997 resultados para Team superior


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Coastal and marine ecosystems support diverse and important fisheries throughout the nation’s waters, hold vast storehouses of biological diversity, and provide unparalleled recreational opportunities. Some 53% of the total U.S. population live on the 17% of land in the coastal zone, and these areas become more crowded every year. Demands on coastal and marine resources are rapidly increasing, and as coastal areas become more developed, the vulnerability of human settlements to hurricanes, storm surges, and flooding events also increases. Coastal and marine environments are intrinsically linked to climate in many ways. The ocean is an important distributor of the planet’s heat, and this distribution could be strongly influenced by changes in global climate over the 21st century. Sea-level rise is projected to accelerate during the 21st century, with dramatic impacts in low-lying regions where subsidence and erosion problems already exist. Many other impacts of climate change on the oceans are difficult to project, such as the effects on ocean temperatures and precipitation patterns, although the potential consequences of various changes can be assessed to a degree. In other instances, research is demonstrating that global changes may already be significantly impacting marine ecosystems, such as the impact of increasing nitrogen on coastal waters and the direct effect of increasing carbon dioxide on coral reefs. Coastal erosion is already a widespread problem in much of the country and has significant impacts on undeveloped shorelines as well as on coastal development and infrastructure. Along the Pacific Coast, cycles of beach and cliff erosion have been linked to El Niño events that elevate average sea levels over the short term and alter storm tracks that affect erosion and wave damage along the coastline. These impacts will be exacerbated by long-term sea-level rise. Atlantic and Gulf coastlines are especially vulnerable to long-term sea-level rise as well as any increase in the frequency of storm surges or hurricanes. Most erosion events here are the result of storms and extreme events, and the slope of these areas is so gentle that a small rise in sea level produces a large inland shift of the shoreline. When buildings, roads and seawalls block this natural migration, the beaches and shorelines erode, threatening property and infrastructure as well as coastal ecosystems.

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In sensorimotor integration, sensory input and motor output signals are combined to provide an internal estimate of the state of both the world and one's own body. Although a single perceptual and motor snapshot can provide information about the current state, computational models show that the state can be optimally estimated by a recursive process in which an internal estimate is maintained and updated by the current sensory and motor signals. These models predict that an internal state estimate is maintained or stored in the brain. Here we report a patient with a lesion of the superior parietal lobe who shows both sensory and motor deficits consistent with an inability to maintain such an internal representation between updates. Our findings suggest that the superior parietal lobe is critical for sensorimotor integration, by maintaining an internal representation of the body's state.

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This paper presents for the first time an investigation and comparison of the superjunction IGBT (SJBT) as proposed in [1,2] and the current state of art Field Stop IGBT [3,4]. Simulation results indicate the superior performance of the superjunction IGBT under switching conditions. For the same conditions, at a collector current density of 100A/cm2 and on-state voltage 1.6 V the switching off losses for a SJBT and Field-Stop IGBT are 1 and 4.5 mJ/cm 2 respectively. © 2006 IEEE.

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Sir John Egan’s 1998 report on the construction industry (Construction Task Force 1998) noted its confrontational and adversarial nature. Both the original report and its subsequent endorsement in Accelerating Change (Strategic Forum 2002) called for improved working relationships—so-called ‘integration’—within and between both design and construction aspects. In this paper, we report on our observations of on-site team meetings for a major UK project during its construction phase. We attended a series of team meetings and recorded the patterns of verbal interaction that took place within them. In reporting our findings, we have deliberately used a graphical method for presenting the results, in the expectation that this will make them more readily accessible to designers. Our diagrams of these interaction patterns have already proved to be intuitively and quickly understood, and have generated interest and discussion among both those we observed and others who have seen them. We noted that different patterns of communication occurred in different types of meetings. Specifically, in the problem-solving meeting, there was a richness of interaction that was largely missing from progress meetings and technical meetings. Team members expressed greater satisfaction with this problem-solving meeting where these enriched exchanges took place. By making comparisons between the different patterns, we are also able to explore functional roles and their interactions. From this and other published evidence, we conclude that good teamworking practices depend on a complex interplay of relations and dependencies embedded within the team.

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En este trabajo se muestran las experiencias tenidas con adultos trabajadores en la enseñanza de la Electrónica, en la formación de los mismos como Ingenieros. Están basadas en el aprendizaje experiencial, desde el primer encuentro, gracias a las vivencias obtenidas por el propio alumno, se aprecian ventajas en la aplicación de esta metodología que dan respuesta a las necesidades de este tipo de alumno. Así estos alumnos optimizan el tiempo necesario de aprendizaje, facilitando la comprensión, aplicación y justificación de los conocimientos teóricos. Les reafirma la confianza en sí mismos y les facilita el acercamiento con su vida profesional.

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El cambio de modelo de enseñanza que han sufrido las Universidades con la implementación del Espacio Europeo de Educación Superior, puso el foco en el desarrollo competencial, buscando que los estudiantes adquieran las habilidades y capacidades. Con el fin de comprobar si el desarrollo de las competencia académicas se ve afectado por el género y la edad de los estudiantes, a una muestra de 364 estudiantes de diferentes Universidades de la Comunidad de Madrid se les aplicó COMPEUEM, un test que evalúa en qué medida los estudiantes poseen 8 competencias académicas: Comunicación, Liderazgo, Trabajo en Equipo, Adaptación a los Cambios, Iniciativa, Solución de Problemas, Toma de Decisiones, Organización y Planificación. Los resultados encontrados ponen de manifiesto que los sujetos de más edad presentan mayores niveles en la adquisición de competencias que los de menor edad. Por otro lado, encontramos diferencias significativas en función del género de los estudiantes.

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Urquhart, C., Turner, J., Durbin, J. & Ryan, J. (2006). Evaluating the contribution of the clinical librarian to a multidisciplinary team. Library and Information Research, 30(94), 30-43. Sponsorship: NHS Trusts in North Wales

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Thatcher, Rhys, et al., 'A modified TRIMP to quantify the in-season training load of team sport players', Journal of Sport Sciences, (2007) 25(6) pp.629-634 RAE2008

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Thomas, Dennis, Carmichael, Fiona, 'Home field effect and team performance: Evidence from English Premiership football', Journal of Sports Economics (2005) 6(3) pp.264-281 RAE2008