Relevant bibliographies by topics / Schorr, David

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Schorr, David'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Schorr, David"

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Schorr, David K. "Remarks by David K. Schorr." Proceedings of the ASIL Annual Meeting 89 (1995): 322–26. http://dx.doi.org/10.1017/s0272503700084500.

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Hill, P. J. "DAVID SCHORR. The Colorado Doctrine: Water Rights, Corporations, and Distributive Justice on the American Frontier." American Historical Review 118, no. 4 (October 1, 2013): 1223–24. http://dx.doi.org/10.1093/ahr/118.4.1223.

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Colby, Bonnie G. "David Schorr: The Colorado doctrine—water rights, corporations, and distributive justice on the American frontier. Yale library series in legal history and reference, 2012." Water History 5, no. 1 (March 12, 2013): 97–99. http://dx.doi.org/10.1007/s12685-013-0072-4.

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Krause-Jensen, Jakob, Eurig Scandrett, Penny Welch, and David Mills. "Book Reviews." Learning and Teaching 1, no. 1 (March 1, 2008): 184–97. http://dx.doi.org/10.3167/175522708783113532.

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K. Holbrook, A. Kim, B. Palmer, and A. Portnoy (eds) Global Values 101: A Short Course with Howard Zinn,Amy Goodman, Naomi Klein, Robert Reich, Juliet Schor, Katha Pollitt, Paul Farmer, Lani Guinier and othersReview by Jakob Krause-JensenJanet MacDonald Blended Learning and Online TutoringReview by Eurig ScandrettAmie MacDonald and Susan Sa´nchez-Casal (eds) Twenty-First Century Feminist Classrooms: Pedagogies of Identity and DifferenceReview by Penny WelchMonica McLean Pedagogy and the University: Critical Theory and PracticeReview by David Mills
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Hughes, Robert S. "West of the West: Imagining California ed. by Leonard Michaels, David Reid, Raquel Scherr." Western American Literature 26, no. 4 (1992): 363–64. http://dx.doi.org/10.1353/wal.1992.0036.

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Brown, Pearl L. "FROM ELIZABETH GASKELL’S MARY BARTON TO HER NORTH AND SOUTH:PROGRESS OR DECLINE FOR WOMEN?" Victorian Literature and Culture 28, no. 2 (September 2000): 345–58. http://dx.doi.org/10.1017/s1060150300282065.

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ASSESSMENTS OF ELIZABETH GASKELL’S two novels of social purpose typically conclude that North and South, published in 1855, is a more mature work stylistically and ideologically than Mary Barton, published in 1848. North and South is said to integrate the narrative modes of romance and realism more effectively than Mary Barton (Felber 63, Horsman 284), and to provide a more complicated narrative structure (Schor, Scheherezade 122–23), a more complex depiction of social conflicts (Easson 59 and 93) and a more satisfactory resolution of them (Duthie 84, Kestner 170). North and South is also said to deal with “more complex intellectual issues” (Craik 31). And the novel’s heroine, Margaret Hale, has been seen as Gaskell’s most mature creation — a woman who grows in self-awareness as she adapts to an alien environment (Kestner 164–166) and, unlike Mary Barton, becomes an active mediator of class conflicts (Stoneman 120), the central consciousness that brings together “the lessons of social change and romance” (Schor, Scheherezade 127).1 The reconciliation of these conflicts she inspires through her influence over both mill owner and worker has been praised as a more effective and credible narrative resolution to the social problems depicted in the novel than the reconciliation between mill owner and worker in Mary Barton (David 36).
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Corrigan, Edward, and Peter Goddard. "David Ian Olive. 16 April 1937—7 November 2012." Biographical Memoirs of Fellows of the Royal Society 69 (September 16, 2020): 467–98. http://dx.doi.org/10.1098/rsbm.2020.0024.

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David Olive, who died in Barton, Cambridgeshire, on 7 November 2012, aged 75, was a theoretical physicist who made seminal contributions to the development of string theory and to our understanding of the structure of quantum field theory. In early work on S -matrix theory, he helped to provide the conceptual framework within which string theory was initially formulated. His work, with Gliozzi and Scherk, on supersymmetry in string theory made possible the whole idea of superstrings, now understood as the natural framework for string theory. Olive’s pioneering insights about the duality between electric and magnetic objects in gauge theories were way ahead of their time; it took two decades before his bold and courageous duality conjectures began to be understood. Although somewhat quiet and reserved, he took delight in the company of others, generously sharing his emerging understanding of new ideas with students and colleagues. He was widely influential, not only through the depth and vision of his original work, but also because the clarity, simplicity and elegance of his expositions of new and difficult ideas and theories provided routes into emerging areas of research, both for students and for the theoretical physics community more generally.
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de la Rosa, Natalia. "El taller como escuela, el taller como fábrica. Diálogos entre la Bauhaus y el muralismo de Siqueiros." Economía Creativa, no. 12 (November 18, 2019): 8–43. http://dx.doi.org/10.46840/ec.2019.12.02.

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Este texto retoma la formación y desarrollo de la Bauhaus, tanto en Weimar como en Dessau, con el objetivo de remarcar un tipo de enlace que el movimiento tuvo con el programa artístico de David Alfaro Siqueiros. El diálogo permite comprender con mayor profundidad las líneas de investigación y práctica de Siqueiros, centradas en las propuestas de taller-escuela y taller-fábrica que el artista puso en marcha a partir de la década de 1930. El muralista readaptó y reactivó en diversas ocasiones este modelo a lo largo de su práctica artística, debido a la importancia que dicha resolución tuvo para su apuesta político-estética. Asimismo, la investigación remite a los estatutos de Walter Gropius expresados en el manifesto de 1919 que aludieron a la unificación de las artes (pintura, escultura, arquitectura), ya que mantiene una conexión directa con el proyecto que Siqueiros definió en 1933, a través de la “integración plástica”.
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Niesten, Eduard. "A New Agenda for Forest Conservation and Poverty Reduction: Making Markets Work for Low-Income Producers by Sara J. Scherr, Andy White & David Kaimowitz (2004), x + 160 pp., Forest Trends, Washington, DC, USA. ISBN 0 9713606 6 9 (pbk), unpriced [also available at http://www.forest-trends.org/]." Oryx 39, no. 1 (January 2005): 102–3. http://dx.doi.org/10.1017/s0030605305240188.

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Pansera de Araujo, Maria Cristina, Maria Simone Vione Schwengber, Celso José Martinazzo, and Solange Castro Schorn. "Editorial Ensino de Paisagem e Educação Ambiental e Formação em Ciências e Matemática." Revista Contexto & Educação 31, no. 99 (February 20, 2017): 1. http://dx.doi.org/10.21527/2179-1309.2016.99.1-2.

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<p>O número 99 caracteriza-se por apresentar um conjunto de artigos temáticos. O primeiro tema, expresso em cinco artigos de autores espanhóis, aborda o ensino do conceito de paisagem e educação ambiental, que é problematizado no texto de apresentação escrito pelo Dr Alfonso García De La Vega, da Universidade Autonoma de Madrid, organizador dessa demanda especifica. No texto, “<em>El Paisaje y la Educación Ambiental”, </em><strong>Alfonso García De La Vega, Universidad Autónoma de Madrid (Espanha) </strong>presenta media docena de trabajos relacionados con el tema: el paisaje y la educación ambiental, que se aborda desde una perspectiva multidisciplinar, aunque con especial atención al enfoque geográfico. La geografía siempre ha ofrecido una visión global de la relación entre el ámbito natural y las intervenciones humanas, cuyas transformaciones han generado paisajes culturales singulares.</p><p>Outro tema agrega os artigos sobre a formação docente em Ciências e Matemática, submetidos espontaneamente por autores brasileiros e portugués.</p><p>No artigo “<em>As marcas sociais deixadas pelas escolas em nossos professores de ciências: a questão da violência simbólica</em>”, Graciella Watanabe e Ivã Gurgel propõem que elas são deixadas na memória e evocadas nas situações cotidianas onde se apresentam na forma do <em>habitus</em> em diversas reações que são convocadas pelo campo profissional. Esse trabalho pretende recuperar os aspectos sociais que marcaram um conjunto de 136 professores de ciências da escola básica (fundamental e média) em sua trajetória histórica e as influencias na sua atuação profissional.</p><p class="Default">Maria Eduarda Roque Ferreira, Carla Cepa, Rosa Tracana e Carlos Francisco Reis, no texto <em>“</em><em>RECICLAR RECORDAÇÕES COM AS CIÊNCIAS - PERCURSOS DE APRENDIZAGEM EM CONTEXTO DE JARDIM-DE-INFÂNCIA”,</em> partiram do pressuposto que a educação se baseia em premissas sociais, culturais, individuais e coletivas. Neste contexto, foi desenvolvida, com um grupo de crianças da educação pré-escolar, uma experiência pedagógico-didática intitulada <em>Reciclar Recordações - A Magia das Ciências</em>, que foi trabalhada<em> </em>de modo<em> </em>interdisciplinar e operacionalizada através da realização de atividades práticas, tendo por enfoque a triangulação ciência-criança-meio sociocultural.</p><p class="Default">Andrea Inês Goldschmidt, Nathália Vieira Silva, Jenyffer Soares Estival Murça e Brucce Sanderson Prado de Freitas, no artigo “<em>O QUE É CIÊNCIA? CONCEPÇÕES DE LICENCIANDOS EM CIÊNCIAS BIOLÓGICAS E QUÍMICA”</em>, procuraram identificar e analisar as concepções sobre Natureza da Ciência entre acadêmicos dos cursos de graduação (licenciatura) em Ciências Biológicas e Química, da Universidade Federal de Goiás e a partir desta, analisar os contextos epistemológicos que a cercam.</p><p>Por fim, Mazonilde Dalvina Costa Souza, Márcia Jussara Hepp Rehfeldt, Ieda Maria Giongo, no artigo “<em>A APRENDIZAGEM DA GEOMETRIA POR MEIO DE OBRAS CUBISTAS NO 5º ANO DA EDUCAÇÃO DE JOVENS E ADULTOS – EJA”, </em>apresentam<em> </em>o resultado da pesquisa desenvolvida no Mestrado Profissional em Ensino de Ciências Exatas do Centro Universitário UNIVATES, que teve como objetivo identificar de que forma o estudo do movimento cubista pode contribuir na aprendizagem significativa da Geometria no 5º ano da Educação de Jovens e Adultos – EJA na Escola Municipal Maria Gertrudes Mota de Lima. Tal pesquisa se fundamentou na teoria de aprendizagem de David Ausubel e nos documentos que regem a Educação de Jovens e Adultos. Foram consultadas obras, como Ausubel (2003), Moreira (2011), Fainguelernt e Nunes (2006).</p><p>Convidamos a leitura dos textos, visto que propõem novas reflexões sobre temas tão caros a educação e ao ensino.</p><p align="right">Maria Cristina Pansera-de-Araújo</p><p align="right">Maria Simone Vione Schwengber</p><p align="right">Celso José Martinazzo</p><p align="right">Solange Castro Schorn</p><p> </p>
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Dissertations / Theses on the topic "Schorr, David"

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Scherer, Philipp Georg David [Verfasser], and M. [Akademischer Betreuer] Geimer. "Methodik zur Bewertung der Energieeffizienz von mobilen Arbeitsmaschinen / Philipp Georg David Scherer ; Betreuer: M. Geimer." Karlsruhe : KIT-Bibliothek, 2017. http://d-nb.info/1126036919/34.

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Scherer, Philipp [Verfasser], and M. [Akademischer Betreuer] Geimer. "Methodik zur Bewertung der Energieeffizienz von mobilen Arbeitsmaschinen / Philipp Georg David Scherer ; Betreuer: M. Geimer." Karlsruhe : KIT-Bibliothek, 2017. http://d-nb.info/1126036919/34.

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David, Scherer Daniel [Verfasser], Holger [Akademischer Betreuer] Gies, Christian [Akademischer Betreuer] Fischer, and Lorenz [Akademischer Betreuer] Bartosch. "Low-dimensional chiral physics : gross-neveu universality and magnetic catalysis / Scherer Daniel David. Gutachter: Holger Gies ; Christian Fischer ; Lorenz Bartosch." Jena : Thüringer Universitäts- und Landesbibliothek Jena, 2012. http://d-nb.info/1027707483/34.

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Stover, Matthew W. "A case study of the impact of a high school advisory program on student behaviors and relationships /." Program adopted at the high school under study: David Evelo et al., Keeping Kids in School: Using Check & Connect for Dropout Prevention, 2009. http://ici.umn.edu/checkandconnect/KeepingKidsInSchool.pdf.

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Thesis (Ed. D.) -- Gardner-Webb University, 2009.
"A dissertation submitted to the Gardner-Webb University School of Education in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 91-95).
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Schopf, Olea Demian. "Máquinas de coser : máquinas lógicas, autómatas poéticos y lenguaje natural en las artes mediales contemporáneas." Tesis, Universidad de Chile, 2014. http://repositorio.uchile.cl/handle/2250/134334.

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Magíster en artes con mención en artes visuales
El objeto de esta tesis son dos obras de arte que generan textos de modo mecánico. Se trata de Poetry Machine (2001) del escritor, filósofo, programador y artista alemán David Link (1971), y de Máquina de Coser (2009), obra de mi propia autoría. El propósito de este trabajo es contextualizar ambos trabajos en una generalidad mayor, dada, primeramente, por un género: la generación algorítmica de textos y la concepción de los respectivos mecanismos generativos. De esta manera, la tesis intenta poner en relación tres cuestiones elementales: máquinas lógicas (más bien simples), autómatas escritores –o ‘poéticos’, si así se quiere– y lenguaje natural. En ese espíritu, la introducción constituye un esbozo de toda la tesis y una descripción abreviada de la misma. El primer capítulo es una pequeña introducción a la historia de los generadores de texto desde la aparición de los primeros computadores electrónicos. Ese capítulo se concentra, principalmente, en sistemas de combinaciones basados en elementos predefinidos. El segundo capítulo examina un experimento de Inteligencia Artificial –ELIZA (1966)–, que conjuga elementos predefinidos con variables exógenas. Ese análisis se basa –en gran parte– en un examen efectuado a dicho programa por David Link en su libro Poesiemaschinen / Maschinenpoesie. Las figuras utilizadas en esa explicación –al igual que las que explican la aplicación Romance Writer (1977) en el I capítulo– provienen de ese libro. Igualmente, se examina, en ese capítulo, la obra Máquina Cóndor (2006) –también de mi autoría–, y la implementación de un procedimiento, que cita a la obra Bartleby el escribiente (1853) de Herman Melville –(1819-1891)–, en Máquina de Coser. El tercer capítulo esboza algunas reflexiones sobre la Poetry Machine, intentando conjugar su afán de novedad con algunos pensamientos de Peter Bürger (1936) en su Teoría de la Vanguardia (1974) y de Theodor W. Adorno (1903-1969) en su Teoría Estética (1970), que recién se terminan de constituir en la conclusión. El cuarto capítulo es una exposición de una comparación entre la Máquina Universal de Turing (1936), de Alan M. Turing (1912-1954) y los conceptos de devenir, existencia, ser y nada en la Ciencia de la Lógica (1816), de Georg Wilhelm Friedrich Hegel (1770-1831). El autor de ese cotejo es, también, David Link. Mi aporte consiste en vincular dicho cotejo con un argumento de John Searle (1932) –The Chinese Room (1980)– acerca de la imposibilidad de comprensión de lenguaje en una máquina, y en plantear, desde ahí, otro experimento mental de mi propia autoría. En el quinto capítulo se esboza un prototipo de lenguaje primitivo y su relación con la noción de algoritmo, principalmente a partir de algunas consideraciones de Umberto Eco (1932) en su Tratado General de Semiótica (1976) y un ejemplo dado por Ludwig Wittgenstein (1889-1951) al comienzo de sus Investigaciones Filosóficas (1958). Ese capítulo termina con una proposición acerca de la noción de physical computing –invertida en computing the physical– encarnada en un máquina musical programable proveniente del mundo musulmán del Siglo IX, y la posible materialización de tal concepto en una obra imaginaria del Siglo XXI. En el sexto capítulo se exponen, con más detalle, algunas reflexiones del mismo Wittgenstein sobre la forma lógica del lenguaje en relación al lenguaje natural, y los abismos que separan lo lógicamente perfecto y el lenguaje natural. El séptimo capítulo examina la crítica de Saul A. Kripke (1940) a lo que llama teoría de cúmulos de descripciones definidas (con el propósito de comprender mejor los dos objetos de la tesis). La conclusión intenta conjugar lo esbozado en esos siete capítulos a la luz de las reflexiones de Jean-François Lyotard (1924-1998) sobre la categoría estética de lo sublime y su relación con la vanguardia y con la posmodernidad. Esta conjugación final se encamina hacia una mejor comprensión de las dos obras en debate. Se adjuntan las fichas técnicas de Poetry Machine y Máquina de Coser en un anexo. Se recomienda leerlas para una comprensión más cabal de toda la tesis. Lo mismo rige para las notas al pie de página, que durante todo el texto –pero especialmente en el II capítulo, la conclusión y en la ficha técnica de Máquina de Coser– y, en ocasiones, también en el III y IV capítulo, constituyen un escrito paralelo que se acopla al texto principal. Sin dicho engranaje, en esas partes, el texto principal resulta incomprensible. Insoslayable –redundante incluso– agregar que esta tesis carece de pretensiones epistemológicas –o de la intención de ser un estudio doctoral que aporte algo de manera consistente a la filosofía analítica–. Es una tesis en filosofía con mención en estética y teoría del arte; y ante todo es un texto de artista. Así quisiera que fuera leída
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Scheer, David [Verfasser], Lars [Akademischer Betreuer] Tönges, Lars [Gutachter] Tönges, and Bernhard [Gutachter] Reuss. "Differenzierung der Pharmakotherapie mit Fasudil und Riluzol im SOD1-G93A Mausmodell der Amyotrophen Lateralsklerose / David Scheer ; Gutachter: Lars Tönges, Bernhard Reuss ; Betreuer: Lars Tönges." Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2018. http://d-nb.info/1173420630/34.

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Scherf, David Verfasser], and Brigitte [Akademischer Betreuer] [Oetker. "Kultur Kunst Kupfer : die Relevanz von Kupfer in Kultur und Kunst – mit besonderem Fokus auf die Zeit ab 1945 / David Scherf. Betreuer: Brigitte Oetker." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2015. http://d-nb.info/1073970280/34.

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Scherf, David [Verfasser], and Brigitte [Akademischer Betreuer] Oetker. "Kultur Kunst Kupfer : die Relevanz von Kupfer in Kultur und Kunst – mit besonderem Fokus auf die Zeit ab 1945 / David Scherf. Betreuer: Brigitte Oetker." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2015. http://d-nb.info/1073970280/34.

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Chan, David Tai Wai. "David versus Goliath : challenges of recruiting and retaining key talent in entrepreneurial, high-technology settings." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/105017.

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Sánchez, de la Peña David Verfasser], Carsten [Akademischer Betreuer] [Honerkamp, and Michael M. [Akademischer Betreuer] Scherer. "Competing orders in honeycomb Hubbard models with nonlocal Coulomb interactions : a functional renormalization group approach / David Sánchez de la Peña ; Carsten Honerkamp, Michael M. Scherer." Aachen : Universitätsbibliothek der RWTH Aachen, 2018. http://d-nb.info/1191901653/34.

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Books on the topic "Schorr, David"

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Schorr, David. Khadi. [India: s.n., 2001.

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Bordo, Michael D. David Laidler on monetarism. Cambridge, Mass: National Bureau of Economic Research, 2006.

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Shannon, David. David goes to school. New York: Scholastic Inc., 2001.

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ill, Garvey Brann, ed. Stranded: David Mortimore Baxter gets trapped. Minneapolis: Stone Arch Books, 2009.

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la, Vega Eida de, ed. Los dibujos de David. New York: Lee & Low Books, 2005.

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Shannon, David. David goes to school. New York: Blue Sky Press, 1999.

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David va al colegio. León: Editorial Everest, 1999.

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David goes to school. New York: Blue Sky Press, 1999.

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Mays, David John. The diary of David J. Mays, 1954-1959. Athens: University of Georgia Press, 2007.

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1908, Johnson David d., Conrads Margaret C. 1955-, and Hudson River Museum, eds. Meditations on nature: The drawings of David Johnson. Yonkers, NY: Hudson River Museum of Westchester, 1987.

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Book chapters on the topic "Schorr, David"

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Calorio, Giacomo. "“What is contemporary Japanese Cinema?”. Questioning the answers, answering with questions." In Studi e saggi, 11–27. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-260-7.01.

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The English title of a recent book by renowned film scholar Yomota Inuhiko reads: “What is Japanese Cinema?”. In the preface to the English edition Yomota states that the direction we might take, should we try to provide an answer to the question, changes according to which word, “Japanese” or “Cinema” we choose to emphasize. When his survey reaches the recent past, the Japanese scholar describes the 2000s as “an era of chaos”. Starting from these questions and affirmations, and combining them with others made by scholars such as David Bordwell, Mitsuyo Wada-Marciano, Andrew Dorman and Mori Naoyuki, the following article attempts to explore a more specific doubt: “What is contemporary Japanese cinema”? In so doing, however, other questions arise, as we need to define when contemporaneity starts and what makes it different both from previous eras, and from the contemporaneity of other national cinemas. The further we probe, the more complex our definition becomes.
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Feldhoff, Tobias, and Falk Radisch. "Why Must Everything Be So Complicated? Demands and Challenges on Methods for Analyzing School Improvement Processes." In Accountability and Educational Improvement, 9–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_2.

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AbstractIn the recent years, awareness has risen by an increasing number of researchers that we need studies that appropriately model the complexity of school improvement if we want to increase our knowledge about school improvement substantially and to close the identified research gaps within this field (Feldhoff T, Radisch F, Klieme E, J Educ Admin 52(5):565–736, 2014; Hallinger P, Heck RH, School Effect School Improv 22(2):149–173, 2011; Sammons P, Davis S, Day C, Gu Q, J Educ Admin 52(5):565–589, 2014). So far, respective quantitative studies, that appropriately consider those complexities, have hardly been realized because of the high efforts of current methods and costs involved (Feldhoff T, Radisch F, Bischof LM, J Educ Admin 2(54):209–240, 2016). It is, therefore, apparent to look for new, innovative methods that can adequately take into account the complexity of school improvement. For a reasonable search and selection of innovative methods, it is necessary to describe the systematic complexity of school improvement and the resulting requirements for the methods in more detail. This is a central goal in this chapter. For this reason, we present our framework of complexity. We then formulate questions that will prompt the reader to reflect critically upon the methods in general and especially in this volume.
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Wester, Korbinian. "Seriengründer: Erfolg macht erfolgreich." In Die Wirtschaft im Wandel, 65–69. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-31735-5_11.

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ZusammenfassungInnovative Unternehmensgründungen erneuern die Wirtschaft. Aber vielen Gründern mangelt es an Kapital, an unternehmerischem Knowhow und an Erfahrung. Das Risiko ist gross, nicht alle Start-ups haben das gleiche Potenzial, und nicht jede Gründung lohnt für die Gesellschaft. Um die neuen Start-ups mit den besten Aussichten herauszufiltern und auf Erfolg zu trimmen, braucht es leistungsfähige Wagniskapitalgeber. Sie geben Kapital erst nach sorgfältiger Auswahl und leisten Beratung und Überwachung. Aber das Neue ist auf dem Markt noch nicht getestet. Das Potenzial der Start-ups ist schwer einzuschätzen. Da zählt die Erfahrung in der Vergangenheit. Einem Seriengründer, der bereits einmal Erfolg hatte und Erfahrung sammeln konnte, dem vertraut man eher. Auch ein Wagnisfinanzier, der auf einen erfolgreichen Leistungsausweis zurückblicken kann, geniesst bei den Gründern und ihren Kunden, Zulieferern und Banken mehr Vertrauen. Erfolg macht erfolgreich.Gompers, Paul, Anna Kovner, Josh Lerner und David Scharfstein (2010), Performance Persistence in Entrepreneurship, Journal of Financial Economics 96, 18–32.
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Dickens, Charles. "Chapter VII My “First Half” at Salem House." In David Copperfield. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199536290.003.0008.

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School began in earnest next day. A profound impression was made upon me, I remember, by the roar of voices in the schoolroom suddenly becoming hushed as death when Mr. Creakle entered after breakfast, and stood in the doorway looking round upon us like...
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Dickens, Charles. "Chapter IX I Have A Memorable Birthday." In David Copperfield. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199536290.003.0010.

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I Pass over all that happened at school, until the anniversary of my birthday came round in March. Except that Steerforth was more to be admired than ever, I remember nothing. He was going away at the end of the half-year, if not...
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Dickens, Charles. "Chapter XIX I Look About Me, and Make A Discovery." In David Copperfield. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199536290.003.0020.

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I Am doubtful whether I was at heart glad or sorry, when my school-days drew to an end, and the time came for my leaving Doctor Strong’s. I had been very happy there, I had a great attachment for the Doctor, and I...
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Dickens, Charles. "Chapter XVI I Am a New Boy In More Senses Than One." In David Copperfield. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199536290.003.0017.

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Next morning, after breakfast, I entered on school life again. I went, accompanied by Mr. Wickfield, to the scene of my future studies—a grave building in a court-yard, with a learned air about it that seemed very well suited to the stray rooks and...
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Dickens, Charles. "Chapter XVIII A Retrospect." In David Copperfield. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199536290.003.0019.

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My school-days! The silent gliding on of my existence—the unseen, unfelt progress of my life—from childhood up to youth! Let me think, as I look back upon that flowing water, now a dry channel overgrown with leaves, whether there are any marks along its...
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"Examining the Challenge: Preparing for Examinations: David Dodds and David Lumsdon." In Dyslexia-Successful Inclusion in the Secondary School, 210–18. David Fulton Publishers, 2012. http://dx.doi.org/10.4324/9780203065273-30.

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Lerner, Laurence. "Anthony David Nuttall 1937–2007." In Proceedings of the British Academy, Volume 161, Biographical Memoirs of Fellows, VIII. British Academy, 2009. http://dx.doi.org/10.5871/bacad/9780197264577.003.0014.

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Anthony David Nuttall (1937–2007), a Fellow of the British Academy, was born on April 25, 1937, and grew up in Hereford. He attended Hereford Grammar School and then Watford Grammar School, where he received a thorough, old-fashioned classical education. Nuttall then went to Merton College in the University of Oxford, where he met his lifelong friend Stephen Medcalf. In 1962, he was appointed lecturer in English at the new University of Sussex, rising to professor ten years later, and in 1978 he became Pro-Vice-Chancellor. After twenty-two years teaching at Sussex, Nuttall applied for a fellowship at New College, Oxford. Common Sky (1974) was the book in which he emerged as a critic with a distinctive and compelling way of looking at literature. Another book, Overheard by God (1980) is about George Herbert's poetry, but its first, riveting sentence displays the brilliance of its immodesty. In New Mimesis (1983), Nuttall discusses the present state of literary theory. He also wrote Essay on Man (1984), The Alternative Trinity (1998), and The Stoic in Love (1989).
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Conference papers on the topic "Schorr, David"

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"Keynote: Professor David Garlan, Director of Professional Software Engineering Programs, School of Computer Science, Carnegie Mellon University." In 2010 23rd IEEE Conference on Software Engineering Education and Training. IEEE, 2010. http://dx.doi.org/10.1109/cseet.2010.12.

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Pambudi, Didik Sugeng, Randi Pratama Murtikusuma, Dinawati Trapsilasiwi, Ervin Oktavianingtyas, Inge Wiliandani, and Tiara Prita Ningrum. "Mathematical Representation of the Grade 11 of Senior High School Students in Solving Linear Programming Questions Based on David Keirsey’s Personality Type." In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.059.

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Klein, Joseph. "Performance of Simple and Complex Computerized Learning Tasks: Division of Attention vs. Division of Labor." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3296.

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The need to divide attention in order to deal with information flowing in from a number of sources is observable in many work settings. Although most people can perform several simple activities concurrently, such as eating and watching television (Sharon, 1997), making simultaneous decisions is difficult (Pashler & Johnston, 1998). For the majority, task overload causes errors in performance (Girard, 2007), a decline in the quality of treatment (Ruthruff et al., 2001), and longer reaction time (Levy et al., 2006). The few who cope efficiently under such circumstances employ different cognitive strategies. Teamwork is one way of managing multiple demands. Group work makes it possible to deal with larger amounts of information and to generate a variety of ideas as well as to minimize faulty conclusions. On the other hand, individuals make speedier and better decisions, and are not subject to the tensions of interplay (Davis and Toseland, 1987). The literature offers little information on methods of testing the conditions under which tasks should be handled by one agent or a team. The educational project described here was conducted comparing efficiency of performance of a series of tasks by individuals and small groups. 116 participants, ranging in age from high school level through holders of Masters' degrees, 58 women and the same number of men, were presented with a computer game based on educational software. Participants were instructed to manipulate a tracker by means of the keyboard in order to contact a target moving randomly on the screen. The game was arranged in five levels of difficulty. A comparison was made of the speed in which objectives were attained when performed individually and when divided among groups of two to four partners, controlling for the type of coordination, cognitive style and additional background variables. Cases of expedient and inexpedient division of labor were identified, as were factors affecting feasibility. Among the latter were the size of the simultaneous task load, complexity level, number of participants, and the intensity of coordination required among them.
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Azzouz, Salim, Johnny Blevins, Tyler Thomas, Makenzie Johnson, Clarke O’Connor, Nchetachukwu C. Anih, Melanie Ronoh, Ernuel Tonge, and Cykelle Semper. "Data Collection and Analysis Using a Wind Turbine and a Photovoltaic Solar Panel." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-11751.

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Abstract A weather data collection study is currently conducted using a renewable energy training system. The system is composed of a LabVolt trainer, two sun tracking photovoltaic solar panels and a small wind turbine. The LabVolt training system is located in one of the McCoy School of Engineering laboratories, the solar panels and the wind turbine are located in the neighborhood of the Engineering building at Midwestern State University in Wichita Falls, Texas. A set of meteorological data collecting outdoor sensors to monitor the impact of weather conditions on the power generation of the sun-tracking photovoltaic solar panels and the wind turbine have been installed on the building roof. Weather parameters such as atmospheric temperature, pressure, humidity, and rainfall are monitored using a Davis Vantage Pro 2 data collecting system. A number of LabVIEW data acquisition cards and signal processing modules are used to monitor the sun-tracking photovoltaic solar panels’ output voltage, the wind turbine output voltage, the atmospheric temperature, the solar irradiance, and the wind direction, speed, and RPM. A voltage divider has been built to step down the 90V DC voltage produced by the solar panels to 12V DC voltage required for the trainer electrical circuits. A LabVIEW data processing program is used to create instantaneous graphic displays of the collected data on a monitoring screen. The LabVolt trainer is equipped with two charge controller electronic devices, one is used for the sun tracking photovoltaic solar panels, and one is used for the wind turbine. They are used to control the flow of electrical energy through a set of electrical loading devices and a set of storages batteries. Additionally, the LabVolt trainer is equipped with two kilowatt-hour-meters counting the electrical energy consumed by the electrical loads. The trainer is also equipped with two inverters transforming the 12 V DC voltage collected from both energy producing devices to 120 V that can be used by the electrical loading devices. A brief description of all used electronic components and devices is provided in the paper, as well a detailed experiment set-up with a procedure to run them. The project has been divided into three consecutive phases. The first phase dealt with connecting the solar panels, wind turbine, and data collecting sensors to the LabVIEW data acquisition software. The second phase is currently dealing with setting up the trainer solar and wind electricity providing circuits. In the third upcoming phase, it is expected that the data collected by the sensors will be gradually archived using Excel files and analyzed for weather data correlation purposes. It is also expected that the training system will be used to teach upcoming mechanical engineering students about how to set up an independent renewable energy system and the necessary equipment required to run it.
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