Academic literature on the topic 'Whole class approach'
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Journal articles on the topic "Whole class approach"
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Jackiw, Nicholas, and Nathalie Sinclair. "Dragon Play: Microworld Design in a Whole-Class Context." Journal of Educational Computing Research 27, no. 1 (July 2002): 111–45. http://dx.doi.org/10.2190/ryw7-eg6h-qu6v-8rec.
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We propose a whole-class view of microworld design, in which the total ecology of students, technology, and teacher is considered by the decisions and choices of the design. Through a case-study analysis of a classroom implementation, we illustrate a dynamic geometry microworld designed using such an approach and attempt to identify both the effects such an approach has on student affect and participation and the roles that educational technology fills in such a social context. We argue that whole-class microworld design not only has practical benefits in terms of classroom time and management, but also develops social interactions conducive to educative learning experiences.
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Soled, Derek, and Shivangi Goel. "Making a Medical School Class Whole: A Holistic Approach to Student Government." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052093255. http://dx.doi.org/10.1177/2382120520932554.
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Student government has a unique role in medical schools, where it can function to strongly nurture the well-being of a class. Student body representatives have a better understanding of the interests of medical students and the adversity they face. Thus, the student government is in a prime position to make positive change in the lives of their classmates with help from the school administration. This article explores these ideas and is written from the perspective of the co-presidents of the student body at a northeast medical school.
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Swinson, J. "Improving Behaviour: A whole‐class approach, using pupil perceptions and social skills training." Educational Psychology in Practice 6, no. 2 (July 1990): 82–89. http://dx.doi.org/10.1080/0266736900060206.
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Frost, Ros. "Developing the skills of seven‐ and eight‐year‐old researchers: a whole class approach." Educational Action Research 15, no. 3 (September 2007): 441–58. http://dx.doi.org/10.1080/09650790701514796.
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Reynolds, Todd. "Like a conductor: whole-class discussion in English classrooms." English Teaching: Practice & Critique 18, no. 4 (November 11, 2019): 478–91. http://dx.doi.org/10.1108/etpc-04-2019-0053.
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Purpose After interviewing teachers about their beliefs on discussion, the author observed four English teachers as they led class discussions. The purpose of this study is to see what kinds of discussion were happening, and what teachers were doing to facilitate those discussions. Design/methodology/approach The author observed six English class sessions with discussion as a technique and transcribed each. To analyze the discussion events (DEs), the author focused on the addressivity of the teachers’ comments, and plotted the DEs on a four-quadrant system of analysis. The quadrants helped to move beyond the value-laden dichotomy between monologic and dialogic discussion, and to better understand what teachers are doing. Findings The majority of class sessions were classified as convergent-active but teachers used a variety of discussions. In particular, teachers were concerned about control, so they used three techniques to keep procedural control as follows: taking over the discussion, creating specific procedures and using the Initiation-Response-Evaluation format in different ways. Originality/value Instead of focusing on a dichotomy this method of analysis opens up the possibility for labeling different kinds of dialogic instruction, like the teacher-as-conductor form of convergent-active discussions. This can help teachers understand that addressivity and purpose matter as they create their discussions but also that various forms of discussion are necessary in the classroom. Incorporating dialogic instruction has been difficult for teachers; this method can help describe what they are doing while not devaluing the kinds of discussion that are taking place.
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Bovill, Catherine. "Co-creation in learning and teaching: the case for a whole-class approach in higher education." Higher Education 79, no. 6 (December 2, 2019): 1023–37. http://dx.doi.org/10.1007/s10734-019-00453-w.
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AbstractThere is a wide range of activity in the higher education sector labelled ‘students as partners’ and ‘co-creation in learning and teaching’. Several frameworks have been proposed to map and categorise existing partnership and co-creation roles, activities, research, and practice. In this paper, I synthesise some of these frameworks to illustrate how the predominant focus in the international literature has been on partnership projects that select small groups of often already super-engaged or privileged students to participate. In contrast, co-creation in learning and teaching, embedded within the curriculum and involving a whole class of students, has been largely overlooked. I explore the potential of co-creating learning and teaching with a whole class of students (including face-to-face, blended, and online settings, and including lectures, tutorials, laboratories, and other methods of teaching); in other words, it is co-creation integral to students’ programmes and courses of study. I argue that whole-class approaches to co-creation may be inherently more inclusive of students than other approaches to co-creation and that this approach both relies upon, and contributes towards, building positive relationships between staff and students, and between students and students. I explore some of the challenges of whole-class co-creation in learning and teaching, and I also argue that the benefits suggest this is currently an underutilised and researched approach internationally.
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Mufilhah, Muflihah. "PENDEKATAN WHOLE LANGUAGE MELALUI MULTI MEDIA DALAM PENINGKATAN KETERAMPILANPEMBELAJARAN BAHASA ARAB BAGI MAHASISWA PRODI PENDIDIKAN BAHASA ARAB, FAKULTAS TARBIYAH DAN KEGURUAN UIN SUNAN AMPEL SURABAYA." alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban 4, no. 1 (December 16, 2019): 35–46. http://dx.doi.org/10.15642/alfazuna.v4i1.540.
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An important problem faced by lecturers in learning Arabic is technology-based learning or through multimedia. Therefore, the author examines this through research to find out a number of issues, namely: 1) How to design learning with a whole language approach through Multi Media in improving Arabic language skills for Arabic education department at Tarbiyah and Teacher Training Faculty of UIN Sunan Ampel Surabaya? 2) How is the implementation of learning with the whole language approach through Multi Media in improving Arabic language skills for students of Arabic education department at Tarbiyah and Teacher Training Faculty of UIN Sunan Ampel Surabaya? The results of this study are that the implementation of learning with the whole language approach through multimedia is in class D as an experimental class, the researcher also implements learning by not using the whole language approach through Multi Media as a comparison class that is in class B and based on the results of calculations performed using applications Minitab 16 can be seen that the value of the t-test from the pre-test and post-test table in the experimental class or class D is 10.99 and the value of the t-count from the class B pre-test and post-test table is 5.75.
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Bell, Joseph, Anna den Boer, and Kimela Shah. "Aggregate damages: why the whole might not be the sum of the parts." Competition Law Journal 19, no. 2 (July 24, 2020): 84–93. http://dx.doi.org/10.4337/clj.2020.02.04.
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Many legal regimes allow for the award of aggregate damages in collective or class claims. That is to say, an award may be made reflecting the losses of the class as a whole, with little or no information as to the losses suffered by individual class members. Economists are able to calculate damages at a class level without complete individual data by applying two different but not mutually exclusive sets of methodologies, which we refer to as ‘top-down’ and ‘sample-based’ approaches. This article discusses some of the advantages and pitfalls that may arise in estimating aggregate damages under each approach, and illustrates some circumstances in which the process of aggregation may lead to upward or downward bias in the estimate of total loss. We also compare the relative merits of each approach, and consider some of the practical steps by which such biases may be avoided.
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Sindall, R. S. "The criminal statistics of nineteenth-century cities: a new approach." Urban History 13 (May 1986): 28–36. http://dx.doi.org/10.1017/s0963926800007987.
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In the last decade an area of urban history receiving increasing attention has been that of crime and, in particular, nineteenth-century crime. For those social scientists whose main interest is the study of lower-class life the study of crime has become increasingly fashionable. However, the study of crime is the study of the whole of society and the relationship of the various classes within that society. That law-makers create law-breakers is axiomatic and the study of crime is, therefore, not just the study of criminals but also of the institutions which defined them as criminals. For too long it has been implied that studying criminals is the study of a subset of lower-class life. This is a reflection of the fact that research is largely a middle-class occupation and so researchers bring to their work their own middle-class perception of society. The result is the automatic acceptance that crime consists purely of larceny, burglary, assault, rape and murder while overlooking the middle-class crimes of fraud, embezzlement, tax evasion, offences against the Companies Acts, Consumer Protection Acts and Factory Acts.
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Neely, Eva, Mat Walton, and Christine Stephens. "Food practices and school connectedness: a whole-school approach." Health Education 116, no. 3 (April 4, 2016): 320–40. http://dx.doi.org/10.1108/he-11-2014-0095.
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Purpose – The health-promoting schools (HPSs) framework has emerged as a promising model for promoting school connectedness in the school setting. The purpose of this paper is to explore the potential for food practices to promote school connectedness within a HPSs framework. Design/methodology/approach – This study explores food practices within a New Zealand secondary school by using an ethnographic methodology, with interviews and observations, to explore in-depth the range of food practices that occurred within the school across a whole school year. Thematically the data were ready for school connectedness indicators across the recorded events, and categorically the practices were coded according to their level of occurrence within the HPS framework. Findings – The findings showed that food practices occurred across class- and school-level organisation, ethos, environment, and community partnerships, and indicated that they may be valuable assets for a HPS approach to school connectedness. By integrating the findings of the present study with previous literature the authors suggest a HPS framework for promoting school connectedness through food practices. Originality/value – This paper contributes to the emerging research on whole-school approaches to building school connectedness, and provides a first contribution on the value of food practices for school connectedness.
Dissertations / Theses on the topic "Whole class approach"
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Ingram, Jennifer. "Whole class interaction in the mathematics classroom : a conversation analytic approach." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/49627/.
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This thesis analyses whole-class interactions in the mathematics lessons of four mathematics teachers and their pupils. A conversation analytic approach was taken in analysing the transcripts of whole-class interactions, focusing on those interactions that were about mathematics. The sequential organisation of talk, in particular turn-taking and preference organisation, is examined for similarities and differences across the four classrooms and the implications these may have for the teaching and learning of mathematics are explored. This research also examines the discursive construction of the mathematical tasks and activities in each of the classrooms. The analysis reveals that the teachers and pupils orient to the institutional setting in which the interaction occurs. The structure of interactions in formal classrooms offers opportunities that can support particular features of learning mathematics, such as using mathematical terminology, building in opportunities for pupils to think about the mathematics, explain their reasoning, and ask mathematically related questions. However, these structures also constrain the interactions and so features of learning mathematics only feature in interactions that deviate from the usual patterns of interaction in formal classrooms, such as argumentation and justification. Finally, this research offers evidence that the way mathematical tasks and activities are talked into being affects the nature of the mathematics that the pupils experience.
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Brand, David. "Shifting the I-R-F paradigm : an action research approach to improving whole-class interactional questioning competence." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3230.
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The Initiation-Response-Feedback (I-R-F) questioning sequence is perhaps the most common pedagogical discursive interaction, not just in classrooms, but in virtually every learning context; the educator asks a question, the learner responds and the educator gives feedback about that response. Children are introduced to these sequences from a very early age - usually through their formative communications with parents or adults - and continue to participate in them throughout their academic careers. In a whole-class school setting, these exchanges are notoriously teacher-dominated and tightly-controlled, characteristically offering students little time and opportunity to construct and develop their own ideas and thinking. Despite the myriad of changes in education over the last 20 years, it seems somewhat paradoxical that the stereo-typical I-R-F questioning sequence has exhibited such durability in its current form. The main aim of this research study was to investigate the degree to which the epistemological foundations of the whole-class I-R-F questioning sequence could be relocated from a traditionally behaviourist perspective towards a position more concomitant with social constructivism. Underpinning this philosophy is the belief that students should be given a much greater degree of interactional autonomy. The chosen methodology was based on an action research model with a multi-method approach for data collection. A framework of ‘best questioning practice’ was constructed in order to support teachers in improving their Interactional Questioning Competence (IQC) over the course of three action research cycles. In addition to this, three facilitators of change were employed as catalytic devices for enhancing teacher performance during the research; self-evaluation, focus group interviews and specialist coaching. The results show that although progress was made in many areas, other features of IQC were more resistant to change, largely as a result of the pedagogical goals of the teacher, the institutional motives of the school establishment and the political aspirations of current educational policy.
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Davis, Ruth A. (Ruth Ann) 1946. "A Comparison of the Reading and Writing Performance of Children in a Whole Language Pre-First-Grade Class and a Modified Traditional First-Grade Class." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331120/.
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This study examined differences in literacy development between five students attending whole language pre-first-grade classes and five students eligible for pre-first-grade classes but attending modified traditional first-grade classes. Differences between whole language pre-first-grade classes and modified traditional first-grade classes in use of literacy materials, teaching procedures, and amount of time spent on literacy were also examined. The procedures involved testing the subjects on reading and writing skills, observations of the pre-first-grade and first-grade classes, and analysis of subjects' writing samples.
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Bhana, Kamal. "Evaluating the impact of whole-class self-management and interdependent group contingency approaches on pupil engagement and disruptive behaviour." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/44943/.
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This study investigates the efficacy of two whole-class approaches to classroom management, self-management and interdependent group contingency, in a sample of 8-9 year olds in the UK. Phase A investigates which approach is most effective in reducing off-task and disruptive behaviours in target lessons, and in improving behaviour in general. Phase B investigates whether combining the approaches further reduces off-task and disruptive behaviour, and improves general behaviour. The research employed a quasi-experimental design. In Phase A, pupils were allocated to one of four conditions: self-management (n=30), interdependent group contingency (n=29), waitlist control receiving daily rule reminders (n=28), or a waitlist control who continued as usual (n=26). The approaches were delivered by class teachers over four-weeks. In Phase B, the class receiving self-management in Phase A, received interdependent group contingency as well, for a further four weeks. The waitlist control group continued as per Phase A. Pre- and post-test measures for both phases were obtained through structured observations of whole-class on-task, off-task and disruptive behaviours. Teachers also completed the Strengths and Difficulties Questionnaire (SDQ) for each pupil. Findings indicated that self-management and interdependent group contingency reduced off-task behaviour, however only interdependent group contingency reduced disruptive behaviour. Combining the approaches led to no further reductions in these behaviours. SDQ data suggested that self-management, either alone or combined with interdependent group contingency, had no significant impact on general behaviour. However, interdependent group contingency alone, appeared to lead to greater general behaviour concerns. The findings are reviewed in light of the literature with limitations acknowledged. Avenues for future research are also identified. In conclusion, this research presents tentative evidence supporting the efficacy of these individual approaches for off-task and/or disruptive behaviour. Findings that the combined approach is not efficacious and that neither approach improves general behaviour, should be interpreted cautiously given the study’s limitations.
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Kuo-hua, Wu, and 武國華. "A interpretative approach and research of between a whole-class discourse and construction of scientific knowledge in a classroom." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/64349313860982986909.
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碩士臺北市立師範學院
自然科學教育研究所
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A interpretative approach and research of a whole-class discussion and construction of scientific knowledge in a classroom. Abstract This research was adopted the observation methodology and has emerged to investigate , from the socio-culture standpoint , how the teacher guided the construction of scientific knowledge through a whole-class discussion, within context settings of teaching and learning scientific course of sixth grade . The researcher, as a participant-observer , conducted several research strategies ,such as classroom-observation and taking videotapes in the science classes for more than six months; interviewing the teachers and the students ; and pour-over those videotapes into transcripts . After analysis , systhesis , induction , and interpretation of all data mentioned above, the major conclusions of this research are as follows: 1.The characteristics of teacher’s guidance in the class： The teacher in this study used several different strategies during the science classes in order to help students construct science knowledge. Such as：Stimulating students a learning motivation by constructing a relaxation context in the classroom and encouraging students to deliver discussion ; Exchange ideas and bring cognitive conflict questions between students’ living experiences and science concepts ; Emphasize the usage of language to internalize students’ learning of science concepts ; Structuring the conceptions by organizing the instruction materials to help students learning ; Using different discussion strategies in teaching different thematic content . 2.Students’ competence in learning science： According to the observation of the science classes, students acted：Capabilities of acquiring science knowledge in peer-to-peer communicative context ; Capabilities of solving and answering problems through related experiences or participated activities ; Misunderstanding the real meaning of science terminology . 3.Interaction between the teacher and students： The interaction between the teacher and students affected the process of construction of science knowledge in the ways：Students were able to acquire scientific knowledge by communicating with the teacher in the class ; Students could see through their viewpoints by cognitive conflicts that provided by the teacher ; but the scientific conceptualization couldn’t acquired from direct instruction by the teacher ; The discussion were out of focus when the presentation of the questions were vagueness ; Students would give by-pass answers to those ambiguous questions . According to the results above , there are some concrete proposals behind： In term of instruction : Science teachers should recognize students’ raw scientific ideas and encourage them to deliver and share their thoughts and knowledge with their peers ; Science teachers should avoid transmitting knowledge directly ; Science teachers should prepare concrete materials of instruction and design activities to develop students’ science concepts profoundly ; Science teachers should inspect students’ newly-learned experienced and concepts in all ways, and deliver clear problems to students. In term of research : Probing further more about the relationship between languages and understandings of concepts by participant observation and in-depth interviewing different grades of students ; Investigate the students'' scientific knowledge construction process by conduct specific activities and the guidance of discussion.
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王學靜. "A Practice of Whole Language Approach—One Case Study of Taiwanese Proficiency of the students, Class 2A, Qing-Qing Elementary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/76221107554492911130.
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碩士國立臺灣師範大學
台灣文化及語言文學研究所在職進修碩士班
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Language is the unique tool for human beings to express their cognitions and emotions. In order to obtain the overall concepts of a language, I think it is essential for students to learn from everyday life, and accumulate language experiences at the same time. Therefore, my colleague and I worked together help students discover and solve problems in daily communication and gradually improve their language abilities. Whole language approach is a teaching concept to contain students, teacher, learning and teaching in whole process. It emphasizes that listening, speaking, reading and writing are integral parts of any language learning（including Taiwanese）. However, I found current Taiwanese courses in elementary school that are restricted to one session per week, which is inefficient for students to achieve the their goal of learning. First, I used action research on one elementary school in Taipei County, and had documented thirty-six second-graders’ Taiwanese whole language learning experiences for twenty-two weeks. I also employed classroom observation and conversations with quantitative and qualitative analysis in exploring the students’ effective learning performances in listening, speaking, reading and writing, as well as upgrading the teacher’s teaching growth and gain. Secondly, I shaped up the whole language learning management to stimulate advanced leaning. I found the results as follows: 1. Through whole language learning, the students have more opportunities for multi-explorations, and strengthen their motives and confidence in learning. 2. By extending whole language approach in other course learning, the students can improve their interactions and efficiencies in learning. 3. Although the students can benefit from whole language learning in Taiwanese listening, speaking, but they need more time to upscale writing and reading. 4. Then teachers can play their role in multi-dimensional ways and get more feedback from students. 5. All of student’s family unanimously gave testimony to the usefulness of whole language learning to mother-tongue education. Finally, I suggest some concrete constructive thoughts for teachers in course designing and course diversification, and for students in mother tongue usage frequency at home.
Books on the topic "Whole class approach"
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Sacks, Ariel. Whole novels for the whole class: A student-centered approach. Hoboken, NJ: Jossey-Bass, a Wiley Brand, 2014.
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School improvement through drama: A creative whole class, whole school approach. New York: Continuum International Pub. Group, 2009.
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McCavera, Bibiana Christina. Testing reading recovery strategies as a whole class approach to reading. (s.l: The Author), 2001.
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Dal Cin, Valentina. Il mondo nuovo. Venice: Edizioni Ca' Foscari, 2019. http://dx.doi.org/10.30687/978-88-6969-313-7.
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As shown in a movie by Ettore Scola, a precinematic device called ‘mondo niovo’ could entertain people by illustrating the ‘new world’ opened by the French Revolution. After 1797 in the territories of the former Republic of Venice Venetian patricians, Terraferma nobles, officials, landowners, merchants, intellectuals and whoever intended to be part of the ruling class had to deal with this ‘new world’. Following careers and lives of those men between 1797 and 1815 is the only way to consider this short but chaotic period as a whole, as Venice and Veneto alternated between Austrian and Napoleonic rule, changing government four times. Therefore, this research adopts a prosopographical approach in order to analyse formal and informal powers of Venetian elites (public roles, kinships and networks). The aim is to examine factors of social mobility in terms of continuity and change, thus describing a regional ruling class at the beginning of the Nineteenth century.
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Sacks, Ariel. Whole Novels for the Whole Class: A Student-Centered Approach. Wiley & Sons, Incorporated, John, 2013.
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Sacks, Ariel. Whole Novels for the Whole Class: A Student-Centered Approach. Wiley & Sons, Incorporated, John, 2013.
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Sacks, Ariel. Whole Novels for the Whole Class: A Student-Centered Approach. Wiley & Sons, Incorporated, John, 2013.
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Roberts, Kate. A Novel Approach: Whole-Class Novels, Student-Centered Teaching, and Choice. Heinemann, 2018.
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Farb, Benson, and Dan Margalit. A Primer on Mapping Class Groups (PMS-49). Princeton University Press, 2017. http://dx.doi.org/10.23943/princeton/9780691147949.001.0001.
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The study of the mapping class group Mod(S) is a classical topic that is experiencing a renaissance. It lies at the juncture of geometry, topology, and group theory. This book explains as many important theorems, examples, and techniques as possible, quickly and directly, while at the same time giving full details and keeping the text nearly self-contained. The book is suitable for graduate students. It begins by explaining the main group-theoretical properties of Mod(S), from finite generation by Dehn twists and low-dimensional homology to the Dehn–Nielsen–Baer–theorem. Along the way, central objects and tools are introduced, such as the Birman exact sequence, the complex of curves, the braid group, the symplectic representation, and the Torelli group. The book then introduces Teichmüller space and its geometry, and uses the action of Mod(S) on it to prove the Nielsen-Thurston classification of surface homeomorphisms. Topics include the topology of the moduli space of Riemann surfaces, the connection with surface bundles, pseudo-Anosov theory, and Thurston's approach to the classification.
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Barton, Christopher P. Archaeology of Race and Class at Timbuctoo. University Press of Florida, 2022. http://dx.doi.org/10.5744/florida/9780813069272.001.0001.
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This book focuses on the intersectionality of race, class, and practice at the Black community of Timbuctoo. Founded in 1825 by formerly enslaved migrants from Maryland Timbuctoo was one of several antebellum communities in southern New Jersey. The locations of these free communities were due to the influence of Quakers who offered legal support and employment to Black residents. Timbuctoo along the Greenwich Line of the Underground which took people escaping slavery from the Delaware Bay to New York. Despite some assistance by Quaker abolitions, New Jersey was hostile rife with racism and slavecatchers. The people of Timbuctoo endured several interactions with slavecatchers, including, the Battle of Pine Swamp, where armed residents thwarted the attempt of George Alberti to arrest “fugitive” Perry Simmons. The residents of Timbuctoo continued to fight as several of the men enlisted in the United States Colored Troops, including William Davis whose homestead was the focus for archaeological research. This book takes a multiscalar approach to understanding the everyday lives at Timbuctoo from settlement patterns and landscape archaeology, to in-depth interpretations on artifact types, like peanut butter and home canning. Uncovered in these analyses are stories of the struggles of life along the color line. However, these stories are also about perseverance and the ability of individuals to aspire. Oral histories from the community elders convey how despite life of poverty that the people of Timbuctoo formed a collective identity; a community of self-described, “Bucktonians”
Book chapters on the topic "Whole class approach"
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Schirmeier, Horst, Christoph Borchert, Martin Hoffmann, Christian Dietrich, Arthur Martens, Rüdiger Kapitza, Daniel Lohmann, and Olaf Spinczyk. "Dependability Aspects in Configurable Embedded Operating Systems." In Dependable Embedded Systems, 85–116. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52017-5_4.
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AbstractAs all conceptual layers in the software stack depend on the operating system (OS) to reliably provide resource-management services and isolation, it can be considered the “reliable computing base” that must be hardened for correct operation under fault models such as transient hardware faults in the memory hierarchy. In this chapter, we approach the problem of system-software hardening in three complementary scenarios. (1) We address the following research question: Where do the general reliability limits of static system-software stacks lie, if designed from scratch with reliability as a first-class design goal? In order to reduce the proverbial “attack surface” as far as possible, we harness static application knowledge from an AUTOSAR-compliant task set, and protect the whole OS kernel with AN-encoding. This static approach yields an extremely reliable software system, but is constrained to specific application domains. (2) We investigate how reliable a dynamic COTS embedded OS can become if hardened with programming-language and compiler-based fault-tolerance techniques. We show that aspect-oriented programming is an appropriate means to encapsulate generic software-implemented hardware fault tolerance mechanisms that can be application-specifically applied to a selection of OS components. (3) We examine how system-software stacks can survive even more adverse fault models like whole-system outages, using emerging persistent memory (PM) technology as a vehicle for state conservation. Our findings include that software transactional memory facilitates maintaining consistent state within PM and allows fast recovery.
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Ji, Yucheng, Hongfei Fu, Bin Fang, and Haibo Chen. "Affine Loop Invariant Generation via Matrix Algebra." In Computer Aided Verification, 257–81. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13185-1_13.
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AbstractLoop invariant generation, which automates the generation of assertions that always hold at the entry of a while loop, has many important applications in program analysis and formal verification. In this work, we target an important category of while loops, namely affine while loops, that are unnested while loops with affine loop guards and variable updates. Such a class of loops widely exists in many programs yet still lacks a general but efficient approach to invariant generation. We propose a novel matrix-algebra approach to automatically synthesizing affine inductive invariants in the form of an affine inequality. The main novelty of our approach is that (i) the approach is general in the sense that it theoretically addresses all the cases of affine invariant generation over an affine while loop, and (ii) it can be efficiently automated through matrix-algebra (such as eigenvalue, matrix inverse) methods.The details of our approach are as follows. First, for the case where the loop guard is a tautology (i.e., ‘true’), we show that the eigenvalues and their eigenvectors of the matrices derived from the variable updates of the loop body encompass all meaningful affine inductive invariants. Second, for the more general case where the loop guard is a conjunction of affine inequalities, our approach completely addresses the invariant-generation problem by first establishing through matrix inverse the relationship between the invariants and a key parameter in the application of Farkas’ lemma, then solving the feasible domain of the key parameter from the inductive conditions, and finally illustrating that a finite number of values suffices for the key parameter w.r.t a tightness condition for the invariants to be generated.Experimental results show that compared with previous approaches, our approach generates much more accurate affine inductive invariants over affine while loops from existing and new benchmarks within a few seconds, demonstrating the generality and efficiency of our approach.
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Olfos, Raimundo, and Masami Isoda. "Japanese Lesson Study for Introduction of Multiplication." In Teaching Multiplication with Lesson Study, 103–31. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_5.
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AbstractIn Chap. 10.1007/978-3-030-28561-6_2, we posed questions about the differences in several national curricula, and some of them were related to the definition of multiplication. In Chap. 10.1007/978-3-030-28561-6_3, several problematics for defining multiplication were discussed, particularly the unique Japanese definition of multiplication, which is called definition of multiplication by measurement. It can be seen as a kind of definition by a group of groups, if we limit it to whole numbers. In Chap. 10.1007/978-3-030-28561-6_4, introduction of multiplication and its extensions in the Japanese curriculum terminology were illustrated to explain how this unique definition is related to further learning. Multiplicand and multiplier are necessary not only for understanding the meaning of multiplication but also for making sense the future learning. The curriculum sequence is established through the extension and integration process in relation to multiplication. In this chapter, two examples of lesson study illustrate how to introduce the definition of multiplication by measurement in a Japanese class. Additionally, how students develop and change their idea of units—that any number can be a unit in multiplication beyond just counting by one—is illustrated by a survey before and after the introduction of multiplication. After the illustration of the Japanese approach, its significance is discussed in comparison with the Chilean curriculum guidebook. Then, the conclusion illustrates the feature of the Japanese approach as being relatively sense making for students who learn mathematics by and for themselves by setting the unit for measurement (McCallum, W. (2018). Making sense of mathematics and making mathematics make sense. Proceedings of ICMI Study 24 School Mathematics Curriculum Reforms: challenges, changes and Opportunities (pp. 1–8). Tsukuba, Japan: University of Tsukuba.). A comparison with Chile is given in order to demonstrate the sense of it from the teacher’s side. In relation to lesson study, this is a good exemplar of how Japanese teachers develop mathematical thinking. It also illustrates the case for being able to see the situation based on the idea of multiplication (Isoda, M. and Katagiri, S. (2012). Mathematical thinking: How to develop it in the classroom. Singapore: World Scientific; Rasmussen and Isoda Research in Mathematics Education 21:43–59, 2019), as seen in Figs. 10.1007/978-3-030-28561-6_4#Fig2 and 10.1007/978-3-030-28561-6_4#Fig3 in Chap. 10.1007/978-3-030-28561-6_4 of this book.
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Cockfield, Samantha, David Healy, Anne Harris, Allison McIntyre, and Antonietta Cavallo. "The Development of the “Vision Zero” Approach in Victoria, Australia." In The Vision Zero Handbook, 1–33. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-23176-7_17-1.
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AbstractFor many decades, road safety measures in Australia focused almost exclusively on behavioral approaches. When Claes Tingvall was appointed Director of MUARC, he introduced the concept of “Vision Zero” to Australia and, with it, the “Safe System” approach. While political leaders initially regarded a vision for zero deaths as unachievable, they supported the inherent logic of the Safe System.Initially the Safe System was applied as four independent pillars. While this lack of integration had limitations, it did enable road safety measures to move beyond road user behavior to focus more on safer road infrastructure and vehicle safety.The initial Safe System approach became “Towards Zero” an approach that accepts humans are fragile, and the road system designed to protect from death or serious injury was adopted across all Australia jurisdictions between 2004 and 2018.Public education has been used to introduce and explain Towards Zero and bring greater attention to the importance of purchasing a safe vehicle. Infrastructure investment has moved from a “blackspot” approach to the Safe System approach. However, shifting community and decision-makers’ understanding of the importance of speed limits being set to match the safety standard and design of a road remains a challenge. Future opportunities involve better integration of the components of the Safe System, focusing on serious injuries and improving strategy delivery, performance reporting, management, and accountability.
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Cockfield, Samantha, David Healy, Anne Harris, Allison McIntyre, and Antonietta Cavallo. "The Development of the “Vision Zero” Approach in Victoria, Australia." In The Vision Zero Handbook, 475–506. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-76505-7_17.
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AbstractFor many decades, road safety measures in Australia focused almost exclusively on behavioral approaches. When Claes Tingvall was appointed Director of MUARC, he introduced the concept of “Vision Zero” to Australia and, with it, the “Safe System” approach. While political leaders initially regarded a vision for zero deaths as unachievable, they supported the inherent logic of the Safe System.Initially the Safe System was applied as four independent pillars. While this lack of integration had limitations, it did enable road safety measures to move beyond road user behavior to focus more on safer road infrastructure and vehicle safety.The initial Safe System approach became “Towards Zero” an approach that accepts humans are fragile, and the road system designed to protect from death or serious injury was adopted across all Australia jurisdictions between 2004 and 2018.Public education has been used to introduce and explain Towards Zero and bring greater attention to the importance of purchasing a safe vehicle. Infrastructure investment has moved from a “blackspot” approach to the Safe System approach. However, shifting community and decision-makers’ understanding of the importance of speed limits being set to match the safety standard and design of a road remains a challenge. Future opportunities involve better integration of the components of the Safe System, focusing on serious injuries and improving strategy delivery, performance reporting, management, and accountability.
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Moosbrugger, Marcel, Ezio Bartocci, Joost-Pieter Katoen, and Laura Kovács. "Automated Termination Analysis of Polynomial Probabilistic Programs." In Programming Languages and Systems, 491–518. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72019-3_18.
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AbstractThe termination behavior of probabilistic programs depends on the outcomes of random assignments. Almost sure termination (AST) is concerned with the question whether a program terminates with probability one on all possible inputs. Positive almost sure termination (PAST) focuses on termination in a finite expected number of steps. This paper presents a fully automated approach to the termination analysis of probabilistic while-programs whose guards and expressions are polynomial expressions. As proving (positive) AST is undecidable in general, existing proof rules typically provide sufficient conditions. These conditions mostly involve constraints on supermartingales. We consider four proof rules from the literature and extend these with generalizations of existing proof rules for (P)AST. We automate the resulting set of proof rules by effectively computing asymptotic bounds on polynomials over the program variables. These bounds are used to decide the sufficient conditions – including the constraints on supermartingales – of a proof rule. Our software tool Amber can thus check AST, PAST, as well as their negations for a large class of polynomial probabilistic programs, while carrying out the termination reasoning fully with polynomial witnesses. Experimental results show the merits of our generalized proof rules and demonstrate that Amber can handle probabilistic programs that are out of reach for other state-of-the-art tools.
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Daniel, Ondrej. ""Vodka, Beer, Papirosy"." In Music and Democracy, 157–74. Vienna, Austria / Bielefeld, Germany: mdwPress / transcript Verlag, 2021. http://dx.doi.org/10.14361/9783839456576-007.
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In this chapter, Ondřej Daniel discusses the contemporary developments of hardbass, a predominantly Eastern European electronic dance music style that emerged at the turn of the first decade of the twenty-first century in Russia and spread to different countries of the region and beyond. Specifically, the author focuses on de-politicized and commodified hardbass in relation to social class and the mutations it underwent in late postsocialism in Eastern Europe, while paying particular attention to contexts of the Czech Republic and Russia. In terms of transnational circulation, Daniel approaches hardbass as an element of cultural transfer. The resulting study is based on a multi-site research project focusing beyond Eastern Europe on the specific relationship of hardbass to the Netherlands. It interprets contemporary hardbass music videos in line with mocking colonization by the »normcore« strategies of the »middle class« hipster youth possessing cultural and to certain extent also social and economic capital.
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"An integrated approach to whole class vocal work." In Making Music in the Primary School, 86–93. Routledge, 2010. http://dx.doi.org/10.4324/9780203834572-19.
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Royles, Dan. "The South within the North." In To Make the Wounded Whole, 195–222. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469661339.003.0008.
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This chapter describes the work of SisterLove, an Atlanta-based organization that takes an avowedly intersectional approach to fighting AIDS among Black women, also turned its attention to AIDS in Africa during the 1990s. Dázon Dixon Diallo, the founder and CEO of SisterLove, got her start in women’s health as a student at Spelman College, where she became involved in the abortion rights movement as well as in the Black women’s health movement. Those early experiences would shape her approach to AIDS education through SisterLove, where she took care to include all kinds of Black women in the group’s outreach, at times focusing specifically on rural women, recently incarcerated women, and women in public housing. Dixon Diallo and SisterLove started from the notion that AIDS programs for African American women needed to address the ways that their lives were shaped by the simultaneous interlocking oppressions of racism and sexism. As the group expanded into South Africa, it also considered the ways that other axes of power, including those of class, region, and nation, shaped Black women’s experiences with AIDS and thus should shape SisterLove’s work as well.
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"Adopting an integrated approach to musical learning in whole class instrumental and vocal lessons." In Making Music in the Primary School, 78–85. Routledge, 2010. http://dx.doi.org/10.4324/9780203834572-18.
Full textConference papers on the topic "Whole class approach"
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Goodwin, M., M. Brawley, P. Ferguson, D. Price, and J. Whitehair. "A Whole-School approach to STEM education: Every child, every class, every day." In 2013 3rd IEEE Integrated STEM Education Conference (ISEC). IEEE, 2013. http://dx.doi.org/10.1109/isecon.2013.6525203.
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Tyagi, Pawan. "Student Presentation Based Effective Teaching (SPET) Approach for Advanced Courses." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66029.
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A student activity based effective teaching approach can significantly improve student learning. However, implementing student activity based teaching for the advanced level courses can be very challenging. Incomplete course coverage and the amount of time required by an instructor for designing active teaching strategies are cited as the common inhibiting factors in the adoption of active student teaching. This paper discusses a student presentation based effective teaching (SPET) approach that covers more course material than that covered in the conventional or other student-active teaching methods. Moreover, SPET approach requires less preparation time on instructor behalf. This paper is based on the effective teaching experiments conducted on senior level science and technology courses at University of the District of Columbia. Under the SPET approach, students are given reading assignment to prepare ∼ 10–20 minutes long power point presentation on well-defined conceptual topics, questions, or chapter modules. In every class typically three presentations take place on the same questions or topics. However, non-presenter students are required to generate conceptual questions. These questions were asked during or after the presentation by the designated students. Students’ presentations were graded according to the rubric focusing on coverage of suggested topics, quality of presentation, and questions and answers. Hence, the whole class is engaged in understanding the topic either for making the presentation or for creating conceptual questions. These grades were posted right after the class in the Blackboard’s online grade center to provide quick feedback. The following are key advantages of this approach. (1) Students understand 50–100% about the intended topic during self-reading and while making a presentation or participating in class discussion. (2) Repeating same concepts thrice during a class period and occasionally with instructor’s insights enable deep learning. (3) Students get quick quantitative feedback after each class and qualitative feedback during the class from instructor and peers. (4) This approach allowed coverage of very complex topics. (5) Students improved their communication skills by making coherent presentations and doing class discussion. In the survey, students reflected a higher degree of satisfaction with their learning as compared to instructor’s lecture-based classroom education system. This approach is highly suitable for advanced-level elective courses with small enrollment.
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Tyagi, Pawan. "Student Presentation Based Teaching (SPET) Approach for Classes With Higher Enrollment." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88463.
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Recently student presentation based effective teaching (SPET) approach was designed for elective courses or senior level courses with less than ten students. SPET approach is mainly designed for research active, busy faculty who are interested in active student teaching but have very less time to prepare for the class activities. SPET is based on the student making 10–20 minutes presentation in the class to address the conceptual questions that are assigned 1–2 weeks before the presentation day. However, SPET approach becomes impractical for large class size due to the reason that during one class period all the students can not present. To make sure that all the students are well prepared through their self-study about the conceptual questions an instructor has to design different assignments for the student presenters and non-presenters. Such makeshift arrangement makes SPET cumbersome to practice for large class size. To address the limitations of SPET approach we recently developed a new strategy to establish SPET relevancy for the large class size. The modified SPET focused on group presentations. A group of 3–4 students were assigned conceptual questions and topics to cover in the group presentation before the day of class discussion. However, the number of questions assigned per group were intentionally kept high so that each student group divide the presentation preparation load. However, each group member was expected to understand the whole presentation. To test student mastery, some content and application related questions were asked by the instructor. This modified SPET approach has opened new student active learning through collaboration. The instructor can directly provide the feedback during the in-class presentation. This presentation will highlight the results of students’ feedback and data about student learning from the modified SPET approach. To date modified SPET has been tested on 26 senior level mechanical engineering students and 24 high school students attending freshman-level Introduction to Engineering course at University of the District of Columbia.
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Luo, Zhipeng, and Milos Hauskrecht. "Hierarchical Active Learning with Group Proportion Feedback." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/351.
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Learning of classification models in practice often relies on nontrivial human annotation effort in which humans assign class labels to data instances. As this process can be very time consuming and costly, finding effective ways to reduce the annotation cost becomes critical for building such models. In this work we solve this problem by exploring a new approach that actively learns classification models from groups, which are subpopulations of instances, and human feedback on the groups. Each group is labeled with a number in [0,1] interval representing a human estimate of the proportion of instances with one of the class labels in this subpopulation. To form the groups to be annotated, we develop a hierarchical active learning framework that divides the whole population into smaller subpopulations, which allows us to gradually learn more refined models from the subpopulations and their class proportion labels. Our extensive experiments on numerous datasets show that our method is competitive and outperforms existing approaches for reducing the human annotation cost.
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Fu, Lei, Yan Shi, Qinghua Deng, Huaizhi Li, and Zhenping Feng. "Integrated Optimization Design for a Radial Turbine Wheel of a 100kW-Class Microturbine." In ASME 2011 Turbo Expo: Turbine Technical Conference and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/gt2011-46140.
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The aerodynamic performance, structural strength and wheel weight are three important factors in the design process of the radial turbine. This paper presents an investigation on these aspects and develops an optimization design approach for radial turbine with consideration of the three factors. The aerodynamic design for the turbine wheel with inlet diameter of 230mm for 100kW-class microturbine unit is carried out firstly as the original design. Then, the cylinder parabolic geometrical design method is applied to the wheel modeling and structural design, but the maximum stress predicted by Finite Element Analysis greatly exceeds the yield limit of material. Furthermore, the wheel weight is above 7.2kg thus bringing some critical difficulties for bearing design and turbine operation. Therefore, an integrated optimization design method for radial turbine is studied and developed in this paper with focus on the wheel design. Meridional profiles and shape lines of turbine wheel are optimized with consideration of the whole wheel weight. Main structural modeling parameters are reselected to reduce the wheel weight. Trade-off between aerodynamic performance and strength performance is highly emphasized during the optimization design. The results show that the optimized turbine wheel gets high aerodynamic performance and acceptable stress distribution with the weight less than 3.8kg.
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Zehetmeier, Daniela, Axel Böttcher, Kathrin Schlierkamp, and Veronika Thurner. "Teaching Abstraction." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2770.
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Many technical disciplines require abstraction skills, such as the ability to deduce general rules and principles from sets of examples. These skills are the basis for creating solutions that address a whole class of similar problems, rather than merely focusing a single specific instance. Experience shows that many freshmen students are ill equipped with these skills. Therefore, we developed an intervention that systematically teaches abstraction skills to students, and applied our approach to a cohort of freshmen students in computer science.
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Tyagi, Pawan. "Second Modified Student Presentation Based Effective Teaching (SPET) Method Tested in COVID-19 Affected Senior Level Mechanical Engineering Course." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23615.
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Abstract Student presentation based effective teaching (SPET) approach was designed to engage students with different mindsets and academic preparation levels meaningfully and meet several ABET student learning outcomes. SPET method requires that students prepare themselves by guided self-study before coming to the class and make presentations to teach the whole class by (a) presenting complex concepts and systems appealingly and engagingly, and most importantly (b) serving as the discussion platform for the instructor to emphasize on complex concepts from multiple angles during different presentations. In class, SPET presentations address the conceptual questions that are assigned 1–2 weeks before the presentation day. However, the SPET approach becomes impractical for large class sizes because (i) during one class period all the students can not present, (ii) many students do not make their sincere efforts. This paper focuses on the second modification of SPET to make it practical for large classes. The method reported in this paper was tested on MECH 462 Design of Energy System Course. Unlike the first modified approach, all the students were expected to submit the response to the preassigned questions before coming to the class. In class, SPET group presentations were prepared by the group of 3–6 students, who prepared themselves by doing SPET conceptual questions individually. Students communicated with each other to make a cohesive presentation for ∼30 min. In two classes per week, we covered 5–6 group presentations to do enough discussions and repetition of the core concepts for a more in-depth understanding of the content. During the presentation, each student was evaluated for (a) their depth of understanding, (b) understanding other parts of the presentation covered by other teammates, and (c) quality of presentation and content. The student who appeared unprepared in the class group presentation were provided direct feedback and resources to address concerning areas. SPET approach was applied in the online mode during the campus shut down due to COVID-19. SPET was immensely effective and helped to complete the course learning outcomes without interruptions. SPET could be customized for the online version without any additional preparation on the instructor part.
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Sun, Zhenxu, Ye Zhang, and Guowei Yang. "Parametrization of High-Speed Train Streamline Shape." In ASME 2017 Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/fedsm2017-69167.
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In the past decade, the high speed trains (HSTs) in China have experienced a booming development, with the design of CRH380A as a predominant example. A series of brand new HSTs have been developed with high aerodynamic performance, which includes the running resistance, the lift of the trailing car, pressure waves when trains pass by each other, aerodynamic noise in the far field, etc. In order to design HSTs with better aerodynamic performance, it is necessary to perform aerodynamic shape optimization, especially to optimize the streamline shape of HSTs. Parametrization is the basis for the whole optimization process, since good parametrization approach not only affects the optimization strategy, but also determines the design space and optimization efficiency. In the present paper, a series of work related to the streamline shape parametrization performed by the author in recent years have been introduced. Four different parametrization approaches have been exhibited, which are Local Shape Function method (LSF) and Free-Foam Deformation method (FFD), Modified Vehicle Modeling Function method (MVMF), Class function/Shape function Transformation method (CST). These methods could be categorized into two kinds: shape disturbance approach (LSF and FFD) and shape description approach (MVMF and CST). Among these four methods, some are developed by the authors while some are locally modified so as to meet the parametrization of the streamline shape. The detailed process of these four approaches are exhibited in the present paper and the characteristics of these four approaches are compared.
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Yang, Zhiyong, and Otto DaSilva. "A Rational Approach to Automated Pre- and Post-Processing of Offshore Structure Global Strength Finite Element Analysis." In ASME 2011 30th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2011. http://dx.doi.org/10.1115/omae2011-49266.
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Offshore structure global strength analysis based on finite element plate model is a requirement for today’s classification societies and designers. Wave, wind, current loads have to be applied to the global strength model as a pre processing step to allow the analysis to take place. After the analysis, code checking must be performed to verify if the structure meets class or other requirements. Due to its complex nature, a large amount of engineering hours have to be spent for the pre and post processing. This is not only lengthy if performed manually or semi-automatically, but also mistake prone. General guidelines from classification societies exist, but general purpose commercial software is scarce and often still requires significant amount of engineering time to perform these tasks. This paper shows a rational approach to automate the pre and post processing of offshore structure global strength finite element analysis. Utilizing the FEMAP Application Program Interface (API), a complete automatic pre and post processing is implemented in one integrated program, Exmar Design Suite (EDS). The program will load the model from WAMIT generated wave pressure, apply internal pressure induced from motions to internal tanks, and also apply other environmental loads. After the finite element analysis, the program can execute strength code checking including yielding and buckling for the model. Both beam and stiffened plate panels can be identified using an automatic search algorithm, which is not a function available for general finite element software. The panels and beams are then checked against various common codes such as API/AISC/ABS/DNV. In addition, fatigue analysis can also be performed in either spectral or simplified approach. The benefits of automation are timesaving, accuracy and reliability. It also makes the check of whole model possible. Instead of relying more on “screening” or experience based structure check, engineers will have more confidence in the results by going through the whole model.
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Bavassano, Francesco, Marco Mantero, Thibault Gasnier, and Emanuele Ronconi. "Analysis of Heavy Duty Gas Turbine Stator-Rotor Cavity Through 3D CFD-1D Fluid Network — Field Measurements Combined Approach." In ASME Turbo Expo 2016: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/gt2016-57629.
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An effective design and development of the Secondary Air System of a heavy-duty gas turbine is crucial for many purposes, such as cooling and sealing air supply, pre-swirling features, leakages control, casings and rotor thermal state assessment and rotor axial thrust management. All of these features directly impact on the performances and integrity of the whole machine and accordingly require advanced design approaches. The first stage stator-rotor turbine cavity of Ansaldo E-Class heavy-duty gas turbine AE94.2 underwent design modifications to adjust its internal pressure and consequently lower the global rotor axial load acting on the thrust bearing. This goal had to be reached while maintaining safety against hot gas ingestion from the turbine section main flow into the cavity, thus preserving the GT integrity. A multi-purpose analysis was then carried out on the cavity Secondary Air System. This involved steady 3D CFD calculations with a computational domain comprising the first turbine stage and the corresponding stator-rotor wheelspace. A combined use of CFD and SASAC, the in-house Ansaldo 1D fluid network code, finally led to an upgraded design of the cavity. Two field measurement campaigns were subsequently carried out on an AE94.2 GT to validate both the baseline configuration and the upgraded one, by means of 6 pressure and temperature sensors in the cavity and 12 load cells/thermocouples on the thrust bearing. The CFD model and results are presented, the fluid network tuning is discussed and the experimental setup and main outcomes of the two field campaigns are reported. Constant references to the definitive literature are made, with an effort to correlate at best research and industrial practice. These integrated activities allowed to perform a reliable verification against hot gas ingestion into the stator-rotor cavity and to successfully develop an effective solution, which reduced the GT rotor residual axial thrust by up to 25% less.
Reports on the topic "Whole class approach"
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González-Montaña, Luis Antonio. Semantic-based methods for morphological descriptions: An applied example for Neotropical species of genus Lepidocyrtus Bourlet, 1839 (Collembola: Entomobryidae). Verlag der Österreichischen Akademie der Wissenschaften, November 2021. http://dx.doi.org/10.1553/biosystecol.1.e71620.
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The production of semantic annotations has gained renewed attention due to the development of anatomical ontologies and the documentation of morphological data. Two methods are proposed in this production, differing in their methodological and philosophical approaches: class-based method and instance-based method. The first, the semantic annotations are established as class expressions, while in the second, the annotations incorporate individuals. An empirical evaluation of the above methods was applied in the morphological description of Neotropical species of the genus Lepidocyrtus (Collembola: Entomobryidae: Lepidocyrtinae). The semantic annotations are expressed as RDF triple, which is a language most flexible than the Entity-Quality syntax used commonly in the description of phenotypes. The morphological descriptions were built in Protégé 5.4.0 and stored in an RDF store created with Fuseki Jena. The semantic annotations based on RDF triple increase the interoperability and integration of data from diverse sources, e.g., museum data. However, computational challenges are present, which are related with the development of semi-automatic methods for the generation of RDF triple, interchanging between texts and RDF triple, and the access by non-expert users.
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Shamblin, Robert, Kevin Whelan, Mario Londono, and Judd Patterson. South Florida/Caribbean Network early detection protocol for exotic plants: Corridors of invasiveness. National Park Service, July 2022. http://dx.doi.org/10.36967/nrr-2293364.
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Exotic plant populations can be potentially catastrophic to the natural communities of South Florida. Aggressive exotics such as Brazillian Pepper (Schinus terebinthifolius) and Melaleuca (Melaleuca quinquinervia) have displaced native habitats and formed monocultures of exotic stands (Dalrymple et al. 2003). Nearby plant nurseries, especially the ones outside the boundaries of Biscayne National Park (BISC) and Everglades National Park (EVER), are a continuous source of new exotic species that may become established within South Florida’s national parks. Early detection and rapid response to these new species of exotic plants is important to maintaining the integrity of the parks’ natural habitats and is a cost-effective approach to management. The South Florida/Caribbean Network (SFCN) developed the South Florida/Caribbean Network Early Detection Protocol for Exotic Plants to target early detection of these potential invaders. Three national parks of South Florida are monitored for invasive, exotic plants using this protocol: Big Cypress National Preserve (BICY), Biscayne National Park (BISC), and Everglades National Park (EVER). These national parks include some 2,411,000 acres (3,767.2 square miles [mi2]) that encompass a variety of habitat types. To monitor the entire area for new species would not be feasible; therefore the basic approach of this protocol is to scan major “corridors of invasiveness,” e.g., paved and unpaved roads, trails, trail heads, off road vehicle (ORV) trails, boat ramps, canals, and campgrounds, for exotic plant species new to the national parks of South Florida. Sampling is optimized using a two- to three-person crew: a trained botanist, a certified herbicide applicator, and optionally a SFCN (or IPMT [Invasive Plant Management Team]) staff member or park staff to take photographs and help with data collection. If infestations are small, they are treated immediately by the herbicide applicator. If large, they are reported to park staff and the Invasive Plant Management Team. The sampling domain is partitioned into five regions, with one region sampled per year. Regions include the terrestrial habitats of Biscayne National Park, the eastern region of Everglades National Park, the western region of Everglades National Park, the northern region of Big Cypress National Preserve, and the southern region of Big Cypress National Preserve. Monitoring of roads, trails, and canals occurs while traveling into and through the parks (i.e., travel at 2–10 mph) using motorized vehicles, airboats, and/or hiking. Campgrounds, boat launches, trailheads, and similar areas, involve complete searches. When an exotic plant is observed, a GPS location is obtained, and coordinates are taken of the plant. Photographs are not taken for every exotic plant encountered, but photographs will be taken for new and unusual species (for example a coastal exotic found in inland habitats). Information recorded at each location includes the species name, size of infestation, abundance, cover class, any treatment/control action taken, and relevant notes. During the surveys, a GPS “track” is also recorded to document the areas surveyed and a field of view is estimated. Field notes, pictures, and GPS data are compiled, entered, and analyzed in a Microsoft Access database. Resource briefs (and optional data summary reports) and associated shapefiles and data are then produced and sent to contacts within the corresponding national parks.
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Adegoke, Damilola, Natasha Chilambo, Adeoti Dipeolu, Ibrahim Machina, Ade Obafemi-Olopade, and Dolapo Yusuf. Public discourses and Engagement on Governance of Covid-19 in Ekiti State, Nigeria. African Leadership Center, King's College London, December 2021. http://dx.doi.org/10.47697/lab.202101.
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Numerous studies have emerged so far on Covid-19 (SARS-CoV-2) across different disciplines. There is virtually no facet of human experience and relationships that have not been studied. In Nigeria, these studies include knowledge and attitude, risk perception, public perception of Covid-19 management, e-learning, palliatives, precautionary behaviours etc.,, Studies have also been carried out on public framing of Covid-19 discourses in Nigeria; these have explored both offline and online messaging and issues from the perspectives of citizens towards government’s policy responses such as palliative distributions, social distancing and lockdown. The investigators of these thematic concerns deployed different methodological tools in their studies. These tools include policy evaluations, content analysis, sentiment analysis, discourse analysis, survey questionnaires, focus group discussions, in depth-interviews as well as machine learning., These studies nearly always focus on the national government policy response, with little or no focus on the constituent states. In many of the studies, the researchers work with newspaper articles for analysis of public opinions while others use social media generated contents such as tweets) as sources for analysis of sentiments and opinions. Although there are others who rely on the use of survey questionnaires and other tools outlined above; the limitations of these approaches necessitated the research plan adopted by this study. Most of the social media users in Nigeria are domiciled in cities and their demography comprises the middle class (socio-economic) who are more likely to be literate with access to internet technologies. Hence, the opinions of a majority of the population who are most likely rural dwellers with limited access to internet technologies are very often excluded. This is not in any way to disparage social media content analysis findings; because the opinions expressed by opinion leaders usually represent the larger subset of opinions prevalent in the society. Analysing public perception using questionnaires is also fraught with its challenges, as well as reliance on newspaper articles. A lot of the newspapers and news media organisations in Nigeria are politically hinged; some of them have active politicians and their associates as their proprietors. Getting unbiased opinions from these sources might be difficult. The news articles are also most likely to reflect and amplify official positions through press releases and interviews which usually privilege elite actors. These gaps motivated this collaboration between Ekiti State Government and the African Leadership Centre at King’s College London to embark on research that will primarily assess public perceptions of government leadership response to Covid-19 in Ekiti State. The timeframe of the study covers the first phase of the pandemic in Ekiti State (March/April to August 2020).