Academic literature on the topic 'GRACE follow-on'
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Journal articles on the topic "GRACE follow-on"
Amann, Manfred, Mike Gross, and Hauke Thamm. "The Grace Follow-On Quiet Electrical Power System." E3S Web of Conferences 16 (2017): 13011. http://dx.doi.org/10.1051/e3sconf/20171613011.
Full textAbich, Klaus, Christina Bogan, Claus Braxmaier, Karsten Danzmann, Marina Dehne, Martin Gohlke, Alexander Görth, et al. "GRACE-Follow On Laser Ranging Interferometer: German contribution." Journal of Physics: Conference Series 610 (May 11, 2015): 012010. http://dx.doi.org/10.1088/1742-6596/610/1/012010.
Full textFleddermann, R., R. L. Ward, M. Elliot, D. M. Wuchenich, F. Gilles, M. Herding, K. Nicklaus, et al. "Testing the GRACE follow-on triple mirror assembly." Classical and Quantum Gravity 31, no. 19 (September 16, 2014): 195004. http://dx.doi.org/10.1088/0264-9381/31/19/195004.
Full textDarbeheshti, Neda, Henry Wegener, Vitali Müller, Majid Naeimi, Gerhard Heinzel, and Martin Hewitson. "Instrument data simulations for GRACE Follow-on: observation and noise models." Earth System Science Data 9, no. 2 (November 17, 2017): 833–48. http://dx.doi.org/10.5194/essd-9-833-2017.
Full textLenczuk, Artur, Matthias Weigelt, Wieslaw Kosek, and Jan Mikocki. "Autoregressive Reconstruction of Total Water Storage within GRACE and GRACE Follow-On Gap Period." Energies 15, no. 13 (July 1, 2022): 4827. http://dx.doi.org/10.3390/en15134827.
Full textSchütze, Daniel, Gunnar Stede, Vitali Müller, Oliver Gerberding, Tamara Bandikova, Benjamin S. Sheard, Gerhard Heinzel, and Karsten Danzmann. "Laser beam steering for GRACE Follow-On intersatellite interferometry." Optics Express 22, no. 20 (September 25, 2014): 24117. http://dx.doi.org/10.1364/oe.22.024117.
Full textShang, Peisi, Xiaoli Su, and Zhicai Luo. "Characteristics of the Greenland Ice Sheet Mass Variations Revealed by GRACE/GRACE Follow-On Gravimetry." Remote Sensing 14, no. 18 (September 6, 2022): 4442. http://dx.doi.org/10.3390/rs14184442.
Full textGörth, A., J. Sanjuan, M. Gohlke, S. Rasch, K. Abich, C. Braxmaier, and G. Heinzel. "Test environments for the GRACE follow-on laser ranging interferometer." Journal of Physics: Conference Series 716 (May 2016): 012011. http://dx.doi.org/10.1088/1742-6596/716/1/012011.
Full textWuchenich, Danielle M. R., Christoph Mahrdt, Benjamin S. Sheard, Samuel P. Francis, Robert E. Spero, John Miller, Conor M. Mow-Lowry, et al. "Laser link acquisition demonstration for the GRACE Follow-On mission." Optics Express 22, no. 9 (May 2, 2014): 11351. http://dx.doi.org/10.1364/oe.22.011351.
Full textLoomis, Bryant D., R. S. Nerem, and S. B. Luthcke. "Simulation study of a follow-on gravity mission to GRACE." Journal of Geodesy 86, no. 5 (October 28, 2011): 319–35. http://dx.doi.org/10.1007/s00190-011-0521-8.
Full textDissertations / Theses on the topic "GRACE follow-on"
Loomis, Bryant. "Simulation study of a follow-on gravity mission to GRACE." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1430177.
Full textSchütze, Daniel [Verfasser]. "Intersatellite laser interferometry : test environments for GRACE follow-on / Daniel Schütze." Hannover : Technische Informationsbibliothek und Universitätsbibliothek Hannover (TIB), 2015. http://d-nb.info/1069219223/34.
Full textMahrdt, Christoph [Verfasser]. "Laser link acquisition for the GRACE follow-on laser ranging interferometer / Christoph Mahrdt." Hannover : Technische Informationsbibliothek und Universitätsbibliothek Hannover (TIB), 2014. http://d-nb.info/1053413025/34.
Full textWuchenich, Danielle M. R. "Inter-Satellite laser interferometry." Phd thesis, 2014. http://hdl.handle.net/1885/11786.
Full textTSAI, SHU-HSUAN, and 蔡書璇. "Follow-Up Case Study on First and Second Grade Students’ Chinese Literacy Development." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/28465535486840723734.
Full text臺北市立教育大學
幼兒教育學系碩士班
96
From the angle of emergent literacy perspective, the researcher conducted a case study to investigate lower-grade pupils’ development of Mandarin reading and writing. The two subjects, with abundant experience of reading, drawing, writing, and speaking, graduated from kindergarten which adopted learning center approach and had not received formal instruction not only of reading and writing but also of Mandarin Phonetic Symbols until they entered elementary school. The purpose of the research was to understand the subjects’ characteristics and progress in reading and writing in elementary school and to explore the transitional process between preschool literacy experiences and literacy learning in primary education. The methods included participant observation methods, field notes, video- and audio-recordings, interviews, collections of the pupils’ works and relevant documents as well as accomplishments in Mandarin courses. Fields of research contained the situations wherein cases participated in Mandarin courses and after-class reading and writing activities. Research findings revealed the following information: 1)The progress of learning reading Although those who had learned Mandarin Phonetic Symbols were less frustrated after enrolment, they still made commonly seen mistakes. Some of the rules could be absorbed through direct teaching and drills. While the two subjects met with setbacks at the beginning of learning Mandarin Phonetic Symbols, they ultimately can comprehend and employ the rules of pin-yin system. One of the subjects, Duo-Duo, learned Mandarin Phonetic Symbols with a certain amount of lexical acquisition which helped her reduce anxiety about learning Mandarin Phonetic Symbols and reading; meanwhile, it also accelerated reading performance. In the aspect of reading strategies, the two subjects advanced from reading aloud to silent reading, and they could interchangeably apply the two strategies by utilizing fingers to assist in pointing, read word by word as well as correlate symbols with sounds. Reading comprehension was concerned with the subjects’ decoding speed, the amount of lexical acquisition, and real-life experiences. 2)The progress of learning writing In the initial stage, the case who wrote Mandarin Phonetic Symbols would verbally write out based on the property of symbols. From a viewpoint of emergent literacy perspective, the phenomenon would not influence language competency and meaning conveyed. After being provided with formal instructions of characters, the subjects gradually replaced Mandarin Phonetic Symbols with characters. As for written language, the patterns that two subjects mostly relied on were sounds and shapes in the task of word recognition whereas least were semantic meanings. Oral expression served as their important language experience related to background knowledge of organizing words and sentences. However, higher-level organizational abilities needed to be acquired by participating in more literacy activities. Furthermore, writing and reading were reciprocally associated with each other, and plentiful literacy experience would reflect in oral and writing competency. 3)Contextual factors that influenced learning of reading and writing Literacy development would vary with individual differences. Attitudes and styles were cultivated through interactions with surroundings which further affected the subjects’ literacy learning. Moreover, family played a role in supporting their initial and life-long literacy experiences; preschool education provided learning and support suitable for their differences and age; primary education leaded the subjects to learn formal language forms. The connection of family and school education composed supportive system of literacy development. Lastly, enactment of language education policies and emphasis on literacy achievement in our cultural context also worked upon language experience of the subjects and all pupils. These above-mentioned systems interrelated to each other and influenced the subjects’ literacy development to different extents. The findings showed that language education of preschool should supply the children with rich literacy context which included drawing, listening, storytelling, oral expression, and so on. In this way, even if traditional literacy skills were not specifically taught, these children still could have concept and abilities of reading and writing, by which would benefit their literacy development. The more important thing was that under the cultural context in Taiwan emphasizing formal language instructions, the two subjects developed interest in daily literacy practice during preschool stage and extended such an interest, which become parts of their life, to primary education. These cases learned reading and writing on the basis of their own specific strengths, and their disinterest of learning Mandarin Phonetic Symbols, recognizing words and writing did not affect language development. In their sophomore, one of the subjects, Jiang-Jiang, gradually revealed higher-level language ability mastering tips of reading and writing whose performance was related to personal attributes and experience at home and school.
LIN, PEI-YI, and 林佩儀. "An Action Research on Story Follow-up Writing Strategies to Improve Students' Writing Attitude: A Case of Writing Instruction at Grade Eight." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/726g3f.
Full text國立臺北教育大學
教育學系教育創新與評鑑碩士班
104
This study aims to explore the design strategies, development processes, possible obstacles and solutions to a story follow-up writing. By understanding the changes of students before and after a story follow-up writing, this study would provide a learning process to researcher. The action research approach was adopted and 28 eight-grade students were participated for this study. The subject was follow-up writing with four units of worksheet. The quantitative data were collected and analyzed through students’ writing attitude scale. Meanwhile, the qualitative data were collected and analyzed through interviews with the participants, interviews with the collaborative researchers, teacher reflection notes and students’ feedbacks. The analyses of these data revealed the results as below: 1. By using kinds of stories would correspondent with students who have each reading hobbies and would improve students’ writing motivation. 2. “Telling stories, follow-up writing and comparing” is a very helpful course that could improve students’ writing attitude. 3. The researcher gained the teaching growth and enhanced the professional capacity from the action research. The researcher makes the following recommendations for teachers based on the findings: 1. Choose a story, which is closed to life. 2. Teacher could tell the story orally, which would make students interested in writing. 3. Increase the class numbers of follow-up writing course. 4. Focus on the skill shift after course. 5. The positive feedback from teacher help students improve the writing attitude 6. Provide students an opportunity to assess their writing to each other. 7. Seek research partners and organize a teaching team to design more perfect course. The suggestions for future researchers are listed as follows: 1. Increase the difficulty level of follow-up writing. 2. Explore the changes of writing skill of students on follow-up writing.
Lee, Jui-Ying, and 李瑞英. "~Follow Me After School~An Action Study on the Design of a Teacher’s Program of After-School Caring Service for Grade 2 Students in an Elementary School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/77873630909384903398.
Full text淡江大學
教育政策與領導研究所碩士在職專班
101
The study was to learn how an After-school Caring Service Teacher program for grade 2 students in an elementary school through the design and implementation of a multiplied teaching program, to enrich the service contents of the after-school caring service. The research subjects of the study were the grade 2 students of an elementary school in Taipei City, who were joining an after-school caring service program of that school. The research method adopted in the study was action research. The researcher with her partners and the supervising administrator, from the three pre-set reference courses of“Picture Books of Character”,“the Joyful Physical Fitness”and“the Creative Aesthetic Labor”, formed a series of actions including the design, implementation, assessment, review and recommendations, with the hopes that the students, in addition to the making of the homework and subject guidance, would explore their extra-curriculum activities to promote the growth of character and to raise the interest of learning and the enlightenment of creativeness. We also hope that with this study, we can further understand the problems the teachers facing and their solutions, and we might gradually constitute a usable and effective after-school caring service program through reflection and correction. We concluded our data-analysis as follows: 1.The diversified after-school caring service program would help to raise the percentage of homework-completion. 2.A proper time-frame for the after-school caring service would take both the homework-making and diverse learning into consideration. 3.The growth of the character education could be seen through the teaching with picture books presenting the promotions and growths of seven item about characters. 4.The character education with the adoption of joyful physical fitness teaching is effective in cultivating the respect, fairness and teamwork spirit of the students. 5.The teaching of creative aesthetic labor had greatly helped in raising the students’ interest toward learning and enlightening the students’ creativity. 6.Due to the heavy tasks for teachers in after-school caring service, teachers would only be able to realize targets of their program-designing in the form of group. Based on the above-mentioned conclusion, the researcher would like to propose concrete suggestions here as the reference for teachers, administrators and future researchers.
Books on the topic "GRACE follow-on"
Willimon, William H. A will to lead and the grace to follow: Letters on leadership from a peculiar prophet. Nashville: Abingdon Press, 2011.
Find full textK, Langlands Brian, ed. A will to lead and the grace to follow: Lectures on leadership from a professional prophet. Nashville: Abingdon Press, 2011.
Find full textImage, Isabella. Constraint (1): Voluntas. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198806646.003.0006.
Full text1939-, Wheeler Leslie, and Young Douglas 1913-, eds. Northern lights: Including follow on activities. London: Unwin Hyman, 1989.
Find full textProfessor, Baby. Easy-To-Follow Lesson on Heat and Light Energy Books for Kids Grade 3 Children's Physics Books. Speedy Publishing LLC, 2021.
Find full textProfessor, Baby. Easy-To-Follow Lesson on Heat and Light Energy Books for Kids Grade 3 Children's Physics Books. Speedy Publishing LLC, 2021.
Find full textLow, Bobbi S. Competition Throughout Women’s Lives. Edited by Maryanne L. Fisher. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199376377.013.5.
Full textHale, Grace Elizabeth. Cool Town. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469654874.001.0001.
Full textCooperberg, Matthew, and Peter Carroll. Prostate cancer. Edited by James W. F. Catto. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199659579.003.0064.
Full textGuen, Olivier Le. Managing epistemicity among the Yucatec Mayas (Mexico). Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0010.
Full textBook chapters on the topic "GRACE follow-on"
Flechtner, Frank, Phil Morton, Mike Watkins, and Frank Webb. "Status of the GRACE Follow-On Mission." In Gravity, Geoid and Height Systems, 117–21. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10837-7_15.
Full textCossavella, F., J. Herman, L. Hoffmann, D. Fischer, H. Save, B. Schlepp, and T. Usbeck. "Attitude Control on GRACE Follow-On: Experiences from the First Years in Orbit." In Space Operations, 493–517. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94628-9_22.
Full textZahl, Simeon. "Grace as Experience." In The Holy Spirit and Christian Experience, 142–82. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198827788.003.0005.
Full textKang, Zhigui, John Ries, Srinivas Bettadpur, Himanshu Save, and Byron Tapley. "Combined Gravity Solution from SLR and GRACE/GRACE-FO." In International Association of Geodesy Symposia. Berlin, Heidelberg: Springer Berlin Heidelberg, 2022. http://dx.doi.org/10.1007/1345_2022_148.
Full textKnabe, Annike, Manuel Schilling, Hu Wu, Alireza HosseiniArani, Jürgen Müller, Quentin Beaufils, and Franck Pereira dos Santos. "The Benefit of Accelerometers Based on Cold Atom Interferometry for Future Satellite Gravity Missions." In International Association of Geodesy Symposia. Berlin, Heidelberg: Springer Berlin Heidelberg, 2022. http://dx.doi.org/10.1007/1345_2022_151.
Full textMiller, Craig A. "Houston: 1951–1956." In A Time for All Things, 264–328. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190073947.003.0006.
Full textKadivar, Mohsen. "Women’s Rights in the Hereafter: A Qur’anic Theological Study." In Human Rights and Reformist Islam, 305–30. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474449304.003.0012.
Full textRuokanen, Miikka. "A Theology of Paradoxes." In Trinitarian Grace in Martin Luther's The Bondage of the Will, 117–35. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192895837.003.0007.
Full textDeane-Drummond, Celia E. "The Search for Shadow Sophia." In Shadow Sophia, 207–22. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198843467.003.0010.
Full textBray, Karen. "Unwilling Feeling." In Grave Attending, 105–51. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823286850.003.0004.
Full textConference papers on the topic "GRACE follow-on"
Kayali, Sammy, Phillip Morton, and Michael Gross. "International challenges of GRACE Follow-On." In 2017 IEEE Aerospace Conference. IEEE, 2017. http://dx.doi.org/10.1109/aero.2017.7943615.
Full textDahl, C., A. Baatzsch, M. Dehne, M. Herding, K. Nicklaus, Claus Braxmaier, J. Sanjuan, et al. "Laser ranging interferometer on Grace follow-on." In International Conference on Space Optics 2016, edited by Nikos Karafolas, Bruno Cugny, and Zoran Sodnik. SPIE, 2017. http://dx.doi.org/10.1117/12.2297705.
Full textShaddock, Daniel A. "Overview of the GRACE Follow-on Mission." In Optical Instrumentation for Energy and Environmental Applications. Washington, D.C.: OSA, 2014. http://dx.doi.org/10.1364/e2.2014.eth4a.3.
Full textDanzmann, Karsten, Marina Dehne, Oliver Gerberding, Daniel Schütze, Gunnar Stede, Robert Spero, Daniel Shaddock, et al. "Laser ranging interferometer for GRACE follow-on." In International Conference on Space Optics 2012, edited by Errico Armandillo, Nikos Karafolas, and Bruno Cugny. SPIE, 2017. http://dx.doi.org/10.1117/12.2309099.
Full textNicklaus, K., A. Baatzsch, C. Diekmann, F. Gilles, B. Zender, B. Sheard, G. Heinzel, et al. "Optical bench of the laser ranging interferometer on grace follow-on." In International Conference on Space Optics 2014, edited by Bruno Cugny, Zoran Sodnik, and Nikos Karafolas. SPIE, 2017. http://dx.doi.org/10.1117/12.2304195.
Full textThompson, R., W. M. Folkner, G. de Vine, W. M. Klipstein, K. McKenzie, R. Spero, N. Yu, et al. "A flight-like optical reference cavity for GRACE follow-on laser frequency stabilization." In 2011 Joint Conference of the IEEE International Frequency Control and the European Frequency and Time Forum (FCS). IEEE, 2011. http://dx.doi.org/10.1109/fcs.2011.5977873.
Full textWegener, H. "Towards a tilt-to-length coupling calibration on the GRACE follow-on laser ranging instrument." In International Conference on Space Optics - ICSO 2018, edited by Nikos Karafolas, Zoran Sodnik, and Bruno Cugny. SPIE, 2019. http://dx.doi.org/10.1117/12.2536070.
Full textWanner, Gudrun, Christoph Mahrdt, Gerhard Heinzel, Karsten Danzmann, Evgenia Kochkina, Vitali Müller, and Sönke Schuster. "Simulating laser interferometers for missions such as (E)Lisa, Lisa pathfinder and Grace follow-on." In International Conference on Space Optics 2014, edited by Bruno Cugny, Zoran Sodnik, and Nikos Karafolas. SPIE, 2017. http://dx.doi.org/10.1117/12.2304102.
Full textStephens, M., R. Craig, J. Leitch, R. Pierce, R. Nerem, P. Bender, and B. Loomis. "Demonstration of an Interferometric Laser Ranging System for a Follow-On Gravity Mission to GRACE." In 2006 IEEE International Symposium on Geoscience and Remote Sensing. IEEE, 2006. http://dx.doi.org/10.1109/igarss.2006.288.
Full textRam, Dharma. "Oral Abstract." In 16th Annual International Conference RGCON. Thieme Medical and Scientific Publishers Private Ltd., 2016. http://dx.doi.org/10.1055/s-0039-1685335.
Full textReports on the topic "GRACE follow-on"
Or, Etti, Tai-Ping Sun, Amnon Lichter, and Avichai Perl. Characterization and Manipulation of the Primary Components in Gibberellin Signaling in the Grape Berry. United States Department of Agriculture, January 2010. http://dx.doi.org/10.32747/2010.7592649.bard.
Full textGalili, Naftali, Roger P. Rohrbach, Itzhak Shmulevich, Yoram Fuchs, and Giora Zauberman. Non-Destructive Quality Sensing of High-Value Agricultural Commodities Through Response Analysis. United States Department of Agriculture, October 1994. http://dx.doi.org/10.32747/1994.7570549.bard.
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