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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 41 to 47 of 47 (0.298 seconds)| 41 |
Characteristic classes of vector bundles with extra structure / Charakteristische Klassen von Vektorbündeln mit ZusatzstrukturRahm, Alexander 27 February 2007 (has links)
No description available.
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How Involving Secondary Students in the Assessment Process Transforms a Culture of Failure in Mathematics to a Culture of Accountability, Self-Efficacy and Success in Mathematics: Student Action Plans, Assessment, and Cultural ShiftClemmer, Katharine W. 12 April 2012 (has links) (PDF)
Learn how to realize a measurable increase in student engagement and achievement in mathematics through a guided, collaborative, and active process grounded in mathematics. Students and teachers collaboratively devise a data-driven plan of action that moves learning
forward for all students and effectively supports at-risk secondary students in urban environments. Learn how teachers in the LMU Math and Science Teaching Program effectively implement assessments as motivations for student achievement and develop opportunities for students to demonstrate comprehension and retention of essential content over time. Students become active participants in the assessment process in an environment where learning is an individual progression and risk-taking is valued and encouraged. Find out how students, guided by teacher-provided descriptive feedback, make decisions in a process of self-reflection in which they critically analyze and compare their learning outcomes to expectations of content mastery. By comparing mastery to current performance,
students utilize failure and engage in error analysis to deconstruct prior shortcomings and devise a plan of action that will move learning forward thereby overcoming failure.
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Låtskrivare = Entreprenör? : En kvalitativ studie om likheter mellan föreställningar om låtskrivare och entreprenörer / Songwriter = Entrepreneur? : A qualitative study of similarities between preconceptionsof songwriters and entrepreneursSundelin, Oscar January 2018 (has links)
The purpose of the study is to examine similarities between the role as a songwriter with the role as an entrepreneur, as well as the conceptions about working with songwriting. To examine this three questions was asked: What similarities are there between the role as a songwriter and the role as an entrepreneur? What characteristics are described as important to succeed as a songwriter compared to those of an entrepreneur? What conceptions are there about working with songwriting? As a foundation for the thesis the history of the music industry is depicted in its own chapter with focus on the sales of music from the 15th century until today. The chapter describes how the music industry for a long time used sheet music as the main way to distribute new music. In the end of the 19th century the record industry started to emerge with the development of record players. During the 20th century the industry went through a lot of changes where new technology like the radio and the TV became important channels to reach a bigger audience. In the beginning of the 21st century the record sales plummeted as the music market became more and more dominated by different streaming services. The thesis empirical data is based on eight interviews, including a group interview, conducted in Los Angeles with four Swedish and seven American informants. It is also based on a forum thread from a Swedish music forum on the internet. The results from the interviews are first described in an overview and then divided into three categories; aspiring songwriters, songwriters in the music industry and informants working with songwriters. The results from the interviews shows that a songwriter should be a good person to collaborate with, be good at establishing important contacts in the music industry, and pay attention the administrative work of accounting, contracts and agreements. From the forum thread of the music forum disappointment is expressed about how DJ’s do not single handedly write and produce all the music they are attributed to in the media. The analysis shows that professional songwriters have much in common with entrepreneurs because they both need to take risks, be creative, and start business. The similarities between the conceptions of what is required to succeed as a professional songwriter with what it takes to succeed as an entrepreneur includes having a good idea, having a supportive environment as well as being involved in marketing, sales and administration. Furthermore, the analysis shows that the work of songwriting is often glorified or overlooked, which creates misleading representations of what the work of a songwriter actually consists of.
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How Involving Secondary Students in the Assessment Process Transforms a Culture of Failure in Mathematics to a Culture of Accountability, Self-Efficacy and Success in Mathematics: Student Action Plans, Assessment, and Cultural ShiftClemmer, Katharine W. 12 April 2012 (has links)
Learn how to realize a measurable increase in student engagement and achievement in mathematics through a guided, collaborative, and active process grounded in mathematics. Students and teachers collaboratively devise a data-driven plan of action that moves learning
forward for all students and effectively supports at-risk secondary students in urban environments. Learn how teachers in the LMU Math and Science Teaching Program effectively implement assessments as motivations for student achievement and develop opportunities for students to demonstrate comprehension and retention of essential content over time. Students become active participants in the assessment process in an environment where learning is an individual progression and risk-taking is valued and encouraged. Find out how students, guided by teacher-provided descriptive feedback, make decisions in a process of self-reflection in which they critically analyze and compare their learning outcomes to expectations of content mastery. By comparing mastery to current performance,
students utilize failure and engage in error analysis to deconstruct prior shortcomings and devise a plan of action that will move learning forward thereby overcoming failure.
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Modellierung und automatische Validierung von Anschauungsmodellen für die buildingSMART „BIM-Klassen der Verkehrswege“ mit card_1Knäbel, Moritz 07 May 2024 (has links)
Die Bachelorarbeit untersucht die praktische Umsetzung des buildingSMART-Klassenkatalogs „BIM-Klassen der Verkehrswege“ in der Software card_1 und dessen Exportmöglichkeiten im IFC-Format. Es wird gezeigt, wie ein fiktives Anschauungsmodell einer Kreuzungsszene erstellt und mithilfe des Klassenkatalogs klassifiziert wird. Zusätzlich wurde eine Kommandozeilenanwendung entwickelt, die die mit card_1 erstellten IFC-Dateien validiert, um die korrekte Zuordnung der Klassifikationen zu überprüfen. Der Modellierungsprozess wurde in einem Modellierungshandbuch dokumentiert, das die verwendeten Methoden und Werkzeuge detailliert beschreibt. Die Ergebnisse zeigen, dass card_1 IFC-Exporte nach IFC 4 und IFC 4x1 unterstützt, jedoch nicht alle Objekte mit Geometrie versehen sind. Trotz der fehlenden Geometrie werden diese Objekte semantisch im IFC-Schema abgebildet.:1. Einleitung
2. Stand der Forschung und Technik
2.1. BIM
2.1.1. Ansätze
2.1.2. BIM im Infrastrukturbau
2.2. Klassenkatalog „BIM-Klassen der Verkehrswege 2.0“
2.2.1. Anforderungen
2.2.2. Vorgehensweise der Ausarbeitung
2.2.3. Inhalt und Struktur
2.3. IFC
2.3.1. Aufbau und Struktur
2.3.2. Versionen
2.3.3. Attributierungs- und Klassifizierungsmöglichkeiten
2.4. Modellierungssoftware card_1
2.4.1. Programmphilosophie
2.4.2. Neuer Straßenentwurf (NSE) und Fachobjektstruktur
3. Methodik
3.1. Modellierungshandbuch
3.2. Modellierung mit card_1
3.2.1. Wissensbeschaffung
3.2.2. Auswahl der Klassen
3.2.3. Datenbeschaffung
3.2.4. Modellierungsvorlage
3.2.5. Modellierung
3.2.6. Attributierung
3.2.7. Verwendete Klassen
3.2.8. IFC Export
3.3. Programmierung
4. Praktische Umsetzung
4.1. Klassifizierung und Attributierung in card_1
4.2. IFC-Exportmöglichkeiten von card_1
5. Entwicklung der Kommandozeilenapplikation
5.1. Anforderungen
5.2. Programmierung und Implementierung
5.2.1. Modellstruktur des card_1 IFC Modells
5.2.2. Genutzte Bibliotheken
5.2.3. Programmablauf
6. Ergebnisse
6.1. Anschauungsmodell in card_1
6.2. Anschauungsmodell in IFC
6.3. Herausforderungen und Limitationen
6.4. Kommandozeilenapplikation
7. Zusammenfassung und Ausblick
7.1. card_1
7.2. card_1 Modell
7.3. Erweiterung der Kommandozeilenapplikation
7.4. Klassenkatalog
8. Fazit
A. Anhang
B. Verzeichnis der digitalen Anlagen / The bachelor thesis examines the practical implementation of the buildingSMART class catalog “BIM-Klassen der Verkehrswege” in the card_1 software and its export options to the IFC format. It is shown how a fictive model of an intersection scene is created and classified using the class catalog. In addition, a command line application was developed that validates the IFC files created with card_1 in order to check the correct assignment of the classifications. The modeling process was documented in a modeling guide that describes the methods and tools used in detail. The results show that card_1 supports IFC exports to IFC 4 and IFC 4x1, but not all objects are provided with geometry. Despite the lack of geometry, these objects are semantically mapped in the IFC schema.:1. Einleitung
2. Stand der Forschung und Technik
2.1. BIM
2.1.1. Ansätze
2.1.2. BIM im Infrastrukturbau
2.2. Klassenkatalog „BIM-Klassen der Verkehrswege 2.0“
2.2.1. Anforderungen
2.2.2. Vorgehensweise der Ausarbeitung
2.2.3. Inhalt und Struktur
2.3. IFC
2.3.1. Aufbau und Struktur
2.3.2. Versionen
2.3.3. Attributierungs- und Klassifizierungsmöglichkeiten
2.4. Modellierungssoftware card_1
2.4.1. Programmphilosophie
2.4.2. Neuer Straßenentwurf (NSE) und Fachobjektstruktur
3. Methodik
3.1. Modellierungshandbuch
3.2. Modellierung mit card_1
3.2.1. Wissensbeschaffung
3.2.2. Auswahl der Klassen
3.2.3. Datenbeschaffung
3.2.4. Modellierungsvorlage
3.2.5. Modellierung
3.2.6. Attributierung
3.2.7. Verwendete Klassen
3.2.8. IFC Export
3.3. Programmierung
4. Praktische Umsetzung
4.1. Klassifizierung und Attributierung in card_1
4.2. IFC-Exportmöglichkeiten von card_1
5. Entwicklung der Kommandozeilenapplikation
5.1. Anforderungen
5.2. Programmierung und Implementierung
5.2.1. Modellstruktur des card_1 IFC Modells
5.2.2. Genutzte Bibliotheken
5.2.3. Programmablauf
6. Ergebnisse
6.1. Anschauungsmodell in card_1
6.2. Anschauungsmodell in IFC
6.3. Herausforderungen und Limitationen
6.4. Kommandozeilenapplikation
7. Zusammenfassung und Ausblick
7.1. card_1
7.2. card_1 Modell
7.3. Erweiterung der Kommandozeilenapplikation
7.4. Klassenkatalog
8. Fazit
A. Anhang
B. Verzeichnis der digitalen Anlagen
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Encountering maternal silence: writing strategies for negotiating margins of mother/ing in contemporary Canadian prairie women's poetryHiebert, Luann E. 11 April 2016 (has links)
Contemporary Canadian prairie women poets write about the mother figure to counter maternal suppression and the homogenization of maternal representations in literature. Critics, like Marianne Hirsch and Andrea O’Reilly, insist that mothers tell their own stories, yet many mothers are unable to. Daughter and mother stories, Jo Malin argues, overlap. The mother “becomes a subject, or rather an ‘intersubject’” in the text (2). Literary depictions of daughter-mother or mother-child intersubjectivities, however, are not confined to auto/biographical or fictional narratives. As a genre and potential site for representing maternal subjectivities, poetry continues to reside on the margins of motherhood studies and literary criticism.
In the following chapters, I examine the writing strategies of selected poets and their representations of mothers specific to three transformative occasions: mourning mother-loss, becoming a mother, and reclaiming a maternal lineage. Several daughter-poets adapt the elegy to remember their deceased mothers and to maintain a connection with them. In accord with Tanis MacDonald and Priscila Uppal, these poets resist closure and interrogate the past. Moreover, they counter maternal absence and preserve her subjectivity in their texts. Similarly, a number of mother-poets begin constructing their mother-child (self-other) relationship prior to childbirth. Drawing on Lisa Guenther’s notions of “birth as a gift of the feminine other” and welcoming the stranger (49), as well as Emily Jeremiah’s link between “‘maternal’ mutuality” and writing and reading practices (“Trouble” 13), I investigate poetic strategies for negotiating and engaging with the “other,” the unborn/newborn and the reader. Other poets explore and interweave bits of stories, memories, dreams and inklings into their own motherlines, an identification with their matrilineage. Poetic discourse(s) reveal the limits of language, but also attest to the benefits of extra-linguistic qualities that poetry provides. The poets I study here make room for the interplay of language and what lies beyond language, engaging the reader and augmenting perceptions of the maternal subject. They offer new ways of signifying maternal subjectivities and relationships, and therefore contribute to the ongoing research into the ever-changing relations among maternal and cultural ideologies, mothering and feminisms, and regional women’s literatures. / May 2016
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Bambine e ragazzi bilingui nelle classi multietniche di Torino / Il sistema scolastico a confronto con opportunità, complessità e sfide del plurilinguismoRitucci, Raffaella 24 October 2018 (has links)
Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf.
Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fragebögen ergeben, dass viele Schüler/innen "zweisprachige Natives" sind, da sie mit Italienisch und einer anderen Sprache aufwachsen. Dieser Polyglottismus, den die Interviewten sehr positiv bewerteten, findet jedoch in der Schulpraxis keine Entsprechung: Gezielte Förderung im Italienischen und der Unterricht der Familiensprache sind meist Wunschdenken.
In der Kohorte haben die Schüler/innen mit den besten Italienischkenntnissen einen italophonen Elternteil bzw. kamen im Vorschulalter nach Italien und besuchten dort den Kindergarten. Dagegen sind, wie auch bei den INVALSI-Tests, die in Italien geborenen und die dann die Krippe besuchten, leicht benachteiligt. Was die Familiensprache angeht, verbessert ihr Erlernen die Kompetenzen darin, ohne dem Italienischen zu schaden: Im Gegenteil. Diese Ergebnisse bestätigen die wichtige Rolle der "anderen" Sprache für einen gelungen Spracherwerb.
Das MIUR sollte also sein Schulregister mit Sprachdaten ergänzen, um die Curricula im Sinn der EU-Vorgaben umzuschreiben und den sprachlich heterogenen Klassen gezielte Ressourcen und definierte Vorgehensweisen zur Verfügung zu stellen. Mit geringeren Mitteln, im Vergleich zu den jetzigen Kosten für Herunterstufung, Klassenwiederholung und Schulabbruch würde man Schulerfolg, Chancengerechtigkeit und Mehrsprachigkeit fördern, mit positiven Folgen für den Einzelnen sowie für die Volkswirtschaft. / L'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico.
Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera.
All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace.
L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale. / The Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement.
This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language.
Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education.
MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy.
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