Relevant bibliographies by topics / FORMATIVE YEARS

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'FORMATIVE YEARS'

Author: Grafiati
Published: 10 March 2023

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Journal articles on the topic "FORMATIVE YEARS"

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Schott, Howard, and Ralph Kirkpatrick. "Formative Years." Musical Times 127, no. 1720 (July 1986): 389. http://dx.doi.org/10.2307/965244.

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Knowles, Katherine. "Formative years." Nursing Standard 22, no. 2 (September 19, 2007): 62–63. http://dx.doi.org/10.7748/ns.22.2.62.s46.

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Dell, R. "Formative Years." ILAR Journal 52, Suppl 1 (January 1, 2011): 434–36. http://dx.doi.org/10.1093/ilar.52.suppl_1.434b.

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Damisch, Hubert. "My Formative Years." October, no. 179 (2022): 3–10. http://dx.doi.org/10.1162/octo_a_00446.

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Abstract A pretty perilous and challenging exercise, especially for someone like me who indulges in thinking of himself, in a somewhat defensive and questionable way, I confess, as having no specific field or period of competence and evading any precise definition or classification in academic terms. As a matter of fact, I have been lucky enough to spend most of my life in an institution, the EHESS [École des hautes études en sciences sociales], which, in those days, having become an independent school, was open to people who refused to defer to the academic division of labor and which, under the rule of great personalities like Fernand Braudel and my friend Jacques Le Goff, would welcome young people with non-conformist backgrounds in order for them to develop their formation according to their own lines. To develop it—I wouldn't say to achieve it, for as far as I am concerned there seems to be no end to it: hence the challenge, which consists in having to look back at one's own intellectual past through the viewer and the lens of the present. Part of the picture, which happened to be of great consequence to me, was, and still is, a great freedom and encouragement to travel, lecture, teach, and study abroad, in my case especially in the States, where, for a long time, I felt much more at ease with authentic art historians and critics than I did in France, and developed some deep and enduring friendships with great individuals like Meyer Schapiro, Rosalind Krauss, Tony Vidler, Tim Clark, and Hank Millon, not to mention several artists and architects I will refer to later. Travelling: I don't claim any originality when saying that I owe to my urge to travel a large part of my formation as an art historian. I remember with emotion looking with Meyer Schapiro through his travel notebooks. I keep boxes filled with my own.
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MacDougall, Philip. "THE FORMATIVE YEARS." Mariner's Mirror 76, no. 3 (January 1990): 205–13. http://dx.doi.org/10.1080/00253359.1990.10656303.

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Armon, Adi. "Benzion Netanyahu’s Formative Years." Israel Studies Review 36, no. 1 (March 1, 2021): 92–109. http://dx.doi.org/10.3167/isr.2021.360107.

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Decades before he was known as a historian or as an early neoconservative thinker, let alone as the father of Israeli Prime Minister Benjamin Netanyahu, Benzion Netanyahu was a young student and journalist in British Mandatory Palestine. In this tumultuous period, reaching its peak with the 1933 murder of Haim Arlosoroff, Netanyahu dwelt at the margins of Zionist politics, belonging to a group of well-educated, right-wing, young outsiders—students, poets, journalists, intellectuals, and pseudo-intellectuals—all of whom rebelled against their current and former Hebrew University professors. This study examines the crystallization of Netanyahu’s worldview and his Zionist ideology by focusing on three events between 1932 and 1935 that shaped his hostility toward the left and, much later, which became integral components of politics in Israel.
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McMahon, Deirdre, Patrick Maume, Michael Laffan, and Patrick Murray. "Irish Nationalism: Formative Years." Irish Review (1986-), no. 26 (2000): 134. http://dx.doi.org/10.2307/29736005.

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Sheng, Michael M. "Mao's Formative Years Revisited." Chinese Historical Review 12, no. 2 (September 2005): 230–62. http://dx.doi.org/10.1080/1547402x.2005.11827221.

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Rand, G. K. "IFORS: the formative years." International Transactions in Operational Research 7, no. 2 (March 2000): 101–7. http://dx.doi.org/10.1111/j.1475-3995.2000.tb00188.x.

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Poland, Tim, and Hans Bak. "Malcolm Cowley: The Formative Years." American Literature 66, no. 1 (March 1994): 185. http://dx.doi.org/10.2307/2927464.

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Dissertations / Theses on the topic "FORMATIVE YEARS"

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Esau, Robert Jonathan. "Helmore and Cotterill : the formative years." Thesis, University of Canterbury. Art History, 1988. http://hdl.handle.net/10092/6477.

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The aim of this thesis is to examine the works of the important Christchurch architectural partnership of Heathcote George Helmore (1894-1965) and Henry Guy Cotterill (1897-1981). The study begins in 1894, the year of Helmore's birth, and finishes in 1940. This period is of great significance as it provides many answers about Helmore and Cotterill's training, the nature of their partnership, their activity abroad, and their attitudes towards architectural styles. The period is also notable for the quality of work produced. Some of Helmore and Cotterill's most famous buildings were executed in the 1920s and 30s. Although they are primarily remembered as designers of stately homes who worked for a small but wealthy group of clients, they had a very liberal attitude towards questions of style. In addition to such traditional approaches as English Neo-Georgian, American Colonial Revival, and French Colonial, the two architects also incorporated Spanish Mission and the Modern Movement into their repertoire. The partners were often in the forefront of New Zealand architecture when it came to introducing new methods of building design. The thesis is divided into three chapters. The first concentrates on the architects' upbringing and discusses the close parallels in their education. A great deal of attention is devoted to their stay in England during the early 1920s as it forms an important phase of their development. Helmore's correspondence with his family in New Zealand sheds new light on his association with the famous English architect, Sir Edwin Lutyens. The second chapter centres on Helmore and Cotterill's return to New Zealand and the establishment of their practice in Christchurch during the 1920s. A prominent feature of this period is their use of American Colonial motifs. They were the first New Zealand architects to promote a form of timber building which drew heavily on eighteenth-century American domestic designs. The final chapter emphasizes the versatility of Helmore and Cotterill's approach and their ability to overcome the uncertainties of the economic depression. The architects and their buildings are placed within the broad context of New Zealand architecture. Comparisons are made between them and their contemporaries, both in New Zealand, Europe, and the United States. Helmore and Cotterill emerge as an architectural firm whose work rank among the best produced during this period in New Zealand and their approach to design is one that is characteristic of this transitional phase of twentieth-century architecture.
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Bak, Joannes Theodorus Jozef. "Malcolm Cowley : the formative years : 1898-1930 /." Nijmegen : Netherlands : l'auteur, 1988. http://catalogue.bnf.fr/ark:/12148/cb34959546c.

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McCabe, Gerald Michael. "Regulation of the telephone industry in Canada : the formative years." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63351.

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McNamara, Thomas Walter. ""The origins and formative years of St. Patrick's College Strathfield."." Thesis, The University of Sydney, 1989. http://hdl.handle.net/2123/14976.

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Woods, Natalie Anne. "The Portland Public School Police: Formative Years - 1937 to 1953." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5222.

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This thesis traces the historical evolution of one of the early responses to youth crime and violence -- public school police. In addition, this thesis addresses the lack of information about the creation and implementation of a public school police force, specifically the Portland Public School Police and School District No. 1, during its formative years, 1937 to 1953. Finally, the thesis intends to address two principal questions: A) Why did the Portland Board of Education find it necessary to create their own police agency? While one opinion suggests that there was a real need for school police due to the escalating crime raking place within the school district, the other opinion suggests that the school police were created mostly for underlying political reasons rather than general public safety. B) What were the principal functions of the School Police? The initial function of the Portland Public School Police was to protect school property and reduce the monetary loss incurred by the school district. However, after 1941, when large number; of immigrants came to Portland with their school-age children, the Portland Public School Police expanded their function from property protection and reduction of monetary loss to include crime repression and protection.
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Mullins, Tylina Jo. "A "GOOD ANGRY MAN": HARRY CAUDILL, THE FORMATIVE YEARS, 1922-1960." Lexington, Ky. : [University of Kentucky Libraries], 2002. http://lib.uky.edu/ETD/ukyhist2002t00037/tjmthes.PDF.

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Rodgers, Michael E. "NATO from shadow to substance--the formative years--insights for the 21st century." Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Jun%5FRodgers.pdf.

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Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, June 2007.
Thesis Advisor(s): Donald Abenheim. "June 2007." Includes bibliographical references (p. 51-58). Also available in print.
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Schaad, Martin P. C. "Anglo-German relations during the formative years of the European Community : 1955-61." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295493.

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Shah, Mustafa Akram Ali. "Religious orthodoxy and the development of the Arabic linguistic tradition : the formative years." Thesis, SOAS, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244672.

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Barry, Janet Lynn. "Addressing social sexual skills and developmental disability during the formative years : parental perspectives on services." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31033.

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In this thesis based on survey methodology, a questionnaire was distributed to 36 parents who were raising a child with a developmental disability. Parents were asked about their views on social sexual skills development during the formative years, their satisfaction with available social sexual services and the importance they attached to these services. A parent group interview was conducted to enhance understanding of this area. Findings indicated that parents do support social sexual skill development for their children and teens. Parents also indicated that it was important for parents to have access to relevant social sexual services.
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Books on the topic "FORMATIVE YEARS"

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Leslie, Bethell, ed. My formative years. Oxford: Signal, 2012.

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Zionism: The formative years. Oxford: Clarendon, 1988.

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Bak, Hans. Malcolm Cowley: The formative years. Athens: University of Georgia Press, 1993.

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Khoo, Kay Kim. Kuala Lumpur: The formative years. Kuala Lumpur: Berita Pub., 1996.

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Britain), Science Museum (Great, ed. British television: The formative years. London: P. Peregrinus in association with the Science Museum, 1986.

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Tony Vaccaro: The formative years. Wien: Praesens, 2006.

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Mix, Paul E. Tom Mix, the formative years. 5th ed. Austin, Tex: PM Publications, 1990.

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Robert Motherwell: The formative years. Ann Arbor, Mich: UMI Research Press, 1987.

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Austrian expressionism: The formative years. Palo Alto, Calif: Society for the Promotion of Science and Scholarship, 1993.

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Howard, Don, and John Stachel, eds. Einstein the Formative Years, 1879–1909. Boston, MA: Birkhäuser Boston, 2000. http://dx.doi.org/10.1007/978-1-4612-0311-7.

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Book chapters on the topic "FORMATIVE YEARS"

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Montagnini, Leone. "Formative Years." In Springer Biographies, 3–22. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50657-9_1.

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Berest, Julia. "Formative Years." In The Emergence of Russian Liberalism, 13–30. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230118928_2.

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Mercader, Sofía. "Formative Years." In 'Punto de Vista' and the Argentine Intellectual Left, 17–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79042-4_2.

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Cummings, John H. "Formative Years." In Springer Biographies, 17–31. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88563-2_2.

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Housden, V. M. "The Formative Years." In Helmut Nicolai and Nazi Ideology, 139–59. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-21820-2_7.

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Aly, Abdel Monem Said, Shai Feldman, and Khalil Shikaki. "The Formative Years." In Arabs and Israelis, 7–45. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29084-7_2.

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Bongiorno, Benedetto, and Guillermo P. Curbera. "The Formative Years." In Giovanni Battista Guccia, 35–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78667-4_2.

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Belhoste, Bruno. "The Formative Years." In Augustin-Louis Cauchy, 1–17. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-2996-4_1.

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Turner, Bruce R. "The Formative Years." In Rising from the Mailroom to the Boardroom, 381–400. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003096047-13.

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Guarnaschelli, Dean J. "Buchheim's formative years." In The Novel Das Boot, Political Responsibility, and Germany's Nazi Past, 22–40. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003190998-2.

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Conference papers on the topic "FORMATIVE YEARS"

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Gustafson, T. K. "Self-phase-modulation of optical beams- the formative years." In 2007 Quantum Electronics and Laser Science Conference. IEEE, 2007. http://dx.doi.org/10.1109/qels.2007.4431335.

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Gustafson, T. K. "Self-Phase-Modulation of Optical Beams- The Formative Years." In CLEO 2007. IEEE, 2007. http://dx.doi.org/10.1109/cleo.2007.4453558.

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Thelen, J. "184. The Formative Years: Historical Perspectives of Child Labor Reform in the United States." In AIHce 2001. AIHA, 2001. http://dx.doi.org/10.3320/1.2765702.

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Calin, Razvanalexandru, and Alexandru Cernat. "THE FORMATIVE IMPACT OF VIDEO GAMES ON CHILDREN'S PERSONALITY." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-088.

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Designed to satisfy a human need less concrete, the entertainment one, video games are expanding their area of distribution among consumers from one year to another. Direct or indirect, results of consumption of video games, outlined in the form of benefits or not, is also a concern in terms of trying to understand how individual development is influenced by this activity. Consumption of video games (gaming) brings both positive and negative contributions to the training and development of the personality of "gamers", influences and motivations being different depending on their age. The aim of the present study is to make a radiography of the strengths and weaknesses in terms of the influence of video games on youth development, with a research foundation based on The Critical Incident Technique by J. Flanagan, in conjunction with Scaling Behavioral Anchors by P.C. Smith and L.M. Kendall. The research was made on a sample of 120 students aged between 10 and 11 years, who have been playing video games from the age of 7-8 years, with a frequency of higher than three times a week. The results take the shape of two lists comprising on the one hand the advantages and on the other hand the disadvantages of early exposure to the formative influences of video games. The comparison and the interpretation of the two lists provide a set of conclusions and recommendations of potential formative interest, quantifiable in a possible code of good practice regarding the management of the access to video games given to children in elementary school.
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Babinčáková, Mária, Mária Ganajová, Ivana Sotáková, and Veronika Jurková. "THE IMPLEMENTATION OF FORMATIVE ASSESSMENT INTO CHEMISTRY EDUCATION AT SECONDARY SCHOOL." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.09.

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The results of the implementation of formative assessment into chemistry education at secondary school for the topic “Mixtures” are presented here. Students (12-14 years old, N=202) were divided into two groups – control (N=97) and experimental (N=105). Teachers of experimental group implemented formative assessment tools into ten lessons (a predictive card, Frayer model, self-assessment card, T-card, concept map, and exit card). Control group teachers taught without formative assessment. The Mann-Whitney U test confirmed statistically significant results (p<.05). Keywords: formative assessment, secondary school, mixtures.
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Ramesh, Aparna. "Le Corbusier in Chandigarh: A Search for the Natural Order." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.784.

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Abstract: This paper is an attempt to analyse and decode Le Corbusier’s application of his exceptionally singular and complex understanding of the order of the natural world in his urban masterpiece- Chandigarh City. It was Le Corbusier’s strong belief that architecture was a personal search for truth, a truth that was contained in the organic harmony of nature. He was convinced that with the advent of the machine in the 19th century, ties between man and nature had been severed. For the sake of the citizen’s physiological and psychological health, he felt it was essential that future cities focus on reconnecting man to nature through large green parks open to the sky, unpolluted by the machine. His own formative years in the lush forests of the Swiss countryside, sketching and abstracting natural forms helped him observe and internalise the inherent logic in their geometry. Over the years, a deeper study of mathematical proportions of the human body led Le Corbusier to propose the Modulor as a standard for the human scale in architecture. This only further cemented his belief that there was no separate natural order and man-made order; man was a part of nature and therefore a part of the natural order as well. However, it was the spiritual aspect of city planning that fascinated Le Corbusier the most. After a life long study of natural forms, he was fully convinced that this Spirit was hidden in the geometries of nature. To him, it was essential that the twentieth century city employ this spiritual order as a means restore harmony between man, nature and the cosmos. Resumen: Este trabajo conforma un intento para analizar y decodificar la aplicación de Le Corbusier en su comprensión excepcionalmente singular y compleja del orden del mundo natural en su obra maestra urbana - La Ciudad de Chandigarh. La firme creencia de Le Corbusier era que la arquitectura constituía una búsqueda personal de la verdad, una verdad establecida en la armonía orgánica de la naturaleza. Estaba convencido de que con el surgimiento de las máquinas en el siglo XIX, los lazos entre el hombre y la naturaleza se habían roto. Por el bien de la salud fisiológica y sicológica de los ciudadanos, sentía que era fundamental que las ciudades futuras se enfocaran en reconectar al hombre con la naturaleza a través de grandes parques verdes abiertos al cielo, sin ser contaminados por máquinas. Sus propios años de formación en los frondosos bosques del campo Suizo, esbozando y captando formas naturales lo ayudaron a observar e internalizar la lógica inherente en su geometría. Con el transcurso de los años, un estudio más profundo de proporciones matemáticas del cuerpo humano, llevaron a que Le Corbusier propusiera el Modulor como un estándar para la escala humana en arquitectura. Esto sólo consiguió consolidar aun más su creencia de que no había una separación entre el orden natural y el hecho por el hombre; el hombre era parte de la naturaleza y por lo tanto parte del orden natural también. Sin embargo, fue el aspecto espiritual de la planificación de la ciudad lo que más fascinó a Le Corbusier. Luego de un estudio de formas naturales a lo largo de la vida, se convenció por completo acerca de que este Espíritu estaba escondido en las geometrías de la naturaleza. Para él era primordial que la ciudad del siglo veinte empleara este orden espiritual como un medio para restaurar la armonía entre el hombre, la naturaleza y el cosmos. Keywords: Chandigarh; City Planning; Capitol Complex; Modulor Man; Open Hand; Natural Order. Palabras clave: Chandigarh; Planificación de la ciudad ; Capitol Complex; Modulor Man; Open Hand; Orden del Mundo Natural. DOI: http://dx.doi.org/10.4995/LC2015.2015.784
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Lloyd, Susan, Matthew Beckman, Dennis Pearl, Rebecca Passonneau, Zhaohui Li, and Zekun Wang. "Foundations for AI-Assisted Formative Assessment Feedback for Short-Answer Tasks in Large-Enrollment Classes." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t3c3.

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Research suggests “write-to-learn” tasks improve learning outcomes, yet constructed-response methods of formative assessment become unwieldy with large class sizes. This study evaluates natural language processing algorithms to assist this aim. Six short-answer tasks completed by 1,935 students were scored by several human raters using a detailed rubric and an algorithm. Results indicate substantial inter-rater agreement using quadratic weighted kappa for rater pairs (each QWK > 0.74) and group consensus (Fleiss’ Kappa = 0.68). Additionally, intra-rater agreement was estimated for one rater who had scored 178 responses seven years prior (QWK = 0.88). With compelling rater agreement, the study then pilots cluster analysis of response text toward enabling instructors to ascribe meaning to clusters as a means for scalable formative assessment.
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Cenusa, Felicia. "The Childhood World and the Metamorphoses of the Society in Transition." In Conferință științifică internațională "Filologia modernă: realizări şi perspective în context european". “Bogdan Petriceicu-Hasdeu” Institute of Romanian Philology, Republic of Moldova, 2022. http://dx.doi.org/10.52505/filomod.2022.16.33.

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The present study aims to trace the guidelines of an ongoing phenomenon, the transition, reflected in post-Soviet Romanian literature, especially the transition seen and experienced by children. Two novels are analyzed: „Kinderland” by Liliana Corobca and „Children’s Crusade” by Florina Ilis. Regardless of the aesthetic stakes, the texts have at the center of the action the experiences of the infantile self, its formative and deforming events that denounce the political and social context of the current period. They are barometers both of the era and of the literature that was published in these years.
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Barana, Alice, Francesca Casasso, Cecilia Fissore, and Marina Marchisio. "DESIGN AND IMPLEMENTATION OF AN ONLINE VERTICAL PATH FOR PRIMARY SCHOOL IN THE CONTEXT OF "SPACE AND SHAPES"." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-083.

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Nowadays, the students are digital natives and they live immersed in technology, but their use is mostly superficial; therefore it is important to educate them to use the technological tools that they have available for educational purposes already since the primary school, both at school and in extra-curricular contexts. Moreover, the digital competence has been included by the European Union among the eight key competences for lifelong learning. This demonstrates that educational institutions should play a fundamental role in this field since the early school years. In this paper, we present the design and the implementation of a vertical path for all five years of primary school within a Digital Learning Environment in the context of Space and Shapes. The goal of the path is to promote the skills development in the Space and Shapes area in a vertical perspective through the methodologies of problem solving and automatic formative assessment. The path was implemented on a Digital Learning Environment, integrated with an Advanced Computing Environment and an Automatic Assessment System suitable for STEM. The path consists in five sections from grade 1 to 5; they are dedicated respectively to plane shapes, solid shapes, perimeter, area, and volume. Each section includes a contextualized problem and one or more questions for the formative assessment have been designed. For the planning of the vertical path, reference was made especially to the Italian National Indications and the "INVALSI" (the Italian institute which annually administers standardized learning tests to evaluate the school system) test archive was consulted. Initially, this paper shows the theoretical framework to which reference was made during the design of the vertical path. In particular, we present the theory of the development of geometric thought conceived by Dina and Pierre Van Hiele between 1957 and 1986 and the methodologies of problem solving and automatic formative assessment. Then, the design of the path in a vertical perspective is presented, and the resource used during the design phase are shown. Finally, the implementation of a section of the path is shown as a representative example and the expected results of a possible experimentation, are discussed.
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Kimbell, Richard. "Sharing and securing learners’ performance standards across schools." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-6.

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Assessing learners’ performance makes very different demands upon teachers depending on the purpose and the context of the assessment. But common to all assessment is some sense of what ‘quality’ looks like. Most often teachers engage in formative assessments in the classroom, and the familiar standards of the classroom are adequate for this purpose. However if teachers are to undertake external, nationally regulated assessment then some sense of a national standard of quality is required. But there are very limited mechanisms by which teachers can acquire this understanding, so they use their best judgement, and standards vary from school to school not because anyone is attempting to cheat the system but simply because they cannot know what the real national standard is. It is for this reason that regulated examination bodies follow some process such as the following from the State Examinations Commission (SEC) in Ireland. ‘… teacher estimated marks will be subjected to an in-school alignment process and later a national standardisation process’. (SEC, 2021). How much simpler it would all be if teachers had – as a matter of normal practice – access to, and familiarity with, work from a national sample of schools, not just their own classroom. Adaptive Comparative Judgement (ACJ) is an online assessment tool that has been used for some years, principally as a formative tool for learners (e.g. Bartholomew et al., 2018; 2019). This presentation reports on a study of the new ACJ Steady State tool from the same stable. The purpose of the new tool is to solve the problem of variable standards across schools by enabling teachers to make paired judgements of work from multiple schools and thereby evolve and agree standards of performance beyond their own school. The current study is operating in Ireland with a group of schools, a university, and the SEC. The anticipated outcomes include 1) better consistency of performance standards across schools in the research group and 2) greater understanding of and confidence in assessment judgements by the teachers. If ACJ has proved to be a powerful formative assessment tool for learners, ACJ Steady State is designed to be a formative assessment tool for teachers, helping to inform and support their assessment judgements.
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Reports on the topic "FORMATIVE YEARS"

1

Woods, Natalie. The Portland Public School Police: Formative Years - 1937 to 1953. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7098.

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2

Goldin, Claudia, and Lawrence Katz. The Shaping of Higher Education: The Formative Years in the United States, 1890 to 1940. Cambridge, MA: National Bureau of Economic Research, April 1998. http://dx.doi.org/10.3386/w6537.

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Tucker-Blackmon, Angelicque. QEM S-STEM, Year One Formative External Evaluation Report. Innovative Learning Center, LLC, November 2022. http://dx.doi.org/10.52012/otoa3868.

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Striuk, Andrii M. Software engineering: first 50 years of formation and development. [б. в.], December 2018. http://dx.doi.org/10.31812/123456789/2880.

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The article analyzes the main stages of software engineering (SE) development. Based on the analysis of materials from the first SE conferences (1968-1969), it was determined how the software crisis prompted scientists and practitioners to join forces to form an engineering approach to programming. Differences in professional training for SE are identified. The fundamental components of the training of future software engineers are highlighted. The evolution of approaches to the design, implementation, testing and documentation of software is considered. The system scientific, technological approaches and methods for the design and construction of computer programs are highlighted. Analysis of the historical stages of the development of SE showed that despite the universal recognition of the importance of using the mathematical apparatus of logic, automata theory and linguistics when developing software, it was created empirically without its use. The factor that led practitioners to turn to the mathematical foundations of an SE is the increasing complexity of software and the inability of empirical approaches to its development and management to cope with it. The training of software engineers highlighted the problem of the rapid obsolescence of the technological content of education, the solution of which lies in its fundamentalization through the identification of the basic foundations of the industry. It is determined that mastering the basics of computer science is the foundation of vocational training in SE.
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5

Leis, Sherry. Vegetation community monitoring at Lincoln Boyhood National Memorial: 2011–2019. National Park Service, April 2021. http://dx.doi.org/10.36967/nrr-2284711.

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Lincoln Boyhood National Memorial celebrates the lives of the Lincoln family including the final resting place of Abraham’s mother, Nancy Hanks Lincoln. Lincoln’s childhood in Indiana was a formative time in the life our 16th president. When the Lincoln family arrived in Indiana, the property was covered in the oak-hickory forest type. They cleared land to create their homestead and farm. Later, designers of the memorial felt that it was important to restore woodlands to the site. The woodlands would help visitors visualize the challenges the Lincoln family faced in establishing and maintaining their homestead. Some stands of woodland may have remained, but significant restoration efforts included extensive tree planting. The Heartland Inventory and Monitoring Network began monitoring the woodland in 2011 with repeat visits every four years. These monitoring efforts provide a window into the composition and structure of the wood-lands. We measure both overstory trees and the ground flora within four permanently located plots. At these permanent plots, we record each species, foliar cover estimates of ground flora, diameter at breast height of midstory and overstory trees, and tree regeneration frequency (tree seedlings and saplings). The forest species composition was relatively consistent over the three monitoring events. Climatic conditions measured by the Palmer Drought Severity Index indicated mild to wet conditions over the monitoring record. Canopy closure continued to indicate a forest structure with a closed canopy. Large trees (>45 cm DBH) comprised the greatest amount of tree basal area. Sugar maple was observed to have the greatest basal area and density of the 23 tree species observed. The oaks characteristic of the early woodlands were present, but less dominant. Although one hickory species was present, it was in very low abundance. Of the 17 tree species recorded in the regeneration layer, three species were most abundant through time: sugar maple (Acer saccharum), red bud (Cercis canadensis), and ash (Fraxinus sp.). Ash recruitment seemed to increase over prior years and maple saplings transitioned to larger size classes. Ground flora diversity was similar through time, but alpha and gamma diversity were slightly greater in 2019. Percent cover by plant guild varied through time with native woody plants and forbs having the greatest abundance. Nonnative plants were also an important part of the ground flora composition. Common periwinkle (Vinca minor) and Japanese honeysuckle (Lonicera japonica) continued to be the most abundant nonnative species, but these two species were less abundant in 2019 than 2011. Unvegetated ground cover was high (mean = 95%) and increased by 17% since 2011. Bare ground increased from less than 1% in 2011 to 9% in 2019, but other ground cover elements were similar to prior years. In 2019, we quantified observer error by double sampling two plots within three of the monitoring sites. We found total pseudoturnover to be about 29% (i.e., 29% of the species records differed between observers due to observer error). This 29% pseudoturnover rate was almost 50% greater than our goal of 20% pseudoturnover. The majority of the error was attributed to observers overlooking species. Plot frame relocation error likely contributed as well but we were unable to separate it from overlooking error with our design.
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Meilinger, Phillip S. Bomber: The Formation and Early Years of Strategic Air Command. Fort Belvoir, VA: Defense Technical Information Center, November 2012. http://dx.doi.org/10.21236/ada602158.

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Spurling, Thomas H., and John M. Webb. The Federation of Asian Chemical Societies: Forty years on. AsiaChem Magazine, November 2020. http://dx.doi.org/10.51167/acm00014.

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In the 1970s UNESCO and many national aid agencies understood the important role that the application of chemistry had in developing the social, economic, and environmental wellbeing of nations. UNESCO also understood the vital role that professional societies play in fostering chemical capability and helped organize the formation of the Federation of Asian Chemical Societies (FACS).
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Preston, Kimberley, Julie Risien, and Kari O'Connell. Authentic Research through Collaborative Learning (ARC-Learn): Undergraduate Research Experiences in Data Rich Arctic Science. Oregon State University, September 2022. http://dx.doi.org/10.5399/osu/1156.

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This report serves the formative evaluation of ARC-Learn. The goal of this document is to support the use of evidence to inform programmatic changes and improvements for year two of the program, during which time Cohort One will complete its second year and Cohort Two will complete its first year of activities.
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9

O'Leary, Christopher J., Gabrielle Pepin, Ting Zhang, and Conrad Helms. Reemployment Services and Eligibility Assessments (RESEA) in Maryland— Formative Evaluation, Program Year 2019. W.E. Upjohn Institute, April 2022. http://dx.doi.org/10.17848/tr22-043.

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10

O'Leary, Christopher J., Gabrielle Pepin, Ting Zhang, and Conrad Helms. Reemployment Services and Eligibility Assessments (RESEA) in Maryland— Formative Evaluation, Program Year 2019. W.E. Upjohn Institute, April 2022. http://dx.doi.org/10.17848/tr22-043.

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