Relevant bibliographies by topics / Teaching first degree polynomials

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

Academic literature on the topic 'Teaching first degree polynomials'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teaching first degree polynomials"

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Antunes, Daniele Mendes Caldas, Cristiana Andrade Poffal, Bárbara Denicol do Amaral Rodriguez, and Fabíola Aiub Sperotto. "Analysis of first degree polynomial function teaching strategies to social applied sciences courses." Ciência e Natura 40 (March 27, 2018): 22. http://dx.doi.org/10.5902/2179460x29526.

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Barbosa, Edelweis Jose Tavares, and Anna Paula de Avelar Brito Lima. "Praxéologies du professeur : analyse comparative de manuels scolaires dans l'enseignement des équations polynomiales du premier degréTeacher's Praxeologies: Comparative Analysis of the Textbook in Teaching First-Degree Polynomial Equations." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (2020): 224–31. http://dx.doi.org/10.23925/1983-3156.2020v22i4p224-231.

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RésuméLe but de cet article est d'analyser, de manière comparative, les livres didactiques et les praxéologies mises en place par les enseignants dans leur pratique pédagogique, concernant l'enseignement des équations polynomiales du premier degré. Cette étude est faite dans le cadre de la théorie anthropologique du didactique (TAD) proposée par Yves Chevallard et ses collaborateurs (1999, 2002, 2009, 2010). La méthodologie est basée sur une approche ethnographique qualitative, dans laquelle les organisations mathématiques et didactiques de trois enseignants sont analysées en les comparant à c
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Nascimento, Rosimiro Araujo do, and Marli Teresinha Quartieri. "Investigação Matemática: possibilidade para o ensino de função do 1º grau." Jornal Internacional de Estudos em Educação Matemática 13, no. 2 (2020): 133–44. http://dx.doi.org/10.17921/2176-5634.2020v13n2p133-144.

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ResumoNão são raros os professores de Matemática que identificam dificuldades nos estudantes, iniciantes do Ensino Médio, em compreenderem a função polinomial do 1º grau. Assim, o presente artigo disserta sobre uma das atividades investigativas, que compõe uma dissertação de mestrado, desenvolvida com 26 alunos dispostos em grupos colaborativos, envolvendo a referida função. A pesquisa, na modalidade qualitativa, foi apoiada por uma observação participante na qual questionou-se: como os estudantes do 1º ano do curso Técnico em Agropecuária Integrado ao Ensino Médio possibilitam o ensino e apre
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Kousidis, Stavros, and Andreas Wiemers. "On the first fall degree of summation polynomials." Journal of Mathematical Cryptology 13, no. 3-4 (2019): 229–37. http://dx.doi.org/10.1515/jmc-2017-0022.

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Abstract We improve on the first fall degree bound of polynomial systems that arise from a Weil descent along Semaev’s summation polynomials relevant to the solution of the Elliptic Curve Discrete Logarithm Problem via Gröbner basis algorithms.
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Cesarano, Clemente, Sandra Pinelas, and Paolo Ricci. "The Third and Fourth Kind Pseudo-Chebyshev Polynomials of Half-Integer Degree." Symmetry 11, no. 2 (2019): 274. http://dx.doi.org/10.3390/sym11020274.

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New sets of orthogonal functions, which correspond to the first, second, third, and fourth kind Chebyshev polynomials with half-integer indexes, have been recently introduced. In this article, links of these new sets of irrational functions to the third and fourth kind Chebyshev polynomials are highlighted and their connections with the classical Chebyshev polynomials are shown.
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KHAN, MUHAMMAD YUNAS, SYED IFTIKHAR ALAM, QUTIB ALAM JAN, and Ata-ur Rehman. "FIRST DEGREE HEMORRHOIDS;." Professional Medical Journal 20, no. 04 (2013): 576–80. http://dx.doi.org/10.29309/tpmj/2013.20.04.1086.

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Traditionally the treatment of Ist, 2nd and 3rd degree haemorrhoids is conservative management with fibre rich diet andbetter defecation discipline. If symptoms prevail then there are a wide range of treatment modalities. OBJECTIVE: to evaluate the efficacyof injection Sclerotherapy for First degree haemorrhoids using 5% Phenol in Almond oil. MATERIAL AND METHODS: This case seriesstudy was conducted on 83 patients with first degree piles in Surgical-C unit, Department of Surgery, Khyber Teaching Hospital Peshawarfrom 01/09/2010 till 01/03/2011. After Informed consent, injection Sclerotherapy w
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Repka, Marek. "Note on Modular Reduction in Extended Finite Fields and Polynomial Rings for Simple Hardware." Journal of Electrical Engineering 67, no. 1 (2016): 56–60. http://dx.doi.org/10.1515/jee-2016-0008.

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AbstractModular reduction in extended finite fields and polynomial rings is presented, which once implemented works for any random reduction polynomial without changes of the hardware. It is possible to reduce polynomials of whatever degree. Based on the principal defined, two example RTL architectures are designed, and some useful features are noted furthermore. The first architecture is sequential and reduce whatever degree polynomials, taking 2 cycles per term. The second one is Parallel and designed for reduction of polynomials of 2(t−1) degree at most, taking 1 cycle for the whole reducti
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Foster, Peter J. "Teaching Engineering at First Degree Level in the UK." Teaching in Higher Education 4, no. 2 (1999): 235–52. http://dx.doi.org/10.1080/1356251990040206.

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ROBERTS, DAVID P. "NONSOLVABLE POLYNOMIALS WITH FIELD DISCRIMINANT 5A." International Journal of Number Theory 07, no. 02 (2011): 289–322. http://dx.doi.org/10.1142/s1793042111004113.

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We present the first explicitly known polynomials in Z[x] with nonsolvable Galois group and field discriminant of the form ±pA for p ≤ 7 a prime. Our main polynomial has degree 25, Galois group of the form PSL2(5)5.10, and field discriminant 569. A closely related polynomial has degree 120, Galois group of the form SL2(5)5.20, and field discriminant 5311. We completely describe 5-adic behavior, finding in particular that the root discriminant of both splitting fields is 125 · 5-1/12500 ≈ 124.984 and the class number of the latter field is divisible by 54.
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WEINGARTNER, ANDREAS. "On the degrees of polynomial divisors over finite fields." Mathematical Proceedings of the Cambridge Philosophical Society 161, no. 3 (2016): 469–87. http://dx.doi.org/10.1017/s030500411600044x.

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AbstractWe show that the proportion of polynomials of degree n over the finite field with q elements, which have a divisor of every degree below n, is given by cqn−1 + O(n−2). More generally, we give an asymptotic formula for the proportion of polynomials, whose set of degrees of divisors has no gaps of size greater than m. To that end, we first derive an improved estimate for the proportion of polynomials of degree n, all of whose non-constant divisors have degree greater than m. In the limit as q → ∞, these results coincide with corresponding estimates related to the cycle structure of permu
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Dissertations / Theses on the topic "Teaching first degree polynomials"

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Amorim, Lóren Grace Kellen Maia. "Interdisciplinaridade, modelagem matemática, tecnologias e escrita no ensino e aprendizagem de função do 1° grau." Universidade Federal de Uberlândia, 2016. https://repositorio.ufu.br/handle/123456789/18303.

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Diante da complexidade de interligar o conteúdo de Matemática com outras disciplinas, percebe-se a necessidade do desenvolvimento de propostas interdisciplinares que permitam trabalhar conceitos matemáticos aliados a outras disciplinas escolares. Considerando tal necessidade, a presente pesquisa investigou as contribuições de uma proposta interdisciplinar que abarcou o tema água e foi desenvolvida em conjunto com as professoras das disciplinas de Ciências e Português. As ações e reflexões foram conduzidas pela seguinte questão: Que contribuições para o processo de ensino e aprendizagem de Funç
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Samizava, Cintia Harumi. "Utilização do software Geogebra no ensino de funções de primeiro e segundo graus." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/152639.

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Submitted by Cintia Harumi Samizava null (cintiasamizava@gmail.com) on 2018-01-31T00:41:43Z No. of bitstreams: 1 DISSERTAÇÃOCOMPLETA_CINTIAHARUMISAMIZAVA.pdf: 3610908 bytes, checksum: 2d8956928edb831d00bfcfe835dcc696 (MD5)<br>Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-01-31T13:09:45Z (GMT) No. of bitstreams: 1 samizava_ch_me_sjrp.pdf: 3610908 bytes, checksum: 2d8956928edb831d00bfcfe835dcc696 (MD5)<br>Made available in DSpace on 2018-01-31T13:09:45Z (GMT). No. of bitstreams: 1 samizava_ch_me_sjrp.pdf: 3610908 bytes, checksum: 2d8956928edb831d
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Hyland, Robert Matthew. "The professional first degree : sites of struggle: two cases in context." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297493.

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Divine, Allison. "Admissions Criteria and First-Year Completion Rates in an Associate Degree Nursing Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5850.

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Students in associate degree nursing (ADN) programs in the United States experience high attrition rates in the first year. The purpose of this quantitative correlational study was to examine the relationship between preadmission factors and first-year ADN program completion rates at one college in the south central United States. Constructivist theory provided the framework for the study. Archival data for 228 students from one ADN program were analyzed using binary logistic regression. Results indicated a statistically significant association between prerequisite grade point average (GPA) an
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Stearns, Jill. "Type of First Term Course Failure and Community College Degree Completion." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1829.

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Community colleges are the largest segment of higher education institutions in the United States providing access to historically underserved populations and growing numbers of first generation college students. Increasing college degree attainment is a national priority with new expectations of accountability. Despite decades of educational research, community colleges have startling low completion rates. Within the framework of Tinto's theory of retention, a predictive analytics model could provide community colleges the opportunity to drive custom intervention and support services to studen
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Bradbeer, Robin Sarah. "An evaluation of the effectiveness of studio-based teaching for a first year electronic engineering degree course." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2738/.

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This thesis presents the results of a six-year study conducted on two equivalent groups, one group taught in traditional mode, i.e. lecture/tutorial and laboratory; and another group taught using a studio-based methodology that integrated these three into a unitary whole. The courses studied were two, linked, first year introductory courses in electronic engineering, taught over two semesters. They were part of the Manufacturing Engineering, and Mechatroruc Engineering degree programmes at City University of Hong Kong (CityU).The first part of the thesis attempts to place the evolution of stud
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Nagel, Timothy Shaun. "Factors relating to academic success in the first semester of the bachelor of pharmacy degree at NMMU." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14201.

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Student throughput rates and academic achievement at universities are a concern at a national level in South Africa. Statistics have shown that on average, only ±17% of students who enrolled at a university, managed to graduate. The aim of the study was to determine the factors pertaining to student achievement and success in the first semester of the first year Bachelor of Pharmacy degree at the Nelson Mandela Metropolitan University. This study was a longitudinal, observational study which incorporated only quantitative aspects. Factors included in the investigation were: student motivation;
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Story, Craig N. "The Relationship of Undergraduate First-Time-in-College Students' Expectations of Interactions with Faculty and Four-Year College Degree Completion." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4949.

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Faculty are the academic heart of colleges and universities. They guide learning and facilitate student academic and social integration in the campus community. As described by Tinto, student integration is an important component to success in college. Out-of-class and in-class faculty-student interaction supports student integration and may lead to improved college completion. Students enter college with expectations for what they are about to experience, including expectations for faculty interaction. Smart adapted Holland's vocational choice theory to study college disciplines and found tha
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Williams, Lynda Ann. "Students first : a trans-disciplinary team approach to the education of a student with Battens disease : a dissertation submitted in partial fulfilment of the requirements for the degree of Master of Teaching and Learning in the University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2647.

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This New Zealand case study explored how ten members in one trans-disciplinary team perceive and meet the educational needs of a student with Batten’s disease in an inclusive school setting and uses qualitative methodology. This report details the results of ten semi-structured interviews that were conducted with the trans-disciplinary team members. There were three themes that emerged from this research. Firstly, all the team members were in agreement that the student’s happiness was of paramount importance and they wanted her to be included with her peers. Secondly, the family’s goals and as
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Araújo, Wellington Alves de. "O GeoGebra : uma experimentação na abordagem da função afim." Pós-Graduação em Ensino de Ciências e Matemática, 2014. https://ri.ufs.br/handle/riufs/5081.

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This research aims to describe investigate possibilities of learning situations in mathematics concepts related to polynomial functions of the 1st degree ( In order Function ) with students from 1st grade of Technical Education Middle Level Integrated IFS - Campus São Cristóvão making use of a teaching sequence mediated by the use of a dynamic geometry software, Geogebra. To this purpose, a study, based on the ideas of Machado (2008 ), Pais (2011 ) and Oliveira (2013 ), based on the Engineering Curriculum discussed by Artigue (1996 ) with two classes from 1st Series Technical Course Intermedia
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Books on the topic "Teaching first degree polynomials"

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Howarth, Joshua. Core organic chemistry: A comprehensive guide and revision text for the fundamentals at first degree level. Dublin City University, School of Chemical Sciences, 1995.

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Levonen, Jarmo. Diagnosis and modelling in a knowledge-based educational system: Analysis in the field of first degree equations in mathematics. University of Joensuu, 1999.

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Parry, Gareth. Wider access and the professional engineering institutions: An investigation of the role of the professional engineering institutions in widening entry to accredited first degree courses in engineering and related disciplines. Council for National Academic Awards, 1990.

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Anne, Paolucci, ed. The Doctor of Arts degree: Re-assessing teaching and research priorities : [proceedings of the First National Conference of D.A. Deans, Directors, Faculty, and Observers (MLA Annual Convention, New Orleans, December 1988)]. Council on National Literatures, 1989.

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Parry, Gareth. Wider access and the professional engineering institutions: An investigation of the role of the professional engineering institutions in widening entry to accredited first degree courses in engineering and related disciplines : report of a project jointly funded by CNAA and the British Petroleum Company plc at City University. Council for National Academic Awards, 1990.

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Unesco Workshop on University Curricula (1986 : Paris, France) and Workshop on Marine Science Teaching and Training at First Degree (Undergraduate) Level (1986 : Paris, France), eds. Marine science teaching and training at first degree (undergraduate) level: Recommended guidelines from a Unesco Workshop on University Curricula, Paris, November 1986. Unesco, 1987.

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The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century (JB-Carnegie Foundation for the Adavancement of Teaching). Jossey-Bass, 2008.

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Pouliot, Vincent. Teaching International Political Sociology. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.311.

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Teaching international political sociology (IPS) is intellectually rewarding yet pedagogically challenging. In the conventional International Relations (IR) curriculum, IPS students have to set aside many of the premises, notions, and models they learned in introductory classes, such as assumptions of instrumental rationality and canonical standards of positivist methodology. Once problematized, these traditional starting points in IR are replaced with a number of new dispositions, some of which are counterintuitive, that allow students to take a fresh look at world politics. In the process, I
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Steiner, Eva. Judges. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198790884.003.0006.

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This chapter looks briefly at the way judges are recruited in France and how and to what degree this is reflected in their way of reasoning and style of argument. It outlines the requirements for admission to the profession of being a judge in France and the methods adopted for training them. This outline is confined to professional judges, but it should be noted that, in France, commercial and employment cases are adjudicated at the first instance by lay judges. Further, judges in the administrative courts are not included in the teaching and training processes provided for by the École Natio
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Costa, Maria Adélia da. Formação de Professores para Educação Profissional: normatizações, metodologias e práticas. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-160-8.

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The teacher training in Professional and Technologic Education (PTE) has been done by streamlined, fragmented and discontinuous government programmes. Notwithstanding, law No. 13415/2017 has established notorious knowledge, which the trend is to consolidate the precarious policies of teacher training for PTE. In this paper, I have the purpose of discussing the norms for teaching method considering the recurrent and historical gap in the effective policies of the obligation of training for the degree level or pedagogy complementation for the practice of the teacher profession. Moreover, my expe
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Book chapters on the topic "Teaching first degree polynomials"

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Lloveras i Montserrat, Joaquim, and Judit Taberna Torres. "New Procedure for Teaching if the Manual Drawing in the First Year of the Degree in Studies of Architecture in the ETSAB." In Architectural Draughtsmanship. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58856-8_34.

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Loo, Sai. "Discussion of the first-degree courses." In Teachers and Teaching in Vocational and Professional Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315165073-6.

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Baker, Alan R. H. "First Degree Courses in Geography at British Universities 1." In Frontiers in Geographical Teaching. Routledge, 2019. http://dx.doi.org/10.4324/9780429273308-17.

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Rodman, Leiba. "Smith form and Kronecker canonical form." In Topics in Quaternion Linear Algebra. Princeton University Press, 2014. http://dx.doi.org/10.23943/princeton/9780691161853.003.0007.

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This chapter treats matrix polynomials with quaternion coefficients. A diagonal form (known as the Smith form), which asserts that every quaternion matrix polynomial can be brought to a diagonal form under pre- and postmultiplication by unimodular matrix polynomials, is proved for such polynomials. In contrast to matrix polynomials with real or complex coefficients, a Smith form is generally not unique. For matrix polynomials of first degree, a Kronecker form—the canonical form under strict equivalence—is available, which this chapter presents with a complete proof. Furthermore, the chapter gives a comparison for the Kronecker forms of complex or real matrix polynomials with the Kronecker forms of such matrix polynomials under strict equivalence using quaternion matrices.
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Searby, Mike. "The Teaching of Twentieth-and Twenty-first-Century Music in Degree Courses in the United Kingdom." In ANKLAENGE 2018. Hollitzer Verlag, 2020. http://dx.doi.org/10.2307/j.ctvwh8cps.26.

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Malewaneng Maja, Margaret, and Masilonyana Motseke. "Strategies Used by UNISA Student Teachers in Teaching English First Additional Language." In Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99662.

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The teaching of English to non-English speakers in historically disadvantaged areas of South Africa is a difficult task for student teachers. This study was conducted in the township schools at Ekurhuleni North District, in the Gauteng province of South Africa. The purpose of the study was to determine the extent to which students at the University of South Africa (UNISA) used interactive teaching strategies in the teaching of English as a First Additional Language (EFAL). The study also intended to highlight the support provided by UNISA lecturers to these student teachers. The study was grounded in interpretivism with self-determination theory (SDT) informing it. The study was a qualitative descriptive case study with document analysis, observations and semi-structured interviews utilised to collect data. Purposive sampling assisted in selecting six student teachers, of which three were male and three were female. The student teachers were studying in their 3rd and 4th years of the Bachelor of Education degree (B.Ed.), specialising in English. Data collected were categorised into codes and themes. The findings reveal that student teachers only used pictures, charts and flashcards as interactive teaching strategies in teaching EFAL. It was concluded that student teachers were not well-prepared in the use of interactive teaching strategies in the teaching of EFAL and were not adequately supported by the university. It is recommended that UNISA lecturers should regularly visit student teachers during their teaching practice offering support, motivation and advice.
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Levy, Yair, and Michelle M. Ramim. "Eight Key Elements of Successful Self-Funding E-Learning Programs." In Encyclopedia of Information Science and Technology, First Edition. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch176.

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The Greek philosopher Aristotle indicated that learning is the outcome of both teaching and practice. Clearly, learning is not confined exclusively to classroom lectures. In the past several decades, educators explored the possibilities of providing learning experiences to remote students. With improvement in technology and the growing popularity of Internet usage, e-learning caught the attention of both corporations and educational institutions. However, traditional learning methodology began transforming when elite universities embraced the Internet as a vehicle for their degree programs (Forelle, 2003). Progress in e-learning has increased its popularity in the past decade (Levy &amp; Murphy, 2002). Consequently, it is carving a new brand of universities causing traditional schools to rethink their business model. Furthermore, some elite schools have developed specialized online degree and certificate programs. In doing so, these schools strive to compete on this new learning medium and create a new source of revenue, especially due to the declining enrollment and lower government funding resulting from the events on September 11, 2001 (Roueche, Roueche, &amp; Johnson, 2002, p. 10). This paper provides definitions of the eight key elements any institutions should have in order to successfully implement self-funding e-learning systems.
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Milnor, John. "Arithmetic of Unicritical Polynomial Maps." In Frontiers in Complex Dynamics, edited by Araceli Bonifant, Mikhail Lyubich, and Scott Sutherland. Princeton University Press, 2014. http://dx.doi.org/10.23943/princeton/9780691159294.003.0002.

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This chapter studies complex polynomials with only one critical point, relating arithmetic properties of the coefficients to those of periodic orbits and their multipliers and external rays. It first defines the complex polynomial maps of degree n ≥ 2, and draws an alternate normal form for studying periodic orbits. The chapter also discusses the notation for the integral closure. Next, the chapter discusses several statements about periodic orbits. It then proceeds to lay out the proofs of these statements, in the process detailing some basic properties of the integral closure. Finally, the chapter closes with a discussion of the critically finite case.
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Luis Fernández-GutiérrezdelÁlamo, Luis F. Mazadiego, David Bolonio, Fernando Barrio-Parra, and Miguel Izquierdo-Díaz. "Combining Adaptive and Cooperative Learning Strategies to Deal With Heterogeneity in Large Groups." In Innovative Trends in Flipped Teaching and Adaptive Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8142-0.ch009.

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In undergraduate university degrees, students start their first year with a high level of heterogeneity in terms of acquired curricular competences. Therefore, the teaching given in these courses must face the challenge of turning this heterogeneity, in principle counterproductive, into an added value that helps students to face the subjects with expectations of success. Consequently, an innovative approach in the teaching of the first degree courses is needed, moving towards adaptive and personalized learning based on the use of new technologies, facilitating the overcoming of learned competences regardless of the starting level of the student. Other works focus on adaptive learning to achieve the homogeneity in groups of students before the beginning of the group lessons. Unlike this “classical” approach, this chapter is based on maintaining the heterogeneity of knowledge and using it as a driving force to learn through interactions among group members.
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Perla, Loredana, and Nunzia Schiavone. "Video-Analysis and Self-Assessment in Teaching Work." In Integrating Video into Pre-Service and In-Service Teacher Training. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0711-6.ch010.

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Video-research, which represents a multi-methodological practice and an interdisciplinary study area, responds to various knowledge problems created by the complexity of the didactic phenomena to be investigated, and proposes instruments and technologies that have a very high potential about phenomena description, reproduction and comprehension, not only for researchers but also for teachers themselves who are the protagonists of those phenomena. Starting by these preliminary remarks, this chapter will be focused on the introduction of the preliminary results of a video-research itinerary achieved by the DidaSco group (School Didactics) throughout a project itinerary that involved six infant, primary and secondary (first degree only) schools in Bari and its province, working on History didactics intermediary processes. In the meantime, in this chapter a particular attention will be paid to the introduction of a video analysis form which was realized by the authors.
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Conference papers on the topic "Teaching first degree polynomials"

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Barbosa, Luciana Leal da Silva, and Marcus Vinicius Maltempi. "Recognizing Possibilities of Computational Thinking When Teaching First-degree Equations." In FL2019: FabLearn 2019. ACM, 2019. http://dx.doi.org/10.1145/3311890.3311898.

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Pittí, Kathia, Belén Curto, Vidal Moreno, and F. Javier Blanco. "A new approach to robotics teaching at computer science engineering degree based on action-research." In the First International Conference. ACM Press, 2013. http://dx.doi.org/10.1145/2536536.2536583.

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Tan, Grace, Sunam Pradhan, and Anne Venables. "FIRST EXPERIENCES OF IMPLEMENTING BLOCK MODE TEACHING IN AN UNDERGRADUATE INFORMATION TECHNOLOGY DEGREE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0223.

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Степанова, Наталья Сергеевна. "FOREIGN LANGUAGE VOCABULARY TEACHING OF THE FIRST YEAR STUDENTS IN TECHNICAL INSTITUTE." In Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2021). Crossref, 2021. http://dx.doi.org/10.37539/ecs296.2021.46.19.004.

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В статье рассмотрены основные проблемы введения иноязычной лексики на занятиях со студентами первого курса, получающих образование по специальности «Атомные станции: проектирование, эксплуатация и инжиниринг», и предложены способы их решения. Paper deals with the main problems of foreign language vocabulary introduction at the lessons for first year students receiving an education degree: “Nuclear Power Plants: designing, operation and engineering” and the ways of their solution are given in this paper.
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Falcón Linares, Carolina. "WHAT DOES A STUDENT OF A TEACHING DEGREE LEARN APART FROM SUBJECTS?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end135.

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Awareness of emotional experiences, vicarious learning and values, in relation to teaching profession, had emerged as a core of interest in previous research. This case study aims to activate awareness of future teachers in several ways. It is about developing critical reasoning about learning from a complexity perspective: (a) training the ability to contextualize learning with their personal beliefs and values, (b) improving strategies to transfer it, and (c) accompanying construction of professional judgment. The intervention is carried out during two academic years with students of Teachin
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Llamas-Nistal, Martin, Fernando A. Mikic-Fonte, Juan Manuel Santos-Gago, and Luis M. Alvarez-Sabucedo. "Update of a course about computer architecture in the first year of a degree in engineering (Work in progress)." In 2016 XII Congreso de Tecnologia, Aprendizaje y Ensenanza de la Electronica (XII Technologies Applied to Electronics Teaching Conference) (TAEE). IEEE, 2016. http://dx.doi.org/10.1109/taee.2016.7528360.

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Todd, Beth A., and W. Steve Shepard. "Teaching Capstone Design to a Multiple Location Team." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-42448.

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The Department of Mechanical Engineering at the University of Alabama offers its BSME degree through distance education to students in Dothan, Alabama, located approximately 240 miles from the campus in Tuscaloosa. These off-site students are full-time employees, many are machinists or technicians working swing shift, with the desire to become engineers. The goal of the program described here is to provide these non-traditional students with the same technical and professional content in their courses as students on campus. As the first group of students finished their degree program, the late
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Habibi, S. R., and A. Williams. "Teaching of Mechatronics Through an Elective Course." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-39469.

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A mechatronics course has been recently introduced as a 4th year elective at the University of Saskatchewan Department of Mechanical Engineering. The necessity and the rational for this training are reviewed. A curriculum for the course is proposed supported by student feedback following its first year of introduction. The curriculum and the structure of the course is such that training in mechatronics may be provided through an elective course. Notwithstanding, the merits of establishing a degree in mechatronics are discussed given the strong industrial demand for this topic.
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Catlow, Fred. "Experiences in Teaching Decommissioning." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16179.

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The paper describes the experience gained by the author in teaching decommissioning in the Highlands of Scotland. Initially when asked to teach the subject of decommissioning to students sitting for a BSc degree in “Electrical or Mechanical Engineering with Decommissioning Studies”, the author was taken aback, not having previously taught degree students and there was no precedent since there was no previous material or examples to build on. It was just as difficult for the students since whilst some had progressed from completing HND studies, the majority were employed at the Dounreay site an
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Guillot, Martin J., and Leding Bai. "Development of a 2-D Model for Shallow Water Flow Using Godunov’s Finite Volume Method." In ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ht-fed2004-56476.

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In this effort we develop a hydrodynamic model for the 2-D shallow water equations (SWE) using a first order Godunov method. The method is formulated as a discontinuous Galerkin finite element method using constant approximating polynomials. We validate the basic implementation of the computer code using quarter annular tests where analytical solutions are available. We investigate the convergence and stability properties of the method by computing the convergence in the L2 norm and verifying the stability requirement in terms of Courant number. We then apply the method to Lake Pontchartrain t
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