De los baúles de la Piquer a las maracas de Machín : la canción como contenido cultural en la clase ELE

Resumen tomado de la publicación. Memoría del máster (Universidad de Antonio de Nebrija, 2004). Anexos

Compactor device for large round bales

A compactor device for iarge round bales is disclosed comprising a horizontally disposed cylindrical housing containing a plunger, a double toggle mechanism connected to the plunger, a hydraulic cylinder connected to the double toggle mechanism for driving the plunger, and a stabilizer linkage connected to the plunger and the double toggle mechanism for maintaining the plunger in a vertical position during compaction of a bale.

Preston's cubical estimates of boxes, bales, and casks : adapted to the use of merchants and carriers /

Goldsmiths'-Kress no. 26736.10.

The 1952 cotton goal : 16 million bales from 28 million acres.

"February 1952."

Bales From Haystack

Saline Valley Farms was an experiment in cooperative farming and living begun in 1932 by Harold S. Gray.

Intercultural competence in engineering education : who are we teaching?

BACKGROUND There is little doubt that our engineering graduates’ ability to identify cultural differences and their potential to impact on engineering projects, and to work effectively with these differences is of key importance in the modern engineering practice. Within engineering degree programs themselves there is also a significant need to recognise the impact of changing student and staff profiles on what happens in the classroom. The research described in this paper forms part of a larger project exploring issues of intercultural competence in engineering. PURPOSE This paper presents an observational and survey study of undergraduate and postgraduate engineering students from four institutions working in groups on tasks with a purely technical focus, or with a cultural and humanitarian element. The study sought to explore how students rate their own intercultural competence and team process and whether any differences exist depending on the nature of the task they are working on. We also investigated whether any differences were evident between groups of first year, second year and postgraduate students. DESIGN/METHOD The study used the miniCQS instrument (Ang & Van Dyne, 2008) and a Bales Interaction Process Analysis based scale (Bales, 1950; Carney, 1976) to collect students self ratings of group process, task management, and cultural experience and behaviour. The Bales IPA was also used for coding video observations of students working in groups. Survey data were used to form descriptive variables to compare outcomes across the different tasks and contexts. Observations analysed in Nvivo were used to provide commentary and additional detail on the quantitative data. RESULTS The results of the survey indicated consistent mean scores on each survey item for each group of students, despite vastly different tasks, student backgrounds and educational contexts. Some small, statistically significant mean differences existed, offering some basic insights into how task and student group composition could affect self ratings. Overall though, the results suggest minimal shift in how students view group function and their intercultural experience, irrespective of differing educational experience. CONCLUSIONS The survey results, contrasted with group observations, indicate that either students are not translating their experience (in the group tasks) into critical self assessment of their cultural competence and teamwork, or that they become more critical of team performance and cultural competence as their competence in these areas grows, so their ratings remain consistent. Both outcomes indicate that students need more intensive guidance to build their critical self and peer assessment skills in these areas irrespective of their year level of study.

Evaluation of Inoculated Lablab Silage for Growing Dairy Heifers

A summer grown forage legume crop – Lablab (Lablab purpureus) harvested in autumn, was ensiled as plastic wrapped, large round bales. Of the 30 bales produced, 13 were inoculated with a bacterial inoculant containing Lactobacillus plantarum and Enterococcus faecium. Inoculant was premixed at 30 g/litre water, cultured overnight (18 hours) then sprayed onto cut forage during the baling and wrapping procedure at 1 litre per tonne of silage. A replicated feeding experiment was conducted in July - August 1998 (5 weeks), using 24 eight month old Holstein Friesian heifers group fed non-inoculated or inoculated silage to appetite plus 2 kg rolled sorghum grain/heifer.day. Chemical composition and nutritive value of well preserved bales of control and inoculated silages were similar (P>0.05) with 50% DM and 26 g N and 6.8 MJ ME per kg DM. Lactic acid and acetic acid concentrations were 11.4 v. 11.4 and 4.90 v. 3.75 g/kg DM for control and inoculated silages respectively (P>0.05). Heifers preferentially selected leaf from the silage offered and maintained liveweight gains of 0.70 and 0.61 kg/day respectively (P>0.05) during the silage feeding period. High DM and low WSC content of the parent forage may have reduced the opportunity for the bacterial inoculant to have effect. Animal production for a consuming world : proceedings of 9th Congress of the Asian-Australasian Association of Animal Production Societies [AAAP] and 23rd Biennial Conference of the Australian Society of Animal Production [ASAP] and 17th Annual Symposium of the University of Sydney, Dairy Research Foundation, [DRF]. 2-7 July 2000, Sydney, Australia.