The Effect of Particle Size on the Discharge Performance of a Nickel-Metal Hydride Cell

We investigate the effect of particle size on the discharge performance of a nickel-metal hydride cell with a mathematical model. Electrodes with uniform as well as with nonuniform particle sizes are studied. With uniform particle size, the dependence of the particle-to-particle resistance on the particle size is taken into account. The optimal particle size depends on the discharge rate. Moreover, we show that under certain conditions it is advantageous to use a nonuniform particle size. In general, the higher the discharge current density, the more the particle size affects the electrode performance

EGNOS performance along finnish coast

The purpose of this article is on one side to inform Maritime community about the ongoing activities adopted for the provision of EGNOS (European Geostationary Navigation Overlay Service) L1 maritime service and IEC standardisation process to produce a new IEC (International Electrotechnical Commission) standard for SBAS maritime receivers and on the other side, to demonstrate the benefits of the SBAS system in Europe, EGNOS (European Geostationary Navigation Overlay Service) in high latitudes to Maritime community

Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. This study investigated student teachers’ (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two. Student teacher’s action-oriented knowledge is understood as core capability for the practice of teaching, and learning of action-oriented knowledge needs to be facilitated during teacher education. Action-oriented knowledge integrates theoretical and practical aspects of teaching, and it needs to be investigated in the context of teaching practice in teacher education. The results showed that student teachers identified critical incidents related to didactical relation (57%), pedagogical relation (39%) and content relation (4%) meaningful for their learning. Within the relations, student teachers showed descriptive (43%), inferential (24%) and justified (33%) AOK in their reflections. The incidents related to pedagogical and didactical relation especially triggered descriptive and justified AOK. The results showed that teacher candidates AOK reflection started with evaluative descriptions of their teaching, and moved on to practical justifications. The study confirms that teacher candidates’ videos can extend their focus of teaching and afford more attention to student learning

Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. This study investigated student teachers’ (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two. Student teacher’s action-oriented knowledge is understood as core capability for the practice of teaching, and learning of action-oriented knowledge needs to be facilitated during teacher education. Action-oriented knowledge integrates theoretical and practical aspects of teaching, and it needs to be investigated in the context of teaching practice in teacher education. The results showed that student teachers identified critical incidents related to didactical relation (57%), pedagogical relation (39%) and content relation (4%) meaningful for their learning. Within the relations, student teachers showed descriptive (43%), inferential (24%) and justified (33%) AOK in their reflections. The incidents related to pedagogical and didactical relation especially triggered descriptive and justified AOK. The results showed that teacher candidates AOK reflection started with evaluative descriptions of their teaching, and moved on to practical justifications. The study confirms that teacher candidates’ videos can extend their focus of teaching and afford more attention to student learning

Handbook on teaching. Teachers strategies in classroom: a student-teaching collection of cases from four European countries

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Pre-service teachers’ practical knowledge as emerged from teaching lessons in the practicum

Item does not contain fulltextINTED, 2 maart 2015Madrid : [S.n.

Guided Reflection Procedure: A Way to Enhance Pre-service Teachers’ Enactment and Learning from Practice

Item does not contain fulltextECER, 7 september 2015Budapest : [S.n.

Papeles salmantinos de educación

Resumen basado en el de la publicaciónTítulo, resumen y palabras clave en español y en inglésLa vertiente práctica de la formación docente, ha de ofrecer óptimos recursos para aprender a enseñar. A ese fin contribuye el Proyecto Europeo “Action-oriented teacher knowledge”, (ACTTEA), desarrollado en cuatro países, entre ellos España. Acomete la formación del profesorado mediante la reflexión guiada con el fin de generar conocimiento profesional a partir de la práctica docente efectuada durante la estancia en Centros Escolares.ES