Relevant bibliographies by topics / Primary space

Academic literature on the topic 'Primary space'

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Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Primary space"

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Bhadani, Punam Prasad, Iffat Jamal, and Suryakant Nirala. "Primary Pleomorphic Adenoma (Minor Salivary Gland) of Parapharyngeal Space." Indian Journal of Pathology: Research and Practice 6, no. 1 (2017): 159–62. http://dx.doi.org/10.21088/ijprp.2278.148x.6117.27.

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Grilli, Gianluigi, Vanessa Suarez, María Gabriela Muñoz, María Costales, and José Luis Llorente. "Parapharyngeal Space Primary Tumours." Acta Otorrinolaringologica (English Edition) 68, no. 3 (May 2017): 138–44. http://dx.doi.org/10.1016/j.otoeng.2016.06.002.

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Perry, Mary Jane. "Assessing Marine Primary Production from Space." BioScience 36, no. 7 (July 1986): 461–67. http://dx.doi.org/10.2307/1310342.

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Лаптева and V. Lapteva. "Modern Primary School’s Sound Space Organization." Primary Education 3, no. 2 (April 17, 2015): 17–24. http://dx.doi.org/10.12737/11181.

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Questions related to organization of sound space as essential party of modern primary school’s developmental environment are offered for discussion in this paper. The important role of music in educational and cognitive process is justified. Features related to teachers’ training and professional development in Kursk State University and Kursk Education Development Institute and allowing provide teachers’ competence at the expedient organization of junior schoolchildren training’s sound environment are revealed.
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Luca, Magda-Mihaela, Stefania Dinu, Nicoleta Nikolajevic-Stoican, Simina Boia, Eugen Radu Boia, Bianca Dragos, and Malina Popa. "SPACE CONTROL IN MIXED DENTITION - SPACE MAINTAINERS." Jurnalul Pediatrului XXIII, no. 91-92 (December 31, 2020): 68–74. http://dx.doi.org/10.37224/jp.2020.9192.12.

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Maintaining the child's oral cavity in optimal health by preserving the morpho-functional integrity of primary teeth, given the influence they have on the growth and development of the stomatognathic system is the duty and responsibility of the pedodontist. In addition to prevention, increased attention should be granted to the space control in case of early loss of primary teeth in the support area, recommending the use of space maintainers until the eruption of permanent successors, to intercept the appearance of future anomalies.
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Indulkar, ShreeyaTaresh, Manisha Khare, Yasmeen Khatib, and YogitaMangaldas Talpade. "Primary pleomorphic adenoma of the parapharyngeal space." Medical Journal of Dr. D.Y. Patil Vidyapeeth 11, no. 5 (2018): 420. http://dx.doi.org/10.4103/mjdrdypu.mjdrdypu_175_17.

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Opel, Dawn S., and William Hart-Davidson. "The Primary Care Clinic as Writing Space." Written Communication 36, no. 3 (April 8, 2019): 348–78. http://dx.doi.org/10.1177/0741088319839968.

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Finn, Mike, Morgun Custer, Gyrid Lyon, and Michael R. Nash. "Primary/Secondary Process Cognition and Embodied Space." Journal of the American Psychoanalytic Association 62, no. 3 (June 2014): NP6—NP8. http://dx.doi.org/10.1177/0003065114538097.

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Pike, Jo. "Foucault, space and primary school dining rooms." Children's Geographies 6, no. 4 (October 23, 2008): 413–22. http://dx.doi.org/10.1080/14733280802338114.

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Smith, Ian. "Space Invaders- Managing the Primary School Environment." Educational Management & Administration 21, no. 1 (January 1993): 26–29. http://dx.doi.org/10.1177/174114329302100104.

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Dissertations / Theses on the topic "Primary space"

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Amasha, Siti Azlinda. "Dialogic space in three lower primary classrooms : a multimodal approach." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/52273/.

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This thesis uses a multimodal approach to explore how three lower primary teachers manage dialogic space in their respective classrooms during the Shared Book Approach (SBA) lessons, where they read big books to their students while holding whole class discussions. Against the backdrop of recent policies and initiatives by Ministry of Education, Singapore and the aims of the 2010 English Language Syllabus, interactions between teacher and students have received much attention. The body of work on classroom discourse in Singapore mostly focuses on speech, to the exclusion of other semiotic resources that make meaning in the classroom. This study finds that during SBA lessons in the lower primary, teachers use a variety of other semiotic resources such as gestures, space, written words and images. Through a detailed consideration of these semiotic resources, the aims of this research are to investigate how three teachers manage dialogic space during whole class discussions in SBA lessons, the issues arising from their practice and insights specifically given by the use of the Systemic Functional - Multimodal Discourse Analysis or SF-MDA (O’Halloran, 2007, 2011) adopted in this study. The employment of the SF-MDA has proven to be productive in establishing the way the teachers combine the different semiotic resources of speech and gesture to expand dialogic space by asking open-ended questions while gesturing with the supine hand position; and contracting dialogic space by, for example, asking seemingly open-ended questions while pointing to the answers in the big books. This could be seen as a scaffolding technique in reducing the options available to students. Teachers are found to be less reliant on the prone hand gesture in contracting dialogic space.
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Smith, Matthew William Ph D. Massachusetts Institute of Technology. "Minimizing actuator-induced residual error in active space telescope primary mirrors." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/62492.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 135-139).
Heritage space telescope mirror technology-i.e. large, monolithic glass primary mirrors-has reached an upper limit on allowable aperture diameter given launch vehicle volume and mass constraints. The next generation of space telescopes will feature lightweight, actively controlled, segmented primary mirrors in order to achieve the advances in angular resolution and sensitivity that larger aperture diameters permit. Active control via embedded surface-parallel electrostrictive actuators provides the capability to change a mirror segment's optical prescription on orbit, to correct either quasi-static disturbances or manufacturing errors. Commanding low-order prescription changes (e.g. radius of curvature) using discretely-placed actuators, however, induces high spatial frequency residual error in the mirror surface figure, resulting in wavefront error (WFE) that degrades optical performance. A key challenge is reducing this actuator-induced high frequency WFE to below acceptable levels while simultaneously commanding a particular change in global shape. This thesis considers a new set of geometric design variables that affect high-spatial frequency residual error in an effort to mitigate actuator-induced WFE. Specifically, less conventional variations in rib height, actuator geometry, and rib-to-facesheet intersection geometry are exploited to achieve improved performance in silicon carbide (SiC) mirrors. A parametric finite element model is used to explore the trade space among these new parameters and to predict performance improvements. Simulation results show that these additional geometric considerations reduce actuator-induced WFE while keeping mirror mass and complexity constant.
by Matthew William Smith.
S.M.
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Tomlinson, Zakiya Alexandra. "Influence of spatial abilities on primary and secondary space telerobotics operator performance." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/46798.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 2009.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (p. 80-81).
Teleoperated manipulators have been invaluable tools during space missions. Arm operators work in pairs, with the primary operator controlling the arm and the secondary operator assisting by monitoring arm clearance and helping to avoid singularities. Individual ability to manipulate the arm and integrate camera views is believed to correlate with 3 subcomponents of spatial intelligence: spatial visualization (SV), mental rotation (MR) and perspective taking (PT). In particular, PT (the ability to imagine an object from another viewpoint) is thought to be important for integrating camera views. Two experiments were performed; one on primary operator performance, and one on secondary operator performance. In Experiment 1, 19 naive subjects were trained to manipulate a 6 degree of freedom (DOF) simulated arm using a pair of hand-controllers. Over 18 trials, the disparity between the arm's control frame and the cameras was varied between low (< 90 degrees) and high (> 90 degrees) conditions. We used the Cube Comparisons (CC) test to assess SV, the Vandenberg Mental Rotations Test (MRT) to assess MR, and the Purdue Spatial Visualization of Views Test (PSVT) and a Perspective Taking Ability (PTA) test to assess PT. Subjects with high PSVT scores moved the arm more directly to the target and were better at maintaining the required clearance between the arm and obstacles, even without a direct camera view. The subjects' performance degraded under the high disparity condition. In Experiment 2, 11 naive and 9 returning subjects were trained to manipulate the same simulated arm during 6 trials and then acted as a secondary operator observing an additional 32 trials.
(cont.) The MRT, PSVT, and PTA were used to assess spatial abilities. Though the primary operator task was slightly different, we confirmed many results of Experiment 1. Subjects with high PTA scores took less time, moved the arm more directly to the target, and moved the arm more fluidly, especially under the high disparity condition. High scorers on the PSVT and PTA were better at maintaining required clearance. Low PTA scorers looked from monitor to map more often. Prior experience with the arm didn't significantly improve task performance, and performance as primary operator didn't reliably predict performance as a secondary operator. However, subjects with high PSVT scores had better overall secondary operator performance and high PTA scorers were better at detecting problems before they occurred. The results of these studies could be used to customize initial training for astronauts. This research is supported by NSBRI through NASA Cooperative Agreement NCC 9-58.
by Zakiya Alexandra Tomlinson.
S.M.
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Ball, Christopher Edward. "Modeling the emergence of perceptual color space in the primary visual cortex." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11694.

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Humans’ perceptual experience of color is very different from what one might expect, given the light reaching the eye. Identical patterns of light are often perceived as different colors, and different patterns of light are often perceived as the same color. Even more strikingly, our perceptual experience is that hues are arranged circularly (with red similar to violet), even though single-wavelength lights giving rise to perceptions of red and violet are at opposite ends of the wavelength spectrum. The goal of this thesis is to understand how perceptual color space arises in the brain, focusing on the arrangement of hue. To do this, we use computational modeling to integrate findings about light, physiology of the visual system, and color representation in the brain. Recent experimental work shows that alongside spatially contiguous orientation preference maps, macaque primary visual cortex (V1) represents color in isolated patches, and within those patches hue appears to be spatially organized according to perceptual color space. We construct a model of the early visual system that develops based on natural input, and we demonstrate that several factors interact to prevent this first model from developing a realistic representation of hue. We show these factors as independent dimensions and relate them to problems the brain must be overcoming in building a representation of perceptual color space: physiological and environmental variabilities to which the brain is relatively insensitive (surprisingly, given the importance of input in driving development). We subsequently show that a model with a certain position on each dimension develops a hue representation matching the range and spatial organization found in macaque V1—the first time a model has done so. We also show that the realistic results are part of a spectrum of possible results, indicating other organizations of color and orientation that could be found in animals, depending on physiological and environmental factors. Finally, by analyzing how the models work, we hypothesize that well-accepted biological mechanisms such as adaptation, typically omitted from models of both luminance and color processing, can allow the models to overcome these variabilities, as the brain does. These results help understand how V1 can develop a stable, consistent representation of color despite variabilities in the underlying physiology and input statistics. This in turn suggests how the brain can build useful, stable representations in general based on visual experience, despite irrelevant variabilities in input and physiology. The resulting models form a platform to investigate various adult color visual phenomena, as well as to predict results of rearing experiments.
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Kyritsi, Krystallia. "Creativity in primary schools : exploring perspectives on creativity within a Scottish primary school classroom." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31518.

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This thesis explores children's and teachers' perspectives on creativity, and its implementation, within one primary school classroom in Scotland. The data collection phase of the research employed an ethnographic approach, involving four and a half months of fieldwork in the primary school classroom. Data were generated from participant observation/informal conversations with children and teachers and one round of semi-structured interviews with twenty-five children (aged eleven to twelve) and two teachers. Creativity within primary education has been mainly studied through psychological research, which is mainly based on theories of developmental psychology. Such theories view creativity solely as an individual trait. Despite recognition of the importance of sociocultural issues to the flourishing of children's creativity, the study of their collaborative creativity has been neglected - particularly in relation to socio-cultural power dynamics. This thesis specifically analyses the balance between individual and collective creativity in the primary classroom, examines how collaborative creativity can acknowledge childhood diversity, and poses questions about how we include children with differing and complex identities in creative processes. Furthermore, this research has been carried out in Scotland, within the context of a fairly new curriculum, the Curriculum for Excellence. This curriculum has been viewed by some as a progressive, modern and motivating curriculum that enables children's autonomy, and by others as one that has been highly influenced by accountability and performativity regimes, which leave limited space for children's and teachers' autonomy. This thesis examines how the Curriculum for Excellence is interpreted in everyday practice and the extent to which it enables the cultivation of children's creativity. The thesis does so by shedding light on the practical interconnections between children's and teachers' agency, structural enablers/barriers, and cultural processes. The findings of this study show that children perceive, perform and embody creativity not only as an individual trait, but also as a collaborative process. However, the findings also show that collaborative creativity entails many complexities and that cultural barriers to creativity may emerge when power among people (children and teachers) operates in ways that create cultures of exclusion. The thesis concludes that the multiple identities of the Curriculum for Excellence, its multiple interpretations, and lack of coherence regarding what is expected of teachers, leads to a blurred landscape of implementation. The thesis argues that lack of a clear plan, strategy and framework for enabling creativity inhibits the founding principles of the Curriculum for Excellence from being achieved. The thesis also argues that environmental and structural barriers within the research setting inhibit the flourishing of children's creativity, but that the structural barriers can sometimes be overcome through the construction of enabling cultures. The thesis is able to define enabling cultures as cultures that value diversity, promote inclusion, and view space not as static, but as a dynamic process. In so doing, the findings of this study emphasise the interconnected importance of: viewing creativity as an individual trait; perceiving creativity as a collaborative process; and thinking in spatial terms, for example, in ways that create the space for children to perceive, perform and embody creativity in their diverse, but equally valuable ways. This finding enables this study to argue that there is a need for future policies and curricula which promote and encourage greater flexibility in teaching and learning practices, in order to enhance children's and teachers' agency and thus allow them to collaboratively create the types of enabling environments, originally envisaged by the Curriculum for Excellence, that will allow children's creativity to flourish.
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Wang, Deli, Rayan Saab, Ozgur Yilmaz, and Felix J. Herrmann. "Recent results in curvelet-based primary-multiple separation: application to real data." Society of Exploration Geophysicists, 2007. http://hdl.handle.net/2429/565.

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In this abstract, we present a nonlinear curvelet-based sparsitypromoting formulation for the primary-multiple separation problem. We show that these coherent signal components can be separated robustly by explicitly exploting the locality of curvelets in phase space (space-spatial frequency plane) and their ability to compress data volumes that contain wavefronts. This work is an extension of earlier results and the presented algorithms are shown to be stable under noise and moderately erroneous multiple predictions.
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De, Block Liesbeth. "Television as a shared space in the intercultural lives of primary aged children." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10019241/.

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This study is an examination of the ways in which primary aged refugee and migrant children use television and TV talk with their friends and family in processing and building their social worlds and in the formation of their identities. The study focuses on a small number of children from diverse backgrounds who are part of the same friendship groups. The ethnographically styled fieldwork (including visual ethnography) was carried out in a Primary school in North London. The data includes observations in the playground, the classrooms, in the children's homes and out and about in the neighbourhood. Interviews were conducted with children, teachers and parents and media activities and video productions formed an important part of the data collection and analysis. This is, therefore, an in depth study of particular children in a particular time aimed at gaining a detailed understanding of the workings of television in their lives. The data and analysis show that television acted as an important shared space where little else beyond school was shared and where continuity of place and relationships was fragmented or fragile. Television knowledge served as a symbolic resource that these children learned to negotiate, helping them to make sense of the world and their place in it. However, at the same time TV talk was also a place in which these children learned what was not acceptable with their peers and the wider society. They often censored the most important aspects of their home lives from everyday social interactions outside the home. Thus, while acting to facilitate inclusion it was also a powerful force for conformity and for excluding what was different. The families in my study used satellite and cable television to maintain contact with their countries of origin and to build new relationships within the diasporic community internationally. The children, therefore, had to negotiate not only the formation of new identities but, in a way not envisaged before global media, simultaneous multiple affiliations and identities. News media also had a particular importance for the refugee and migrant families in my study. For those children who had experienced conflict it triggered strong feelings of insecurity. Talking with their peers allowed them to relate their experiences to those of others and for them to understand that they were not alone. While children living with two or more cultures are often seen as disadvantaged this study presents a different picture. In contemporary society where economics, communication and everyday life require the ability to move across cultural bound.aries it raises the question as to how we are supporting children in maintaining and developing intercultural communication and skills that will equip them to participate fully in society. This has implications for research, curriculum and the training of teachers and school support staff.
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Moric, Igor. "On-ground characterization of the cold atoms space clock PHARAO." Thesis, Paris 6, 2014. http://www.theses.fr/2014PA066659/document.

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La thèse présente les résultats expérimentaux obtenus au cours du développement et des essais au sol du modèle de vol de l'horloge à atomes froids PHARAO. PHARAO est le premier étalon primaire de fréquence dédié à des applications spatiales. Il est développé par l'agence spatiale française CNES. PHARAO est un des principaux instruments de la mission spatiale de l'ESA: ACES (Atomic Clock Ensemble in Space). Le lancement est prévu en 2016. La mission est basée sur des comparaisons de très hautes performances en temps et en fréquence, entre PHARAO et un ensemble d’horloges basées au sol, pour effectuer des tests en physique fondamentale. La charge utile sera installée sur une palette extérieure de la Station spatiale internationale. Après une introduction sur les horloges atomiques et un résumé de la mission ACES, l'architecture de PHARAO optimisée pour la microgravité et son fonctionnement sont décrits. Ensuite nous présentons les mesures et l'analyse de la stabilité de fréquence. Au sol la stabilité de fréquence est mesurée à un niveau de 3,1x10-13 t-1/2. Cette valeur est en accord avec les différentes sources de bruit. En microgravité la stabilité atteindra 10-13 t-1/2. Pour terminer les principaux déplacements de fréquence sont analysés. Une étude détaillée est donnée sur les propriétés des blindages magnétiques, leurs hystérésis et la conception d’une compensation magnétique active. L'objectif est de réduire l'incertitude sur l’effet Zeeman du second ordre au niveau de quelques 10-17. La détermination de la température de l’environnement des atomes est également analysée avec l'objectif d'atteindre une incertitude sur le déplacement de fréquence par le rayonnement du corps noir dans la gamme de 10-17. Un budget préliminaire sur l’incertitude de fréquence de l’horloge au sol s’établit à 1,1x 10-15. Ce budget est compatible avec un objectif de 3x10-16 en microgravité. La prochaine étape verra l’assemblage tous les autres instruments ACES pour un lancement prévu en 2016
This thesis presents the experimental results obtained during the development and the ground tests of the flight model of the cold atoms space clock PHARAO. PHARAO, the first Primary Frequency Standard (PFS) for space applications, is developed by the French space agency CNES. It is a main instrument of the ESA space mission ACES: Atomic Clock Ensemble in Space with a launch scheduled on 2016. The mission is based on high performances time and frequency comparisons between a payload including PHARAO and ground based clocks to perform tests in fundamental physics. The payload will be installed on an external pallet of the International Space Station. After an introduction on atomic clocks and a summary on the ACES mission, the PHARAO architecture, optimized for microgravity environment, and its operation is described. It is followed by the measurements and the analysis of the frequency stability. On ground the frequency stability is measured at a level of 3.1 10-13 t-1/2. This value is in agreement with the different sources of noise. In space the frequency stability will reach 10-13 t-1/2. Finally the main frequency shifts are analyzed. A detailed study is given on magnetic shield properties, hysteresis and the design of the active magnetic compensation. The objective is to reduce the uncertainty of the second order Zeeman effect within few 10-17. The temperature determination of the atomic environment is also detailed and the goal is to reach an uncertainty on the blackbody frequency shift in the 10-17 range. A preliminary budget on the frequency accuracy of PHARAO on ground is evaluated at 1.1 10-15. This value is compatible with the expected accuracy budget of 3x10-16 when the clock will operate in microgravity. In the next step all the ACES instruments will be assembled for a launch scheduled on 2016
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Lee, Seung Jae S. M. Massachusetts Institute of Technology. "Planar feasibility study for primary mirror control of large imaging space systems using binary actuators." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/61551.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 2010.
Pages 129-130 blank. Cataloged from student submitted PDF version of thesis.
Includes bibliographical references (p. 115-119).
The greatest discoveries in astronomy have come with advancements in ground-based observatories and space telescopes. Latest trends in ground-based observatories have been ever increasing size of the primary mirror, providing much higher apertures for more powerful image captures. The same trend can be envisioned for space telescopes. In fact, concepts for ultra-large space telescopes (ULST) on the order of hundreds of meters in size have been emerging since the late 1990's and early 2000's. Currently, James Webb Space Telescope (JWST) scheduled to be launched in 2014 only has primary mirror diameter of 6.5 m. An important issue in the ULST is correcting for optical errors caused by large thermal deformations expected due to exposure to radiation in orbit. As of now, there are no methods for solving technical complexities involved in correcting for such deformations. Furthermore, the costs associated with weight, deployability, and maintenance hinder advancements in large space telescopes. This thesis explores the idea of using binary actuators coupled with elastic elements to offer solutions to these problems. The feasibility of using binary actuators with elastic elements for correcting the focus of the deformed structure is investigated. The investigation begins with simple representations of the primary mirror structure in one-dimensional study, then in two-dimensional study for planar analysis. The analysis includes exploration of the workspace, demonstration of deterioration of superposition, and performance measured in precision of focus correction. In general, the number of actuators required for an acceptable level of correction is about three times the number of degrees-of-freedom in the system. Ultimately, it is concluded that in the planar domain it is feasible to use binary actuators in the control of primary mirror structure for large space telescopes.
by Seung Jae Lee.
S.M.
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Cinnamon, Serina A. "IMAGINING SPACE: DEVELOPING A CRITICAL GEO-LITERACY WITH MAPS AS PRIMARY SOURCES IN HISTORY EDUCATION." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/997.

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Maps, while often regarded as accurate representations of places and spaces unseen in lived experience, are created with specific purposes that reflect and perpetuate particular epistemological and ontological conceptions about space and place. Using Foucault's conception of power-knowledge relations, Deweyian notions of meaning-making, and complexity theory's idea of interobjectivity; these theoretical works inform the map as a constructed reality. While maps have been well-articulated as socio-political constructions imbued with power-knowledge relations within the critical spaces of cartography and geography, this scholarship has made very few inroads into history education. In order to develop curriculum using maps to develop critical geo-literacy, I draw on a twin lens of critical carto-geography. In advocating for a more critical literacies approach, I assert that maps ought to be incorporated in the history curriculum as primary source documents where students have the opportunity to analyze and interpret maps as political acts. Through analyzing descriptions of practice, I explore possibilities to fully engage students in thinking critically about the construction and interpretation of historical maps. I also discuss the role of geographic information systems (GIS) as a potentially transformative curriculum that advocates inquiry-based learning through GIS maps and mapping. Engaging students in meaningful curriculum that promotes critical geo-literacy not only enriches their learning experience, it broadens the potential for greater democratic practices in educational settings.
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Books on the topic "Primary space"

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Saari, Peggy. Space exploration: Primary sources. Detroit: UXL, Thomson Gale, 2004.

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Cowley, Joy. Space race. Bothell, WA: Wright Group, 1996.

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Cowley, Joy. Space race. Bothell, WA: Wright Group, 1996.

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Matthews, Nicola. Space bug. [Foster City, Calif.]: Gateway Learning Corp., 1998.

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ill, Taylor Eleanor 1969, and Gateway Learning Corporation, eds. Space bug. [Foster City, Calif.]: Gateway Learning Corp., 1998.

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Spencer, Wil. Astronauts in space. Washington, D.C: National Geographic Society, 2003.

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Spencer, Wil. Astronauts in space. Washington, D.C: National Geographic Society, 2003.

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illustrator, Canby Kelly, ed. Space. London: Orion Children's Books, 2015.

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Harris, Iris. Aviation & space curriculum guide K-3. [Washington, D.C.?]: Dept. of Transportation, Federal Aviation Administration, Office of Public Affairs, Aviation Education Program, 1992.

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Harris, Iris. Aviation & space curriculum guide K-3. [Washington, D.C.?]: Dept. of Transportation, Federal Aviation Administration, Office of Public Affairs, Aviation Education Program, 1992.

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Book chapters on the topic "Primary space"

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Weik, Martin H. "primary space allocation." In Computer Science and Communications Dictionary, 1325. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_14582.

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Bertenshaw, Kirsty. "Earth and space." In Tried and Tested Primary Science Experiments, 99–102. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429454936-22.

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Loxley, Peter. "Earth and space." In Practical Ideas for Teaching Primary Science, 225–46. New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315620084-11.

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Beaton, Rachael L., Giuseppe Bono, Vittorio Francesco Braga, Massimo Dall’Ora, Giuliana Fiorentino, In Sung Jang, Clara E. Martínez-Vázquez, et al. "Old-Aged Primary Distance Indicators." In Space Sciences Series of ISSI, 89–181. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-1631-2_4.

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Comiso, Josefino. "Variability of Phytoplankton Pigment Concentrations and Primary Productivity." In Polar Oceans from Space, 403–47. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-0-387-68300-3_9.

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Rebne, Rune, and Jon Helge Sætre. "Improvisation in primary school settings." In Expanding the Space for Improvisation Pedagogy in Music, 133–46. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351199957-9.

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Sanes, J. N., and J. P. Donoghue. "Organization and Adaptability of Muscle Representations in Primary Motor Cortex." In Control of Arm Movement in Space, 103–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77235-1_7.

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Spotti, Massimiliano. "The primary classroom as a superdiverse hetero-normative space." In Hamburg Studies on Linguistic Diversity, 161–78. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/hsld.2.11spo.

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Schmude, Jürgen, and Sascha Jackisch. "Feminization of Teaching: Female Teachers at Primary and Lower Secondary Schools in Baden-Württemberg, Germany: From Its Beginnings to the Present." In Knowledge and Space, 333–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18799-6_17.

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Ng, Oi-Lam, and Nathalie Sinclair. "Drawing in Space: Doing Mathematics with 3D Pens." In Uses of Technology in Primary and Secondary Mathematics Education, 301–13. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76575-4_16.

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Conference papers on the topic "Primary space"

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Wang, Xiao, Wei WANG, Bei LIU, Yan Jun QU, and Xu Peng LI. "Lightweight structure design for supporting plate of primary mirror." In Space Optics and Earth Imaging and Space Navigation, edited by Carl Nardell, Suijian Xue, and Huaidong Yang. SPIE, 2017. http://dx.doi.org/10.1117/12.2285730.

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Summers, Jeff. "LiBaCore - Power storage in primary structure." In Space Technology Conference and Exposition. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1999. http://dx.doi.org/10.2514/6.1999-4420.

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Montgomery, Edward, and Glenn Zeiders. "Ultralightweight Space Deployable Primary Reflector Demonstrator." In 43rd AIAA/ASME/ASCE/AHS/ASC Structures, Structural Dynamics, and Materials Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2002. http://dx.doi.org/10.2514/6.2002-1704.

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Lake, Mark S., James E. Phelps, Jack E. Dyer, David A. Caudle, Anthony Tam, Javier Escobedo-Torres, and Eldon P. Kasl. "Deployable primary mirror for space telescopes." In SPIE's International Symposium on Optical Science, Engineering, and Instrumentation, edited by William Roybal. SPIE, 1999. http://dx.doi.org/10.1117/12.367611.

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Yu, Wenhao, li bin, chen mo, and xian hao. "Analysis and design of segment control system in segmented primary mirror." In Space Optics and Earth Imaging and Space Navigation, edited by Carl Nardell, Suijian Xue, and Huaidong Yang. SPIE, 2017. http://dx.doi.org/10.1117/12.2285830.

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MEISSINGER, HANS. "A small, primary solar-electric propulsion demonstration satellite." In Space Programs and Technologies Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1992. http://dx.doi.org/10.2514/6.1992-1566.

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Sawyer, James. "Graphite-composite primary structure for reusable launch vehicles." In Space Programs and Technologies Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1996. http://dx.doi.org/10.2514/6.1996-4268.

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You, Tung-Han, Allen Halsell, Eric Graat, Stuart Demcak, Dolan Highsmith, Stacia Long, Ramachand Bhat, Neil Mottinger, Earl Higa, and Moriba Jah. "Navigating Mars Reconnaissance Orbiter: Launch Through Primary Science Orbit." In AIAA SPACE 2007 Conference & Exposition. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2007. http://dx.doi.org/10.2514/6.2007-6093.

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Bougoin, Michel, Jérôme Lavenac, Alexandre Gerbert-Gaillard, and Dominique Pierot. "The SiC primary mirror of the EUCLID telescope." In International Conference on Space Optics 2016, edited by Nikos Karafolas, Bruno Cugny, and Zoran Sodnik. SPIE, 2017. http://dx.doi.org/10.1117/12.2296073.

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"Space Projects Supporting Primary and Secondary Education." In 55th International Astronautical Congress of the International Astronautical Federation, the International Academy of Astronautics, and the International Institute of Space Law. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2004. http://dx.doi.org/10.2514/6.iac-04-p.5.b.03.

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Reports on the topic "Primary space"

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Erickson, Mark A. Organizing for Space: Creating a Trinitarian American Space Program - A Historical Primer. Fort Belvoir, VA: Defense Technical Information Center, December 2008. http://dx.doi.org/10.21236/ada540377.

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Schlossberg, Marc, Rebecca Lewis, Aliza Whalen, Clare Haley, Danielle Lewis, Natalie Kataoka, and John Larson-Friend. Rethinking Streets for Physical Distancing. Transportation Research and Education Center (TREC), 2021. http://dx.doi.org/10.15760/trec.257.

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This report summarizes the primary output of this project, a book of COVID-era street reconfiguration case studies called Rethinking Streets During COVID-19: An Evidence-Based Guide to 25 Quick Redesigns for Physical Distancing, Public Use, and Spatial Equity. COVID-era needs have accelerated the process that many communities use to make street transformations due to: a need to remain physically distanced from others outside our immediate household; a need for more outdoor space close to home in every part of every community to access and enjoy; a need for more space to provide efficient mobility for essential workers in particular; and a need for more space for local businesses as they try to remain open safely. This project is the third in a series of NITC-supported case study books on best practices in street reconfigurations for more active, sustainable, and in this case, COVID-supportive uses. The full, 154-page book is available for free download from the National Institute for Transportation and Communities (NITC).
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Pavlyuk, Ihor. MEDIACULTURE AS A NECESSARY FACTOR OF THE CONSERVATION, DEVELOPMENT AND TRANSFORMATION OF ETHNIC AND NATIONAL IDENTITY. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11071.

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The article deals with the mental-existential relationship between ethnoculture, national identity and media culture as a necessary factor for their preservation, transformation, on the example of national original algorithms, matrix models, taking into account global tendencies and Ukrainian archetypal-specific features in Ukraine. the media actively serve the domestic oligarchs in their information-virtual and real wars among themselves and the same expansive alien humanitarian acts by curtailing ethno-cultural programs-projects on national radio, on television, in the press, or offering the recipient instead of a pop pointer, without even communicating to the audience the information stipulated in the media laws − information support-protection-development of ethno-culture national product in the domestic and foreign/diaspora mass media, the support of ethnoculture by NGOs and the state institutions themselves. In the context of the study of the cultural national socio-humanitarian space, the article diagnoses and predicts the model of creating and preserving in it the dynamic equilibrium of the ethno-cultural space, in which the nation must remember the struggle for access to information and its primary sources both as an individual and the state as a whole, culture the transfer of information, which in the process of globalization is becoming a paramount commodity, an egregore, and in the post-traumatic, interrupted-compensatory cultural-information space close rehabilitation mechanisms for national identity to become a real factor in strengthening the state − and vice versa in the context of adequate laws («Law about press and other mass media», Law «About printed media (press) in Ukraine», Law «About Information», «Law about Languages», etc.) and their actual effect in creating motivational mechanisms for preserving/protecting the Ukrainian language, as one of the main identifiers of national identity, information support for its expansion as labels cultural and geostrategic areas.
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Bonomo, Marco, Claudio R. Frischtak, and Paulo Ribeiro. Public Investment and Fiscal Crisis in Brazil: Finding Culprits and Solutions. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003199.

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We investigate the relation between existing fiscal rules and investments in the context of a fiscal crisis in Brazil. We analyze existing fiscal rules at national and subnational levels, their enforcement, and proposed alternatives. Using narrative analysis, case studies, interviews, empirical estimation, and model simulations, we conclude that public investment is not closely related to fiscal rules in Brazil but is mainly determined by fiscal conditions both at national and subnational (state) levels. It is the steady increase of personnel expenditures in real terms that underlies the fiscal deterioration of the last decade, despite the existence of fiscal rules devised to prevent it. We argue that a constitutional rule limiting subnationals personnel expenditures to 50 percent of net revenues, triggering adjustment measures when reaching 47.5 percent, would be an effective instrument for subnational fiscal management, opening fiscal space for increasing investments. At the national level, despite the existence of several fiscal rules, the only effective fiscal anchor is the primary expenditure ceiling introduced in 2016, which has successfully curbed expenditures, including those of the judiciary and legislature.
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Zibani, Nadia. Ishraq: Safe spaces to learn, play and grow: Expansion of recreational sports program for adolescent rural girls in Egypt. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1003.

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Over the past three years, the Ishraq program in the villages of northern El-Minya, Egypt, grew from a novel idea into a vibrant reality. In the process, approximately 300 rural girls have participated in a life-transforming chance to learn, play, and grow into productive members of their local communities. Currently other villages—and soon other governorates—are joining the Ishraq network. Ishraq is a mixture of literacy, life-skills training, and—for girls who have been sheltered in domestic situations of poverty and isolation—a chance to play sports and games with other girls their age and develop a sense of self-worth and mastery; the program reinforces the lessons they receive in life-skills classes about hygiene, nutrition, and healthy living. This guide to the sports and games component of the program is geared to the needs of disadvantaged adolescent girls. It is intended for those in the development community interested in the potential of sports to enhance the overall impact of adolescent programs. Sports can be combined with other program components to give girls a more active experience, whether the primary focus is reproductive health, literacy, or livelihood skills.
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Haider, Huma. Transitional Justice and Reconciliation in the Western Balkans: Approaches, Impacts and Challenges. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/k4d.2021.033.

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Countries in the Western Balkans have engaged in various transitional justice and reconciliation initiatives to address the legacy of the wars of the 1990s and the deep political and societal divisions that persist. There is growing consensus among scholars and practitioners that in order to foster meaningful change, transitional justice must extend beyond trials (the dominant international mechanism in the region) and be more firmly anchored in affected communities with alternative sites, safe spaces, and modes of engagement. This rapid literature review presents a sample of initiatives, spanning a range of sectors and fields – truth-telling, art and culture, memorialisation, dialogue and education – that have achieved a level of success in contributing to processes of reconciliation, most frequently at the community level. It draws primarily from recent studies, published in the past five years. Much of the literature available centres on Bosnia and Herzegovina (BiH), with some examples also drawn from Serbia, Kosovo and North Macedonia.
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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Miller, James, John Vavrin, and Samuel Stidwell IV. Study of maintenance of High Performance Sustainable Buildings (HPSB). Engineer Research and Development Center (U.S.), March 2021. http://dx.doi.org/10.21079/11681/40080.

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A study was performed by the Energy Branch of the US Army Engineer Research and Development Center, Construction Engineering Research Laboratory, on behalf of the US Army Installation Management Command under the Installation Technology Transition Program. The focus of the study was related to maintainability and operability issues associated with High Performance Sustainable Buildings (HPSBs). This study was conducted primarily based on information gleaned from telephone and web conference discussions with installation Directorate of Public Works personnel including Operation and Maintenance (O&M) Chiefs, energy managers, maintenance supervisors, and maintenance technicians. Experiences with HPSBs varied from installation to installation. For example, some installations had very positive experiences with photovoltaic (PV) arrays while other sites questioned their practicality due to maintainability problems. One site noted that PV technologies are changing so rapidly that procuring spare/repair parts becomes difficult or impossible when vendors discontinue supporting their older technologies or manufacturers go out of business. Based on discussions with the installation O&M personnel, a table of pro and con recommendations for 25 technologies, which are commonly implemented on HPSBs, was prepared and is included in this report.
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Crispin, Darla. Artistic Research as a Process of Unfolding. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.503395.

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As artistic research work in various disciplines and national contexts continues to develop, the diversity of approaches to the field becomes ever more apparent. This is to be welcomed, because it keeps alive ideas of plurality and complexity at a particular time in history when the gross oversimplifications and obfuscations of political discourses are compromising the nature of language itself, leading to what several commentators have already called ‘a post-truth’ world. In this brutal environment where ‘information’ is uncoupled from reality and validated only by how loudly and often it is voiced, the artist researcher has a responsibility that goes beyond the confines of our discipline to articulate the truth-content of his or her artistic practice. To do this, they must embrace daring and risk-taking, finding ways of communicating that flow against the current norms. In artistic research, the empathic communication of information and experience – and not merely the ‘verbally empathic’ – is a sign of research transferability, a marker for research content. But this, in some circles, is still a heretical point of view. Research, in its more traditional manifestations mistrusts empathy and individually-incarnated human experience; the researcher, although a sentient being in the world, is expected to behave dispassionately in their professional discourse, and with a distrust for insights that come primarily from instinct. For the construction of empathic systems in which to study and research, our structures still need to change. So, we need to work toward a new world (one that is still not our idea), a world that is symptomatic of what we might like artistic research to be. Risk is one of the elements that helps us to make the conceptual twist that turns subjective, reflexive experience into transpersonal, empathic communication and/or scientifically-viable modes of exchange. It gives us something to work with in engaging with debates because it means that something is at stake. To propose a space where such risks may be taken, I shall revisit Gillian Rose’s metaphor of ‘the fold’ that I analysed in the first Symposium presented by the Arne Nordheim Centre for Artistic Research (NordART) at the Norwegian Academy of Music in November 2015. I shall deepen the exploration of the process of ‘unfolding’, elaborating on my belief in its appropriateness for artistic research work; I shall further suggest that Rose’s metaphor provides a way to bridge some of the gaps of understanding that have already developed between those undertaking artistic research and those working in the more established music disciplines.
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Brandt, Leslie A., Cait Rottler, Wendy S. Gordon, Stacey L. Clark, Lisa O'Donnell, April Rose, Annamarie Rutledge, and Emily King. Vulnerability of Austin’s urban forest and natural areas: A report from the Urban Forestry Climate Change Response Framework. U.S. Department of Agriculture, Northern Forests Climate Hub, October 2020. http://dx.doi.org/10.32747/2020.7204069.ch.

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The trees, developed green spaces, and natural areas within the City of Austin’s 400,882 acres will face direct and indirect impacts from a changing climate over the 21st century. This assessment evaluates the vulnerability of urban trees and natural and developed landscapes within the City Austin to a range of future climates. We synthesized and summarized information on the contemporary landscape, provided information on past climate trends, and illustrated a range of projected future climates. We used this information to inform models of habitat suitability for trees native to the area. Projected shifts in plant hardiness and heat zones were used to understand how less common native species, nonnative species, and cultivars may tolerate future conditions. We also assessed the adaptability of planted and naturally occurring trees to stressors that may not be accounted for in habitat suitability models such as drought, flooding, wind damage, and air pollution. The summary of the contemporary landscape identifies major stressors currently threatening trees and forests in Austin. Major current threats to the region’s urban forest include invasive species, pests and disease, and development. Austin has been warming at a rate of about 0.4°F per decade since measurements began in 1938 and temperature is expected to increase by 5 to 10°F by the end of this century compared to the most recent 30-year average. Both increases in heavy rain events and severe droughts are projected for the future, and the overall balance of precipitation and temperature may shift Austin’s climate to be more similar to the arid Southwest. Species distribution modeling of native trees suggests that suitable habitat may decrease for 14 primarily northern species, and increase for four more southern species. An analysis of tree species vulnerability that combines model projections, shifts in hardiness and heat zones, and adaptive capacity showed that only 3% of the trees estimated to be present in Austin based on the most recent Urban FIA estimate were considered to have low vulnerability in developed areas. Using a panel of local experts, we also assessed the vulnerability of developed and natural areas. All areas were rated as having moderate to moderate-high vulnerability, but the underlying factors driving that vulnerability differed by natural community and between East and West Austin. These projected changes in climate and their associated impacts and vulnerabilities will have important implications for urban forest management, including the planting and maintenance of street and park trees, management of natural areas, and long-term planning.
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