The Word Brain - A Short Guide to Fast Language Learning

How long does it take to learn another language? How many words do you need to learn? Are languages within the reach of everybody? Which teachers would you choose and which teachers should you avoid? These are some of the questions you ask yourself when you start learning a new language.The Word Brain provides the answers. If you have learned foreign languages in the past, consider reading it. If you or your children need to learn languages in the future, you must read it. What you will discover in two hours will change for ever the way you see languages and language learning. The principles of The Word Brain are timeless. Our children’s grandchildren will follow them when they discover the people of our planet.

Modelling of a symmetric molten carbonate fuel cell stack

Magdeburg, Univ., Fak. für Verfahrens- und Systemtechnik, Diss., 2011

Failure rates modelling for heterogenous populations

Mixture of distributions, decreasing failure rate, increasing failure rate, proportional hazards model, accelerated life model, asymptotic behavior of mixture failure rate

Modelling and analysis of a production plant for low density polyethylene

Dynamic model, tubular reactor, polyethylene, LDPE, discretization, simulation, sensitivity analysis, nonlinear analysis

Precipitation of barium sulphate nanoparticles in microemulsion : experiments and modelling

Nanopartikel, BaSO4, Mikroemulsion, Fällung, Modellierung

Neural processes underlying conceptualization in language production

Conceptualization, speech production, ERPs, fMRI

Modelling the influence of microstructure on elastic properties and tensile damage behaviour of Mo-base silicide alloys

Mo-Si-B alloys, Real microstructures, Voronoi structures, Microstructural characterization, Modelling and finite element simulations, Effective material properties, Damage and Crack growth, tensile strength, fracture toughness

Simulations for modelling of population balance equations of particulate processes using the discrete particle model (DPM)

Magdeburg, Univ., Fak. für Mathematik, Diss., 2009

Elastic modelling of deformation twinning on the microscale

Magdeburg, Univ., Fak. für Maschinenbau, Diss., 2009

Implementation of a unified userspace time handling library under the Linux OS

An appropriate assessment of end-to-end network performance presumes highly efficient time tracking and measurement with precise time control of the stopping and resuming of program operation. In this paper, a novel approach to solving the problems of highly efficient and precise time measurements on PC-platforms and on ARM-architectures is proposed. A new unified High Performance Timer and a corresponding software library offer a unified interface to the known time counters and automatically identify the fastest and most reliable time source, available in the user space of a computing system. The research is focused on developing an approach of unified time acquisition from the PC hardware and accordingly substituting the common way of getting the time value through Linux system calls. The presented approach provides a much faster means of obtaining the time values with a nanosecond precision than by using conventional means. Moreover, it is capable of handling the sequential time value, precise sleep functions and process resuming. This ability means the reduction of wasting computer resources during the execution of a sleeping process from 100% (busy-wait) to 1-1.5%, whereas the benefits of very accurate process resuming times on long waits are maintained.

Context modelling for IT security in selected application scenarios

Magdeburg, Univ., Fak. für Informatik, Diss., 2015

Conceptual Foundations of Modelling of Innovative Production Projects

At the moment there is a lack of methodological approaches to formalization of management of innovative projects relating to production systems, as well as to adaptation and practical use of the existing approaches. This article is about one potential approach to the management of innovative projects, which makes the building of innovative process models possible based on objective approach. It outlines the frameworks for the building of innovative project models, and describes the method of transition from conceptual modelling to innovative project management. In this case, the model alone and together with parameters used for evaluation of the project may be unique and depends on the special features of the project, preferences of decision-making person, and production and economic system in which it is to be implemented. Unlike existing approaches, this concept does not place any restrictions on types of models and makes it possible to take into account the specificities of economic and production systems. Principles embodied in the model allow its usage as a basis for simulation model to be used in one of specialized simulation systems, as well as for information system providing information support of decision-making process in production and economic systems both newly developed by the company (enterprise) and designed on the basis of available information systems that interact through the exchange of data. In addition, this article shows that the development of conceptual foundations of innovative project management in the economic and production systems is inseparable from the development of the theory of industrial control systems, and their comprehensive study may be reduced to a set of elements represented as certain algorithms, models and evaluations. Thus, the study of innovative process may be conducted in both directions: from general to particular, and vice versa.

Static and dynamic interpretations of hand specific body language cues for HCI

Otto-von-Guericke-Universität Magdeburg, Fakultät für Elektrotechnik und Informationstechnik, Univ., Dissertation, 2015

Defining the criteria for the evaluation of self-study multimedia language learning materials: do they facilitate or inhibit learner autonomy?

Durant els darrers anys, s’han publicat un gran nombre de materials multimèdia destinats a l’aprenentatge de llengües, la major part dels quals son CD-ROM dissenyats com a cursos per l’autoaprenentatge. Amb aquests materials, els alumnes poden treballar independentment sense l’assessorament d’un professor, i per aquest motiu s’ha afirmat que promouen i faciliten l’aprenentatge autònom. Aquesta relació, però, no es certa, com Phil Benson i Peter Voller 1997:10) han manifestat encertadament:(…) Such claims are often dubious, however, because of the limited range of options and roles offered to the learner. Nevertheless, technologies of education in the broadest sense can be considered to be either more or less supportive of autonomy. The question is what kind of criteria do we apply in evaluating them? En aquest article presentem una investigació conjunta on es defineixen els criteris que poden ser utilitzats per avaluar materials multimèdia en relació a la seva facilitat per permetre l’aprenentatge autònom. Aquests criteris son la base d’un qüestionari que s’ha emprat per avaluar una selecció de CD-ROM destinats a l’autoaprenentatge de llengües. La estructura d’aquest article és la següent: - Una introducció de l’estudi - Els criteris que s’han utilitzar per la creació del qüestionari - Els resultats generals de l’avaluació - Les conclusions que s’han extret i la seva importància pel disseny instructiu multimèdia

Investigating independent language learning in classroom-based EFL Learners

La recerca efectuada sobre les estratègies d’aprenentatge de llengües ha demostrat que els aprenents que utilitzen estratègies metacognitives (planificació, revisió i avaluació) desenvolupen estratègies cognitives més eficaces (Anderson, 2002). Aquest article descriu les activitats que 43 estudiants de llengua estrangera de la Universitat de Vic van emprendre de forma independent i dedueix les estratègies metacognitives que van utilitzar sense cap formació prèvia en estratègies. Els estudiants van completar un dossier on expressaven les necessitats d’aprenentatge, la planificació i supervisió de les activitats i finalment l’avaluació de l’aprenentatge que havien portat a terme de manera independent fora de les hores lectives. La primera fase de l’anàlisi de les dades revela que, tot i que els estudiants foren capaços d’expressar les necessitats d’aprenentatge en general, la formulació d’objectius i la supervisió de les activitats fou escassa. La discussió gira entorn de la formació dels estudiants de llengües estrangeres en estratègies metacognitives i la integració de l’aprenentatge autònom dins el currículum docent.