Thematische Bibliographien / Upper classes

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Auswahl der wissenschaftlichen Literatur zum Thema „Upper classes“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Upper classes"

Huggins, Mike. „Sport and the Upper Classes: Introduction“. Sport in History 28, Nr. 3 (September 2008): 351–63. http://dx.doi.org/10.1080/17460260802315462.

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El-Nouty, Charles, und Jean-Lin Journé. „Upper classes of the bifractional Brownian motion“. Studia Scientiarum Mathematicarum Hungarica 48, Nr. 3 (01.09.2011): 371–407. http://dx.doi.org/10.1556/sscmath.48.2011.3.1180.

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Cheston, Grant A., und Gerd Fricke. „Classes of graphs for which upper fractional domination equals independence, upper domination, and upper irredundance“. Discrete Applied Mathematics 55, Nr. 3 (Dezember 1994): 241–58. http://dx.doi.org/10.1016/0166-218x(94)90011-6.

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Karaaslan, Faruk. „Soft Classes and Soft Rough Classes with Applications in Decision Making“. Mathematical Problems in Engineering 2016 (2016): 1–11. http://dx.doi.org/10.1155/2016/1584528.

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Rough set was defined by Pawlak in 1982. Concept of soft set was proposed as a mathematical tool to cope with uncertainty and vagueness by Molodtsov in 1999. Soft sets were combined with rough sets by Feng et al. in 2011. Feng et al. investigated relationships between a subset of initial universe of soft set and a soft set. Feng et al. defined the upper and lower approximations of a subset of initial universe over a soft set. In this study, we firstly define concept of soft class and soft class operations such as union, intersection, and complement. Then we give some properties of soft class operations. Based on definition and operations of soft classes, we define lower and upper approximations of a soft set. Subsequently, we introduce concept of soft rough class and investigate some properties of soft rough classes. Moreover, we give a novel decision making method based on soft class and present an example related to novel method.

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Pinnell, Richard. „Women and the guitar in Spain's upper classes“. Anuario Musical, Nr. 53 (24.01.2019): 165. http://dx.doi.org/10.3989/anuariomusical.1998.i53.279.

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El tema del Libro de Apolonio, del siglo XIII, se basa en las mujeres y una aristocrática guitarra llamada vihuela. El prestigio de este instrumento continuó durante el siglo XVI en manos de emperatrices, reinas, princesas y señoras de las clases altas españolas. Su inclinación a tocar este tipo de instrumentos expandió la importancia de los valores humanísticos y educativos procedentes del Renacimiento Italiano que llegaban a los puertos mediterráneos de España. En los barcos de regreso, empezando alrededor de 1550, las mujeres españolas iniciaron la expatriación de la guitarra barroca a Nápoles, cuyas fuerzas estaban preparadas para una invasión del Norte a través de las ciudades-estado y en el resto de Europa como la «guitarra española». Los refuerzos vinieron de la cultura popular italiana y española, avanzando tanto hacia el Norte a Escandinavia como al Oeste a América. Siguiendo los pasos de las infantas Habsburgo, que se convirtieron en las esposas de Luis XIII y Luis XIV de Francia, el movimiento de la guitarra alcanzó su apoteosis bajo los Borbones, los cuales, después del 1700, regresaron a España. Desde 1660 a 1800, las princesas y reinas de las dinastías de los Habsburgo, Saboya, Estuardo y Borbones, elevaron continuamente el prestigio de este instrumento, añadiendo más popularidad y abriendo el camino para su influencia en la música artística secular.

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Clingerman, Forrest, und Kevin J. O'Brien. „Teaching Introductory Upper-Level Religion and Theology Classes“. Teaching Theology & Religion 18, Nr. 4 (Oktober 2015): 326–42. http://dx.doi.org/10.1111/teth.12302.

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Wilson, Barbara, und Susan Plutsky. „Predicting Success in Upper-Division Business Communication Classes“. Journal of Education for Business 72, Nr. 3 (Januar 1997): 133–39. http://dx.doi.org/10.1080/08832323.1997.10116841.

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Magee, Jonathan. „Coursing and the Upper Classes in Victorian Ireland“. Sport in History 28, Nr. 3 (September 2008): 491–511. http://dx.doi.org/10.1080/17460260802315546.

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Flemmen, Magne, Johs Hjellbrekke und Vegard Jarness. „Class, Culture and Culinary Tastes: Cultural Distinctions and Social Class Divisions in Contemporary Norway“. Sociology 52, Nr. 1 (26.01.2017): 128–49. http://dx.doi.org/10.1177/0038038516673528.

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In this article we analyse class cultures by mapping out differences in ‘original taste’; that is, respondents’ classed preferences for food and drink. By employing Multiple Correspondence Analysis, we produce a relational model of tastes. Using three indicators of social class – occupational class, income and education – we find clear class divisions. The upper and middle classes exhibit diverse and what are typically regarded as ‘healthy’ tastes; this contrasts with the more restricted and what are typically regarded as ‘less healthy’ tastes found among the working classes. Our findings challenge ongoing debates within cultural stratification research where it has become almost usual to demonstrate that the contemporary upper and middle classes exhibit playful tastes for the ‘cosmopolitan’ and the ‘exotic’. We find that upper- and middle-class households also enjoy very traditional foodstuffs. We argue that this illustrates a need for a relational understanding of taste: even the consumption of the traditional peasant food of pre-capitalist Norway can be refashioned as a badge of distinction in the 21st century.

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Feigenbaum, Elysa, und Ronald Friend. „A Comparison of Freshmen and Upper Division Students' Preferences for Small and Large Psychology Classes“. Teaching of Psychology 19, Nr. 1 (Februar 1992): 12–16. http://dx.doi.org/10.1207/s15328023top1901_2.

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Contrary to the commonly held view, we hypothesized that freshmen would prefer small classes and that upper division students would prefer large classes. Twenty freshmen and 20 upper division students rated their preferences for 16 class structures, which varied on combinations of four variables: small or large class size, multiple-choice or essay exams, heavy or moderate work load, and average class grade of B or C. Subjects also filled out the Watson and Friend (1969) Social Avoidance and Distress (SAD) and Fear of Negative Evaluation (FNE) Scales as control variables. Finally, upper division students identified and rated the size of psychology classes they had taken. Results support our prediction: Freshmen prefer small classes, and upper division students prefer large classes. Moreover, upper division students with greater experience of large classes report stronger preferences for them. Gender and social anxiety do not affect these findings. We discuss these results as well as the need for longitudinal investigations of the effects of academic experience on personal and intellectual development in university students.

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Dissertationen zum Thema "Upper classes"

Rohin, Rohullah. „TeachingEnglishin large classes in Afghanistan : Obstacles in Upper Secondary Schools Rohullah Rohin“. Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32346.

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Teaching in schools of Afghanistan experience varied challenges. One of them is teaching in large classes. Large Class (LC) is relating to the number of the students per teacher not the size of the classroom. The large classes (overcrowded classes) are discovered in developing countries. Many studies proved that large class has negative impact on teaching and learning. Although, it is difficult for teachers to control and manage LCs and also students are not comfortable in such classes. However, we do not have much information about the impact of large classes in the context of Afghanistan. This study will put light on some aspects of teaching English in LCs in secondary schools of Afghanistan. This study has been done in 10 upper secondary (grade 10-12) schools (5 girls’ schools and 5 boy’s schools) in Afghanistan Kunduz Province. Questionnaires had been distributed to 60 students (30 boys and 30 girls). Also questionnaires were distributed to 30 teachers (17 male and 13 female) to collect teachers’ views on this issue. Moreover, I observed teaching in classes of 10 teachers’ (out of the same 30 teachers), where an observation form was used which was prepared based on literature review. When observing teaching in these classes, it was found that teachers did few perceptions in a good manner, most of them had lesson plan, self-confidence and skills of management but they presented lessons with more problems. Most of the teachers believed that LCs create problems in management and control of class and also, affect the students learning achievement. According to the advantages, teachings in large classes provide the opportunities for teachers to improve organizational and managerial skills (UNESCO, 2006). Most of the teachers in this study did not believe that LC improves their organizational and managerial skills. On the other side, the most common teaching methods were group work and Jigsaw which indicate both of teachers and students perspectives in LCs. In addition, majority of the students of LC expressed that mostly teachers communicate with them by asking questions. The findings of this study show some necessary demands in LCs. Teachers have to improve their pedagogical knowledge and some effective methods such as group work, jigsaw discussion and so on.

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Yaran, Pinar. „Reproduction And Differentiation Strategies Of Upper-middle Class Group In Ankara“. Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611453/index.pdf.

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The main objective of this study is to investigate reproduction strategies of upper-middle class group of people in Ankara and their differentiation propensities in the fragmentation process of urban space. Dispositions and everyday life practices of upper-middle group on Bourdieu&rsquo
s approach in the urban space of Ankara are analyzed on the basis of intensive interviews with upper-middle class women. In this sense, special emphasis is placed on this group&rsquo
s close family relations, investment strategies in education, housing and living space strategies.

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Fisher, Dale. „Developing an evangelistic strategy to reach the upper classes in Nairobi using the "Jesus" video“. Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p036-0366.

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Roitman, Karem. „Mestizaje and Development in Ecuador : A Study of Guayaquil's and Quito's Upper Classes“. Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504004.

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Rubiales, Pérez Miguel. „Patrones socioterritoriales de las clases altas en las regiones metropolitanas de Barcelona y Madrid (2001 – 2015)“. Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/462770.

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Durante la primera década de los años 2000, la mayor parte de la investigación sociológica mantenía un pensamiento eminentemente aespacial. Por otra parte, la geografía humana y la demografía habían dirigido su atención sobre la inmigración, protagonista de una gran transformación en el país. Durante la década de los 2000, los estudios sobre la segregación de la población extranjera tomaron el relevo de los trabajos sobre segregación entre clases sociales, más característicos de los años noventa. Esto comenzó a cambiar a partir de la activación de las políticas de austeridad en torno a 2012. Esta tesis es también resultado de un clima en el que se renovaba el interés por las dinámicas de clase. Tanto en los estudios sobre segregación étnica, como en los de segregación socioeconómica, está presente la preocupación por las desigualdades y por la formación de concentraciones de población desfavorecida. La atención sobre los guetos amalgama una tradición de investigación reivindicativa, con una actitud de sospecha generalizada hacia las personas desfavorecidas. Esta preocupación por la localización de los grupos desfavorecidos ha ido sustituyendo a la preocupación por sus condiciones de vida y por la desigualdad que sufren. De forma similar, la preocupación por la igualdad se ha deslizado hacia la preocupación por la desigualdad de oportunidades que, supuestamente, estarían generando los guetos y los “efecto barrio”. Así, la prevención del gueto es una política transversal, capaz de generar adhesiones en todo el espectro político. Sin embargo, algunas voces destacaban los posibles beneficios en términos de empleo y oportunidades que podían tener los extranjeros gracias a su concentración territorial (Bayona, 2007) o los problemas que enfrenta la población con menos recursos cuando su entorno social se transforma y experimentan una gentrificación de usos en la que se pierde, por ejemplo, la red de comercios con productos asequibles (Slater, 2009). El interés inicial sobre el “nivel socioeconómico” se concentró en “las clases altas” a partir del artículo de (Atkinson y Flint, 2004) sobre las urbanizaciones cerradas en el Reino Unido. Ese artículo, entre otras aportaciones, sostiene que los problemas asociados a la proliferación de las urbanizaciones cerradas no se habían estudiado a causa de sesgos en la academia y la sociedad, que dificultan problematizar las acciones de las clases altas. Este sesgo aparecía también de forma clara en las investigaciones sobre segregación. Aunque los grupos privilegiados aparecen de forma sistemática como aquellos que más contribuían a las diferencias socioespaciales, los estudios de segregación denuncian, localizan, delimitan y concentran la atención (y la sospecha) sobre la segregación de los grupos desfavorecidos, la más alarmante. Estudiar las clases altas, de alguna forma, puede ayudar a distribuir la sospecha. Por otra parte, restringir el estudio a las clases altas, prometía, paradójicamente, ampliar los resultados de la investigación. En primer lugar, porque para los cálculos de segregación de las clases altas debía atenderse también al conjunto de clases y grupos; en segundo lugar, porque como su segregación se supone voluntaria, estudiar su separación del resto permitía analizar también sus motivos y razones; finalmente, aparecía una razón de peso metodológico: las clases más altas y más bajas son las que más carácter de clase inscriben en el territorio, pero es la clase alta la que está más normalizada y aparece mejor recogida en registros, censos, datos, nóminas y contratos. Ante un censo de 2011 que se anticipaba incierto, los datos y registros de la clase alta serían mejor indicador de las dinámicas socioterritoriales de clase. El último cambio de relevancia que se incorpora es el paso de la idea de segregación entre grupos, al concepto de patrones territoriales. Esta transformación fue ocurriendo durante la investigación. Los resultados del análisis de ecología factorial muestran zonas metropolitanas diferenciadas entre sí y fuertemente asociadas a determinadas clases sociales. Esta asociación entre grupos y territorios también aparece en el imaginario y los discursos recogidos por las primeras entrevistas. Además de la asociación empírica y simbólica entre grupos y zonas urbanas, el campo cualitativo apuntaba también a fuertes asociaciones entre localizaciones, funciones y prácticas. Lugar de residencia y clase social, ya de por sí fuertemente relacionados, resultaban determinantes en la configuración de determinadas pautas de ocio, movilidad, socialización… El círculo se cierra cuando sus habitantes mantienen y acondicionan el territorio de forma que siga sosteniendo estas prácticas con eficacia. Así, territorio, clase, prácticas y capital simbólico conforman diferentes patrones socioterritoriales especialmente adecuados para el análisis de las dinámicas de segregación, integración, estigmatización territorial, gentrificación…

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Ando, Kimihito, und n/a. „Spoken communication and its assessment in large classes n upper secondary schools in Japan“. University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060601.151239.

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There is awareness and concern in Japan that the process of teaching and learning English as a foreign language in the school system does not produce students who can communicate in the target language. This is especially true of communication in the spoken mode. Attempts have been made to move towards more communicative language teaching, despite constraints such as large class size, compulsory use of structurally-organized textbooks, and grammar-based university entrance examinations. However, such attempts do not seem to have been particularly successful. The purpose of this study is to suggest modifications to the teaching of English in upper secondary schools in Japan which could enable students to develop their communicative competence and also to consider implications for the assessment of spoken communication. Chapter I describes the scope and background of the study. Chapter II looks at the teaching of English in upper secondary schools in Japan, discussing aspects such as the place of English in the total school curriculum and constraints on the introduction of spoken communicative activities. Chapter III discusses the theory and practice of the Communicative Approach to Language Teaching in the English teaching context in Japan. Chapter IV offers suggestions for incorporating spoken communication in English lessons at upper secondary school level. In Chapter V, the problem of assessing oral communicative performance is considered in practical terms. The final chapter highlights major constraints and points to recent developments which may give an impetus to a move towards more communicative teaching of English as a foreign language in Japanese schools. It is intended that this Study Report will provide guidelines for the feasible introduction of spoken communicative activities in large classes at upper secondary level and that it will offer practical suggestions for assessing students' performance in such activities.

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Goble, Terence Melvin. „The development of a computer based modelling environment for upper secondary school geography classes“. Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021561/.

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This thesis describes the development of a specification for a computer based modelling system in geography. The modelling system will be for use in upper secondary school geography classes. The classroom approach to geography reflects the developments within the broader academic discipline. By adopting a systems analysis approach, it is possible to represent models on the computer, from the full range of geographical approaches. The essence of geographical modelling is to be able to use a computer based environment to manipulate, and create, the inter-relationships of the components of a geographical system. The development of the specification for the modelling system, follows an eleven step methodology. This has been adapted and modified from the Research and Development Methodology. It includes a formative evaluation of the prototypes in classroom trials. The possible forms of representation of geographical ideas on the computer are considered. Procedural and declarative models are developed, as prototypes, on a range of software tools. The software tools used, for the initial developments, are the Dynamic Modelling System, spreadsheets and the language, Prolog. The final prototype is developed in a Smalltalk environment. Consideration is also given to the use of both quantitative and qualitative methods of modelling. Model templates are identified which give an underlying structure to a range of geographical models. These templates allow the students to build new models for different geographical areas. Proposals are made for a staged approach which addresses the introduction and use of modelling in the geography classroom. These stages move through the use of simulation, through the modification of the underlying model, to the transfer of the model template to different areas and finally, the building of new models.

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Bazzy, Zadda M. „Upper Elementary Boys’ Participation During Group Singing Activities in Single-sex and Coeducational Classes“. Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1572.

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As boys in the upper elementary grades become increasingly influenced by peer pressure, many are less likely to participate in singing activities because singing is considered a "feminine" activity. The purpose of this research was to explore if there was an effect on upper elementary boys' level of participation during group singing activities when they attended music classes in a single-sex setting. This study employed a true experimental design and a mixed method. Boys (N = 186) were videotaped during their regular coeducational music classes on two occasions to establish baseline data. Then the students were randomly assigned to attend music classes in either a single-sex or coeducational group. Boys were videotaped again after seven music classes (approximately 9 weeks later). The videos were scored using the author-designed Singing Participation Measure, and the scores (N = 123) were analyzed using an analysis of variance (ANOVA). In addition, qualitative data were collected in the form of music teacher interviews and journal entries. The ANOVA showed no statistically significant differences between groups (single-sex or coeducational) or within groups (baseline scores versus post-treatment scores). In contrast, the qualitative data showed substantial differences in most of the boys' participation in single-sex classes. The teachers reported a sudden increase in the boys' singing participation and described numerous advantages of single-sex music education. Further research is needed. Implications for music educators suggest teachers could create single-sex singing opportunities, choose repertoire mindfully, and establish a "singing culture" at the school to increase boys' participation during singing activities. In addition, music educators are encouraged to know their students' strengths, weaknesses, interests, and needs, and to remember that "one size" does not "fit all" when it comes to what is best for developing young musicians.

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Rosenfeld, Jean. „A noble house in the city, domestic architecture as elite signification in late 19th century Hamilton“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ61986.pdf.

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Santiboon, Toansakul. „Laboratory learning environments and teacher-student interactions in physics classes in Thailand“. Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/446.

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This study describes students' perceptions of their physics classroom learning environments and their interactions with their teachers in upper secondary school classes in Thailand. Associations between these perceptions and students' attitudes toward physics were also determined. The learning environment perceptions were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI) modified from the original Science Laboratory Environment Inventory (Fraser, McRobbie, & Giddings, 1993). Teacher-student interactions were assessed with the 48-item Questionnaires on Teacher Interaction (QTI) (Wubbels & Levy, 1993). Both these questionnaires have an Actual Form (assesses the class as it actually is) and a Preferred Form (asks the students what they would prefer their class to be like - the ideal situation). Students' attitudes were assessed with a short Attitude scale. The questionnaires were translated into the Thai language and administered to a sample of 4,576 students in 245 physics classes at the grade 12 level. Statistically significant differences were found between the students' perceptions of actual and preferred environments and teacher interpersonal behaviour in Thailand. Associations between students' perceptions of their learning environments and teachers' interpersonal behaviour with their attitudes to their physics classes also were found. It was found from interviews with a sub-sample that particular categories of comments could be identified, physics being a difficult subject, evaluation and assessments not being related to the tertiary entrance examination, and teachers' plans. These factors appear to be affecting student achievement in physics. Based on all the findings, suggestions for improving the physics laboratory classroom environment and teacher interpersonal behaviour with students' perceptions are provided.

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Bücher zum Thema "Upper classes"

Merchant, F. W. Elementary mechanics for Upper School classes in high schools. Toronto: Copp, Clark, 1995.

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Jennings, Charles. People like us: A season among the upper classes. London: Little, Brown and Co., 1997.

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Makin, Bathsua. An essay to revive the antient education of gentlewomen. New York: AMS Press, 1993.

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William, Wright. All the pain that money can buy: The life of Christina Onassis. New York: Simon & Schuster, 1991.

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C, Ross Alan S., Hrsg. Noblesse oblige: An enquiryinto the identifiable characteristics of the English aristocracy. Oxford: Oxford University Press, 1989.

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Pulitzer, Roxanne. The prize Pulitzer. New York: Villard Books, 1987.

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Limann, Teodor. Classé X: Petits secrets des classes prépas. Paris: Empêcheurs de penser en rond, 2009.

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Braconnier, Alain, Claire-Marine François-Poncet und Anne-Geneviève Roger. Classes préparatoires: Des étudiants pas comme les autres. Paris: Bayard, 1998.

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Tonetto, Giuseppe. Treviso fuori le mura: Casa dominical per uso con horto e brolo : indagine storica ed artistico-architettonica di alcune ville venete del Comune di Treviso. Ponzano [Italy]: Vianello libri, 1991.

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Wright, William. All the pain that money can buy: The life of Christina Onassis. New York: Simon & Schuster, 1991.

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Buchteile zum Thema "Upper classes"

Ranzato, Irene. „The British Upper Classes“. In Linguistic and Cultural Representation in Audiovisual Translation, 203–27. New York : Routledge, [2018] | Series: Routledge Advances in translation and interpreting studies, 32: Routledge, 2018. http://dx.doi.org/10.4324/9781315268552-12.

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Pear, T. H. „The Classes; Upper, Middle, Working“. In English Social Differences, 138–67. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032642642-6.

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Hamlett, Jane. „Asylums for the Middle and Upper Classes“. In At Home in the Institution, 38–61. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137322395_3.

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Haddad, L., und C. Helou. „Lower and Upper Classes of Natural Numbers“. In Combinatorial and Additive Number Theory, 43–53. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1601-6_4.

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Biressi, Anita, und Heather Nunn. „The Upper Classes: Visibility, Adaptability and Change“. In Class and Contemporary British Culture, 118–41. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137314130_6.

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Gohberg, I., M. A. Kaashoek und S. Goldberg. „Additive Lower-Upper Triangular Decompositions of Operators“. In Classes of Linear Operators Vol. II, 472–501. Basel: Birkhäuser Basel, 1993. http://dx.doi.org/10.1007/978-3-0348-8558-4_2.

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Gohberg, I., M. A. Kaashoek und S. Goldberg. „Multiplicative Lower-Upper Triangular Decompositions of Operators“. In Classes of Linear Operators Vol. II, 513–60. Basel: Birkhäuser Basel, 1993. http://dx.doi.org/10.1007/978-3-0348-8558-4_4.

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AbouEisha, Hassan, Shahid Hussain, Vadim Lozin, Jérôme Monnot und Bernard Ries. „A Dichotomy for Upper Domination in Monogenic Classes“. In Combinatorial Optimization and Applications, 258–67. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12691-3_20.

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Berman, Robert, und Jean-Pierre Demailly. „Regularity of Plurisubharmonic Upper Envelopes in Big Cohomology Classes“. In Progress in Mathematics, 39–66. Boston, MA: Birkhäuser Boston, 2011. http://dx.doi.org/10.1007/978-0-8176-8277-4_3.

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Jones, Rebecca M. „Advancing Scientific Communication with Infographics: An Assignment for Upper-Level Chemistry Classes“. In Communication in Chemistry, 119–28. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1327.ch009.

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Konferenzberichte zum Thema "Upper classes"

Hill, Charlotte. „Computational thinking curriculum development for upper elementary school classes“. In the tenth annual conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2632320.2632327.

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Keller, Catherine M., und Gary H. Whipple. „Exploring upper bounds on the number of distinguishable classes“. In 2014 48th Asilomar Conference on Signals, Systems and Computers. IEEE, 2014. http://dx.doi.org/10.1109/acssc.2014.7094682.

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Keller, Catherine M., Matthew Ho, Prabahan Basu und Gary H. Whipple. „Information theoretic upper bounds on the number of distinguishable classes“. In 2013 Asilomar Conference on Signals, Systems and Computers. IEEE, 2013. http://dx.doi.org/10.1109/acssc.2013.6810500.

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Jin, Ying. „Upper bounds on the Natarajan dimensions of some function classes“. In 2023 IEEE International Symposium on Information Theory (ISIT). IEEE, 2023. http://dx.doi.org/10.1109/isit54713.2023.10206618.

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D. Haney, John, und Mary Bowers. „Integration of Upper Division Business Core Classes: A Lesson in Informing Science“. In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2498.

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In an effort to provide knowledge and skills essential for successful careers, the College of Business Administration (CBA) designed and offered a course in Fall 2000 consisting of four classes (marketing, management, computer information systems, and business communication) taught together in a block by a faculty team. The overarching goal of this course format was to present business as an interdisciplinary process, to link concepts to practice. The course was named BizBlock. The BizBlock experiment for the 2000-2001 academic year showed that misinformation that leads to unfulfilled expectations results in general student dissatisfaction. The imbalance and lack of integration among the four disciplines contributed to high dissatisfaction based on unfulfilled student expectations. The results of student feedback regarding BizBlock indicate that when properly informed, people consider even an unsatisfactory experience acceptable if it is what was expected.

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Fathelbab, Wael M., Hamzeh M. Jaradat und Daniel Reynolds. „Two novel classes of band-reject filters realizing broad upper pass bandwidth“. In 2010 IEEE/MTT-S International Microwave Symposium - MTT 2010. IEEE, 2010. http://dx.doi.org/10.1109/mwsym.2010.5515673.

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Fathelbab, W. M., H. M. Jaradat und D. Reynolds. „Two novel classes of band-reject filters realizing broad upper pass bandwidth“. In 2010 IEEE/MTT-S International Microwave Symposium - MTT 2010. IEEE, 2010. http://dx.doi.org/10.1109/mwsym.2010.5516875.

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Sumarno, Gano, Agus Mahendra und Bustanil Arifin. „The Difference of Anthropometric Growth and Development Velocity Between Lower Classes and Upper Classes Group of Primary School Children“. In Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshpe-18.2019.68.

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S. Sankar, Govind, Anand Louis, Meghana Nasre und Prajakta Nimbhorkar. „Matchings with Group Fairness Constraints: Online and Offline Algorithms“. In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/53.

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We consider the problem of assigning items to platforms in the presence of group fairness constraints. In the input, each item belongs to certain categories, called classes in this paper. Each platform specifies the group fairness constraints through an upper bound on the number of items it can serve from each class. Additionally, each platform also has an upper bound on the total number of items it can serve. The goal is to assign items to platforms so as to maximize the number of items assigned while satisfying the upper bounds of each class. This problem models several important real-world problems like ad-auctions, scheduling, resource allocations, school choice etc. We show that if the classes are arbitrary, then the problem is NP-hard and has a strong inapproximability. We consider the problem in both online and offline settings under natural restrictions on the classes. Under these restrictions, the problem continues to remain NP-hard but admits approximation algorithms with small approximation factors. We also implement some of the algorithms. Our experiments show that the algorithms work well in practice both in terms of efficiency and the number of items that get assigned to some platform.

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Rosnes, E. „Upper bound on the minimum average cycle weight of classes of convolutional codes“. In IEEE International Symposium on Information Theory, 2003. Proceedings. IEEE, 2003. http://dx.doi.org/10.1109/isit.2003.1228295.

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Berichte der Organisationen zum Thema "Upper classes"

Mejia, Paula, und Marcela Meléndez Arjona. Middle-Class Entrepreneurs and Social Mobility through Entrepreneurship in Colombia. Inter-American Development Bank, September 2012. http://dx.doi.org/10.18235/0011415.

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The paper uses microeconomic data to characterize entrepreneurs by income group and selected household, individual and business characteristics, finding that entrepreneurship is rare but more frequent in the upper class than the middle or lower classes. Middle-class entrepreneurs are, on average, better off than middle-class employees of similar characteristics but differ greatly from upper-class entrepreneurs in terms of educational attainment, the size of their businesses, and their outcomes. While entrepreneurs appear to have more income mobility than the average worker, this paper cannot establish whether this is true for middle-class entrepreneurs in particular, nor provide evidence to support the hypothesis that middle-class entrepreneurs' activity is an engine for economic growth. Instead, the findings suggest that the types of businesses run by these entrepreneurs are characterized by low productivity. Consequently, policies to increase social mobility seem to hold greater promise for promoting higher productivity and welfare than policies encouraging entrepreneurship.

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Albin, J. M. On the Upper and Lower Classes for Stationary Gaussian Random Fields on Abelian Groups with a Regularly Varying Entropy. Fort Belvoir, VA: Defense Technical Information Center, Juni 1990. http://dx.doi.org/10.21236/ada225869.

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DeJaeghere, Joan, Bich-Hang Duong und Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), Januar 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

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Scheffer, Raquel. Another Turn of the Screw The COVID-19 Crisis and the Reinforced Separation of Capital and Care. Maria Sibylla Merian Centre Conviviality-Inequality in Latin America, September 2022. http://dx.doi.org/10.46877/rojas.2022.48.

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In most Latin American countries, the upper and middle classes tend to meet their care needs through the market, resorting to options such as private schools and care centres, as well as the labour of domestic workers. However, these practices were affected by the COVID-19 pandemic and its containment measures. Drawing on a series of interviews with employers of domestic workers in Paraguay, this paper analyses the changes in convivial relations and arrangements regarding the distribution of care within households that outsource domestic chores and had to adapt to lockdown measures. By doing so, I seek to highlight not only changes in the routine of family members but also the exacerbation of inequalities regarding the social organisation of care, and the discourses provided for justifying and naturalising these inequalities. I argue that while at first glance, lockdown measures seemed to have contested the separation of the world of work and family, they produced a rebound effect that translated into a reinforced separation of capital and care, expressed through a deepening of the privatisation, feminisation and commodification of care.

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Ordeñana, Xavier, und Elizabeth Arteaga. Middle-Class Entrepreneurship and the Effect of Social Capital. Inter-American Development Bank, Juli 2012. http://dx.doi.org/10.18235/0011397.

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This paper surveys Ecuadorian entrepreneurs to ascertain the differences between middle-class and upper-class entrepreneurs and identify the variables associated with the "success" of a business. The paper also explores the variables that can determine the probability of upward intergenerational mobility. The paper finds that, although the level of social capital among Ecuadorian entrepreneurs is weak, it positively affects the chances of being a dynamic entrepreneur.

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Scholle, Peter A., Robert H. Goldstein und Dana S. Ulmer-Scholle. Classic Upper Paleozoic reefs and bioherms of West Texas and New Mexico. New Mexico Bureau of Geology and Mineral Resources, 2007. http://dx.doi.org/10.58799/ofr-504.

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MacNaughton, R. B., und K. M. Fallas. Neoproterozoic-Cambrian stratigraphy of the Mackenzie Mountains, northwestern Canada, part IV: a stratigraphic reference section for the Ediacaran-Cambrian transition in NTS 95-M (Wrigley Lake map area). Natural Resources Canada/CMSS/Information Management, 2021. http://dx.doi.org/10.4095/329217.

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A composite reference section for the upper Ediacaran and lower Cambrian is documented for a location near Moose Horn River in Wrigley Lake map area (NTS 95-M), Mackenzie Mountains, Northwest Territories. Four measured stratigraphic sections cover, in ascending order: the uppermost Sheepbed Formation; the informal Sheepbed carbonate; the lower, middle, and upper members of the Backbone Ranges Formation; the Sekwi Formation; and the lowermost beds of the Rockslide Formation. The uppermost Sheepbed Formation is dominated by dark-weathering shale and siltstone. The Sheepbed carbonate (440 m) lies conformably on the Sheepbed Formation and consists of limestone, dolostone, and dolomitic siltstone, including several horizons of rudstone with clasts up to boulder size. The upper surface of the Sheepbed carbonate has been eroded and the unit thins to a zero edge to the east. The lower member of the Backbone Ranges Formation (253 m) is heterolithic, including interbedded quartzose siltstone and quartzose sandstone, quartz arenite (locally with horizons of quartz pebbles), and dolostone to dolomitic sandstone. The middle member of the Backbone Ranges Formation (93 m) consists mainly of pink to grey-weathering limestone with red mudstone partings. The upper member (501.5 m) is dominated by quartz arenite, but also contains intervals of siltstone. Partway through the upper member there is a marker unit of dolostone to dolomitic sandstone that previous work suggests is a tongue of the Ediacaran Risky Formation. Based on regional correlations, the top of this marker may approximate the Ediacaran-Cambrian boundary in this section. The Sekwi Formation lies abruptly upon the Backbone Ranges Formation. The contact is unconformable at this locality and mapping in the area indicates eastward erosional removal of the upper member of the Backbone Ranges Formation beneath the Sekwi Formation. The Sekwi Formation here consists of variegated siltstone with lesser dolostone, limestone, and quartz sandstone. An abrupt contact with nodular limestone and grey shale of the overlying Rockslide Formation approximates the base of Cambrian Series 3.

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Whitehurst, John C., James C. Dahlberg, Kurt Schweigert, Richard Persinger und Michael McFaul. A Class III Cultural Resource Inventory of a Portion of the Upper Souris River Valley, North Dakota. Fort Belvoir, VA: Defense Technical Information Center, März 1989. http://dx.doi.org/10.21236/ada215683.

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Muldavin, Esteban, Yvonne Chauvin, Teri Neville, Hannah Varani, Jacqueline Smith, Paul Neville und Tani Hubbard. A vegetation classi?cation and map: Guadalupe Mountains National Park. National Park Service, 2024. http://dx.doi.org/10.36967/2302855.

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A vegetation classi?cation and map for Guadalupe Mountains National Park (NP) is presented as part of the National Park Service Inventory & Monitoring - Vegetation Inventory Program to classify, describe, and map vegetation communities in more than 280 national park units across the United States. Guadalupe Mountains NP lies in far west Texas and contains the highest point in the state, Guadalupe Peak (8,751 ft; 2,667 m). The mountain escarpments descend some 5,000 ft (1,500 m) to the desert basins below forming a complex geologic landscape that supports vegetation communities ranging from montane coniferous forests down to desert grasslands and scrub. Following the US National Vegetation Classi?cation (USNVC) standard, we identi?ed 129 plant associations hierarchically tiered under 29 groups and 17 macrogroups, making it one of the most ecologically diverse National Park Service units in the southwestern United States. An aspect that adds to this diversity is that the park supports communities that extend southward from the Rocky Mountains (?ve macrogroups) and Great Plains (one macrogroup) and northward from the Chihuahuan Desert (two macrogroups) and Sierra Madre Orientale of Mexico (three macrogroups). The remaining six macrogroups are found in the Great Basin (one macrogroup), and throughout the southwestern United States (remaining ?ve macrogroups). Embedded in this matrix are gypsum dunelands and riparian zones and wetlands that add further complexity. We describe in detail this vegetation classi?cation, which is based on 540 vegetation plots collected between 2006 and 2010. Full descriptions and diagnostic keys to the plant associations along with an overall plant species list are provided as appendices. Based on the vegetation classi?cation and associated plot data, the vegetation map was developed using a combined strategy of automated digital object-oriented image classi?cation and direct-analog image interpretation of four-band National Agricultural Imagery Program (NAIP) aerial photography from 2004 and 2008 and Landsat Thematic Mapper satellite imagery. The map is designed to facilitate ecologically-based natural resource management at a 1:24,000 scale with 0.5-ha minimum map unit size. The map legend is hierarchically structured: the upper Level 1 consists of 16 map units corresponding in most cases to the USNVC group level, and an additional map unit describing built-up land and agriculture; Level 2 is composed of 48 nested map units re?ecting various combinations of plant associations. A ?eld-based accuracy assessment using 341 vegetation plots revealed a Level 1 overall accuracy of 79% with 90% CI of 74?84% and 68% with 90% CI of 59?76% at Level 2. An annotated legend with summary descriptions of the units, distribution maps, aerial photo examples of map unit polygons, and representative photos are provided in Appendix D. Large wall-size poster maps at 1:35,000 scale were also produced following NPS cartographic standards. The report, plot data, and spatial layers are available at National Park Service Vegetation Mapping Program https://www.nps.gov/im/vegetation-inventory.htm). Outcomes from this project provide the most detailed vegetation classi?cation and highest resolution mapping for Guadalupe Mountains NP to date to support many uses including ?re, recreation, vegetation, and wildlife management, among others. The upper Level 1 map is particularly suited to landscape-scale, park-wide planning and linkages to its sister park, Carlsbad Caverns NP. The Level 2 mapping provides added detail for use at a more localized project scale. The overall accuracy of the maps was good, but because Guadalupe Mountains NP is primarily wilderness park, there were logistical challenges to map development and testing in remote areas that should be considered in planning management actions. In this context, some map units would bene?t from further development and accuracy assessment. In particular, a higher resolution mapping of McKittrick Creek riparian habitat at 1:6,000 scale or ?ner is recommended for this important habitat in the park. In addition, developing a structural canopy height model from LiDAR imagery would be useful to more accurately quantify woody canopy density and height to support ?re management and other habitat management issues. With respect to understanding vegetation dynamics in this time of rapid environmental change, the 540 vegetation plots themselves are su?ciently georeferenced and have the data resolution to be useful in detecting change at the decadal scales across much of the park. To this end, an additional recommendation would be to install more plots to ?ll the gaps among the main vegetation units of the park, both spatially and thematically. Overall, the Vegetation and Classi?cation Map for Guadalupe Mountains NP will support the park?s management e?orts and enhance regional understanding of vegetation and ecology of ecosystems of the southwestern United States.

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Anderson, K. B. Middle and upper cretaceous amber from the Taimyr Peninsula, Siberia: Evidence for a new structural sub-class of resinite. Office of Scientific and Technical Information (OSTI), August 1994. http://dx.doi.org/10.2172/10175238.

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