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Westerberg, Julia. "Gal Pals in Print." Thesis, Konstfack, Textil, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-5955.
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Fanelli, Kimberly. "Family Pals an exploration of parents' experiences /." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23255.
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Skinner, Tisha. "The Impact of the E Pals Classroom Exchange Program." Marietta College / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1250192621.
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McClanahan, Lauren G. "E-Pals : examining a cross-cultural writing/literature project /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398528557028.
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Tombari, Angela K. "DIMENSIONALITY ANALYSIS OF THE PALS CLASSROOM GOAL ORIENTATION SCALES." UKnowledge, 2017. http://uknowledge.uky.edu/edp_etds/60.
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Achievement goal theory is one of the most broadly accepted theoretical paradigms in educational psychology with over 35 years of influencing research and educational practice. The longstanding use of this construct has led to two consequences of importance for this research: 1) many different dimensionality representations have been debated, and 2) methods used to confirm dimensionality of the scales have been supplanted from best practice. A further issue is that goal orientations are used to inform classroom practice, whereas most measurement studies focus on the structure of the personal goal orientation scales rather than the classroom level structure. This study aims to provide an updated understanding of one classroom goal orientation scale using the modern psychometric techniques of multidimensional item response theory and bifactor analysis. The most commonly used scale with K-12 students is the Patterns of Adaptive Learning Scales (PALS); thus, the PALS classroom goal orientation scales will be the subject of this study.
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Nash-Chrabascz, Bridget. "Introducing the past to the future a continuation of the PALS project /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/666.
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Zorii, I. A. "Clinical-electroneuromyographic peculiarities of spastic syndrome in children with infantile cerebral pals." Thesis, БДМУ, 2022. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18981.
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Weinmann, Aletta Constance Karin. "'N Voorlopige Afrikaanse weergawe van die Phonological Awareness Literacy screening-Kindergarten (PALS-K)." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-01252005-091604.
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Jones, Valerie. "An evaluation of PALS (Play and Learning to Socialise) in primary school settings in Ireland." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019956/.
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Background: Social and emotional competence is an important factor which aids the development of positive peer relationships. Children who present with internalising or externalising behaviour have often been shown to have difficulty forming positive peer relationships. Research into this area has focused on the importance of early years interventions to support these children. One intervention that aims to develop the competencies in such children is the play and learning to socialise (PALS) social skills programme. Aims: This mixed methods research sought to examine the effectiveness and feasibility of PALS in a number of primary school settings in Ireland with a view to exploring whether it impacted positively on the children selected for participation. Participants and method: Ninety children, male or female, aged between four and six, were selected from fifteen primary schools. Six children from each school were selected and schools were assigned to either the intervention or waiting list/control group. Eight staff members and twelve parents, two from each school in the intervention group, were interviewed post PALS to explore their perceived effectiveness of the programme. Data was gathered pre and post intervention from both groups using a fixed interval observation schedule and two behaviour rating forms (Child Social Behaviour Questionnaire and the Strengths and Difficulties Questionnaire). Results: Results of the study indicate that PALS was effective in reducing certain negative behaviours and increasing positive, social interactions in children selected for participation. Empathy and children's ability to identify feelings was an area outlined as needing further development in the PALS programme. Conclusions: This research highlighted the importance of developing social and emotional competencies in all children. It also emphasised the importance of supporting staff members and parents in this area to equip them with the skills needed to support those children presenting with internalising or externalising behaviours.
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Pals, Ingo [Verfasser], and Hermann J. [Akademischer Betreuer] Müller. "Deficits in visual attention after mild and severe traumatic brain injuries / Ingo Pals ; Betreuer: Hermann Müller." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2016. http://nbn-resolving.de/urn:nbn:de:bvb:19-211301.
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Pals, Ingo [Verfasser], and Hermann [Akademischer Betreuer] Müller. "Deficits in visual attention after mild and severe traumatic brain injuries / Ingo Pals ; Betreuer: Hermann Müller." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2016. http://d-nb.info/1141053705/34.
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Alhasan, Naeema Abdulrahman. "Developing and evaluating peer tutoring programme (Maths PALS) for trainee teachers of SEN pupils in Saudi Arabia." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34558.
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Peer tutoring has become well-established in higher education and, with growing interest in peer learning, has started to gain popularity at school level with evident success in a range of settings and subject areas. Specific implementations such as PALS have become commercial successes based on offering attainment gains and social outcomes while reducing teacher workload. However, the impact on children with special educational needs is variable and there remains a lack of consensus on how PALS can affect performance for such students. Similarly, while there are some studies in the Middle East, the supporting literature for peer-tutoring and PALS is highly Western-centric and relies on adoption of constructivist principles in the wider classroom. Such values are uncommon in the Middle East, with the dominance of traditional values presenting a significant barrier to pedagogical innovation in Saudi Arabia. This study is therefore a timely exploration of how peer-tutoring can integrate with a group’s existing traditional pedagogical beliefs, engaging them in more active learning. The study used a mixed methods design to look at three main aspects of the PALS provision: the effectiveness of teacher training as preparation for leading peer tutoring, how fully was the Maths PALS programme implemented, and the impact on students with special educational needs in terms of a range of mathematics attainment and social outcomes. A 3-month intervention model is used to generate comparisons between an intervention and control pupils, helping to locate this study in the context of other quantitative research from Western countries. This is supported by qualitative data looking at the experiences of staff and students to better understand the specific experience of trying such a novel approach in a Saudi Arabian context. It is argued that attainment progress was satisfactory when considered alongside the substantial social progress, suggesting that peer tutoring has the potential to be a long-term learning strategy and, perhaps more importantly, can open the door to Saudi Arabia developing more purposeful and collaborative learning environments. The age grouping common in Saudi Arabia, spanning a much greater age range than is common in other countries, also offers insight into what makes cross-age peer tutoring effective and suggests that measuring progress in such situations requires more advanced statistical techniques. It is also shown that trainee teachers can be efficiently trained in using PALS and highly rate its impact, indicating that teacher training could be a valuable launchpad for pedagogical innovation in Saudi Arabia.
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Chase, Carla A. "The effect of an intergenerational e-mail pen pal project on the attitudes of college students towards older adults." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317927.
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Negative attitudes of college students toward older adults can be a barrier for universities that are attempting to prepare students for future career trends to meet the needs of an aging society. A growing number of college graduates will be needed to provide health and educational services for this population. Providing intergenerational opportunities through a variety of face-to-face interactions has demonstrated some success at improving attitudes of college students toward older adults. It is believed that improving the attitudes of college students through intergenerational experiences will expand their consideration of careers that provide support to this growing population. This study explored an intergenerational project that paired undergraduate college students with older adults through a series of e-mail communications rather than face-to-face interactions. With the increase in the use of e-mail by persons of all ages, this virtual meeting place provides a convenient communication tool for exploring ways to build relationships online.It was hypothesized that an intergenerational experience between undergraduate college students (18-28 years of age) and older adults (65 years old or older) through e-mail communication would have a positive effect on student attitudes toward older adults as measured by Polizzi's revised version of the Aging Semantic Differential (ASD) survey. Two classes of the same undergraduate course at a midwestern university participated in the project. Both groups were pre-tested using the ASD and then one group was randomly chosen to be the intervention group. Each student in the intervention group was paired with an older adult pen pal to complete six weeks of assigned e-mail exchanges designed to increase in depth of topic. Both groups were then post-tested using the ASD.Results: Although not significantly different at pretest, the attitude of the students in the intervention group was significantly more positive at posttest than the control group. There was a significant difference in the attitudes of the intervention group compared to the control group when post-tested. The students who participated in the intergenerational e-mail pen pal project had a more positive attitude toward older adults following the six-weeks of sharing stories and thoughts with the older generation.Department of Educational Studies
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Pool, Nicole Ann. "A Study of the Effectiveness of Peer-Assisted Learning Strategies (PALS) for the Reading Achievement of Elementary Students in a Cross-Categorical Self-Contained Classroom." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/526.
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The purpose of this study was to investigate the effectiveness of the PALS instructional approach on the decoding, fluency, and comprehension performance levels of elementary students with different disability labels (e.g. learning disability, other health impairment, and mental impairment) receiving services in a fifth grade self-contained cross-categorical classroom. An additional purpose of the current study was to examine student acceptability and satisfaction with the PALS intervention. Participants of the present study included 12 fifth grade students placed in a self-contained cross-categorical classroom who were three to four years below grade level in terms of reading performance. PALS was conducted in the experimental classroom three times per week for over 20 weeks. Reading decoding, fluency, and comprehension were measured before and after treatment utilizing assessments including the Dolch Sight Word List, DIBELS Nonsense Word Fluency (NWF), DIBELS Oral Reading Fluency (DORF), and the Reading subtest of the K-TEA, Brief Form. Decoding and fluency DIBELS NWF and ORF probes were utilized weekly for progress monitoring purposes in order to create graphs to compare student progress during baseline and intervention phases. In addition, a student satisfaction survey was administered as a posttest to determine student acceptability. Results indicate moderate gains on decoding, fluency, and comprehension measures for most students; however, the gains were not sufficient to bring students to grade level in terms of reading performance. Data obtained from the student satisfaction survey indicated that students enjoyed PALS overall and perceived a certain level of benefit from the intervention. Implications for future research and possible manipulations of PALS in special education settings are discussed.
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Knudsen, Yvonne Kvande. "Programlojalitet og lokale translasjoner : En kvalitativ intervjustudie av hvordan lærere ved to skoler har opplevd implementeringen av utviklingsprogrammet PALS." Thesis, Norges teknisk-naturvitenskapelige universitet, Pedagogisk institutt, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-14276.
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Tema for denne masterstudien er skoleutvikling. Jeg har valgt å studere hvordan lærere ved to skoler har opplevd prosessen med å implementere utviklingsprogrammet: Positiv atferd, støttende læringsmiljø og samhandling i skolen (PALS). Problemstillingen har jeg forsøkt å besvare ved hjelp av tre delproblemstillinger som retter søkelyset mot Michael Fullans tre faser i et utviklingsarbeid: initiering, implementering og institusjonalisering, som fungerer som rammeverk for designet. For å belyse hvilke tilpasninger lærerne i undersøkelsen har foretatt og hvordan de har gjennomført PALS i praksis, har jeg latt meg inspirere Kjell Arne Røviks translasjonsteori, som fokuserer på hva som skjer når et program som PALS blir forsøkt tatt inn og materialisert i skolens strukturer og rutiner. Utvalget består av seks lærere fra to skoler, hvorpå skolene befinner seg innenfor samme kommune. To av lærerne sitter forøvrig i skolens PALS- team. For å få frem informantenes perspektiver og opplevelser av fenomenet har jeg valgt en kvalitativ intervjustudie som forskningsdesign. Datamaterialet ble kategorisert og analysert gjennom en kombinasjon av en teoridrevet og en induktiv tilnærming. Jeg kom som følge av dette frem til seks kategorier som bidrar til å belyse det informantene ga uttrykk for. Det lærerne har opplevd har vært av betydning i de ulike fasene i utviklingsarbeidet, knytter seg til kategoriene: 1) nytteverdi, 2) operasjonalisering av PALS, 3) translasjoner i PALS, 4) pedagogisk grunnsyn, 5) felles praksis, og 6) ressurser og støttesystem. Funnene viser at det har blitt foretatt tilpasninger av PALS både på klasse- og skolenivå Fordi PALS ikke alltid har fungert optimalt, har lærerne tatt seg frihet til å tilpasse PALS til blant annet elevenes behov og interesser, alder og trinn. Lærerne på mellomtrinnet ser ut til å ha større utfordringer med å opprettholde interessen for PALS, ovenfor de eldste elevene. De har derfor i noen tilfeller vektlagt å finne sin egen måte å gjennomføre PALS på. Det har i tillegg vært nødvendig å foreta tilpasninger på skolenivå. Tiltakene ble iverksatt for å skape et positivt fokus på PALS, og for å opprettholde interesse og motivasjon hos både lærere og elever. Funnene viser at også misforståelser og usikkerhet med hensyn til hvordan enkelte elementer innenfor PALS skal gjennomføres, har vært bakgrunnen for at lærerne ikke alltid har gjennomført PALS etter ”oppskriften”.
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Morrison, Shona A. "Peers, pals and preferences : the effects of peer status and social needs on the self-concepts of preadolescent children." Thesis, University of Aberdeen, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315180.
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This study examines three aspects of preadolescents' social development; social self-concept, peer social status and social needs. 4 primary schools in Aberdeen were selected that cover the socio-economic spectrum. From these schools, 157 males and 157 females were chosen to take part in the first, cross-sectional part of the study. These children were tested on a variety of biographical, psychological and attitudinal variables. Using statistical analyses, profiles of children showing different social self-concepts, peer status' and social needs were devised. 15 children took part in the second, qualitative part of the study. These children were interviewed for their cognitions and perceptions of themselves, friendship, peer interaction and popularity. These results are presented as a number of case studies. The results show that children's social needs and peer status' affect their social self-concepts. Social self-concept, peer status and social needs are also shown to be associated with behavioural, perceptual and psychological variables. These variables have consequences for the lifestyles children adopt and social activities in which they participate. These results extend previous findings by showing the importance of individual preferences for different types of social interaction to social development, and by demonstrating the reflection of children's social development in their perceptions and attitudes. Finally, the implications and recommendations for future research are presented.
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Wohlford, Gina Joe. "The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3352.
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This multiple baseline single-case design study explored the influence that training in observation and interpretation had on teachers’ meaningful conversations with children. Three preschool teachers (1 from public school and 2 from Head Start) were trained using the Cycle of Inquiry System (Broderick & Hong, 2011) that informs of ways to observe and interpret children’s thinking to facilitate developmentally appropriate conversations.
Teachers documented and interpreted observations of children engaged in small group play. Teachers were surveyed pre-training and post-training about observation, interpretation, curriculum, the teacher’s role, and the purpose of teacher interactions with children. Teachers were interviewed to clarify researcher questions and videotaped before the training to establish a baseline on their use of productive conversations with children. Videotaped observations after the training showed the effect of training on teachers’ conversations. Field notes from mentoring and videos were collected to provide insight into the influence of the training. A social validity questionnaire was used to determine if participants found value in the process learned.
Data were evaluated for the 3 participants using graphs to show evidence for the rate of change. The Cycle of Inquiry Intervention increased teachers’ productive conversations with children. Pre-surveys and post-surveys indicated that teacher’s perceptions were positively affected. Teachers perceived productive conversation as important to documenting and interpreting children’s thinking. Their beliefs about children’s theory development and awareness about the role of conversation in the process changed after the intervention. They value observations and documentation to learn about children’s thinking as a way to engage in conversations.
Social validity was used to determine if the goals of training were acceptable, if the training was valued, and if it would influence participants’ teaching. Participants indicated that the Documentation Record (DR) and recording observations was worthwhile and that they would use what was learned during training to increase productive conversations. Two of the 3 participants were concerned about consistency regarding the DR form, indicated it was worthwhile to complete the Interpretation of Children’s Knowledge and Thinking (ICKT) form, but were not sure of their consistency. Curriculum constraints and lack of support could influence their consistency concerns.
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Moran, Renee, and Monica Billen. "The Reading and Writing Connection: Merging Two Reciprocal Content Areas." Digital Commons@Georgia Southern, 2014. https://digitalcommons.georgiasouthern.edu/gerjournal/vol11/iss1/8.
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The purpose of this article is make connections between two content areas, reading and writing, which have traditionally been separated and consider the relationship between their theoretical underpinnings. Based on their reciprocal nature, the authors posit that students could greatly benefit by reading and writing being taught simultaneously. Relying on this premise, this article provides the reader with three practical strategies that could be applied in the literacy classroom to intertwine reading and writing. These practical strategies include: classroom blogs, graphic depictions, and pen pal responses to literature.
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Kanda, Gurmeet. "Positron annihilation lifetime spectroscopy methodology and application to perovskite oxide materials." Thesis, University of Dundee, 2015. https://discovery.dundee.ac.uk/en/studentTheses/4cf83278-0be5-4fc2-86ab-a43a68e15d5e.
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The work presented involved simulation and experimental studies aimed at improving the methodology of positron annihilation lifetime spectroscopy (PALS), and applied PALS to gain a better understanding of doping mechanisms in ABO3 perovskite oxide materials. Reliable decomposition of PALS spectra requires an accurate description of the instrument resolution function (IRF) and the extrinsic, source component, annihilation events. The source terms include annihilations with the crystallites of the radionuclide and in the thin foil normally used to support the source. In principle both the IRF and the source correction terms can accurately be determined if samples exhibiting a true single lifetime component are measured. A series of annealing studies was performed on commercially available high purity polycrystalline metal samples to reduce the defect concentration below the approximate 0.1 ppm detection limit of PALS. The study showed that despite the numerous reports in literature it was not possible to reproduce the results with similar annealing conditions or sample purity. The possibility of utilising two-lifetime materials to enable the extraction of source correction terms is analysed using simulations, and by experiments on commercially available pure polycrystalline metals. The positron source is commonly deposited on, and supported by, a thin Kapton foil. As part of this work variable energy PALS (VE-PALS) performed at the Munich Research Reactor FRMII on Kapton foils were analysed. This enabled one of the source correction terms to be unambiguously determined. In consequence, the source correction terms for a Kapton supported positron source were extracted from measurements using annealed nickel exhibiting two positron lifetime components. PALS was applied to a study on donor doping of PbTiO3 ceramics using a series of lanthanide-ions. It has been proposed that the smaller Ln-ions may act as amphoteric dopants substituting either on the A-site as a donor, or on the Bsite as an acceptor. In this study Ln-ions in size from La down to Er were studied. A systematic variation in the average positron lifetime was observed where the value was constant from La to Gd and then reduced for the smaller ions. The decrease in average lifetime provides evidence for a reduction in the fraction of trapping to A-site related vacancy defects. The onset of a reduction in the average lifetime between Gd and Dy provides evidence for a change in the doping mechanism resulting in a relative reduction in the fraction of A-site vacancy positron trapping. In contrast to PbTiO3, donor doping of SrTiO3 normally results in electron charge compensation. Recently this has been very clearly demonstrated for La3+ doped SrTiO3 thin films grown by molecular beam epitaxy (MBE) which exhibit exceptional electron mobilities. A series of MBE films grown at University of California Santa Barbara were measured by VE-PALS at FRMII and have been analysed here. Strontium vacancies were identified, and a reduced bulk lifetime component was also observed. This enabled bulk lifetime values to be obtained from two of the films which were in good agreement with the previously obtained values from single crystal samples. A PALS study was also performed on a series of B-site donor, Nb, doped SrTiO3 crystals. High intensity reduced bulk components were observed and enabled measurements of the bulk lifetime. The highest Nb doping level samples showed the most intense reduced bulk lifetime but also clearly demonstrated the presence of Sr vacancies. The observation of A-site vacancy defects for both Nb-doped and La-doped SrTiO3 suggest that formation of these defects is preferred and are independent of the site of incorporation of the donor ion. Studies were also performed on acceptor doped SrTiO3. PALS measurements were made on a series of Fe-doped SrTiO3 ceramic samples, and VE-PALS measurements on pulsed laser deposition of Fe-doped SrTiO3 thin film samples were analysed. The positron lifetime measurements on the ceramic samples showed a dominant 166(3) ps component, a value less than the Ti-vacancy lifetime. It is proposed that the component contains a contribution from positrons trapping at oxygen vacancy substitutional Fe impurity complexes with a local charge that is neutral or negative. The measurements on the series of Fe-doped PLD SrTiO3 films suggest a complex relation between the vacancy defect content of a film and both the Fe-doping and PLD growth conditions. Films grown with higher laser fluence values contained Sr vacancy defects, in contrast to previous studies of acceptor doped perovskites. Films grown with low laser fluence or with high Fe-content showed dominant trapping to Ti-vacancy related defects.
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Anderson, Maren M. "EFFECTIVENESS OF AN EARLY LITERACY PROGRAM FOR DIVERSE CHILDREN: AN EXAMINATION OF TEACHER-DIRECTED PATHS TO ACHIEVING LITERACY SUCCESS." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1246655726.
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Maxwell, Lyndi R. "Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426176485.
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Zekriardehani, Shahab. "Evaluation of Microstructure and Free Volume in Polyesters caused By Orientation and Antiplasticizers." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513370162281092.
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McCaskey, Stephen Jack. "Teaching Styles And Learning Strategies Of Illinois Secondary Career And Technical Education Teachers." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1879032461&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009."Department of Workforce Education and Development." Keywords: ATLAS, Conti, G., Gary, CTE, Learning strategy, PALS, Teaching style, Career and Technical Education, Assessing the Learning Strategies of Adults, Principles of Adult Learning Scale. Includes bibliographical references (p. 103-117). Also available online.
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Habib-Mourad, Carla. "An intervention to promote healthy eating and physical activity in Lebanese school children : Health-E-PALS : a pilot cluster randomised controlled trial." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/7322/.
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Aim and objectives: The purpose of this study was to develop, implement and evaluate the effectiveness of a multicomponent school-based intervention that focused on promoting healthy eating and physical activity with school children (aged 9 to 11 years) in Lebanon, in order to prevent childhood obesity. Methods: A school-based intervention adapted to the culture of Lebanese and Arab populations and based on the constructs of the Social Cognitive Theory was developed. The intervention consisted of three components: classroom curriculum, food service, family involvement. Eight schools were selected from two different communities (high and low socioeconomic status) in Beirut and were randomly assigned (by a toss of a coin) to either the intervention or control group. Students aged nine to eleven years in intervention schools were exposed to the intervention components for three months. Students in control schools received their usual school curriculum. Anthropometric measurements, questionnaires on determinants of behavioural change, eating and physical activity habits were completed by the students in both groups at baseline and post intervention. Focus group interviews were conducted with students, teachers and parents in intervention schools at the end of the study. Results: Changes were observed based on self-report measures. Daily breakfast intake increased significantly in the intervention group compared with the control group (3.5 times more p<0.001). Students in the intervention group reported consuming significantly less chips and sweetened drinks at post-test compared with controls (86% & 88% less respectively p<0.001). There was no difference in physical activity and screen time habits and no changes in BMI between groups at post intervention. Knowledge and self-efficacy scores increased for the intervention (+2.8 & 1.7 points respectively p<0.001) but not for the control group. Interview data from focus groups showed that the programme was generally well accepted; students benefited in a pleasurable way and made attempts to change their eating and physical activity habits. Limitations for better outcomes include the length of the programme and the school environment. Conclusion: “Health-E-PALS” (Healthy Eating and Physical Activity in Lebanese School children) is a promising innovative, theory-based, culturally sensitive intervention to promote Healthy Eating and Physical Activity in Lebanese school children with a regional perspective.
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Sariaydin, Selin. "Randomization for Efficient Nonlinear Parametric Inversion." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83451.
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Nonlinear parametric inverse problems appear in many applications in science and engineering. We focus on diffuse optical tomography (DOT) in medical imaging. DOT aims to recover an unknown image of interest, such as the absorption coefficient in tissue to locate tumors in the body. Using a mathematical (forward) model to predict measurements given a parametrization of the tissue, we minimize the misfit between predicted and actual measurements up to a given noise level. The main computational bottleneck in such inverse problems is the repeated evaluation of this large-scale forward model, which corresponds to solving large linear systems for each source and frequency at each optimization step. Moreover, to efficiently compute derivative information, we need to solve, repeatedly, linear systems with the adjoint for each detector and frequency. As rapid advances in technology allow for large numbers of sources and detectors, these problems become computationally prohibitive. In this thesis, we introduce two methods to drastically reduce this cost.
To efficiently implement Newton methods, we extend the use of simultaneous random sources to reduce the number of linear system solves to
include simultaneous random detectors. Moreover, we combine simultaneous random sources and detectors with optimized ones that lead to faster convergence and more accurate solutions.
We can use reduced order models (ROM) to drastically reduce the size of the linear systems to be solved in each optimization step while still solving the inverse problem accurately. However, the construction of the ROM bases still incurs a substantial cost. We propose to use randomization to drastically reduce the number of large linear solves needed for constructing the global ROM bases without degrading the accuracy of the solution to the inversion problem.
We demonstrate the efficiency of these approaches with 2-dimensional and 3-dimensional examples from DOT; however, our methods have the potential to be useful for other applications as well.Ph. D.
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Hugger, Kelly Ann. "Evaluating the effects of Peer-Assisted Learning Strategies (PALS) in mathematics plus an anxiety treatment on achievement and anxiety of third grade students." Thesis, University of Southern Maine, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632799.
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The purpose of this study was to examine the effects of an adaptation of Peer-Assisted Learning Strategies (PALS) in mathematics on achievement and anxiety of third grade students. Four intact classrooms were randomly assigned to experimental or control condition groups. Experimental teachers implemented one of three interventions: PALS, a relaxation technique (RT), or PALS+RT twice weekly for 12 weeks. Outcome measures included AIMSweb's curriculum based measure for math computation (MCOMP) and the Revised Children's Manifest Anxiety Scale, Second Edition (RCMAS-2). Within the classrooms, baseline, pre-test, and post-test data were collected on 79 students. The study did not reveal statistically significant results, however, results indicated that students in the PALS+RT group made the greatest gains in math achievement and students in the RT group had the greatest reduction in anxiety. The results suggest that PALS can be adapted to include a brief relaxation technique and that relaxation techniques may be beneficial in reducing student anxiety symptoms.
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Petschke, Danny [Verfasser], Reinhard Gutachter] Krause-Rehberg, Torsten [Gutachter] [Staab, and Klaus [Gutachter] Rätzke. "Entwicklung und Validierung neuartiger Ansätze zur verlässlichen Datenanalyse in der digitalen Positronenlebensdauerspektroskopie (PALS) / Danny Petschke ; Gutachter: Reinhard Krause-Rehberg, Torsten Staab, Klaus Rätzke." Halle (Saale) : Universitäts- und Landesbibliothek Sachsen-Anhalt, 2020. http://d-nb.info/1226154409/34.
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Agarwal, Sahil. "Defect Studies In Metals, Alloys, and Oxides By Positron Annihilation Spectroscopy and Related Techniques." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1626713209028374.
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Pool, Nicole. "A study of the effectiveness of peer-assisted learning strategies (PALS) for the reading achievement of elementary students in a cross-categorical self-contained classroom /." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1797219681&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (M.S.Ed.)--Southern Illinois University Carbondale, 2009."Department of Educational Psychology and Special Education." Includes bibliographical references (p. 99-103). Also available online.
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Petracovschi, Elena. "Vitrocéramiques infrarouges pour application à la vision nocturne." Thesis, Rennes 1, 2014. http://www.theses.fr/2014REN1S058/document.
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Les verres de chalcogénures sont utilisés en tant qu'optiques pour les caméras IR grâce à leur transparence dans les deux fenêtres atmosphériques [3 – 5 µm] et [8 – 12 µm]. Afin de diminuer leur prix et d'augmenter la gamme des compositions qui pourraient être produites, une nouvelle méthode de synthèse a été élaborée au laboratoire Verres et Céramiques. Les travaux présentés dans ce manuscrit ont ainsi porté sur le développement de la technique de synthèse des verres et vitrocéramiques de chalcogénures par mécanosynthèse et frittage flash, ainsi que sur l'étude de la structure et des propriétés mécaniques des vitrocéramiques. Les différents paramètres de broyage et frittage ont été étudiés et la possibilité de produire des matériaux massifs, avec une structure et des propriétés similaires à celles des verres obtenus par voie classique de fusion-trempe, a été démontrée. Egalement, il a été constaté que la génération des particules cristallines dans la matrice vitreuse permet d'améliorer les propriétés mécaniques sans altérer la transmission optique des échantillons. Finalement, une étude théorique, basée sur la méthode DFT, a été initié pour accéder à des informations plus précises concernant la structure et les propriétés mécaniques des verres et vitrocéramiques de chalcogénuresChalcogenide glasses are used as optics for the IR cameras thanks to their transparence in the two atmospheric windows [3 – 5 µm] and [8 – 12 µm]. In order to reduce their price and to increase the panel of compositions which may be produced, a new method of synthesis has been elaborated in the Glass and Ceramics group. Thus, this manuscript presents the development of the new way of synthesis of chalcogenide glasses and glass-ceramics by mechanical milling and SPS sintering, and the study of the structure and mechanical properties of glass-ceramics. The different milling and sintering parameters have been studied and the possibility to produce bulk samples with a structure and properties similar to those of glasses synthesized by melt-quenching method has been demonstrated. Also, it has been shown that the generation of crystalline particles in the glassy matrix increases mechanical properties of the samples without spoiling their optical transmission. Finally, a theoretical study, based on the DFT method, has been initiated in order to access more precise information concerning glass and glass-ceramic structure and mechanical properties
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Leary, Patricia Wootten. "An Analysis of the Impact of Selected Structures of the Virginia Preschool Initiative on PALS Pre-K Program Summary Scores for At-Risk Preschool Students in Virginia." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28042.
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This study examines the impact of selected structures of the Virginia Preschool Initiative on reading readiness in at-risk preschool students in the state of Virginia. The Virginia Preschool Initiative is designed to prepare at-risk four-year-olds for success in kindergarten. According to the Virginia Department of Education, "The purpose of the grants is to reduce disparities among young children upon formal school entry and to reduce or eliminate those risk factors that lead to early academic failure." (Virginia Department of Education, 2005) The independent variables are the specific curriculum models used by the school division, length of program day, teacher certification, and program sponsoring agency. The dependent variables are the pre and post assessment scores on the eight subtests of the PALS-PreK assessment. A paired sample t-test and one-way ANOVA were conducted using Fall and Spring 2006 PALS-PreK student assessment scores from school divisions that participated in the Virginia Preschool Initiative during the 2005-06 school year to determine the relationship between the curriculum implemented and PALS-PreK Fall and Spring student assessment scores. The findings in this study indicate a statistically significant difference between the Fall and Spring student assessment scores for each of the curriculum models analyzed and at least one curriculum model consistently underperforms the other three curriculum models. There were no differences in three variables (length of school day, teacher certification, and program sponsoring agency) and were therefore, not subject to analysis.Ph. D.
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Gee, Melinda. "The Effectiveness of Peer Tutoring Programs in Elementary Schools." DigitalCommons@USU, 2004. https://digitalcommons.usu.edu/etd/6198.
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The present review examined the effectiveness of three peer tutoring programs: cross-age peer tutoring, Classwide Peer Tutoring (CWPT), and Peer-Assisted Learning Strategies (PALS), for elementary students in the academic areas of math and reading. The research reviewed indicates students who participated in cross-age peer tutoring and CWPT had improved test scores on basic math facts as well as increased math scores on standardized assessments. Students also showed improvement in reading fluency, reading comprehension, spelling, and reading level after participating in cross-age peer tutoring and CWPT. High-, average-, and low-achieving students as well as students in special Ill education benefitted from these peer tutoring programs. In addition, both tutors and tutees received benefits from the tutoring programs, although fewer studies examined outcomes for tutors. Although cross-age peer tutoring, and CWPT resulted in mostly positive outcomes, this was not the case for the PALS program. Students participating in this program demonstrated little change from pre- to post-assessment. Since the PALS studies were better designed with tighter experimental control, it is less likely results were due to another variable. The cross-age and CWPT studies lacked the tight experimental control of the PALS studies.
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Fay, Emily E. "LITERACY PREDICTORS OF SPELLING ABILITIES FOR CHILDREN 6:0 THROUGH 7:5 YEARS." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1081898135.
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Anderson, Maren Minda. "Effectiveness of an early literacy program for diverse children an examination of Teacher-directed paths to achieving literacy success /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1246655726.
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Bohné, Gunnar. "Emotions at play : gaining emotional knowledge using a video game." Thesis, Uppsala universitet, Människa-datorinteraktion, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-232370.
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The use of video games for teaching children different subjects is commonly believed to be a good approach. In general has learning theme for these games focused on traditionally subject, such as math or biology. Important as they can be for education, other softer aspects can also be considered important for the children and education. One such aspect is emotions and the role it has on a social level. However, it is not much research showing how to use emotions in a learning game. In this thesis, I examine how children perceive and use emotions as they play a game specially designed for teaching emotions. The game utilises emotions in a new design that let the player interact with cartoon animals in different scenarios. I report findings based on a sample of thirty-three (33) preschool children, and six (6) parents who took part in the study. Data was collected using a qualitative method in a two step procedure with observation of play and follow up interviews in the first step, followed by video recordings of play and demonstrations using cuddly pets in the second step. Using an ecological framework for analysis and theory from the field of emotional intelligence, I show that children playing this game can perceive emotions expressed in the game. I also show that it is possible to play this particular game without the need to involve emotions. Children do not learn emotions from playing the game. These results carries important implication for the design of learning games as it illuminates that learning can come from possible sources other than the gameplay.Det finns en spridd uppfattning att videospel kan fungera som lärandespel för barn. Generelltsätt har denna uppfattning stöd i skolan och det finns därför även en önskan att producera spel som kan användas till att undervisa traditionella kärnämnen, exempelvis matematik eller biologi. Dessa ämnen är betydelsefulla att bemästra, dock finns även andra mer mjuka aspekter som kan ha en avgörande betydelse för barnets lärande. En sådan aspekt gäller den viktiga betydelse som känslor har i ett socialt sammanhang. I denna uppsats undersöker jag hur barn uppfattar och använder känslor då barnen spelar ett spel som är designat enkom för detta syfte. Spelet utnyttjar en design som låter spelaren interagera med tecknade djur i skilda scenarion. Jag redovisar resultat som baseras på ett urval av trettiotre (33) förskolebarn och sex (6) föräldrar. De material som samlades in bygger på en kvalitativ datainsamlingsmetod som är uppbyggd i två steg. I steg ett samlades data in genom observationer samt uppföljande intervjuer. I steg två genomfördes sedan observationer följt av demonstrationer då barnen använde gosedjur. Jag visar, genom att applicera ett ekologiskt ramverk samt teori kring emotionell intelligens, att barnen kan uppfatta känslor som manifesteras i ett videospel. Jag visar också att spe- let kan spelas genom en slumpmässig interaktion där barnen inte behöver använda känslor för att föra spelet framåt, och jag konkluderar därför att det är möjligt att barnen inte lär sig känslor som en följd av själva spelandet.
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Horvath, Celesa Lyra. "An evaluation of ground penetrating radar for investigation of palsa evolution, Macmillan Pass, Northwest Territories." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0003/MQ28946.pdf.
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Flemmons, Susan L. "THE RELATIONSHIP BETWEEN PROGRAM QUALITY INDICATORS AND STUDENT ACHIEVEMENT IN A BRAIDED PREKINDERGARTEN PROGRAM." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4581.
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The purpose of this study was to determine the relationship between prekindergarten classroom quality indicators and student achievement at the prekindergarten level. Pre-existing data on prekindergarten classroom quality measures and student achievement was utilized. Quality indicators were assessed using the Classroom Assessment Scoring System (CLASS) (Pianta, La Paro, & Hamre, 2008) and student achievement was measured by the end of year results on the Phonological Awareness Literacy Screening (PALS) (Invernizzi, Meier, Swank, & Juel, 2004) and the Bracken School Readiness Assessment end of year results (Bracken, 2007).
A quantitative ex post facto correlational research design was employed to identify relationships between program quality and student achievement among the prekindergarten classrooms. An ex post facto design was chosen because the circumstances of conducting the research did not allow for an experiment.
The classrooms in this study site were rated overall as high in quality. The findings indicate that quality in classrooms established by high scores in the Emotional Support and Classroom Organizational domains, paired with scores in the middle to high range in the Instructional Support domain have no statistical correlation between high achievement related to PALS and Bracken scores, with the exception of one subgroup. For students that receive Public Assistance, there was a statistical significance in their end results for PALS and Bracken, indicating a positive relationship between classroom quality and student achievement.
It is vitally important to develop prekindergarten programs that can be easily replicated. Replicating successful programs would save time, money, and effort. Practitioners can increase and standardize structural quality factors such as length of day, credentialing requirements of staff, and the maintenance of an organized system of in-service training and systematic curriculum oversight, while ensuring the presence of process quality, This focus will create prekindergarten programs that offer the most at risk students the highest quality possible.
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Roux, Louis. "Modélisation dynamique du départ d'une pale et de la tenue des pales suiveuses dans une turbomachine." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSEI056.
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Lors de la phase de certification d’un turbomoteur, le motoriste doit démontrer que la perte d’une pale de rotor ne conduit pas au "Knocking-Off", c’est à dire à la rupture en cascade des pales suiveuses. Cette démonstration est faite en général par un essai au banc coûteux car partiellement destructif. Grâce à l’amélioration des moyens de calcul, il devient possible de simuler la réponse transitoire de la structure soumise à ce type de chargement très complexe. En tant que point d’entrée sur la simulation, la connaissance du comportement des matériaux est primordiale. Or, peu d’études sont publiées sur le comportement dynamique des superalliages à base nickel monocristallins et, de surcroît, à des températures élevées de l’ordre de 1000°C. Pour prédire efficacement les conséquences d’impacts sur des pales de turbines, des travaux expérimentaux et numériques ont été réalisés sur un monocristal couramment utilisé par Turbomeca. Des essais de compression dynamique à haute température sur barres de Hopkinson permettent d’estimer le seuil de plasticité et l’écrouissage du matériau en fonction de l’orientation du cristal, de la vitesse de déformation et de la température. Les paramètres d’une loi visco-plastique anisotrope sont identifiés pour modéliser efficacement le comportement macroscopique du MC2 sous des chargements intenses et fortement multi-axiaux. Une campagne d’essais balistiques au banc de Safran Snecma a été réalisée sur des plaques et des pales monocristallines à hautes températures. Afin de prendre en compte la fragmentation des profils dans les calculs de perte de pale, un critère en déformation plastique dépendante du taux de triaxialité des contraintes est calibré puis validé par confrontation aux essais de tirs sur plaques. Des mesures de stéréo-corrélation postmortem et des enregistrements à la caméra rapide permettent de valider les simulations. Une pratique de modélisation de la perte d’une pale avec l’outil LS-Dyna a été établie et appliquée à un cas industriel de perte de pale en service. Enfin, en vue de justifier le découplage temporel entre les dommages primaires, liés aux impacts directs sur les premières pales suiveuses, et secondaires, liés aux effets de l’excentration, une approche de dynamique d’ensemble de ligne d’arbre a été développée puis validéeDuring the certification process of a turbo engine, the engine manufacturer has to demonstrate that the loss of a rotor blade does not lead to the "knocking-off" phenomenon, in other words to the cascading failure of the successive blades. Generally, this demonstration is carried out through a costly rig test driving to the partial destruction of the engine. Thanks to the improvement of computational resources, it is now possible to simulate the transient response of the structure subjected to this complex loading. The knowledge of material behavior turns out to be the essential starting point for the simulation. However, only a few studies have been published on the dynamic behavior of nickel-based single crystal superalloys at high temperature reaching 1000°C. With a view to efficiently predicting the consequences of impacts on turbine blades, experimental and numerical works have been conducted on a single crystal frequently used by Turbomeca. High-temperature dynamic compressive tests on Split Hopkinson Pressure Bars (SHPB) have enabled to estimate the material plasticity level and hardening, depending on the crystal orientation, strain rate and temperature. The parameters of a viscoplastic anisotropic law have been identified to effectively model the MC2 macroscopic behavior under highly intense and multiaxial loading. At Safran Snecma Villaroche, ballistic tests have been undertaken on both single crystal plates and blades under high temperatures. In order to consider the fragmentation of profiles in blade-off simulations, a plastic strain criterion depending on stress triaxiality has been calibrated and validated by comparison with the impacts on blades. Post-mortem digital images correlation measurements and high-speed camera recordings have confirmed these simulations. Using LS-Dyna solver, a blade-off modeling strategy has been created and applied to an actual blade-off industrial case. Finally, a rotordynamics approach has been developed and validated with the aim of separately analyzing the primary damage, caused by direct impacts on the first following blades, and the secondary damage due to the effects of unbalance on a flexible rotor
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Marcé, Clavillé Marta. "Estrategias adhesivas de los postes de fibra de vidrio." Doctoral thesis, Universitat Internacional de Catalunya, 2015. http://hdl.handle.net/10803/321361.
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La restauración de los dientes endodonciados ha sido un tema ampliamente estudiado en la literatura científica. A principios de los años 2000, época en que empezaban a despuntar los materiales adhesivos a base de resina, con buenos resultados clínicos, no había aún un consenso definido a la hora de restaurar los dientes endodonciados
La aparición de nuevos diseños anatómicos, materiales de los postes intrarradiculares y los sistemas adhesivos actuales, han hecho que los protocolos de restauración de los dientes endodonciados, se hayan modificado, para ser más conservadores y sólo aquellos dientes con poca estructura dental remanente requerirán de un poste intrarradicular para ser restaurados satisfactoriamente.
Se ha observado que la restauración de los dientes endodonciados mediante postes intrarradiculares presenta un grado de supervivencia de entre el 80 al 95% de los casos entre los 5 y 10 años, según el artículo revisado. La literatura reporta varias causas de fracaso de estas restauraciones, siendo las principales, de causa restaurativa y la pérdida de retención del poste de fibra.
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Pearl, David Lee. "A Novel Characterization of Friction Stir Welds Created Using Active Temperature Control." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1618585976565749.
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Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.
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Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 completed an online survey (response rate of 18.75%). Descriptive statistics, ANOVA, and regression analyzed data. TAM could be verified for the entire sample; however, no significant direct relationship between teaching style and the TAM variables was found. Teaching style moderated the relationships within the TAM; these were stronger for teachers with a teacher-centered teaching style. No significant direct relationship existed between teaching experiences and TAM variables; a moderating effect on the relationships existed within the TAM. Among experienced teachers, ease of use was the strongest acceptance predictor, whereas perceived use was the strongest predictor among less experienced teachers. Results indicated teachers might develop a more student-centered teaching style, thus concentrating on technology's ease of use, rather than its potential utility. A policy recommendation could ensure teachers efficiently used technology to support student-centered learning. The application of the recommended policies might lead to teachers' more effective use of instructional technology, which might affect student learning and motivation.
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Buha, Joka School of Materials Science & engineering UNSW. "Interrupted ageing of Al-Mg-Si-Cu alloys." Awarded by:University of New South Wales. School of Materials Science and engineering, 2005. http://handle.unsw.edu.au/1959.4/20794.
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This thesis systematically investigates the effects of a recently developed modified ageing procedure of aluminium alloys, termed the T6I6 temper, on the microstructural development and mechanical properties of the Al ??? Mg ??? Si - Cu alloy 6061. For the T6I6 temper, a conventional single stage T6 temper is interrupted by an ageing period at a reduced temperature (65??C) to facilitate secondary precipitation, before resuming the final ageing at the temperature of the initial T6 treatment. The T6I6 temper was found to cause simultaneous increases in tensile properties, hardness, and toughness as compared with 6061 T6. Al ??? Mg ??? Si ??? Cu alloys are medium strength alloys widely used in the automotive industry and their further improvement is underpinned by stringent demands for weight reduction placed on the transportation industry in recent years. The potential for further improvement of the mechanical properties was found in the control of secondary precipitation that may take place even in some fully aged alloys when exposed to reduced temperatures. The overall improvement in the mechanical properties of 6061 T6I6 was attributed to the formation of finer and more densely dispersed precipitates in the final microstructure. The refinement of precipitates was facilitated by control of the precipitation processes and gradual evolution of the microstructure throughout each stage of the T6I6 treatment. The results indicated that the concentration and the chemical environment of the vacancies controlled the precipitation processes in this alloy. Findings also show that the proportion of the different precipitate phases present in the final microstructure, as well as the amount of the solute in these precipitates, can be controlled and modified utilizing secondary precipitation. A number of analytical techniques were used in this study. The evolution of the microstructure was studied using Transmission Electron Microscopy (TEM), High Resolution TEM (HRTEM) and Three Dimensional Atom Probe (3DAP). Vacancy-solute interactions were studied using Positron Annihilation Lifetime Spectroscopy (PALS) and 3DAP. The distribution of the solute was studied using 3DAP and Nuclear Magnetic Resonance (NMR). Differential Scanning Calorimetry (DSC) was used to identify precipitation reactions and to determine the stability of vacancy-associated aggregates.
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Vasconcelos, Viviane Mamede. "TraduÃÃo, adaptaÃÃo e validaÃÃo da cerebral palsy quality of life: aplicaÃÃo em pais de crianÃas com paralisia cerebral." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12616.
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FundaÃÃo de Amparo à Pesquisa do Estado do CearÃParalisia Cerebral caracteriza-se por um distÃrbio motor nÃo progressivo, que inclui alteraÃÃes de tÃnus, postura e movimento, sendo frequentemente mutÃvel e secundÃrio à lesÃo do cÃrebro imaturo. Esses aspectos influenciam na capacidade das crianÃas com PC de desenvolverem atividades da vida diÃria, o que afeta diretamente a Qualidade de Vida de crianÃas que tÃm esta patologia. A partir da necessidade de um instrumento especÃfico para avaliar a qualidade de vida de crianÃas com paralisia cerebral no idioma brasileiro, realizou-se este estudo que teve como objetivos: traduzir, adaptar culturalmente e validar a escala Cerebral Palsy Quality of Life for children parent-proxy version (CP QOL-Child parent-proxy version) para a lÃngua portuguesa no contexto brasileiro e verificar a validade e a confiabilidade da escala CP QOL-Child parent-proxy version para avaliaÃÃo da qualidade de vida de crianÃas com paralisia cerebral. Estudo do tipo metodolÃgico, com abordagem quantitativa para o qual se obteve autorizaÃÃo para utilizaÃÃo da CP QOL-Child, a qual foi submetida ao processo de adaptaÃÃo transcultural proposto por Beaton, Bombardier, Guillermin et al. (2007), tendo sido submetida Ãs anÃlises psicomÃtricas: validade e confiablidade. O estudo foi realizado em duas instituiÃÃes de saÃde que atendem crianÃas com paralisia cerebral em nÃvel ambulatorial e de reabilitaÃÃo na cidade de Fortaleza-CearÃ-Brasil. A amostra foi composta por 122 pais de crianÃas com paralisia cerebral. A coleta de dados ocorreu de outubro/2012 a janeiro/2013, tendo sido utilizado, alÃm da CP QOL-Child, um questionÃrio com informaÃÃes socioeconÃmicas, demogrÃficas e clÃnicas. ApÃs adaptaÃÃo, obteve-se uma escala com 66 itens, cujas dificuldades em seu entendimento resultaram da inserÃÃo de exemplos em dois itens, alÃm de correÃÃes nas expressÃes em dois dos itens, e inserÃÃo de opÃÃo de resposta em outros dez, no sentido de tornÃ-la mais compreensÃvel. Um comità de especialistas avaliou o conteÃdo da CP QOL-Child â versÃo brasileira e a escala obteve um Ãndice de ValidaÃÃo de ConteÃdo de 1, com mÃdia das respostas entre os itens de 3,9 e 89,9% de concordÃncia entre os juÃzes. A validade de constructo, por meio da comparaÃÃo dos grupos contrastados: Grupo 1- Feliz/Muito Feliz e Grupo 2 - Nem Feliz nem triste, sugeriu que os itens da escala relacionados à famÃlia e aos amigos apresentaram correlaÃÃo positiva e estatisticamente significante quando correlacionados aos domÃnios comunicaÃÃo, atividades coletivas e saÃde da crianÃa, sustentando as hipÃteses levantadas. Para avaliar a confiabilidade, calculou-se o alfa de Cronbach que variou de 0,83 a 0,86, indicando alta consistÃncia interna. A estabilidade de escala foi avaliada pelo coeficiente de Kappa, que variou de 0,47 (concordÃncia fraca) a 0,90 (concordÃncia excelente), que foi ratificado pelo coeficiente de correlaÃÃo entre os itens com variaÃÃo de 0,46 (item 15) a 0,94 (item 4), tendo os itens valor de p<0,001. Concluiu-se que se obteve um instrumento confiÃvel, vÃlido e capaz de avaliar a qualidade de vida de crianÃas com paralisia cerebral, de forma que, essa escala avalia os domÃnios da qualidade de vida especÃficos para crianÃas acometidas por esta patologia. E, ainda, trata-se de uma ferramenta, por meio da qual serà possÃvel realizar o planejamento e o desenvolvimento de intervenÃÃes direcionadas à promoÃÃo da saÃde para esta clientela com caracterÃsticas tÃo peculiares.
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Vasconcelos, Viviane Mamede. "Tradução, adaptação e validação da cerebral palsy quality of life: aplicação em pais de crianças com paralisia cerebral." reponame:Repositório Institucional da UFC, 2013. http://www.repositorio.ufc.br/handle/riufc/9214.
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VASCONCELOS, Viviane Mamede. Tradução, adaptação e validação da cerebral palsy quality of life : aplicação em pais de crianças com paralisia cerebral. 2013. 245 f. Tese (Doutorado em Enfermagem) - Universidade Federal do Ceará. Faculdade de Farmácia, Odontologia e Enfermagem, Fortaleza, 2013.Submitted by denise santos (denise.santos@ufc.br) on 2014-10-02T12:20:05Z No. of bitstreams: 1 2013_tese_vmvasconcelos.pdf: 5913817 bytes, checksum: 83162da0e69aed1ac16896d0ad31eb9e (MD5)
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Paralisia Cerebral caracteriza-se por um distúrbio motor não progressivo, que inclui alterações de tônus, postura e movimento, sendo frequentemente mutável e secundário à lesão do cérebro imaturo. Esses aspectos influenciam na capacidade das crianças com PC de desenvolverem atividades da vida diária, o que afeta diretamente a Qualidade de Vida de crianças que têm esta patologia. A partir da necessidade de um instrumento específico para avaliar a qualidade de vida de crianças com paralisia cerebral no idioma brasileiro, realizou-se este estudo que teve como objetivos: traduzir, adaptar culturalmente e validar a escala Cerebral Palsy Quality of Life for children parent-proxy version (CP QOL-Child parent-proxy version) para a língua portuguesa no contexto brasileiro e verificar a validade e a confiabilidade da escala CP QOL-Child parent-proxy version para avaliação da qualidade de vida de crianças com paralisia cerebral. Estudo do tipo metodológico, com abordagem quantitativa para o qual se obteve autorização para utilização da CP QOL-Child, a qual foi submetida ao processo de adaptação transcultural proposto por Beaton, Bombardier, Guillermin et al. (2007), tendo sido submetida às análises psicométricas: validade e confiablidade. O estudo foi realizado em duas instituições de saúde que atendem crianças com paralisia cerebral em nível ambulatorial e de reabilitação na cidade de Fortaleza-Ceará-Brasil. A amostra foi composta por 122 pais de crianças com paralisia cerebral. A coleta de dados ocorreu de outubro/2012 a janeiro/2013, tendo sido utilizado, além da CP QOL-Child, um questionário com informações socioeconômicas, demográficas e clínicas. Após adaptação, obteve-se uma escala com 66 itens, cujas dificuldades em seu entendimento resultaram da inserção de exemplos em dois itens, além de correções nas expressões em dois dos itens, e inserção de opção de resposta em outros dez, no sentido de torná-la mais compreensível. Um comitê de especialistas avaliou o conteúdo da CP QOL-Child – versão brasileira e a escala obteve um Índice de Validação de Conteúdo de 1, com média das respostas entre os itens de 3,9 e 89,9% de concordância entre os juízes. A validade de constructo, por meio da comparação dos grupos contrastados: Grupo 1- Feliz/Muito Feliz e Grupo 2 - Nem Feliz nem triste, sugeriu que os itens da escala relacionados à família e aos amigos apresentaram correlação positiva e estatisticamente significante quando correlacionados aos domínios comunicação, atividades coletivas e saúde da criança, sustentando as hipóteses levantadas. Para avaliar a confiabilidade, calculou-se o alfa de Cronbach que variou de 0,83 a 0,86, indicando alta consistência interna. A estabilidade de escala foi avaliada pelo coeficiente de Kappa, que variou de 0,47 (concordância fraca) a 0,90 (concordância excelente), que foi ratificado pelo coeficiente de correlação entre os itens com variação de 0,46 (item 15) a 0,94 (item 4), tendo os itens valor de p<0,001. Concluiu-se que se obteve um instrumento confiável, válido e capaz de avaliar a qualidade de vida de crianças com paralisia cerebral, de forma que, essa escala avalia os domínios da qualidade de vida específicos para crianças acometidas por esta patologia. E, ainda, trata-se de uma ferramenta, por meio da qual será possível realizar o planejamento e o desenvolvimento de intervenções direcionadas à promoção da saúde para esta clientela com características tão peculiares.
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Aguilar, Llanos Benjamín. "Legitimate, ¿Pars hereditatis o pars bonorum?" IUS ET VERITAS, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/122390.
Full textAbstract:
This paper is about the legitimate as an institution of the Inheritance Law and it focus in the discussion over if it would be considered as a pars hereditatis or as a pars bonorum. Following that, the author links the legitimate with the family institution along with how it could be a correspondence between who can receive this inheritance anticipated and who could receive the inheritance. Likewise, backed on national legislation the author takes a stand saying that the legitimate is pars hereditatis because of includes the heirs only. Finally, the author give us more scopes regarding the legitimate while explains how it be related with the institution of collation.El presente trabajo versa sobre la legítima como institución del Derecho Sucesorio y se centra básicamente en la discusión sobre si debe ser considerada como pars hereditatis o pars bonorum. En esa línea, vincula la legítima con la institución de la familia y cómo se puede ver una correspondencia entre a quiénes se les puede dar la herencia anticipada y quiénes pueden recibir la herencia. Asimismo, apoyándose en las normas nacionales el autor toma una postura al señalar que la legítima es pars hereditatis debido a que incluye solo a los herederos del causante.Finalmente, da más alcances sobre la legítima al explicar cómo se relaciona con la institución de la colación.
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Long, Rachel May. "The distribution and diversity of PAC-degrading bacteria and key degradative genes." Thesis, University of Exeter, 2008. http://hdl.handle.net/10036/65303.
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Petroleum hydrocarbons are the most widespread contaminants in the environment. Interest in the biodegradation of polycyclic aromatic hydrocarbons and compounds (PAHs/PACs) is motivated by their ubiquitous distribution, their low bioavailability, high persistence in soils and their potentially deleterious effects to human health. Identifying the diversity of microorganisms that degrade PAHs/PACs can be utilised in the development of bioremediation techniques. Understanding the mechanisms of bacterial populations to adapt to the presence of pollutants and the extent that lateral transfer of key functional genes occurs, will allow the exploitation of microbial PAC/PAH-degradative capabilities and therefore enhance the successful application of bioremediation strategies. A key aim of this study was to isolate and identify PAC-degrading bacteria for potential use in future bioremediation programmes. A series of PAC enrichments were established under the same experimental conditions from a single sediment sample taken from a highly polluted estuarine site. Distinct microbial community shifts were directly attributable to enrichment with different PAC substrates. The findings of this study demonstrate that five divisions of the Proteobacteria and Actinobacteria can degrade PACs. By determining the precise identity of the PAC-degrading bacteria isolated, and by comparing these with previously published research, this study showed how bacteria with similar PAC degrading capabilities and 16S rRNA signatures are found in similarly polluted environments in geographically very distant locations e.g. China, Italy, Japan and Hawaii. Such a finding suggests that geographical barriers do not limit the distribution of key PAC-degrading bacteria. This is significant when considering the diversity and global distribution of microbes with PAC-degradative capabilities and the potential for utilising these microbial populations in future bioremediation strategies. In the laboratory, enrichment of bacteria able to utilise PAHs has commonly been performed in liquid media, with the PAH dissolved in a carrier solvent. This study found the presence of a carrier solvent significantly affects the resultant microbial population. Although the same sediment sample was used as the bacterial source in all enrichments, different bacterial strains were obtained depending upon the presence of the carrier solvent and the PAH. This is important when considering appropriate methodology for the isolation of PAH-degrading bacteria for future bioremediation programmes. Additionally, the species comprising the resultant population of the enrichment when a carrier solvent was present were similar to previously reported PAH-degrading species. Such a finding necessitates review of previously reported PAH-degrading bacterial species that have been isolated and identified from enrichments using a carrier solvent. Understanding how bacteria acclimatise to environmental pollutants is vital for exploiting these mechanisms within clear up strategies of contaminated sites. Two major lineages of the α subunit of PAH dioxygenases were identified: Actinobacteria and Proteobacteria. Comparison of the α subunit phylogeny with the 16S rRNA phylogeny implies that the PAH-dioxygenases evolved prior to the separation of these phyla or that lateral transfer occurred in the very distant past. No evidence for lateral transfer of the α subunit between the Actinobacteria and Proteobacteria was found in the phylogenetic analyses of this research. Multiple lateral transfer events were inferred between the species of the Actinobacteria and between the classes of the Proteobacteria. The clustering of the taxa within the α subunit phylogeny indicates that lateral transfer of the α subunit gene occurred after the separation of the classes of Proteobacteria and also after the speciation of the γ-Proteobacteria. These findings reveal how bacteria have acclimatised to PAH pollutants through multiple lateral transfer events of a key PAH-degradative gene. This knowledge of the transfer of genetic material will broaden our prospects of exploiting microbial populations.
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Oliveira, Daniel Chiaradia. "Exploration of potential agents for the biological control of the red palm mite, Raoiella indica Hirst (Acari: Tenuipalpidae), on coconut palms in Brazil." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/11/11146/tde-04052015-112411/.
Full textAbstract:
The red palm mite, Raoiella indica Hirst (Acari: Tenuipalpidae), has been considered an important pest on coconut palm (Cocos nucifera L.) in the New World. Several studies have been conducted to understand the ecology of this mite, aiming at its control. The search for effective natural enemies to control R. indica has been considered a priority to reduce its importance in areas where it has been newly reported, with special attention to predatory mites of the family Phytoseiidae. Little has been published about the phytoseiid fauna of Thailand, where R. indica has been found at low population levels, perhaps due to the action of natural enemies. The general objective of this thesis was to select promising predatory mites in Thailand (Bangkok and Kamphaeng Saen) to control R. indica on coconut palms in Brazil, to introduce them and to conduct an initial evaluation of their efficiency. Initially, a list of the phytoseiid mites until then reported from Thailand and a taxonomic key to help in their separation were prepared. Thirty two phytoseiid species were known from Thailand before this study; seven new records were presented. The predatory mite fauna associated with R. indica in the central region of Thailand and their population dynamics were assessed. Phytoseiidae was the predatory family most frequently found on coconut and lady palm, Rhapis excelsa (Thunb.) A. Henry, although at low levels (maximum of 0.003 specimens/ cm2 on coconut and 0.008 specimens/ cm2 on lady palm). Amblyseius largoensis (Muma) was the most abundant predator in both sites and on both hosts, except on coconut in Bangkok, which the most abundant was Euseius nicholsi (Ehara & Lee). The levels of R. indica were very low (maximum of 0.03 specimens/ cm2 on coconut and 0.48 specimens/ cm2 on lady palm), compared to what have been reported in other parts of the world. The direct effect of rainfall on the population of R. indica on coconut seedlings in Thailand was evaluated. The results suggested that rainfall reduces considerably the population of R. indica, mainly when the accumulated precipitation in 15 days was over 100 mm. A new mite genus and species of Blattisociidae collected on coconut flowers in Thailand were described. The performances of two predatory mite populations introduced from Thailand, a population previously introduced from La Reunion and a population native from Roraima, Brazil, were compared in relation to their effect on the population of R. indica. The efficiency of the predators could not be demonstrated on coconut seedlings, contrasting with what would be expected from their observed behavior in the laboratory. This result could be due to the overexposure of the predators to sunlight on the leaf surface because of the architecture of the seedlings, probably stimulating them to move to more protected microhabitats. On adult coconut plants, in which the abaxial leaf surface is less exposed, the evaluated predators could have a better performance. Further efforts should be dedicated to evaluate this hypothesis.O ácaro-vermelho-das-palmeiras, Raoiella indica Hirst (Acari: Tenuipalpidae), tem sido considerado uma importante praga em coqueiro (Cocos nucifera L.) no Novo Mundo. Vários estudos têm sido conduzidos para entender a ecologia deste ácaro, visando ao seu controle. A busca de inimigos naturais eficazes para controlar R. indica tem sido considerada uma prioridade para reduzir a sua importância em áreas em áreas em que tem sido recentemente encontrado, com atenção especial aos ácaros predadores da família Phytoseiidae. Pouco tem sido publicado sobre a fauna de fitoseídeos da Tailândia, onde R. indica tem sido encontrado em baixos níveis populacionais, talvez devido à ação de inimigos naturais. O objetivo geral desta tese foi selecionar ácaros predadores promissores na Tailândia (Bangkok e Kamphaeng Saen) para o controle de R. indica em coqueiros no Brasil, introduzi-los e realizar uma avaliação inicial de sua eficiência. Inicialmente, uma lista dos fitoseídeos até então relatados da Tailândia e uma chave taxonômica para ajudar na sua separação foram elaboradas. Trinta e duas espécies de fitoseídeos eram conhecidas da Tailândia antes deste estudo; sete novos registros foram apresentados. Os ácaros predadores associados a R. indica na região central da Tailândia e sua dinâmica populacional foram avaliadas. Phytoseiidae foi a família de predadores mais freqüentemente encontrada em coqueiro e palmeira ráfia [Rhapis excelsa (Thunb.) A. Henry], embora os seus níveis sejam baixos (máximo de 0.003 espécimes/ cm2 em coqueiro e 0.008 espécimes/ cm2 em palmeira ráfia). Amblyseius largoensis (Muma) foi o predador mais abundante em ambos os locais e em ambos hospedeiros, exceto no coqueiro em Bangkok, em que o mais abundante foi Euseius nicholsi (Ehara & Lee). Os níveis de R. indica foram muito baixos (máximo de 0.03 espécimes/ cm2 em coqueiro e 0.48espécimes/ cm2 em palmeira ráfia), em comparação com o que tem sido relatado para outras partes do mundo. O efeito direto da chuva sobre a população de R. indica foi avaliado em mudas de coqueiro na Tailândia. Os resultados sugeriram que a chuva reduz consideravelmente a população de R. indica, principalmente quando a precipitação acumulada em 15 dias foi superior a 100 mm. Um novo gênero e espécie de ácaro da família Blattisociidae coletada em flores de coqueiro na Tailândia foram descritos. Os desempenhos de duas populações de ácaros predadores introduzidos da Tailândia, uma população previamente introduzida de La Reunion e uma população nativa de Roraima, Brasil, foram comparados em relação a seus efeitos sobre a população de R.indica. Não foi demonstrada a eficiência dos predadores em mudas de coqueiro, contrastando com o que era esperado a partir dos comportamentos observados no laboratório. Este resultado poderia ser devido à exposição excessiva dos predadores à luz do sol na superfície das folhas, por causa da arquitetura das mudas, provavelmente estimulando-os a se locomover para microambientes mais protegidos. Em coqueiros adultos, em que a superfície abaxial da folha é menos exposta, os predadores avaliados poderiam ter melhor desempenho. Esforços adicionais deveriam ser dedicados para avaliar esta hipótese.
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Pledge-Amaral, Carolyn D. "Desert Palms." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2977.
Full textAbstract:
DESERT PALMS is a contemporary women’s novel set in an Arizona RV park. When Miamians Margie Campos and her husband, Carlos, unexpectantly inherit Desert Palms, a rundown retirement community, Margie reluctantly agrees to stay in Arizona to overhaul the park. With the discovery of a secret letter that threatens to unravel the family, an unscrupulous broker determined to buy the park on the cheap, and a husband bent on hitting it big, Margie digs in and starts to find purpose amidst a desert microcosm.
Told from Margie’s perspective in a closely attached third person, DESERT PALMS is a realistic and humorous narrative that falls somewhere between the style of Liane Moriarty in, “The Husband’s Secret” and Anne Tyler in her novel, “Back When We Were Grownups.” DESERT PALMS offers an offbeat cast of central characters who help Margie gain a deeper understanding of herself and what makes life worth living.
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Jaishankar, Gayatri, April Lowery, and Roger Smalligan. "Bell's Palsy." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/8877.
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Nehring, Wendy M. "Cerebral Palsy." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6716.
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Written by nurse practitioners for nurse practitioners, this one-of-a-kind resource provides the expert guidance you need to provide comprehensive primary care to children with special needs and their families. It addresses specific conditions that require alterations in standard primary care and offers practical advice on managing the major issues common to children with chronic conditions. A consistent format makes it easy to locate essential information on each condition. Plus, valuable resources help you manage the issues and gaps in health care coverage that may hinder quality care.