http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : Baher, Julie Lynn (검색결과 3 건)
-
Baher, Shirley Alice University of California, Los Angeles 2001 해외박사(DDOD)
An experiment designed to examine the relative contributions of focusing and site effects on the seismic wave amplification in the region of intense damage in Santa Monica from the Northridge Earthquake took place in October 1999. We deployed an array of 194 stations in the Santa Monica area. I used amplitudes of seismic waves to estimate near-surface site factors and the effects of deep structural focusing, and P wave first arrivals to invert for the associated deep structure. The near surface site effects are determined by using normalized spectral amplitudes from direct and coda waves. Coda waves indicated that site factor amplifications are larger south of the Santa Monica fault. Spectral ratios of direct S waves from local earthquakes corrected for site effects show additional amplification, attributable to a deeper structure. The largest amplification values are found from rays travelling a critical path from −10.5° west of north and 46.5° incidence angle. In an attempt to reproduce the hypothesized focusing from the Northridge earthquake, a ∼4000 lb. shot was detonated at Fort Tejon. Amplification as a result of the Fort Tejon shot was three times south of the Santa Monica fault relative to North. The increased amplification occurs because arrivals from the Fort Tejon shot were close to the critical path (−15.3° incidence, 47.3° azimuth). To develop a velocity model of the subsurface structure, P wave first arrivals were used in a 3D local earthquake tomography algorithm. Using a plane-layered starting and a model with a priori information, the inversion delineates a basin and a probable location of the Santa Monica fault. I used a 3D ray tracer to show this basin focuses seismic waves from the Northridge Earthquake in the region of concentrated damage and where both aftershocks and shots greatest amplification. I conclude that focusing by a deep basin in Santa Monica could have been responsible for extra amplification of seismic waves during the Northridge Earthquake and so contributed to the anomalous damage.
-
Constructing teaching practices around novel technologies: A case study of three universities
Baher, Julie Lynn Northwestern University 2000 해외박사(DDOD)
This dissertation presents three cases of professors implementing a new technology—the CyclePad articulate virtual laboratory—in their classrooms. The professors' teaching practice is examined based on a model of change derived from Cuban's (1999) study of departmental change at Stanford. The analysis compares the depth of pedagogical change with the breadth of curricular change. Pedagogical change runs from minor changes to major or radical transformations of teaching in a domain. Breadth of change is the degree to which the changes and modifications are made to the curriculum—from narrow (alterations to one curricular unit) to broad (restructuring an entire course or sequence of courses). Additionally, this study examines contextual effects across three different types of institutions: a private research university, a military academy and a public state university. To situate the cases in the larger context of engineering education, a survey of 107 engineering professors was conducted. The curriculum that professors developed for CyclePad arose from their pedagogical content knowledge—knowledge of the subject area, knowledge of curricular and instructional practices and an understanding of their students. Drawing on this, professors created problems and activities that were tailored to the specific needs of their classrooms. Yet, this was often shaped by departmental demands to standardize curricula in multiple-section courses. The degree to which technology becomes a part of curriculum depends on several factors such as the time and effort required to make significant pedagogical improvement and the degree to which the other community members support radical curricula or pedagogical reform. As found in the surveys, schools and departments are more likely to encourage the use of technology than to offer release time from teaching to develop new curriculum. In examining instructors' teaching practices, it seems that the role of context has been under-emphasized in models of pedagogical content knowledge and in studies of engineering education. This dissertation posits a model for engineering education context that includes: subject matter, students, colleges, university, employers, professional contexts, and institutional environment These nested environments are the spaces which professors negotiate in defining classroom practices.
-
연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
