32,011 research outputs found
Microalgae production in fresh market wastewater and its utilization as a protein substitute in formulated fish feed for oreochromis spp.
Rapid growing of human population has led to increasing demand of aquaculture production. Oreochromis niloticus or known as tilapia is one of the most globally cultured freshwater ļ¬sh due to its great adaptation towards extreme environment. Besides, farming of tilapia not only involves small scales farming for local consumption but also larger scales for international market which contributes to a foreign currency earning. Extensive use of ļ¬shmeal as feed for ļ¬sh and for other animals indirectly caused an increasing depletion of the natural resource and may consequently cause economic and environmental unstable. Microalgae biomass seems to be a promising feedstock in aquaculture industry. It can be used for many purposes such as live food for ļ¬sh larvae and dried microalgae to substitute protein material in ļ¬sh feed. The microalgae replacement in ļ¬sh feed formulation as protein alternative seem potentially beneļ¬cial for long term aqua-business sustainability. The present chapter discussed the potential of microalgae as an alternative nutrition in ļ¬sh feed formulations, speciļ¬cally Tilapia
Interactive Software to Accompany Yookoso: Has it all Been Worthwhile?
In this paper, we describe the development of interactive software to accompany Yookoso (Tohsaku 1999), the textbook in use in the first two years of the Japanese language course at Queensland University of Technology. We begin with a discussion of what is meant by interactivity; we then examine the advantages of using the software in association with the textbook package, as opposed to using the textbook package alone. We also discuss the importance of integrating multimedia materials into the curriculum and the role of the teacher in this model of āblended learningā. It is hoped the paper will prove useful to those who are considering implementing or have already implemented a CALL component in their Japanese language program
Developing Teaching Materials By Using Computer-Assisted Problem-Based Learning
Computer-Assisted Problem-Based Learning (CAPBL) as a learning approach requires good teaching materials to make the learning process works effectively according to the characteristics and objectives of problem-based learning approach. Similarly in mathematics, appropriate teaching materials are adjusted to the characteristics of the subjects of mathematics that need to be delivered through CAPBL support towards the achievement of learning objectives.
CAPBL is a learning approach that concerned extremely to the emphasis ofcomplex and open-ended problem as the basis for learning that will be faced by students in small groups; the emphasis of the role of students as who are responsible for their own learning; and the emphasis of the role of teacher as a facilitator, assisted by computer as a media that is expected to facilitate the learning process.
Defining a clear idea of the problems; group learning; student role; teacher role; and assessment in problem-based learning and the role of computer in CAPBL will make the development of teaching materials matches to the characteristics of PBL itself. When that happens, CAPBLwill work effectively to be used on the teaching materials as well as it supports the learning process.
Key Words: Problem-Based Learning, Computer Assissted Problem-Based Learning, teaching materials
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Europe In the Round CDāROM, Guildford, Vocational Technologies, 1994
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PDE Face: A Novel 3D Face Model
YesWe introduce a novel approach to face models, which
exploits the use of Partial Differential Equations (PDE) to
generate the 3D face. This addresses some common
problems of existing face models. The PDE face benefits
from seamless merging of surface patches by using only a
relatively small number of parameters based on boundary
curves. The PDE face also provides users with a great
degree of freedom to individualise the 3D face by
adjusting a set of facial boundary curves. Furthermore, we
introduce a uv-mesh texture mapping method. By
associating the texels of the texture map with the vertices
of the uv mesh in the PDE face, the new texture mapping
method eliminates the 3D-to-2D association routine in
texture mapping. Any specific PDE face can be textured
without the need for the facial expression in the texture
map to match exactly that of the 3D face model
Assessment criteria for 2D shape transformations in animation
The assessment of 2D shape transformations (or morphing) for animation is a difficult task because it is a multi-dimensional problem. Existing morphing techniques pay most attention to shape information interactive control and mathematical simplicity. This paper shows that it is not enough to use shape information alone, and we should consider other factors such as structure, dynamics, timing, etc. The paper also shows that an overall objective assessment of morphing is impossible because factors such as timing are related to subjective judgement, yet local objective assessment criteria, e.g. based on shape, are available. We propose using āarea preservationā as the shape criterion for the 2D case as an acceptable approximation to āvolume preservationā in reality, and use it to establish cases in which a number of existing techniques give clearly incorrect results. The possibility of deriving objective assessment criteria for dynamics simulations and timing under certain conditions is discussed
Getting the message across : ten principles for web animation
The growing use of animation in Web pages testifies to the increasing ease with which such multimedia components can be created. This trend indicates a commitment to animation that is often unmatched by the skill of the implementers. The present paper details a set of ten commandments for web animation, intending to sensitise budding animators to key aspects that may impair the communicational effectiveness of their animation. These guidelines are drawn from an extensive literature survey coloured by personal experience of using Web animation packages. Our ten principles are further elucidated by a Web-based on-line tutorial
Human-computer interaction : Guidelines for web animation
Human-computer interaction in the large is an interdisciplinary area which attracts researchers, educators, and practioners from many differenf fields. Human-computer interaction studies a human and a machine in communication, it draws from supporting knowledge on both the machine and the human side. This paper is related to the human side of human-computer interaction and focuses on animations. The growing use of animation in Web pages testifies to the increasing ease with which such multimedia features can be created. This trend shows a commitment to animation that is often unmatched by the skill of the implementers. The paper presents a set of guidelines and tips to help designers prepare better and more effective Web sites. These guidelines are drawn from an extensive literature survey
Computerābased interactive tutorial versus traditional lecture for teaching introductory aspects of pain
In the health sciences, a wide range of computerābased courseware is now available. The aim of the study described in this paper has been to compare the effectiveness of a computerābased learning (CBL) software package and a traditional lecture (TL) for the delivery, of introductory material on pain. Nineteen undergraduate nursing students were divided into two groups to attend a oneāhour learning session which introduced clinical aspects of pain and which was delivered by either CBL or TL. Students were assessed for prior knowledge by a preāsession test, and for knowledge gain by an identical postāsession test. In addition, a multipleāchoice question paper was used to examine differences in pain knowledge between the two groups, and a questionnaire was used to examine the studentsā views on their experience during the learning session. The results demonstrated that both groups showed significant knowledge gain after their respective learning sessions. No significant differences between the groups in the magnitude of knowledge gain were found for clinical aspects of pain delivered during the learning sessions. The attitude questionnaire revealed that students attending CBL reported similar learning experiences to those attending the lecture
An interactive learning environment in geographical information systems
The Unigis Learning Station is a computerābased learning management tool for the Postgraduate Diploma in Geographical Information Systems by distance learning (correspondence). Unigis is an international network of universities coāoperating in the delivery of such courses. The students on Unigis courses are mature midācareer professionals who study in addition to undertaking full time jobs. The Learning Station offers these students information about the course, resources for independent study, a structured set of exercises, assessments and feedback opportunities, and an integrated and easy way to interact with other course software. Following a brief introduction to the Unigis curriculum, this paper discusses the design of the Learning Station. The roles the Learning Station adopts are outlined, and the range of multimedia and communications tools used discussed. Evaluation of the Learning Station is presented and the issued raised by this provide useful lessons for other computerābased learning management tools, and the adaptation of the Learning Station to other teaching and learning situations
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