groups of xylose unit to enhance the dehydration of xylose to furfural, whereas GVL with H2O promoted the depolymerization of lignin to oligomers mainly including beta-O-4' and beta-beta' linkages connecting to G and S units
Theoretical and experimental studies on the structure–property relationship of chiral N,N′-dioxide–metal catalysts probed by the carbonyl–ene reaction of isatin
No full textVariation of the linkage or chiral backbone of an N,N′-dioxide ligand adjusts the blocking effect of ortho-iPr on the reaction site, affecting the enantiodifferentiation of two competing pathways.</p
Theoretical study on the mechanism and selectivity of asymmetric cycloaddition reactions of 3-vinylindole catalyzed by chiral N,N'-dioxide-Ni(II) complex
No full textMechanism and Origins of Stereoinduction in an Asymmetric Friedel–Crafts Alkylation Reaction of Chalcone Catalyzed by Chiral <i>N</i>,<i>N</i>′-Dioxide–Sc(III) Complex
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