Temat: instructional materials

Skocz do pozycji: 1.

Tytuł:: Comparative assessment of magnesium, copper, and zinc addition to aluminium waste casting for improving ship material behaviour
Autorzy:: Kiryanto, K.
Tuswan, T.
Samuel, S.
Firdhaus, A.
Ergana, D.
Nadiyas Juneva, T.
Virman Firdaus, L.
Tematy:: ship construction
mechanical engineering
chemical product
shipbuilding industry
comparative study
instructional materials
mechanical properties; Pokaż więcej
Wydawca:: Uniwersytet Morski w Gdyni. Wydział Nawigacyjny
Powiązania:: https://bibliotekanauki.pl/articles/59123278.pdf Link otwiera się w nowym oknie
Opis:: The aluminium industry for ship materials produces waste material that can pollute the environment. To protect the environment from material pollution, the aluminium waste recycling process can be used to develop ship material. This study aims to analyze the physical and mechanical characteristics of aluminium with magnesium, copper, and zinc addition. Several tests, such as chemical composition, tensile, and impact tests, will be conducted to ascertain the mechanical properties of aluminium alloy. Adding alloy material in the range of 0-10% resulted in various alloy element compositions. It can be analyzed that the aluminium contents decreased with the increase of alloy elements. The highest rise in alloy elements can be found in the addition of magnesium than in copper and zinc addition. Moreover, the mechanical tests showed that aluminium casting with magnesium, copper, and zinc additions influenced the mechanical properties of the aluminium alloy. It can be found that tensile strength and modulus of elasticity values improved with the increase of alloy addition. The addition of magnesium has better tensile properties than the addition of copper and zinc. In contrast, the impact resistance decreased with the addition of magnesium, making the alloy more brittle.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Antifouling and anticorrosive protection of renewable energy marine structures with TiO2-based enamel
Autorzy:: Sanz, D.
García, S.
Trueba‐Castañeda, L.
Boullosa-Falces, D.
Trueba, A.
Tematy:: simulation experiment
biofuel
corrosion
harmful aquatic organisms and pathogens
antifouling paints
instructional materials
marine ecosystem
renewable energy marine structures; Pokaż więcej
Wydawca:: Uniwersytet Morski w Gdyni. Wydział Nawigacyjny
Powiązania:: https://bibliotekanauki.pl/articles/59123286.pdf Link otwiera się w nowym oknie
Opis:: Biofouling is a significant problem that affects renewable energy marine structures (REMS), such as wind turbines and those designed for wave or tidal energy exploitation. Marine organisms, including algae, barnacles, and mollusks, attach themselves to the surface of these structures, which can lead to reduced efficiency and increased maintenance costs. In addition, biofouling can also cause corrosion, which can compromise the structural integrity of the offshore platforms. To combat this problem, several methods have been developed, including anti-fouling coatings, physical methods, and biological methods. Each method has its advantages and disadvantages, and the most effective solution often depends on the specific type of fouling and the location of the offshore structure. Effective biofouling prevention is essential for the safe and efficient operation of offshore structures and the protection of marine ecosystems. To prevent the spread of invasive species, an innovative ceramic coating has been designed and tested in accordance with ASTM-D3623 procedure. The investigation results revealed that, after four years of experimentation in a real environment, the biofouling growth observed in the splash zone of the antifouling paint was 129.76% higher than that of the titanium-based ceramic coating and it is expected that this difference will continue to grow over time.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: The use of instructional materials in physical education to enhance the students’ knowledge and skills in swimming and life-saving techniques
Autorzy:: Germo, R. R.
Sarinas, B. G. S.
Coo, E. C.
Teruñez, M. R.
Gavadan, B. E.
Jardenil, C. Y.
Flores, J.R.P.V.
Tematy:: maritime education and training
physical education
instructional materials
swimming techniques
life saving techniques
bachelor of Science in marine transportation
life saving appliances; Pokaż więcej
Wydawca:: Uniwersytet Morski w Gdyni. Wydział Nawigacyjny
Powiązania:: https://bibliotekanauki.pl/articles/2172495.pdf Link otwiera się w nowym oknie
Opis:: John B. Lacson Foundation Maritime University (Arevalo), Inc. is mandated to offer aquatic-sports courses such as paddling, rowing, sailing, and swimming to equip students with needed skills essential for survival in case of emergencies. Since, there is a dearth of instructional materials in Physical Education 2 (Advanced Swimming and Life-saving Techniques), the JBLFMU-Arevalo was given a research grant by the CHED (Commission on Higher Education) known as DARE TO (Discovery Applied Research and Extension Trans/Inter-Disciplinary Opportunities) to address the problem. This DARE TO grant aimed to develop instructional materials in PE 2 that will enhance the swimming performance and life-saving techniques of students. That is why the researchers would like to test for the effectiveness of this instructional material in the form of modules over the traditional approach which is lecture in improving the students’ swimming performance and life-saving techniques in terms of their knowledge and skills. This non-equivalent control group under quasi-experimental study was utilized among the BSMT (Bachelor of Science in Marine Transportation) students. A pretest was used to determine swimming performance of the experimental and control groups. An intervention through the use of instructional materials was employed in the experimental group for the whole semester (five months) while the control group was exposed to lecture as a traditional method of instruction. After a semester, the posttest was administered. The statistical tools used were mean, standard deviation, Mann-Whitney test, and Wilcoxon-signed ranks test. The findings of the study revealed that the instructional material is effective in enhancing the swimming performance and life-saving techniques of students both in the aspects of knowledge and skills. Both the experimental and control groups were “Fair” in their knowledge pretest scores but during the posttest, the experimental group was “Good” and the control group was “Fair”. On the other hand, both the experimental and control groups were “Fair” in their skills’ pretest scores but during their posttest, the control group was “Good” while the experimental group was “Excellent”. The experimental group who used the module showed significantly better performance during the posttest both for knowledge and skills compared to the control group who did not use the module (lecture only). The study further showed significant differences in the mean gains between the experimental and control groups after the conduct of pretest and posttest in favor of the experimental group. It can be gleaned from the results that the module can enhance the knowledge and skills in swimming performance and life-saving techniques of the experimental group. It is highly recommended that this module be utilized among maritime schools offering swimming and life-saving courses.
Dostawca treści:: Biblioteka Nauki

Artykuł

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Skocz do pozycji: 4.

Tytuł:: Słowniki-minimum i listy frekwencyjne w ewaluacji podręczników do nauki języka polskiego jako obcego. Analiza i ocena podręcznika Krok po kroku 1.
Minimum vocabularies and frequency lists in evaluation of handbooks of Polish as a second language. Analysis and evaluation of the handbook Krok po kroku 1
Autorzy:: Mirocha, Piotr
Opis:: Praca miała na celu zbadanie leksyki, z którą są konfrontowani uczący się korzystający z podręcznika do języka polskiego jako obcego "Krok po kroku 1". Punktem wyjścia były założenia, które są zazwyczaj przyjmowane podczas przygotowywania programów kursów oraz preparacji materiałów dydaktycznych, a które z jednej strony wychodzą od wiedzy na temat funkcjonowania ludzkiej pamięci, a z drugiej strony – od odkryć dotyczących stosunków ilościowych w języku. Ustalono, w jakim stopniu zakres słownictwa prezentowany w podręczniku pokrywa się z leksyką przewidywaną dla poziomu zaawansowania językowego A1, a w jakim stopniu poza nią wykracza. Procedura badawcza pozwoliła ustalić, że tekst podręcznika liczy sobie ok. 3 021 typów leksykalnych. 960 leksemów znajdowało się na liście słownictwa dla poziomu zaawansowania językowego A1, zaś 2 069 pochodziło spoza niej. 273 leksemów z listy leksykalnej dla poziomu A1 nie znalazło się w badanym podręczniku. Wśród leksemów wykraczających poza deklarowany poziom zaawansowania były przede wszystkim internacjonalizmy, nazwy własne i ich derywaty słowotwórcze, a także rzadsze człony par aspektowych, z których częstsze znajdowały się na liście. Ustalone zostały także przyczyny nadmiernego używania trudniejszej leksyki, przewidziano także możliwe trudności dla procesu nauczania/uczenia się. Internacjonalizmy mogą z jednej strony ułatwiać zrozumienie tekstu, z drugiej strony nie zawsze zostają rozpoznane, zwłaszcza gdy użyte zostaną ich derywaty słowotwórcze. Nazwy własne są leksemami dość prostymi do objaśnienia, ale nierzadko posiadającymi złożone konotacje. Kontrola leksyki występującej w podręcznikach jest postulatem wielu glottodydaktyków. W praktyce jednak podręczniki zawierają dużo więcej leksyki z wyższych poziomów zaawansowania językowego i wprowadzają dużo więcej jednostek leksykalnych podczas jednej lekcji niż by tego chcieli teoretycy. Spełnienie teoretycznych wymogów związanych z ograniczeniem zasobu leksykalnego wprowadzanego na poziomach początkowych może być trudne. Nierzadko istnieją także warunki, w których poszerzanie o pewne słowa może dać dobre rezultaty – znaczna interkomprehensja u (wschodnio)słowiańskich uczących się czy powszechna znajomość niektórych internacjonalizmów dzięki rozpowszechnieniu języka angielskiego. Jednakże niebezpieczeństwo trudności w zrozumieniu materiałów dydaktycznych i w osiąganiu dalszych sukcesów w nauce języka polskiego jako obcego na skutek braku dyscypliny w używaniu leksyki przez autorów podręczników istnieje nadal.
The goal of the thesis was to investigate the vocabulary that the learners using the handbook for Polish as a second language "Krok po kroku 1" were confronted with. The starting point were the suppositions usually adopted for preparing course curricula and instruction materials, which on one hand make use of the knowledge about the functioning of human memory and on the other hand – of the discoveries about the quantitative relations in language. Followingly, it was found out, in so far the material presented in the handbook was covering the vocabulary dedicated for the language fluency level A1 and insofar it exceeds it.It was discovered that the handbook text counts 3,021 lexical types. 960 lexemes belonged to the lexical list for the language fluency level A1, while 2,069 was not included on such a list. 273 lexemes from the A1 lexical list were not included in the analysed handbook. Among the lexemes exceeding the A1 language fluency level one can find mostly internationalisms, proper names and their derivatives, as well as more rare parts of aspectual pairs, whose more frequent partners were listed.The reasons for using a more difficult vocabulary were also revealed, which, in consequence, allowed to predict possible problems for teaching/learning. Internationalism can on one hand facilitate text understanding, on the other hand, they may stay unrecognised, especially when their derived forms are used. Proper names are lexemes relatively easy to explain, but they often possess complex connotations.Control of the vocabulary used in textbooks is a proposal of numerous language teaching experts. In practice, however, handbooks contain much more vocabulary from higher language fluency levels and introduce much more lexical units on one lesson than it would be expected by the theoreticians. Fulfilling of theoretic demands concerning limits on vocabulary range introduced at the elementary levels may be difficult. Often there exist circumstances, where introducing more difficult lexis may give good results, e.g. large intercomprehension at (Eastern) Slavic learners or common knowledge of some internationalisms due to the spread of English language. However, the danger of problems in understanding of learning materials and in achieving further successes in learning Polish as a second language due to lack of discipline in the use of vocabulary by textbook authors cannot be neglected.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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