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Academic literature on the topic 'TESL'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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Journal articles on the topic "TESL"

Vacilotto, S., and R. Cummings. "Peer coaching in TEFL/TESL programmes." ELT Journal 61, no. 2 (April 1, 2007): 153–60. http://dx.doi.org/10.1093/elt/ccm008.

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Richards, Jack C. "30 Years of Tefl/Tesl: a Personal Reflection." RELC Journal 33, no. 2 (December 2002): 1–35. http://dx.doi.org/10.1177/003368820203300201.

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Watt, David, and John Taplin. "The Least One Should Expect of TESL/TEFL Programs." TESL Canada Journal 14, no. 2 (June 26, 1997): 72. http://dx.doi.org/10.18806/tesl.v14i2.687.

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Sekhar, G. Raja, and Sujata Chakravorty. "TESL/TEFL: Teaching english as a second or foreign language." ACADEMICIA: An International Multidisciplinary Research Journal 7, no. 4 (2017): 154. http://dx.doi.org/10.5958/2249-7137.2017.00044.1.

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Libben, Gary, and Tammi Rossman-Benjamin. "TESL Methodology in Canada: A Study of Instructor Attitudes and Correlates." TESL Canada Journal 9, no. 2 (June 26, 1992): 09. http://dx.doi.org/10.18806/tesl.v9i2.601.

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This paper reports on a survey of ESL teachers' attitudes toward classroom techniques. Sixty-four teachers, sampled from 5 ESL centres across Canada, completed a 95-item questionnaire which investigated attitudes toward specific ESL techniques and the factors which might influence them. The results indicated that teachers' age, amount and type of TESL experience, and individual learning style are all related to TESL attitudes. These effects, however, were localized to particular clusters of attitudes. The characteristics of an instructor's teaCher-training course, on the other hand, affected the entire range of responses. A correlation of .85 was found between ESL teachers' attitudes and the methodological attitudes expressed by their TESL teachers during teacher-training. We conclude that the attitudes of both the ESL and TESL teachers are influenced by a set of "cultural norms and values" in which all members of the TESL community participate.

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Hawes, Chris. "TESL in the Developing English World." TESL Canada Journal 6, no. 2 (June 26, 1989): 91. http://dx.doi.org/10.18806/tesl.v6i2.555.

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AL-SAGGAF, MOHAMMAD, Fazelinah Fazeli Kader, Aleaa Nur Insyirah Alias, and Nurul Azleena Abdul Raof. "Level of Attachment of Malaysian TESL Students Towards Their Cultural Identity." International Journal of Language and Literary Studies 2, no. 4 (December 26, 2020): 63–82. http://dx.doi.org/10.36892/ijlls.v2i4.458.

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Although it is encouraged for students to explore other cultures and be equipped with world knowledge, the basis of patriotism and love for the country must be embedded to ensure the nation has a sense of pride and belonging. This paper attempts to provide a preliminary investigation for the components of the cultural identity from a Malaysian standpoint, the level of attachment of Malaysian Teaching English as a Second Language (TESL) students to their cultural identity as well as factors affecting this relationship. Thus, quantitative method was adopted for this study to identify the level of attachment of Malaysian TESL students to their cultural identity. A questionnaire was distributed online to the participants from all three main races in Malaysia with TESL background and the data was analysed using SPSS. The findings of this study have shown that despite the extensive exposure to and involvement with the English language and culture, the level of attachment of Malaysian TESL students towards their cultural identity is high with regards to all three major components: national language, food and cultural spaces.

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Othman, Nurul ‘Ain, Maslawati Mohamad, Harieza Hussin, and Nor Azilawati Mat Isa. "Fieldwork: What Do TESL Trainee Teachers Benefit?" Creative Education 07, no. 11 (2016): 1676–86. http://dx.doi.org/10.4236/ce.2016.711170.

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Wan Yunus, Farhana, Melissa Malik, and Azyyati Zakaria. "Identity Status of TESL Students in Malaysia." Journal of ASIAN Behavioural Studies 3, no. 6 (January 4, 2018): 103. http://dx.doi.org/10.21834/jabs.v3i6.242.

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Adolescence is a critical period for adolescents all over the world because this is the time they have to develop an identity. Students who wish to be teachers should not be unsure of their plans. A survey was conducted among future English teachers by using a set of questionnaire adapted from the EOMEIS-2 by Bennion & Adams (1986). The findings of this study are pertinent to the lecturers teaching pre-service English teachers so that they are aware of the identity status of their students. It is also to help them reach identity achievement for a better quality of life. Keywords: Identity Status; Future Teachers; Gender; Quality of Life. eISSN 2514-7528 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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Bourke, James Mannes. "The Role of the TP TESL Supervisor." Journal of Education for Teaching 27, no. 1 (April 2001): 63–73. http://dx.doi.org/10.1080/02607470120042546.

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Dissertations / Theses on the topic "TESL"

Binti, Haslee Sharil Wan Nurul Elia. "Malaysian TESL pre-service teachers' instructional planning." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20371/.

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The main aim of the study was to explore the instructional planning of Teaching English as Second Language (TESL) pre-service teachers (PSTs) in Malaysia. The three research questions used for this research were: (1) How do TESL PSTs plan for their lessons? (2) How do TESL PSTs make their interactive decisions (IDs)? (3) How can TESL pre-service teachers' post-lesson reflections be described? Five TESL PSTs were involved in the data collection process. The PSTs were observed three times, over the course of their 12-week teaching practicum around Malaysian public secondary schools in the city of Shah Alam, Malaysia. For each lesson observation, an open-ended questionnaire was distributed, the lesson plan was collected, classroom observation was done, followed by a post-lesson interview. Planning was mostly influenced by their previous experience, knowledge of students, level of self-efficacy, teaching beliefs, and the role of their mentor. Five practices that were common among the PSTs when they make their IDs are referring to their previous experience, using punitive actions, managing their expectations as well as being flexible and immediate when responding to classroom issues. Their reflections on the lessons appear to be done on different levels, depending on how they perceive the criticality of any incidents that occurred in the lesson. The findings also suggest that the PSTs were able to reflect on their experience and use these reflections in planning their subsequent lessons. However, the inconsistencies shown warrant further research on how these PSTs could be further supported in planning their lessons. The main conclusion that could be drawn from the study was that despite some criticisms on the PSTs' ability to reflect on their lessons, there is potential among these PSTs to reflect and to utilize these reflections further in planning their subsequent lessons, provided they are given appropriate and pragmatic support by the teacher training community in order for them to plan more effective lessons.

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Mohamed, Abdul Rashid Bin. "The English connection tales from the Malaysian-UK BEd (TESL) in-service programme." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267562.

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Williams, Hunter. "Loco por ti : the creation of a new, biblingual musical for young audiences to teach english as a second langauge." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1339.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
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Pettis, Joanne C. "Manitoba adult ESL teachers' perceptions of the relationship between their TESL education and their teaching assignments." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0001/MQ32218.pdf.

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Ali, Mohammed Abdulmalik Awad. "Reading in a foreign language : effectiveness of computer-based reading instruction in comparison to teacher-based reading instruction." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/11062.

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This study investigated the effectiveness of two methods of instruction, Teacher-Based Instruction (TBI) versus Computer-Assisted Language Learning (CALL), in improving undergraduate Arab learners' English reading ability in the three aspects of speed, comprehension and vocabulary knowledge. The Experimental Pre-test/Post-test Treatment Group Design was implemented in both experiments carried out in this study. Two samples of 100 and 150 students for Experiments I & II, respectively, were randomly chosen from two higher education institutions in the Arab world. Each sample was divided into two groups depending on learners' pre-instruction preferences for TBI or CALL methods. After eight weeks of instruction using one method, the students of the two groups exchanged instructional methods for another period of eight weeks. In both cases the learners attended three 90- minute reading lectures per week. Quantitative and qualitative data analysis showed that CALL was significantly more effective than TBI for improving the learners' reading ability in the three aspects targeted. Results showed that CALL was more effective due to different reasons: learners were more motivated to read and they enjoyed reading; CALL made learners' reading progress visible to them through immediate feedback; it fostered learner autonomy and their desire to be in control of the program and it offered the learners a large number of different reading activities to work on. Learners' suggestions for improving CALL were mainly related to increasing the time they can use CALL programs in learning to read. Findings of the study should encourage higher education institutions especially in the Arab world to take considerable steps towards utilising computers in instruction. Even at school level this utilisation should be considered, but further research should be carried out with learners at different age levels and in different regions in the Arab world.

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佐藤, 愛子, and A. SATO. "Report on the Training for "the Program for Japanese Teachers of English in America"." 名古屋大学教育学部附属中・高等学校, 2013. http://hdl.handle.net/2237/19149.

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Hermann, Upokoina Mataturua E. Te Au, and n/a. "The teaching of English as a second language in the Cook Islands : an analysis." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060721.123442.

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The demands imposed on teachers who are L2 speakers of English, in the Teaching of English as a Second Language (TESL) have had far-reaching consequences. In these situations, the consequences are compounded when the teacher is a L3 speaker of English teaching English to students who are predominantly L2/L3 speakers. Such consequences were explicitly stated in a number of reports, reviews and observations (Elley, 1979; Chamberlain, 1987; Laws and Horsley, 1988; The Ministerial Taskforce, 1989) and others. Issues relating to quality of education and quality of English teaching were frequently addressed and questioned. The author's experience as a teacher of English, Head of the English Department at Titikaveka College and English Adviser for secondary schools led to a growing concern and need to delve into these problems at both the primary and secondary levels. In the absence of research in this important area, the author sought to conduct investigation in four schools. The author was further motivated to conduct research as a result of a number of recent changes within the education system. Major concerns were firstly, the introduction of the Grade 6 National Examination in 1991; secondly, the change-over from the South Pacific English Option paper to a full New Zealand English paper in the New Zealand School Certificate (NZSC) Examination in 1989; and finally, the introduction of the New Zealand Bursary Examination in 1992. The question foremost in the author's mind was how adequately were the schools equipped to implement such changes given an array of major constraints. In this study, it is hypothesised that, most of the problems related to TESL in the Cook Islands stem primarily, and mainly from the poor quality of teachers in the classroom. This does not deny the existence of problems which emanate from other factors which impact on TESL, such as the language policy and curriculum, the adequacy or inadequacy of teaching resources, and whether indeed they are appropriate and the kinds of teaching methods which prevail. These are all acknowledged as contributing factors. The argument presented in this study, is that, while these are contributing factors, they are considered not as important as the teacher factor. The thrust of this thesis recognises the teacher as the most important classroom resource, the "key" factor which ultimately determines the quality and indeed the success or failure of an education system. This is true in the particular context of the Cook islands where teaching-learning resources, by its broadest definition, are very limited. In terms of the quality of the teacher's resourcefulness, this in turn is determined by his/her level of education and the kind of training received. Underlying the thesis presented is the contention that if the teacher is well-educated and highly-trained, then teaching and learning for the child make the possibility of attaining Level IV, the highest stage in Beeby's paradigm more likely. That is, teaching which stresses meaning and understanding, problem solving and creativity and the catering of individual differences (Beeby 1966: 72). Needless to say, the converse is more likely to happen, where and when teachers have had very limited education, inadequate and inappropriate training. In accordance with the purpose as outlined in Chapter 1, this study comprises 6 chapters and a conclusion. Chapter 1 discusses the nature of the problem from a number of interrelated dimensions, which have to varying degrees impacted on the teaching of ESL in the Cook Islands. The chapter concludes by stressing the purpose and relevance of the study in terms of educational, economic and social significance. Chapter 2 reviews and discusses, from a historical perspective, the literature as it relates firstly to the teaching of English in the Pacific but more specifically the teaching of English in the Cook Islands. The chapter then discusses the theoretical development and research in the teaching and learning of ESL in an attempt to arrive at a theoretical framework. Chapter 3 presents the research instruments and procedures used to gather and analyse the data. In the main, office sources, classroom observations, questionnaires and interviews formed the basis for eliciting data. Chapter 4 draws together the major findings of the study. The limited size of the sample placed some restrictions on the analysis of results derived from this study. Nevertheless, the analysis identified some significant trends upon which conclusions can be drawn. The last two chapters, Chapter 5 and Chapter 6 deal with the interpretative aspects of the study with the intention of arriving at valid recommendations to the problems identified. In summary, the study found that the teacher in the Cook Islands context is the key factor in the process of teaching and learning of ESL. When the teacher is well-educated and adequately trained, then the possibility of quality teaching and meaningful learning becomes a reality for the student.

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Tarawhiti, Nancy Waireana. "The Development of a Certified Nursing Assistant English for Specific Purposes Curriculum: Teaching Materials and Methods." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd967.pdf.

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Stiefvater, Andrea L. "Language Socialization in ESL Writing Classes: A Systemic Functional Analysis." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1226983324.

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Thesis (Dr. of Education)--University of Cincinnati, 2008.
Advisor: Gulbahar Beckett. Title from electronic thesis title page (viewed Feb.16, 2009). Includes abstract. Keywords: 2nd Language Writing; TESL; EAP; SFL. Includes bibliographical references.

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He, Ya-Nan. "Motivational Strategies: Teachers' and Students' Perspectives." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1255706519.

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Thesis (M.A.)--Kent State University, 2009.
Title from PDF t.p. (viewed April 9, 2010). Advisor: Kristen Precht. Keywords: Motivation; motivational strategy; ESL; EFL; TESL; Taiwanese; English learners. Includes bibliographical references (p. 50-57)

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Books on the topic "TESL"

Oxford University Press. TESOL/TESL certification: Training manual. Don Mills, ON: Oxford University Press, 2012.

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Jassem, Zaidan Ali. Malaysian English: A sociolinguistic and TESL/TEFL perspective. Kuala Lumpur, Malaysia: Pustaka Antara, 1994.

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Council, British. TEFL/TESL academic courses in the UK 1994-95. Manchester: British Council, 1993.

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Bowman, Brenda. TEFL/TESL, teaching English as a foreign or second language. Washington, DC (1990 K Street, NW - 8th floor, Washington 20526): Peace Corps, Information Collection and Exchange, 1989.

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Hu, Jumin. From TESL in Canada to TEFL in China: A focus on methodology. London, Ont: Faculty of Graduate Studies, University of Western Ontario, 1993.

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Maley, Alan, ed. Young Learners (Resource Books for Teachers). Oxford, England: Oxford University Press, 1993.

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Tatelman, Irene (Aizhen) Choo. Support teaching versus intensive language teaching: An evaluation of two approaches to TESL. Oxford: Oxford Brookes University, 1996.

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Centre, English Teaching Information. 1988-89 TEFL/TESL academic courses in the UK: Brief list : and other courses relevant to the teaching of English to speakers of other languages. London: British Council, 1987.

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Surname, Bob. Test title. Lynnfield: CrossRef, 2012. http://dx.doi.org/10.7717/test.

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Surname, Bob. Temporary Title. Lynnfield: CrossRef, 2012. http://dx.doi.org/10.1606/test.

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Book chapters on the topic "TESL"

Johnson, Karen E., Deryn P. Verity, and Sharon S. Childs. "The MA TESL Program." In Praxis-oriented Pedagogy for Novice L2 Teachers, 33–50. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003268987-5.

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Lamie, Judith M. "Evaluating Change with MA TEFL/TESL Students." In Evaluating Change in English Language Teaching, 85–116. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230598638_5.

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Johnson, Karen E., Deryn P. Verity, and Sharon S. Childs. "The MA TESL Capstone Projects." In Praxis-oriented Pedagogy for Novice L2 Teachers, 51–60. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003268987-6.

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Nguyen Van, Hai, Thibaut Balabonski, Frédéric Boulanger, Chantal Keller, Benoît Valiron, and Burkhart Wolff. "A Symbolic Operational Semantics for TESL." In Lecture Notes in Computer Science, 318–34. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65765-3_18.

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Mohd Habali, Aisyah Hani, and Lee Lai Fong. "Plagiarism in Academic Writing Among TESL Postgraduate Students: A Case Study." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings, 729–40. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_57.

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Galante, Angelica, John Wayne dela Cruz, Maria Chiras, and Lana Zeaiter. "Challenging Monolingual Norms: TESL Teacher Education to Advance Learners’ Plurilingual and Pluricultural Awareness." In Multilingualism, Identity and Interculturality in Education, 91–120. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5848-9_5.

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Angelelli, Claudia V. "Testing and assessment in Translation and Interpreting Studies." In Handbook of Translation Studies, 172–77. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/hts.3.tes1.

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Esteves, Sandro C., and Sidney Verza. "PESA/TESA/TESE Sperm Processing." In Practical Manual of In Vitro Fertilization, 207–20. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-1780-5_24.

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Esteves, Sandro C., and Sidney Verza. "PESA/TESA/TESE Sperm Processing." In Clinical Embryology, 25–46. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8376-2_3.

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Nicol, T. H. "Tesla Test Facility Alternate Cryostat Design." In A Cryogenic Engineering Conference Publication, 839–45. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4613-0373-2_108.

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Conference papers on the topic "TESL"

"TESL 2011 Organizing and Program Committees." In 4th IEEE Int'l Conference on Cyber, Physical and Social Computing (CPSCom). IEEE, 2011. http://dx.doi.org/10.1109/ithings/cpscom.2011.152.

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"Message from the TESL 2011 Workshop Chairs." In 4th IEEE Int'l Conference on Cyber, Physical and Social Computing (CPSCom). IEEE, 2011. http://dx.doi.org/10.1109/ithings/cpscom.2011.151.

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Boulanger, Frederic, Christophe Jacquet, Cecile Hardebolle, and Iuliana Prodan. "TESL: A language for reconciling heterogeneous execution traces." In 2014 Twelfth ACM/IEEE International Conference on Formal Methods and Models for Codesign (MEMOCODE 2014). IEEE, 2014. http://dx.doi.org/10.1109/memcod.2014.6961849.

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Asmawi, Adelina. "The Lush Tree: A Sharing Platform for TESL Students." In 2nd Annual International Conference on Education and e-Learning. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-1814_eel12.48.

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Yan, Yuan Xu. "The Choice of Teaching Contents and Course Arrangement of Universities TESL in Our Country." In 2015 International Conference on Education Technology and Economic Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icetem-15.2015.2.

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Haslee Sharil, Wan Nurul Elia, and Faizah Abd. Majid. "PROBLEM ANTICIPATION IN LESSON PLANNING: A CASE STUDY AMONG MALAYSIAN TESL PRE-SERVICE TEACHERS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2660.

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Martín, Beatriz. "Innovación y competencia pragmática en las pruebas de evaluación de inglés como segunda lengua." In IN-RED 2017: III Congreso Nacional de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/inred2017.2017.6871.

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En el enfoque comunicativo de la enseñanza de segundas lenguas, la pragmática ocupa un lugar primordial. Sin embargo, su tratamiento sigue siendo insuficiente en el ámbito de la evaluación y las pruebas de lengua. Actualmente hay una gran cantidad de pruebas estandarizadas que se comericializan y administran a miles de usuarios para medir su competencia lingüística y comunicativa en inglés como segunda lengua (ISL). En el presente trabajo se analizan 14 de estas pruebas comerciales desarrolladas por las organizaciones de mayor relevancia en EEUU y Reino Unido; se extraen conclusiones acerca de las similitudes y divergencias que entre estas distintas pruebas encontramos y se describen dos de ellas como ejemplo de innovación docente. Se estudia también el tratamiento que de la evaluación de la competencia pragmática ofrece cada una de ellas. Para llevar a cabo la investigación se han tenido en cuenta los siguientes parámetros: propósito de la prueba , partes y secciones, tipo de preguntas, duración, puntuación, evaluación de la competencia pragmática, formato y disponibilidad de versión informatizada o test adaptativo informatizado (TAI). Palabras clave: pragmática, evaluación, tests adaptativos informatizados (TAI), pruebas de lengua estandarizadas comerciales, TESL

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Zabolotny, Wojciech M., Karol Bunkowski, Tomasz Czarski, Tomasz Jezynski, Krzysztof T. Pozniak, Piotr Z. Rutkowski, Stefan Simrock, and Ryszard S. Romaniuk. "FPGA-based cavity simulator for Tesla test facility." In SPIE Proceedings, edited by Ryszard S. Romaniuk. SPIE, 2004. http://dx.doi.org/10.1117/12.568869.

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Henschel, H. "Optical fiber dosimetry at the Tesla Test Facility (TTF)." In The ninth beam instrumentation workshop. AIP, 2000. http://dx.doi.org/10.1063/1.1342641.

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Gamp, Alexander. "RF generalization and control for the TESLA TEST FACILITY." In Pulsed RF sources for linear colliders. AIP, 1995. http://dx.doi.org/10.1063/1.48413.

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Reports on the topic "TESL"

Sun, D., and K. Koepke. Report on first TESLA window assembly test. Office of Scientific and Technical Information (OSTI), October 1993. http://dx.doi.org/10.2172/10124479.

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Grishanov, B. I., F. V. Podgorny, J. Ruemmler, and V. D. Shiltsev. Test of very fast kicker for TESLA damping ring. Office of Scientific and Technical Information (OSTI), April 1997. http://dx.doi.org/10.2172/490475.

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Nicol, T. H. TESLA test cell cryostat support post thermal and structural analysis. Office of Scientific and Technical Information (OSTI), August 1992. http://dx.doi.org/10.2172/10134874.

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Nicol, T. H. TESLA test cell cryostat support post thermal and structural analysis. Office of Scientific and Technical Information (OSTI), August 1992. http://dx.doi.org/10.2172/6731662.

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Green, D., J. Freeman, A. Ronzhin, R. Cushman, and A. Heering. Test of the DEP hybrid photodiode in 5 Tesla Magnet. Office of Scientific and Technical Information (OSTI), October 1997. http://dx.doi.org/10.2172/573060.

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Pomeranz, H. D. Tactical Environmental Support System (TESS(3)) Developmental Test Report Distribution. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada226608.

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Filiz, Ibrahim, Thomas Nahmer, Markus Spiwoks, and Kilian Bizer. Zuverlässigkeit von Zinsprognosen in der Region Asien-Pazifik. Chancen für das Portfoliomanagement. Sonderforschungsgruppe Institutionenanalyse, 2018. http://dx.doi.org/10.46850/sofia.9783941627666.

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Abstract:

Wir untersuchen Zinsprognosen aus Australien, China, Hongkong, Indien, Indonesien, Malaysia, Neuseeland, Singapur, Südkorea, Taiwan und Thailand. Wir werten 532 Prognosezeitreihen mit insgesamt 85.264 einzelnen Zins-prognosen aus. Wir nehmen einen Vergleich zur naiven Prognose vor und untersuchen die Prognosezeitreihen auf gegenwartsorientierte Verlaufsanpassungen. Außerdem verwenden wir den Vorzeichentest und den Test auf Unverzerrtheit. Die Ergebnisse fallen teilweise recht ernüchternd aus. 95,9% aller Prognosezeitreihen sind vom Phänomen der gegenwartsorientierten Verlaufsanpassung geprägt. 99,4% aller Prognosezeitreihen erweisen sich als verzerrt. Nur ein kleiner Teil der Prognosezeitreihen (3,6%) bildet die künftige Zinsentwicklung signifikant genauer ab als eine naive Prognose. Zum Teil fallen die Untersuchungsergebnisse jedoch auch überraschend positiv aus. Der Vorzeichentest offenbart, dass 48,3% aller Prognosezeitreihen die künftige Entwicklungsrichtung signifikant besser erfassen als eine Zufallsprognose.

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Baboi, Nicoleta. Cold- and Beam Test of the First Prototypes of the Superstructure for the TESLA Collider. Office of Scientific and Technical Information (OSTI), August 2003. http://dx.doi.org/10.2172/815257.

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Doss, E. D., and W. C. Sikes. Feasibility of MHD submarine propulsion. Phase II, MHD propulsion: Testing in a two Tesla test facility. Office of Scientific and Technical Information (OSTI), September 1992. http://dx.doi.org/10.2172/10117583.

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Picologlou, B., E. Doss, H. Geyer, W. Sikes, and R. Ranellone. MHD seawater thruster performance: A comparison of predictions with experimental results from a two Tesla test facility. Test accounts, September 1992. http://dx.doi.org/10.2172/10180430.

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