Journal articles: 'Elsa'

1

Azari, Elham, and Sarma Vrudhula. "ELSA." ACM Transactions on Embedded Computing Systems 19, no. 1 (February 12, 2020): 1–21. http://dx.doi.org/10.1145/3366634.

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Cagliero, Luca, Paolo Garza, and Elena Baralis. "ELSA." ACM Transactions on Information Systems 37, no. 2 (March 20, 2019): 1–33. http://dx.doi.org/10.1145/3298987.

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Nydal, Rune, Anne Ingeborg Myhr, and Bjørn Kåre Myskja. "From ethics of restriction to ethics of construction: ELSA research in Norway." Nordic Journal of Science and Technology Studies 3, no. 1 (December 1, 2016): 34. http://dx.doi.org/10.5324/njsts.v3i1.2155.

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<div><p>Current trends in ELSA policies are marked by keywords like collaboration, integration and Responsible Research and Innovation (RRI). This article analyzes how these trends have manifested themselves in Norway with the aim to find ways to understand and respond adequately to these policy developments. Recent criticisms of ELSA strategies accompanied by arguments for a turn towards ‘post-ELSI’ research approaches hold that ELSA research was designed to maintain a sharp unproductive normative division of labor between natural scientists on the one hand and ELSA researchers on the other hand. ELSA strategies consequently have to be overcome and restructured towards collaboration, integration and RRI. Our account of the Norwegian ELSA history does not support this simple analysis of the ‘modernist’ character of early ELSA strategies. We present and analyze a shift as it took place in two successive ELSA programs in the Research Council of Norway, and argue that ELSA policies that rest only on post-ELSI analyses, risk reinventing the wheel of collaboration. By insisting on the creation of novel designing strategies, one disregards important lessons from the early phases of ELSA research, and even more importantly, fails to recognize that an ethics of construction implies different challenges for different groups of ELSA researchers.</p><div> </div></div>

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Orsi, Gabrielle E. "Elisa Martínez Garrido, I romanzi di Elsa Morante." Forum Italicum: A Journal of Italian Studies 53, no. 1 (July 17, 2018): 196–98. http://dx.doi.org/10.1177/0014585818787769.

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Dassé, Marine. "Elsa Devienne." Revue française d’études américaines N° 168, no. 3 (September 27, 2021): 113–15. http://dx.doi.org/10.3917/rfea.168.0113.

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Elsa Drucaroff. "Elsa Drucaroff." Nuevo Texto Crítico 23, no. 45-46 (2010): 17–19. http://dx.doi.org/10.1353/ntc.2010.0063.

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Credé, V. "Baryon spectroscopy with the CB-ELSA detector at ELSA." European Physical Journal A 18, no. 2-3 (November 2003): 163–65. http://dx.doi.org/10.1140/epja/i2002-10293-3.

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8

Schmidt, Elsa, and Reva Wolf. "From Elsa Schmidt." Art Journal 53, no. 2 (1994): 112. http://dx.doi.org/10.2307/777498.

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9

Becker, Lucille F., and Huguette Bouchardeau. "Elsa Triolet: Ecrivain." World Literature Today 76, no. 1 (2002): 178. http://dx.doi.org/10.2307/40157139.

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Rip, Arie. "Futures of ELSA." EMBO reports 10, no. 7 (June 19, 2009): 666–70. http://dx.doi.org/10.1038/embor.2009.149.

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Hoft-March, Eilene. "Beast by Elsa Boyer." French Review 89, no. 4 (2016): 257–58. http://dx.doi.org/10.1353/tfr.2016.0179.

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Reilly, Eliza Jane. "Elsa von Freytag-Loringhoven." Woman's Art Journal 18, no. 1 (1997): 26. http://dx.doi.org/10.2307/1358677.

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Gregory, Susan. "Elsa Gindler: l'antenata dimenticata." QUADERNI DI GESTALT, no. 1 (September 2013): 144–50. http://dx.doi.org/10.3280/gest2013-001012.

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14

Cron-Faure, Amanda. "Entretien avec Elsa Wolliaston." Repères, cahier de danse 24, no. 2 (2009): 17. http://dx.doi.org/10.3917/reper.024.0017.

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15

Rincke, Friedemann. "Organisationen „Elsa“ und „Sonderverbindung“." Zeitschrift für Württembergische Landesgeschichte 74 (June 21, 2021): 297–329. http://dx.doi.org/10.53458/zwlg.v74i.663.

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16

LANG, MICHAEL. "HADRON PHYSICS AT ELSA." International Journal of Modern Physics A 24, no. 02n03 (January 30, 2009): 173–82. http://dx.doi.org/10.1142/s0217751x09043456.

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Excitation of the nucleon at low Q2 and energies up to several GeV reveals clearly measurable structures that indicate the existance of resonances. A major goal of experiments carried out at the accelerator facility ELSA in Bonn/Germany is to explore this resonance structure, which gives valuable input to models describing the QCD structure of the nucleon. Resonance contributions for nuclear reaction channels, such as single pion, two pion and eta production from the experiments can be given using the Bonn-Gatchina partial wave analysis1. The talk at the conference MESON 2008 in Krakow gave an overview of results from experiments at ELSA and plans for the near future.

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17

Kleber, Vera. "STRANGENESS PHOTOPRODUCTION AT ELSA." International Journal of Modern Physics E 19, no. 12 (December 2010): 2375–82. http://dx.doi.org/10.1142/s0218301310016831.

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Photoproduction of hyperons is a promising channel to achieve a complete amplitude analysis. Many observables have been measured and interpreted. The status is discussed here. Recent data obtained with the Crystal Barrel/TAPS setup at ELSA are shown and future plans for hyperon photoproduction are presented.

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18

Beck, Reinhard, and Annika Thiel. "Baryon Spectroscopy at ELSA." Journal of Physics: Conference Series 295 (May 1, 2011): 012023. http://dx.doi.org/10.1088/1742-6596/295/1/012023.

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19

Revenin, Régis. "Entretien avec Elsa Dorlin." Contemporary French and Francophone Studies 12, no. 1 (January 2008): 129–34. http://dx.doi.org/10.1080/17409290701793091.

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20

Ruether, Rosemary Radford. "Letter to Elsa Tamez." Feminist Theology 14, no. 1 (September 2005): 17–19. http://dx.doi.org/10.1177/0966735005057796.

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21

Zwart, Hub, and Annemiek Nelis. "What is ELSA genomics?" EMBO reports 10, no. 6 (May 15, 2009): 540–44. http://dx.doi.org/10.1038/embor.2009.115.

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22

Klein, Fritz. "Recent results from ELSA." Progress in Particle and Nuclear Physics 55, no. 1 (July 2005): 131–52. http://dx.doi.org/10.1016/j.ppnp.2005.01.032.

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23

BRENNAN, MAIRIN B. "ELSA REICHMANISWINS PERKIN MEDAL." Chemical & Engineering News Archive 79, no. 11 (March 12, 2001): 64–67. http://dx.doi.org/10.1021/cen-v079n011.p064.

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24

Bois, R., P. Clouet, M. Guilloud, J. P. Laget, D. Masseron, P. Michaud, D. Munch, Y. De Penquer, and J. Trarieux. "The ELSA control system." Nuclear Instruments and Methods in Physics Research Section A: Accelerators, Spectrometers, Detectors and Associated Equipment 304, no. 1-3 (July 1991): 315–16. http://dx.doi.org/10.1016/0168-9002(91)90876-r.

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25

Schoch, B. H. "Recent results from ELSA." Progress in Particle and Nuclear Physics 34 (January 1995): 43–51. http://dx.doi.org/10.1016/0146-6410(95)00004-3.

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26

Baldet, Isabelle. "Hommage à Elsa Cayat." Savoirs et clinique 19, no. 2 (2015): 7. http://dx.doi.org/10.3917/sc.019.0007.

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27

Studley, Matthew, and Alan Winfield. "ELSA in Industrial Robotics." Current Robotics Reports 1, no. 4 (August 18, 2020): 179–86. http://dx.doi.org/10.1007/s43154-020-00027-0.

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Abstract Purpose of Review Industry is changing; converging technologies allow a fourth Industrial Revolution, where it is envisaged that robots will work alongside humans. We investigate how the research community is responding to the ethical, legal, and social aspects of industrial robots, with a primary focus on manufacturing industry. Recent Findings The literature shows considerable interest in the impact of robotics and automation on industry. This interest spans many disciplines, which is to be expected given that the ELS impacts of industrial robotics may be profound in their depth and far-reaching in their scope. Summary We suggest that the increasing importance of human-robot interaction (HRI) reduces the differentiation between industrial robotics and other robotic domains and that the main challenges to successful adoption for the benefit of human life are above all political and economic. Emerging standards and legal frameworks may scaffold this success, but it is apparent that getting it wrong might have repercussions that last for generations.

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28

McEwen, Sharon. "The Emotional Literacy Support Assistant (ELSA) programme: ELSAs’ and children’s experiences." Educational Psychology in Practice 35, no. 3 (March 25, 2019): 289–306. http://dx.doi.org/10.1080/02667363.2019.1585332.

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29

Arifin, Muhammad Zainal, and Abd Kholiq. "Development of 3D ELSA (3D E-Book Based on Scientific Literacy) on Temperature and Heat." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 10, no. 3 (July 6, 2022): 628. http://dx.doi.org/10.33394/j-ps.v10i3.5370.

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ELSA 3D (E-Book 3D Based on Scientific Literacy) is an e-book teaching material that integrates scientific literacy as a medium in the learning process on temperature and heat materials. This type of development research uses the Hannafin and Peck model. The Hannafin and Peck model begins with a needs analysis followed by the design and development stage to create 3D ELSA media which expert lecturers then review. The 3D ELSA that has been reviewed and revised is then validated using a validation sheet to determine the validity of the 3D ELSA media covering several aspects. Then the implementation is carried out by conducting a learning process using 3D ELSA media to test the effectiveness and practicality of 3D ELSA media. Quantitative descriptive analysis was used as the method of analysis. Based on the results of the research that has been done, it can be concluded that the 3D ELSA that has been developed has a validity percentage of 93%, the response of students to the 3D ELSA is 96.3%, and the observation of learning implementation is 96.6%. So that the 3D ELSA is declared to be very valid and suitable to be used as a medium in the learning process on temperature and heat material. In addition, 3D ELSA is included in the medium category with an N-gain of 0.68, so using 3D ELSA as a learning medium is declared effective because it can improve scientific literacy skills.

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30

Mladenović, Velimir D. "Elsa Triolet еt les surréalistes." Узданица 17, no. 2 (2020): 187–99. http://dx.doi.org/10.18485/uzdanica.2020.17.2.13.

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31

Hedenäs, Lars. "Elsa Cecilia Nyholm (1911–2002)." Journal of Bryology 25, no. 2 (June 2003): 145–46. http://dx.doi.org/10.1179/jbr.2003.25.2.145.

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32

Rowbottom, S. J., C. P. J. Morton, and J. Chestnut. "The Engstrom Elsa anaesthetic machine." Anaesthesia 46, no. 2 (February 1991): 158–59. http://dx.doi.org/10.1111/j.1365-2044.1991.tb09384.x.

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33

Chamberlain, Mary. "Elsa Goveia: History and Nation." History Workshop Journal 58, no. 1 (2004): 167–90. http://dx.doi.org/10.1093/hwj/58.1.167.

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34

De Rogatis, Tiziana. "Le fonti in Elsa Morante." Italian Culture 35, no. 2 (June 7, 2017): 150–51. http://dx.doi.org/10.1080/01614622.2017.1331552.

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35

Boyd, Annita. "Elsa and Edie: Plausible Conversations." Clothing Cultures 1, no. 3 (October 1, 2014): 335–49. http://dx.doi.org/10.1386/cc.1.3.335_1.

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36

Eyer, Peter, and Ladislaus Szinicz. "In memory of Elsa Reiner." Toxicology Letters 206, no. 1 (September 2011): 1–2. http://dx.doi.org/10.1016/j.toxlet.2011.07.018.

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37

Buckley, Réka. "Elsa martinelli: Italy's audrey hepburn." Historical Journal of Film, Radio and Television 26, no. 3 (August 2006): 327–40. http://dx.doi.org/10.1080/01439680600799298.

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38

İlhan, KARASUBAŞI. "Elsa Morante ve Arturo'nun Adası." Ankara Üniversitesi Dil ve Tarih-Coğrafya Fakültesi Dergisi - DTCF Dergisi 57, no. 2 (2017): 1297–310. http://dx.doi.org/10.1501/dtcfder_0000001562.

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39

Capoferri, Federica, and Stefania Lucamante. "Elsa Morante e l'eredita proustiana." Italica 76, no. 3 (1999): 432. http://dx.doi.org/10.2307/479929.

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40

Meylan, Jean-Pierre. "Romain Rolland et Elsa Nüesch." Études de lettres, no. 3 (September 15, 2012): 173–212. http://dx.doi.org/10.4000/edl.350.

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41

García Gómez, María José. "Elsa M. Gracida, El desarrollismo." América Latina en la Historia Económica 13, no. 1 (January 1, 2006): 178. http://dx.doi.org/10.18232/alhe.v13i1.378.

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42

Viljoen, Louise. "Obituary: Elsa Joubert (1922–2020)." Journal of Commonwealth Literature 55, no. 4 (September 12, 2020): 713–17. http://dx.doi.org/10.1177/0021989420953687.

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43

Dekker, B. J., R. M. Heames, D. J. Hughes, D. A. Hett, and C. G. Johnston. "Measurement of Carbon Dioxide Levels during use of ELSA and the Effect of Venting on these Levels." Journal of The Royal Naval Medical Service 90, no. 2 (June 2004): 70–73. http://dx.doi.org/10.1136/jrnms-90-70.

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AbstractTitleMeasurement of carbon dioxide levels during use of ELSA and the effect of venting on these levels.DesignA prospective, objective assessment of ELSA use, in order to determine whether venting of the ELSA influences carbon dioxide (CO2) levels.Primary EndpointInspired and expired CO2 levels.SettingOn board RFA ARGUS during Operation TELIC.Methods10 volunteers had a baseline of inspired and expired CO2 levels taken. These levels were measured at one minute intervals during use of an ELSA in 3 conditions - sitting, jogging and jogging with venting.ResultsThere was no difference in expired CO2 levels between baseline and use of ELSA whilst sitting. Periodic venting of the ELSA made no difference to inspired and expired CO2 levels.ConclusionsVenting of the ELSA during use makes no difference to CO2 levels whether inspired or expired. Therefore, venting is unnecessary and potentially wastes vital time during escape from a smoke-filled compartment and adds additional stress to the escapee.

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44

Kollinger, Franziska. "Elsa Barraines politische Verflechtungen (1940/1944/1949)." Archiv für Musikwissenschaft 78, no. 2 (2021): 122. http://dx.doi.org/10.25162/afmw-2021-0007.

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45

Yosintha, Rolisda, and Agnira Rekha. "“ELSA SPEAK” IN AN ONLINE PRONUNCIATION CLASS: STUDENTS’ VOICES." IJEE (Indonesian Journal of English Education) 9, no. 1 (July 4, 2022): 160–75. http://dx.doi.org/10.15408/ijee.v9i1.23033.

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ABSTRACTDeveloping productive skills such as pronunciation requires more than just comprehension. Students should have ample opportunities to practice their knowledge. With the strike of Covid-19 that has abruptly shifted learning from offline to an online setting, lecturers have tried to employ technologies such as Elsa Speak in teaching pronunciation online. With the rising popularity of this application, there should be a study investigating how the students perceive Elsa Speak in online pronunciation learning. To do so, this present study employed a mixed-method approach to know the attitudes of 112 English Department students toward Elsa Speak used in their online pronunciation class. Through an analysis of data collected from questionnaires and interviews, the study found that most participants had a positive attitude toward Elsa Speak concerning its use in their online pronunciation class. Even though there were some negative comments from the participants, the benefits outweighed the downside. To make the integration of Elsa Speak into online pronunciation learning more accommodating to students’ needs, lecturers could take some pedagogical measures, such as supplementing the materials provided by Elsa Speak with those from other resources, increasing their involvement during the learning process, and promoting collaborative activities. ABSTRAKMengembangkan keterampilan produktif seperti pengucapan membutuhkan lebih dari sekedar pemahaman. Siswa harus diberi banyak kesempatan untuk mempraktikkan pengetahuan mereka. Dengan adanya wabah Covid-19 yang mengubah sistem pembelajaran dari luring ke daring, dosen menggunakan teknologi seperti Elsa Speak dalam mengajar mata kuliah pengucapan secara daring. Dengan meningkatnya popularitas dari aplikasi ini, harus ada penelitian yang menyelidiki bagaimana persepsi siswa tentang Elsa Speak dalam pembelajaran pengucapan secara daring. Penelitian ini menggunakan pendekatan metode campuran untuk mengetahui sikap 112 mahasiswa Jurusan Bahasa Inggris terhadap Elsa Speak yang digunakan di kelas pengucapan daring mereka. Melalui analisis data yang dikumpulkan dari kuesioner dan wawancara, peneliti menemukan bahwa sebagian besar mahasiswa memiliki sikap positif terhadap Elsa Speak terkait penggunaannya di kelas mereka. Meskipun terdapat beberapa komentar negatif dari partisipan, manfaat Elsa Speak lebih besar daripada kerugian yang ditimbulkan. Supaya integrasi Elsa Speak ke dalam pembelajaran pengucapan secara daring lebih mengakomodasi kebutuhan mahasiswa, dosen dapat mengambil beberapa langkah pedagogis, seperti menggunakan materi tambahan untuk memberi variasi terhadap materi yang disediakan oleh Elsa Speak, meningkatkan keterlibatan dosen selama proses pembelajaran, dan mengimplementasikan kegiatan pembelajaran yang kolaboratif.

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46

Anggraini, Anggraini. "IMPROVING STUDENTS’ PRONUNCIATION SKILL USING ELSA SPEAK APPLICATION." Journey: Journal of English Language and Pedagogy 5, no. 1 (April 2, 2022): 135–41. http://dx.doi.org/10.33503/journey.v5i1.1840.

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The purpose of this research is to Introduce the ELSA Speak Application as media to improve students' pronunciation skills. English Language Speech Assistant is an acronym for ELSA. English Language Speech Assistant can be downloaded for free from AppStore or Google Play. complete with various features to improve the pronunciation and speaking of students with American accents by training them with various exercises to pronounce words/phrases/sentences correctly. Corresponding to the microphone icon that the learner can use directly to speak as the audio has been listened to.This research is an Action Research that aims to Improve students’ pronunciation skills using ELSA Speak Application. This research discusses how ELSA Speak Application as learning media can improve students’ pronunciation skills. The data were collected through a test of pronunciation and Interviews in Classroom action research. The researcher made three cycles and gave a score for each cycle. In the first cycle, the students’ Average score is 70 points, the second cycle is 75 points and the last cycle is 80 points. ELSA Speak application helps students pronounce a variety of words more easily and comprehensively. The results showed that the use of the ELSA Speak Application has provided convenience and benefits for students in improving their English Pronunciation skills by using the ELSA Speak application.

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47

Hills, Rebecca. "An evaluation of the emotional literacy support assistant (ELSA) project from the perspectives of primary school children." Educational and Child Psychology 33, no. 4 (December 2016): 50–65. http://dx.doi.org/10.53841/bpsecp.2016.33.4.50.

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Aim:The Emotional Literacy Support Assistant (ELSA) project is a targeted professional development intervention for Teaching Assistants, delivered and supervised by Educational Psychologists (EPs). The intervention aims to build the capacity of schools to support the social, emotional and mental health needs of their pupils’ using their own resources. This paper reports the evaluation of an ELSA project in one Local Authority.Rationale:There is very limited research on how the ELSA project is experienced by the young participants. This research therefore evaluated the ELSA project from the perspectives of primary school children, in order to explore whether the project was effective and to identify the factors that contributed to the perceived effectiveness.Methods:The research followed a mixed-methods design, with 53 children between the ages of six and eleven years completing quantitative questionnaires and nine children participating in semi-structured interviews.Findings:The research findings indicated that a number of significant factors contributed to the perceived effectiveness of the ELSA project, including the importance of the therapeutic relationship with the ELSA teacher, having a space to talk and think about feelings and building resilience, confidence and self-esteem. The children also identified aspects of the ELSA project that they felt could be improved upon, included feeling prepared before starting and understanding what happens once the project finishes.Conclusions:The findings from this research offer a unique contribution to research into the ELSA project, which can be used by both ELSA teachers and EPs. The findings may also be pertinent to EPs outside of ELSA related work, highlighting the importance of listening to children of all ages and using alternative methods such as drawing to support them in sharing their views.

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Silva, P. T., R. W. Telles, L. A. Machado, A. B. Costa, R. C. Miguel, L. C. Silva, and S. M. Barreto. "WOMAC function scores and associated factors in the ELSA-Brasil musculoskeletal study (ELSA-Brasil MSK)." Osteoarthritis and Cartilage 24 (April 2016): S447. http://dx.doi.org/10.1016/j.joca.2016.01.813.

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THOMA, U. "PHYSICS AT ELSA, ACHIEVEMENTS AND FUTURE." International Journal of Modern Physics A 20, no. 08n09 (April 10, 2005): 1568–74. http://dx.doi.org/10.1142/s0217751x05023001.

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At ELSA interesting results on baryon resonances have been obtained by the CB-ELSA, the CBELSA/TAPS and the SAPHIR collaborations. New resonances were found, in particular a new D15(2070) decaying into pη, was recently observed by the CB-ELSA experiment. The availability of a polarized beam and a polarized target did allow to measure the GDH sum rule up to 2.9 GeV. In the future double polarization experiments will be performed using the Crystal Barrel detector together with new forward detector components. These polarization observables will provide important additional information for the partial wave analyses performed to extract the contributing resonances and their parameters from the data.

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50

Suragih, Enni Erawati, Nur’aini Putri Tabrani, and Nur Muthmainnah. "THE USE OF DIGITAL FEEDBACK ON ELSA SPEAK IN LEARNING PRONUNCITAION FOR SEVENTH GRADE OF JUNIOR HIGH SCHOOL." JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, no. 1 (September 24, 2021): 133. http://dx.doi.org/10.32682/jeell.v8i1.1937.

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In learning English, students must be equipped with knowledge of good and correct pronunciation so that they can be a support for students in English pronunciation. One application that can be used to practice pronunciation by Artificial Intelligence is ELSA Speak. In ELSA Speak, students can learn the correct pronunciation generated from native speakers, and can practice their pronunciation and get digital feedback from ELSA Speak, and correct their pronunciation. Two main discussions were the implementation of digital feedback on Elsa Speak for students and the benefits of digital feedback on ELSA Speak in learning English. This research uses qualitative case studies, in which observation and semi-structured interviews were used as instruments in collecting the data. The result of the research shown that ELSA Speak can help students to learn how to pronounce some words, and this application can make the students be more confident when want to talk with English language.

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Journal articles on the topic 'Elsa'

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