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Letteratura scientifica selezionata sul tema "National Technical Institute for the Deaf"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 1 agosto 2024

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Articoli di riviste sul tema "National Technical Institute for the Deaf"

1

DeCaro, James. "Section Leader: James DeCaro, Dean, National Technical Institute for the Deaf". American Annals of the Deaf 132, n. 5a (1987): 311. http://dx.doi.org/10.1353/aad.2012.1588.

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2

Pagano, Todd, Morgan Bida, Annemarie D. Ross e Susan Smith Pagano. "Accessibility in Undergraduate Research Experiences: A Novel CURE". Scholarship and Practice of Undergraduate Research 4, n. 3 (28 maggio 2021): 61–62. http://dx.doi.org/10.18833/spur/4/3/5.

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CURE courses were developed for Deaf and Hard-of-Hearing (D/HH) students in the Laboratory Science Technology program (Lynn et al. 2020) at the National Technical Institute for the Deaf of Rochester Institute of Technology. Notably, the developed CUREs enrolled all D/HH students and also fulfilled a requirement for the two-year degree program. Attending to accessibility, the courses were taught in American Sign Language and focused on best practices for working with D/HH students in the lab.

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3

Foster, Susan, Sidney M. Barefoot e Patricia Mudgett. "The Meaning of Communication to a Group of Deaf College Students". Journal of Speech and Hearing Disorders 54, n. 4 (novembre 1989): 558–69. http://dx.doi.org/10.1044/jshd.5404.558.

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The purpose of this study was to investigate the meaning of communication to deaf college students and to explore with them the range of skills and conditions that they consider important for communication. Ethnographic interviews with 23 first-year students at the National Technical Institute for the Deaf at Rochester Institute of Technology (NTID at RIT) were used to gather information about communication. Analysis of the interviews led to the organization of informants' comments into four dimensions of communication, including language-modality, affective, situational, and sociopolitical. These dimensions were then used to develop a multidimensional perspective on communication. The paper concludes with a discussion of the implications of a multidimensional perspective on communication for the development of comprehensive communication training programs for deaf people.

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4

DeCaro, James J. ""Globaleyes": A Partnership Between The Nippon Foundation (Japan) and the National Technical Institute for the Deaf (United States)". American Annals of the Deaf 152, n. 5 (2008): 505–9. http://dx.doi.org/10.1353/aad.2008.0007.

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5

Tokarev, K. E. "Artificial Intelligence and Digital Technologies in Technical Systems II-2021 (AIDTTS II-2021)". Journal of Physics: Conference Series 2060, n. 1 (1 ottobre 2021): 011001. http://dx.doi.org/10.1088/1742-6596/2060/1/011001.

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Abstract Dear Authors and (Online) Participants of AIDTTS II-2021, International Scientific Conference «Artificial Intelligence and Digital Technologies in Technical Systems 2020-II (AIDTTS II-2021)» was successfully held online on May 6-7, 2021 at the Department of Software Engineering with organizational and technical support of the Center of Applied Scientific Research (location of organizers - Volgograd, Russian Federation). Due to COVID-2019 and the pandemic-related nationwide lockdowns and other coordinated restrictive measures, the organizers decided to hold a conference in a virtual format with the organization of access for all participants to the presented reports with comprehensive discussion for ensuring the event at a high scientific level. The safety and well-being of all conference participants is our priority. The COVID-19 is unpredictable, so conference postponement met uncertainty, while many scholars and researchers want to attend this long-waited conference and have academic exchanges with their peers. But I want to note that there are no barriers to science, and we continue to work on our research areas remotely, using modern technical means. The conference was held virtually for 2 days (May 6-7, 2021) including keynote and invited speeches, authors’ presentation session. The event was held online using Zoom communication platform for synchronous conversation. The conference was organized as a large-scale online meeting of participants in topical sessions with the opportunity for speakers to provide regulated demonstrations of slides and video files according to the approved technical program. Each speaker had 15 min presentation and 5 min Q&A session. There were always 20-25 participants in the network. During the online presentation, participants discussed more than 50 questions on the problems of modeling technical and economic systems in the agro-industrial complex. Participants of the conference were from the leading institutions of Russian Federation, China, Turkey, France, Uzbekistan, Germany, Republic of Belarus (Instituto Politécnico Nacional, St. Petersburg Federal Research Centre of the Russian Academy of Sciences, Matrosov Institute for Systems Dynamics and Control Theory of Siberian Branch of the Russian Academy of Sciences, Far Eastern Federal University, Southwest State University, Belgorod National Research University, Federal Research Center «Computer Science and Control», Russian Academy of Sciences, Namangan Engineering and Technology Institute, Technical University Of Munich, All-Russian Research Institute of Irrigated Agriculture, Belarusian State Agrarian Technical University, Volgograd State Technical University and others), dealing with problems of using artificial intelligence and digital technologies in technical systems. The outstanding performance of all the presenters made this conference truly spectacular. Main topics of the conference were: 1. Mathematical Modeling and Computer Linguistics. 2. Software and Information Systems and Machine Learning. 3. Artificial Intelligence and Neural Network Technologies. 4. Optimization and Algorithmization. 5. Information Technologies in Social and Medical Research. I would like to express our great appreciation to prof. Batyrshin Ildar Z., from Instituto Politécnico Nacional, Mexico, Golenkov Vladimir V., from Belarusian State University of Informatics and Radioelectronics, Minsk, Belarus, prof. Petrovsky Alexey B., from Institute for Systems Analysis of Russian Academy of Sciences, Moscow, Russian Federation, prof. Natalukha Igor A., from North Caucasus Federal University, Stavropol, Russian Federation, and prof. Rogachev Aleksey F., from Volgograd State Technical University, Volgograd, Russian Federation. We would also like to thank the Program Chairs, the Session Chairs, the members of Technical Committee and the reviewers who carefully evaluated the submissions and provided useful suggestions to improve them. This volume of Journal of Physics: Conference Series is a compilation of the accepted papers in AIDTTS II-2021 and represents contributions that were presented in the conference. On behalf of the organization committee I would like to thank all of the conference sponsors and partners who made conference possible. My special thanks go to our speakers as well as all the authors for sharing their latest research results. Looking forward to meeting you during AIDTTS III-2022! Tokarev Kirill E., scientific editor, e-mail: tke.vgsha@mail.ru Committee: Orlova Yulia A., Doctor of Technical Sciences, Professor, Volgograd State Technical University, Russian Federation Batyrshin Ildar Z., Professor, Instituto Politécnico Nacional, Mexico Perepelitsa Vitaly A., Doctor of Physical and Mathematical Sciences, Professor, Zaporizhzhia National University, Ukraine Golenkov Vladimir V., Doctor of Technical Sciences, Professor, Belarusian State University of Informatics and Radioelectronics, Belarus Tsatkhlanova Tamara T., Professor, Kalmyk State University, Republic of Kalmykia Bayboboev Nabizhon.G, Doctor of Technical Sciences, Professor, Namangan Engineering and Technology Institute, Republic of Uzbekistan Natalukha Igor A., Doctor of Physical and Mathematical Sciences, Professor, North Caucasus Federal University, Russian Federation Borodychev Victor V., Academic of the Russian Academy of Sciences, All-Russian Research Institute of Hydraulic Engineering and Land Reclamation named after A N. Kostyakov Rogachev Aleksey F., Doctor of Technical Sciences, Professor, Volgograd State Agricultural University, Russian Federation Istomina Tatyana V., Doctor of Technical Sciences, Professor, National Research University “Moscow Power Engineering Institute”, Moscow, Russian Federation Skiter Natalya N., Doctor of Technical Sciences, Professor, Volgograd State Technical University, Russian Federation Lebed Nikita I., Doctor of Technical Sciences, Professor, Federal research center of Agroecology Russian Academy of Science, Russian Federation Medvedeva Lyudmila N., Professor, All-Russian Research Institute Russian Academy of Sciences, Russian Federation Korovin Evgeniy N., Doctor of Technical Sciences, Professor, Voronezh State Technical University, Voronezh, Russian Federation Shokhnekh Anna V., Professor, Volgograd State Socio-Pedagogical University, Russian Federation Podmasteryev Konstantin V., Doctor of Technical Sciences, Professor, Orel State University, Orel, Russian Federation

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6

HANSSEN, Lucien, Jeroen DEVILEE, Marijke HERMANS, Maaike VAN ZIJVERDEN e Marjolein VAN ASSELT. "The Use of Risk Governance Principles in Practice: Lessons from a Dutch Public Institute for Risk Research and Assessment". European Journal of Risk Regulation 9, n. 4 (dicembre 2018): 632–40. http://dx.doi.org/10.1017/err.2018.64.

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I. Introduction: risk governance principlesThe technical, natural science-based approach, with a focus on the likelihood of possible consequences and damage potential, has been adapted to deal with risks, such as genetically modified organisms, or newly synthesised materials, which cannot be managed merely by existing technocratic procedures. For a number of years already, professional risk assessment and management communities have advocated for a change, claiming that major controversies, crises and scandals around food, environmental health and technological innovations have necessitated a reshaping of traditional risk regulation towards a more integrative risk governance.1 In this approach risk experts, policy-makers, stakeholders and civil society organisations (CSOs) are working together towards identifying risks, generating and evaluating options, and coming to a strategy. This is reflected, for example, in the analytic-deliberative approach embodied in the modified IRGC Risk Governance Framework2 that includes concern assessment in parallel with the more conventional risk assessment. Decision-makers need to understand the nature and strengths of societal concerns and consider them alongside more technical recommendations for action. The ideas by the IRGC have a social science basis, but more or less at the same time in the natural science oriented risk assessment community comparable ideas and concepts have been developed. From the 1990s onwards, the US-based National Research Council (NRC) published several reports on how risk assessments should remain credible and authoritative in times of scientific uncertainty and strong competing interests.3 In 2005, the “European” International Risk Governance Council published their white paper, which addressed similar challenges. In this article we focus on the IRGC risk governance framework.4Despite the popularity of risk governance frameworks amongst scholars and policy-makers, there has been little research done that shows how major institutes for risk research and assessment try to implement the underlying risk governance principles. This is surprising, since such institutes are necessary actors in this process. New technologies show opportunities, but also raise a number of risk-related social, economic and political issues. The governance of these risks is a challenge: the stakeholders and public involved hold vested positions; values are at stake; and the science is complex, uncertain or even incomplete. Yet, the expectations of policy-makers that institutes for risk research and assessment can adequately deal with these risks are often high. On the one hand, it is acknowledged that these risks can be complex, uncertain or ambiguous and need approaches in line with risk governance principles; on the other hand these institutes are also expected to deliver clear and unambiguous answers.5 Operating within this precarious field of tension, the Dutch National Institute for Public Health and the Environment (RIVM) has become an important actor in the implementation of risk governance principles in the Netherlands. The institute has an open attitude towards risk governance principles and new approaches, and has been at the forefront in supporting the Dutch government in developing its national risk governance strategy.6 Moreover, RIVM has its own strategic research budget, from which projects can be funded in which risk researchers and staff members can experiment in ways to translate risk governance principles into practice.In this article, we want to shed more light on the process of applying risk governance principles in an institutional setting like the RIVM. The importance of the institutional context has already been addressed by Renn and Walker,7 but only in conceptual terms. Boholm, Corvellec, and Karlsson8 have given a more descriptive perspective on day-to-day risk governance in institutional settings. In a similar way, we investigate actual dealings with risk issues as they unfold in the RIVM context.

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Blahušiak, Pavol, Matej Krivošík, Jarmila Slučiak, Andrej Javorník, Michaela Zálešáková, Miroslav Chytil, Monika Müllerová e Karol Holý. "DEVELOPMENT OF 222RN IN AIR SECONDARY STANDARD IN THE SLOVAK REPUBLIC". Radiation Protection Dosimetry 191, n. 2 (settembre 2020): 160–65. http://dx.doi.org/10.1093/rpd/ncaa141.

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Abstract Slovak Institute of Metrology received in 2016 funding for realisation of a set up of a radon chamber with AlphaGUARD as a secondary standard of 222Rn in air as one part of the project. This secondary standard will serve to provide the traceability for laboratories that deal with 222Rn measurements in environmental samples. This project is a response to the European Union legislation and provides metrological support for the development and implementation of the national radon action plan, which the member states of the European Union are committed to fulfil in accordance with Council Directive 2013/59/Euratom. During development of the radon chamber, the determination of its basic technical parameters, such as the exact determination of the container volume and the area of the inner walls of the radon chamber, many tightness tests of the chamber, the definition of homogeneous radon atmosphere parameters and bilateral comparisons, were realised.

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8

Sinu, E., K. Sekar e R. Dhanasekarapandian. "(A297) Psychosocial Care for Children Survivors of Tsunami Disaster - Pondicherry Response, India". Prehospital and Disaster Medicine 26, S1 (maggio 2011): s83. http://dx.doi.org/10.1017/s1049023x11002810.

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Tsunami left 7997 people dead in Tamil Nadu. Nagapattinam, Cuddalore and Kanyakumari districts were worst affected in terms of human and property loss.. Highest number of children death (1776) were reported in Nagai District. In Project Area, Totally 522 children died due to tsunami in Pondicherry (152), Cuddalore (222), Chennai (48) respectively. Considering massive death of Children in Tsunami Disaster, Rural Development Integrated organization (RIDO) along with partnership of Plan International and Technical Support from National Institute of Mental Health and Neuroscience (NIMHANS) provided psychosocial care for tsunami affected children in the regions of Union territory of Pondicherry, Cuddalore and Chennai. Totally 150 community level workers; 50 from each region were selected and trained for a period of 1 week on psychosocial care for children affected in Disaster through using different mediums by master trainers who underwent intensive Training of Trainers program on psychosocial care for tsunami affected children at National Institute of Mental Health and Neurosciences, Bangalore which is a nodal agency in India on psychosocial care in Disaster management. Psychosocial care program for tsunami affected children was carried out over a period of 2 years in afore said regions and handholding support was given to the community level workers periodically in the field. The psychosocial care program was provided for children in their own community by their own community volunteers through group based activities using different mediums. Mediums used to provide psychosocial care were unique in their own way which brought out the underlying emotions of children related to tsunami. Emotional perceptions differed among children across the age groups. Involving the community level workers in providing the psychosocial care for children survivors of tsunami disaster showed encouraging results. Challenges, limitations and lessons learnt in providing psychosocial care for tsunami affected children through community level workers will be discussed.

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Kretschmann, Jürgen. "Post-Mining—a Holistic Approach". Mining, Metallurgy & Exploration 37, n. 5 (23 luglio 2020): 1401–9. http://dx.doi.org/10.1007/s42461-020-00265-y.

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Abstract The European climate and energy framework for 2030 is highlighting the reduction of man-made CO2 by increasing the use of renewable energy to mitigate climate change. In this spirit, Germany has decided to erase the coal use as an energy source by 2038 completely. Inevitably, this strategy promises a feasible, responsible, and sustainable post-mining management, because 200 years of coal mining have created numerous challenges necessary to tend to once the mining ends. Thus, the Research Institute for Post-Mining (FZN) at the TH Georg Agricola University in Bochum, Germany, has developed a holistic approach to meet these post-mining challenges including further expertise present at our university. Here, the four strategic research pillars are (1) technical geoecology and hydrogeology to avoid and mitigate risks underground, (2) geomonitoring to evaluate and protect the surface, (3) industrial heritage preservation and engineering to secure and reuse brownfields such as mine sites, and (4) economic transformation planning of mining regions to enable a prosper future for generations to come. In all efforts, we aim to achieve the fundamental goals of the UN to deal with the resources of our planet responsibly and sustainably. Furthermore, we are synergizing increasingly with national and international networks in the interest of social, economic, and environmental stakeholders.

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Gladiy, M. V., S. I. Kovtun e M. G. Porkhun. "ANDRIY PETROVYCH KRUGLYAK – FAMOUS SCIENTIST AND PRACTITIONER IN THE FIELD OF SELECTION AND REPRODUCTION OF FARM ANIMALS". Animal Breeding and Genetics 62 (8 dicembre 2021): 7–9. http://dx.doi.org/10.31073/abg.62.02.

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On December 20, 2021, Andriy Petrovich Kruglyak, a well-known scientist and leading researcher of the Department of Cattle Breeding of the Institute of Animal Breeding nd. a. M.V.Zubets of the National Academy of Sciences of Ukraine, will turn 80 years old. The jubilee was born in the village of Kupchyntsi, Illinetsky district, Vinnytsia region, into a peasant family. In 1962 he graduated from the Illinetsky Agricultural Technical School, worked as a zootechnician-manager of a cattle farm of the Kamyanogirsky sugar factory of the Illinetsky district of the Vinnytsia region. After serving in the Soviet Army he studied at the Ukrainian Agricultural Academy: 1965–1970 – a student of the Faculty of Zootechnics, 1970–1972 – an intern at the Department of Farm Animal Breeding, where he worked under the guidance of Professors I. V. Smirnov and M. A. Kravchenko, 1972–1974 – graduate student of the Ukrainian Agricultural Academy. In 1974 he defended his dissertation "Age features of the reproductive capacity of bulls in connection with the types of higher nervous activity" in the specialty 06.02.01 – breeding and selection of farm animals. He was awarded the title of senior researcher in 1980. 1974–1976 – senior researcher at the Central Research Station for Artificial Insemination of Farm Animals. Since 1976, the scientific activity of A. P. Kruglyak is connected with the Ukrainian Research Institute of Breeding and Artificial Insemination of Cattle (now the Institute of Animal Breeding and Genetics nd. a. M.V.Zubets NAAS of Ukraine), where he holds the position of senior researcher, head of the laboratory for reproduction of farm animals, and since 1996 – the laboratory for breeding red-white cattle and gene pool of breeds (now the department of Selection of Cattle). The scientific's research is aimed at further development of the breed process through the effective use of the world's best gene pool and improver breeders of domestic breeds, improvement of biotechnology methods for reproduction of farm animals and conservation of genetic resources of farm animals. On the initiative of A. P. Kruglyak in 1975, as a basis for the accelerated breeding of domestic dairy and beef breeds, technological and organizational method of conservation and rational use of local and endangered domestic breeds, the Bank of Genetic Resources of Cattle at the Ukrainian Research Institute of Breeding and Artificial Insemination of Cattle (t-n Brovary) was created, which concentrated the genetic material of prominent bulls of 50 breeds and breed combinations of the world. The operation of this bank has ensured the accelerated breeding of dairy and beef breeds of cattle in Ukraine through the effective use of the best world gene pool of specialized breeds on all improved breeds of the country as a whole and preservation of local gene pool of local Gray Ukrainian and White-headed Ukrainian breeds.Due to the accelerated implementation of scientific developments of scientists of the institute in selection using genetic material of the gene pool bank, at the personal request of A. P. Kruglyak, the bank of genetic resources was awarded the status of National Heritage (order of the Cabinet of Ministers of Ukraine from August 19, 2002 № 472-r.). With the consent of NAAS and the Ministry of Agrarian Policy of Ukraine in 2003–2007, A. P. Kruglyak headed the selection center "Genetic Resources". With his direct participation, the best in Europe breeding and technological center in cattle breeding has been built and the selection work, of which is aimed at improving dairy and beef breeds of cattle, was organized. From 2007 to 2011 he worked as a leading researcher at the National University of Life and Environmental Sciences of Ukraine, and from 2014 to the present – a leading researcher at the Department of Cattle Breeding of the Institute of Animal Breeding and Genetics nd. a. M.V.Zubets NAAS of Ukraine. Andriy Petrovich is a co-author of the first domestic specialized dairy – Ukrainian Red-and-White dairy breed, its central, Carpathian intrabreed, Kyiv and Bukovyna factory types and 10th factory bloodlines. Dairy productivity of cows of the active part of the population for 305 days of the last completed lactation in 2020 was 7174 kg, and in the 12 best herds – 10.0–12.0 thousand kg, which corresponds to the level of productivity of cows in the most developed countries. During the last 10, creative collective of Institute of Animal Breeding and Genetics nd. a. М.V.Zubets of NAAS of Ukraine and specialists of breeding plants of experience economies of NAAS of Ukraine state plant "Khrystynivske", "Nyva", "Hontarivka, the own plant "Agroecologija", LTD plant "Krok-Ukrzalizbud", LTD plant "Kolos", "Bohdanivske", breeding enterprises LTD plant "The Genetic resources", LTD "The Ukrainian genetic company", JSC "Poltavaplemservis" and PSC SPC "Progress", under scientifically-methodical guidance of Andriy Petrovich works on the leadingout of new high-performance protein- fet- dairy Leader 1926780 bloodline in the Ukrainian Red-and-White Dairy breed, that now ratified Ministry development economy, trade, and agriculture (order № 2121 from 06.01.2021) as a breeding achievement in stock-breeding. He has prepared a number of original works on biotechnology of cattle breeding: is a co-author of recommendations for breeding, use and evaluation of bulls in complexes, instructions for grading cattle of dairy and dairy-beef breeds, artificial insemination of farm animals, developed a two-stage method of sperm thawing, long-term storage of thawed bull semen and native boar semen at positive temperatures, using the method of hypobiosis, developed and implemented at the Institute of Fisher Economy of NAAS of Ukraine method of freezing fisher gamets. A. P.Kruglyak's scientific achievements include more than 370 publications, including monographs, programs on breeding new breeds and types of cattle, reproduction of farm animals and preservation of the gene pool of breeds, sire catalogs, state books of breeding animals of cattle, articles in collections and periodicals, abstracts of reports, etc. Scientific achievements are protected by 17 copyright certificates and patents. Andriy Petrovich is a co-executor of international projects on selection and reproduction of animals, which were carried out together with scientists and practitioners from Canada, the USA, Switzerland and Poland.A. P. Kruglyak has long been a member of the Scientific and Technical Council of the Ministry of Agrarian Policy of Ukraine and the Academic Council of the Institute of Animal Breeding and Genetics nd. a. M.V.Zubets NAAS of Ukraine, a member of the editorial board of the scientific collection "Animal Breeding and Genetics" (1991–2006). Under the leadership of A. P. Kruglyak, 4 candidates of agricultural sciences, 16 graduates of the zootechnical faculty of the National University of Life and Environmental Sciences of Ukraine and more than 2,000 livestock specialists were trained. For the last 40 years he has been giving a course of lectures on selection and biotechnology of reproduction of farm animals at the School of Advanced Training of Livestock Specialists (t-n. Brovary). In 1993, A. P. Kruglyak was awarded the State Prize of Ukraine in the field of science and technology for the development of methods and breeding of the Ukrainian Red-and-White Dairy breed of cattle. By the decision of the Presidium of the National Academy of Agrarian Sciences of Ukraine A. P. Kruglyak was awarded a memorable anniversary medal "100 years of the National Academy of Agrarian Sciences of Ukraine". The Presidium of the National Academy of Agrarian Sciences of Ukraine and the staff of the Institute of Animal Breeding and Genetics nd. a. M.V.Zubets NAAS of Ukraine sincerely congratulate dear Andriy Petrovich and wish him good health, creative longevity and further success in the scientific field!

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Più fonti

Tesi sul tema "National Technical Institute for the Deaf"

1

Macias, Gayle. "Mentoring in the Department of Access Services at the National Technical Institute for the Deaf /". Online version of thesis, 2006. http://hdl.handle.net/1850/5038.

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Allen, Andre Ramon. "A Technical Communication Internship at The National Institute for Occupational Safety and Health (NIOSH)". Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1102077601.

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Porcellino, Michelle Eileen. "HEALTH COMMUNICATIONS INTERNSHIP AT THE NATIONAL CANCER INSTITUTE". Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1220112999.

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Lamborg, Amy Davison. "Technical Communications at the National Institute for Occupational Safety and Health (NIOSH): An Internship Report". Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1101936724.

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Minakova, K., Serhii Petrov e S. Radoguz. "How "Street chemistry" and "Street physics" settled at the National Technical University "Kharkiv Polytechnic Institute"". Thesis, Copissaurio Repro – Centro Imp. Unip. Lda. Campus de Gualtar, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/46263.

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Minakova, K., Serhii Petrov, S. Radoguz e R. Tomashevskyi. "Inquiry based science education in National Technical University "Kharkiv Polytechnic Institute" as a way to increase the popularity of natural and thechnical sciences". Thesis, Copissaurio Repro – Centro Imp. Unip. Lda. Campus de Gualtar, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/46264.

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The article analyses the problem of reducing the rating of natural sciences in youth. Possible options for solving this issue are considered. Based on the experience of young scientists of the National Technical University "Kharkiv Polytechnic Institute" (NTU "KhPI"), it is indicated on perspective directions of interaction between higher education and secondary school in order to increase the popularity of natural and technical sciences. One of the points of contact can be the foundation of a creative space for children, which will be the focus of STEM education, and promote a positive image of the natural and technical sciences.

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Seixas, Catharine Prata. "O Instituto Nacional de Educação de Surdos e a formação de professores para surdos em Sergipe (1959-1961)". Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/4645.

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This study analyzes the training for teachers of deaf people in Sergipe in the years 1959 to 1961, seeking to know the pedagogical practices that guided the Specialization Course for Teachers of Deaf, sponsored by the National Institute for Deaf Education. For the production of this work, we followed the precepts of Cultural History, articulated to the concepts of memory, collective memory, writing, history and culture, in order to relate them to the researched sources: laws, class record books, minutes, curricula, textbooks, annals. Among the various bibliographic references used, we can highlight the following authors regarding the explored theoretical framework: Mazzota (2005), Jannuzi (2006), Rocha (2009), Souza (2009), Soares (1996, 2005) and Souza (2007). The aim of this study is to insert, in Sergipe educational historiography, aspects of the educational history of deaf, and specifically the history of the training for teachers of deaf people.
O presente estudo analisa a formação dos professores de surdos em Sergipe nos anos de 1959 a 1961, buscando conhecer as práticas pedagógicas que nortearam o Curso de Especialização de Professores para Surdos, promovido pelo Instituto Nacional de Educação de Surdos. Para a produção desta dissertação, seguimos os preceitos da História Cultural, articulados aos conceitos de memória, memória coletiva, escrito, história e cultura, a fim de dialogarmos com as fontes pesquisadas: leis, diários de classe, atas, planos curriculares, manuais, anais. Dentre os diversos referenciais bibliográficos utilizados, pode-se evidenciar os seguintes autores quanto ao referencial teórico explorado: Mazzota (2005), Jannuzi (2006), Rocha (2009), Souza (2009), Soares (1996, 2005) e Souza (2007). Pretende-se, com esse estudo, inserir, na historiografia educacional sergipana, aspectos da história educacional do surdo, e especificamente da história da formação de professores de surdos.

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Wolff, Sylvia. "Elementarunterricht und Sprachbildung unter besonderer Berücksichtigung der Unterrichtspraxis am Berliner Königlichen Taubstummeninstitut zwischen Aufklärung und Frühmoderne". Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2013. http://dx.doi.org/10.18452/16801.

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Aktuelle Debatten in der Hörgeschädigtenpädagogik beschäftigen sich vor allem mit den Fragen der Sprachbildung hörgeschädigter Kinder im Rahmen der schulischen Inklusion. Übersehen wird dabei oft, dass dieser Diskurs nicht neu ist, sondern bereits historische Vorläufer hat. Ziel dieser Untersuchung ist deshalb, Veränderungsprozesse von Elementarbildung und Sprachbildung hörgeschädigter Kinder im 18. und 19. Jahrhundert vor dem Hintergrund einer sich etablierenden Volksschulbildung zu analysieren, um den schulstrukturellen Wandel und seine Auswirkungen nachzuzeichnen. Auf der Grundlage einer quellenkritischen Rekonstruktion wurden dafür ideen-, sozial- und institutions-geschichtliche Ereignisse und Diskurse im Sinne des kritisch-konstruktiven Ansatzes von Klafki (1971) analysiert. Im Fokus standen dabei die konkreten Auswirkungen (national-) sprachlicher und bildungspolitischer Konzepte auf den Unterricht am Berliner Königlichen Taubstummeninstitut und auf die ländliche Schulpraxis in der Provinz Brandenburg. Die Analysen zeigen, dass die sprachphilosophischen Diskurse in dieser Zeit Fehlannahmen über die Funktion und Bedeutung von Laut- und Gebärdensprachen enthielten, die die Sprachbildungskonzepte für gehörlose Menschen maßgeblich prägten. Außerdem führte die Verallgemeinerungsbewegung, in deren Rahmen zunehmend gehörlose Menschen auch in Volksschulen unterrichtet wurden, dazu dass die ausschließliche Förderung der Lautsprache propagiert wurde. Zweisprachige Bildungskonzepte, mit der Gebärdensprache als festem Bestandteil, wurden aufgegeben. Die besonderen Bedürfnisse gehörloser Menschen wurden weder an allgemeinen Schulen noch an Taubstummeninstituten berücksichtigt und der Zugang zu Bildung setzte damit in der Folgezeit eine einseitige Anpassungsleistung gehörloser Menschen voraus.
Current debates in deaf education are primarily concerned with questions of language education of hearing impaired children as part of school inclusion. It is often overlooked in this context that this discourse is not new, but already has historical antecedents. The aim of this study is therefore to analyse the changing processes of elementary education and language education of hearing impaired children in the 18th and 19th centuries against the background of the on-going establishment of elementary education, in order to reconstruct the structural change of the culture of schooling and its impact. To this end, historical ideas, social and institutional discourses and events were analysed in terms of the critical and constructive approach of Klafki (1971) on the basis of a source-critical reconstruction. The focus was on the specific impact of (national) linguistic and educational approaches to teaching at the Berlin Royal Institute of Deaf and Dumb and the rural school practice in the province of Brandenburg. The analyses show that the discourses on linguistic philosophy at this time contained misperceptions concerning the function and meaning of spoken and signed languages that significantly shaped approaches to language education for deaf people. Furthermore, the movement towards generalisation, in the framework of which deaf people were increasingly also taught in elementary schools, led to the exclusive propagation of the promotion of oral language. Bilingual education concepts, with sign language as an integral part, were abandoned. The special needs of deaf people were not taken into consideration in either public schools or in deaf and dumb institutions, and access to education in the subsequent period thus presupposed a successful unilateral adaptation of deaf people.

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9

Lindh, Stina. "Institutet för språk och folkminnen : En arkivförteckning för teckenspråksmaterial som överlåtits av Sveriges Dövas Riksförbund". Thesis, Uppsala universitet, Institutionen för ABM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-176116.

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This thesis at the Institute for Language and Folklore has as its purpose to lay a foundation for a continuinginventory work. The tasks I have performed during my time there was to create an archival description, anintroduction to the material and a process map showing the process of incoming delivery of documents. The aimwas never to finish the list of work, but to structure the material to get an insight into the material and to theproblems that existed within. The documents are of a very unique nature and require that the archivist is familiarwith and have knowledge of sign language. One of the problems I encountered was how fragmented the materialwas. The documents are divided between Stockholm and Uppsala, which means that provenance becomesparticularly significant for this material. By revoking parts of the material from the National Archives in Stockholm,the institute is trying to reduce the distribution part of the process. But this is a problem that affects all documentsand will therefore affect the entire inventory process. The Institute's goal is to digitizing documents and make itmore accessible for researchers.

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Costa, Edivaldo da Silva. "Mãos tecendo histórias de vida : memórias dos surdos sergipanos egressos do Instituto Nacional de Educação de Surdos (1944-1979)". Pós-Graduação em Educação, 2018. http://ri.ufs.br/jspui/handle/riufs/8658.

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This thesis integrates the productions of the field of History of Special Education and the historiography of Sergipe, having as theoretical-methodological foundation the assumptions of Cultural History. He spoke on the subject of education of the sergipian deafs in the National Institute of Education of the Deaf (INES), the first school in Brazil, specialized for deaf people, to instruct, educate and professionalize this population. The general objective was to describe the educational and professional life trajectory of all the sergipian deafs who studied at the National Institute of Education of the Deaf (INES) in the decades of 1944 to 1979. For this purpose, the following specific objectives were elaborated: a) influence of the National Institute of Deaf Education in the school education and professional career of the sergipian deafs; b) to show educational aspects for the deaf in the management of Ana Rimoli de Faria Dória and Marino Gomes Ferreira; c) present the different modalities of communication and teaching methods for the deaf; d) highlight the actions of the public policies of the education of the deaf in the Governments of Juscelino Kubitschek de Oliveira and Emílio Garrastazu Médici; and e) to describe the life stories through the memory present in the narratives of the sergipian deafs graduates of INES. Life histories were collected from deaf deponents who graduated from the institution and from relatives. Period in which the first effective movements at the national level for the schooling of the Brazilian deaf appeared. In addition to the interviews, sources of documentary and iconographic nature were also analyzed. The conceptual framework adopted was based on the concepts of representation, appropriation, school culture, history and memory; the main authors who contributed to the understanding of the historical processes were Chartier, Julia, Halbwachs, Le Goff and Pollak; and in the area of the history of deaf education, Soares, Mattos, Souza, Rocha and Seixas. The thesis defended in this work was that even with all the institutional and methodological apparatus of INES and segregative character, based on oralism, initially aimed at rehabilitation, and later, for instruction, limited to primary education, training received in the INES represented for the sergipian deafs graduates the possibility of economic and professional independence. In order to concretize the analysis, there was an effort to understand the aspects related to the schooling process during the INES boarding school; the coexistence in the school space; professional workshops; civic parades; the first Eucharistic communion; sports activities and articulate language; the uniforms; school festivities; and career after INES. The reports of these experiences about education and professional career allowed the identification of nine sergipian deafs (five of whom are deceased) and it was possible to know not only the individual trajectories, but also the collective experiences in the school space. It was concluded that in spite of the primary schooling attended by the sergipian deafs at INES, the studies carried out contributed to their inclusion in the labor market and their economic and professional independence.________________________________________________________________________________________________________________________________
Esta tesis integra las producciones del campo de la Historia de la Educación Especial y de la historiografía de Sergipe, teniendo como fundamentación teórico-metodológica los presupuestos de la Historia Cultural. En el Instituto Nacional de Educación de Sordos (INES), la primera escuela de Brasil, especializada para personas sordas, destinada a instruir, a educar ya profesionalizar esa población, delimitando como objeto de estudio sus historias de estudio la vida. El objetivo general fue describir la trayectoria de vida escolar y profesional de todos los sordos sergipanos que estudiaron en el Instituto Nacional de Educación de Surdos (INES) en las décadas de 1944 a 1979. Para ello, se elaboraron los siguientes objetivos específicos: a) influencia del Instituto Nacional de Educación de Sordos en la formación escolar y carrera profesional de los sordos sergipanos; b) mostrar los aspectos educativos para sordos en las gestiones de Ana Rimoli de Faria Dória y Marino Gomes Ferreira; c) presentar las diferentes modalidades de comunicación y métodos de enseñanza para sordos; d) destacar las acciones de las políticas públicas de la educación de los sordos en los Gobiernos de Juscelino Kubitschek de Oliveira y Emilio Garrastazu Médici; y e) describir las historias de vida a través de la memoria presente en las narrativas de los sordos sergipanos egresados del INES. Se recogieron historias de vida de los depoentes sordos que se formaron en la Institución y familiares. Período en que surgieron los primeros movimientos efectivos a nivel nacional para la escolarización del sordo brasileño. Además de las entrevistas, también se analizaron fuentes de naturaleza documental e iconográfica. El marco conceptual adoptado tuvo su base en los conceptos de representación, apropiación, cultura escolar, historia y memoria; los principales autores que dieron aporte para la comprensión de los procesos históricos fueron Chartier, Julia, Halbwachs, Le Goff y Pollak; y en el área de la historia de la educación de sordos, Soares, Mattos, Souza, Rocha y Seixas. La tesis defendida en este trabajo fue que con todo aparato teórico y metodológico institucional del INES y carácter segregativo, calcado en el oralismo, volcado inicialmente para la rehabilitación, y posteriormente, para la instrucción, limitándose a la enseñanza primaria, la formación recibida en el aula INES representó para los sordos sergipanos egresados la posibilidad de independencia económica y profesional. Para concretar el análisis, hubo un esfuerzo en el sentido de aprehender los aspectos relacionados al proceso de escolarización durante el colegio-internado en el INES; la convivencia en el espacio escolar; los talleres profesionales; los desfiles cívicos; la primera comunión eucarística; las actividades deportivas y de lenguaje articulado; los uniformes; los festejos escolares; y la carrera profesional después del INES. Los relatos de esas experiencias acerca de la formación educativa y carrera profesional permitieron identificar nueve sordos sergipanos (cinco de ellos están fallecidos) y fue posible conocer no sólo las trayectorias individuales, así como las vivencias colectivas en el espacio escolar. Se concluyó que a pesar de la escolarización de enseñanza primaria cursada por los sordos sergipanos en el INES, los estudios realizados contribuyeron a la inserción de los mismos en el mercado de trabajo y su independencia económica y profesional.
Esta tese integra as produções do campo da História da Educação Especial e da historiografia de Sergipe, tendo como fundamentação teórico-metodológica os pressupostos da História Cultural. Versou sobre o tema da educação dos surdos sergipanos no Instituto Nacional de Educação de Surdos (INES), primeira escola do Brasil, especializada para pessoas surdas, destinada a instruir, a educar e a profissionalizar essa população, delimitando como objeto de estudo suas histórias de vida. O objetivo geral foi descrever a trajetória de vida escolar e profissional de todos os surdos sergipanos que estudaram no Instituto Nacional de Educação de Surdos (INES) nas décadas de 1944 a 1979. Para tanto, foram elaborados os seguintes objetivos específicos: a) verificar a influência do Instituto Nacional de Educação de Surdos na formação escolar e carreira profissional dos surdos sergipanos; b) mostrar os aspectos educacionais para surdos nas gestões de Ana Rimoli de Faria Dória e Marino Gomes Ferreira; c) apresentar as diferentes modalidades de comunicação e métodos de ensino para surdos; d) destacar as ações das políticas públicas da educação dos surdos nos Governos de Juscelino Kubitschek de Oliveira e Emílio Garrastazu Médici; e e) descrever as histórias de vida através da memória presente nas narrativas dos surdos sergipanos egressos do INES. Foram coletadas histórias de vida dos depoentes surdos que se formaram na Instituição e familiares. Período em que surgiram os primeiros movimentos efetivos em nível nacional para a escolarização do surdo brasileiro. Além das entrevistas, foram também analisadas fontes de natureza documental e iconográfica. O marco conceitual adotado teve seu embasamento nos conceitos de representação, apropriação, cultura escolar, história e memória; os principais autores que deram aporte para a compreensão dos processos históricos foram Chartier, Julia, Halbwachs, Le Goff e Pollak; e na área da história da educação de surdos, Soares, Mattos, Souza, Rocha e Seixas. A tese defendida neste trabalho foi de que mesmo com todo aparato teórico e metodológico institucional do INES e caráter segregativo, calcado no oralismo, voltado inicialmente para a reabilitação, e posteriormente, para a instrução, limitando-se ao ensino primário, a formação recebida no INES representou para os surdos sergipanos egressos a possibilidade de independência econômica e profissional. Para concretizar a análise, houve um esforço no sentido de apreender os aspectos relacionados ao processo de escolarização durante o colégio-internato no INES; a convivência no espaço escolar; as oficinas profissionalizantes; os desfiles cívicos; a primeira comunhão eucarística; as atividades esportivas e de linguagem articulada; os uniformes; os festejos escolares; e a carreira profissional depois do INES. Os relatos dessas experiências acerca da formação educacional e carreira profissional permitiram identificar nove surdos sergipanos (cinco deles estão falecidos) e foi possível conhecer não somente as trajetórias individuais, como também as vivências coletivas no espaço escolar. Concluiu-se que apesar da escolarização de ensino primário cursada pelos surdos sergipanos no INES, os estudos realizados contribuíram para a inserção dos mesmos no mercado de trabalho e sua independência econômica e profissional.
São Cristóvão, SE

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Libri sul tema "National Technical Institute for the Deaf"

1

McCarthy, James K. A shining beacon: Fifty years of the National Technical Institute for the Deaf. Rochester, New York: RIT Press, 2018.

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2

United States. Congress. Senate. Committee on Labor and Human Resources. Education of the Deaf Act of 1985: Report (to accompany S. 1874). [Washington, D.C.?: U.S. G.P.O., 1986.

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3

Lang, Harry G. From dream to reality: The National Technical Institute for the Deaf : a college of Rochester Institute of Technology. Rochester, N.Y: Rochester Institute of Technology, 2001.

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4

Handicapped, United States Congress Senate Committee on Labor and Human Resources Subcommittee on the. Oversight of Gallaudet College and the National Technical Institute for the Deaf: Hearing before the Subcommittee on the Handicapped of the Committee on Labor and Human Resources, United States Senate, Ninety-ninth Congress, first session, on examining the role these institutions play in services the federal government provides to the nation's deaf students, June 11, 1985. Washington: U.S. G.P.O., 1985.

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5

United States. Congress. House. Committee on Education and Labor. Education of the Deaf Act Amendments of 1992: Report (to accompany H.R. 5483) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1992.

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6

United States. Congress. House. Committee on Education and Labor. Subcommittee on Select Education. Hearing on the reauthorization of the Education of the Deaf Act: Hearing before the Subcommittee on Select Education of the Committee on Education and Labor, House of Representatives, One Hundred Second Congress, second session, hearing held in Washington, DC, March 10, 1992. Washington: U.S. G.P.O., 1992.

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7

Office, General Accounting. Educating students at Gallaudet and the National Technical Institute for the Deaf: Who are served and what are the costs? : report to the Chairman, Subcommittee on the Handicapped, Committee on Labor and Human Resources, United States Senate. Washington, D.C: The Office, 1985.

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8

Office, General Accounting. Educating students at Gallaudet and the National Technical Institute for the Deaf: Who are served and what are the costs? : report to the Chairman, Subcommittee on the Handicapped, Committee on Labor and Human Resources, United States Senate. Washington, D.C: The Office, 1985.

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9

Office, General Accounting. Educating students at Gallaudet and the National Technical Institute for the Deaf: Who are served and what are the costs? : report to the Chairman, Subcommittee on the Handicapped, Committee on Labor and Human Resources, United States Senate. Washington, D.C: The Office, 1985.

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10

Alker, Doug. Really not interested in the deaf?: [this is the story of deaf people]. Darwen: Alker, 2000.

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Capitoli di libri sul tema "National Technical Institute for the Deaf"

1

Hentschel, Klaus. "Max von Laue: The Change in the Reich Physical and Technical Institute Presidency in the Spring of 1933". In Physics and National Socialism, 53–54. Basel: Birkhäuser Basel, 1996. http://dx.doi.org/10.1007/978-3-0348-9008-3_19.

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Hentschel, Klaus. "Philipp Lenard: A Big Day for Science. Johannes Stark Appointed President of the Reich Physical and Technical Institute [May 13, 1933]". In Physics and National Socialism, 49–52. Basel: Birkhäuser Basel, 1996. http://dx.doi.org/10.1007/978-3-0348-9008-3_18.

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Tucker, William H. "The Bell Curve, Then and Now". In Palgrave Studies in the Theory and History of Psychology, 1–19. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-41614-9_1.

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AbstractIn the fall of 1994, the national obsession with the murder trial of a legendary football player was temporarily interrupted by a controversy over a book—not some sensationalized biography of a celebrity but a chart-filled 845-page tome, co-authored by a Harvard research psychologist and a policy wonk at the conservative think tank, the American Enterprise Institute. Despite its more than 100 pages of appendices on logistic regression and other technical, statistical issues, The Bell Curve: Intelligence and Class Structure in American Life became an instantaneous cause célèbre, providing its junior author, Charles Murray—Professor Richard J. Herrnstein having passed away only days before publication—with considerably more than his Warholian 15 minutes of fame and leading a reporter for the New York Times Magazine to designate him “the most dangerous” conservative in the country. Among the many “serious” periodicals to discuss the book at length, The New Republic devoted almost an entire issue to an essay by its authors along with a host of responses, and for some weeks Murray was a ubiquitous presence on television talk shows.

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Cancino, Claudia. "The Challenges of the Conservation of Earthen Sites in Seismic Areas". In RILEM Bookseries, 709–23. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39450-8_58.

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AbstractDuring the 1990s, the Getty Conservation Institute (GCI) carried out a research and laboratory testing program, the Getty Seismic Adobe Project (GSAP), which investigated the performance of historic adobe structures during earthquakes and developed cost-effective retrofit methods that preserve the authenticity of these buildings. While the GSAP methodology was excellent and effective, it felt its reliance on high-tech materials, equipment and professional expertise was a deterrent to it being more widely implemented. To address this, the GCI initiated in 2009, the Seismic Retrofitting Project (SRP) with the objective of adapting the GSAP approach to better match the equipment, materials, and technical skills available in many countries with earthen sites located in seismic regions.The paper will analyze how the SRP was communicated and bought in by national and international stake holders, how high techniques analysis and low-key testing was combined to better understand the seismic performance of earthen sites, how the knowledge acquired in the process was disseminated among Peruvian and Latin American professionals, how two implementations’ projects were carried out and how a set of guidelines were adopted by Peruvian authorities.

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Eaglin, Jennifer. "Early Sugar and Ethanol Policy, 1933–1959". In Sweet Fuel, 19—C1.T2. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197510681.003.0002.

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Abstract This chapter examines the origins of the state’s intervention in ethanol production under the Institute of Sugar and Alcohol (Instituto do Açúcar e do Álcool [IAA]). State officials first supported ethanol production as a means of using up chronic excess sugar production in the country. In the state of São Paulo, the presence of coffee infrastructure provided sugar and alcohol production with a great deal of technical support, shaping the future ethanol industry in the region of Ribeirão Preto. The first boom in ethanol arrived during World War II, establishing the industry as a part of national security and validating government support since the 1930s. São Paulo producers gained market control of sugar at the same time, shifting political influence out of the sector toward the south and away from the northeast. By 1959, São Paulo was the leading producer of sugar and ethanol in the country.

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Bidarra, Jorge, e Tania Aparecida Martins. "Dictionaries of Libras from the Nineteenth to the Twenty-First Century". In The Whole World in a Book, 298–318. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190913199.003.0016.

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Sign languages, structurally different from oral languages, are based on gestures and involve their own grammars and repertoires of lexical units (signals or signs), and they play an important role in establishing communication among deaf people around the world. This chapter primarily focuses on the development of dictionaries for Libras (an acronym for Língua Brasileira de Sinais, or ‘Brazilian Language of Signs’), the natural language of the Brazilian deaf community. It traces the influence of the first dictionary of the deaf in Brazil, Iconographia dos Signaes dos Surdos-Mudos (‘Iconography of Signs of Deaf-Mutes’), which was published in 1875 by the National Institute of Education of the Deaf (INES) and authored by Flausino José da Gama, a student at the Institute. In their demonstration of the influence and inspiration this dictionary gave to lexicographers who followed da Gama, Bidarra and Martins outline the historical trajectory of sign languages up to the present, considering different and parallel paths for sign languages in different countries, forms of stigmatization of sign language, and barriers to its use. Incorporating this historical and transnational analysis, Bidarra and Martins present both a broad discussion of the various models of sign language dictionaries that have been used around the world and an in-depth analysis of the development of Libras dictionaries in Brazil to the modern day.

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7

Suermann, Patrick C., e Raja R. A. Issa. "The US National Building Information Modeling Standard". In Handbook of Research on Building Information Modeling and Construction Informatics, 138–54. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-928-1.ch006.

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The publication of the National BIM Standard (NBIMS) at the end of 2007 after two years of work by the most highly diverse team ever assembled by the National Institute of Building Sciences brought a symbolic shift in the architecture, engineering, construction, and facility ownership (AECO) community. However, what impact did it have on the industry? This chapter looks at the strengths, weaknesses, opportunities, and impact of the NBIMS into 2009 and beyond. Specifically, this chapter will delve into some of the strengths of the NBIMS, such as promulgating a standardized approach for documenting information exchanges between stakeholders, and applying the NBIMS Interactive Capability Maturity Model (I-CMM) to evaluate a project or portfolio for BIM maturity. Opportunities exist in the areas of sustainability, modularity, and fabrication, as demonstrated in several industry projects to date. Weaknesses of the NBIMS are that it is not directly applicable yet at the technical level such as the National CAD Standard (NCS). Along with the NCS, the NBIMS and their umbrella parent organization, the Facility Information Council of the National Institute of Building Sciences are gradually being absorbed into the buildingSMART™ Alliance. Lastly, the primary impact of the NBIMS will be felt in terms of current and future projects promoting interoperable information exchange for specific stakeholders. These include multiple applications of interoperable-IFC-based approaches.

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8

Franchini, Sandro. "Sulla storia dell’Istituto Veneto". In Venezia 1868: l’anno di Ca’ Foscari. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-294-9/009.

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The National Institute of Science, Letters and Arts founded by Napoleon in 1810, ‘regenerated’ in 1838 by the Emperor of Austria Ferdinand I, who renamed it Imperial Regio Istituto Veneto di Scienze, Lettere ed Arti, was created to represent the top of a complex system of studies and knowledge management. Promoter of scientific and technological innovations, it boasts Italian and foreign corresponding members, guaranteeing a national and international dimension that was then sanctioned also by the new Italian Kingdom: the Reale Istituto Veneto, in fact, was placed, by rank and official recognition, among the national Academies of the pre-unitary States called to form the various higher councils of Public Education. The Institute also provides the State and local administrations with advice on specific cultural or technical issues, relating to higher education programmes or land management, on topics ranging from meteorology to public health, to hydrological, but also on linguistic issues, and organizes periodic exhibitions of artefacts and machinery to encourage innovation in agricultural and industrial production.

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9

Dichek, Natalia. "The First Steps in the State Systematization of Special Education: Ukrainian Experience". In Trends and Prospects of the Education System and Educators’ Professional Training Development, 349–62. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch021.

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The paper will substantiate the author’s version of the retrospective analysis of the organizing in Ukraine in the 1920s-1930s the first state education system for the special children (the disabled), that is, children with physical or mental problems – blind, deaf, persons with mental or psychoneurotic problems. It is substantiated that for the first time in the history of national education, the state approach to the examination and selection, training, education, socialization or care of such children were legalized. In addition to specialized classes and boarding schools, the system of institutions for special children also included sanatorium schools, clinic schools, and speech therapy courses. During this period of time, a network of research institutions was also created – medical and pedagogical offices (1922), departments at the Ukrainian Research Institute of Pedagogy (1926) and the Ukrainian Psychoneurological Institute (1922), whose researches were engaged in the study of the special children and the development of methods for their rehabilitation training and possible correction of the health state. From the very beginning, the problem of the special children was considered in the unity of the pedagogical and medical aspects.

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10

Chu-Zhu, Janice. "National and International Adaptations of the Children’s Aid Society Model". In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0028.

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When the CAS community schools first opened in New York City in 1992, they attracted many visitors interested in learning about and adapting our model. In response CAS created its National Technical Assistance Center for Community Schools (NTACCS) in 1994 to handle the increasing number of requests for information, coordinate the large number of visitors to the schools, and provide technical assistance in the process and operations involved in creating a community school. People who wish to adapt our model can now tour the various components of our program and meet with our staff to ask questions and learn about the implementation of our program. This chapter will explore the core components of the CAS model and how adaptation sites in the United States and other countries have been able to incorporate elements that represent their signature style and reflect the needs of their individual communities. An immediate dilemma occurs when program planners seek to learn from the experience of others—should they try to replicate the model precisely or should they try to adapt it to their own local circumstances? Replicators often speak of the importance of “program fidelity,” while adaptors talk about differing needs among various communities and populations. The National Institute of Mental Health (NIMH) astutely assesses the dilemma: “While individual tailoring may account for success at a given location, there is pressing need for theoretically grounded interventions that will be effective in a wide range of communities. Therein lies a challenge. On the one hand, ‘replication’ implies fidelity to the original while, on the other hand, ‘community-based and culturally sensitive’ implies expectation of variation and sensitivity to that variation. The need to vary interventions is widely accepted, but systematically developed and articulated only occasionally.” The NIMH study found two key components that improved the effectiveness of HIV prevention programs as they were implemented in multiple sites around the country. One component was that they were “community-based,” designed with the input and skills of the particular communities in which they were implemented. The second was that the programs were “culturally sensitive”—that is, they reflected the needs and cultures of the individuals expected to participate in the intervention and used media and messages relevant to those individuals and their lives.

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Atti di convegni sul tema "National Technical Institute for the Deaf"

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Jardim, Roberta Bellillo. "Report of successful integrative experiences - IFB Multicampi Writing Competition 2023". In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-077.

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Considering the provisions of the Universal Declaration of Human Rights of 1948, among other documents, National Guidelines for Human Rights Education were established, through CNE Resolution no. 1, of May 30, 2012. In accordance with Art. 5 of this Resolution, the central objective of Human Rights Education is training for life and coexistence, in the daily exercise of Human Rights as a form of life and social, political, economic and cultural organization at regional, national and planetary levels. With a view to promoting discussion and reflection, among campus students, on the topic, the Dean of Education, in partnership with the Dean of Research and Innovation and the Dean of Extension and Culture, launched the 1st Multicampi Writing Competition of the Federal Institute of Brasília in 2022, had thirty-eight entries, six winners, divided into two categories Higher Education and Secondary Education of Technical Level, awarded in a ceremony called Literary Soiree held on March 30 2023. Continuing the actions that promote inclusion, permanence and success, in the following year the Dean of Education launched the 2nd Multicampi Writing Competition, with the experience of the previous year it was possible to improve dissemination and thus student participation grew by 278%, from 38 to 106 registered. The award increased from six to twelve recipients, divided into Higher Education, prose and verse, Secondary Technical Education, prose and verse.

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Galasso, Bruno, e Dirceu Esdras. "The production process of bilingual courseware at the national institute of education for the deaf". In the 10th International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3290511.3290543.

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Roman, Daniel. "National Spatial Reference System Access in 2022". In 2017 International Technical Meeting of The Institute of Navigation. Institute of Navigation, 2017. http://dx.doi.org/10.33012/2017.14871.

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Hintz, Eric S. "A Swindling Concern: The National Institute of Inventors, 1914-1925". In 2009 IEEE Conference on the History of Technical Societies. IEEE, 2009. http://dx.doi.org/10.1109/hts.2009.5337835.

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Zgurovskiy, M. Z., E. N. Pis’mennyi, V. G. Razumovskiy e I. L. Pioro. "National Technical University of Ukraine “Kiev Politechnical Institute” and its Nuclear Education Programs". In 2012 20th International Conference on Nuclear Engineering and the ASME 2012 Power Conference. ASME, 2012. http://dx.doi.org/10.1115/icone20-power2012-55265.

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Mahapatra, Sukanta Kumar. "Technological Interventions for Deaf Education (TIDE) as an Enabling Mechanism for Addressing Learning Needs of Deaf and Hard of Hearing (DHH) Learners: A Case of National Institute of Open Schooling (NIOS) in India". In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3535.

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In recent decades, consistent efforts were made for ensuring development of an inclusive education system at all levels, where children and adult with disabilities, including Deaf and Hard of Hearing (DHH) learners get adequate support and various general and specific provisions to develop academically and socially. However, in spite of great efforts, poverty, combined with stigma, discrimination and the inbuilt structural disadvantage for deaf children at the school level around the failure of educational institutions to provide an enabling environment conducive to successful first language acquisition that is in Indian Sign Language (ISL) largely influence educational marginalisation Of DHH learners. Marginalisation is also experienced by such learners due to very limited use of ISL in curriculum and transaction and further, lack of adequate ISL teachers and prevailing prejudice among parents and community. Underlying the challenges, the paper aims to discuss how National Institute of Open Schooling (NIOS), India has streamlined it’s curriculum and delivery mechanism through use of ISL based content to address the learning needs of DHH learners. The paper, further, attempts to highlight how various cost-effective media and technological interventions were made towards addressing digital divide and reaching to DHH learners across the country, even learners at the remote locations.

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Thanaputtiwirot, Somsak, Parichat Kinaree, Ampawan Yindeemak e Jirarot Samartchotipant. "Development the Training Package of Instruction Laboratory Based Using PESDEEP for Industrial Teachers of Vocational Education Institute: Northeastern". In The 13th National Conference on Technical Education andThe 8th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2021. http://dx.doi.org/10.14416/c.fte.2021.07.001.

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Ebner, S. C., A. C. Parr e C. C. Hoyt. "Update On The Low Background IR Calibration Facility At The National Institute Of Standards And Technology (Formerly NBS)". In SPIE 1989 Technical Symposium on Aerospace Sensing, a cura di August J. Huber, Milton J. Triplett e James R. Wolverton. SPIE, 1989. http://dx.doi.org/10.1117/12.960735.

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Thanaputtiwirot, Somsak, Parichat Kinaree, Wichit Suttiporn e Jirarot Samartchotipant. "Study of the Status Problems and Factors Using in Leaning and Teaching for Industrial Teachers Vocational Education Institute: Northeastern". In The 12th National Conference on Technical Education and The 7th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2020. http://dx.doi.org/10.14416/c.fte.2020.03.014.

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Kapshtuk, S. V., M. A. Kolomytsev e A. A. Lipatov. "The preparation direction approach for satellite communication system specialists of institute of telecommunication systems of national technical university of Ukraine “Kyiv polytechnic institute”". In 2014 24th International Crimean Conference on Microwave and Telecommunication Technology (CriMiCo). IEEE, 2014. http://dx.doi.org/10.1109/crmico.2014.6959373.

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Rapporti di organizzazioni sul tema "National Technical Institute for the Deaf"

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Toulopoulos, Athanasios. National Institute for Global Environmental Change. Final Technical Report 1990-2007. Office of Scientific and Technical Information (OSTI), novembre 2007. http://dx.doi.org/10.2172/1057706.

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Gall, Bonnie L., Feliciano M. Liave e Leo A. Noll. National Institute for Petroleum and Energy Research quarterly technical report, July 1--September 30, 1992. Office of Scientific and Technical Information (OSTI), dicembre 1992. http://dx.doi.org/10.2172/6828291.

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Frantz, Frederick K., e John Sallustio. National Institute of Justice Center Requirements Definition, Technical Assistance, Agile Test and Evaluation and Cyber Science Analysis. Fort Belvoir, VA: Defense Technical Information Center, dicembre 2003. http://dx.doi.org/10.21236/ada420882.

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Author, Not Given. National Institute for Petroleum and Energy Research quarterly technical report, January 1--March 31, 1989: Volume 1, Fuels research. Office of Scientific and Technical Information (OSTI), aprile 1989. http://dx.doi.org/10.2172/6307111.

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DeCarlo, Robert L., e Jr. National Institute of Justice (NIJ) Requirements Definition, Advanced Generation Interoperability for Law Enforcement (AGILE) Program Development, and Technical Assistance. Fort Belvoir, VA: Defense Technical Information Center, febbraio 2001. http://dx.doi.org/10.21236/ada387258.

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Kuligowski, Erica, Franklin T. Lombardo, Long T. Phan, Marc L. Levitan e David P. Jorgensen. Progress Report National Institute of Standards and Technology (NIST); Technical Investigation of the May 22, 2011, Tornado in Joplin, Missouri. Gaithersburg, MD: National Institute of Standards and Technology, novembre 2012. http://dx.doi.org/10.6028/nist.sp.1139.

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Author, Not Given. National Institute for Petroleum and Energy Research: Quarterly technical report, January 1--March 31, 1989: Volume 2, Energy production research. Office of Scientific and Technical Information (OSTI), maggio 1989. http://dx.doi.org/10.2172/6229300.

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Kuligowski, Erica D., Franklin T. Lombardo, Long T. Phan, Marc L. Levitan e David P. Jorgensen. Draft final report, National Institute of Standards and Technology (NIST) Technical investigation of the May 22, 2011 tornado in Joplin, Missouri. National Institute of Standards and Technology, novembre 2013. http://dx.doi.org/10.6028/nist.ncstar.3.

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Levitan, Marc L., Long T. Phan, Erica D. Kuligowski e Franklin T. Lombardo. Investigation Plan, NIST, Technical Investigation of the Joplin, Missouri, Tornado of May 22, 2011 National Institute of Standards and Technology (NIST), Technical Investigation of the Joplin, Missouri, Tornado of May 22, 2011. National Institute of Standards and Technology, maggio 2012. http://dx.doi.org/10.6028/nist.sp.1132.

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Urban, Anne-Marie, Carlos R. Pineda Mannheim e Emma Näslund-Hadley. Technical Notes on Gender Equality in Municipal Development: Experiences from Latin America and the Caribbean. Inter-American Development Bank, aprile 2008. http://dx.doi.org/10.18235/0009021.

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The starting point for this document was the Inter-American Development Bank (IDB) technical cooperation project Gender and Municipal Development (NI-T1002), which was financed by the Bank's Capacity Building Fund for Local Institutions in Central America (CABILICA) and implemented in coordination with the Nicaraguan Institute for Municipal Strengthening (INIFOM) from 2004 to 2005. The purpose of the project was to promote municipal development interventions that better address the needs and priorities of women and men, and to facilitate full participation in municipal planning and development processes. It supported the development of a module on gender in municipal development to help build capacity among local authorities, planners, and project managers; a national diagnostic study on gender in municipal development; and a compilation of good practices in the Latin American region in this area of work.

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