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Artigos de revistas sobre o assunto "Outlines, syllabit"
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Strimel, Morgan, e Jason Northrup. "Syllabus Statements: A Point of Visibility for Disability Services". Journal of Postsecondary Student Success 2, n.º 1 (27 de outubro de 2022): 54–68. http://dx.doi.org/10.33009/fsop_jpss130566.
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Course syllabi are an important point of visibility for higher education disability services offices, lending importance to the presence and accuracy of disability and accommodations statements within them. The present study is a content analysis of course syllabi from a large Northern Virginia university from the Fall 2020 semester. Researchers collected syllabi from publicly available webpages—including department websites—resulting in a sample size of 61 syllabi with 58 disability/accommodation statements available for analysis. Researchers analyzed and coded syllabi for the presence of an accurate name and contact information for the institution’s disability services office, the accuracy of procedures for establishing accommodations, and the usage of the office’s pre-written disability/accommodation syllabus statement. Of the 58 syllabus statements, only 39.7% included completely accurate information related to disability services and accommodation-related procedures. Further, none of the syllabi in the sample used the syllabus statement(s) made publicly available by the university’s disability services office. The authors outline action items for disability services professionals and other campus stakeholders to leverage syllabi as a key point of visibility for disability services and ensure that students are provided with clear, concise, and accurate information necessary to establish accommodations entitled to them under federal law.
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orva, Abo, Sow miya, Sow miya e Naga rajan. "Student Syllabus Tracker". International Academic Journal of Science and Engineering 9, n.º 2 (16 de julho de 2022): 05–10. http://dx.doi.org/10.9756/iajse/v9i2/iajse0907.
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Syllabus are crucial tools that aid university teachers in explaining to students the goal and course direction. Syllabi creation and storage using conventional methods can get tiresome and time-consuming. At a sizable private institution, the Center for Teaching and Learning has created a tool to speed up the process of creating, modifying, and saving syllabi. The designer and developer will introduce and demonstrate the recently developed tool during the roundtable session, facilitate a discussion about how the tool can be used to enhance communication between teachers, students, and departments, and then give the attendees the opportunity to use the tool. Easy to view the students syllabus detail. Identify the particular set of the syllabus of the students. It is easy for each subject faculty. Serve as the framework for the selected course materials, course details, and method of instructions. University teaching and learning is always accessed through syllabi. Using this analogy as a foundation, this paper introduces Open Syllabus, a model-based REACT JS, NODE JS, MANGO DB approach to course outlines for online courses. The resources (files, citations, assignments, etc.), activities (quiz, forum, etc.), and course information (description, objectives, etc.) are all organized in Open Syllabus in a way that gives instructors direction, students navigational clarity, and export/import capabilities for sharing content across platforms.
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Lefebvre, Carol A. "Removable partial denture design outline syllabus". Journal of Prosthetic Dentistry 65, n.º 1 (janeiro de 1991): 157–58. http://dx.doi.org/10.1016/0022-3913(91)90076-9.
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Zajdler, Ewa. "W polu widzenia: morfem i grafem 見 jiàn ‘widzieć’ we współczesnym języku chińskim". Słowo. Studia językoznawcze 13 (2022): 492–503. http://dx.doi.org/10.15584/slowo.2022.13.33.
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The paper deals with the morpho-syllabic grapheme 見 jiàn in Mandarin Chinese. It explores the monosyllabic Chinese word ‘see’ in the graphemic perspective of traditional Chinese writing as well as the contribution of the radical 見 jiàn ‘see’ to the notation of the Chinese morphemes in the semantic field of “seeing”. The introduction to the topic outlines the relationship of a morpheme, syllable and grapheme. The historical background of the Kangxi radicals is discussed to show that the canon of graphemes classifies the entries in the traditional dictionaries of Chinese characters. The morphemes assigned in the dictionary to the radical 見 jiàn were analysed in the current paper with regard to “seeing” as a semantic component. Finally, drawing on the analysis, a model for the relationship of the morphemes’ prototypical meaning has been proposed.
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Herbert, James T. "A Selective Review of Rehabilitation Services and Disabilities Studies Syllabi". Rehabilitation Research, Policy, and Education 37, n.º 2 (1 de junho de 2023): 106–20. http://dx.doi.org/10.1891/re-21-35.
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Background:This investigation examined what information is typically included in an undergraduate rehabilitation syllabus and how this information is presented in written form to students.Method:Syllabi (n= 117) from six undergraduate programs, each of which reflected a different program emphasis, were reviewed in terms of their framework (traditional, instructor-centered, student-centered, and enhanced) as well as categorical information contained in their narratives.Findings:An analysis of stylistic features indicate that undergraduate faculty tend to produce syllabi that are instructor-centered and support a pedagogical rather than an andragogical way of learning. The “typical” undergraduate course is a 3-credit offering with an enrollment of about 30 students that meets once or twice per week and is more likely taught by an adjunct faculty (nontenure track) member. While most faculty post information regarding instructor contact information, course description, learning objectives, grading system, and support services, greater variation was noted regarding posting office hours, expected student behavior (e.g., attendance, missing class, and participation), class policies (e.g., late/missing assignments and extra credit), and a description of teaching methods.Conclusion:Given the importance of how syllabi serve as an outline of course content and class policies, it is recommended that rehabilitation educators develop syllabi that are more student-centered and support adult learners.
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Chovancová, Barbora. "Needs Analysis and Esp Course Design: Self-Perception of Language Needs Among Pre-Service Students". Studies in Logic, Grammar and Rhetoric 38, n.º 1 (1 de setembro de 2014): 43–57. http://dx.doi.org/10.2478/slgr-2014-0031.
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Abstract In the context of recent social changes in Central Europe, the article outlines the need for a change in the traditional syllabi for legal English classes. It deals with needs analysis as one of the most important sources of inspiration in syllabus design. First, needs analysis is situated within the methodology of English for Specific Purposes. Then, the rationale for a needs analysis survey among pre-service students in current legal English courses is presented and, finally, the findings are interpreted with respect to the actual target situations that students are likely to encounter after graduation. The article concludes by pointing out that although pre-service students may have vague ideas about the use of English in their future jobs, course instructors should consider their needs and wants because they are crucial for increasing the students’ motivation. Instructors and course designers should, however, obtain information from professionals and former graduates as well because that will enable them to address the actual target situations most effectively.
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Andersen, Torben. "An outline of Lulubo phonology". Studies in African Linguistics 18, n.º 1 (1 de abril de 1987): 40–65. http://dx.doi.org/10.32473/sal.v18i1.107478.
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This article outlines the phonology of Lulubo, a little known Central Sudanic language spoken in the southern Sudan. An account is given of the phonemic inventory (vowels, consonants, and tones), vowel harmony, syllable structure, special features of ideophones, and vowel elision.
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ALBAR, M. "An Outline of a Syllabus in Islamic Medical Jurisprudence". Journal of King Abdulaziz University-Medical Sciences 3, n.º 1 (1993): 21–26. http://dx.doi.org/10.4197/med.3-1.3.
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Filipczuk-Rosińska, Sylwia. "Developing an aviation-based syllabus for PAFU officer-cadets". Przegląd Nauk o Obronności, n.º 16 (31 de outubro de 2023): 100–116. http://dx.doi.org/10.37055/pno/174600.
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ObjectivesThe main objective of the following paper is to present the teaching rationale and premises underlying the development of materials and an aviation-based syllabus designed for officer-cadets of the Polish Air Force University. Additionally, as a practical illustration of implementing content-based instruction in the PAFU classroom, the gradual process underlying the personally developed tasks integrating not only contextualised grammar and vocabulary, but also receptive and productive skills was meticulously described.MethodsSynthesis of theoretical concepts encompassing elements of aviation safety studies – the SHELL model, English teaching methods and approaches and psychology – the theory of Multiple Intelligence was made to outline the authoress’s interdisciplinary approach to teaching English. Comparison was applied to link the process of developing materials to officer-cadets’ flight training. Literature pertaining to syllabus design was analysed to determine the type of the designed aviation-based syllabus. Findings from applying diagnostic surveys were presented to describe officer-cadets’ reception of the aviation-based lesson and syllabus.ResultsThe analysis of both the designed aviation-based syllabus including sample teaching materials and positive feedback obtained from surveys conducted among officer-cadets prove the advisability and necessity for adopting an interdisciplinary approach to teaching officer-cadets at the Polish Air Force University.ConclusionsThe proposed aviation-based syllabus including well-designed materials reflecting an interdisciplinary teaching approach is a comprehensive teaching solution adjusted to officer-cadets’ learning needs and tailored to their military milieu The implementation and further improvement of such an innovative solution is feasible provided more teaching staff is involved in the outlined process.
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Romanichevа, Elena S. "The methodological system of T.F. Kurdyumova, embodied in syllabi and textbooks". Literature at School, n.º 6, 2020 (2020): 101–12. http://dx.doi.org/10.31862/0130-3414-2020-6-101-112.
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The article, that has been written to mark the centenary of the birth of Tamara Fyodorovna Kurdyumova, dwells on one of the aspects of her rich academic heritage, namely – her work on the syllabus of school literary education. The work has, in many aspects, determined the nature and ways of teaching literature at school, starting from the 1970s and up until today. The key (in the author’s view) academic and methodological papers associated with the work on the syllabus have been singled out of T.M. Kurdyumova’s methodological heritage. The article consistently demonstrates that the development of school literary education conception was started by the scholar in the late 1960s. The defense of the doctoral thesis where the framework of the future conception was outlined became a landmark on the way. Following the analysis of a range of academic publications, the article proves that an essential renovation of literature syllabi for schools (elaboration of the goal, the system of principles, the structure), which occurred in the early 1980s, was made with T.F. Kurdyumova’s direct involvement as well as with the involvement of her research group that conducted large-scale experimental work on the renovation of literary education content. The renovation was first of all connected with the elaborate and methodologically appropriate system of skills; with the representation of ’three circles of reading’ in the syllabus; with the description of the work on speech development according to three years of study. The author proves that the serious academic consideration of a range of issues associated with the syllabus construction allowed, through a series of experimental textbooks, to test and to rectify the methodological system and later on, on its basis, to work out a study pack which since the mid-nineties and up until recently has been issued under the editorship of T.F. Kurdyumova by “Drofa” publishing company. The article is concluded by the inference on the uniqueness of the researcher’s academic experience; the task of the further study and analytical description is also set.
Teses / dissertações sobre o assunto "Outlines, syllabit"
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Moreland, Amy L. "General Biology Lecture and Laboratory Curriculum Outline in a Two or Four-Year College". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2559/.
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In July of 1999, I wrote to 24 Texas junior and community colleges (and one four-year institution) describing my thesis agenda of a general biology lecture and laboratory syllabus for introductory biology students. I requested the titles and authors of the general biology textbooks and laboratory manuals they were currently using, the publishers of these texts, and the edition of said texts. I then contacted publishers of the various textbooks who, in turn, directed me to the Dallas-area representatives for further inquiries. I assimilated the various authors' general biology topics into a two-semester syllabus of lecture and one semester of laboratory. The document is not a text manuscript, but an all-inclusive listing of a general biology syllabus broken down by subject.
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Preston, E. Lynn. "Syllabus Outline for Genetics Lecture and Laboratory". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2241/.
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This work is intended to be used as a teaching tool in conjunction with the text cited. It is written in outline format, highlighting the major concepts of each pertinent chapter. In this format, the concepts can be expanded upon at the discretion of the instructor. This work is to be used as a guide for lecture. The basic concepts contained in the outline are in such a format as to be able to work in more information regarding the subject matter if needed. The instructor can work from this outline as a starting point. Major topics in the chapters are highlighted, making lecture notes for the instructor easier to do.
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Edwards, Gail G. (Gail Graham). "A Two Semester Life Science Syllabus for Use in Texas Public Schools with Seventh Grade Students". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279246/.
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The problem of using a state adopted textbook written to apply to a large body of students with varying interests and needs was overcome by using a detailed syllabus that arranged course content in a meaningful sequence that appealed to student interest. The outlined syllabus prepared a two semester life science curriculum to be used by the teacher to guide lesson planning. Both semesters were divided into three units each. Materials included in the syllabus were given to actual student groups in real classroom settings. Since hands on learning was an important part of classroom instruction, two laboratory sections were included in the appendices to be used with the syllabus.
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Schulz, Leslie. "Anatomy and Physiology Syllabus for Community Colleges". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2500/.
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This syllabus includes both lecture notes and laboratory activities for a two-semester anatomy and physiology community college course. The syllabus is based on a 16-week semester that is comprised of a three-hour lecture section and a one-hour laboratory class each week. Both the lecture course and laboratory are necessary to fulfill the requirement for anatomy and physiology. Laboratory activities coincide with lectures to enhance understanding of each topic by providing visual and hands-on experiments for the concepts learned in the lecture. Laboratory quizzes will be given each week to help students maintain a working knowledge of the material learned in the laboratory. This course is appropriate for the typical anatomy and physiology student and should benefit both students who plan to major in biology and also those who are non-biology majors. Because subject matter in anatomy and physiology is quite difficult, the importance of attendance and good study skills is stressed.
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Turk, Cathy Christine. "Syllabus for Advanced Placement Biology". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2203/.
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The purpose of this syllabus is to provide a working copy to those teachers of the advanced placement biology course taught at the high school level. Reference materials used were the Texas Education Agency ( TEA ) approved Campbell text Biology and the College Board's, Advanced Placement Biology Laboratory Manual. The syllabus is divided into major topics with outlined notes and includes laboratory exercises as recommended by the College Board. The AP biology course is intended to be equivalent to college biology. College freshman biology courses can differ among colleges and among teachers within the same college. This syllabus is intended to serve as an aid to AP teachers, to cover the topics and experiments as set out by the College Board, and to the high school student, the necessary material to successfully complete the AP examination while providing freshman biology equivalence.
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Harper, Kasey. "Genetics Lecture and Laboratory Syllabus for a Junior-Level Course". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278031/.
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The following is a complete syllabus for a college level genetics course. The syllabus contains lecture outlines and notes for each chapter, along with a list of transparencies needed. The quizzes and exams are prepared and placed at the beginning of the syllabus. The beginning of the course will consist of a lecture to introduce the students to the basics of genetics, followed by many applications of genetics. The process of cell division will be mastered by the students, as well as Mendelian genetics, quantitative genetics, chromosome mapping, and inheritance. The replication, synthesis, and organization of DNA are also discussed within the lectures. The final topics that will be covered using this syllabus are genetics of cancer and immunology and population genetics. These topics are essential for a detailed genetics course. The syllabus is written in great detail, and will require a full semester to be completed. The book used in association with this syllabus is Essentials of Genetics by William S. Klug and Michael R. Cummings.
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Decroo, Kenneth Louis. "Creating a student accessible online syllabus". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1737.
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This project addresses how to create an online syllabus that is accessible to students and parents, that empowers students to take responsibility for their own learning while enhancing school/home communication, and serves as a graphic representation of what students have accomplished. Web quests are used as the principle means of instructional delivery to engage middle school students in problem-based projects that address real life situations using rigorous and relevant curricula. Elements of an online syllabus and the content of the course it supports are examined. The role, an online syllabus plays in fulfilling the goals of techno-constructivism, the move from a top down, broadcast model toa decentralized, constructivism model of instructional delivery is addressed.
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Glerum, David Richard Jr. "The relationship between course syllabi and participant evaluation reactions across web-based and face-to-face courses". Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4766.
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A common form of training or education evaluation involves the examination of course participant reactions towards various aspects of the course for summative evaluation purposes. Participant reactions have been examined within the framework of a comparison between online and face to face courses often with a slight positive weight towards online courses (Sitzmann et al., 2006). Past research on this topic has denoted a need for studies examining the relationship between objective course characteristics and participant reactions. This paper seeks to examine the relationship between participant reactions of a sample of geographically disbursed teachers enrolled in a large, national professional development company and objective course characteristics as communicated by course syllabi within a framework of comparison between online and face to face courses. The delivery format, knowledge base, specificity of course objectives, and student interaction levels were all related to some degree to various participant reactions, although the effect sizes were notably small. In many cases, an interaction between the delivery format and objective course characteristic in question influenced the participant reaction. Objective course characteristics as communicated by the syllabi appeared to be major predictors of participant reactions within the face to face courses that were examined, but not for the online courses. Course development stakeholders are recommended to pay attention to the course syllabus design process and craft quality syllabi that communicate relevant information while concurrently anticipating potential participant reactions.; Organizations may be able to align the outline for instruction or "contract" as presented by the syllabus with recommendations as offered by participant evaluations so as to instill consistent expectations within the participants and maximize positive reactions towards the courses within which they are enrolled.ID: 030646245; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.S.)--University of Central Florida, 2011.; Includes bibliographical references (p. 124-132).
M.S.
Masters
Psychology
Sciences
Industrial Organizational Psychology
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Breetzke, Peter Roland. "Sequence in the mathematics syllabus : an investigation of the Senior Secondary Mathematics Syllabus (July 1984) of the Cape Education Department attempting to reconcile the demands of the strictly mathematical order and the developmental needs of pupils, modified by the mathematical potential of the electronic calculator : some teaching strategies resulting from new influences in the syllabus". Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1001430.
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This study was motivated by the latest revision of the mathematics syllabuses of the Cape Education Department. The most important changes to content in the Senior Secondary Mathematics Syllabus (July 1984) are the introduction of calculus and linear programming, the substitution of a section on analytical geometry for vector algebra and the recall of the remainder and factor theorems. The way in which these changes were introduced left the task of integrating them into the teaching process in the hands of individual teachers. This is a task of extreme importance. If one's classroom practice is to simply plough one's way through the syllabus, one loses many opportunities to make the study of mathematics meaningful and worthwhile. Accepting the view of the spiral nature of the curriculum where one returns to concepts and procedures at increasing levels of sophistication, one needs to identify the position of topics in this spiral and to trace their conceptual foundations. Analytical geometry is in particular need of this treatment. Similarly there are many opportunities for preparing for the introduction of calculus. If the teaching of calculus is left until the last moments of the Standard 10 year without proper groundwork, the pupil will be left with little time to develop an understanding of the concepts involved. It is the advent of calculators which presents the greatest challenge to mathematics education. We ignore this challenge to the detriment of our teaching. Taken seriously calculators have the potential to exert a radical influence on the content of curricula and examinations. They bring into question the time we spend on teaching arithmetic algorithms and the priority given to algebraic manipulation. Numercial methods gain new prominence. Calculators can even breathe new life into the existing curriculum. Their computing power can be harnessed not only to carry out specific calculations but also to introduce new topics and for concept reinforcement. The purpose of this study has been to bring about a proper integration of the new sections into the existing syllabus and to give some instances of how the calculator can become an integral part of the teaching/learning process
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Piet, Fezeka Caroline. "A framework for teaching : reading in Xhosa at secondary school level". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51570.
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Thesis (MA)--University of Stellenbosch, 2000.ENGLISH ABSTRACT: This study explores and potrays various ways in which reading in Xhosa can be analyzed. Learners are encouraged to see the importance of reading so that they can produce an effective communication. A range of approaches will be employed to describe and analyze what the author or writer wants to deliver through his/her message. Various types of descriptions and analyses of texts are explored in order to demonstrate the importance of reading. Important proposals advanced by Davies (1995) in her framework of hierarchical levels of text analysis are employed in showing that Xhosa reading can be analyzed in terms of this framework. This study aims at demonstrating the success of adopting the Davies framework for the learning and teaching of reading in Xhosa. Different examples of articles are examined from the Xhosa Bona Magazines. Six articles about Tourism promotion are demonstrated in an analysis using Davies' (1995) hierarchical levels of describing and analyzing texts. The seven specific outcomes for the language, literacy and communication learning area as specified in the Outcomes-based education (OBE) curriculum are discussed in relation to the teaching and learning of reading. The tourism promotion articles used in demonstrating the learner - centered approach underlying outcomes-based teaching. One of the aims of the Outcomes-based curriculum is to enhance learner participation in learning language including reading. The teaching of this kind of reading skills necessitate an understanding of how learners respond and understand texts when reading. The analyses undertaken for the Xhosa texts are important, because they demonstrate the foundation for successful teaching and learning of reading in Xhosa.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek en gee In voorstelling van verskillende wyses waarop leestekste in Xhosa ontleed kan word. In Verskeidenheid benaderings saloorweeg word in die beskrywing en analise van die inhoud wat die skrywer wil oordra in sy/haar skryfwerk. Verskillende tipes beskrywings en analises van tekste word ondersoek ten einde die belangrikheid van leesvaardigheid te demonstreer. Belangrike voorstelle soos aangetoon deur Davies (1995) in haar raamwerk van hiërargiese vlakke vir teksanalise word aangewend ten einde aan te toon dat Xhosa leestekste ontleed kan word in terme van dieselfde raamwerk. Hierdie studie het dus as doelstelling om die sukses te demonstreer van die aanvaarding van Davies se raamwerk in die onderrig en leer van leesvaardigheid in Xhosa. Verskillende voorbeelde van artikels word ontleed van die BONA tydskrif. Ses artikels oor toerisme promosie word gedemonstreer en ontleed in terme van davies se hiërargiese vlakke vir die beskrywing en analise van tekste. Die sewe spesifieke uitkomste van die taal, geletterdheid en kommunikasie leerarea soos gespesifiseer in die Uitkoms-gebaseerde onderwys kurrikulum word bespreek met betrekking tot onderrig en leer van leesvaardigheid. Een van die doelstellings van die uitkoms-gebaseerde kurrikulum is om leerders se deelname in die leerproses te vergroot, insluitende die leesproses. Die onderrig van hierdie tipe leesvaardighede noodsaak In begrip van hoe leerders tekste verstaan wanneer hulle lees. Die analises wat gedoen is en die studie is belangrik aangesien dit die basis demonstreer van suksesvolle onderrig en leer van leesvaardighede en Xhosa.
Livros sobre o assunto "Outlines, syllabit"
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Dussart-Debèfve, Suzanne. L' Allemagne: Un aperçu historique. [Liège]: Presses universitaires de Liège, 1989.
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Group, Diagram, ed. Genetics and cell biology on file. New York, N.Y: Facts On File, 1997.
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Duk, W. Inleiding tot het bestuursrecht. 2a ed. Alphen aan den Rijn: Samsom H.D. Tjeenk Willink, 1988.
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A, Cain Patricia, ed. Law outlines. Santa Monica, Calif: Casenotes Pub. Co., 1997.
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Kurtz, Sheldon F. Law outlines. Santa Monica, CA: Casenotes Pub. Co., 2001.
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Saibansho, Japan Saikō. Outline of civil trial in Japan. [Tokyo]: Supreme Court of Japan, 1993.
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Saibansho, Japan Saikō. Outline of civil trial in Japan. [Tokyo]: Supreme Court of Japan, 1986.
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Fessler, Daniel William. Law outlines. 2a ed. Santa Monica, CA: Casenotes Pub. Co., 1996.
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Fessler, Daniel William. Law outlines. Santa Monica, CA: Casenotes Pub. Co., 1999.
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S, Kirkpatrick Kimberly, e Safier Fred, eds. Schaum's easy outlines: Precalculus : based on Schaum's outline of precalculus. New York: McGraw-Hill, 2002.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Outlines, syllabit"
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Rocha, Samuel D. "Syllabus as Outline". In The Syllabus as Curriculum, 183–87. New York, NY : Routledge, 2020. | Series: Studies in curriculum theory series: Routledge, 2020. http://dx.doi.org/10.4324/9780429027901-21.
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Heine, Stefanie. "Syllabic Gasps: M. NourbeSe Philip and Charles Olson’s Poetic Conspiration". In The Life of Breath in Literature, Culture and Medicine, 463–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74443-4_22.
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AbstractIn her essay ‘The Ga(s)p’, M. NourbeSe Philip sketches a respirational poetics that embeds the precarity of African American breath in a natal scene of conspiration. In a gesture of ‘radical hospitality’, every mother breathes for the unborn baby. Her book Zong!, consisting of words torn from a legal document about a massacre on a slave ship, is described as a ‘series of ga(s)ps for air with syllabic sounds attached or overlaid’. In the moment when Philip’s reflections turn to syllables, a striking resonance with Charles Olson’s poetics of breathing from the 1950s can be observed. Both Olson and Philip develop their thoughts on breath and syllables around the act of taking over word-material from a problematic ‘mother-text’. The essay investigates the tensions between the ethical act of ‘breathing with’ as Philip outlines it and the more common sense of ‘conspiration’ (conspiring, conspiracy).
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Rubach, Jerzy. "Syllable Structure". In The Lexical Phonology of Slovak, 211–53. Oxford University PressOxford, 1993. http://dx.doi.org/10.1093/oso/9780198240006.003.0007.
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Abstract In this chapter we look at Slovak syllable structure. A general outline is presented in 7.1. We then proceed to investigate the properties of the Syllable Structure Algorithm. Specifically, we address the questions of whether it applies cyclically and whether it is continuous (sections 7.2 and 7.3). In 7.4 we look at the domain of syllabification and conclude that prefixes as well as constituents of compounds constitute separate domains. Glides are discussed in 7.5. We then pursue the problem of how extra-syllabic consonants are treated in various components of phonology. We conclude that some liquids are made syllabic in the cyclic component (section 7.6), while other liquids trigger a post cyclic rule of vowel insertion (section 7.7). The status of v — whether v is a glide or not — is discussed in 7.8. On a more general level, this problem occasions a debate of adjunction and resolving extrasyllabicity by changing the feature composition of a segment.
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Lirette, Emma Christopher. "Syllabus". In Last Stand of the Louisiana Shrimpers, 29–32. University Press of Mississippi, 2022. http://dx.doi.org/10.14325/mississippi/9781496841407.003.0004.
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This chapter outlines the coming sections of “Blood,” “Water,” and “Nets,” which draw from “interviews, ride-alongs, participant observation, and archival research” the author conducted in Chauvin, Louisiana during 2014 and 2015.
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Conway, Colleen M. "The Syllabus". In Teaching Music in Higher Education, 91–118. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190945305.003.0006.
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Chapter 6 provides several sample syllabi for music classes, including: Applied Music, Theory, Aural Skills, Music History, Survey of Music for Nonmajors, and Brass Techniques. Details are provided for considering course titles, course descriptions, required and recommended materials, grading criteria, calendar outlines.
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McMahon, Joan D. "Ethical Issues in Web-Based Learning". In Handbook of Research on Technoethics, 729–35. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-022-6.ch047.
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If you were to survey course syllabi on your campus, you would probably find the standard syllabi to include: • Course title and number • Instructor’s name and contact information • Course objectives • A list of required and recommended readings/ materials • A detailed outline of the topics for consideration • Detailed descriptions of assignments and due dates • Percentage of final grade • A schedule of topics by date You would also find a campus curriculum or departmental committee that initially approves such courses. Once the course is approved, it is not usually subject to review or scrutiny by the campus, unless the department requests a course change. Meanwhile, faculty who teach the course change the syllabus at will based on new material in their discipline, changes in textbooks, and so forth. This is encouraged so that the students get the most up-to-date information in the discipline. If faculty switch courses, retire, or resign, then their syllabus is passed on to the successor to revise, again at will. There seems to be little or no systematic accounting of the legitimacy of the course originally approved to the course now taught. Department chairs are supposed to do this. Many take their responsibility for quality control seriously; many others delegate this to their capable administrative assistant who may not know enough about the subtleties of the curriculum to have recognized that an inconsistency exists.
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van der Hulst, Harry. "A unified account of phonological and morphological accent". In Word Prominence in Languages with Complex Morphologies, 567–625. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780198840589.003.0018.
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Abstract This chapter outlines a unified theory of word accentuation rules, considering that such rules often apply within headed domains that are smaller than the whole grammatical word. These domains, called phonotactic domains, are dependent on the morphosyntactic structure of words, as well as on specific demands of affixes in forming such word-internal domains. Accentual algorithms select a ‘winning’ domain accent from pre-given ‘competing’ syllabic accents that are due to syllable weight or that are diacritic (‘diacritic weight’). As proposed in Bogomolets (2020), languages of the world choose from two kinds of selection strategies to selects winning accents, that I will here call linear and hierarchical. When resolution is linear the accent algorithm is purely phonologically driven. Accent systems that appeal to hierarchical resolution can then be called morphologically driven. However, we will see that the phonotactic structure also plays a role in phonologically driven accent systems when these have more than one accentual algorithm for different domains of the phonotactic structure.
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Turner, Eva. "Teaching Gender Inclusive Computer Ethics". In Information Security and Ethics, 3758–64. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-937-3.ch254.
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Computer ethics as a subject area is finally being debated in wider computer science and information technology academic circles. In most computer science departments the syllabus is based on publications often written specifically to deliver courses. These texts select and prioritize those computer ethics topics seen by the professional bodies as the most important for a computer professional. Much rarer are courses which analyse questions of access and social exclusion, disability, global and green issues. What has not yet been included in any systematic or conscientious way in the computer ethics syllabi are the questions of gender and associated ethical issues. Most students and staff are still not aware that all computing and ICT related areas are innately gendered and that a cohesive body of research material is available in the form of feminist or gender research in conference papers, proceedings and book publications. This article analyses the progress of inclusion of gender in computer ethics and argues that the inclusion of gender issues in computer science curriculum must be accommodated. The article outlines how gender issues can be applied to individual computing disciplines in appropriate forms relevant across the spectrum of students.
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Goering, Nelson. "The Norse Syllable Controversy". In Prosody in Medieval English and Norse, 156–63. British Academy, 2023. http://dx.doi.org/10.5871/bacad/9780197267462.003.0009.
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This chapter outlines two approaches to characterising syllable weight in Old Norse. One, dubbed the coda-maximalisation approach, divides the syllables of words such as grasi ‘grass’ (dative singular) and landi ‘land’ (dative singular) as gras-i and land-i. Syllables with two moras, such as gras-, are counted as ‘light’, and those with three or more as ‘heavy’. The other approach, the sonority-based view, divides the syllables as gra-si and lan-di, counting single-mora syllables as light and all others as heavy. The sonority-based view is defended on the basis of linguistic typology, vowel balance, manuscript word-divisions, and diachronic plausibility through comparison with other Germanic languages.
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Vai, Marjorie, e Kristen Sosulski. "Building the Course Foundation: Outcomes, Syllabus, and Course Outline". In Essentials of Online Course Design, 171–89. Routledge, 2015. http://dx.doi.org/10.4324/9781315770901-9.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Outlines, syllabit"
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Živković, Patricia, e Rossana Ducato. "ALGORITHMIC DISCRIMINATION : A BLUEPRINT FOR A LEGAL ANALYSIS". In International Scientific Conference on International, EU and Comparative Law Issues “Law in the Age of Modern Technologies”. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2023. http://dx.doi.org/10.25234/eclic/28265.
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The paper aims at providing an overview of the issues raised by algorithmic discrimination, and the key contributions proposed in the literature to address them. It is intended to be used as a starting point for those interested in approaching the topic for the first time or as a syllabus for the students taking the Erasmus+ Strategic Partnership MOOC “Time to Become Digital in Law”. First, the contribution will outline what algorithms are and what we consider algorithmic bias and what are its causes. Second, it will investigate the ethical and social implications of algorithmic bias. Then, the paper will focus on how existing laws and regulations can be applied to algorithmic discrimination. This contribution will focus in particular on the two branches of law that have been identified in the literature as the most relevant in this context: anti-discrimination law and data protection law. The work will outline their potentialities and limitations, presenting some proposals advanced in the literature to fill the new and emerging gaps of protection.
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Payandeh, Shahram. "Introduction to Pre-Robotics: Exploring a Novel Approach for Teaching Mechanical Design". In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28167.
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Educating young engineers in the field of design has always been a challenging task. In particular, teaching some of the aspects of robotics and mechanisms design in a non-mechanical curriculum by far introduces additional challenges. This paper presents an overview of a teaching approach and pedagogical challenges of the author for the past 18 years in teaching (or creating a learning objectives) of the basics of mechanical design methodologies and experiences to sophomore students enrolled in the Engineering Science program. One of the main components of the course syllabus is the notion of design synthesis of a pre-robotic mechanical device. First, the functionality of this device is shown to the students. Next, the students need to propose various design alternatives with mechanical and technical specifications. This paper outlines the method of how the students are guided through the design experience while exploring the basic steps of the design process and specifications.
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Ziakkas, Dimitrios, Abner Del Cid Flores e Hans Cornelius Natakusuma. "The Implementation of Immersive Technologies - Artificial Intelligence (AI) in Aviation Collegiate Education: A Simple to Complex Approach". In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003162.
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Aviation and air transportation have traditionally led to technological innovation. The International Air Transportation Authority (IATA) Technology Roadmap (IATA, 2019) and the European Aviation Safety Agency (EASA) Artificial Intelligence (AI) roadmap (EASA, 2020) outline and assess ongoing technological prospects that aim to change the aviation environment with the implementation of AI from the beginning of collegiate education.Rotolo (2015) suggests five characteristics to characterize immersive technology. Immersive technologies must have radical originality, fast growth, coherence, significant impact, and low uncertainty and ambiguity. Emerging technologies like Virtual Reality (VR) are notable for their influence and coherence across applications and usage. VR technology has dramatically reduced training expenses compared to other systems. Laughlin (2008) reported that remote learning and practicing basic flying abilities could lower new pilot training expenditures by as much as 70%. Due to the COVID-19 pandemic, flight training organizations must develop new ways to teach their pupils. Distance pilot-to-student education is one. The Federal Aviation Administration (FAA) (2020) is progressively accepting non-traditional methods for regulatory training. AI, VR, AR, and MR can improve flight operation training. Human System Integration (HSI) specialists use systems engineering methods and procedures to achieve successful HSI. Simple to complicated methods meet functional and non-functional requirements. The systems engineering team uses each branch to analyze collegiate aviation program requirements. Aviation training changes will impact humans' performance and ability to make decisions. The research was thematically selected on immersive technologies implementation in collegiate aviation trainees' perception. The study was structured based on an analysis of the available literature concerning the current uses of immersive technologies - AI in aviation. The findings were reviewed and evaluated concerning the appropriateness of the implementation of immersive technologies in aviation training syllabus and the notable differences between the levels of technology.
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Ziakkas, Dimitrios, Konstantinos Pechlivanis e Brian Dillman. "Assessment of pilots' training efficacy as a safety barrier in the context of Enhanced Flight Vision Systems (EFVS)". In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003568.
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Aviation and air travel have always been among the businesses at the forefront of technological advancement throughout history. Both the International Air Transportation Authority's (IATA) Technology Roadmap (IATA, 2019) and the European Aviation Safety Agency's (EASA) Artificial Intelligence (AI) roadmap (EASA, 2020) propose an outline and assessment of ongoing technological prospects that change the aviation environment with the implementation of AI from the initial phases. New technology increased the operational capabilities of airplanes in adverse weather. An enhanced flight vision system (EFVS) is a piece of aircraft equipment that captures and displays a scene image for the pilot, allowing for improved scene and object detection. Moreover, an EFVS is a device that enhances the pilot's vision to the point where it is superior to natural sight. An EFVS has a display for the pilot, which can be a head-mounted display or a head-up display, and image sensors such as a color camera, infrared camera, or radar. A combined vision system can be made by combining an EFVS with a synthetic vision system. A forward-looking infrared camera, also known as an enhanced vision system (EVS), and a Head-Up Display (HUD) are used to form the EFVS. Two aircraft types can house an EFVS: fixed-wing (airplane) and rotary-wing (helicopter).Several operators argue that the use of Enhanced Flight Vision Systems (EFVS) may be operated without the prior approval of the competent authority, assuming that the flight procedures, equipment, and pilot safety barriers are sufficiently robust. This research aims to test pilots' readiness levels with no or little exposure to EFVS to use such equipment (EASA, 2020). Moreover, the Purdue simulation center aims to validate this hypothesis. The Purdue human systems integration team is developing a test plan that could be easily incorporated into the systems engineering test plan to implement Artificial Intelligence (AI) in aviation training globally and evaluate the results. Based on guidelines from the International Air Transport Association (IATA), the Purdue University School of Aviation and Transportation Technology (SATT) professional flying program recognizes technical and nontechnical competencies. Furthermore, the Purdue Virtual Reality research roadmap is focused on the certification process (FAA, EASA), implementation of an AI training syllabus following a change management approach, and introduction of AI standardization principles in the global AI aviation ecosystem.
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Ziakkas, Dimitrios, Konstantinos Pechlivanis e Julius Keller. "The Implementation of Artificial Intelligence (AI) in Aviation Collegiate Education: A Simple to Complex Approach". In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002863.
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Aviation and air travel have always been among the most innovative industries throughout history. Both the International Air Transportation Authority (IATA) Technology Roadmap (IATA, 2019) and the European Aviation Safety Agency (EASA) Artificial Intelligence (AI) roadmap propose an outline and assessment of ongoing technological prospects which change the aviation environment with the implementation of AI from the initial phases of the collegiate education. Using traditional flight simulators is an essential part of initial and recurrent training for pilots. These simulators help pilots achieve and maintain proficiency in normal and abnormal circumstances that may arise during flight operations (Myers et al., 2018). The upskilling performed through simulators are typically completed at a far cheaper cost than the training completed in the air. However, the capital cost of simulator units can range from USD 10-15 million, which results in an exorbitant cost recovery of approximately USD 1,500 per session (Bent & Chan, 2010). This makes it expensive for air carriers and undergraduate pilot training programs to comply with mandated flight and simulator training requirements. In addition, because the COVID-19 epidemic is so widespread, companies that provide flight training have been entrusted with developing novel ways to instruct their students, such as through remote pilot-to-student education. The Federal Aviation Administration (FAA) (2020) acknowledges the use of non-traditional technologies that can successfully fulfill the requirement for ongoing training in ever-changing regulatory standards. The following four steps follow a simple-to-complex implementation approach that is advocated for using AI in the instruction provided by college aviation programs: 1.) Activities relating to outreach and recruitment 2.) Introducing new students to the PFP (Professional Flight Program). 3.) Additional training in addition to fundamental and advanced jet instruction 4.) Research aimed at mastery of pilot competencies, increasing student self-efficacy, and decreasing the number of crew operations.Alterations to aviation training will affect the performance of humans and decision-making. The research used an AI methodology that accepted "any technology that appears to replicate the performance of a person." The AI approach followed this broad definition. The thematically selected research on AI decision-making in collegiate aviation trainees' perception and experience was structured based on an analysis of the available literature concerning the current uses of AI in aviation. The use of artificial intelligence in pilots' training and operations was investigated through a combination of interviews with Subject Matter Experts (including Human Factors analysts, AI analysts, training managers, examiners, instructors, qualified pilots, and pilots under training) and questionnaires (which were distributed to a group consisting of professional pilots and pilots under training).The findings were reviewed and evaluated concerning the appropriateness of the AI training syllabus and the notable differences between them in terms of the decision-making component.
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Babanin, Alexander, Mariana Bernardino, Franz von Bock und Polach, Ricardo Campos, Jun Ding, Sanne van Essen, Tomaso Gaggero et al. "Committee I.1: Environment". In 21st International Ship and Offshore Structures Congress, Volume 1. SNAME, 2022. http://dx.doi.org/10.5957/issc-2022-committee-i-1.
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Committee Mandate Concern for descriptions of the ocean environment, especially with respect to wave, current and wind, in deep and shallow waters, and ice, as a basis for the determination of environmental loads for structural design. Attention shall be given to statistical description of these and other related phenomena relevant to the safe design and operation of ships and offshore structures. The committee is encouraged to cooperate with the corresponding ITTC committee. Introduction and Metocean Forcing Environment Committee of ISSC, by its Mandate, deals with the Metocean environments. “In offshore and coastal engineering, metocean refers to the syllabic abbreviation of meteorology and (physical) oceanography” (Wikipedia). Metocean research covers dynamics of the oceaninterface environments: the air-sea surface, atmospheric boundary layer, upper ocean, the sea bed within the wavelength proximity (~100 m for wind-generated waves), and coastal areas. Metocean disciplines broadly comprise maritime engineering, marine meteorology, wave forecast, operational oceanography, oceanic climate, sediment transport, coastal morphology, and specialised technological disciplines for in-situ and remote sensing observations. Metocean applications incorporate offshore, coastal and Arctic engineering; navigation, shipping and naval architecture; marine search and rescue; environmental instrumentation, among others. Often, both for design and operational purposes the ISSC community is interested in Metocean Extremes which include extreme conditions (such as extreme tropical or extra-tropical cyclones), extreme events (such as rogue waves) and extreme environments (such as Marginal Ice Zone, MIZ). Certain Metocean conditions appear extreme, depending on applications (e.g. swell seas are benign for recreational sailing, but can be dangerous for dredging operations and are extreme for vessels transporting liquids). This report builds on the work of the previous Technical Committees in charge of Environment. The goal continues to be to review scientific and technological developments in the Metocean field from the last report, and to provide context of the developments, in order to give a balanced, accurate and up to date picture about the natural environment as well as data and models which can be used to accurately simulate it. The content of this report also reflects the interests and subject areas of the Committee membership, in accordance with the ISSC I.1 mandate. The Committee has continued cooperation with the Environment Committee of ITTC and with ISSC Committee V.6 Ocean Space Utilization. The Committee consisted of members from academia, research organizations, research laboratories and classification societies. The Committee formally met as a group in person two times before the COVID onset: in Glasgow, Scotland on the 9th of June 2019, before the 38th International Conference on Ocean, Offshore and Arctic Engineering (OMAE 2019) and in Melbourne, Australia on the 10th of November 2019, following the 15th International Workshop on Wave Hindcasting and Forecasting. It’s also held a number of regular teleconferences: two before the face-to-face meetings and seven after, once international travel was stopped by the pandemic. Additionally, Committee members met on an ad-hoc basis during their international travels in 2019. With the wide range of subject areas that this report must cover, and the limited space, this Committee report does not purport to be exhaustive; however, the Committee believes that the reader will be presented a fair and balanced view of the subjects covered, and we recommend this report for the consideration of the ISSC 2022 Congress. The report consists of 11 Sections: two of which include the Introduction and Conclusions, and nine are the main content. The opening Section 1 outlines and defines Metocean Forcings which can affect the offshore design and operations and are the subject of this Review Chapter. The review of publications starts from progress in Analytical Theory in 2018-2021, Section 2. It covers the basic framework of experimental, numerical, remote sensing and all the other methods and approaches in Metocean science and engineering. Numerical Modelling (Section 3) is one of the most rapidly developing research and application environments over the past two decades, it allows us to extend the theory when analytical solutions are not possible, and to complement (or even replace) some of the experimental approaches of the past. Computer simulations will always need verification, validation and calibration of their outcomes through experiments and observations, particularly in engineering applications and offshore Metocean science. Therefore, Section 4 (Measurements and Observations) is the largest in the Chapter. Section 5 is effectively a modern extension of the measurement section – it is dedicated to Remote Sensing. Over the last four decades, the remote sensing has both become a powerful instrumental tool for field observations and remains an active area of engineering research in its own right as we see through growing developments of new capabilities in this space. While the first five chapters are broadly dedicated to direct outcomes of Metocean research, the rest of the chapters focus more on analysis and indirect outputs. With mounting amounts of collected data: numerical, experimental, remote sensing, - Section 6 discusses advances in Data Analysis, and Section 7 in Statistics, its Theory and Analysis. Section 8, on Wave- Coupled Phenomena, reflects one of the most rapidly developing areas in Metocean science, particularly important in our era of numerical modelling. It accommodates various topics of interactions between small-scale phenomena (waves) and large-scale processes in the air-sea environments: wave breaking, wave-current and wave-ice interactions, wave influences in the Atmospheric Boundary Layer (ABL) and in the upper ocean, and complex wave-coupled modelling in the full combined air-sea-ice-wave system. Most essential for offshore engineering, is modelling and understanding of Extreme Events and Conditions, which are the subject of Section 9. Last, but not the least, Section 10 discusses Wind-Wave Climate which is connected to the global climate change. This connection is threaded throughout other sections of the chapter and is of utmost significance in offshore Metocean design and planning.