An Approach to Teaching Electrical Energy     

R. BELMANS  D. VAN DOMMELEN 《European Journal of Engineering Education》1996,21(1):65-73

The paper discusses the implementation of a new teaching programme for electrical power engineering graduates. The balance between the different parts of the curriculum (non-technical, technical non-electric, electric non-power and real electrical power) is proposed and explained given the specific context. The logical information flow throughout the education process and the links between the course topics are explained.  相似文献   

Rare-earth magnets     

J. M. D. Coey 《Endeavour》1995,19(4)

Magnetism has been known as a natural phenomenon, for over two thousand years and the art of magnetizing steel was mastered half that time ago. However, it is only during this century that really substantial improvements have been made in the energy product of magnets. This article reviews the development of permanent magnets, with special reference to powerful modern alloys containing the rare earths neodymium and samarium.  相似文献   

Introduction: Notes on the Development of History, Philosophy and Science Teaching in Greece     

Constantine D. Skordoulis  KrystalIia Halkia 《Science & Education》2005,14(7-8):601-605

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Replies to a circular in relation to the occurrence of an unusual meteoric display on the 13th of November, 1834, addressed by the Secretary of War to the Military Posts of the United States,with other facts relating to the same question     

A.D. Bache 《Journal of The Franklin Institute》1835,20(3):149-153

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Kant: An Introduction     

D. E. WALFORD 《Philosophical Books》1980,21(3):155-157

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The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load     

Inez E. Berends  Ernest C.D.M. van Lieshout 《Learning and Instruction》2009,19(4):345-353

Arithmetic word problems are often presented accompanied by illustrations. The present study examined how different types of illustrations influence the speed and accuracy of performance of both good (n = 67) and poor arithmeticians (n = 63). Twenty-four arithmetic word problems were presented with four types of illustrations with increasing information value. The results show that illustrations can have a detrimental effect on performance on arithmetic word problems, produced by irrelevant, redundant or interacting sources of information. Principles from cognitive load theory are used to explain the results, in particular in relation to (poor) working memory ability.  相似文献   

State councils on developmental disabilities.     

D J Stedman 《Exceptional children》1976,42(4):186-192

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Education professionals who assist hearing-impaired students choose postsecondary education programs     

W E Woodrick  D M Petty 《American annals of the deaf》1988,133(2):76-78

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A High-School Science Teacher Views Industry-Education Cooperation     

Miner  Thomas D. 《Education, IRE Transactions on》1958,1(2):43-46

Teachers actively engaged in the classroom do not agree that today's science education is a failure. Schools are expressions of our culture, and their deficiencies have much deeper roots than most current analyses recognize. Fundamental rather than superficial remedies are indicated. Industry, in its approach to education must recognize the central importance of the teacher himself as an expert in the job to be done, and try to adjust its efforts to the special conditions of the classroom. Certain of the steps now being taken by industry in the field of secondary education are noted, and suggestions for their improvement are offered. It is necessary to put intellectual interests in a favorable competitive position with respect to more glamorous teen-age activities, and a possible action in this direction is suggested. Improvement of the economic and social status of the teaching profession would be the single most powerful development in bringing about better secondary education.  相似文献   

Evolution of an end-user training program   总被引：1，自引：0，他引：1  

D S Ginn  P E Pinkowski  W T Tylman 《Bulletin of the Medical Library Association》1987,75(2):117-121

The University of Illinois at Chicago Library of the Health Sciences has taught end-user classes on the MEDLARS system since early 1985. Registration, class composition, and, most importantly, class organization evolved continuously during the first year of operation. Several feedback mechanisms were used. An examination of the past training and specialization of participants helped to determine teaching examples and pace; a more varied group of participants necessitated a broader range of examples and increased explanations. Participant evaluation forms and oral comments helped define scheduling, agenda, and the need for additional equipment and practice time. Further evaluation will center on the searching done by the program's alumni.  相似文献