Thematische Bibliographien / Assessment for Leaning

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Auswahl der wissenschaftlichen Literatur zum Thema „Assessment for Leaning“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Assessment for Leaning"

Perrin, Mathieu, Véronique Roch, Marine Claudin, Antoine Verger, Henri Boutley, Gilles Karcher, Cédric Baumann, Nicolas Veran, Pierre-Yves Marie und Laetitia Imbert. „Assessment of Myocardial CZT SPECT Recording in a Forward-Leaning Bikerlike Position“. Journal of Nuclear Medicine 60, Nr. 6 (02.11.2018): 824–29. http://dx.doi.org/10.2967/jnumed.118.217695.

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Lidz, Carol S. „Leaning Toward a Consensus About Dynamic Assessment: Can We? Do We Want To?“ Journal of Cognitive Education and Psychology 13, Nr. 3 (2014): 292–307. http://dx.doi.org/10.1891/1945-8959.13.3.292.

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This article offers a response to two questions: Can we reach a consensus in the domain of dynamic assessment? and Do we want to? The brief response to these questions is first: Yes, it may be possible to reach a sufficient degree of consensus that we can offer some guidelines as to what is and what is not “dynamic” about assessment. The response to the latter question of whether we want to or not is a more qualified, “Well sort of, and to some extent, but with a great deal of latitude, flexibility, and room for diversity.” The article goes on to discuss the core concepts of dynamic assessment, what a general consensus might look like (also known as generic model), and, finally, some reference to the exciting developments that have emerged which make me advocate for diversity and flexibility in our model-building.

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Dean, E. T. Richard. „Assessment method for leaning instability of jackups during preloading in deep soft clay“. Proceedings of the Institution of Civil Engineers - Geotechnical Engineering 171, Nr. 4 (August 2018): 310–23. http://dx.doi.org/10.1680/jgeen.17.00182.

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Fadhil, Kawthar Hameed. „The Effect of the Learning Targets on Assessment Tasks“. ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 224, Nr. 1 (24.10.2018): 119–46. http://dx.doi.org/10.36473/ujhss.v224i1.252.

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Before starting teaching, teachers must establish the needs of the learners and this could be done best by determining or recognizing the learning targets which should be clearly stated and there should be matching between the learning targets and the assessment tasks. Learning targets are the interim academic goals that teachers establish for students who are working toward meeting more comprehensive learning standards. Despite the importance of the learning targets in leaning and teaching in general and for assessemnet tasks in particular , most teachers donot realize this or ignore it or may be donot know how to write learning targets and matching them with the assessment tasks. This study is an attempt to present a framework for understanding the importance of learning targets where they play an integral role in teaching and learning and in assessment tasks .The study also tries to draw the intention to an important view which is involving students by sharing them the learning targets and self assessment. Consequently ,the major aims of this study are to : 1.explore the effect of learning targets on assessment tasks and to present a model of writibg learning targets according to Bloom’s cognitive domain and machibg them with the assessment tasks. In order to achieve the aims of the study , the following procedures are going to be followed : 1.carry out theoretical review related to learning targets and assessment ,providing satisfactory definitions and identifying types and the importance of them , 2.survey the most prominent taxonomies for educational targets , 3.investigate the effect of learning targets on assessment tasks, 4.apply Bloom’s taxonomy to write a model of matching learning targets with the assessment tasks. It is hoped that this study will be beneficial to EFL teachers of English language since it deals with two important points that affect the process of learning and teaching :the leaning targets and assessment which fall under applied linguistics.

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Povinelli, L. A. „Assessment of Three-Dimensional Inviscid Codes and Loss Calculations for Turbine Aerodynamic Computations“. Journal of Engineering for Gas Turbines and Power 107, Nr. 2 (01.04.1985): 265–75. http://dx.doi.org/10.1115/1.3239706.

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An assessment of several three-dimensional inviscid turbine aerodynamic computer codes and loss models used at the NASA Lewis Research Center is presented. Five flow situations are examined, for which both experimental data and computational results are available. The five flows form a basis for the evalution of the computational procedures. It was concluded that stator flows may be calculated with a high degree of accuracy, whereas rotor flow fields are less accurately determined. Exploitation of contouring, leaning, bowing, and sweeping will require a three-dimensional viscous analysis technique.

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Irham, I. „ASSESSING LIVEMOCHA AND DUOLINGO EVALUATION TASKS: ADAPTING CHAPELLE CALL ASSESSMENT CRITERIA IN AUTONOMOUS LEANING EXPERIENCE“. Erudio Journal of Educational Innovation 5, Nr. 1 (2018): 103–14. http://dx.doi.org/10.18551/erudio.5-1.13.

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Nasution, Mustafa Kamal. „STUDENT ASSESSMENT AND MISCONCEPTIONS OF PHOTOSYNTHESIS: A NOTION OF SHIFTING PERSPECTIVE“. Jurnal As-Salam 2, Nr. 2 (30.09.2018): 106–12. http://dx.doi.org/10.37249/as-salam.v2i2.39.

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Photosynthesis topic is as a compulsory topic ineducation typically in the second year of secondary high school. There is perception of some students that the photosynthesis topic is difficult to learn by student. This paper will clarify questions such as what assessment does mean, what student misconceptions in photosynthesis are, how teachers deal with student misconceptions, and last, why do teachers, school and curriculum need to change perspective in assessment. Based on the discussion, there are some parts that need to be reaffirmed. The teachers should not just recognize assessment as a formal paper, but in term of perspective and classroom instruction. It should be actualized in teaching-learning that there is no judgement of right and wrong for students in leaning. Thus, dealing with student conception could be difficult for the teacher. The principal way is the teacher needs to be clear on the topic’s planning and negotiate the meaning of all representations used in the classroom. Changing the type of assessments does not just simply mean changing teaching strategies or having appropriate types of assessment tool, but it could be a powerful source when it is integrated in the curriculum.

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Torghabeh, Zahra Jabbarani, Seyyed Shahab Hosseinian und Aziruddin Ressang. „Risk Assessment of Ergonomic Risk Factors at Construction Sites“. Applied Mechanics and Materials 330 (Juni 2013): 857–61. http://dx.doi.org/10.4028/www.scientific.net/amm.330.857.

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Construction as a complex industry challenges the protection of safety and health of workers who are exposed to many risk factors in construction sites. Exposure to these risk factors may develop Musculoskeletal Disorders (MSDs). The study is aimed at prioritizing Ergonomic Risk Factors (ERFs) in order of risk. To achieve the aim of this study, a questionnaire survey was distributed among respondents randomly selected from construction sites in Malaysia. The results of this study indicated that the most critical ERFs are Extreme hot temperature, Leaning forward/side, twisting the back and Organizational factors, while the least critical ERFs are Kneeling positions on hard surfaces, Holding tools with longitudinal ridges on handles tightly and Using hands or knees as a hammer. Identification of ERFs and their risk levels are the results of this study. Successful safety performance and management necessitate the investigation of ERFs and hazards regarding risk levels.

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Sterelyukhin, Max. „Experiencing Learning Mathematics and Reflection“. SFU Educational Review 12, Nr. 2 (31.07.2019): 27–35. http://dx.doi.org/10.21810/sfuer.v12i2.925.

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This study focuses on the assessment strategy that was designed in 2017-2018 academic year in two Calculus 12 classes. Students affect was at the centre of the research questions, thus clinical interviews were used to create data on the relationship with mathematics as well as personal reflections on the learning of mathematics in the given year and overall in students' experience in school. Grounded Theory was used as a research methodology bringing the emerging themes to the surface. The analysis showed that students were interested in reflecting on their learning and the new approach to assessment made a positive change in their relationship with leaning in a mathematics classroom.

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Lavoie, Marc. „Heterodox economics as seen by Geoffrey Hodgson: an assessment“. European Journal of Economics and Economic Policies: Intervention 17, Nr. 1 (17.04.2020): 9–18. http://dx.doi.org/10.4337/ejeep.2020.01.02.

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Geoffrey Hodgson has recently published a book where he wonders why heterodox economics seems to thrive while at the same time losing ground within the most prestigious universities. Although Hodgson considers himself to be a heterodox economist, he complains about the way heterodoxy has been defined by some of its most active thinkers, in particular Frederic Lee and Tony Lawson. Hodgson believes that heterodox economics should be defined neither by a left-leaning ideology nor by critical realism. He argues that too much energy has been devoted to the study of macroeconomics by the Marxist and post-Keynesian brands of heterodox economics, as they left aside what he believes to be the crucial issue of microeconomic behaviour which can be found in behavioural and evolutionary economics. Hodgson further argues that what he considers to be the decline in the impact of heterodox economics is partly due to a lack of quality control. The paper outlines and comments on these various assertions.

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Mehr Quellen

Dissertationen zum Thema "Assessment for Leaning"

Onuora-Oguno, Blessing Oghenebrume. „Value and practice differences in Assessment for Learning in Nigerian primary schools“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80500.

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The study investigated teachers’ formative assessment practice and the value they attach to formative assessment in primary schools in the Lagos and Kwara States of Nigeria. A total of 120 respondents were selected using the convenience sampling technique. Quantitative research methods formed the basis for analysis and data presentation. The inferential statistics used the Wilcoxon signed-rank test to analyse the data. The study surveyed possible differences in what teachers value and practice on five dimensions of assessment, namely Clarifying and Sharing Learning Intentions, Engineer Effective Classroom Discussion, Provide Feedback That Moves Students Forward, Activating Students as Instructional Resources for One Another and Activating Students as Owners of Their Own Learning. In summary, the study revealed that despite overall positively valuing formative assessment strategies, most of the teachers did not practise formative assessment as they did not adopt the strategy of clarifying and sharing learning intentions as well as the criteria for success with their students. Results of the Wilcoxon signed-rank test showed that there is a statistically significant difference (p<0.05) between the teachers’ practice and the value they assign to formative assessment in Nigerian primary schools. The study notes a high reliance on formative assessment principles by teachers in their daily teaching engagement. As gleaned from the results, the disparity between appreciation of the principles and their implementation remains an area that possibly require further investigation to improve on the level of understanding of the principles as well as their practice and appreciation.
Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted

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Mizusaki, Lucas Eishi Pimentel. „Grafos de avaliação : um modelo conceitual para avaliação escolar apoiada por computador“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/139122.

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Seja por meio de novas metodologias, por novas ferramentas, ou pela simples presença nas salas de aula, as Tecnologias de Informação e Comunicação estão alterando profundamente as práticas educativas. Este trabalho se debruça sobre a interação entre as teorias de aprendizagem e as diferentes ferramentas computacionais para educação. Apontando uma incompatibilidade metodológica entre os modelos de avaliação do aluno existentes em Learning Management Systems e em ontologias computacionais frente a metodologias de ensino cognitivistas, propõe-se um novo modelo computacional de avaliação para representar aspectos cognitivos e comportamentais dos alunos. Chamado de grafos de avaliação, é um modelo baseado na área de sistemas de suporte à tomada de decisões em grupo, desenvolvida usando uma metodologia orientada ao consenso junto ao Projeto Amora do Colégio de Aplicação da UFRGS. Espera-se que esse trabalho possa servir de base para a construção de ferramentas de avaliação computacional adequadas para essas metodologias.
Through the use of new methodologies and tools, or by its simple presence in classrooms, Information and Communication Technologies are radically changing educational practices. In this context, this work focuses on issues manifested in computational tools through the scope of different learning theories. It points out a methodological incompatibility among traditional student assessment tools available in current Learning Management Systems and some Computational Ontologies concerning cognitivist learning theories. Therefore, a new computational technique is proposed to evaluate cognitive and behavioral aspects of students. Called evaluation graphs, it is a Decision Support System developed as a consensus-driven methodology to be used in the AMORA project that is being conducted in the application school at UFRGS. It is expected that this new model will serve as the basis to build new student assessment tools compatible with these methodologies.

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JuiFa, Lee, und 李瑞發. „A Study on the Critical Success Factors of the Relationship between Digital Leaning Platform Assessment and Learning Performance of Elementary School─Take an Example of the Third Grade Math“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/86041834355147627601.

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碩士
國立彰化師範大學
資訊管理學系所
99
Abstract E-learning with traditional learning because of the features and benefits can not be achieved , Has caused educators and education administrators attach great importance and have been put enormous resources to enhance the learning of the performance . The rapid progress of information tech- nology in particular , how to integrate technology in teaching information technology platform , is I have to seriously face the issues. The author has been put into more than ten years of teaching platform, the study subjects to find the critical success factors of the relationship between Digital Leaning Plat form Assess -ment and Learning Performance of Elementary School, and third-grade math, for example, expect to find e-learning assessment platform factors influence student learning, as a Government allocation of resources in the education of staff cum reference. The research is based on the collection and analysis of relevant literature, inviting scholars and experts to do five interviews, Delphi technique metho -dology to invite scholars and experts for three of the Delphi survey, and then based on the recommendations provided by experts and opinion do modify and change, the statistical survey data, draw conclusions, to obtain an expert consensus group was to obtain the critical success factors are as follows (A) curriculum and instructional framework (B) professional development of teachers (C) teaching environmental planning (D) course design and teaching interaction (E) Learning mechanism for tracking service A total of five dimensions and above Twenty-eight sub-problems. The key success factors are: the implementation of media education to enhance student learning, the curriculum should be via computer media platform, through multi -media teaching in order to fully exercise and train students to develop a platform for the digital assessment of confidence in teaching and learning attitudes. keywords:Elementary,school-learning,digital learning, learning platform assessment , Delphi technique, critical success factors

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Bücher zum Thema "Assessment for Leaning"

Great Britain. Dept. of Trade and Industry. und Great Britain. Government Consumer Safety Research., Hrsg. Assessment of leaning ladder safety devices. London: Dept. of Trade and Industry, 1999.

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Hacisalihoglu, Gokhan. From Growing to Biology: Plants 1e. Florida State Open Publishing, 2021. http://dx.doi.org/10.33009/fsop_hacisalihoglu0421.

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Ready to find out how plants are grown and function? Take a fantastic voyage through plants. From Growing to Biology: Plants 1e brings the latest information for understanding of traditional and modern plant growing, form, and production. Topics covered in 30 chapters include concise and up-to-date ‘big picture’ infographics, student learning outcomes (SLOs), key vocabulary, assessment, as well as identification of 120 species, and more. Moreover, author Dr. G. Hacisalihoglu emphasizes on leaning concepts, binding those concepts together with visuals approach to make learning faster and more memorable. From Growing to Biology: Plants 1e is packed full of horticultural information that is ideal for both academia and industry growers. It is basic enough that if you are just getting started learning plants, you will be able to catch up. Always remember that practice makes permanent and keep going to take your learning plant bio to new levels.

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Conway, Colleen M. Gender and the Fourth Gospel. Herausgegeben von Judith M. Lieu und Martinus C. de Boer. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198739982.013.13.

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This article traces the scholarship on gender in the Fourth Gospel including the study of the roles of women in the Gospel, the masculinity of the Johannine Jesus, the application of queer theory to readings of the Gospel, gender, and symbolic language, and the intersection of gender and ancient genres. It shows how results from gender criticism are influenced by scholarly approaches (political, historical, and theological) as well as intended audiences for the work. Historically-oriented scholars who focus on the cultural context of the Gospel generally recognize the strongly androcentric leanings of the text. Political and theologically-oriented gender-critical studies of the Gospel typically highlight the mix of gendered language in the narrative with an interest in liberating interpretations. While these different approaches produce different assessments regarding how gender functions in the Gospel, the complexity of gender categories in the Gospel allows for this diversity.

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Buchteile zum Thema "Assessment for Leaning"

Wu, Yonghong. „Assessment of Scientists’ Research Capacity“. In America's Leaning Ivory Tower, 43–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18704-0_4.

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Wu, Yonghong. „Multi-level Assessment on EPSCoR“. In America's Leaning Ivory Tower, 57–72. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18704-0_5.

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Gallegos, Benjamin, Michelle T. Kepple und Caitlyn A. Bukaty. „Using Video Gameplay to Measure Achievement for Students with Disabilities“. In Advances in Game-Based Learning, 326–52. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9629-7.ch016.

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Video gaming in the classroom offers students and educators the opportunity to conceptualize learning in new ways and address 21st century skills. This construct appears in research-based literature by leading trans-disciplinary experts in the field of special education and video gaming. Empirical research has established the application of video games as leaning tools in schools, and the benefits of video games for students with disabilities (Ke & Abras, 2013). This chapter focuses on the benefits and use of educational video game based learning for students with disabilities. The authors discuss (1) current barriers hindering widespread adoption of video games for learning and assessment, (2) characteristics of video games being used for learning and assessment, (3) how gameplay data represents academic achievement for grading, and (4) the types of assessments available and considerations for implementation. Finally, the authors explore avenues to prepare educators to use video gaming for learning and assessment in classrooms for students with disabilities.

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Tosho, Abdulrauf, und Ariffin Abdul Mutalib. „Adoption of Multimedia Instructional Material for Community Development in Africa“. In African Perspectives on Reshaping Rural Development, 249–60. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2306-3.ch012.

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Instructional material has been recognized globally as means to offer access to learning content, so as to stimulate community development. There is still limited understanding about the potential of learning materials and the contribution that instructional development can offer to both urban and rural communities in Africa. This chapter provides an overview of instructional learning material for physical challenged learners in an inclusive environment. It shows the major strategies in design principles for leaning materials, such as multimedia elements, and approach components that represent inclusive assessment in rural communities. The physically challenged learner in this study is non-mental disorderliness: the hearing-impaired learners and the low vision learners. It also demonstrates that the inclusive multimedia instructional material has been created in concert with the grassroots community.

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Bathgate, Ian K. „The Role of the Consultant in Enterprise Development“. In Enterprise Development in SMEs and Entrepreneurial Firms, 88–113. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2952-3.ch005.

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Business failure crisis is not a new phenomenon. The competitive dynamism to which businesses are susceptible exposes free economic agents to the vagaries of the marketplace, encompassing problems of growth, sustainability, and paradoxically, failure. However, the problems are more exacerbated in small-to-medium sized enterprises (SMEs) than large businesses, which is why they have continued to experience disproportionately high failure rates. Set against this background, this chapter focuses on the role of early consultancy intervention in securing sustainable development of SMEs. It does this by analysing SME growth strategies with respect to the interface with consultants. Using the ‘embedded case study’ approach and leaning significantly on the author’s consultancy undertakings with SMEs in the UK, the chapter provides refreshing perspectives on the nature of consultancy, strategic options open to SMEs, entrepreneurial competences and characteristics, the need for consultants, and an assessment of role effectiveness in the SME sector.

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Lohani, Sharada Neupane. „Increasing Access to and Success in Higher Education and the Role of Ethical Leadership“. In Teaching Practices and Language Ideologies for Multilingual Classrooms, 151–69. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3339-0.ch009.

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This chapter discusses the importance of access and success in U.S. higher education, particularly positing how marginalized students still, in some ways, fail to both access higher education and succeed in it and stresses the need for the fair inclusion of marginalized student population into higher education, giving them fair chances to succeed. The chapter holds culturally irrelevant pedagogy, educational policy handicaps, income inequities, dwindling education funds, and biased assessment criteria which favor native speakers of English over others responsible for this state and that these should be addressed immediately. The chapter, leaning on scholars like R.W. Rebore, also emphasizes the role of ethical leadership as indispensable to ensure the execution of different policies and actions that align with notions of equity and justice. This will, the chapter argues, help ensure that the disadvantaged student population gets to enjoy the rewards of higher education as much as their white colleagues do.

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Sadova, Hanna, und Olena Rudychyk. „CONTENT AND LANGUAGE INTEGRATED LEARNING WITHIN THE “LISTENING COMPREHENSION AND NOTE-TAKING” COURSE AND ITS INFLUENCE ON LEARNERS MOTIVATION“. In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-12.

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The article analyzes and explains the influence of content and language integrated leaning (CLIL) on students motivation within the course “Listening comprehension and note-taking”. Basic CLIL features and core principles are analyzed. Special attention is drawn to David Marsh, Sylvén, Coyle whose works are devoted to CLIL and its foundation and implementation. Moreover, the comparison of content and language integrated learning with integrated education is made. Chronological stages of CLIL formation are highlighted. The authors show three models of CLIL implementation. They are hard (subject-led), soft (Language-led) and partial immersion (both the subject and language are equally important). Due to the features of language specialties soft CLIL model (language-led) is considered to be the most appropriate model within the course “Listening comprehension and note-taking”. Besides the content and language integrated learning approach, learners’ motivation and encouragement into the educational process are analyzed. In the conducted research the significant role of positive motivation is studied. Such features as authentic material, variety of assessment, task gradation (from simple to more complex and vice versa), the studied material are comsidered in the article. In addition, there is a comparison of L1 (native language) and L2 (foreign language) and how their use affect encouragement into educational process. It should be taken into account that the negotiation between L1 and L2 is different depending on content and language integrated learning or integrated education. As a practical part an introduction to a lesson (within the course “Listening comprehension and note-taking”) is taken. The lesson is based on the topic which has strong cross subject connections with Practical Phonetics. So, as students need to use their background knowledge and are supposed to develop not only communicative skills, the soft CLIL model is applied. Thus, the authors propose the introduction based on key principles of soft (language-led) content and language integrated learning. The final part of the article presents the results of the conducted research and future stages and strategies which may be conducted based on the conclusion. Moreover, it can be inferred that the use of content and language integrated learning has a positive impact on learners motivation and provides the formation of more sustainable skills.

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Konferenzberichte zum Thema "Assessment for Leaning"

Al-Hajri, Jefain, und Moray Kidd. „A Critical Assessment of How Leaning the Risk Assessment Process Induces Biased Judgement“. In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89817.

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Over the years, the hydrocarbon industry has been riddled with accidents and incidences that can be partly blamed on “cost cutting” driven risk assessments and operational “lean management”. The epicentre of lean management is the elimination of waste for any industrial setup. However, when the processes are too lean accidents may ensue; putting the facilities, workers and the business at risk. Even though the hydrocarbon industry has reliable quantitative risk assessment techniques that may incorporate probabilistic measures to predict the likelihood of systems failure, there are times when “human call” is cardinal to decisions. Whenever human call is used in risk assessment there is a possibility of biasness in the judgement for risk partly due to the social-cultural influence on risk assessors. Therefore the aim of this research was to examine the level of social and cognitive bias in risk assessment of lean management processes at four oil and gas refinery plants in Kuwait. Using ethnomethodology as a research strategy it was possible to gather contextual primary information from the workers at the four refineries. Results from the research indicate that there is a high level of human involvement in risk assessment processes where social-cultural and psychological attributes of the risk assessors are evident. However, current risk assessment tools and processes do not engage risk assessors at a social-cultural level; hence ignoring the influence of biased judgement on risk scores. It can therefore be concluded that unlike technical risk assessment, there is poor incorporation of social-cultural and psychological initiatives in the processes leading to poor decisions that endanger hydrocarbon installations. It is recommended that the hydrocarbon industry in Kuwait strives to apply lean management principles by ensuring that there is detailed analysis of social and cognitive bias in the technical proceedings so as to simultaneously promote efficiency and safety at work.

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Deng, Jiajun, Yunlang She, Jun Wang, Tingting Wang, Mengmeng Zhao, Yang Wang, Yaofeng Wen, Xiwen Sun, Dong Xie und Chang Chen. „Invasiveness assessment of deep leaning method for pulmonary subsolid nodules“. In ERS International Congress 2020 abstracts. European Respiratory Society, 2020. http://dx.doi.org/10.1183/13993003.congress-2020.4167.

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Bouniaev, Mikhail. „THEORETICAL REQUIREMENTS AND INSTRUMENTS FOR EFFECTIVE ASSESSMENT OF ACTIVE LEANING“. In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2442.

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Li, Zheng-Liang, He-Hui Wang, Wei Liu, Jin-sHui Zhou und Guang-quan Zhang. „inite element simulation, safety assessment and countermeasure of the coke drum leaning process during the quenching stage“. In 2017 2nd International Conference on Automation, Mechanical Control and Computational Engineering (AMCCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/amcce-17.2017.94.

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Chilla, M., G. Pullan und G. Thorne. „Sensitivity of Multi-Stage Compressor Performance Assessment to Measurement Rake Positions“. In ASME Turbo Expo 2020: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/gt2020-14490.

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Abstract For an accurate performance assessment of a multi-stage compressor, the circumferentially non-uniform flow at the compressor exit needs to be understood and sampled in a way that minimizes uncertainties. To quantify the effect of the measurement rake positions in the exit duct on compressor performance a combined computational and experimental approach is used on a modern 4-stage compressor. The computational analysis is based on unsteady calculations of a 180-degree sector of the test compressor and experimental verification is provided by comparing to area-traverse data downstream of the outlet guide vanes. It is shown that the exit measurement rakes are subject to circumferential flow variations caused primarily by the combined effect of the potential field of the struts housed within the exit duct and the wakes originating from the outlet guide vanes. A circumferential camber pattern, applied to the outlet guide vanes, designed to shield the upstream compressor blade rows against the potential field of the exit struts, is found to reduce the amplitude of the circumferential variation in stagnation pressure and shift its circumferential phase. Recognizing that a smaller numerical model, consisting only of the last rotor, the outlet guide vanes and the exit struts, is sufficient to capture the relevant flow mechanisms, the circumferential variations in stagnation pressure and temperature at the rake position are quantified as a function of the exit capacity. The stagnation pressure and temperature uncertainty within a +/-2 deg circumferential range around the nominal rake position is found to be up to 2.25 times larger than the change of the nominal values over an 87.1–106.0% variation of the exit capacity. Three options to position the rakes to reduce the uncertainty in compressor efficiency are presented — moving the rake downstream as well as leaning and verniering the rakes over the outlet guide vane pitch. Moving the rake from the leading edge to the trailing edge plane of the exit struts reduced the efficiency uncertainty by 2.6%, while leaning and verniering the rakes reduced the efficiency uncertainty by 0.2% and 0.7% respectively. The knowledge gained from the large-scale, detailed CFD predictions can used to support future measurement campaigns.

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Jalalahmadi, Golnaz, María Helguera und Cristian A. Linte. „A machine leaning approach for abdominal aortic aneurysm severity assessment using geometric, biomechanical, and patient-specific historical clinical features“. In Biomedical Applications in Molecular, Structural, and Functional Imaging, herausgegeben von Barjor S. Gimi und Andrzej Krol. SPIE, 2020. http://dx.doi.org/10.1117/12.2549277.

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Kurzel, Frank. „Customizing Instruction“. In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2870.

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In this paper, we examine techniques employed to customize features within an information technology related leaning environment. Fine grained concepts form the basis of the system; these are initially configured hierarchically into sessions by the instructor to constitute a week’s worth of work. Tools however, exist to provide other forms of access. This constitutes a separation of the course’s knowledge and skill base from the instructional methodology pursued. A session for example, is an instructor driven grouping that has instructional significance. Other instructional objects or artifacts that play particular roles in a methodology can be specified. We examine a problem based scenario and contrast it with an expository form of delivery. Adaptive hypermedia techniques driven by student profiling, are employed to provide students with feedback on their status with particular concepts. Students have access to all course metadata through a range of tools, along with web based tools to scrutinize and access information stored about them. This also includes the formal assessment maintained for the course and any individual settings used by the environment.

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Howard, Bradley, Jingzhou (James) Yang und Guolai Yang. „Prediction of Supporting Hand Forces for Common Automotive Assembly Tasks Based on Optimization and Stability Techniques for Given Posture“. In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70678.

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Quite often people are faced with one handed tasks in which the other hand is needed for support. Without these supporting external forces, postures may be unstable, rendering the task impossible. Automotive assembly line operators are confronted with these types of tasks every day, such as hose installations and the connection of electrical components. Determining the optimal location and forces for the supporting hand is important to minimize potential injuries of operators. Traditionally, these supporting hand forces are measured by experiments. This work attempts to provide an important predictive tool that promises to be of considerable value to companies in predicting leaning forces in work simulation for the proactive ergonomic assessment of work tasks. It presents a method using optimization and stability analysis techniques. Stability is based on the calculation of a three dimensional zero moment point (3D-ZMP) and the resultant reaction loads, calculated from the joint torque. The formulation of the optimization problem used to predict the supporting hand forces is presented and tested using tasks commonly encountered by automotive assembly workers. The results are compared to that in literature, providing an initial validation of the methods. The predicted external forces fell within the 95% confidence intervals calculated from the literature for all tasks.

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Petrov, Nikolai, Nikolai Petrov, Inna Nikonorova, Inna Nikonorova, Vladimir Mashin und Vladimir Mashin. „LANDSLIDE RISK MANAGEMENT IN THE COASTAL ZONE OF THE KUIBYSHEV RESERVOIR DUE THE DESIGN OF HIGH-SPEED LINE "MOSCOW-KAZAN"“. In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b4315fbf636.

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High-speed railway "Moscow-Kazan" by the draft crosses the Volga (Kuibyshev reservoir) in Chuvashia region 500 m below the village of New Kushnikovo. The crossing plot is a right-bank landslide slope with a stepped surface. Its height is 80 m; the slope steepness -15-16o. The authors should assess the risk of landslides and recommend anti-landslide measures to ensure the safety of the future bridge. For this landslide factors have been analyzed, slope stability assessment has been performed and recommendations have been suggested. The role of the following factors have been analyzed: 1) hydrologic - erosion and abrasion reservoir and runoff role; 2) lithologyc (the presence of Urzhum and Northern Dvina horizons of plastically deformable rocks, displacement areas); 3) hydrogeological (the role of perched, ground and interstratal water); 4) geomorphological (presence of the elemental composition of sliding systems and their structure in the relief); 5) exogeodynamic (cycles and stages of landslide systems development, mechanisms and relationship between landslide tiers of different generations and blocks contained in tiers). As a result 6-7 computational models at each of the three engineering-geological sections were made. The stability was evaluated by the method “of the leaning slope”. It is proved that the slope is in a very stable state and requires the following measures: 1) unloading (truncation) of active heads blocks of landslide tiers) and the edge of the plateau, 2) regulation of the surface and groundwater flow, 3) concrete dam, if necessary.

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