Applications of GSTARS Computer Models for Solving River and Reservoir Sedimentation Problems     

YANG Chih Ted 《天津大学学报(英文版)》2008,14(4):235-247

GSTARS (Generalized Sediment Transport model for Alluvial River Simulation) is a series of computer models developed by the U.S. Bureau of Reclamation while the author was employed by that agency. The stream tube concept is used in all GSTARS models which allow us to solve one-dimensional equations for each stream tube independently and obtain semi-two-dimensional variation of the hydraulic conditions along and across stream tubes for rivers and reservoirs. Sediment transport, scour, and deposition processes are simulated along each stream tube independently to give us a semi-three-dimensional variation of the bed geometry. Most sediment transport computer models assume that channel width is given and cannot change during the simulation process. GSTARS models apply the theory of minimum stream power to the determination of optimum channel width and channel geometry. The concepts of channel side stability, and active, inactive, and armoring layers are used in all GSTARS models for realistic long-term simulation and prediction of the scour and deposition processes in rivers and reservoirs. GSTARS models have been applied in many countries for solving a wide range of river and reservoir sedimentation problems. Case studies will be used to illustrate the applications of GSTARS computer models. YANG Chih Ted, Borland Professor of Water Resources and Director of Hydroscience and Training Center.  相似文献   

Integrating Online Literacy into Undergraduate Education: a case study     

Joanna Tapper 《高等教育研究与发展》1997,16(1):25-40

The present situation in which students enter tertiary education with different experiences of online literacy poses challenges for instructors of subjects in which content and online literacy are integrated. It is hard for university teachers to predict what can be expected of incoming students in terms of computer experience, or to plan suitable syllabuses. In this article, the online literacy practices of students in one subject offered at an Australian university are examined. These practices are viewed within the context of the subject itself, and in the wider context of tertiary education. It is suggested that studies of the contexts and practices of online literacy can provide information which will help instructors to have some idea of what to expect concerning their students’ online literacy. In turn, this knowledge may make it easier for instructors to plan subject syllabuses which provide for groups of students with mixed online experiences. Areas for further research are also identified.  相似文献   

Relating self reports of writing behaviour and online task execution using a temporal model     

Marion Tillema  Huub van den Bergh  Gert Rijlaarsdam  Ted Sanders 《Metacognition and Learning》2011,6(3):229-253

Current theory about writing states that the quality of (meta)cognitive processing (i.e. planning, text production, revising, et cetera) is, at least partly, determined by the temporal distribution of (meta)cognitive activities across task execution. Put simply, the quality of task execution is determined more by when activities are applied than by how often they are applied. Planning and revising are two extreme writing styles, in which (meta)cognitive activities are temporally differently distributed across the writing process. Planners are writers who generate plans before text production. Revisers use text production as a means to arrive at a content plan. The present study investigates the question whether the online (meta)cognitive processing of secondary school students during writing tasks, as measured by think aloud techniques and keystroke logging, can be predicted by their responses to an offline questionnaire which measures to what degree students considered themselves to be planners and revisers. It was expected that different reported writing styles would entail different temporal distributions of six (meta)cognitive activities: reading the assignment, planning, text production, reading own text, evaluating own text and revising. This hypothesis was partly confirmed. The results show that the online temporal distributions of reading the assignment and planning are different for different degrees of reported writing styles. On the basis of these results, the validity of both the questionnaire and the concept of planner and reviser styles are discussed.  相似文献   

Philosophy and Ethics in Western Australian Secondary Schools     

Stephan Millett  Alan Tapper 《Educational Philosophy and Theory》2014,46(11):1212-1224

Abstract

The introduction of Philosophy and Ethics to the Western Australian Certificate of Education courses in 2008 brought philosophy into the Western Australian secondary school curriculum for the first time. How philosophy came to be included is part of a larger story about the commitment and perseverance of a relatively small number of Australian educators and their belief in the value of introducing philosophical communities of inquiry into school classrooms through a revised pedagogy which could sit comfortably with an outcomes-based education system.  相似文献   

Accountability through Systematic Record‐Keeping in a Residential Setting     

Ted Glynn  Wendy Vaigro 《International Journal of Disability, Development & Education》1984,31(2):142-150

In 1981, the New Zealand Department of Education and SUPPORT jointly opened Glenburn Centre, which operates residential, school and home programs for assisting families whose young children present severe behaviour problems at home and at school. Time‐out is the most restrictive procedure employed at Glenburn and its use is limited to certain classes of severely disruptive behaviour under specific conditions. As the “bottom line” procedure, for ethical reasons its use is carefully monitored and systematically recorded. Examination of Time‐out data cumulated over two and a half years 1) has showed positive effects coincidental with major changes in program development; 2) unusual shifts in data have pointed to the need for extra attention to staff training at particular times; and 3) the data have proved useful in providing feedback to staff and in evaluating program development. The data demonstrate the value for institutional management and ethical accountability of keeping systematic records of an institution's use of its “bottom line” procedure.  相似文献   

Water Quality Statistics     

Ted Hodgson  Lyle Andersen  Jim Robison‐Cox  Clain Jones 《Teaching Statistics》2004,26(1):2-8

Water quality experiments, especially the use of macroinvertebrates as indicators of water quality, offer an ideal context for connecting statistics and science. In the STAR program for secondary students and teachers, water quality experiments were also used as a context for teaching statistics. In this article, we trace one activity that uses virtual streams and repeated sampling to develop the notion of a hypothesis test for one proportion.  相似文献   

Are A-not-B errors caused by a belief about object location?     

Ruffman T  Slade L  Sandino JC  Fletcher A 《Child development》2005,76(1):122-136

Eight- to 12-month-olds might make A-not-B errors, knowing the object is in B but searching at A because of ancillary (attention, inhibitory, or motor memory) deficits, or they might genuinely believe the object is in A (conceptual deficit). This study examined how diligently infants searched for a hidden object they never found. An object was placed in A twice, and then in B. In a different task the object was placed beside A twice, and then in B. Infants made more A-not-B errors in the former task, and perseverating infants searched diligently in A rather than in B. Infants seemed to believe the object was in A, suggesting that both a conceptual deficit and ancillary deficits account for A-not-B errors.  相似文献   

Book review ‘The god beneath the sea’     

Ted Hughes 《Children‘s Literature in Education》1970,1(3):66-67

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Understanding Collegiality: The Changing Oxbridge Model     

Ted Tapper  David Palfreyman 《Tertiary Education and Management》2002,8(1):47-63

With particular reference to theUniversities of Oxford and Cambridge, thispaper analyses interpretations of thecollegiate tradition. It examines pastinterpretations of the tradition, the pressuresthat have led to its reformulation and assessesthe likelihood of its survival in the future. The paper assumes that both academic demos andintellectual collegiality should be centralcharacteristics of any institution that intendsto call itself a university.  相似文献   

Directions in Research on Teaching Physical Education     

Bevan Grant  Keith D. Ballard  Ted Glynn 《教育心理学》1986,6(1):19-35

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