101,155 research outputs found

    Cenozoic evolution of Neotethys and implications for the causes of plate motions

    Get PDF
    Africa-North America-Eurasia plate circuit rotations, combined with Red Sea rotations and new estimates of crustal shortening in Iran define the Cenozoic history of the Neotethyan ocean between Arabia and Eurasia. The new constraints indicate that Arabia-Eurasia convergence has been fairly constant at 2 to 3 cm/yr since 56 Ma with slowing of Africa-Eurasia motion to <1 cm/yr near 25 Ma, coeval with the opening of the Red Sea. Ocean closure occurred no later than 10 Ma, and could have occurred prior to this time only if a large amount of continental lithosphere was subducted, suggesting that slowing of Africa significantly predated the Arabia-Eurasia collision. These kinematics imply that Africa's disconnection with the negative buoyancy of the downgoing slab of lithosphere beneath southern Eurasia slowed its motion. The slow, steady rate of northward subduction since 56 Ma contrasts with strongly variable rates of magma production in the Urumieh-Dokhtar arc, implying magma production rate in continental arcs is not linked to subduction rate

    Terrorism in Eurasia: Enhancing the Multilateral Response

    Get PDF
    "Terrorism in Eurasia: Enhancing the Multilateral Response," The China and Eurasia Forum Quarterly 4: 2 (May 2006), pp. 11-18

    Science learning and graphic symbols : an exploration of early years teachers’ views and use of graphic symbols when teaching science

    Get PDF
    The study investigated early years teachers’ understanding and use of graphic symbols, defined as the visual representation(s) used to communicate one or more “linguistic” concepts, which can be used to facilitate science learning. The study was conducted in Cyprus where six early years teachers were observed and interviewed. The results indicate that the teachers had a good understanding of the role of symbols, but demonstrated a lack of understanding in regards to graphic symbols specifically. None of the teachers employed them in their observed science lesson, although some of them claimed that they did so. Findings suggest a gap in participants’ acquaintance with the terminology regarding different types of symbols and a lack of awareness about the use and availability of graphic symbols for the support of learning. There is a need to inform and train early years teachers about graphic symbols and their potential applications in supporting children’s learning

    Slouching Toward Eurasia?

    Full text link

    Nations in Transit 2014

    Get PDF
    This is the the 18th edition of Freedom House's comprehensive report on post-communist democratic governance -- highlights recent setbacks to democracy across Eurasia and the Balkans, as well as in Central Europe. Russia served as the model and inspiration for policies that have led to an uninterrupted retreat from free institutions throughout Eurasia and in 2013 brought a new and alarming level of repression. In Ukraine, Kyrgyzstan, and several other countries, civil society responded with remarkable resistance to repressive governance. The year also featured improved elections and peaceful transfers of power in Kosovo, Albania, and Georgia

    Role of built environment education curricula in post- disaster recovery management

    Get PDF
    This paper explains the rationale behind the European Commission funded EURASIA research project, emphasising the importance of the role of built and human education curricular in post-disaster recovery management. The project is an international collaboration between five European and Asian higher education institutions. This research specifically uses the post-tsunami recovery of Sri Lanka as a case study to identify the current gaps in built and human environment education, specifically related to post-disaster recovery management. The objective of this paper is to improve the academic rigour of the EURASIA research through presenting the justification of this research to a wider research community along with its proposed methodology and the expected outcomes

    Lessons Learned in Eurasia Ministry: Mostly the Hard Way

    Full text link
    The present article is based on a speech delivered at a conference of the United Methodist Church: “Eurasia-Central Asia – In Mission Together,” Fulton, Maryland, May 5, 2017

    An Evaluation of a Unified Sports Football Pilot Project

    Get PDF
    A preliminary report on the evaluation of the Special Olympics Europe/Eurasia Unified Football Pilot Project.There is growing support in European societies for the total inclusion of people with intellectual disabilities in all aspects of the community. Sport provides a means for supporting this integration process.Unified Sports is one mechanism for promoting social inclusion through sport. Unified Sports is a Special Olympics initiative that provides opportunities for sportsmen with and without intellectual disabilities to play on integrated sport teams. This experience allows athletes and partners to develop sport skills, have meaningful competition experiences, and create long lasting friendships.In 2005, Special Olympics Europe/Eurasia developed a school-based pilot project that merged the Special Olympics school curriculum SO Get Into It with Special Olympics Unified Football. The goals of this pilot project were to improve the sport skills, social skills, and self-esteem of students with and without intellectual disabilities. In addition, the project aimed to improve the understanding and acceptance of students without disabilities towards people with intellectual disabilities.Special Olympics Europe/Eurasia and Special Olympics, Inc., commissioned the Special Olympics Global Collaborating Center (GCC) at the University of Massachusetts Boston to implement a comprehensive evaluation of this pilot project.The findings of this evaluation suggest that this model of Unified football has been successful in promoting social inclusion. Though separated by their educational settings, these students with and without intellectual disabilities have come together on the playing field to learn about sport and one another

    Supporting mediated peer-evaluation to grade answers to open-ended questions

    Get PDF
    We show an approach to semi-automatic grading of answers given by students to open ended questions (open answers). We use both peer-evaluation and teacher evaluation. A learner is modeled by her Knowledge and her assessments quality (Judgment). The data generated by the peer- and teacher- evaluations, and by the learner models is represented by a Bayesian Network, in which the grades of the answers, and the elements of the learner models, are variables, with values in a probability distribution. The initial state of the network is determined by the peer-assessment data. Then, each teacher’s grading of an answer triggers evidence propagation in the network. The framework is implemented in a web-based system. We present also an experimental activity, set to verify the effectiveness of the approach, in terms of correctness of system grading, amount of required teacher's work, and correlation of system outputs with teacher’s grades and student’s final exam grade
    • …
    corecore