The cultivation of understanding regarding civil engineering in students requires them to conceive things in a manner that allows for a comprehensive grasp of practical aspects in alignment with theoretical principles. This requirement is more robust when students are being taught the aspects of infrastructure management. Visualizing the core principles and elements of infrastructure management within a full-scale context is required for students to fully understand the various concepts that compose it. Technology intervention for generating an “enhanced visualization environment” can facilitate improvement in both the teaching and learning process. Virtual Reality (VR) is technology intervention that provides real-world like sensations to its users within a simulated setting, enabling them to safely entertain, learn, experiment, and feel. This paper presents a study on the application and assessment of using virtual reality for infrastructure management education in civil engineering. A bridge inspection module was designed for a Cave Automatic Virtual Environment (CAVE) based system called “Projection VR”, installed at the NED University Virtual Reality Center (NED VRC). Test sessions were designed to experiment with and measure the effectiveness of VR through feedback. This involved a group of 69 senior-year undergraduate students as subjects enrolled in a course on structural design and drawing. Feedback was taken through structured rubrics-based assessments. The results showed that subjects demonstrated a higher capacity for concentration in VR environments and found the VR experience to be easy to use, proximate, comfortable, and extremely captivating. More exposure and practice with VR can positively enhance students’ experience. A limitation to the study presented in the paper is that for real-world situations, where damaged components of structures are often hidden, there will be need for a different modeling mechanism in order to capture such damages. Models generated through Light Detection and Ranging (LIDAR) scanning can serve to compensate for the limitation.
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M.Tahir Khaleeq Lang Wenpen He Guosen 《上海大学学报(英文版)》1998,2(3):226-236
ＮｏｍｅｎｃｌａｔｕｒｅｓＡＡｒｅａ（ｍ２）ＥＥｎｅｒｇｙＣｏｎｔｒｏｌ（Ｊ）ｆＰｒｅｓｓｕｒｅＬｏｓｓＣｏｅｆｉｃｉｅｎｔａＶｏｉｄＦｒａｃｔｉｏｎＨＳｐｅｃｉｆｉｃＥｎｔｈａｐｌｙ（Ｊ／ｋｇ）ＩＩｎｅｒｔａｎｃｅ（ｍ）ＫＦｒｉｃｔｉｏｎＬｏｓｓＣ... 相似文献
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The performance of complementary feeders, running in parallel, can be significantly improved by installing static transfer switches （STSs） at critical locations. We develop the STS control logic, which transfers the critical load from the preferred feeder to the alternate feeder when a voltage sag or a fault occurs on the preferred feeder. A forced commutation technique is proposed and implemented to turn off the preferred feeders＇ thyristor, thus avoiding cross current to flow and minimizing the transfer time. Simulation results show that the forced commutation technique is more effective as compared to the recently proposed time delay technique for STS operation. Two different feeders, namely New Exchange, the preferred feeder, and Sector 1-10/2, the alternate feeder of Islamabad Electric Supply COmpany （IESCO）, Pakistan, have been selected for case studies. The software PSCAD/EMTDC professional package has been used for simulation. 相似文献
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Meredith Phillips Adina Farrukh Cynthia Lim Katherine Hayes Nicole Wagner 《Journal of Education for Students Placed at Risk》2015,20(1-2):141-168
The Los Angeles Unified School District (LAUSD) serves a large majority of socioeconomically disadvantaged students who are struggling academically and are underprepared for high school graduation and college. This article describes the partnership between LAUSD and the Los Angeles Education Research Institute, and how this collaboration endeavors to produce accessible and high-quality research to inform pressing problems of practice. The article also presents findings from an ongoing partnership research project analyzing a district policy focused on improving college readiness by aligning high school graduation and college-eligibility requirements. In a cohort that went through high school before the policy became mandatory for all students, less than 1/5 of all students (and 30% of graduates) met the college eligibility criteria. Our findings indicate that academic and behavioral indicators from 8th and 9th grade can help identify for possible intervention students who are not on track to meet these new graduation requirements. 相似文献
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Lokman Mohd Tahir Muhamad Berhanddin Musah Abdul Halim Abdullah Aede Hatib Musta’amal Mohd Hazim Asran Abdullah 《Educational studies》2016,42(5):465-492
This study determines the preferable leadership practised by colleges’ directors, institutional factors and challenges encountered in knowledge sharing in Malaysian technical higher learning institutions (HLIs). Using a pragmatic mixed-method strand, we obtained 212 teachers and instructors’ viewpoints on knowledge sharing factors and barriers. The study also interviewed four teachers in exploring college directors’ leadership practices and issues faced while sharing their knowledge and experiences with their colleagues. The findings revealed that technical college teachers favoured enabling others to act as a preferable leadership practice that empirically supports their knowledge sharing practices. Thus, reward system and culture were antecedents and significant predictors for teachers’ knowledge sharing practices in technical HLIs compared with their colleges directors’ transformational leadership practices. Teachers also highlighted that their directors provide affirmative responses concerning the knowledge sharing activities; thus, practising their roles as a knowledge sharing catalysts. However, lack of support from the management, micro-politics and teachers’ own negative perceptions were identified as challenges and constraints teachers encountered while sharing their knowledge with their peers. The findings put forward some suggestions for improvement on technical college’s knowledge sharing practices. 相似文献
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Tahir Abbas 《British Journal of Sociology of Education》2003,24(4):411-428
This paper is a discussion of how the educational attitudes, perspectives and experiences of young South Asian women in schools and colleges in the city of Birmingham, UK, are affected by domestic religio-cultural norms and values. Taking into consideration social class and the different types of schools they attend, young South Asian women were interviewed and surveyed to ascertain the effects of religion and culture upon education. The empirical findings show that all young South Asian women had supportive parents who actively encouraged them in education, irrespective of religion. For young Muslim women a strong bond between religion and individual was found, but for Hindus and Sikhs it was more tentative. For young working-class South Asian women, Hindus and Sikhs also regarded religion as less significant in their lives, but for Muslims it was again seen as crucial--but certain practices were argued to be more cultural than religious, and thereby problematic. For some young South Asian Muslim women, it leads to further marginalisation in education, given that they also originate from lower social class positions. 相似文献
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Tahir Abbas 《牛津教育评论》2013,39(4):447-471
The views of a range of teachers towards South Asians in schools and colleges in Birmingham are explored in this paper. Based on 23 teachers, often senior in nature, from 11 educational institutions (9 schools [1 independent, 2 selective, 6 comprehensive] and 2 further education colleges), analysis of attitudes is in relation to gender and religion; socialisation and language differences between South Asian groups; and teacher ethnicity and antiracist multicultural education policy. It was broadly found that teachers viewed the education of South Asians based on the modus operandi of the educational institution they represented as well as the way in which differing South Asians based on socio-economic status, ethnicity and gender were thought to act and behave. There are implications for how South Asians are perceived as individuals as well as groups by teachers, as well as how schools can make a real attempt to improve existing home-school relations. 相似文献
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