Letteratura scientifica selezionata sul tema "Courbes flexibles"
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Articoli di riviste sul tema "Courbes flexibles"
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WELSCHINGER, JEAN-YVES. "COURBES ALGÉBRIQUES RÉELLES ET COURBES FLEXIBLES SUR LES SURFACES RÉGLÉES DE BASE [Copf ]P1." Proceedings of the London Mathematical Society 85, no. 2 (2002): 367–92. http://dx.doi.org/10.1112/s0024611502013606.
Testo completoAbstract (sommario):
A first aim of this paper is to answer, in the case of real ruled surfaces $X_l$ of base $\mathbb{C}P^1$, with $l \geq 2$, a question of V. A. Rokhlin: is it true that the equivariant isotopy class does not suffice to distinguish the connected components of the space of smooth real algebraic curves of $X_l$? A second aim is to prove that there exist in these surfaces some real schemes realized by real flexible curves but not by smooth real algebraic curves. These two results of real algebraic geometry are deduced from the following comparison theorem: when $m = l + 2k$, with $k > 0$, the discriminants of the surface $X_m$ are deduced from those of the surface $X_l$ via weighted homotheties. All these results are obtained from a study of a deformation of ruled surfaces.The paper is written in French.2000 Mathematical Subject Classification: 14H10, 14J26, 14P25.
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Morgan, Damian J. "Implementing Flexible Learning Practices in Tourism Courses." Journal of Teaching in Travel & Tourism 3, no. 1 (2003): 47–63. http://dx.doi.org/10.1300/j172v03n01_04.
Testo completo
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PHILIPPON, PATRICE. "APPROXIMATIONS FONCTIONNELLES DES COURBES DES ESPACES PROJECTIFS." International Journal of Number Theory 07, no. 05 (2011): 1195–215. http://dx.doi.org/10.1142/s1793042111004502.
Testo completoAbstract (sommario):
Algebraic approximation to points in projective spaces offers a new and more flexible approach to algebraic independence theory. When working over the field of algebraic numbers, it leads to open conjectures in higher dimension extending known results in Diophantine approximation. We show here that over the algebraic closure of a function field in one variable, the analog of these conjectures is true. We also derive transfer lemmas which have applications in the study of multiplicity estimates, for example.
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Westwood, Viki. "Flexible courses work well for students with children." Nursing Standard 13, no. 29 (1999): 28. http://dx.doi.org/10.7748/ns.13.29.28.s46.
Testo completo
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Krismadinata, Ulfa Isni Kurnia, Rudi Mulya, and Unung Verawardina. "The Interactive Multimedia Learning for Power Electronics Course." International Journal of Online and Biomedical Engineering (iJOE) 18, no. 07 (2022): 44–56. http://dx.doi.org/10.3991/ijoe.v18i07.30029.
Testo completoAbstract (sommario):
The main problem in learning power electronics course is that there are many things that require imagination to understand the principles of power converters. Thereto, learning that occurs is not flexible, which only occurs in the classroom, even though students need a lot of time to understand the material and need media that is able to visualize through illustrations, text, pictures, audio. This paper proposes the development media in the form of Power Electronics Learning Interactive Multimedia Courses which were developed using the help of the Adobe Flash application, so it is hoped that with this media students can learn the material of DC-DC converters and AC-AC converters easily, and can learn flexibly. Therefore, this study aims to develop a learning media that can overcome these problems, in the form of Interactive Multimedia Learning for Power Electronics Courses, which was developed using the help of Adobe Flash applications. The research method used refers to the Instructional Development Institute (IDI) model. The results of this study indicate that the Interactive Multimedia Learning for Power Electronics Course can be successfully used in learning. Meanwhile, the novelty of these findings makes a different contribution from previous interactive multimedia learning, because through media development you can learn with multimedia elements that describe DC-DC converters and AC-AC converters online so that learning becomes more flexible.
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Cassidy, Alice, Guopeng Fu, Will Valley, Cyprien Lomas, Eduardo Jovel, and Andrew Riseman. "Flexible Learning Strategies in First through Fourth-Year Courses." Collected Essays on Learning and Teaching 9 (June 20, 2016): 83. http://dx.doi.org/10.22329/celt.v9i0.4438.
Testo completoAbstract (sommario):
Flexible Learning (FL) is a pedagogical approach allowing for flexibility of time, place, and audience, including but not solely focused on the use of technologies. We describe Flexible Learning as a pedagogical approach in four courses framed by three key themes: 1) objectives and aspects of course design, 2) evaluation and assessment, and 3) challenges and improvements. Examples of strategies include: digital media-based assignments; iClicker and on-line quizzes; a librarian-created tutorial and links to copyright-cleared readings; use of Calibrated Peer Review as formative feedback; TurnItIn for self-review; wiki sites, group blogs and community work through Community-based Action Research (CBAR) conducted through the pedagogy of Community-Based Experiential-Learning (CBEL). We believe that the transferability of our experiences and findings is most relevant to educators seeking to create learning experiences that increase student engagement with complexity and uncertainty. FL approaches can help educators create learning environments that more closely resemble the contexts that students find upon graduation.
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Skaf, Marta, Javier Bartolomé, Hernán Gonzalo-Orden, Alaitz Linares-Unamunzaga, Vanesa Ortega-López, and Juan M. Manso. "Bituminous base courses for flexible pavements with steel slags." Transportation Research Procedia 58 (2021): 83–89. http://dx.doi.org/10.1016/j.trpro.2021.11.012.
Testo completo
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Huurman, Rien, and André A. A. Molenaar. "Permanent Deformation in Flexible Pavements with Unbound Base Courses." Transportation Research Record: Journal of the Transportation Research Board 1952, no. 1 (2006): 31–38. http://dx.doi.org/10.1177/0361198106195200104.
Testo completo
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Monu, Kumari, G. D. Ransinchung R.N., Surender Singh, and Gaurav Singh Raghav. "Recycling of Waste Originating Form Flexible Pavements for Bound-Base Courses of Flexible Pavements." Journal of Solid Waste Technology and Management 46, no. 3 (2020): 394–408. http://dx.doi.org/10.5276/jswtm/2020.394.
Testo completoAbstract (sommario):
Reclaimed Asphalt pavement (RAP) is a C&D waste originating from the reclamation of asphalt pavement which has completed its service life. Using RAP would potentially reduce reliance on primary aggregates and lowers the environmental impact of construction. The present study is an attempt made to utilize RAP judiciously as a bound base course of the flexible pavement. Natural coarse aggregates were replaced by RAP in proportions of 50% & 100% with & without Warm Mix Asphalt (WMA), for production of bound-base course mixes. To ensure the long run performance, the aging condition was simulated in the laboratory and mechanical properties such as Marshall Stability, Tensile Strengths, Marshall Stability Retained, Indirect Tensile Ratio, rutting resistance, Fatigue life, and abrasion resistance were considered. With the incorporation of 50-100% coarse RAP, the Marshall Stability, rutting resistance and abrasion were found to be improved by 30-32%, 43-104% and 11-17% respectively. Similarly, total cost saving is about 15-35%, which is quite significant. However, the addition of WMA enhanced the cost by 3-4%, which is insignificant when combined with RAP, furthermore, the reductions in fume emission enhance the sustainability aspect of the technology.
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Claudia, Petcu. "Parametric Studies for Flexible Pavements." Romanian Journal of Transport Infrastructure 12, no. 2 (2023): 1–21. http://dx.doi.org/10.2478/rjti-2023-0015.
Testo completoAbstract (sommario):
Abstract The problem of dimensioning pavements requires knowledge of the assumptions and calculation schemes underlying the assessment of deformations of pavements under traffic pressure. The aim of this paper is to study the influence of both the values chosen for the dynamics module of asphalt courses in the pavement and the elastic composition of the pavement using three bituminous layers (wearing, binder, base), or two bituminous layers (wear, binder/base). In the first part of the paper a general description of pavements is presented. Roads are also described, starting from Roman roads to modern roads. The characteristics of flexible pavements are highlighted and the dimensioning methods and specialised software for modelling and calculating these structures are presented. In this case study, the variation of the defining parameters in the design of pavements was investigated by varying the dynamic elastic modulus of bituminous courses and by varying the composition of the pavement by removing the binder course and the base course.
Tesi sul tema "Courbes flexibles"
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Welschinger, Jean-Yves. "Courbes algébriques réelles et courbes flexibles sur les surfaces réglées." Université Louis Pasteur (Strasbourg) (1971-2008), 2000. http://www.theses.fr/2000STR13135.
Testo completoAbstract (sommario):
Plusieurs invariants sont associés à la classe de déformation d'une courbe algébrique réelle lisse à dans une surface algébrique réelle x : son schéma réel, dont l'étude systématique a été proposée par D. Hilbert dans son 16ème problème dans le cas ou x = cp 2, sa classe d'isotopie équivariante dans x, ou encore lorsque la courbe est séparante, son schéma complexe ainsi que les classes d'homologie dans h 2(x,rx;z) réalisées par les composantes de a ra. La première partie de cette thèse établit un lien entre ces deux derniers invariants, en introduisant une forme définie sur h 2(x ; z/lz) a valeurs dans z/2lz lorsque l est un entier pair (v. Les théorèmes 4. 4 et 5. 3). Dans les cas du plan projectif, des surfaces réglées réelles et des surfaces de del pezzo réelles maximales, il découle de ce lien des formules d'orientations complexes explicites qui unifient et généralisent des résultats antérieurs de v. I. Arnol'd, v. A. Rokhlin et G. Mikhalkin. La deuxième partie présente une nouvelle démarche permettant d'étendre une formule d'orientation complexes de S. Yu. Orevkov pour les courbes planes aux courbes a nids profonds sur les surfaces réglées, et d'obtenir des majorations portant sur la nature de ces nids. Enfin, la troisième partie répond, dans le cas des surfaces réglées de base cp 1, à une question de v. A. Rokhlin : la classe d'isotopie équivariante ne suffit pas pour distinguer les composantes de l'espace des modules des courbes algébriques réelles de x. De plus, on montre l'existence dans ces surfaces de schémas réels réalisés par des courbes flexibles réelles mais pas par des courbes algébriques réelles, ce qui montre l'insuffisance des méthodes topologiques utilisées à ce jour.
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Saint-Criq, Anthony. "Involutions et courbes flexibles réelles sur des surfaces complexes." Electronic Thesis or Diss., Université de Toulouse (2023-....), 2024. http://www.theses.fr/2024TLSES087.
Testo completoAbstract (sommario):
La première partie du seizième problème de Hilbert traite de la topologie des courbes algébriques réelles régulières dans le plan projectif. Il est bien connu que bon nombre des propriétés topologiques satisfaites par de telles courbes sont également vraies pour la classe plus large des courbes flexibles, introduites par O. Viro en 1984. Le but de cette thèse est d'approfondir les origines topologiques des restrictions sur les courbes réelles, en lien avec le seizième problème de Hilbert. Nous ajoutons une condition naturelle à la définition de courbe flexible, à savoir qu'elles doivent intersecter une conique réelle vide Q comme une courbe algébrique, c'est-à-dire en des points positifs uniquement. Nous voyons CP(2) comme un cylindre sur un espace lenticulaire L(4,1)×R, que l'on compactifie en ajoutant RP(2) et Q aux bords, et nous utilisons la décomposition induite sur S(4)=CP(2)/conj. C'est un fait standard que la surface d'Arnold joue un rôle essentiel dans l'étude des courbes de degré pair. Nous introduisons un analogue de cette surface pour des courbes de degré impair. Nous généralisons également la notion de courbe flexible pour inclure des surfaces non orientables. Nous considérons qu'une courbe flexible est de degré m si son auto-intersection est m² et si elle intersecte la conique Q de manière transverse en exactement 2m points. Notre résultat principal affirme que pour une telle courbe flexible (non nécessairement orientable) de degré impair m=2k+1 ne peut pas posséder plus de -χ(F)/2-k²+k+1, où χ(F) est la caractéristique d'Euler de F. Cette borne supérieure se simplifie en k² dans le cas d'une courbe flexible au sens usuel. Nous généralisons également notre résultat pour des courbes flexibles sur des quadriques, ce qui produit une nouvelle restriction, même pour des courbes algébriques. Dans les chapitres introductifs, un aperçu détaillé de la théorie classique des courbes réelles planes est fait, en s'appuyant aussi bien sur le point de vue réel que complexe. Certains résultats à propos de la théorie des surfaces nouées dans les 4-variétés sont énoncés. Plus précisément, il est question de faits concernant la classe d'Euler du fibré normal d'une surface plongée. Cela nous amène ensuite à considérer la fonction de genre non-orientable d'une 4-variété. Cela constitue un analogue de la conjecture de Thom (résolue par Kronheimer et Mrowka en 1994) pour des surfaces non orientables. Nous calculons presque totalement cette fonction pour CP(2), et nous étudions cette fonction sur d'autres 4-variétés. Enfin, nous digressons autour de la nouvelle notion de courbes flexibles non orientables, où nous dressons une liste de résultats connus qui restent vrai dans ce cadre. Nous nous concentrons aussi sur la classe des courbes algébriques et flexibles qui sont invariantes sous l'action d'une involution holomorphe de CP(2), une notion introduite par T. Fiedler et appelées courbes symétriques. Nous donnons un état de l'art, et nous formulons une succession de petits résultats à propos de la disposition d'une courbe symétrique par rapport aux éléments de symétrie. Nous proposons également une approche pour tenter de généraliser la congruence de Fiedler p-n≡k² [16], valable pour des M-courbes symétriques de degré 2k, à des (M-1)-courbes symétriques de degré 2k<br>The first part of Hilbert's sixteenth problem deals with the topology of non-singular real plane algebraic curves in the projective plane. As well-known, many topological properties of such curves are shared with the wider class of flexible curves, introduced by O. Viro in 1984. The goal of this thesis is to further investigate the topological origins of the restrictions on real curves in connection with Hilbert's sixteenth problem. We add a natural condition to the definition of flexible curves, namely that they shall intersect an empty real conic Q like algebraic curves do, i.e. all intersections are positive. We see CP(2) as a cylinder over a lens space L(4,1)×R which is compactified by adding RP(2) and Q respectively to the ends, and we use the induced decomposition of S(4)=CP(2)/conj. It is a standard fact that Arnold's surface plays an essential role in the study of curves of even degree. We introduce an analogue of this surface for curves of odd degree. We generalize the notion of flexible curves further to include non-orientable surfaces as well. We say that a flexible curve is of degree m if its self-intersection is m² and it intersects the conic Q transversely in exactly 2m points. Our main result states that for a not necessarily orientable curve of odd degree 2k+1, its number of non-empty ovals is no larger than χ(F)/2-k²+k+1, where χ(F) is the Euler characteristic of F. This upper bound simplifies to k² in the case of a usual flexible curve. We also generalize our result for flexible curves on quadrics, which provides a new restriction, even for algebraic curves. In the introductory chapters, a thorough survey of the classical theory of real plane curves is outlined, both from the real and the complex points of view. Some results regarding the theory of knotted surfaces in 4-manifolds are laid down. More specifically, we review statements involving the Euler class of normal bundles of embedded surfaces. This eventually leads us to consider the non-orientable genus function of a 4-manifold. This forms a non-orientable counterpart of the Thom conjecture, proved by Kronheimer and Mrowka in 1994 in the orientable case. We almost entirely compute this function in the case of CP(2), and we investigate that function on other 4-manifolds. Finally, we digress around the new notion of non-orientable flexible curves, where we survey which known results still hold in that setting. We also focus on algebraic and flexible curves invariant under a holomorphic involution of CP(2), a smaller class of curves introduced by T. Fiedler and called symmetric curves. We give a state of the art, and we formulate a collection of small results results regarding the position of a symmetric plane curve with respect to the elements of symmetry. We also propose a possible approach to generalize Fiedler's congruence p-n≡k² [16], holding for symmetric M-curves of even degree 2k, into one for symmetric (M-1)-curves of even degree
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Molose, Vivian Innotantia. "Materials in flexible learning teacher education courses in environmental education : an evaluative case study." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003555.
Testo completoAbstract (sommario):
The study aimed at researching the role of materials in flexible learning teacher education courses, specifically looking at the Eastern Cape Teacher Course as a case study. The research aimed at exploring how courses and materials were developed, selected, used and adapted or redeveloped so as to support the course orientation and the intended outcomes. I did this with the hope that my research might inform the process of improving the role of course materials in flexible learning teacher education courses. I did a naturalistic enquiry within which I interviewed 39 participants (teachers and teacher educators) and two course co-ordinators. I also analysed documents such as the course materials, nine participants' journals and seven of their assignments. The observation notes compiled during the early days of the course were not used as a main source of data but as support to data sources mentioned above. Questionnaires were handed out to all the course participants, i.e. course co-ordinators, tutors and student participants. The questionnaires were intended as a means for pre interview and post interview reflection for interviewees. Through this research, I have learnt a lot about the role of materials in professional development courses, including the importance of mediation of materials and their overt use during course sessions, the importance of providing and encouraging a culture of reading through time allocation during contact sessions, through discussions on materials, and also through providing orientating comm~nts on materials rather than just handing them out to participants. Readings that are more focussed do better to motivate participants to interact with them.
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Nabaoui, El Mostafa. "L'incidence des contraintes extérieures sur la politique économique en changes flexibles." Université Louis Pasteur (Strasbourg) (1971-2008), 1990. http://www.theses.fr/1990STR10017.
Testo completoAbstract (sommario):
L'expérience des changes flexibles qui a duré plus de quinze ans n'a guère permis de vérifier les résultats avancés par le modèle standard d'inspiration keynésienne. Le moins que l'on puisse dire, argumente-t-on, ces résultats s'inspirent d'une analyse incomplète. Les lacunes de ce modèle sont comblés par une reformulation de certaines hypothèses d'une manière plus adéquate à la situation observée. Cette reformulation conduit à l'explication des phénomènes tels le surajustement (ou sous-ajustement) du taux de change, le cercle vicieux (ou vertueux) et les bulles spéculatives rationnelles. Ces phénomènes constituent ainsi des contraintes adjacentes à la stabilité des taux de change. Leur incidence sur la politique économique est perverse. L'efficacité et l'indépendance des politiques économiques, plus particulièrement celles des politiques monétaires, se trouvent en effet réduites. Comme il y a interdépendance des politiques économiques, le bon sens élémentaire suggère la coordination de celles-ci. Cependant, comme les avantages quantitatifs exploités de la coopération sont faibles, il apparaît donc inutile de les coordonner. Seules des politiques de stabilisation et d'ajustement progressif des taux de change peuvent réduire l'incertitude et les risques d'apparition des déséquilibres cumulatifs. Chaque pays pourrait retrouver ainsi l'efficacité et l'indépendance souhaitées de leur politique économique en particulier celles de la politique monétaire.
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Bulevičius, Matas. "Influence of the properties of flexible road pavement structure on the service indices of wearing courses." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140225_135355-45620.
Testo completoAbstract (sommario):
The aim of the dissertation is based on the properties of flexible road pavement structures to develop a mathematical models for predicting the performance of wearing courses used in the pavements of the main roads. The main tasks of the dissertation are as follows: to analyze the main factors influencing the service indices of asphalt concrete pavements and to determine their reasons; to investigate the quality of materials and mixtures used in pavement structural layers of the main roads; to determine the interaction between asphalt concrete pavement composition and the quality indices of mixture materials; to study regularities of the change in pavement roughness and rut depth; to determine the interaction between the quality indices of materials used in pavement structural layers; to select two rational flexible pavement structures for the main roads (for the different traffic volume).
The dissertation consists of introduction, four chapters, general conclusions, the list of references and the list of author’s publications on the topic of the dissertation, addenda.
Introduction describes the studied problem, topicality of the problem, the object of research, also the aim and tasks, research methodology, scientific novelty, practical value of the results and the defended propositions.
Chapter 1 gives the analysis of scientific researches made by different countries in the field of the performance of asphalt concrete pavements and their structures, duration of their... [to full text]<br>Disertacijos tikslas – parengti magistralinių automobilių kelių asfaltbetoninės dangos eksploatacinių rodiklių prognozės matematinius modelius, atsižvelgiant į tampriosios dangos konstrukcijos savybes ir transporto priemonių (TP) eismo intensyvumą (EI). Darbe iškelti šie svarbiausieji uždaviniai: išanalizuoti automobilių kelių asfaltbetoninės (AB) dangos eksploatacinius rodiklius lemiančius svarbiausius veiksnius ir atskleisti šių rodiklių blogėjimo priežastis; atlikti magistralinių kelių dangos konstrukcijų (KDK) sluoksniams naudojamų medžiagų kokybės rodiklių tyrimus; nustatyti AB dangos komponentinės sudėties, fizinių bei mechaninių rodiklių ir AB mišiniams naudojamų medžiagų kokybės rodiklių sietį; ištirti AB dangos lygumo ir provėžų gylio kitėjimo dėsningumus; nustatyti AB dangos, kitų (KDK) sluoksnių medžiagų kokybės rodiklių sietį; parinkti dvi racionalias magistralinių kelių tampriosios dangos konstrukcijas (skirtingam TP eismui).
Disertaciją sudaro įvadas, keturi skyriai, rezultatų apibendrinimas, naudotos literatūros ir autoriaus publikacijų disertacijos tema sąrašai ir priedai.
Įvade aptarta tiriamoji problema, darbo aktualumas, tyrimų objektas, darbo tikslas ir uždaviniai, tyrimų metodika, darbo mokslinis naujumas, darbo rezultatų praktinė vertė ir ginamieji teiginiai.
Pirmajame skyriuje išnagrinėti įvairių šalių mokslininkų atlikti automobilių kelių asfaltinės dangos bei jos konstrukcijos eksploatacinių rodiklių ir jų funkcionavimo trukmės tyrimai.
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Manathunga, Kalpani. "Technology support for scalable and dynamic collaborative learning: a pyramid flow pattern approach." Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/456041.
Testo completoAbstract (sommario):
Collaborative Learning is the pedagogical approach that considers social interactions as key means to trigger rich learning processes. Collaborative Learning Flow Patterns define best practices to orchestrate collaborative learning activity flow mechanisms (i.e., group formation, roles or resources allocation, phase change). Flow patterns have been experimented and evaluated as effective in small scale settings for decades. Directly applying these pedagogical methods to large learning scenarios is challenging due to the burden that scale represents in the orchestration load or the difficulty of keeping a dynamic meaningful progression when flexible changes are required in a large classroom or in a MOOC. Some attempts have shown positive results, but research around scalable collaborative learning approaches, models and technologies for large classes is scattered. This dissertation conducts a systematic literature review of collaborative learning applications on large classes and analyses the social learning potential of diverse technology-supported spaces in massive courses. Then the dissertation focuses the study on how collaborative learning could address key challenges (i.e., scalability and dynamism) identified in large collaborative learning contexts. Consequently, the thesis proposes a Pyramid flow pattern instantiation, composed of a model with a set of algorithmic rules for flow creation, flow control and flow awareness as well as a PyramidApp authoring and enactment system implementing the model. Experimentation across diverse learning contexts shows that, on one hand, the contributions support meaningful scalable and dynamic collaborative learning and on the other hand, learners and educators perceive the experiences as engaging, with learning values and effective from the perspective of orchestration.<br>El aprendizaje colaborativo es el enfoque pedagógico que considera las interacciones sociales como un medio clave para desencadenar procesos de aprendizaje ricos. Los patrones de flujo de aprendizaje colaborativo definen buenas prácticas para orquestar mecanismos de flujo en actividades de aprendizaje colaborativo (es decir, la formación de grupos, la asignación de roles o recursos, los cambios de fase). Los patrones de flujo han sido probados y evaluados como efectivos en entornos de pequeña escala durante décadas. La aplicación de estos métodos pedagógicos en grandes escenarios de aprendizaje supone un reto debido a la carga que representa la escala en la orquestación, así como a la dificultad de mantener una progresión dinámica con sentido pedagógico cuando se requieren cambios flexibles en un aula grande o en un MOOC. Existen algunos intentos interesantes, pero la investigación en torno a enfoques de aprendizaje colaborativo escalables, y modelos y tecnologías para entornos educativos con muchos estudiantes está dispersa. Esta tesis lleva a cabo una revisión sistemática de la literatura sobre aplicaciones de aprendizaje colaborativo con muchos estudiantes y analiza el potencial de aprendizaje social de diversos espacios apoyados por la tecnología en este tipo de contextos. A continuación, la tesis se centra en el estudio de cómo el aprendizaje colaborativo podría abordar desafíos clave identificados en contextos de aprendizaje colaborativo con un gran número de estudiantes (es decir, la escalabilidad y el dinamismo). En consecuencia, la tesis propone una instanciación del patrón de flujo Pirámide, compuesto de un modelo con un conjunto de reglas algorítmicas para la creación, el control y la conciencia del flujo de aprendizaje, así como un
sistema de creación e implementación del modelo. La experimentación realizada en distintos contextos de aprendizaje demuestra que, por un lado, las contribuciones apoyan un aprendizaje colaborativo escalable y dinámico, y que, por otro lado, los estudiantes y los educadores perciben las experiencias como amenas, con valor para el aprendizaje y efectivas desde la perspectiva de la orquestación.
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Batmunkh, Narantuya. "Engineering characteristics of construction waste for Western Australian road and highway materials." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/1839.
Testo completoAbstract (sommario):
This study examines the use of concrete waste by-products as a new source of road construction material in Western Australia (WA). The amount of construction waste in Western Australia increases annually, whilst natural rock aggregate is in shortage.This research focuses on whether recycled concrete, derived from various sources such as by-products from the processes of manufacturing ready-mixed concrete and waste from construction and demolition (C&D), is a viable option for use as a base and sub-base course material in road building in WA.A series of laboratory tests were conducted to determine the physical, engineering and performance properties of selected research materials to evaluate their respective potential utilisation. The results demonstrate that the concrete waste materials selected from the companies: Holcim Ltd, All Earth, Capital Demolition and C&D Recycling are suitable for use as base and sub-base layers of flexible pavement in Western Australia.
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Casaca, Sara Falcão. "Flexibilidade de emprego, novas temporalidades de trabalho e relações de género : a reconfiguração da desigualdade nos novos sectores dos serviços." Doctoral thesis, Instituto Superior de Economia e Gestão, 2005. http://hdl.handle.net/10400.5/4658.
Testo completoAbstract (sommario):
Doutoramento em Sociologia Económica e das Organizações<br>Em Portugal e na Europa em geral, ainda que com algumas especificidades peculiares de cada país, verifica-se que os empregadores recorrem cada vez mais a formas flexíveis de trabalho e de emprego. Ainda que muitas destas formas de emprego escapem às fontes estatísticas, os dados disponíveis permitem constatar que, em Portugal, se assiste a uma tendência para o aumento da flexibilidade contratual e de tempo de trabalho. Acresce que as mulheres estão particularmente representadas em algumas das modalidades flexíveis de emprego. A flexibilidade de emprego tem sido encarada, em praticamente todos os países europeus, como a ponte indispensável para a competitividade das economias e criação de emprego, para um melhor equilíbrio entre a vida profissional e a vida familiar, e para a igualdade de oportunidades. Um dos objectivos centrais deste estudo é o de problematizar a questão da compatibilidade efectiva entre a flexibilidade de emprego e a igualdade de oportunidades entre homens e mulheres. Partindo de uma abordagem não unilateral ou determinista em relação à flexibilidade de emprego, argumentamos que as implicações da flexibilidade de emprego e de tempo de trabalho estão associadas quer a uma reconfiguração das desigualdades entre o sexos, quer a um agravamento das desigualdades socioeconómicas entre as mulheres. O trabalho empírico incide sobre alguns dos novos sectores dos serviços (sector TIC e novos formatos comerciais/grande distribuição) e articula a análise quantitativa (dados estatísticos e informação recolhida por inquérito por questionário) com a análise qualitativa (entrevistas em profundidade/histórias de vida).<br>Despite certain specific features peculiar to each European country, it has been found that, across Europe, employers increasingly resort to flexible working time arrangements and flexible employment practices (e.g. flexible contracts), which deviate from the typical model of employment of industrial society. Although many of these forms of employment are not explicitly measured by statistical surveys, available data for Portugal show that indeed the trend is towards increasing flexible employment and that women are over-represented in many of these flexible arrangements. This issue is particularly relevant as flexibility has been rhetorically advocated as a means to a more balanced working-life, as well as to a society of full, better quality employment and of gender equality. Therefore, one of the main goals of this study is to discuss the question of the effective compatibility between employment/working time flexibility and the equal opportunities issue between men and women. Based on a non-unilateral or deterministic approach in relation to this issue, the main argument states that both employment flexibility and working time flexibility generate new patterns of gender segregation and enhance social and economic differentiation among women. The study mainly focuses on the new service sectors (ICT and retail) and it is based on a combination of both a quantitative analysis of statistical data and a survey on flexible employees and a qualitative approach. As part of the latter, in-depth interviews with women will be performed, focusing on interviewees/life stories.
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Machado, Enio Rodrigues. "Mundo do trabalho e educação profissional: formação técnica em edificações no Instituto Federal de Goiás – Campus Goiânia." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6516.
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Previous issue date: 2016-08-15<br>The area of research of this thesis is “Education, Work and Social Movements”, from the
Graduate Program in Education of the Federal University of Goiás. It aimed to understand the
work and professional education relationship in the area of construction and professional
training, more specifically in the professional training offered by the Building Construction
Technical Course of the Federal Institute of Goiás, Goiânia Campus, starting from the
analyses of the capitalist production models - Fordism and the flexible accumulation and its
relationship with the world of work; the historicity of professional education in Brazil; and the
pedagogical experience lived by the technical course taken as object of study. This research of
qualitative nature was conducted between 2010 and 2015 by means of a bibliographical and
documentary analysis, field research, interviews with teachers and students of the cited course
in the same institution and with liberal professionals of construction in Goiânia, analyzing the
testimonies of these subjects. The pedagogical documents of the course were selected between
the decades of 1970 to 2000. As a theoretical support of the discussions, reference was sought
in David Harvey, Vanilda Paiva, Mauro Del Pino, Gaudêncio Frigotto, Acácia Kuenzer, Silvia
Manfredi, Milton Vargas, Fábio Villela, Nelson Ribeiro, among others. These authors
contributed to deepen the studies on the contemporary productive and social changes and on
the historical outcomes in work and in professional education, considering the field of
construction and technical training in buildings at Goiânia Campus. The theoretical reflections
and the analysis of the empirical content made it possible to state that: the construction area -
subarea buildings - is permeated by rigid and flexible production processes; the professional
training of the buildings technician preserves the value of the technical rigidity, being
updated, contemporaneously, by knowledge and tools that make his/her practice flexible;
work and professional training of the building technician have been guided by relationships
that reveal a productivist character among its subjects, primarily present in the identity
constitution of the majority of young people who choose the course and in the educational
role in this category. However, it is necessary to think of practices considering the educational
guidelines that aim at a complete training of the individual, regardless of the formative link to
the production models and the characteristics of the corresponding work.<br>Esta tese insere-se na Linha de Pesquisa “Educação, Trabalho e Movimentos Sociais”, do
Programa de Pós-Graduação em Educação da Universidade Federal de Goiás. Teve como
objetivo compreender a relação trabalho e educação profissional, na área da construção civil,
mais especificamente na formação profissional ofertada pelo Curso Técnico em Edificações
do Instituto Federal de Goiás - Campus Goiânia, partindo das análises dos modelos da
produção capitalista - o fordismo e a acumulação flexível e sua relação com o mundo do
trabalho; da historicidade da educação profissional no Brasil; da experiência pedagógica
vivenciada pelo curso técnico tomado como objeto de estudo. A pesquisa, de cunho
qualitativo, foi realizada entre 2010 e 2015, contando com a análise bibliográfica, documental
e pesquisa de campo, por meio de entrevistas com professores e alunos do Curso Técnico em
Edificações, na mesma instituição, e com profissionais liberais da construção civil em
Goiânia, analisando-se os depoimentos desses sujeitos. Os documentos pedagógicos do curso
foram selecionados entre as décadas de 1970 a 2000. Como fundamentação das discussões
elaboradas, buscou-se referência em David Harvey, Vanilda Paiva, Mauro Del Pino,
Gaudêncio Frigotto, Acácia Kuenzer, Silvia Manfredi, Milton Vargas, Fábio Villela, Nelson
Ribeiro, dentre outros. Tais autores contribuíram para o aprofundamento de estudos acerca
das mudanças produtivas e sociais na contemporaneidade e dos desdobramentos históricos no
trabalho e na educação profissional, considerando a área de construção civil e a formação
profissional técnica em edificações no campus Goiânia. As reflexões teóricas e a análise do
conteúdo empírico possibilitaram afirmar que: a área de construção civil subárea
edificações é permeada por processos rígidos e flexíveis de produção; a formação
profissional do técnico em edificações preserva a valorização da rigidez técnica, sendo
atualizada, contemporaneamente, por conhecimentos e ferramentas que flexibilizam a sua
prática; o trabalho e a formação profissional do técnico em edificações têm sido norteados por
relações que revelam um caráter produtivista entre seus sujeitos, primordialmente presente na
constituição identitária da maioria dos jovens que optam pelo curso e no papel educativo
institucional nesta modalidade. Porém, há que se pensar em práticas, considerando diretrizes
educacionais que apontem para uma formação completa do indivíduo, independente da
vinculação formativa aos modelos de produção e das características do trabalho
correspondente.
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Bulevičius, Matas. "Kelių tampriosios dangos konstrukcijų savybių įtaka jų viršutinio sluoksnio eksploataciniams rodikliams." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140225_135207-30096.
Testo completoAbstract (sommario):
Disertacijos tikslas – parengti magistralinių automobilių kelių asfaltbetoninės dangos eksploatacinių rodiklių prognozės matematinius modelius, atsižvelgiant į tampriosios dangos konstrukcijos savybes ir transporto priemonių (TP) eismo intensyvumą (EI). Darbe iškelti šie svarbiausieji uždaviniai: išanalizuoti automobilių kelių asfaltbetoninės (AB) dangos eksploatacinius rodiklius lemiančius svarbiausius veiksnius ir atskleisti šių rodiklių blogėjimo priežastis; atlikti magistralinių kelių dangos konstrukcijų (KDK) sluoksniams naudojamų medžiagų kokybės rodiklių tyrimus; nustatyti AB dangos komponentinės sudėties, fizinių bei mechaninių rodiklių ir AB mišiniams naudojamų medžiagų kokybės rodiklių sietį; ištirti AB dangos lygumo ir provėžų gylio kitėjimo dėsningumus; nustatyti AB dangos, kitų (KDK) sluoksnių medžiagų kokybės rodiklių sietį; parinkti dvi racionalias magistralinių kelių tampriosios dangos konstrukcijas (skirtingam TP eismui).
Disertaciją sudaro įvadas, keturi skyriai, rezultatų apibendrinimas, naudotos literatūros ir autoriaus publikacijų disertacijos tema sąrašai ir priedai.
Įvade aptarta tiriamoji problema, darbo aktualumas, tyrimų objektas, darbo tikslas ir uždaviniai, tyrimų metodika, darbo mokslinis naujumas, darbo rezultatų praktinė vertė ir ginamieji teiginiai.
Pirmajame skyriuje išnagrinėti įvairių šalių mokslininkų atlikti automobilių kelių asfaltinės dangos bei jos konstrukcijos eksploatacinių rodiklių ir jų funkcionavimo trukmės tyrimai.
Antrajame... [toliau žr. visą tekstą]<br>The aim of the dissertation is based on the properties of flexible road pavement structures to develop a mathematical models for predicting the performance of wearing courses used in the pavements of the main roads. The main tasks of the dissertation are as follows: to analyze the main factors influencing the service indices of asphalt concrete pavements and to determine their reasons; to investigate the quality of materials and mixtures used in pavement structural layers of the main roads; to determine the interaction between asphalt concrete pavement composition and the quality indices of mixture materials; to study regularities of the change in pavement roughness and rut depth; to determine the interaction between the quality indices of materials used in pavement structural layers; to select two rational flexible pavement structures for the main roads (for the different traffic volume).
The dissertation consists of introduction, four chapters, general conclusions, the list of references and the list of author’s publications on the topic of the dissertation, addenda.
Introduction describes the studied problem, topicality of the problem, the object of research, also the aim and tasks, research methodology, scientific novelty, practical value of the results and the defended propositions.
Chapter 1 gives the analysis of scientific researches made by different countries in the field of the performance of asphalt concrete pavements and their structures, duration of their... [to full text]
Libri sul tema "Courbes flexibles"
1
Stocks, E. G. Developing a more flexible approach to F.E. courses: A discussion paper. CT Projects, 1990.
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2
Tao, Mingjiang. Effect of drainage in unbound aggregate bases on flexible pavement performance. Louisiana Transportation Research Center, 2008.
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Derek, Bingham, ed. Learn for yourself: A directory of open, distance and flexible learning courses. 2nd ed. John Catt Educational, 1994.
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4
Perkins, Steven W. Numerical modeling of geosynthetic reinforced flexible pavements. Western Transportation Institute, Dept. of Civil Engineering, Montana State University, 2001.
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Roberts, Freddy L. Effects of automobile tire loads on thin flexible pavements. Texas Transportation Institute, Texas A&M University System, 1987.
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Race, Philip. The open learning handbook: Promoting quality in designing and delivering flexible learning. 2nd ed. Kogan Page, 1993.
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Perkins, Steven W. Mechanistic-empirical modeling and design model development of geosynthetic reinforced flexible pavements: Final report. Western Transportation Institute, Dept. of Civil Engineering, Montana State University, 2001.
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Perkins, Steven W. Mechanistic-empirical modeling and design model development of geosynthetic reinforced flexible pavements: Appendix C--DARWin output. Western Transportation Institute, Dept. of Civil Engineering, Montana State University, 2001.
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Muijnck, Sam, and Joris Tieleman. Economy Studies. Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463726047.
Testo completoAbstract (sommario):
The Economy Studies project emerged from the worldwide movement to modernise economics education, spurred on by the global financial crisis of 2008, the climate crisis, and the COVID-19 pandemic. It envisions a wide variety of economics graduates and specialists, equipped with a broad toolkit, enabling them to collectively understand and help tackle the issues the world faces today. This is a practical guide for (re-)designing economics courses and programs. Based on a clear conceptual framework and ten flexible building blocks, this handbook offers refreshing ideas and practical suggestions to stimulate student engagement and critical thinking across a wide range of courses. Key features Adapting Existing Courses: Plug-and-play suggestions to improve existing economics courses with attention to institutions, history, values and practical skills. Teaching materials: A guide through the rapidly growing range of innovative textbooks and other teaching materials. Example Courses and Curricula: How to design pluralist, real-world economics education within the practical limits of time and resources. The companion website, www.economystudies.com, contains a wealth of additional resources, such as tailor-made booklets for more specific audiences, additional teaching materials and links to plug-and-play syllabi and courses, and opportunities for workshops and exchange with other economics educators.
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Mitrofanova, Aleksandra, Dmitriy Zaharov, and Rafik Ashurbekov. HR risks and their assessment. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1058942.
Testo completoAbstract (sommario):
The textbook is devoted to actual problems of management of human risk in organisations for timely, adequate and flexible response to potential threats.
 A brief theoretical overview of the main topics of the course "human resource risks and their assessment;" at the end of each Chapter are given control questions for self-preparation of students for intermediate and final knowledge control. At the end of the training manual the basic types of tasks and test questions on selected topics of the course.
 May be of interest to students, postgraduates and specialists in the field of personnel management, labor Economics, management, etc.
Capitoli di libri sul tema "Courbes flexibles"
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Kelly, Kevin. "Preparing Courses For Flexibility." In Making College Courses Flexible. Routledge, 2024. http://dx.doi.org/10.4324/9781003443773-3.
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Kelly, Kevin. "Summary Putting It All Together." In Making College Courses Flexible. Routledge, 2024. http://dx.doi.org/10.4324/9781003443773-22.
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Kelly, Kevin. "Creating Flexible Engagement Pathways." In Making College Courses Flexible. Routledge, 2024. http://dx.doi.org/10.4324/9781003443773-13.
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Kelly, Kevin. "Managing Flexible Engagement Environments." In Making College Courses Flexible. Routledge, 2024. http://dx.doi.org/10.4324/9781003443773-15.
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Kelly, Kevin. "Supporting Learners With Flexible Content Review." In Making College Courses Flexible. Routledge, 2024. http://dx.doi.org/10.4324/9781003443773-19.
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Kelly, Kevin. "Part 4 Take Action." In Making College Courses Flexible. Routledge, 2024. http://dx.doi.org/10.4324/9781003443773-21.
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Kelly, Kevin. "Managing Flexible Course Content Review Environments." In Making College Courses Flexible. Routledge, 2024. http://dx.doi.org/10.4324/9781003443773-20.
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Kelly, Kevin. "Introduction." In Making College Courses Flexible. Routledge, 2024. http://dx.doi.org/10.4324/9781003443773-1.
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Kelly, Kevin. "Creating Flexible Assessment Pathways." In Making College Courses Flexible. Routledge, 2024. http://dx.doi.org/10.4324/9781003443773-8.
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Kelly, Kevin. "Managing Flexible Assessment Environments." In Making College Courses Flexible. Routledge, 2024. http://dx.doi.org/10.4324/9781003443773-10.
Testo completoAtti di convegni sul tema "Courbes flexibles"
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Rodriguez-Paz, Miguel X., Jorge A. Gonzalez-Mendivil, Israel Zamora-Hernandez, and J. Asuncion Zarate-Garcia. "Students Perceptions of a Hybrid and Flexible Teaching Model for Post-COVID19 Normality." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-71742.
Testo completoAbstract (sommario):
Abstract In this work we present a hybrid model that can be applied in theoretical Engineering courses, combining flipped learning, collaborative activities and online tutorials. A total of 200 students that participated in online courses with the authors responded a survey. The results include what in the students’ perception was the best implementations of online courses, what makes a course attractive and motivating for students and also, what should be avoided in future implementations of courses that need to be taught in an online format. Some of the results show that students did not enjoy courses where lecturing was the main element during most of the session. The recommendations included in this work deal not only with the type of contents an online course should have but also with certain details about some recommended courses professors could take in advance, that is, before they start teaching online and some other recommendations that can make a model like this one a successful model for online teaching in a post-covid world.
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Grober, Florian, Andreas Janßen, and Ferit Küçükay. "Customer-Focussed Automatic Test Course Design." In FISITA World Congress 2021. FISITA, 2021. http://dx.doi.org/10.46720/f2020-dgt-007.
Testo completoAbstract (sommario):
Customer centricity gains increasing importance in vehicle development. With respect to durability testing and approval of prototypes, it causes the requirement for testing procedures which highly comply with the occurring loads during customer operation. In this manner, lightweight construction is enabled and considerable economic advantages are raised by avoiding oversizing as well as undersizing of components. As current state of the art, vehicle manufacturers use special test courses on proving grounds or public roads which must be endured damage-free by the vehicle prototype until a compulsory mileage is reached. Alternatively, the course's loads can be reproduced on a test rig to reduce the required test time. The definition of these test courses is based on long-standing experiences. According to new trends in the automotive sector, as for example electrification and shared mobility, it can be predicted that the customer loads will change in accelerating cycles. Correspondingly, these previous experiences cannot be used offhandedly for such new questions and existing test courses become invalid. To solve the described problem of inflexibility, this article presents a technology for automatic generation of appropriate test courses from customer field data. The developed algorithm transforms customer-oriented load spectra into a test course that reproduces the occurred loads as good as possible. For this purpose, digital map data is combined with measured track load data and consecutive road segments are assembled to a complete test course by heuristic methods. This resulting course requires a minimum driving distance and induces approximately the same loads as the destination load spectra derived from customer field data. The optimisation can be processed simultaneously for several different load channels. Via using automation and heuristics, a good performance arises and enables a fast as well as flexible generation of tailored test courses pursuant to current demands. In contrast to the inflexible test course concept used so far, the described technique represents a good improvement of customer-oriented testing methodology. Therefore, it provides a great novelty value. In the article, the process of an automatic test course design is demonstrated and validated by means of a real example, which shows the practical applicability. The latter is also proved by the fact that the described method has already been used successfully in the research and development of Volkswagen AG.
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Mays, Tony, and Wayne Mackintosh. "OER-Enabled Online Micro-Courses for Teachers - Remixing for Resilience in the South Pacific." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5682.
Testo completoAbstract (sommario):
Open, distance and flexible learning (ODFL) is a key strategy for building resilient education systems in the Pacific, given the difficulty of providing more traditional campus-based learning for widely distributed and culturally diverse learners. However, few of the teachers currently in-service have received training in or through ODFL. It is therefore necessary to make such training available in ways that both model and build such capacity in cost-effective and scalable ways. This paper explores the rationale for and design of an open learning ecosystem as exemplified in a micro-course called Digital Skills for OER Sharing (DS4OERS), which is the first of several courses that have been developed or are in development under the Pacific Partnership for Open, Distance and Flexible Learning led by the Commonwealth of Learning. The platform and course were designed to be as open and flexible as possible and use was made of digital badging both to encourage active learning and to allow for multiple exit and re-entry points. Moreover, the pedagogical approach and technologies deployed were designed for remix to build resilience for professional development solutions in the region. Feedback from participants in the first mediated iteration of the course offered to 1560 teachers will be shared as will core learnings which have influenced subsequent design and implementation. Published as OER using free and open source software digital learning environment, the course was remixed and deployed by the Ministry of Education, Sports and Culture in Samoa demonstrating the potential for scaling professional development using open online micro-courses.
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Condoor, Sridhar S. "Reformulating the Statics Course: A Design-Based Approach." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-69196.
Testo completoAbstract (sommario):
Statics is a pivotal course, whose concepts serve as the building blocks for future courses in engineering. From the experience of teaching the follow-on courses to statics, we found several systemic problems present in most statics textbooks. These problems manifest themselves as lower-than-expected abilities in the students when applying the concepts to design/analyze real systems in subsequent courses. The resulting disappointment in engineering educators is common and well documented. The pedagogy outlined in this paper is based on the premise that students learn more effectively when the relevance of the concepts to real world problems and a systematic improvement in their skill set is tactilely, emotionally, and rationally understood. To this end, the pedagogy brings design theory into the course content. The paper discusses rationale behind the pedagogy and its possible implementation scheme with examples. The pedagogy is flexible and can be integrated into an existing learning approach.
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Lertnattee, Verayuth, Perayot Pamonsinlapatham, and Woarawut Oniam. "A Course Design and a Flexible Platform for Learning Programming Languages in Health Informatics Courses." In ICDTE 2022: 2022 6th International Conference on Digital Technology in Education. ACM, 2022. http://dx.doi.org/10.1145/3568739.3568808.
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Feldhammer-Kahr, Martina, Stefan Dreisiebner, Martin Arendasy, and Manuela Paechter. "ONE MONTH BEFORE THE PANDEMIC: STUDENTS’ PREFERENCES FOR FLEXIBLE LEARNING AND WHAT WE CAN LEARN." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact039.
Testo completoAbstract (sommario):
"Flexible learning has been associated with e-learning, even before the COVID-19 pandemic. Flexible learning gives the students large degrees of freedom to learn what, when, how and where they want. The aim of this study was to evaluate students’ preferences in e-learning and traditional classroom teaching, and was conducted from October 2019 to January 2020. Students from four courses were assigned randomly to two groups, an online and a classroom group. The study included two phases: three lectures by the lecturer (podcasts vs. classroom) and seven classroom units with student presentations and discussions. Performance and different personal characteristics and attitudes of 93 students were examined. Knowledge on the course topic was measured before the first lecture took place (t1), after the three lectures (t2) and after the following seven units (t3). Statistical analyses found no performance differences between the two groups (online/classroom); this held true for all three points in time. All students appreciated the opportunity of an intermediate exam at t2 (a change in comparison to former courses on the topic). Qualitative data showed that students felt a need for interaction with their colleagues and the lecturer, which they decided could be better fulfilled in the classroom, whereas the flexible learning setting had advantages for the exam preparation (e.g. repeating listening to the podcasts, taking breaks and learning tempo). Students’ arguments fit well to previous literature. Altogether, the study gives valuable insights into the didactic design of flexible learning."
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Resendez-Maqueda, LF, A. Sandoval-Correa, MR Forte-Celaya, and R. Swain-Oropeza. "DESIGN ELEMENTS IN FLEXIBLE DIGITAL MODEL (MFD) COURSES FOR STUDENT ENGAGEMENT IN INDUSTRIAL AND SYSTEMS ENGINEERING PROGRAM." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7165.
Testo completoAbstract (sommario):
Crisis caused by COVID-19 forced academics to transform Face-to-face education into digital education. As most of the courses had been never taught this way, professors needed to learn how to interact with students, and teach the academic content within a virtual platform. There was a major concern about how these online synchronous sessions had to be delivered, as well as which elements were critical for knowledge transfer and add value to the Industrial and Systems Engineering (ISE) courses. For having a proper feedback about this format, an instrument was created to evaluate the design course elements, based on theoretical approaches of teaching and learning processes in higher education, particularly on student experiences. The instrument consisted of a survey applied to ISE students from Tecnologico de Monterrey. The analysis considered the nature of the different courses involved in the study, and their categorization as Theoretical, Numerical or Mixed. After applying statistical analysis, some of those elements showed a positive evaluation by students and considering the correlations among them, recommendations for the design of Digital Flexible Model (MFD) courses are made. A positive correlation has been found between active participation of the students, voluntary participation, and the sense of involvement, as well as the ease of interacting that the technological platform provided to the students. Among other results, highlighting the usage of a technological platform is not enough to deliver MFD courses, it is necessary to consider design elements for engaging and motivating students’ participation. It is notorious for the need for a "holistic" transversal approach that complements the design of the successful interaction experience of students in the MFD. Keywords: Digital Education, MFD (Digital Flexible Model), Education in pandemic, Educational Innovation, Higher Education, Students engagement.
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Resendez-Maqueda, LF, A. Sandoval-Correa, MR Forte-Celaya, and R. Swain-Oropeza. "DESIGN ELEMENTS IN FLEXIBLE DIGITAL MODEL (MFD) COURSES FOR STUDENT ENGAGEMENT IN INDUSTRIAL AND SYSTEMS ENGINEERING PROGRAM." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7142.
Testo completoAbstract (sommario):
Crisis caused by COVID-19 forced academics to transform Face-to-face education into digital education. As most of the courses had been never taught this way, professors needed to learn how to interact with students, and teach the academic content within a virtual platform. There was a major concern about how these online synchronous sessions had to be delivered, as well as which elements were critical for knowledge transfer and add value to the Industrial and Systems Engineering (ISE) courses. For having a proper feedback about this format, an instrument was created to evaluate the design course elements, based on theoretical approaches of teaching and learning processes in higher education, particularly on student experiences. The instrument consisted of a survey applied to ISE students from Tecnologico de Monterrey. The analysis considered the nature of the different courses involved in the study, and their categorization as Theoretical, Numerical or Mixed. After applying statistical analysis, some of those elements showed a positive evaluation by students and considering the correlations among them, recommendations for the design of Digital Flexible Model (MFD) courses are made. A positive correlation has been found between active participation of the students, voluntary participation, and the sense of involvement, as well as the ease of interacting that the technological platform provided to the students. Among other results, highlighting the usage of a technological platform is not enough to deliver MFD courses, it is necessary to consider design elements for engaging and motivating students’ participation. It is notorious for the need for a "holistic" transversal approach that complements the design of the successful interaction experience of students in the MFD. Keywords: Digital Education, MFD (Digital Flexible Model), Education in pandemic, Educational Innovation, Higher Education, Students engagement.
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Parseliunas, Eimuntas, and Saulius Urbanas. "Features of Flexible E-Learning Modules Within Geographical Information Science for Vocational Training." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59093.
Testo completoAbstract (sommario):
The main features and general structures of two distant learning modules within geographical information science for vocational training are presented in this paper. “European Level Developments of Flexible Learning Models within Geographical Information Science (GIS) for Vocational Training (E-GIS)” was a pilot project under the Leonardo de Vinci Community action Programme on vocational training, within Geographical Information Science (GIS), to be implemented over a three year period, 2002–05. The project will be continued in 2008–2009 under the abbreviation eGIS+. The main objectives of the project is to establish co-operation between European Universities and GIS user organisations and to develop modularised courses intended for Internet based learning, establish links of communications between the partners in the project in order to disseminate and share “best practices” in different teaching situations and for different types of students. The course modules to be developed, all together, will constitute a one-year programme within GIS. This project mainly targets full time students, private and civil service employees within the European Union, but also similar categories in non-EU countries. The outcomes of the project is high level content, new net-based pedagogic method suited for accessing target groups of great diversity as regards pedagogic traditions, access to computers and bandwidth. Cooperation between the institutions will, certainly, give higher level courses than the individual institutions could possibly themselves. “Training of Lithuanian Geographic Information Infrastructure managers” is a project supported by European Union Structural Funds and National Land Service under the Ministry of Agriculture of Lithuania Republic. The main objective of the proposed geographic information e-training system is to develop and provide the modularised Spatial Information Infrastructure courses intended for on-line based learning. This mainly will target employees of civil service and private business in Lithuania and European Union. Proposed curriculum is a set of modular courses adding up to 1.5-year part-time studies in the field of Geographic Information Science and Geographic Information Infrastructure.
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Koutrika, Georgia, Benjamin Bercovitz, Robert Ikeda, Filip Kaliszan, Henry Liou, and Hector Garcia-Molina. "Flexible Recommendations for Course Planning." In 2009 IEEE 25th International Conference on Data Engineering (ICDE). IEEE, 2009. http://dx.doi.org/10.1109/icde.2009.127.
Testo completoRapporti di organizzazioni sul tema "Courbes flexibles"
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Nantung, Tommy E., Jusang Lee, John E. Haddock, et al. Structural Evaluation of Full-Depth Flexible Pavement Using APT. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317319.
Testo completoAbstract (sommario):
The fundamentals of rutting behavior for thin full-depth flexible pavements (i.e., asphalt thickness less than 12 inches) are investigated in this study. The scope incorporates an experimental study using full-scale Accelerated Pavement Tests (APTs) to monitor the evolution of each pavement structural layer's transverse profiles. The findings were then employed to verify the local rutting model coefficients used in the current pavement design method, the Mechanistic-Empirical Pavement Design Guide (MEPDG). Four APT sections were constructed using two thin typical pavement structures (seven-and ten-inches thick) and two types of surface course material (dense-graded and SMA). A mid-depth rut monitoring and automated laser profile systems were designed to reconstruct the transverse profiles at each pavement layer interface throughout the process of accelerated pavement deterioration that is produced during the APT. The contributions of each pavement structural layer to rutting and the evolution of layer deformation were derived. This study found that the permanent deformation within full-depth asphalt concrete significantly depends upon the pavement thickness. However, once the pavement reaches sufficient thickness (more than 12.5 inches), increasing the thickness does not significantly affect the permanent deformation. Additionally, for thin full-depth asphalt pavements with a dense-graded Hot Mix Asphalt (HMA) surface course, most pavement rutting is caused by the deformation of the asphalt concrete, with about half the rutting amount observed within the top four inches of the pavement layers. However, for thin full-depth asphalt pavements with an SMA surface course, most pavement rutting comes from the closet sublayer to the surface, i.e., the intermediate layer. The accuracy of the MEPDG’s prediction models for thin full-depth asphalt pavement was evaluated using some statistical parameters, including bias, the sum of squared error, and the standard error of estimates between the predicted and actual measurements. Based on the statistical analysis (at the 95% confidence level), no significant difference was found between the version 2.3-predicted and measured rutting of total asphalt concrete layer and subgrade for thick and thin pavements.
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Robinson, W. Evaluation of thin flexible pavements under simulated aircraft traffic. Engineer Research and Development Center (U.S.), 2020. http://dx.doi.org/10.21079/11681/39161.
Testo completoAbstract (sommario):
A full-scale airfield pavement test section was constructed and trafficked by the U.S. Army Engineer Research and Development Center (ERDC) to evaluate the performance of relatively thin airfield pavement structures. The test section consisted of 16 test items that included three asphalt pavement thicknesses and two different aggregate base courses. The test items were subjected to simulated aircraft traffic to evaluate their response and performance to realistic aircraft loads and to evaluate the effect of reductions in tire pressure on thin asphalt pavement. Rutting behavior, pavement cracking, instrumentation response, and falling weight deflectometer response were monitored at selected traffic intervals. The results of this study were used to extend existing Department of Defense pavement design and evaluation techniques to include the evaluation of airfield pavement sections that do not meet the current criteria for aggregate base quality and minimum asphalt concrete surface thickness. These performance data were used to develop new aggregate base failure design curves using existing stress-based design methodology.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.
Testo completoAbstract (sommario):
Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.
Testo completoAbstract (sommario):
Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Bosch, Sarah. Evaluation of implementation of models of academic advising in post graduate taught courses. Sheffield Hallam University, 2024. http://dx.doi.org/10.7190/steer/academic_advising_pgt.
Testo completoAbstract (sommario):
The first aim of this project was to develop evidence-informed models of academic advising for Postgraduate Taught (PGT) courses that was aligned to the institutional Academic Advising Framework, provided a consistently good experience, and yet was flexible enough to cater for diverse courses and student requirements. The second aim was to evaluate the effectiveness of these models. Three main models were created: Model 1 (out of curriculum); Model 2 (embedded approach); Model 3 (extended advising). A fourth, by permission only, student-led ‘Model X’, was also created in response to the needs of particular cohorts and departments. Following model implementation student awareness of the Academic Adviser (AA) role and of who theirs is was significantly greater. There were significant increases in the perceptions that academic advisers provided useful advice and guidance, referred to further support as appropriate, and took a personal interest in them, as well as a decrease in end of year withdrawal rates, post-model implementation compared with pre-model implementation. Comparing models, Model 2 (embedded) elicited the most positive results. A higher proportion of students experiencing Model 2 reported they had the opportunity and took up the opportunity to meet with their AA compared with any other model. Additionally, these students had significantly higher agreement that their AA takes a personal interest in them and that they provide useful advice and guidance to aid academic progress and development. Thematic analysis qualitative data, pre- and post-implementation revealed six themes: Academic, Professional, Personal, Relational, Contact and AA Model. Based on the evaluation and research conducted by the working group we have the following recommendations: 1. The importance of Academic Advising in PGT courses should not be understated. 2. Academic Advising should be embedded in curriculum (Model 2), where possible. 3. Model 3 is strongly recommended for courses with high proportions of international students.
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Tobiasson, Wenche, and Tooraj Jamasb. Public Acceptance in Sustainable Grid Development – A New Approach. Copenhagen School of Energy Infrastructure, 2019. http://dx.doi.org/10.22439/csei.pb.001.
Testo completoAbstract (sommario):
In the course of the transition from carbon extensive power generation to low carbon technologies, the electricity grid will face technical as well as non-technical challenges. Transmission systems are required to tackle the change from highly flexible, centralized generation technologies to fluctuating, unpredictable and decentralized power generation. The grid often needs to be extended to ensure security of supply. While the benefits of the projects affect the whole system, their social costs are local. This mismatch of costs and benefits is a source of conflict and requires new approaches to grid development.
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URANOVA, V., R. ISYAKAEVA, M. MAZHITOVA, and O. BLIZNYAK. EXPERIENCE OF APPLICATION OF THE ELEMENT “LECTURE” IN THE MEDIUM OF MOODLE FOR DISCIPLINE ANALYTICAL CHEMISTRY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-98-112.
Testo completoAbstract (sommario):
In the structure of training, there are many different ways of receiving and transmitting information. The question of the role of lecture presentation of material in the presence of many other sources of information is relevant in the development of pedagogy and education. That is why the article presents the experience of using the element “Lecture” in the Moodle environment on the example of the discipline Analytical Chemistry. In the developed course, the “Lecture” element allows you to demonstrate educational material in a flexible, accessible and interesting form. Lectures are stored in pdf format. with open access to the search, which allows you to quickly find the information of interest, thereby improving the quality of preparation for laboratory and practical exercises.
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Naffi, Nadia, Ann-Louise Davidson, Roger Kaufman, et al. Disruption in and by Centres for Teaching and Learning During the COVID-19 Pandemic : Leading the Future of Higher Ed. Observatoire international sur les impacts sociétaux de l'intelligence artificielle et du numérique, 2020. http://dx.doi.org/10.61737/aqfz8766.
Testo completoAbstract (sommario):
Today the educational community as a whole faces a universal challenge: to ensure equitable and quality education as well as effective and efficient evaluation of student learning in hybrid, flexible or 100% distance modalities for their students. In addition, we must also plan for the post-COVID-19 pandemic era. Centres for Teaching and Learning play a pivotal function in addressing and overcoming this challenge. In the midst of the pandemic, the centres, the equivalent services, and their teams of instructional designers, teaching and learning experts and multimedia developers became the first responders to support the pedagogical and digital transformation of all courses. The Centres became the academic heroes of COVID-19. They exceeded all expectations for what they could handle in this kind of emergency. The urgent requirement for these centres and their teams will persist until the war against the COVID19 pandemic is won, and the core of education is transformed. This white paper illuminates how Centres for Teaching and Learning, and equivalent entities addressed and plan to address trends and issues in digital learning in the context of educational disruption caused by COVID-19.
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Ayallo, Irene, Nadia Mary Akbar, Faith Burgess, et al. A Report on Teaching and Modelling Research Skills in a Classroom Setting: Social Work Students Using Their Learning and Experiences to Investigate the Link Between Modes of Learning Delivery and Social Work Core Competencies. Unitec ePress, 2024. http://dx.doi.org/10.34074/rsrp.107.
Testo completoAbstract (sommario):
In Semester 2 (July–November) 2022, Dr Irene Ayallo collaborated with the students in the Research Methods course in Unitec’s Bachelor of Social Practice to investigate the link between learning delivery modes and students’ ability to demonstrate the Aotearoa New Zealand Social Workers Registration Board (SWRB) core competencies (see Appendix 1). The aim of the project was to teach research skills and, simultaneously, critically analyse whether the shift in learning delivery due to the Covid-19 pandemic could impact the students’ future competencies as social workers in the Aotearoa New Zealand context. The report describes the research design process and presents a literature review, findings from data, and a discussion of the findings. Findings from this research show that the learning environment within which social work education is delivered has changed significantly, provoked by the events during and after the Covid-19 pandemic. Rethinking social work education delivery models is inevitable and required in this new environment. Carefully designed flexible delivery models, such as a mix of in-person and online (blended), would be most effective in safeguarding against and minimising learning disruptions without compromising quality. The most impactful delivery model for social work students is characterised by engaging and interactive content, practical activities and group work, increasing and checking retention, clear structure and guidelines, consistency, flexibility, and capability building for staff and students. The extent to which these can be achieved depends on addressing individual student and staff factors, and broader institutional resources, guidelines and policies.
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Motel-Klingebiel, Andreas, and Gerhard Naegele. Exclusion and inequality in late working life in the political context of the EU. Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/9789179293215.
Testo completoAbstract (sommario):
European societies need to increase the participation in work over the life course to support the provision of qualified labour and to meet the challenges for social security systems under the condition of their ageing populations. One of the key ambitions is to extend people’s working lives and to postpone labour market exit and retirement where possible. This requires informed policies, and the research programme EIWO – ‘Exclusion and Inequality in Late Working Life: Evidence for Policy Innovation towards Inclusive Extended Work and Sustainable Working Conditions in Sweden and Europe’ – aims to push the boundaries of knowledge about late working life and the potential of its inclusive and equal prolongation via a theoretically driven, gender-sensitive combination of multi-level perspectives. EIWO takes a life course approach on exclusion and inequality by security of tenure, quality of work, workplaces, and their consequences. It identifies life course policies, promoting lifelong learning processes and flexible adaptation to prolong working lives and to avoid increased exclusion and inequality. Moreover, it provides evidence for policies to ensure both individual, company and societal benefits from longer lives. To do so, EIWO orientates its analyses systematically to the macro-political contexts at the European Union level and to the policy goals expressed in the respective official statements, reports and plans. This report systematizes this ambitious approach. Relevant documents such as reports, green books and other publications of the European Commission (EC), the European Parliament (EP), the Organisation for Economic Co-operation and Development (OECD), as well as those of social partners and research institutions, have been systematically scanned and evaluated. In addition, relevant decisions of European summits have been considered. The selection of documents claims completeness regarding relevant and generally available publication, while relevance is defined from the point of view of EIWO’s interests. It is the aim of this report to provide a sound knowledge base for EIWO’s analyses and impact strategies and to contribute to the emerging research on the connection between population ageing and the European policies towards productivity, inclusiveness, equity, resilience and sustainability. This report aims to answer the following questions: How are EIWO’s conceptual classification and programme objectives reflected in the European Union’s policy programming? How can EIWO’s analyses and impact benefit from a reference to current EU policy considerations, and how does this focus support the outline of policy options and the formulating of possible proposals to Swedish and European stakeholders? The present report was written during early 2022; analyses were finalized in February 2022 and represent the status until this date.