Books on the topic 'Modèle de canal'

In the summer of 1978, residents of Love Canal, a suburban development in Niagara Falls, NY, began protesting against the leaking toxic waste dump in their midst-a sixteen-acre site containing 100,000 barrels of chemical waste that anchored their neighborhood. Initially seeking evacuation, area activists soon found that they were engaged in a far larger battle over the meaning of America's industrial past and its environmental future. The Love Canal protest movement inaugurated the era of grassroots environmentalism, spawning new anti-toxics laws and new models of ecological protest. Historian Richard S. Newman examines the Love Canal crisis through the area's broader landscape, detailing the way this ever-contentious region has been used, altered, and understood from the colonial era to the present day. Newman journeys into colonial land use battles between Native Americans and European settlers, 19th-century utopian city planning, the rise of the American chemical industry in the 20th century, the transformation of environmental activism in the 1970s, and the memory of environmental disasters in our own time. In an era of hydrofracking and renewed concern about nuclear waste disposal, Love Canal remains relevant. It is only by starting at the very beginning of the site's environmental history that we can understand the road to a hazardous waste crisis in the 1970s-and to the global environmental justice movement it sparked.

In the second half of the nineteenth century, psychological inquiry was shifting away from the realm of philosophy and into the natural sciences. The associationalist school believed that the basic elements of the psyche, thoughts, feelings, sensations, and perceptions, were available to study. Cajal’s work affected other disciplines outside of neuroscience. His discovery of distinctly individual cells inside the brain seemed to confirm the associationalist model of psychology. He focused on these spindly, fragile-looking cells as the units of psychological function that he called “the psychic cells.” Even with his work, he was not convinced of the psychological interpretations of the neuron. Cajal knew that contemporary neuroanatomy was ultimately incapable of explaining psychology.

Looking back, all the key information for understanding the mechanism of benign paroxysmal positional vertigo (BPPV) was known early in the 20th century, but it was not until the end of the century that a cure was discovered. Karl Wittmaack’s experiments were interrupted by World War I and were never published. Robert Bárány described the characteristic stereotyped appearance of the nystagmus associated with BPPV, and Charles Hallpike provided convincing evidence that BPPV was a benign condition originating from the inner ear, but both misinterpreted the nystagmus as originating from the gravity-sensing utricular macule. Harold Schuknecht focused attention on the posterior semicircular canal and otolithic debris, but his cupulolithiasis model failed to explain many of the typical features of the nystagmus. Not surprisingly, early treatment maneuvers based on the cupulolithiasis mechanism were not very effective. Understanding the canalithiasis model was the key to developing effective treatment maneuvers.

After his groundbreaking work in the mid-1860s, Josef Breuer continued to perform experiments on the inner ear balance receptors in animals. He studied the macules of fish, reptiles, and birds and noted that all these creatures had three macules arranged in the planes of the semicircular canals, perpendicular to one another. By contrast, mammals had only two macules located in the utricle (horizontal plane) and saccule (vertical plane), again perpendicular to each other. He developed the concept of “slip” to describe the movement of the otoconial membrane over the underlying sensory epithelium that occurred with linear displacement or gravity. He developed a mathematical model to hypothesize that in humans there was only one combination of responses from the two macules on each side for a single head position in space.

This chapter presents two excerpts from Ramseur's first letter to his mother from West Point, dated August 15, 1855 that illustrates his transition from upbringing to matriculation. It reports that the U.S. Military Academy was the nation's premier engineering school with a curriculum designed to prepare its graduates to build the river and harbour works, lighthouses, canals, and railroads needed by a burgeoning nation. The U.S. Military Academy also served to prepare topographical and military engineers for times of war. The chapter notes that the institution had been founded early in the nineteenth century, modeled after Sandhurst and St. Cyr, its counterparts in England and France respectively.

This book is the first contextually oriented monograph on Egyptian imagery from Roman households. The author uses case studies from Flavian Pompeii to investigate the close association between representations of Egypt and a particular type of Roman household space: domestic gardens. Through paintings and mosaics depicting the Nile, canals that turned the garden itself into a model “Nile,” and statuary depicting Egyptian gods, animals, and individuals, many gardens in Pompeii confronted ancient visitors with images of (a Roman vision of) Egypt. Simultaneously far away and familiar, these imagined landscapes transformed domestic space into a microcosm of empire. In contrast to older interpretations that connect Roman “Aegyptiaca” to the worship of Egyptian gods or the problematic concept of “Egyptomania,” a contextual analysis of these garden assemblages suggests new possibilities for meaning. In Pompeian houses, Egyptian and Egyptian-looking objects and images interacted with their settings to construct complex entanglements of “foreign” and “familiar,” “self” and “other.” Representations of Egyptian landscapes in domestic gardens enabled individuals to present themselves as cosmopolitan, sophisticated citizens of empire. Yet at the same time, household material culture also exerted an agency of its own: domesticizing, familiarizing, and “Romanizing” once-foreign images and objects. That which was once alien and potentially dangerous was now part of the domus itself, increasingly incorporated into cultural constructions of what it meant to be “Roman.” Through participatory multimedia assemblages evoking landscapes both local and international, the houses examined in this book made the breadth of empire compatible with the familiarity of home.

John Roebling was one of the nineteenth century’s most brilliant engineers, ingenious inventors, successful manufacturers, and fascinating personalities. Raised in a German backwater amid the war-torn chaos of the Napoleonic Wars, he immigrated to the United States in 1831, where he became wealthy and acclaimed, eventually receiving a carte-blanche contract to build one of the nineteenth century’s most stupendous and daring works of engineering: a gigantic suspension bridge to span the East River between New York and Brooklyn. In between, he thought, wrote, and worked tirelessly. He dug canals and surveyed railroads; he planned communities and founded new industries. Horace Greeley called him “a model immigrant”; generations later, F. Scott Fitzgerald worked on a script for the movie version of his life. Like his finest creations, Roebling was held together by a delicate balance of countervailing forces. On the surface, his life was exemplary and his accomplishments legion. As an immigrant and employer, he was respected throughout the world. As an engineer, his works profoundly altered the physical landscape of America. He was a voracious reader, a fervent abolitionist, and an engaged social commentator. His understanding of the natural world, however, bordered on the occult, and his opinions about medicine are best described as medieval. For a man of science and great self-certainty, he was also remarkably quick to seize on a whole host of fads and foolish trends. Yet Roebling spun these strands together. Throughout his life, he believed in the moral application of science and technology, that bridges—along with other great works of connection, the Atlantic cable, the Transcontinental Railroad—could help bring people together, erase divisions, and heal wounds. Like Walt Whitman, Roebling was deeply committed to the creation of a more perfect union, forged from the raw materials of the continent. John Roebling was a complex, deeply divided, yet undoubtedly influential figure, and his biography illuminates not only his works but also the world of nineteenth-century America. Roebling’s engineering feats are well known, but the man himself is not; for alongside the drama of large-scale construction lies an equally rich drama of intellectual and social development and crisis, one that mirrored and reflected the great forces, trials, and failures of the American nineteenth century.

Índice de Contenidos Aplicación de metodologías activas I 9 Estrategias de gamificación, y aprendizaje entre pares, para la adquisición de competencias 13 Herramientas para la gestión de los recursos digitales en los procesos de enseñanza-aprendizaje 28 Gamificación de la Cristalografía mediante la App XtereO 40 Educación Visual y Plástica comprometida con el entorno próximo 49 Experiencias de coordinación entre el profesorado 67 Diseño de actividades multidisciplinares de Ciencias de la Naturaleza y Matemáticas 71 Evaluación del aprendizaje 99 Impacto del Concurso de Cristalización en la Escuela en Aragón en el profesorado participante. 103 ¿Influye el género en la evaluación entre iguales? 113 Acciones de integración y orientación de estudiantes 133 Competencias digitales para estudiantes de la Universidad de Zaragoza 158 La organización emocional del aula en la gestión de la actividad docente 164 La motivación como herramienta para mejorar la tasa de aprobados en la asignatura de Contabilidad Financiera II. 20 Gamificación a través de diferentes aplicaciones como innovación docente en el grado de Ciencias de la Actividad Física y del Deporte 33 Utilización de vídeos y cuestionarios para la mejora del proceso de enseñanza-aprendizaje de conocimientos requeridos en la asignatura “Criterios de diseño de máquinas” 58 Acercando a los estudiantes de magisterio una experiencia colaborativa realizada en Educación Primaria 78 La formación de los futuros maestros desde un modelo interdisciplinar para las enseñanzas de Lengua Castellana y LIJ. 88 Evaluación de necesidades y seguimiento del aprendizaje en competencias de comunicación académica en inglés a través de un focus group en ADEi 121 Percepción de los estudiantes de los grados de la Facultad de Economía y Empresa sobre el uso y utilidad de las tutorías 137 Integración de los estudiantes de ADE en el mercado laboral a través del programa de prácticas y actividades externas. 148 Promoviendo la reflexión entre docentes acerca delas bases fundamentales sobre las que construirla ciudadanía digital 171 Estudio de opinión de los alumnos del Grado en Medicina sobre las limitaciones éticas de la ciencia 179 Percepción social de la ciencia por los alumnos del Grado en Medicina 185 La dirección de Trabajos Fin de Grado (TFG) en el marco de las nuevas modalidades de educación universitaria a distancia: algunas claves metodológicas para su adecuada ejecución 191 Experiencia piloto para mejorar las competencias de trabajo en equipo y comunicación oral en asignaturas de ingeniería 198 Otras metodologías activas II. 207 Metodologías activas basadas en juegos de razonamiento para fomentar el aprendizaje 211 El dispositivo móvil en el aula, ¿herramienta educativa o distracción? 217 Mejora de la adquisición de competencias a través del modelo de aula inversa 224 El customer journey map en la formación de la empatía y la innovación 232 La gamificación en el aula para la mejora de la participación del alumno en el estudio de la asignatura de Esplacnología. 239 Los cuestionarios Moodle como una herramienta para mejorar la calidad de la docencia y fomentar el aprendizaje en el aula universitaria 246 Un canal de YouTube como mecanismo de adquisición de competencias transversales 251 Arte y reciclaje en los entornos educativos (Trash art) 260 Didáctica con la gamificación y el videojuego mediante una intervención multidisciplinar para estudiantes del Grado de Maestro 270 YouTube como repositorio de vídeos docentes de apoyo a la docencia 278 Aplicación de Metodologías Activas III 287 Combinación de la Técnica Just in Time Teaching y los Serious Games con el enfoque pedagógico Flipped Learning en Educación Superior 291 Aprendizaje de lenguas para la inclusión social 303 Gamificación y role playing en la enseñanza de Derecho Procesal Penal, intervención de la Persona Jurídica y cumplimiento normativo 310 Integrando diferentes aplicaciones TIC en la docencia universitaria: uso de Screencast-o-matic, Canva y Pocket 317 Evaluación del uso de diferentes TIC en la docencia universitaria: grupo MultiFlipTech 323 Experiencias de mejora de la calidad de las titulaciones 335 Coordinación de agentes y mejora de los instrumentos de evaluación de las prácticas escolares: selección de las dimensiones a calificar 339 Enseñanza a distancia en el grado en Gestión y Administración Pública 345 Selección y rendimiento de los estudiantes en la asignatura Organización y Gestión Interna 356