Urban information integration for advanced e-Planning in Europe   总被引：1，自引：0，他引：1  

Hongxia Wang  Yonghui Song  Andy Hamilton  Steve Curwell 《Government Information Quarterly》2007,24(4):736

Urban planning is a complex task requiring multidimensional urban information (spatial, social, economic, etc.). The need for assistance in performing urban planning tasks has led to the rapid development of urban information systems, especially “e-Planning” systems, with the support of government policy and emerging information and communication technologies (ICT). In order to enhance the capability of e-Planning and to facilitate 3D visualization and rich analysis of complex city problems, it is very important to allow information from the various sources to be shared and integrated. This paper focuses on technical approaches for multidimensional information integration, especially spatial information integration. In particular it describes the Building Data Integration System (BDIS), developed as part of the IntelCities project, which demonstrates the type of multidimensional systems that are likely to be used in future urban information systems. Functionally, the BDIS demonstrates the feasibility of systems to support the multinational collaboration of construction professionals in the procurement and renovation of buildings. For such systems to be accepted in the United Kingdom (UK) and Europe, they need to be developed with regard to current planning information structures and standards in the UK and Europe which are reviewed in this paper. The achievements and further development of multidimensional information integration through the use of innovative urban data modelling techniques are discussed.  相似文献   

Who's to say that the risk is worth taking? Faced with the fear that their science might be misused,what should a researcher do?     

Bloom S 《New scientist (1971)》2002,175(2361):25

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Prediction of maximum oxygen consumption from walking, jogging, or running     

Larsen GE  George JD  Alexander JL  Fellingham GW  Aldana SG  Parcell AC 《Research quarterly for exercise and sport》2002,73(1):66-72

The purpose of this study was to develop a submaximal, 1.5-mile endurance test for college-aged students using walking, jogging, or running exercise. College students (N = 101: 52 men, 47 women), ages 18-26years, successfully completed the 1.5-mile test twice, and a maximal graded exercise test. Participants were instructed to achieve a "somewhat hard" exercise intensity (rating of perceived exertion = 13) and maintain a steady pace throughout each 1.5-mile test. Multiple linear regression generated the following prediction equation: VO2 max = 65.404 + 7.707 x gender (1 = male; 0 =female) - 0.159 x body mass (kg) - 0.843 x elapsed exercise time (min; walking, jogging orrunning). This equation shows acceptable validity (R = .86, SEE = 3.37 ml x kg(-1) min(-1)) similar to the accuracy of comparable field tests, and reliability (ICC = .93) is also comparable to similar models. The statistical shrinkage is minimal (R(press) = 0.85, SEE(press) = 3.51 ml x kg(-) x min(-1)); hence, it should provide comparable results when applied to other similar samples. A regression model (R =.90, and SEE = 2.87 ml x kg(-1) min(-1)) including exercise heart rate was also developed: VO2 max = 100.162 +/- 7.301 x gender(1 = male; 0 =female) - 0.164 x body mass (kg) - 1.273 x elapsed exercise time -0.156 x exercise heart rate, for those who have access to electronic heart rate monitors. This submaximal 1.5-mile test accurately predicts maximal oxygen uptake (VO2max) without measuring heart rate and is similar to the 1.5-mile run in that it allowsfor mass testing and requires only a flat, measured distance and a stopwatch. Further, it can accommodate a wide range of fitness levels (from walkers to runners).  相似文献   

‘Teamwork’ or ‘Working as a Team’? The Theory and Practice of Top Team Working in UK Higher Education     

Steve Woodfield  Tom Kennie 《Higher Education Quarterly》2008,62(4):397-415

This article focuses on the theory and practice of teamwork in ‘top management teams’ in UK higher education institutions. It is informed by some of the key findings from a recent two‐year research project sponsored by the Leadership Foundation for Higher Education that investigated the different ways in which UK higher education institutions organise their ‘top management’ and ‘senior management’ structures ( Kennie and Woodfield, 2008 ). The authors discuss literature from the corporate and higher education sectors on the meaning of ‘teamwork’ in top teams (e.g. Bensimon and Neumann, 1993 ; Katzenbach, 1998 ; Wageman et al., 2008 ) and relate the findings to the challenges of top level team working in higher education settings. Particular issues discussed include: the terminology related to higher education top teams, areas of decision‐making and time‐management, team orientation and agenda setting, team behaviours and team roles, team performance and evaluation, location, logistical support and resources, and team development. The authors conclude that the challenges of top team working in higher education settings are similar to those found in the corporate sector, albeit nuanced by different organisational cultures, and suggest some key principles to help top teams in higher education institutions improve their ability to work effectively together.  相似文献   

Skills, Socrates and the Sophists: Learning from History     

Steve Johnson 《British Journal of Educational Studies》1998,46(2):201-213

The Sophists, and the Socratic response they provoked, are considered in order to elucidate issues raised by present-day skill-talk. These issues include: whether skills avoid questions of ends and truth; the existence of general skills, such as critical thinking; the importance of knowledge; skills and the personality; and some implications for teaching and philosophy.  相似文献   

成功教练员应具备的10项素质   总被引：2，自引：0，他引：2  

Steve Pavlovic  李文 《中国体育教练员》2008,16(1):61

成功教练员都具备同样的素质。在20多年来的教练生涯中,笔者认为一个成功的教练员应当具备以下10项素质:一、耐心队员越年轻,教练员就越要有耐心。不要期待所有队员都能在第一时间里领会教练员所传授的技术。让队员们注意教练员传授的内容并听从指导,才是最大的挑战。对于那些不听指导的队员,必须不断提醒他们。  相似文献   

Professional Reading     

Steve Brantley 《Public Services Quarterly》2019,15(3):233-234

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Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes          下载免费PDF全文

Luke McGuire  Adam Rutland  Drew Nesdale 《Child development》2015,86(4):1290-1297

The present study examined the interactive effects of school norms, peer norms, and accountability on children's intergroup attitudes. Participants (n = 229) aged 5–11 years, in a between‐subjects design, were randomly assigned to a peer group with an inclusion or exclusion norm, learned their school either had an inclusion norm or not, and were accountable to either their peer group, teachers, or nobody. Findings indicated, irrespective of age, that an inclusive school norm was less effective when the peer group had an exclusive norm and children were held accountable to their peers or teachers. These findings support social identity development theory (D. Nesdale, 2004, 2007), which expects both the in‐group peer and school norm to influence children's intergroup attitudes.  相似文献   

Discourses of the good parent in attributing school success     

Sue Thomas  Jayne Keogh  Steve Hay 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):452-463

Recent education policy places a heavy emphasis on parents in relation to students' success at school. This paper explores how parents and teachers account for school success. Using membership categorisation analysis, it interrogates data collected in different interview situations across sites over a period of 20 years. The analysis shows how parents and teachers use talk as moral work to conversationally constitute particular agreed versions of the category ‘parent’. This category is interactively assembled through the use of category-bound attributes that construct deficit discourses of parents that explain student achievement. The analysis demonstrates that parents are complicit with teachers in producing versions of being a good parent wherein they are held responsible for their children's school success and that minimises the responsibility of the school. These findings raise questions both about who is responsible for schooling and about current contradictory policy emphases on parent and teacher responsibility for school success.  相似文献   

A love towards a thing eternal: Spinoza and the classroom     

Steve Shann  Michele Bauer  Rachel Cunneen  Jaki Troy  Courtney Van Blerk 《Asia-Pacific Journal of Teacher Education》2015,43(5):450-462

There is a growing concern about the struggles of early career teachers and an understandable questioning of the preparation being offered by teacher education courses. Are our preservice teachers being given workable strategies and techniques to allow them to survive the early years? Is it strategies and techniques that are primarily at issue here? Could it be that there is something more fundamental, to do with an underlying philosophical understanding about human nature, the desire to learn and the need to relate? I want to suggest that instruction about strategies and techniques is too often built on an insecure and incompatible foundation of assumptions about the nature of the world of sentient beings and their relationships. Ontology matters. Philosopher Spinoza divided the world of thought into ideas that were adequate – contributing to our well-being, potency and happiness – and those that were inadequate – leading us to feel weak, at the mercy of outside forces, and sad. I want to argue, with Spinoza, that inadequate ontologies lead to a sense of impotence and frustration, and that adequate ideas – a stronger ontology – can underpin and sustain a more durable pedagogy. I explore this idea by looking at some classroom events through a Spinozean lens.  相似文献