Practical issues in the optimization of CFD based engineering problems

Otto-von-Guericke-Universität Magdeburg, Fakultät für Verfahrens- und Systemtechnik, Dissertation, 2016

Computer and laboratory simulation in the teaching of neonatal nursing: innovation and impact on learning

Objectives: to evaluate the cognitive learning of nursing students in neonatal clinical evaluation from a blended course with the use of computer and laboratory simulation; to compare the cognitive learning of students in a control and experimental group testing the laboratory simulation; and to assess the extracurricular blended course offered on the clinical assessment of preterm infants, according to the students. Method: a quasi-experimental study with 14 Portuguese students, containing pretest, midterm test and post-test. The technologies offered in the course were serious game e-Baby, instructional software of semiology and semiotechnique, and laboratory simulation. Data collection tools developed for this study were used for the course evaluation and characterization of the students. Nonparametric statistics were used: Mann-Whitney and Wilcoxon. Results: the use of validated digital technologies and laboratory simulation demonstrated a statistically significant difference (p = 0.001) in the learning of the participants. The course was evaluated as very satisfactory for them. The laboratory simulation alone did not represent a significant difference in the learning. Conclusions: the cognitive learning of participants increased significantly. The use of technology can be partly responsible for the course success, showing it to be an important teaching tool for innovation and motivation of learning in healthcare.

Strategies to Promote Research and Logical Reasoning in the Teaching of Mathematics in the Schools

The purpose of this paper is to raise a debate on the urgent need for teachers to generate innovative situations in the teaching-learning process, in the field of Mathematics, as a way for students to develop logical reasoning and research skills applicable to everyday situations. It includes some statistical data and possible reasons for the poor performance and dissatisfaction of students towards Mathematics. Since teachers are called to offer meaningful and functional learning experiences to students, in order to promote the pleasure of learning, teacher training should include experiences that can be put into practice by teachers in the education centers. This paper includes a work proposal for Mathematics Teaching to generate discussion, curiosity and logical reasoning in students, together with the Mathematical problem solving study.

Stability issues in racing motorcycles: an in-depth analysis of the chatter vibration

Racing motorcycles are prone to an unstable oscillatory motion of the swingarm and rear wheel, commonly known as ‘chatter’. This vibration mode typically has a frequency of 17 Hz to 22 Hz and typically occurs during heavy braking manoeuvres. The appearance of chatter can cause reduced rider confidence, and therefore lead to longer lap times during races and the increased risk of crashing. This thesis looks to further the understanding of this mode. It includes the development of a simplified model to explore the effects roll angle and lateral dynamics have on the chatter mode using linear analysis. The mechanisms of instability and parameter sensitivities are also examined. The effects of the nonlinearities present in the minimal model equations of motion are examined, including the identification of limit cycles and their stability, inspecting individual nonlinear terms and their effects, and introducing tyre relaxation and determining the effect it has on the dynamics. Finally, an exploratory study of the mid-corner region of a typical racing manoeuvre is performed in hopes to better understand if any high frequency tyre induced instabilities like chatter can occur.

Bycatch and discard issues in the Adriatic demersal fisheries

Commercial fisheries exploiting the demersal resources of Western Adriatic Sea produce high bycatch and discard rates; the most important are bottom trawls, hydraulic dredges and passive nets. The five papers here published assess these fisheries’ impacts and investigate the potential of specific solutions to promote more sustainable exploitation. Papers I, II, III focused on bottom trawl fishery. Paper I compared the catch performance of the two legal codends by accounting for the entire species community in trawl catches. 50% of the catch in weight and 80% in count numbers consisted of discarded species, highlighting the severe impact of this fishery. Paper II estimated the selectivity of experimental codend having meshes turned 90° (T90) and of traditional diamond mesh codend with same mesh size. The T90 codend improved the size selection for all the target species. Paper III investigated the use of T90 meshes in the extension piece together with a reduction in mesh number at extension circumference. Results revealed that both these changes applied in the extension piece did not improve the selectivity of the main target species. Paper IV focused on hydraulic dredge fishery targeting the striped venus clam by assessing the clams’ size selection process operated by the dredge. 25% of the clams caught were not size selected due to clogging phenomenon in the dredge. The clam length with 50% retention probability was 18.9 mm, highlighting that the additional size selection process of sorting sieve is necessary to land only the legal clams >22 mm. Paper V compared the catch performance of innovative fish pots and of traditional trammel net. A similar catch efficiency between the two gears for the commercial portion was observed, while the trammel net produced significantly more discards in terms of species number and weight. All the results are discussed in fisheries management perspective.

Mitigating non-Lambertian surfaces issues in Stereo Matching with Neural Radiance Fields

Depth estimation from images has long been regarded as a preferable alternative compared to expensive and intrusive active sensors, such as LiDAR and ToF. The topic has attracted the attention of an increasingly wide audience thanks to the great amount of application domains, such as autonomous driving, robotic navigation and 3D reconstruction. Among the various techniques employed for depth estimation, stereo matching is one of the most widespread, owing to its robustness, speed and simplicity in setup. Recent developments has been aided by the abundance of annotated stereo images, which granted to deep learning the opportunity to thrive in a research area where deep networks can reach state-of-the-art sub-pixel precision in most cases. Despite the recent findings, stereo matching still begets many open challenges, two among them being finding pixel correspondences in presence of objects that exhibits a non-Lambertian behaviour and processing high-resolution images. Recently, a novel dataset named Booster, which contains high-resolution stereo pairs featuring a large collection of labeled non-Lambertian objects, has been released. The work shown that training state-of-the-art deep neural network on such data improves the generalization capabilities of these networks also in presence of non-Lambertian surfaces. Regardless being a further step to tackle the aforementioned challenge, Booster includes a rather small number of annotated images, and thus cannot satisfy the intensive training requirements of deep learning. This thesis work aims to investigate novel view synthesis techniques to augment the Booster dataset, with ultimate goal of improving stereo matching reliability in presence of high-resolution images that displays non-Lambertian surfaces.

O saber-fazer dos professores de geografia do ensino fundamental: fatores que poderão influenciar na escolha dos procedimentos didáticos para ensinar sobre o cerrado

Pós-graduação em Educação para a Ciência - FC

História da Geografia escolar: uma possibilidade de estudo da cultura escolar através da história oral temática híbrida

Pós-graduação em Geografia - IGCE

Pedagogia Anarquista e ensino de Geografia: conquistando cotas de liberdade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Historia del campo recontextualizador y su vínculo con el campo de producción en geografía en la Argentina

En la Argentina, la reforma educativa de 1990 introdujo nuevos contenidos para todos los niveles de enseñanza que por primera vez incluyeron a la formación docente. En Geografía, especialistas en didáctica han destacado los cambios de enfoque disciplinar que los nuevos contenidos impulsaron. El propósito de este artículo es ofrecer una mirada sobre la historia de los actores y procesos involucrados en las transformaciones de enfoque en los espacios de enseñanza. El período considerado tiene su inicio en 1863, con la incorporación de la Geografía al sistema educativo argentino, y su cierre en los inicios de la década de 1990. El relato está construido sobre la base de estudios previos y en el análisis de fuentes primarias en el caso de los procesos que hasta el momento han sido sistematizados en menor medida

Historia del campo recontextualizador y su vínculo con el campo de producción en geografía en la Argentina

En la Argentina, la reforma educativa de 1990 introdujo nuevos contenidos para todos los niveles de enseñanza que por primera vez incluyeron a la formación docente. En Geografía, especialistas en didáctica han destacado los cambios de enfoque disciplinar que los nuevos contenidos impulsaron. El propósito de este artículo es ofrecer una mirada sobre la historia de los actores y procesos involucrados en las transformaciones de enfoque en los espacios de enseñanza. El período considerado tiene su inicio en 1863, con la incorporación de la Geografía al sistema educativo argentino, y su cierre en los inicios de la década de 1990. El relato está construido sobre la base de estudios previos y en el análisis de fuentes primarias en el caso de los procesos que hasta el momento han sido sistematizados en menor medida

Historia del campo recontextualizador y su vínculo con el campo de producción en geografía en la Argentina

En la Argentina, la reforma educativa de 1990 introdujo nuevos contenidos para todos los niveles de enseñanza que por primera vez incluyeron a la formación docente. En Geografía, especialistas en didáctica han destacado los cambios de enfoque disciplinar que los nuevos contenidos impulsaron. El propósito de este artículo es ofrecer una mirada sobre la historia de los actores y procesos involucrados en las transformaciones de enfoque en los espacios de enseñanza. El período considerado tiene su inicio en 1863, con la incorporación de la Geografía al sistema educativo argentino, y su cierre en los inicios de la década de 1990. El relato está construido sobre la base de estudios previos y en el análisis de fuentes primarias en el caso de los procesos que hasta el momento han sido sistematizados en menor medida

Investigación e innovación en la enseñanza de la Geografía a partir del Boletín de la Asociación de Geógrafos Españoles: análisis bibliométrico

El análisis de la producción científica relacionada con la enseñanza de la Geografía contribuye al conocimiento de las principales líneas de investigación e innovación desarrolladas y a establecer las nuevas pautas de actuación. Los criterios de análisis dependen de las propias fuentes documentales y afectan a los resultados obtenidos; por esta razón se requiere además, la necesaria flexibilidad para que abarque el mayor número de publicaciones posibles. En esta aportación se analiza el Boletín de la Asociación de Geógrafos Españoles y los resultados se comparan con los libros de los congresos nacionales e ibéricos del Grupo de Didáctica de la Geografía.

Unresolved issues and new challenges in teaching English to young learners:the case of South Korea

The introduction of languages, especially English, into the primary curriculum around the world has been one of the major language-in-education policy developments in recent years. In countries where English has been compulsory for a number of years, the question arises as to what extent the numerous and well-documented challenges faced by the initial implementation of early language learning policies have been overcome and whether new challenges have arisen as policies have become consolidated. This article therefore focuses on South Korea, where English has been compulsory in primary school since 1997. The issues raised by the introduction of English into the primary curriculum are reviewed and the current situation in South Korea is investigated. The results of a mixed methods study using survey data from 125 Korean primary school teachers, together with data from a small-scale case study of one teacher are presented. The study shows that, while some of the initial problems caused by the introduction of early language learning appear to have been addressed, other challenges persist. Moreover, the data reveal the emergence of a number of new challenges faced by primary school teachers of English as they seek to implement government policy. © 2013 © 2013 Taylor & Francis.

The pedagogical content knowledge of Danish geography teachers in a changing schooling context

This study examines the self-reported, topic-specific professional knowledge (TSPK) of Danish geography teachers seen as an aspect of their pedagogical content knowledge (PCK) when teaching weather formation and climate change. This topic is considered representative of geography teaching in Denmark. In the last ten years Danish primary and lower-secondary schooling has undergone several significant changes, including the introduction of a final multiple-choice exam in geography in 2007, and a fundamental reconstruction of the curriculum in 2014. These changes are expected to influence the TSPK of geography teachers in ways that potentially have an impact on their classroom practice. Teachers´ responses to specific questions relating to their choice of learning goals and the content and organisation of their lessons show that geography teachers take into account not only the knowledge aspects which point to the final multiple-choice exam, but also the ‘bildung’ perspectives of the subject equipping students to develop their own opinions when dealing with socio-scientific issues (SSI).