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Exhibition of objects such as paintings or historical artefacts often involves a common problem: the objects presented are unique, delicate and, therefore, very valuable. On the other hand, these objects should be made accessible to scholars and educators. We present an application of modern 3D computer graphics in the field of reconstructing ancient scientific instruments. The first-four-species calculator of Wilhelm Schickard is made accessible to the public in the World Wide Web using Java 3D. 相似文献
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Christoph Triska Bettina Karsten Chris Beedie Bernhard Koller-Zeisler Alfred Nimmerichter Harald Tschan 《European Journal of Sport Science》2018,18(3):332-340
The aim of the study was to determine whether estimates of the speed–duration relationship are affected using different time-trial (TT) field-based testing protocols, where exhaustive times were located within the generally recommended durations of 2–15?min. Ten triathletes (mean?±?SD age: 31.0?±?5.7?years; height: 1.81?±?0.05?m; body mass: 76.5?±?6.8?kg) performed two randomly assigned field tests to determine critical speed (CS) and the total distance covered above CS (D?). CS and D? were obtained using two different protocols comprising three TT that were interspersed by 60?min passive rest. The TTs were 12, 7, and 3?min in Protocol I and 10, 5, and 2?min in Protocol II. A linear relationship of speed vs. the inverse of time (s?=?D??×?1/t?+?CS) was used to determine parameter estimates. Significant differences were found for CS (p?=?0.026), but not for D? (p?=?0.123). The effect size for CS (d?=?0.305) was considered small, while that for D? was considered moderate (d?=?0.742). CS was significantly correlated between protocols (r?=?0.934; p?0.001), however, no correlation was found for D? (r?=?0.053; p?=?0.884). The 95% limits of agreement were ±0.28m?s?1 and ±73.9?m for CS and D?, respectively. These findings demonstrate that the choice of exhaustive times within commonly accepted durations results in different estimates of CS and D?, and thus protocols cannot be used interchangeably. The use of a consistent protocol is therefore recommended, when investigating or monitoring the speed–duration relationship estimates in well-trained athletes. 相似文献
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Dr. Judith K. Bernhard Adam Winsler Charles Bleiker Jorge Ginieniewicz Amy L. Madigan 《Journal of Education for Students Placed at Risk》2013,18(1):76-105
This article evaluates the utility of the Early Authors Program, a 12-month early literacy intervention emphasizing highly meaningful language interactions that was implemented in childcare facilities in an ethnically and linguistically diverse, urban, low-income community. Children learn to be writers and readers by creating their own self-authored, storybook texts, supported by the sensitive guidance of adults. Children (n = 280) in 32 experimental group centers and children (n = 87) in 9 similar control group centers were individually assessed at pretest and posttest on measures of language and cognition. Teachers completed pretest and posttest surveys and interviews, and interventionists were also interviewed. 3- to 5-year-old children receiving the intervention, as predicted, made significantly greater gains than the control group specifically on the child language measures but not on other measures. The quality of the classroom literacy environment and teachers' literacy-promoting practices improved considerably in centers receiving the intervention. Teachers reported high satisfaction and sustainability for the program. 相似文献
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Patricia Corson Judith K. Bernhard Janet Gonzalez‐Mena 《Journal of Early Childhood Teacher Education》2013,34(3):245-258
As part of a child development course in an undergradute early childhood teacher preparation program, students completed a home visit project with a family of a culture other than their own. This report examines the assignment's effectiveness in helping students become aware of the cultural nature of human development and the role of the family in the child's growth and development. Student responses obtained through focus groups, papers, field notes, and course evaluations included 1) reflections on the nature of the experience; 2) reactions to the role of researcher in the home of relative strangers and 3) evaluation of the learning. Although students seem to have achieved some understanding of the role of family and culture, the further step of recognizing culture as fundamental to development was generally not an outcome of the present intervention. 相似文献