704 research outputs found
A Comparison between Relativistic and Semi-Relativistic Treatment in the Diquark-Quark Model
In the diquark-quark model of the nucleon including scalar and axialvector
diquarks we compare solutions of the ladder Bethe-Salpeter equation in the
instantaneous Salpeter approximation and in the fully covariant (i.e.
four-dimensional) treatment. We obtain that the binding energy is severly
underestimated in the Salpeter approximation. For the electromagnetic form
factors of the nucleon we find that in both approaches the overall shapes of
the respective form factors are reasonably similar up to
GeV^2. However, the magnetic moments differ substantially as well as results
for the pion-nucleon and the axial coupling of the nucleon.Comment: 12 pages,4 figures, 3 tables; minor modifications in text and tables,
references added, version to be published in Physics Letters
Didaktik – Bildung – Technology – Critique. Media Education and Antinomies of Modernity
Der Beitrag analysiert mit Mitteln der Wissenschaftsforschung die ambivalente disziplinäre Lage der Medienpädagogik innerhalb der Erziehungswissenschaft in Deutschland. Wissenschaftskulturelle Vergleiche und organisationstheoretische Überlegungen lassen vermuten, dass auch die Medienpädagogik Probleme disziplinärer Identität und Grenzziehungen sowie das Theorie-Praxis-Problem eher im Modus binnendisziplinärer Differenzierung bearbeitet als im Modus der Vernetzung von Problemstellungen oder des öffentlichen Angebots von Problemlösungskapazitäten. Die ambivalente disziplinäre Lage könnte darüber hinaus indizieren, dass das deutsche disziplinäre Modell sich in einer Phase der Transformation, vielleicht sogar an einem erneuten «Ausgang einer Epoche» (Dahmer/Klafki) befindet. Der Beitrag versucht, dieses Problem anhand zweier Beispiele - Interdisziplinarität und Internationalität der deutschen Medienpädagogik – zu verdeutlichen und Anschlussmöglichkeiten im Blick auf vier Leitbegriffe – Bildung, Didaktik, Technik, Kritik – zu skizzieren. Im Ergebnis plädiert er dafür, Defizitklagen durch thematische, theoretische und methodologische Anschlussoperationen zu ersetzen, in Relationen zu denken, die Brüche, Widersprüche und Paradoxien ernst nehmen, und kritische und nachdenkliche Fragen gegenüber vorschnellen, einfachen und wohlfeilen Antworten zu verteidigen.The paper analyses the ambivalent disciplinary situation of media education within educational research in Germany using means and methods of research on educational research. Reflections on different research cultures and organisational theories lead to the assumption that patterns of dealing with disciplinary identity and with the relationship between theory and practice consist more of internal disciplinary differentiation and demarcation than of networking according to particular research problems or of offering problem-solving capacities. Moreover, the ambivalent situation of media education also could indicate that the German disciplinary model of organising research and scholarly communication is currently in a phase of transition, even in a process of an exit from an older into a new epoch. The paper takes two examples – interdisciplinarity and internationality of the German media education at universities – in order to show such problems. Referring to four German educational core concepts – Didaktik, Bildung, Technology, Critique – it tries to sketch possibilities of interdisciplinary and international connections. As a result, the article argues to substitute complaints about deficiencies by thematic, theoretical and methodological connections, to strengthen a kind of relational thinking, which considers breaks, contradictions and paradoxes, and to defend critical and thought-provoking questions against overhasty, simple and trite answers
Efecto del Arachis y la fertilización nitrogenada sobre la producción y composición botánica en pasturas de Brachiaria brizantha cv. Toledo y Brachiaria HÃbrido cv. Mulato
Proyecto de Graduación (Bachillerato en IngenierÃa en AgronomÃa) Instituto Tecnológico de Costa Rica, Escuela de IngenierÃa en AgronomÃa, 2011Este trabajo consistió en la evaluación de dos cultivares de pasto, Brachiaria hÃbrido
cv. Mulato II y Brachiaria brizantha cv. Toledo, ambos materiales en plena fase de
adopción por los productores. Estos materiales se evaluaron bajo tres tipos de
manejo: a. Fertilización nitrogenada (200 kg N/ha/año), b. Asociado con la
leguminosa Arachis pintoi y c. Sin fertilización. Los seis tratamientos resultantes del
arreglo factorial 2 cultivares x 3 tipos de manejo, fueron dispuestos en un diseño de
parcelas divididas en bloques completos al azar con tres repeticiones. Cultivar fue la
parcela principal y manejo la sub-parcela. Cada parcela principal (1.188 m
2
) fue
cercada obteniéndose seis apartos en total, que fueron pastoreados cada 28 dÃas.
La carga animal impuesta fue de 4,9 U.A./Ha. Se realizaron evaluaciones de
producción de forraje, durante siete muestreos comprendidos entre los meses de
junio a diciembre, y muestreos de composición botánica después del
restablecimiento de la leguminosa en los últimos tres meses de la evaluación. Estos
muestreos se realizaron antes de la introducción de los animales para el pastoreo
respectivo. La aplicación de fertilizante en los tratamientos correspondientes se
realizó una semana después cada pastoreo (200 kg de Nitrogeno/ha). En los
muestreos de composición botánica en cuanto a la leguminosa Arachis pintoi se
observó una leve tendencia a aumentar la proporción en la pastura con el pasar de
los muestreos, sin embargo; no se consideró suficiente como para atribuir algún
efecto en cuanto a los valores de producción. Con respecto a las gramÃneas según
los muestreos de composición botánica, las proporciones más bajas de gramÃnea
deseada se obtuvieron en los tratamientos asociados, los valores más altos se
encuentran en los tratamientos sometidos a fertilización y en los tratamientos sin
fertilización se determina una disminución con el pasar del tiempo (Figura 6 y Figura
7). No se presentó efecto significativo del cultivar Toledo y Mulato II en cuanto a
producción de MS. Sin embargo; los valores promedios de MS en todo el perÃodo
experimental son superiores para Toledo que para Mulato II, siendo estos valores
de 110,10g/cepa y 93,98g/cepa respectivamente (Cuadro A1). En cuanto al manejo
existió diferencia significativa (P<0,05) en producción de MS, entre todos los
manejos; fertilización por encima de sin fertilización y la producción más baja para el
asocio gramÃnea-leguminosa con valores promedio de todo el perÃodo experimental
de 147,1g/cepa, 102,85g/cepa y 56,21g/cepa respectivamente. La diferencia entre
los tratamientos Sin fertilización y el Asocio gramÃnea-leguminosa en cuantoix
respecta a producción de MS, se le atribuye a que las parcelas de gramÃneaasociadas tuvieron dificultad para recuperarse de las prácticas empleadas en el reestablecimiento de la leguminosa y además la posterior presión generada por otras
malezas, principalmente Ratana (Ischaemun indicun
Preaching from the State\u27s Podium: What Speech is Proselytizing Prohibited by the Establishment Clause?
Comparing the Effectiveness of Two Different Methods of Teaching a Self-developed Consumer Education Unit in a Second Year High School Home Economics Class
Because this home economics teacher had a desire to become involved with the new trends in education, she chose to compare the effectiveness of an independent method and a traditional method of teaching a self-developed, three week consumer education unit to 31 girls in a Home Economics II class at Madison Senior High School, Madison, South Dakota. The effectiveness of each teaching method was to be measured by the change in scores of a pretest and a post test. An attempt was made to place equal numbers of high-, average-, and low-ability students in each group and to compare the relationships between student characteristics and learning by each method. Many educators are asking if students are learning more, less, or the same as a result of this growing emphasis on some of the new trends. Evaluation and research into the changing patterns of education are limited. The study was designed to plan, teach, evaluate, and compare the effectiveness of an independent method and a traditional method of teaching a consumer education unit, entitled Dollars and Sense, to 31 girls in a second year high school home economics class. Six seniors, seven juniors, and eighteen sophomores were involved in the three-week study. The writer had a desire to get into the mainstream of the technological revolution that is taking place in education. Professional readings and current emphasis in curriculum provided for and brought attention to the area of consumer education and independent study
Critical Analysis of Continuing Establishment Clause Flux As Illustrated by Lee v. Weisman, 112 S. Ct. 2649(1992) and Graduation Prayer Case Law: Can Mutual Tolerance Reconcile Dynamic Principles of Religious Diversity and Human Commonality, A
\u3cb\u3eBook Review:\u3c/b\u3e \u3cem\u3eThirteen Strategies to Measure College Teaching\u3c/em\u3e by Ron Berk (Stylus, 2006)
Excerpt: The evaluation of teaching is something that is done virtually wherever teaching itself is done. At the college level, it factors into annual evaluations, merit raises and promotion and tenure decisions. At too many places, though, it is done in a shallow, haphazard fashion. Why is this, when there is a large body of research about and standards for the measurement of effective teaching? Very possibly, the existence of those methods have not gotten to the people making decisions on how teaching is evaluated at individual colleges – i.e. faculty in disciplines other than that of educational measurement. Ron Berk’s book, Thirteen Strategies to Measure College Teaching, aims at evangelizing the rest of academia with the good news of how to do it right
Novel devices for intraoperative visualization in neurosurgical procedures: current state and prospect of using the exoscope
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Managing for Results to Enhance Government Accountability and Achieve Environmental Justice
The authors explain how government accountability studies conducted by the National Academy of Public Administration may address environmental justice and enhance environmental protection for all United States citizens, regardless of race or income
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