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Bibliographies thématiques / Unplugged

Littérature scientifique sur le sujet « Unplugged »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 3 février 2022

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Articles de revues sur le sujet "Unplugged":

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Ward, Seamus. « Utopia unplugged ». Nursing Standard 14, n^o 7 (3 novembre 1999) : 24–25. http://dx.doi.org/10.7748/ns.14.7.24.s37.

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Parker, Martin. « Unplugged - Voices ». M@n@gement 22, n^o 1 (2019) : 133. http://dx.doi.org/10.3917/mana.221.0133.

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Moscardo, Gianna, et Karen Hughes. « Museums Unplugged ». Journal of Leisure Research 48, n^o 5 (novembre 2016) : 395–412. http://dx.doi.org/10.18666/jlr-2016-v48-i5-7085.

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Authors, Multiple. « Ethnography Unplugged ». M@n@gement 23, n^o 3 (30 septembre 2020) : 100–121. http://dx.doi.org/10.37725/mgmt.v23i3.5380.

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Collective contributions of (in order of appearance): David Courpasson, Eleunthia Wong Ellinger, Yousra Rahmouni Elidrissi, Nesrine Bouguerra, Roscoe Conan D’Souza, David Sanson, Claire Le Breton, Clara Roussey

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Hoop, Katrina C. « Comte Unplugged ». Teaching Sociology 40, n^o 2 (24 février 2012) : 158–65. http://dx.doi.org/10.1177/0092055x12437973.

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Ferris, M. « Industry unplugged ». Engineering & ; Technology 3, n^o 5 (22 mars 2008) : 46–49. http://dx.doi.org/10.1049/et:20080505.

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Hutton, John S. « Baby Unplugged ». Clinical Pediatrics 52, n^o 1 (19 novembre 2012) : 62–65. http://dx.doi.org/10.1177/0009922812465946.

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Gebauer, F., et M. W. Hentze. « IRES unplugged ». Science 351, n^o 6270 (14 janvier 2016) : 228. http://dx.doi.org/10.1126/science.aad8540.

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Cristofari, Gaël, Katarzyna Sikora et Joachim Lingner. « Telomerase Unplugged ». ACS Chemical Biology 2, n^o 3 (mars 2007) : 155–58. http://dx.doi.org/10.1021/cb700037c.

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Reale, Bríd M., Damien Ryan, Tim Scanlon et Charles Marks. « Craniotomy unplugged ». Emergency Medicine Journal 31, n^o 1 (24 janvier 2013) : 83. http://dx.doi.org/10.1136/emermed-2012-202117.

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Thèses sur le sujet "Unplugged":

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Ritchey, Joan. « Unplugged ». Thesis, Boston University, 1994. https://hdl.handle.net/2144/27751.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

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Horr, João Fillipe. « Avaliação da satisfação do processo de implantação do programa preventivo Unplugged na perspectiva dos educandos ». reponame:Repositório Institucional da UFSC, 2015. https://repositorio.ufsc.br/xmlui/handle/123456789/160640.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas, Programa de Pós-Graduação em Psicologia, Florianópolis, 2015.
Made available in DSpace on 2016-04-19T04:04:27Z (GMT). No. of bitstreams: 1 337738.pdf: 1872584 bytes, checksum: 46f6ea30ce30b3b1365820ceb997285d (MD5) Previous issue date: 2015
Esta dissertação tem o objetivo de avaliar a satisfação dos educandos participantes no processo de implementação do programa Unplugged, como um dos componentes para fins de aceitabilidade e viabilidade do programa num contexto real de prática. Caracterizou-se como uma pesquisa avaliativa, de corte transversal, a partir de delineamentos metodológicos mistos e a estratégia de triangulação de métodos para análise dos dados. Participaram 323 educandos participantes na etapa quantitativa e 30 educandos voluntários para a etapa qualitativa, das sextas, sétimas e oitavas séries do ensino fundamental pertencentes às escolas experimentais que receberam o programa. Para os dados quantitativos, foi utilizado o Questionário de Satisfação EU-Dap, com objetivo de aferir a apreciação de participação no programa e as mudanças percebidas no conhecimento sobre riscos do uso de drogas, habilidades intrapessoais e interpessoais. Para os dados qualitativos, foram utilizados grupos focais com objetivo de aprofundar a experiência de participação e percepções sobre fragilidades e potencialidades na implementação do programa na perspectiva dos educandos. A triangulação de métodos seguiu como estratégia o diálogo entre diferentes delineamentos, sendo utilizadas estatísticas descritivas para os dados quantitativos e a análise de conteúdo através dos princípios da grounded theory para os dados qualitativos. Os resultados indicaram satisfação positiva dos educandos no que se refere a apreciação de participar do programa Unplugged, sendo a metodologia interativa do programa como um dos pontos positivos mais fortes comparados com outras experiências de programas preventivos. Também foi possível identificar mudanças significativas na percepção sobre o conhecimento dos riscos advindos do uso de drogas e o desenvolvimento de habilidades intrapessoais, mas com resultados discretos para habilidades interpessoais e na mudança das relações com o professor. O diálogo entre os dados quantitativos e as experiências dos educandos descritas nos grupos focais permitiu indicar a relevância da relação entre professores e educandos no desenvolvimento das atividades em sala de aula. Implicações para a pesquisa avaliativa do processo de implementação de programas preventivos e para a formações dos professores aplicadores do programa são discutidas.

Abstract : This dissertation aims to evaluate the students satisfaction in the implementation process evaluation of the Unplugged program, as one of the components of acceptability and viability of the program in real world conditions. It is a transversal evaluative study, that utilizes mixed methods and triangulation as a strategic analysis of the data. The participants were 323 students in the quantitative phase and 30 students volunteers in the qualitative phase, from junior high grades of 6th, 7th and 8th year, all from the experimental schools where the preventive program was delivered. For the quantitative data, it was applied the Students Satisfaction Questionnaire EU-Dap, which aims to measure users satisfaction in participation of the program and change perceived in knowledge about drug use risks, intrapersonal and interpersonal skills. For the qualitative data, focus groups were utilized to describe students experiences and perceptions about potentialities and fragilities in program implementation. The triangulation methods analysis aimed the dialogue of the different approaches, utilizing descriptive statistical analysis for quantitative data and content analysis through grounded theory principles for qualitative data. The results indicated that a positive satisfaction was perceived in the participation of the Unplugged program, and the interactive learning methods were viewed as a positive aspect compared to previous preventive program experiences. Perception of change in knowledge of drug use risks and intrapersonal development was indicated as well, but discrete results in the interpersonal skills and teacher and students relationship were identified. The dialogue between quantitative data and students experiences in the program indicates relevance of the teacher and students relationship in classroom during the development of the program. Further implications for process evalutation research and leading program teachers training sessions are discussed.

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Bumpus, Peter B. « Self-Potential Response to Rainfall Changes Over Plugged and Unplugged Sinkholes in a Covered-Karst Terrain ». Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1581.

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For the protection of wetland and water resources it would be beneficial to understand when collapse conduits function as recharge points to the underlying aquifer. Inexpensive, noninvasive methods to detect recharge are desirable. Previous studies show negative self-potential (SP) anomalies over sinkholes that correspond to the expected electrokinetic effects of groundwater flowing downward through a conduit. SP surveys are less labor-intensive than high-resolution 3D GPR and resistivity, and continuous long-term monitoring is possible. However, before SP surveys can be reliable indicators of flow, SP contributions from ET, conductivity changes, redox reactions, thermoelectric effects, cultural noise, and lateral flow must be understood. A year of continuous SP monitoring was combined with high-resolution 3-D GPR surveys, and intermittent water table monitoring over two small covered-karst sinkholes in Tampa, Florida. Positive and negative SP anomalies episodically manifested over conduits, suggesting that conduit flow is dynamic, not static. Three distinct SP flow regimes in the conduits are postulated: fast flow open to the aquifer, slow flow open to the confining layer through the collapse conduit walls, and a conduit, plugged high enough to behave like the rest of the confining layer. SP responses after rain events also appear to measure the effects of two moving Gaussian wetting front curves, one striking the monitoring electrode, one the reference. viii The wetting front volumes are differently dispersed by traveling different distances. By comparing curve shapes for all possible pairs of electrodes, it may be possible to establish surficial infiltration and flow patterns. Temporal SP response clearly shows SP is also affected by soil conductivity, rainfall history, and cultural noise. Ultimately, SP changes too frequently to rely on measurements many hours or days apart. Over the course of the year, the electrodes became less responsive to rainfall and more erratic. Extremely wet and dry conditions seemed to affect responses. The porous faces of the electrodes or the bentonite clay gel used to enhance contact may decline. It appears a better design for electrodes and electrode contact needs to be developed. To test the intermittent behavior hypothesis, more conduits need to be studied, and moisture and SP must be studied concurrently. Several reference electrodes placed in various topographic, vegetative, geologic, and climatic settings could help distinguish groundwater flow from other SP sources. SP is a valuable research tool; however external complexities such as cultural noise, sinkhole lithology, and the state of the unsaturated zone make SP data difficult to interpret without ancillary information.

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Medeiros, Pollyanna Fausta Pimentel de [UNIFESP]. « Avaliação do processo de implantação do programa Unplugged de Prevenção ao Uso de Drogas em escolas de São Paulo e Santa Catarina ». Universidade Federal de São Paulo (UNIFESP), 2016. http://repositorio.unifesp.br/11600/41877.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Objetivo: Avaliar o processo de implantação do Programa de Prevenção ao Uso de Drogas Unplugged em escolas do ensino fundamental II (6º ao 9º ano) de Florianópolis (SC), São Paulo e São Bernardo do Campo (SP); analisar a fidelidade de implantação do Programa Unplugged de acordo com o registro de professores aplicadores do programa; avaliar a aceitabilidade do Programa Unplugged a partir da ótica dos envolvidos no processo; analisar a percepção de professores, alunos e gestores escolares sobre a implantação do Programa Unplugged para compreensão das dificuldades, facilidades e potencialidades do programa. Métodos: Através de métodos mistos de pesquisa fez-se um estudo de avaliação de processo de implantação do Programa Unplugged de prevenção ao uso de drogas. O programa foi aplicado em 8 escolas públicas de 3 cidades brasileiras e participaram 62 turmas, 36 professores e 1833 estudantes do 6º a 9º ano, no ano de 2013. Na fase quantitativa, os professores preencheram os formulários de fidelidade (aula a aula) e os alunos e professores responderam aos questionários de satisfação global após aplicação do programa em sala de aula. Os dados qualitativos foram coletados através dos grupos focais com roteiro semiestruturado, categorizados em 5 eixos: Experiência anterior com prevenção; Articulações; Implantação; Resultados imediatos e Futuro do Projeto, considerando-se os aspectos de fidelidade, aceitabilidade e viabilidade do programa. Os grupos focais foram realizados ao final do processo de implantação. Foram realizados 14 grupos focais com 100 sujeitos entre professores, gestores políticos, gestores escolares, multiplicadoras e estudantes. Resultados: O programa foi implantado em proporções adequadas nas escolas, tendo sido completado -12 aulas dadas- em 94% das turmas. Os professores avaliaram seu enriquecimento das habilidades de ensino com a aplicação do Unplugged. Identificou-se uma boa interação e relação entre estudantes e professores. A maior parte das dificuldades encontradas no processo de implantação do programa foi descrita pelos professores. Houve grande destaque para a falta de tempo para se dedicar ao programa, desde a preparação das aulas, como a aplicação das mesmas. Os professores e gestores apontaram a importância de incluir o programa no projeto-político pedagógico na escola. A maioria (77,9%) dos estudantes ficou satisfeita ou muito satisfeita com o programa e sugeriu continuidade (76,5%) no ano letivo seguinte. A formação dos professores para trabalhar com a metodologia em sala de aula e a interlocução entre as multiplicadoras, gestão local e a escola apareceu como um aspecto importante implantação do Programa. Conclusões: O Unplugged é um programa viável para expansão de implantação nas escolas brasileiras de acordo com os resultados. No entanto, para garantir continuidade no currículo escolar sem comprometer o conteúdo acadêmico, serão necessárias alterações de logísticas e de processo de trabalho no ambiente escolar. O resultado da pesquisa contribuiu para identificar aspectos operacionais críticos, bem como as potencialidades, dificuldades e facilidades para a sustentação do na prevenção ao uso de drogas como uma política pública.
Objective: To evaluate the implementation process of the Prevention Program Unplugged in middle schools (6th to 9th grade) of Florianópolis (SC), São Paulo and São Bernardo do Campo (SP); to analyze the implementation fidelity of program Unplugged according to teachers that delivered the program; to assess the acceptability of the Unplugged program from the perspective of those involved in the process; to analyze the perception of teachers, students and school administrators about the implantation of the Unplugged program to understand the difficulties, facilities and capabilities of the program. Methods: Mixed methods were used in this process evaluation study. The program was implemented in 8 public schools in three Brazilian cities and delivered in 62 classes by 36 teachers to 1833 students from 6th to 9th grade, in 2013. In the quantitative phase, teachers filled out the fidelity check list (class by class) and students and teachers answered to the global satisfaction questionnaires after classroom program implementation. Qualitative data were collected through focus groups with semi-structured guide, categorized into five areas: Previous experience with prevention; joints; Implantation; Immediate results and future of the project, considering the aspects of fidelity, acceptability and feasibility of the program. The focus groups were conducted at the end of the implantation process. 14 focus groups were conducted with 100 subjects among teachers, stakeholders, school managers, coaches and students. Results: The program was delivered in appropriate proportions in schools and have been completed -12 lessons - in 94% of classes. Teachers realize an enrichment of their teaching skills with the application of Unplugged. We identified a good interaction and relationship between students and teachers. Teachers described most of the difficulties encountered in the process of program implantation. There was great emphasis on the lack of time to devote to the program, from the preparation of lessons to the application of them. Teachers and managers pointed out the importance of including the program in political-pedagogical project of the school. Most of students (77.9%) were satisfied or very satisfied with the program and suggested continuity (76.5%) in the next school year. The training of teachers to work with the methodology in the classroom and the dialogue between the coaches, stakeholders and the school staff appeared as an important aspect of the program implantation. Conclusions: According to the results, Unplugged is a program feasible to be implanted and expanded in Brazilian schools. However, to ensure continuity without compromising the academic curriculum content it will require logistical and process changes in the school environment. The study results helped to identify critical operational aspects, as well as the opportunities, difficulties and facilities to support the prevention of drug use as a public policy.
BV UNIFESP: Teses e dissertações

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Hassreiter, Silke. « 'Digital storytelling' - unplugged public video voices and impression management in a participatory mobile media project for youth in Khayelitsha, South Africa ». Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12053.

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This study documented the process of mobile Digital Storytelling with a particular focus on the development of civic awareness and voice as well as the participants’ strategies to address multiple audiences of digital stories and to distribute their video creations through pre-existing peer-networks.

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Brackmann, Christian Puhlmann. « Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172208.

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Computadores impactam em quase todos os aspectos de nossas vidas, porém as escolas não conseguem acompanhar esse caminho sem volta. A simples utilização massiva de aparatos tecnológicos na sala de aula não garante a melhoria do ensino, porém pode ser o meio pelo qual os estudantes encontram alternativas para a solução de problemas complexos. O Pensamento Computacional é uma abordagem de ensino que usa diversas técnicas oriundas da Ciência da Computação e vem gerando um novo foco educacional no quesito inovação nas escolas mundiais como um conjunto de competências de solução de problemas que devem ser compreendidos por uma nova geração de estudantes em conjunto com as novas competências do século 21 (i.e., pensamento crítico, colaboração, etc.). Até o momento, não há um consenso de metodologia de ensino e disponibilidade de material para atender as expectativas dos professores. Para auxiliar sanar essa incerteza, esta pesquisa tem como objetivo a verificação da possibilidade de desenvolver o Pensamento Computacional na Educação Básica utilizando exclusivamente atividades desplugadas (sem o uso de computadores) em estudantes da educação primária para que crianças em regiões/escolas onde não há computadores/dispositivos eletrônicos, Internet e até mesmo energia elétrica também possam se beneficiar desse método. Os resultados obtidos através de uma abordagem Quase-Experimental em escolas Espanholas e Brasileiras, apresentam dados estatísticos que apontam uma melhoria significativa no desempenho dos estudantes que tiveram atividades de Pensamento Computacional Desplugado em ambos os países.
Computational thinking is nowadays being widely adopted and investigated. Educators and researchers are using two main approaches to teach these skills in schools: with computer programming exercises, and with unplugged activities that do not require the use of digital devices or any kind of specific hardware. While the former is the mainstream approach, the latter is especially important for schools that do not count with proper technology resources, Internet connections or even electrical power. However, there is a lack of investigations that prove the effectiveness of the unplugged activities in the development of computational thinking skills, particularly in primary schools. This paper, which summarizes a quasi-experiment carried out in two primary schools in Spain and Brazil, tries to shed some light on this regard. The results show that students in the experimental groups, who took part in the unplugged activities, enhanced their computational thinking skills significantly more than their peers in the control groups who did not participate during the classes, proving that the unplugged approach is effective for the development of this ability.

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Källman, Britt-Marie, et Lenita Färje. « Kommunikationens redskap och språkets betydelse för analog programmering, ur ett sociokulturellt perspektiv ». Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-455542.

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Studiens syfte är att bidra med kunskap om hur barn och pedagoger interagerar och kommunicerar i sagoberättande, samt undersöka om det finns en grund till datalogiskt tänkande i redan befintlig undervisning. Studien har utgått från det sociokulturella perspektivet där interaktionen mellan människor är grunden för lärandet, genom att observera sagostunder, som genomfördes med hjälp av flanotavlan och dess bilder. Som metod användes direktobservationer med semistrukturerat observationsschema, utformat från Interaction Process Analysis (IPA). Observationerna visade på att ord som förekommer inom analog programmering så som räkneord, kommandon, position och riktning också förekom i sagoberättandet, men användes inte för analog programmering.

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Felio, Cindy. « Pratiques communicationnelles des cadres : usage intensif des TIC et enjeux psychosociaux ». Phd thesis, Université Michel de Montaigne - Bordeaux III, 2013. http://tel.archives-ouvertes.fr/tel-00990957.

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Les Technologies de l'Information et de la Communication (TIC) font désormais partie du quotidien de travail de la plupart des salariés. L'activité des cadres, salariés les plus équipés en TIC mobiles par l'employeur, est majoritairement réalisée à partir de la médiation de dispositifs communicationnels. Cet équipement leur octroie de nouvelles possibilités : en particulier celle qui consiste à s'affranchir de la dimension spatio-temporelle en restant connectés en permanence avec le travail, et celle qui autorise une plus large modulation de leur emploi du temps. Face à la reconfiguration de leur activité professionnelle, comment les cadres, salariés résolument autonomes, réagissent-ils ? L'objectif principal de cette recherche doctorale vise à accompagner la verbalisation des pratiques quotidiennes des TIC afin d'appréhender l'enjeu psychosocial de cet équipement et d'identifier les éventuelles ressources pour y pallier. Convoquant une approche croisée entre les Sciences de l'Information et de la Communication et la Psychologie du Travail, nous nous intéressons à l'expérience vécue des cadres quant à la médiation technique de leur activité. La méthodologie utilisée est à la fois qualitative et longitudinale. Privilégiant une approche biographique, des entretiens approfondis agrémentés de la Technique des Incidents Critiques ont été menés auprès d'un échantillon de 62 cadres exerçant leurs fonctions en Aquitaine (T0) ; puis réitérés un an plus tard (T1). Les principaux résultats de nos analyses mettent en évidence : le rôle de médiateur des TIC vis-à-vis des risques psychosociaux au travail ; le déploiement volontaire de stratégies de connexion / déconnexion visant à optimiser non seulement l'usage des TIC mais aussi la qualité de vie des sujets ; le caractère discontinu de l'appropriation des TIC attesté par l'expérience d'événements marquants ; mais encore un effet de réflexivité des pratiques amorcé lors du premier entretien.

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CHUANG, YU-SHENG, et 莊育昇. « Unplugged Communicative Product Design：Introspection on Digital Life ». Thesis, 2008. http://ndltd.ncl.edu.tw/handle/56377540029195054107.

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碩士
東海大學
工業設計學系
97
The era has transferred from Analog Age to Digital Age, and the market is rife with digital products. Due to the science and technology development, people obtain information easily. The overabundant information make people rely on it, however, it is not easy to digest so much information. Under this background, based on surrounding human, objects and environment, we rethink about the “Communication”. Apply with the method of expressing creation steps the creations contain the message of common experiences and memories between communication objects. After deciding what message to transfer, the creation leads in non-electrical and non-technical concepts. It tries to create unplugged design which does not emphasize on functional oriented concept. These unplugged designs contain emotional messages as communication media. It can help to communicate and to transfer feelings. There are 6 communication issues and 10 derivative creations, Communication of Family (To Keep: a plant basin), Lover (Balance Handle), Friends (The Missing of Cake Plate), Oneself (Wolf in Sheep's Clothing, Technical Cell Phone, Technical Camera, Look Inside), Pen (Pencil & Chopsticks, Born & Burn, Plug Pencil), and Environment (Candle & Candle Holder). In the exhibition space, a visitor can touch and experience the design to compare the received messages with designer’s original concept. They can also think over the meaning of every communication issues and rethink the relationship between oneself and surrounding people, event, or objects.

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Meyvantsson, Ivar. « Microfluidics unplugged : tools for in vitro cell biology / ». 2007. http://www.library.wisc.edu/databases/connect/dissertations.html.

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Livres sur le sujet "Unplugged":

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Abdul Aziz bin Nik Mat. Unplugged. Petaling Jaya, Selangor : Penerbit/pengedar, La Khauf Marketing, 2005.

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Antony, Steve. Unplugged. New York : Scholastic, Incorporated, 2018.

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Clapton, Eric. Unplugged. Burbank, CA : Reprise, 1992.

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Schneider, Hanspeter. Unplugged. Zürich : U Bär, 1993.

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Yukich, Jonathan. Frankenstein unplugged. Tallahassee, FL] : Eldridge Publishing Company, 2011.

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Wesseler, Marlis. Elvis unplugged. [Ottawa] : Oberon Press, 1998.

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Mante, Harald. Photography unplugged. Heidelberg, Germany : Dpunkt.Verlag, 2009.

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Tremblay, Pierre-Michel. Coma unplugged. Montréal, QC : Dramaturges éditeurs, 2009.

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Duffey, Betsy. Cody unplugged. New York : Viking, 1999.

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Rees, Nicole. Baking, unplugged. Hoboken, NJ : J. Wiley, 2009.

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Chapitres de livres sur le sujet "Unplugged":

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Moore, Jacqueline, et Steven Sonsino. « Postscript : Strategy Unplugged and Organizations Unplugged ». Dans Leadership Unplugged, 349–51. London : Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230596436_13.

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Clark, Andy. « Cyborgs Unplugged ». Dans Science Fiction and Philosophy, 130–45. Hoboken, NJ : John Wiley & Sons, Inc, 2016. http://dx.doi.org/10.1002/9781118922590.ch14.

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3

Payling, Judith, Angela Zein et Peter Zein. « Disability unplugged ». Dans Inclusive Design, 70–87. London : Springer London, 2003. http://dx.doi.org/10.1007/978-1-4471-0001-0_5.

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4

Macdonald, Rob. « ADO Unplugged ». Dans Serious ADO : Universal Data Access with Visual Basic, 11–62. Berkeley, CA : Apress, 2000. http://dx.doi.org/10.1007/978-1-4302-0862-4_2.

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5

Seidl, Thomas, et Jost Enderle. « Binary Search ». Dans Algorithms Unplugged, 5–11. Berlin, Heidelberg : Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-15328-0_1.

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6

Brandes, Ulrik, et Gabi Dorfmüller. « PageRank - What Is Really Relevant in the World-Wide Web ? » Dans Algorithms Unplugged, 89–96. Berlin, Heidelberg : Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-15328-0_10.

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7

Eigenwillig, Arno, et Kurt Mehlhorn. « Multiplication of Long Integers - Faster than Long Multiplication ». Dans Algorithms Unplugged, 101–9. Berlin, Heidelberg : Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-15328-0_11.

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8

Eisenbrand, Friedrich. « The Euclidean Algorithm ». Dans Algorithms Unplugged, 111–17. Berlin, Heidelberg : Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-15328-0_12.

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Möhring, Rolf H., et Martin Oellrich. « The Sieve of Eratosthenes - How Fast Can We Compute a Prime Number Table ? » Dans Algorithms Unplugged, 119–30. Berlin, Heidelberg : Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-15328-0_13.

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Reischuk, Rüdiger, et Markus Hinkelmann. « One-Way Functions - Mind the Trap - Escape Only for the Initiated ». Dans Algorithms Unplugged, 131–39. Berlin, Heidelberg : Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-15328-0_14.

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Actes de conférences sur le sujet "Unplugged":

1

Čurová, Viera, Oľga Orosová, Lenka Abrinková et Marcela Štefaňáková. « EFFECTIVENESS OF THE PROGRAMS UNPLUGGED AND UNPLUGGED 2 ON ALCOHOL USE AND SMOKING AMONG SCHOOLCHILDREN ». Dans International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact092.

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Résumé :

"Objectives: The aim of the study is to examine the long-term effectiveness of the school-based drug prevention programs Unplugged and Unplugged2 using a Solomon design and supplemented with n-Prevention booster sessions on the cumulative index (CI) of reported alcohol use (AU) and smoking. Methods: In 2013/2014, Unplugged was implemented during 12 consecutive weeks in Slovak primary schools. A sample of 744(M=12.5; 58.72%girls) was collected before program implementation(T1) and 12months later(T3). In 2017/2018, Unplugged2 was implemented by each school over 6months. A sample of 408(M=14.48; 51.96%girls) was collected before program implementation (T1), immediately after implementation(T2) and 12months later(T3). Participation in Unplugged was divided into control and experimental groups and Unplugged2 into control, experimental and experimental groups with n-Prevention, a pre-test and post-test or with post-test only. CI in the past 30 days was dichotomized (0-not used,1-AU, smoking or both). Binary logistic regressions were used to analyze the data at every measurement point. The moderation effect of gender was examined. The CI at T1 in Unplugged and Unplugged2 with a pre-test and post-test, and CI at T2 in Unplugged2 with a post-test were used as the control variables. Results: There was no significant effect of Unplugged and Unplugged2 with the pre-test and post-test. Unplugged2 with a post-test was significantly associated with CI at T3. The experimental group with n- Prevention was less likely to use alcohol and/or smoke. There was no significant effect or moderation effect of gender. Conclusions: The results show the long-term effectiveness of a preventive program is more pronounced with booster sessions, specifically with the post-test design."

2

Miller, Bradley N., Istvan Albert, Shyong K. Lam, Joseph A. Konstan et John Riedl. « MovieLens unplugged ». Dans the 8th international conference. New York, New York, USA : ACM Press, 2003. http://dx.doi.org/10.1145/604045.604094.

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3

Smith, Brian K., et Brian J. Reiser. « National Geographic unplugged ». Dans the SIGCHI conference. New York, New York, USA : ACM Press, 1998. http://dx.doi.org/10.1145/274644.274702.

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4

Carruthers, Sarah, Kat Gunion et Ulrike Stege. « Computational biology unplugged ! » Dans the 14th Western Canadian Conference. New York, New York, USA : ACM Press, 2009. http://dx.doi.org/10.1145/1536274.1536314.

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5

Manner, Jukka, Marko Luoma, Jörg Ott et Jyri Hämäläinen. « Mobile networks unplugged ». Dans the 1st International Conference. New York, New York, USA : ACM Press, 2010. http://dx.doi.org/10.1145/1791314.1791325.

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6

Morville, Peter. « Experience design unplugged ». Dans ACM SIGGRAPH 2005 Web program. New York, New York, USA : ACM Press, 2005. http://dx.doi.org/10.1145/1187335.1187347.

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7

Kawsar, Fahim, et A. J. Bernheim Brush. « Home computing unplugged ». Dans UbiComp '13 : The 2013 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA : ACM, 2013. http://dx.doi.org/10.1145/2493432.2493494.

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8

Harte, Robin E. « Gelfand’s theorem unplugged ». Dans CURRENT TRENDS IN RENEWABLE AND ALTERNATE ENERGY. Author(s), 2019. http://dx.doi.org/10.1063/1.5095082.

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9

Ford, Vitaly, Ambareen Siraj, Ada Haynes et Eric Brown. « Capture the Flag Unplugged ». Dans SIGCSE '17 : The 48th ACM Technical Symposium on Computer Science Education. New York, NY, USA : ACM, 2017. http://dx.doi.org/10.1145/3017680.3017783.

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10

da Silva, Aloizio Pereira, Scott Burleigh, Celso Massaki Hirata et Katia Obraczka. « DTN Congestion Control Unplugged ». Dans MobiCom'15 : The 21th Annual International Conference on Mobile Computing and Networking. New York, NY, USA : ACM, 2015. http://dx.doi.org/10.1145/2799371.2799383.

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