239 resultados para Fertig, Melinda


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The Mobile Information Literacy curriculum is a growing collection of training materials designed to build literacies for the millions of people worldwide coming online every month via a mobile phone. Most information information and digital literacy curricula were designed for a PC age, and public and private organizations around the world have used these curricula to help newcomers use computers and the internet effectively and safely. The better curricula address not only skills, but also concepts and attitudes. The central question for this project is: what are the relevant skills, concepts, and attitudes for people using mobiles, not PCs, to access the internet? As part of the Information Strategies for Societies in Transition project, we developed a six-module curriculum for mobile-first users. The project is situated in Myanmar, a country undergoing massive political, economic, and social changes, and where mobile penetration is expected to reach 80% by the end of 2015 from just 4% in 2014. Combined with the country’s history of media censorship, Myanmar presents unique challenges for addressing the needs of people who need the ability to find and evaluate the quality and credibility of information obtained online, understand how to create and share online information effectively, and participate safely and securely.

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The Mobile Information Literacy curriculum is a growing collection of training materials designed to build literacies for the millions of people worldwide coming online every month via a mobile phone. Most information information and digital literacy curricula were designed for a PC age, and public and private organizations around the world have used these curricula to help newcomers use computers and the internet effectively and safely. The better curricula address not only skills, but also concepts and attitudes. The central question for this project is: what are the relevant skills, concepts, and attitudes for people using mobiles, not PCs, to access the internet? As part of the Information Strategies for Societies in Transition project, we developed a six-module curriculum for mobile-first users. The project is situated in Myanmar, a country undergoing massive political, economic, and social changes, and where mobile penetration is expected to reach 80% by the end of 2015 from just 4% in 2014. Combined with the country’s history of media censorship, Myanmar presents unique challenges for addressing the needs of people who need the ability to find and evaluate the quality and credibility of information obtained online, understand how to create and share online information effectively, and participate safely and securely.

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The Myanmar Book Aid Preservation Foundation (MBAPF) and Enlightened Research Myanmar (EMR) held an Information Symposium titled, From Scarcity to Overload: Finding “Good Enough” Public Information in Myanmar’s Transition in Yangon, Myanmar on January 28-29, 2016. The Symposium was co-sponsored by the University of Washington’s Henry M. Jackson School of International Studies (JSIS) and the Technology & Social Change Group (TASCHA) of the University’s Information School with support from the United States Agency for International Development (USAID), Microsoft, the Bill & Melinda Gates Foundation, and the Asia Foundation. The Information Symposium was held as part of a larger project supported by USAID, Microsoft, the Bill & Melinda Gates Foundation, and the Tableau Foundation implemented by the University of Washington’s JSIS and TASCHA, along with Myanmar partners, MBAPF and EMR. This project, Information Strategies for Societies in Transition, was developed largely because of the staggering challenges Myanmar is facing as it seeks to “catch-up” in the world’s most economically competitive region.

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Indigenous Arctic and Subarctic communities currently are facing a myriad of social and environmental changes. In response to these changes, studies concerning indigenous knowledge (IK) and climate change vulnerability, resiliency, and adaptation have increased dramatically in recent years. Risks to lives and livelihoods are often the focus of adaptation research; however, the cultural dimensions of climate change are equally important because cultural dimensions inform perceptions of risk. Furthermore, many Arctic and Subarctic IK climate change studies document observations of change and knowledge of the elders and older generations in a community, but few include the perspectives of the younger population. These observations by elders and older generations form a historical baseline record of weather and climate observations in these regions. However, many indigenous Arctic and Subarctic communities are composed of primarily younger residents. We focused on the differences in the cultural dimensions of climate change found between young adults and elders. We outlined the findings from interviews conducted in four indigenous communities in Subarctic Alaska. The findings revealed that (1) intergenerational observations of change were common among interview participants in all four communities, (2) older generations observed more overall change than younger generations interviewed by us, and (3) how change was perceived varied between generations. We defined “observations” as the specific examples of environmental and weather change that were described, whereas “perceptions” referred to the manner in which these observations of change were understood and contextualized by the interview participants. Understanding the differences in generational observations and perceptions of change are key issues in the development of climate change adaptation strategies.

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This is the accepted manuscript of chapter 13 in, Vandenbeld Giles, M. (Ed.), 2014, Mothering in the Age of Neoliberalism, Demeter Press. For further details and how to order the title, please see: http://demeterpress.org/books/mothering-in-the-age-of-neoliberalism/

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Spelling is an important literacy skill, and learning to spell is an important component of learning to write. Learners with strong spelling skills also exhibit greater reading, vocabulary, and orthographic knowledge than those with poor spelling skills (Ehri & Rosenthal, 2007; Ehri & Wilce, 1987; Rankin, Bruning, Timme, & Katkanant, 1993). English, being a deep orthography, has inconsistent sound-to-letter correspondences (Seymour, 2005; Ziegler & Goswami, 2005). This poses a great challenge for learners in gaining spelling fluency and accuracy. The purpose of the present study is to examine cross-linguistic transfer of English vowel spellings in Spanish-speaking adult ESL learners. The research participants were 129 Spanish-speaking adult ESL learners and 104 native English-speaking GED students enrolled in a community college located in the South Atlantic region of the United States. The adult ESL participants were in classes at three different levels of English proficiency: advanced, intermediate, and beginning. An experimental English spelling test was administered to both the native English-speaking and ESL participants. In addition, the adult ESL participants took the standardized spelling tests to rank their spelling skills in both English and Spanish. The data were analyzed using robust regression and Poisson regression procedures, Mann-Whitney test, and descriptive statistics. The study found that both Spanish spelling skills and English proficiency are strong predictors of English spelling skills. Spanish spelling is also a strong predictor of level of L1-influenced transfer. More proficient Spanish spellers made significantly fewer L1-influenced spelling errors than less proficient Spanish spellers. L1-influenced transfer of spelling knowledge from Spanish to English likely occurred in three vowel targets (/ɑɪ/ spelled as ae, ai, or ay, /ɑʊ/ spelled as au, and /eɪ/ spelled as e). The ESL participants and the native English-speaking participants produced highly similar error patterns of English vowel spellings when the errors did not indicate L1-influenced transfer, which implies that the two groups might follow similar trajectories of developing English spelling skills. The findings may help guide future researchers or practitioners to modify and develop instructional spelling intervention to meet the needs of adult ESL learners and help them gain English spelling competence.

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We have reconstituted a simple in vitro system using only mammalian dynein and mammalian kinesin attached to a single cargo. These cargoes undergo saltatory motion typically seen in vivo, indicating that the motors engage in a tug-of-war. When the complex hits a barrier, the cargo often reverses direction. In some cases, it tries several up-and-back motions, during which time the dynein likely pulls the cargo onto a different protofilament, and is sometimes able to bypass the blockage. This explains why eliminating kinesin or dynein stops motion in both directions in vivo. We also find that mammalian dynein, but not kinesin, often takes backwards steps when under backward force. However, yeast dynein coupled with mammalian kinesin does not display these attributes, as expected.

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In questo lavoro di tesi ci proponiamo di determinare lo spessore degli isotopi ^155Gd e ^157Gd in vista della misura della sezione d’urto di cattura neutronica presso la facility n_TOF del CERN. La principale motivazione dell’esperimento è legata alla necessità di ottenere misure più accurate per le applicazioni ai reattori nucleari. Inoltre, i nuovi risultati, potranno essere sfruttati anche per applicazioni ai recenti sviluppi nella Terapia di Cattura Neutronica e per costruire nuovi rivelatori nell’ambito della ricerca del neutrino. La misura sarà effettuata nella prima area sperimentale EAR-1 di n TOF, equipaggiata con rivelatori, come per esempio gli scintillatori liquidi al benzene deuterato (C6D6) particolarmente adatti per questi tipi di misura. La sezione d’urto di questi due isotopi cambia di molti ordini di grandezza al variare dell’energia dei neutroni incidenti. Per questo motivo, lo studio effettuato in questa tesi ha mostrato che sono necessari due campioni altamente arricchiti per ogni isotopo da misurare: un campione estremamente sottile per energie del neutrone fino a 100 meV, e uno più spesso per energie maggiori. Inoltre per questi campioni sono stati determinati le densità areali necessarie per lo svolgimento dell’esperimento affinchè avvenga il fenomeno di trasmissione dei neutroni.

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Seit jeher ist der Mensch mit unzähligen Gegenständen in Kontakt, gebraucht sietagtäglich für sein Handeln. Diese Arbeit hat sich zum Ziel gesetzt, einen psychologischenBeitrag zu der bisher sehr wenig beforschten Mensch-Ding-Beziehung zu leisten unddabei auf den Phänomen-Bereich der Rollstühle – als notwendigen und zwiespältigwahrgenommenen Gegenstand -- zu fokussieren.Im ersten Teil dieser Arbeit werden zunächst theoretische Überlegungen zu derBeziehung angestellt, gründend auf den Vorarbeiten von Heubach und seinerGegenständlichkeitskonzepte sowie Habermas‘ ermittelten Funktionen persönlicherObjekte. Im zweiten Teil der Arbeit werden 11 Tiefeninterviews einer psychologischmorphologischenAuswertung unterzogen, um die ‚Verwicklungen‘ zwischen einemRollstuhl und seinem Nutzer/ seiner Nutzerin hermeneutisch aufzudecken. Im Kernherausstechend ist hierbei die Frage, wie die beobachtete Ambivalenz zum Rollstuhlgenau gestaltet ist und wie sich angesichts dieser alltäglich notwendigen Nutzung desRollstuhls ein seelisches Gleichgewicht bzgl. dieser Ambivalenz herstellt?Es zeigt sich, dass sich in dem Beziehungsgefüge ein Extrem aufspannt, den Rollstuhleinerseits fortwährend anzunehmen und in sein Leben zu integrieren, man gleichsamdurch seine ‚Alltags-Besonderheit‘ jedoch nie ‚fertig‘ damit ist. Während des stetigenVersuchs den Rollstuhl zu akzeptieren, beginnt er unter Umständen mehr Funktionen zuerfüllen, als für das Hilfsmittel zu erwarten gewesen wäre. Angesichts eines alltäglicherlebten Autonomie-Verlustes aufgrund der Rollstuhlnutzung hält sich das Extrem vorallem mittels bestmöglicher Anpassungen an den Rollstuhl und relativierenderGedankengänge hinsichtlich der eigenen Situation in einem erträglichen Gleichgewicht.

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Eine alte Steuerung um einen Kreuztisch in X - und Y- Position zu verfahren wird modernisiert. Dazu werden bereits vorhandene Komponenten wie der Steuerschrank, Relais, Kabel usw. sortiert und zum Teil wieder verwendet. Der dazu gehörende Kreuztisch bleibt bis auf die zwei neuen Synchronmotoren mit geändertem Riemenantrieb und der angepassten Verdrahtung der Endschalter nahezu unverändert. Neu ist, dass die Motoren und deren Positionsgeber (Absolutwertgeber an der Y-Achse, Inkrementalgeber an der X-Achse) über eine schnelle DRIVE - CLIQ - Verdrahtung mit der Steuerung verbunden sind, welche eine genauere, einfachere und schnellere Kommunikation unter den Teilnehmern zulässt. Die Steuerung soll geplant, aufgebaut und wenn fertig gestellt eine Kontur automatisch fahren können. Die Hauptsteuerung übernimmt eine SIMATIC T - CPU von Siemens. Projektiert wird mit STEP 7 und WinCC flexible, Motion mittels PLC open Bausteinen.

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A szerző a teljes körű minőségmenedzsment közszervezetekben való adaptálhatóságát vizsgálja tanulmányában. Az új közmenedzsment-reformok hatására a minőségmenedzsment is egyre nagyobb teret kap a kormányzati szektorban. A közszektor hagyományos működési modellje, valamint a közszolgáltatások sajátosságai azonban továbbra is gátat szabnak a vállalati minőségmenedzsment megfelelő átvételének. A szerző a TQM magánvállalati kutatási tapasztalatait, valamint a közszektor jellemzőit felhasználva mutatja be a közszférában is alkalmazható TQM-technikákat.

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Esta tesis intenta generar conocimiento acerca de los argumentos de la política educativa elaborada y sostenida por tres instituciones principales: el Banco Mundial, la OCDE y el MET (Medidas de Enseñanza Efectiva) Proyecto de la Fundación Bill y Melinda Gates. El Banco Mundial y la O.C.D.E. son instituciones mundiales que son muy influyentes en el apoyo financiero y técnico de los esfuerzos de reforma educacional en los diferentes países de nuestro planeta. Sus puntos de vista en educación son, por consiguiente, de una importancia decisiva para la comprensión del cambio educativo que nuestros países están experimentando hoy a escala mundial. Sus puntos de vista se han reforzado en los últimos años por el apoyo dado por el Proyecto MET desarrollado por la Fundación Bill y Melinda Gates. Juntos constituyen un equipo de instituciones que está consolidando un nuevo conjunto particular de argumentos y criterios para el diseño y la implementación de la reforma educativa. Este conjunto de argumentos y criterios representan de alguna manera un cambio radical en comparación con los argumentos y criterios característicos de las reformas educativas del siglo XX. En este sentido, estas instituciones están liderando (a través de la prestación de financiamiento, soporte intelectual y técnico) un nuevo tipo de reforma educativa que se basa en un cambio de paradigma en cuanto a pensamiento educativo y en una nueva perspectiva de la relación entre educación y economía...