19 resultados para State supervision of teaching

em University of Queensland eSpace - Australia


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In the Leaven of the Ancients, John Walbridge studies the appropriation of non–Peripatetic philosophical ideas by an anti–Aristotelian Islamic philosopher, Shihab al-Din al-Suhrawardi (d. 1191). He proposes a comprehensive explanation of the origin of Suhrawardi's philosophical system, a revival of the “wisdom of the Ancients” and its philosophical affiliations “grounded” in Greek philosophy (p. xiii). Walbridge attempts to uncover the reasons for Suhrawardi's rejection of the prevailing neo–Aristotelian synthesis in Islamic philosophy, Suhrawardi's knowledge and understanding of non–Aristotelian Greek philosophy, the ancient philosophers Suhrawardi was attempting to follow, the relationship between Suhrawardi's specific philosophical teachings (logic, ontology, physics, and metaphysics), and his understanding of non–Aristotelian ancient philosophy and the relationship between Suhrawardi's system and the major Greek philosophers, schools, and traditions—in particular the Presocratics, Plato, and the Stoics (p. 8). Copyright © 2003 Cambridge University Press

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The concept of local concurrence is used to quantify the entanglement between a single qubit and the remainder of a multiqubit system. For the ground state of the BCS model in the thermodynamic limit the set of local concurrences completely describes the entanglement. As a measure for the entanglement of the full system we investigate the average local concurrence (ALC). We find that the ALC satisfies a simple relation with the order parameter. We then show that for finite systems with a fixed particle number, a relation between the ALC and the condensation energy exposes a threshold coupling. Below the threshold, entanglement measures besides the ALC are significant.

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Let g be the genus of the Hermitian function field H/F(q)2 and let C-L(D,mQ(infinity)) be a typical Hermitian code of length n. In [Des. Codes Cryptogr., to appear], we determined the dimension/length profile (DLP) lower bound on the state complexity of C-L(D,mQ(infinity)). Here we determine when this lower bound is tight and when it is not. For m less than or equal to n-2/2 or m greater than or equal to n-2/2 + 2g, the DLP lower bounds reach Wolf's upper bound on state complexity and thus are trivially tight. We begin by showing that for about half of the remaining values of m the DLP bounds cannot be tight. In these cases, we give a lower bound on the absolute state complexity of C-L(D,mQ(infinity)), which improves the DLP lower bound. Next we give a good coordinate order for C-L(D,mQ(infinity)). With this good order, the state complexity of C-L(D,mQ(infinity)) achieves its DLP bound (whenever this is possible). This coordinate order also provides an upper bound on the absolute state complexity of C-L(D,mQ(infinity)) (for those values of m for which the DLP bounds cannot be tight). Our bounds on absolute state complexity do not meet for some of these values of m, and this leaves open the question whether our coordinate order is best possible in these cases. A straightforward application of these results is that if C-L(D,mQ(infinity)) is self-dual, then its state complexity (with respect to the lexicographic coordinate order) achieves its DLP bound of n /2 - q(2)/4, and, in particular, so does its absolute state complexity.

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We reinterpret the state space dimension equations for geometric Goppa codes. An easy consequence is that if deg G less than or equal to n-2/2 or deg G greater than or equal to n-2/2 + 2g then the state complexity of C-L(D, G) is equal to the Wolf bound. For deg G is an element of [n-1/2, n-3/2 + 2g], we use Clifford's theorem to give a simple lower bound on the state complexity of C-L(D, G). We then derive two further lower bounds on the state space dimensions of C-L(D, G) in terms of the gonality sequence of F/F-q. (The gonality sequence is known for many of the function fields of interest for defining geometric Goppa codes.) One of the gonality bounds uses previous results on the generalised weight hierarchy of C-L(D, G) and one follows in a straightforward way from first principles; often they are equal. For Hermitian codes both gonality bounds are equal to the DLP lower bound on state space dimensions. We conclude by using these results to calculate the DLP lower bound on state complexity for Hermitian codes.

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A questionnaire on lectures was completed by 351 students (84% response) and 35 staff (76% response) from all five years of the veterinary course at the University of Queensland. Staff and students in all five years offered limited support for a reduction in the number of lectures in the course and the majority supported a reduction in the number of lectures in the clinical years. Students in the clinical years only and appropriate staff agreed that the number of lectures in fifth year should be reduced but were divided as to whether lectures in fifth year should be abolished. There was limited support for replacement of some lectures by computer assisted learning (CAL) programs, but strong support for replacement of some lectures by subject-based problem based learning (PBL) and strong support for more self-directed learning by students. Staff and students strongly supported the inclusion of more clinical problem solving in lectures in the clinical years and wanted these lectures to be more interactive. There was little support for lectures in the clinical years to be of the same type as in the preclinical years.

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Representations of the superalgebra osp(2/2)(k)((1)) and current superalgebra. osp(2/2)k in the standard basis are investigated. All finite-dimensional typical and atypical representations of osp(2/2) are constructed by the vector coherent state method. Primary fields of the non-unitary conformal field theory associated with osp(2/2)(k)((1)) in the standard basis are obtained for arbitrary level k. (C) 2004 Elsevier B.V. All rights reserved.

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A considerable body of literature suggests that significant psychological barrier and anxiety characterize the teaching and learning process in statistics. This study investigates the incidence of statistics anxiety, the extent to which it can be overcome and the factors that contribute to the process of overcoming it. Self-study and overall teaching quality, amongst others, significantly contributed to this outcome. This study identifies factors contributing to overall teaching quality. The teaching and learning process typified a highly effective communication mechanism based on an appropriate diagnosis of individual needs. This cumulative change resulted from circular causation. It is argued that given appropriate conditions the vicious circle of anxiety can be transformed into a virtuous circle of learning.

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The rheology of 10 Australian honeys was investigated at temperatures -15C to 0C by a strain-controlled rheometer. The honeys exhibited Newtonian behavior irrespective of the temperature, and follow the Cox-Merz rule. G/G' and omega are quadratically related, and the crossover frequencies for liquid to solid transformation and relaxation times were obtained. The composition of the honeys correlates well (r(2) > 0.83) with the viscosity, and with 24 7 data sets (Australian and Greek honeys), the following equation was obtained: mu = 1.41 x 10(-17) exp [-1.20M + 0.01F - 0.0G + (18.6 X 10(3)/T)] The viscosity of the honeys showed a strong dependence on temperature, and four models were examined to describe this. The models gave good fits (r(2) > 0.95), but better fits were obtained for the WLF model using T-g of the honeys and mu(g) = 10(11) Pa.s. The WLF model with its universal values poorly predicted the viscosity, and the implications of the measured rheological behaviors of the honeys in their processing and handling are discussed.

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Teacher beliefs are a major influence on teacher actions. Because context influences beliefs, it was the purpose of this study to explore teachers' beliefs about Mosston's Spectrum of Teaching Styles from an international perspective. Over 1,400 teachers from 7 countries completed a survey related to their self-reported use of and beliefs about various teaching styles. Data suggested a shared core of reproduction teaching style use. The use of and beliefs about the production styles of teaching were more varied. Teachers' use of styles was significantly related to their beliefs about the styles. [PUBLICATION ABSTRACT]