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Artículos de revistas sobre el tema "Presentation"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Pihlar, Tanja. "Zur Theorie der Vorstellungsproduktion (,,Grazer" Gestalttheorie I: France Weber)." Grazer Philosophische Studien 73, no. 1 (2006): 27–41. http://dx.doi.org/10.1163/18756735-073001002.

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In the following discussion, we are dealing with Weber's theory of the production of presentations, as presented in his article "The Problem of the Production of Presentations". In this article, published in 1928, Weber offers an essential modification of a version of the theory of objects which had been developed by the Graz school (and was closely linked with the theory of higher-order objects). According to Weber, the production of presentations consists in a primary transition from passive to corresponding active presentations (so there is active as well as passive presentation). Weber dis

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Hayne, Arlene N., and Gretchen S. McDaniel. "Presentation Rubric: Improving Faculty Professional Presentations." Nursing Forum 48, no. 4 (2013): 289–94. http://dx.doi.org/10.1111/nuf.12043.

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3

Phuong, Pham Thi. "The use of videotaping in improving students’ presentation skill in English." Tạp chí Khoa học 15, no. 1 (2019): 68. http://dx.doi.org/10.54607/hcmue.js.15.1.2233(2018).

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This study explores videotaping in improving students’ presentational skill in English. It was conducted with 90 students at Thuong Mai University who videotaped their presentations. The analysis of the presentation skill scores; self-assessment and questionnaires for the experimental groups indicates that videotaping is attributed to the sharpening of students’ presentation skill on a number of aspects.

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4

Gould, Elizabeth, and Kaitlin Gram. "Fostering Presentation Competence: Instituting a Comprehensive Presentation Curriculum." Issues in Language Instruction 3 (January 10, 2018): 6. http://dx.doi.org/10.17161/ili.v3i0.6990.

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Oral presentations are a part of the curriculum in many, if not most, academic listening/speaking courses. Often students are required to give presentations with very little direct instruction on what constitutes a good presentation let alone how to develop and present one. In this presentation, Kaitlin Gram and I explored the importance of having an oral presentation curriculum as well as its benefits. Additionally we provided an overview of an oral presentation curriculum I began developing a few years ago, which Kaitlin further developed into a full curriculum that she has implemented in th

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Gould, Elizabeth, and Kaitlin Gram. "Fostering Presentation Competence: Instituting a Comprehensive Presentation Curriculum." Issues in Language Instruction 3, no. 2 (2018): 6–8. http://dx.doi.org/10.17161/ili.v3i2.6990.

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Oral presentations are a part of the curriculum in many, if not most, academic listening/speaking courses. Often students are required to give presentations with very little direct instruction on what constitutes a good presentation let alone how to develop and present one. In this presentation, Kaitlin Gram and I explored the importance of having an oral presentation curriculum as well as its benefits. Additionally we provided an overview of an oral presentation curriculum I began developing a few years ago, which Kaitlin further developed into a full curriculum that she has implemented in th

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6

Angela, Cosciug. "Volume Presentation." Limbaj si context / Speech and Context Journal 1(III)2011, no. 3 (2017): 19–20. https://doi.org/10.5281/zenodo.815341.

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Angela, Cosciug. "Volume Presentation." Limbaj si context / Speech and Context Journal 2(II)2010, no. 2 (2017): 17–19. https://doi.org/10.5281/zenodo.815389.

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Angela, Cosciug. "Volume Presentation." Limbaj si context / Speech and Context Journal 1(II)2010, no. 2 (2017): 19–21. https://doi.org/10.5281/zenodo.815423.

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Angela, Cosciug. "Vomu Presentation." Limbaj si context / Speech and Context Journal 1(I)2009, no. 1 (2017): 1–2. https://doi.org/10.5281/zenodo.817442.

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Wu, Liwei, Yilin Zhang, Justin Leung, Jingyi Gao, April Li, and Jian Zhao. "Planar or Spatial: Exploring Design Aspects and Challenges for Presentations in Virtual Reality with No-coding Interface." Proceedings of the ACM on Human-Computer Interaction 8, ISS (2024): 70–92. http://dx.doi.org/10.1145/3698128.

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The proliferation of virtual reality (VR) has led to its increasing adoption as an immersive medium for delivering presentations, distinct from other VR experiences like games and 360-degree videos by sharing information in richly interactive environments. However, creating engaging VR presentations remains a challenging and time-consuming task for users, hindering the full realization of VR presentation's capabilities. This research aims to explore the potential of VR presentation, analyze users' opinions, and investigate these via providing a user-friendly no-coding authoring tool. Through a

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MARGALIT, DAN, and JON McCAMMOND. "GEOMETRIC PRESENTATIONS FOR THE PURE BRAID GROUP." Journal of Knot Theory and Its Ramifications 18, no. 01 (2009): 1–20. http://dx.doi.org/10.1142/s0218216509006859.

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We give several new positive finite presentations for the pure braid group that are easy to remember and simple in form. All of our presentations involve a metric on the punctured disc so that the punctures are arranged "convexly", which is why we describe them as geometric presentations. Motivated by a presentation for the full braid group that we call the "rotation presentation", we introduce presentations for the pure braid group that we call the "twist presentation" and the "swing presentation". From the point of view of mapping class groups, the swing presentation can be interpreted as st

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Novitasari, Heryanti, Syafryadin Syafryadin, and Dedi Sofyan. "The Rhetorical Structure of Students’ Presentation in Speaking Class." ENGLISH FRANCA : Academic Journal of English Language and Education 6, no. 2 (2022): 263. http://dx.doi.org/10.29240/ef.v6i2.5451.

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This study aims to find the rhetorical structure of Move and Step which are often found in the Speaking for Presentation class. Additionally, this research looks into the typical pattern of students’ presentations in the Speaking for Presentation class. This study used a mixed-method research strategy that incorporates qualitative and quantitative data. The object of the research is 30 video presentations of 4th-semester English education students from the Speaking for Presentation class at Bengkulu University. From this study, it was found that the rhetorical structures of the Moves and steps

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13

Al-Saggaf, Mohammad Ali, and Amira Aida Iman binti Azman. "Management and Science University BTESL Students' Perceptions towards Anxiety in Oral Presentation." Journal of Translation and Language Studies 2, no. 1 (2021): 66–81. http://dx.doi.org/10.48185/jtls.v2i1.192.

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Regardless of age, students often experience anxiety in oral presentations. This quantitative study investigates the perceptions of students towards anxiety in oral presentation in a tertiary educational context. It aims to examine students’ perceptions of anxiety in oral presentations and the factors affecting anxiety in oral presentation. A total of three hundred and two students taking Bachelor in Teaching English as a Second Language (BTESL) in Management and Science University, Malaysia participated in this study by answering an adapted questionnaire with two sections: demographic and anx

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14

Angela, Cosciug. "Volume Presentation." Limbaj si context / Speech and Context Journal 2(I)2009, no. 1 (2017): 21–22. https://doi.org/10.5281/zenodo.817399.

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15

Prodanovic, Tijana. "Ten Commandments for Presentations." Communicating Astronomy with the Public 3, no. 3 (2009): 19–20. https://doi.org/10.5281/zenodo.14868587.

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It always amazes me, unfortunately often in a negative way, how only a few people know how to make and deliver a good presentation. For many scientists it’s usually their Achilles’ heel. Many get so caught up in their work that when they present it at a scientific meeting or to the general public, their presentation often looks confusing, boring or sometimes even scary. The good news is that there are some general rules that can work magic with presentations.

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A Rahman, Muhammad Hazwan, Siti Afiqah Mohammad, Nor Haniza Sarmin, Nurain Mieza Mahirah Mohd Sarip, Siti Nuraishah Mukhtar, and Ani Ayuni Zainal. "Transformation of Matrix Presentation for Bieberbach Groups into Polycyclic Presentations." Malaysian Journal of Fundamental and Applied Sciences 20, no. 6 (2024): 1375–91. https://doi.org/10.11113/mjfas.v20n6.3457.

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A Bieberbach group is a torsion free crystallographic group that represents an extension of a free abelian lattice group by a finite point group. This research began by taking the group offered in the Crystallographic Algorithms and Tables (CARAT) package, which is in the matrix form. There are only four Bieberbach groups of dimension six to be isomorphic to the quaternion point group of order eight. In this study, three Bieberbach groups of dimension six with the quaternion point group of order eight that are considered as only the first group has been found its well-defined polycyclic presen

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17

Barker, Randolph T., and Sandra B. Barker. "The Use of EMDR in Reducing Presentation Anxiety: A Case Study." Journal of EMDR Practice and Research 1, no. 2 (2007): 100–108. http://dx.doi.org/10.1891/1933-3196.1.2.100.

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Effective presentation skills are vital for success in most organizations. Preparing students for their careers, college educators often require that students demonstrate effective presentation skills. While traditional approaches to managing presentation anxiety help some students, EMDR may offer an effective intervention for those with serious presentation anxiety. This case study involves a student with presentation anxiety referred for EMDR from an organizational communication class. The subject delivered videotaped presentations and completed the State-Trait Anxiety Inventory (STAI) prior

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18

Lim, Hyewon. "The Impact of Presentation Activities on College Students’ Self-efficacy." Korean Association of General Education 18, no. 1 (2024): 257–67. http://dx.doi.org/10.46392/kjge.2024.18.1.257.

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In this study, we aim to identify the correlation between a student’s experience with presentations and self-efficacy, and to seek ways to teach the art of giving presentations in university classes. For this purpose, self-efficacy was measured before and after presentation practice for students in Presentation Techniques, a liberal arts subject at S University, and students' perceptions of the presentation experience were investigated. As a result of the survey, presentations were found to be helpful in improving self-efficacy, and were especially effective in improving social self-efficacy.

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Good, Lance, and Benjamin B. Bederson. "Zoomable User Interfaces as a Medium for Slide Show Presentations." Information Visualization 1, no. 1 (2002): 35–49. http://dx.doi.org/10.1057/palgrave.ivs.9500004.

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In this paper, the authors propose Zoomable User Interfaces as an alternative presentation medium to address several common presentation problems. Zoomable User Interfaces offer new techniques for managing multiple versions of a presentation, providing interactive presentation navigation, and distinguishing levels of detail. These zoomable presentations may also offer several cognitive benefits over their commercial slide show counterparts. The authors also introduce CounterPoint, a tool to simplify the creation and delivery of zoomable presentations, discuss the techniques they have used to m

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Widodo, Widodo, Widya Handayani, and Jujur Gunawan Manullang. "Analysis of Delayed Onset Muscle Soreness in the Gastrocnemius Muscle Post Pre-Competition Athlete for the 2024 POPDA Batam Basketball Team Athlete." PPSDP International Journal of Education 3, no. 2 (2024): 107–18. http://dx.doi.org/10.59175/pijed.v3i2.276.

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The aim of this study is to analyze the delayed onset of muscle soreness in the Gatrocnemius muscle after the pre-competition for the 2024 POPDA Batam men’s and women’s basketball teams. This research is a descriptive study using a survey method. The sample for this study was 24 people consisting of 12 male athletes and 12 female athletes. The research instrument used was the results of Delayed Onset Muscle Sores (DOMS) measurements carried out after 48 hours of pre-exercise. The data analysis used is descriptive statistics. The results of the research were that those experiencing very severe

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21

Wen, Hung-Yu, Hsien-Chung Chen, and Shun-Tai Yang. "Risk Factors of Aggressive Clinical Presentation in Patients with Angiographically Aggressive Cranial Dural Arteriovenous Fistulas." Journal of Clinical Medicine 10, no. 24 (2021): 5835. http://dx.doi.org/10.3390/jcm10245835.

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Compared to nonaggressive cranial dural arteriovenous fistulae (cDAVF), aggressive cDAVF carries leptomeningeal venous drainage (LVD) and has approximately 15% annual risk of hemorrhagic and non-hemorrhagic aggressive neurological presentations. In terms of aggressive clinical presentations, the previous classification does not adequately differentiate the higher risk group from the lower risk group. Herein, we retrospectively collected a series of patients with aggressive cDAVF and explored the risk factors for differentiating the higher-risk group from the lower-risk group with aggressive cl

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22

Wijayanti, Sri Hapsari, Theresia Dian Widyastuti, Rodemeus Ristyantoro, and Herry Pramono. "An investigation of the quality of presentation slide design and oral communication in higher education." Journal of Research in Instructional 5, no. 1 (2025): 185–98. https://doi.org/10.30862/jri.v5i1.608.

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Oral presentation methods utilizing presentation slides are prevalent learning activities in higher education. The workplace also frequently employs presentations to report project outcomes, disseminate new regulations, or convey ideas. This research aims to (a) investigate the evaluation of presentation slide design and text by lecturers and peers; (b) determine the perceived importance of oral presentations and the use of presentation slides in the workplace. This study employs a mixed-methods approach, combining quantitative and qualitative descriptive methods. Data collection involved ques

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RASMIN, La Ode, and Samsudin SAMSUDIN. "The Golden Book of Business Presentation Skills: Quick and Easy Tips to Make Powerful Presentations." Research and Innovation in Applied Linguistics-Electronic Journal 1, no. 1 (2023): 64. http://dx.doi.org/10.31963/rial-ej.v1i1.3753.

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This book is not for generic business presentation tips. However, it provides several tried-and-tested presentation elements. It will help the presenter to enlighten, influence, and excite the audience. Each chapter is segmented into “Know” and “How” sections to help you grasp the idea and use it in your business presentation. This book will help you maximize your presentations to a group, relevant stakeholders, or a digital/online presentation. For example, learning to promote yourself professionally, amaze your audience, start, end, and transition your presentation. It also includes ideas on

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Hakkoymaz, Veli, F. Znati, and E. Dogdu. "User Control and Dynamic Reorganization of Multimedia Presentations During Playout." International Journal of Software Engineering and Knowledge Engineering 07, no. 03 (1997): 371–95. http://dx.doi.org/10.1142/s0218194097000229.

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A methodology to dynamically adjust the multimedia presentations as a result of user interactions during the playout is introduced. A constraint-driven approach is described for the automated assembly, organization and playout of presentations from multimedia databases. To allow interactive user control over the playout of an automatically generated presentation, a set of control buttons are provided. Using these buttons, the user can control and change the flow of the presentation in a variety of ways. Interactive user control during the presentation playout, however, can introduce new delays

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Nafiseh, Zarei, Shankar Ashwin, and Mohd Noor Abdullah. "EFFECTIVE ORAL PRESENTATION AMONG UNDERGRADUATES." Asian Journal of Social Science Research (e-ISSN: 2600-9706) Volume 2, Issue 1, 2019 (June 29, 2019): 57–64. https://doi.org/10.5281/zenodo.8128840.

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ABSTRACT Success in oral pesentation skills contributes to students’ success in academic performance as well as their social life. It is important for teachers to know their students’ needs and social background in order to encourage them to share information relevant to their interests with their peers to improve their oral presentation skills. This study investigates the factors that affect oral presentation among undergraduates. This quantitative study used Likert scale questionnaire to collect data from 100 undergraduates at a private university in Malaysia (UNITAR Internationa

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Gwee, Susan, and Hwee Leng Toh-Heng. "Developing Student Oral Presentation Skills with the Help of Mobile Devices." International Journal of Mobile and Blended Learning 7, no. 4 (2015): 38–56. http://dx.doi.org/10.4018/ijmbl.2015100103.

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Video recording is increasingly used in higher education settings to help students develop their oral presentation skills. However, little is known about the effect of video review for bringing about better high school student outcomes in oral presentation in formal (classroom) and informal (out-of-classroom) settings. Using a quasi-experimental design, this study investigated the effectiveness of using video review in developing the oral presentation skills of Grade 11 students in formal and informal settings in Singapore and how students felt about learning oral presentation skills in these

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Katsumata, Shin-ya, Dylan McDermott, Tarmo Uustalu, and Nicolas Wu. "Flexible presentations of graded monads." Proceedings of the ACM on Programming Languages 6, ICFP (2022): 902–30. http://dx.doi.org/10.1145/3547654.

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A large class of monads used to model computational effects have natural presentations by operations and equations, for example, the list monad can be presented by a constant and a binary operation subject to unitality and associativity. Graded monads are a generalization of monads that enable us to track quantitative information about the effects being modelled. Correspondingly, a large class of graded monads can be presented using an existing notion of graded presentation. However, the existing notion has some deficiencies, in particular many effects do not have natural graded presentations.

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Blegur, Jusuf, Isak Riwu Rohi, Yahya J. Palinata, et al. "Presenting with Impact: Training Students' Oral Presentation Skills." GANDRUNG: Jurnal Pengabdian Kepada Masyarakat 4, no. 2 (2023): 965–78. http://dx.doi.org/10.36526/gandrung.v4i2.2736.

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Oral presentations have become pivotal in recent learning. Students must communicate their work or experiments to colleagues and lecturers through scientific protocols. In many cases, it was detected that students often experienced difficulties making oral presentations, resulting in irritation in critical and constructive class discussions. This service aims to conduct presenting with impact training to train students' oral presentations using lecture and discussion methods, exercises and peer-reviews, and oral presentations. Participants involved as many as 16 people. As a result, there was

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Ayoub Ahmed Zebari, Zeravan, and Behbood Mohammadzadeh. "Speech and Thought Presentation in Chance by Alice Munro: A Stylistic Analysis." Advances in Language and Literary Studies 12, no. 1 (2021): 77. http://dx.doi.org/10.7575/aiac.alls.v.12n.1.p.77.

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This study analyses the speech and thought presentation in Chance, a short story written by Alice Munro. The study aims to analyse how the speech and thought of the characters in the short story are presented. The concept of speech and thought presentation is dubious and complex. This study distinguishes speech and thought presentation and identifies either the characters responsible for representing their speech and thought or the narrator whose speech or thought gets to represent in Munro’s short story. The present study follows the speech and thought presentation techniques of Leech and Sho

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Mahmud, Murni, Abdul Halim, and Sahril Nur. "Discourse Markers in the Students’ Individual Presentation in Indonesian Classroom." PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE 2, no. 4 (2023): 573. http://dx.doi.org/10.26858/performance.v2i4.54292.

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Individual presentation is one of common presentations used by students to present certain topic given by the lecturers in the class. This kind of presentation may take place in a range of setting such as in the classroom by providing question-and-answer session. Individual presentation might also invite classroom interaction among the students. One specific aspect of individual presentation which may contribute to the effective classroom interaction is the use of discourse markers by the students. This paper focuses to investigate the functions of discourse markers used by the students in the

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KAMBITES, MARK. "ON UNIFORM DECISION PROBLEMS AND ABSTRACT PROPERTIES OF SMALL OVERLAP MONOIDS." International Journal of Algebra and Computation 21, no. 01n02 (2011): 217–33. http://dx.doi.org/10.1142/s0218196711006145.

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We study the way in which the abstract structure of a small overlap monoid is reflected in, and may be algorithmically deduced from, a small overlap presentation. We show that every C(2) monoid admits an essentially canonical C(2) presentation; by counting canonical presentations we obtain asymptotic estimates for the number of non-isomorphic monoids admitting a-generator, k-relation presentations of a given length. We demonstrate an algorithm to transform an arbitrary presentation for a C(m) monoid (m at least 2) into a canonical C(m) presentation, and a solution to the isomorphism problem fo

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Veselkova, Tat’yana V. "Genre-forming signs of self-presentation (based on the material of students’ self-presentation)." International Journal “Speech Genres” 19, no. 3 (43) (2024): 247–55. http://dx.doi.org/10.18500/2311-0740-2024-19-3-43-247-255.

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The article is devoted to a relatively new genre of speech – self-presentation. The research is based on self-presentations of non-philological students of the geographical, sociological, biological faculties, Faculty of Mechanics and Mathematics, Faculty of Computer Science and Information Technology, the Institute of Physical Culture and Sports of Saratov National Research State University named after N. G. Chernyshevsky and philologists studying at the Institute of Philology and Journalism. The purpose of the study is to identify the genre features of these texts. The multidimensional analy

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Al Wadiy, Ahmed. "Atypical Presentation of Sacrococcygeal Pilonidal Disease: Presentation and Surgical Management." Journal of Orthopaedics & Bone Disorders 4, no. 1 (2020): 1–3. http://dx.doi.org/10.23880/jobd-16000198.

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Sacrococcygeal pilonidal disease presentation varies greatly between being asymptomatic, acute abscess and chronic sinus. Acute abscess constitutes almost half of the initial presentation of such disease. To our best knowledge, acute abscess presentation hasn’t been reported as a result of acute trauma in the literature. In this paper, we report a case of atypical presentation of sacrococcygeal pilonidal disease after a fall on the back a week earlier. Surgical management of the abscess, incidental finding of the pilonidal disease and lessons learned fr om such case is discussed in detail.

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Ben-Sasson, Hillel. "Representation and Presence: Divine Names in Judaism and Islam." Harvard Theological Review 114, no. 2 (2021): 219–40. http://dx.doi.org/10.1017/s0017816021000158.

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AbstractDivine names are linguistic objects that underlie the grammar of religious language. They serve as both representations and presentations of the divine. As representations, divine names carry information pertaining to God’s nature or actions, and his unique will, in a manner that adequately represents him. As presentations, divine names are believed to somehow effect divine presence in proximity to the believer, opening a path of direct connection to God. This paper seeks to analyze the interaction between presentation and representation concerning divine names in major trends within J

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Lin, Dan. "Exploring Student Perceptions of Oral Presentation Assessments in Higher Education." Educational Practice and Theory 45, no. 1 (2023): 61–80. http://dx.doi.org/10.7459/ept/45.1.05.

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Oral presentation assessments are commonly used in higher education. This paper conducts an exploratory study and investigates student perceptions of oral presentation assessments on two aspects, the benefits of oral presentations for presenting students and the engagement of non-presenting students during presentations. A mixed method with both qualitative and quantitative survey questions is used for collecting data from students undertaking an elective Finance course in the third year of an undergraduate degree. Results show that presenting students perceive the oral presentation assessment

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Leridon, Henri. "Presentation." Population (English Edition, 2002-) 57, no. 3 (2002): 413. http://dx.doi.org/10.2307/3246633.

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Santos, João Batista Ribeiro. "Presentation." Caminhando 25, no. 3 (2020): 9. http://dx.doi.org/10.15603/2176-3828/caminhando.v25n3p9.

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In a year in which the countless daily difficulties of the majority of the Brazilian population abruptly became extreme sufferings in a worldwide pandemic system, scientific intellectual work, in all its domains, was present in extreme fields of debate – several fields in favor and several fields contrary to their productions. By publishing 3 (three) issues in the same year – the first time and in a joint effort –, the journal Caminhando wishes to convey a greeting of health and hope that academic production continues as an undeniable and important practice.

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Butturi Junior, Atilio. "Presentation." Fórum Linguístico 13, no. 2 (2016): 1128. http://dx.doi.org/10.5007/1984-8412.2016v13n2p1128.

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Leoni, Federico. "Presentation." Chiasmi International 22 (2020): 15–16. http://dx.doi.org/10.5840/chiasmi2020222.

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Zezza, Gennaro. "Presentation." Journal of Post Keynesian Economics 44, no. 1 (2021): 1. http://dx.doi.org/10.1080/01603477.2020.1840279.

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López Giral, Dorotea, and Felipe Muñoz Navia. "Presentation." Latin American Journal of Trade Policy 1, no. 1 (2018): 4. http://dx.doi.org/10.5354/0719-9368.2018.50996.

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Sofia, Gabriele. "Presentation." Revista Brasileira de Estudos da Presença 4, no. 2 (2014): 172–73. http://dx.doi.org/10.1590/2237-266045483.

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Ireland, Susan, and Patrice Proulx. "Presentation." Quebec Studies 39 (April 2005): 1–4. http://dx.doi.org/10.3828/qs.39.1.1.

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Hurley, Erin. "Presentation." Quebec Studies 48 (October 2009): 3–8. http://dx.doi.org/10.3828/qs.48.1.3.

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García Folgado, María José. "Presentation." Signo y seña, no. 33 (October 5, 2018): 1. http://dx.doi.org/10.34096/sys.n33.5253.

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Suárez Castiñeira, María Luz, and Asier Altuna García de Salazar. "Presentation." Cuadernos Europeos de Deusto, no. 48 (April 30, 2013): 13. http://dx.doi.org/10.18543/ced-48-2013pp13-15.

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Lambert, Olivier. "Presentation." Cahiers d'histoire de l'aluminium 56-57, no. 1 (2016): 59. http://dx.doi.org/10.3917/cha.056.0059.

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Charon, Jean-Marie, and Rémy Rieffel. "Presentation." Réseaux 105, no. 1 (2001): 9. http://dx.doi.org/10.3917/res.105.0009.

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Benghozi, Pierre-Jean, Christian Licoppe, and Alain Rallet. "Presentation." Réseaux 106, no. 2 (2001): 9. http://dx.doi.org/10.3917/res.106.0009.

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Quéré, Louis. "Presentation." Réseaux 108, no. 4 (2001): 9. http://dx.doi.org/10.3917/res.108.0009.

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