Dissertations / Theses: 'TESL'

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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
Arts and Humanities
Theatre

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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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Buckhoff, Michael John. "The explicit teaching of implicature to ESL students and its effect on their performance on the listening section of the Test of English as a Foreign Language." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1551.

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Sheldon, Douglas H. "'Another Thing': Literature, Containment Metaphors, and the Second Language/Transnational Composition Classroom." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373709955.

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Witcher, Teresa Lynn. "Finding the "T" in LGBTQ: ESL Educator Perceptions of Transgender and Non-Binary Gender Topics in the Language Classroom." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1433.

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While there is a “T” in the acronym for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ), the focus in both academia and the real world often shifts solely to sexuality. Even though the real world discussion of sexuality (and perhaps academia’s as well) is also much lacking in both attention to all sexualities (not simply heterosexual and homosexual), there is also a distinct lack of awareness about subtleties all along both the sexuality and gender spectrums. Although sexuality can depend on gender to some extent, particularly where limiting prefixes related to the preference for a specific binary gender (such as ‘hetero,’ ‘homo,’ or ‘bi’) occur, gender is separate from sexuality and the two cannot be simply conflated. Once gender is separated from sexuality, the issue of teaching LGBTQ topics in the English as a Second Language (ESL) classroom becomes even more complex. Previous research in the field has focused exclusively on sexuality while using the LGBTQ acronym, which serves as a subtle erasure of gender identities that are not explicitly bound within sexual identity. In the ESL classroom, gender should be problematized so that gender identity is moved from the passive acceptance of an assigned set of performative behaviors to a conscientious decision made by an empowered agent. This battles both cisnormativity (the functioning assumption and cultural framework that all people identify with their assigned sex at birth, which in turn leads to ostracism of those who do not operate in gender normative ways) but also allows all ESL students, regardless of gender identity, to look critically at what defines their gender and what factors go into the construction of any particular gender. Considering that many ESL students are coming from gender constructions present in their own cultures, even if those constructions resemble the Western binary, this is an incredibly feasible option given that scholars, such as Ged (2013), have found that gender identity, like all other aspects of identity, must be renegotiated in the language learning process, with results from the first cultural gender identity that are necessarily different by virtue of being constructed in an entirely difficult culture. This thesis examines the Teaching English as a Second Language (TESL) corpus as it relates to non-binary gender identity and sexuality, as well as transgender and nonconforming topics in other disciplines, and suggests several means of opening up and reframing the conversation of gender in the ESL classroom. In addition, a modified replication of Dumas’s (2010) study tool towards measuring educator perceptions in the Language Instruction for Newcomers to Canada (LINC) classroom was used to poll the opinions of four pre-service and thirteen in-service with regards to transgender and nonbinary topics in the American ESL classroom. This thesis concludes that there needs to be more research completed in the area, that teacher perceptions and their role in the classroom should be studied further to recognize what understandings or misunderstandings regarding gender in America are making their way into the ESL classroom.

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Kamps, Thorsten. "Monitoring the electron beam position at the TESLA Test Facility Free Electron Laser." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät I, 2000. http://dx.doi.org/10.18452/14502.

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Der Betrieb eines Freien Elektronen Lasers (FEL), bei dem die spontan emittierte Undulatorstrahlung ueber Wechselwirkung mit dem Elektronenstrahl selbst verstaerkt wird, setzt eine praezise Ausrichtung des Elektronenstrahls mit dem Photonenstrahl voraus. Um den Ueberlapp von Elektronen-und Photonenstrahl zu gewaehrleisten, wurde ein neuartiger Typ von Wellenleiter-Strahllagemonitor entwickelt, der in eine Vakuumkammer des Undulators des FELs der TESLA Test Facility (TTF) integriert ist. Vier um das Strahlrohr verteilte Wellenleiter koppeln ueber schmale Schlitze einen Bruchteil jenes elektromagnetischen Feldes aus, welches den Strahl begleitet. Die induzierten Signale haengen von der transversalen Strahlposition und der Strahlintensitaet ab. Mit vier Schlitz-Wellenleiter Paaren laesst sich ein lineares Signal ableiten, anhand dessen die Position des Elektronenstrahls bestimmt werden kann. Die induzierten Signale werden mittels eines stegbelasteten Wellenleiters in die erste Stufe eines bei 12 GHz arbeitenden Empfaengers zugefuehrt. Die vorliegende Arbeit beschreibt Design, Tests und Implementierung dieses neuartigen Typs von Strahllagemonitor.
The operation of a free electron laser working in the Self Amplified Spontaneous Emission mode (SASE FEL) requires the electron trajectory to be aligned with very high precision in overlap with the photon beam. In order to ensure this overlap, one module of the SASE FEL undulator at the TESLA Test Facility (TTF) is equipped with a new type of waveguide beam position monitor (BPM). Four waveguides are arranged symmetrically around the beam pipe, each channel couples through a small slot to the electromagnetic beam field. The induced signal depends on the beam intensity and on the transverse beam position in terms of beam--to--slot distance. With four slot--waveguide combinations a linear position sensitive signal can be achieved, which is independent of the beam intensity. The signals transduced by the slots are transferred by ridged waveguides through an impedance matching stage into a narrowband receiver tuned to 12 GHz. The present thesis describes design, tests, and implementation of this new type of BPM.

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Elghotmy, Heba Elsayed Abdelsalam. "Investigation into the microteaching practices of Egyptian pre-service teachers of English in an EFL teacher preparation programme : implications for curriculum planning and design." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8201.

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Based on an interpretive paradigm, this study aimed at probing into the perceptions of Egyptian EFL pre-service teachers and their lecturers of the new microteaching course. It investigated a) pre-service teachers and lecturers' perceptions about the course focuses; b) pre-service teachers' and lecturers’ perceptions of the difficulties encountered during course application, and finally c) pre-service teachers' perceptions about the helpfulness of the microteaching course in enhancing their teaching performance during practicum. Moreover, the study aimed at utilising this investigation for developing a framework for microteaching curricula planning and design. Data collection was based on a sequential mixed methods approach, thus in the first phase of the study, the researcher administered a questionnaire to 10 lecturers and 125 EFL pre-service teachers in the third year English department at the Faculty of Education of Menoufia University in Egypt. In Phase Two the researcher conducted semi-structured in-depth interviews with 7 lecturers and 15 pre-service teachers, who also completed a reflective journal. Data were analysed quantitatively and qualitatively. The findings of the current study indicated that that there are nineteen focuses of the microteaching course at Shebin Elkom Faculty of Education. These focuses have been classified into three main themes: lesson planning skills, lesson implementation skills, and lesson evaluation skills. As revealed by data analysis, lecturers devoted less time to practising lesson evaluation skills. Findings also revealed that EFL pre-service teachers and their lecturers encountered the following difficulties during peer group work: modelling the skills, planning a micro-lesson, teaching a micro-lesson, and when giving and receiving feedback. Furthermore, it was found that the course was helpful in enhancing pre-service teachers’ teaching performance at practicum concerning their professional skills rather than their personal qualities. Psychological, socio-cultural, and socio-political factors that affect the implementation of the microteaching course are discussed. Implications and suggestions for further research are provided.

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Hash, N. Regina. "Test re-test reliability of the UNC functional performance test." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10196.

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Perez, Garcia Paola. "Test." Bachelor's thesis, UP, 2018. http://hdl.handle.net/11354/1982.

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Lawson, Darla Jane. "Test Anxiety: A Test of Attentional Bias." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/LawsonDJ2006.pdf.

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Moreda, Véronique. "Test et test intégré de pannes temporelles." Montpellier 2, 1998. http://www.theses.fr/1998MON20145.

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Avec l'evolution de la complexite et des performances des circuits integres complexes, le test de ces circuits devient de plus en plus difficile. Une des solutions actuellement envisagee pour pallier ce probleme consiste a integrer sur le circuit une structure de test, c'est-a-dire, un generateur de vecteurs de test et un analyseur de signature. Dans le cadre de cette these, nous nous sommes plus particulierement interesses aux structures de generation de vecteurs de test integrees. Un certain nombre de structures ont ete developpees specifiquement pour generer les vecteurs de test de maniere interne. Toutefois, peu d'entre elles ont ete realisees en considerant les specificites des pannes temporelles, leur efficacite ayant en effet ete analysee surtout par rapport au modele de pannes de collage. Le but de cette these est de concevoir une structure de generation integree permettant de tester les pannes temporelles. Apres avoir presente toutes les notions fondamentales sur les pannes temporelles, nous avons ensuite aborde le probleme de generation integree de vecteurs dans le cadre du test de pannes temporelles. Compte tenu de la difficulte a produire des paires de vecteurs de test efficaces, nous avons propose une nouvelle architecture de generation de vecteurs dediee a la detection de pannes temporelles dans les circuits combinatoires. Nous avons ensuite adapte cette solution au test de circuits sequentiels dans un environnement scan. L'analyse des resultats a montre l'interet des structures proposees par rapport aux autres methodes, aussi bien en termes de surface d'implantation que de temps de test.

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Stephens, John-Paul. "Test re-test repeatability of the strain index." Thesis, Texas A&M University, 2004. http://hdl.handle.net/1969.1/423.

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The Strain Index (SI) has repeatedly shown high levels of validity for differentiating between safe and hazardous tasks for the distal upper extremity (DUE). One limitation of the SI is the lack of reliability data. This study was designed to evaluate the test-retest repeatability of the SI. Fifteen raters, divided into five teams of three, were asked to use the SI to analyze 73 video AVI files of different job tasks; initially as individuals and then as teams. Several months later, raters were asked to repeat individual and team job task assessments. Raters were instructed to analyze tasks using five of six SI task variables, while the sixth was held constant. For three of these task variables, additional data was collected such as peak force and duration of job cycle. Test-retest repeatability was measured using Pearson's R, Spearman's rho, and tetrachoric correlation according to the nature of the variable. Spearman's rho values for individual and team task variable ratings ranged from 0.68 to 0.96 (0.88 average). Pearson's R for task variable data ranged from 0.76 to 0.99 for both teams and individuals with an average of 0.91. The Strain Index's rho values for individuals and teams were 0.70 and 0.84, respectively. For hazard classification, the tetrachoric correlation for individuals was 0.81 and 0.88 for teams. Results of this study support the conclusion that the Strain Index is repeatable when used by teams as well as individuals.

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Söderlund, Jesper, and Thomas Sörensen. "Test Process Improvement & Test/Build Tool Evaluation." Thesis, Mälardalen University, School of Innovation, Design and Engineering, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-9523.

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The products The Company manufactures are used in an area of the industry where errors leading to a stop in production can be quite expensive. Therefore are testing of the products important and the tests can also give indications about the quality of the products.

The Company is in a phase where they are developing a new product line to support all existing and future products. In this phase, it was decided that all products will use a common framework for unit testing and a common build system for all products. One part of the thesis was to investigate and evaluate different frameworks for unit testing and tools for a build system. The unit test framework that were evaluated are Cppunit, cfix, NUnit, Boost test library, Unit Testing++ and CxxTest. The result of the evaluation was that CppUnit were recommended. For the build system MSBuild, NAnt, Automated Build Studio and Cruise Control .NET were evaluated. The recommended tools for a build system is MSBuild in combination with Cruise Control .Net if The Company is interested in the functionality Cruise Control .Net has to offer.

The Company also has an interest in evaluating the current test processes and identify improvements as a part of The Company’ s objective were all products should follow a common test process. In order to identify these improvements a literature study of four test process improvement frameworks (Test Process Improvement, Test Maturity Model Integrated, Minimal Test Practice Framework and Test Improvement Model) were carried out. Out of these four frameworks Test Process Improvement (TPI) were chosen to assist when identifying improvements. With the help of TPI a limited assessment took place to give indications about the test maturity for three of The Company’s products where two of the products had low maturity. Results of the improvement measures can be summed up with the need to harmonize the documents, standardize and document the various processes.

As a last part of the thesis the possibility to automate testing of two of the products graphical user interfaces with the program Test Complete were investigated. For one of the products the result was that it worked satisfactorily and for the other product it did not work at all. This resulted in recommendations for how The Company should proceed with automated testing of the graphical user interface.

De produkter som företaget tillverkar används i huvudsak inom ett område av branschen där fel som leder till stopp i produktionen kan vara ganska dyrt. Detta gör testning av produkterna viktiga och tester kan också ge indikationer om kvaliteten på produkterna.

Företaget är i en fas där man utvecklar en ny produktlinje som ska stödja alla befintliga och framtida produkter. I denna fas har man beslutat att alla produkterna ska använda ett gemensant ramverk för enhetstestning och även använda ett gemensamt byggsystem för samtliga produkter. En del av examensarbetet var att undersöka och utvärdera olika ramverk för enhets testning och verktyg för byggsystem. De ramverk som utvärderades var CppUnit, cfix, NUnit, Boost test library, unitTest++ och CxxTest. Utvärderingen ledde fram till att CppUnit rekommenderades till företaget. Verktyg som utvärderades för byggsystem var MSBuild, NAnt, Automated Build Studio och Cruise Control .Net. För byggsystem rekommenderas MSBuild i kombination med Cruise Control .Net ifall företaget är intresserade av den extra funktionalitet som Cruise Control .Net har att erbjuda.

Företaget har även ett intresse av att utvärdera den nuvarande testprocessen och identifiera förbättringar som ett led i att befintliga produkter skall följa en gemensam testprocess. För att kunna identifiera dessa förbättringar utfördes en litteraturstudie över fyra stycken test process förbättrings ramverk (Test Process Improvent, Test Maturity Model integrated, Minimal Test Practice Framework och Test Improvement Model). Utav dessa fyra ramverk så valdes Test Process Improvement (TPI) ut som en hjälp för att identifiera förbättringar. Med hjälp av TPI utfördes en begränsad bedömning av företagets mogenhetsgrad på tre produkter, där två av produkterna har en låg mogenhetsgrad. Resultat av förbättringsåtgärderna kan sammanfattas med att man bör harmonisera dokument, standardisera och dokumentera olika processer.

Som en sista del i examensarbetet så utvärderades möjligheten att automatisera testning på två av produkternas grafiska användargränssnitt med programmet TestComplete. För en av produkterna blev resultatet att det fungerade tillfredställande och för den andra produkten så fungerade det inte alls. Resultatet blev rekommendationer för hur företaget borde gå vidare med automatisering av testnig på det grafiska användargränssnittet.

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Ström, Joakim, and Jakob Sjölund. "Unit Test of Capsules using Google Test Framework." Thesis, Linköpings universitet, Programvara och system, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125232.

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Software testing is an important part of modern system development. It is a collection of methods used to detect and correct bugs and faults found in software code. Unit testing is a widely used technique in software testing where individual units of source code are isolated, often divided up into classes and functions, and tested separately. When developing in a modeling environment, the system components and their respective behavior are expressed by models written in the Unified Modeling Language (UML). These model descriptions are then used to automatically generate programming code for compilation into real-time systems. The generated code can in turn be subjected to unit testing in order to aid in the verification of the systems behavior and functionality. The modeling tool Rational Software Architect RealTime Edition (RSARTE), developed by IBM, is one example of such an environment. The generated code from the UML models in RSARTE is designed to execute in a real-time computing C++ runtime environment. An essential building block for real-time functionality is the Capsule model. A capsule is an element with an internal state-machine and ports defining its behavior and communication with other capsules. This construction is of great help when programming concurrent real-time applications. Due to the complexity provided by the real-time runtime environment, it is difficult to isolate and unit test the behavior of designed capsules. In this thesis we will show that a capsule in this environment can be isolated and then subjected to unit testing with the help of an integrated third party unit test framework. Also, before integrating a suitable framework, we will select one by doing a review, discussion and a comparison of different mature and available unit test frameworks for use in the C++ language.

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Čaušević, Adnan. "Quality of Test Design in Test Driven Development." Doctoral thesis, Mälardalens högskola, Inbyggda system, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-18773.

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One of the most emphasised software testing activities in an Agile environment is the usage of the Test Driven Development (TDD) approach. TDD is a development activity where test cases are created by developers before writing the code, and all for the purpose of guiding the actual development process. In other words, test cases created when following TDD could be considered as a by-product of software development. However, TDD is not fully adopted by the industry, as indicated by respondents from our industrial survey who pointed out that TDD is the most preferred but least practised activity. Our further research identified seven potentially limiting factors for industrial adoption of TDD, out of which one of the prominent factor was lack of developers’ testing skills. We subsequently defined and categorised appropriate quality attributes which describe the quality of test case design when following TDD. Through a number of empirical studies, we have clearly established the effect of “positive test bias”, where the participants focused mainly on the functionality while generating test cases. In other words, there existed less number of “negative test cases” exercising the system beyond the specified functionality, which is an important requirement for high reliability systems. On an average, in our studies, around 70% of test cases created by the participants were positive while only 30% were negative. However, when measuring defect detecting ability of those sets of test cases, an opposite ratio was observed. Defect detecting ability of negative test cases were above 70% while positive test cases contributed only by 30%. We propose a TDDHQ concept as an approach for achieving higher quality testing in TDD by using combinations of quality improvement aspects and test design techniques to facilitate consideration of unspecified requirements during the development to a higher extent and thus minimise the impact of potentially inherent positive test bias in TDD. This way developers do not necessarily focus only on verifying functionality, but they can as well increase security, robustness, performance and many other quality improvement aspects for the given software product. An additional empirical study, evaluating this method, showed a noticeable improvement in the quality of test cases created by developers utilising TDDHQ concept. Our research findings are expected to pave way for further enhancements to the way of performing TDD, eventually resulting in better adoption of it by the industry.

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Gyllner, Maria, and Eva Molander. "Ett test av ett test- Rätten till staden." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21629.

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Våra städer finns till för oss. I städerna befinner vi oss i ett gemensamt rum, ett rum som borde vara designat för vårt eget bästa. Vi har etablerat lagar och regler för att kunna planera och kontrollera våra städer men kan det vara så att dessa lagar har kommit att bli kontraproduktiva? Ibland i frustration, andra gånger av lekfullhet, har människor börjat ifrågasätta dessa regler och tagit planerarnas roll i sina egna händer. Runt om i världen har små och stora urbana interventioner uppstått, ingrepp i den annars konventionellt planerade staden. Dessa företeelser har numera plockats upp i den formella planeringen, tillfälliga projekt används för att pröva ut en ny typ av planeringsstrategi. Målet med den här undersökningen är att se på om Malmö, som en innovativ och progressiv stad, är öppen för denna typ av förändring. Är det möjligt för en privatperson att “hacka“ stadens planering genom att skapa en urban intervention, inom dagens regelverk? Och i så fall, vilka är de möjligheter och problem man kommer att stöta på?
The city we live in is for everyone. A shared public space which should be designed for our own best interest. We have established laws and rules to arrange and control our cities, but could it be that these laws sometimes have become counterproductive? Sometimes in frustration, other times for the pure joy of it, people have started to question these rules, and have taken the role of the planners into their own hands. Around the world, big and small, urban interventions have taken place. A rupture into the otherwise formally planned city. This has also been implemented into official planning processes, temporary projects to test out a new type of planning strategy. The aim of this paper is to look upon whether Malmö, as an innovative and progressive city, is open to these kinds of thoughts and if possible, as a private person, to ”hack” city planning by creating an urban intervention, through the opportunities that exists within the city regulations today? And if so, what would be the possibilities and challenges one would stumble upon?

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Kottapalli, Sailesh. "A test plan driven test bench generation system." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-01312009-063203/.

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Henrique, da Silva Aranha Eduardo. "Estimating test execution effort based on test specifications." Universidade Federal de Pernambuco, 2009. https://repositorio.ufpe.br/handle/123456789/1406.

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Em mercados competitivos como, por exemplo, o de celulares, empresas de software que liberam produtos com baixa qualidade podem rapidamente perder os seus clientes. A fim de evitar esse problema, essas empresas devem garantir que a qualidade dos produtos atenda a expectativa de seus clientes. Nesse contexto, testes é uma das atividades mais utilizadas para se tentar melhorar a qualidade de um software. Além disso, o resultado da atividade de teste está sendo considerado tão importante que em muitos casos é preferível alocar equipes exclusivamente para exercer atividades de teste. Essas equipes de teste devem ser capazes de estimar o esforço exigido para exercer as suas atividades dentro do prazo ou para solicitar mais recursos ou negociar prazos quando necessário. Na prática, as consequências de se ter estimativas ruins são onerosas para a organização: redução de escopo, atraso nas entregas ou horas extras de trabalho. O impacto dessas consequências é ainda maior em se tratando de execução manual de testes. Visando uma melhor forma de estimar esforço de execução manual de casos de teste funcionais, esta pesquisa propõe e valida uma medida de tamanho de teste e de complexidade de execução baseada nas próprias especificações dos testes, bem como um método de medição para a métrica proposta. Além disso, diversos estudos de caso, survey e experimentos foram realizados para avaliar o impacto desse trabalho. Durante esses estudos, verificamos uma melhoria significativa proporcionada por nossa abordagem na precisão das estimativas de esforço de execução de testes manuais. Também identificamos fatores de custo relacionados a atividades de execução manual de testes utilizando julgamento de especialistas. O efeito desses fatores foram investigados através da execução de experimentos controlados, onde pudemos constatar que apenas alguns dos fatores identificados tiveram efeito significativo. Por fim, diversas ferramentas de suporte foram desenvolvidas durante essa pesquisa, incluindo a automação das estimativas de esforço de execução de testes a partir de especificações de testes escritas em linguagem natural

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Georgii, Hellberg Kajsa-Lotta, and Andreas Estmark. "Fisher's Randomization Test versus Neyman's Average Treatment Test." Thesis, Uppsala universitet, Statistiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-385069.

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The following essay describes and compares Fisher's Randomization Test and Neyman's average treatment test, with the intention of concluding an easily understood blueprint for the comprehension of the practical execution of the tests and the conditions surrounding them. Focus will also be directed towards the tests' different implications on statistical inference and how the design of a study in relation to assumptions affects the external validity of the results. The essay is structured so that firstly the tests are presented and evaluated, then their different advantages and limitations are put against each other before they are applied to a data set as a practical example. Lastly the results obtained from the data set are compared in the Discussion section. The example used in this paper, which compares cigarette consumption after having treated one group with nicotine patches and another with fake nicotine patches, shows a decrease in cigarette consumption for both tests. The tests differ however, as the result from the Neyman test can be made valid for the population of interest. Fisher's test on the other hand only identifies the effect derived from the sample, consequently the test cannot draw conclusions about the population of heavy smokers. In short, the findings of this paper suggests that a combined use of the two tests would be the most appropriate way to test for treatment effect. Firstly one could use the Fisher test to check if any effect at all exist in the experiment, and then one could use the Neyman test to compensate the findings of the Fisher test, by estimating an average treatment effect for example.

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Sayın, Adnan Koşar Alim. "Ratlarda testisten sperm elde etme yöntemlerinin (tesa, tese, tru-cut biopsi) testis ve epididim üzerindeki histopatolojik etkileri ile antisperm antikor deviyelerine etkilerinin karşılaştırılması /." Isparta : SDÜ Tıp Fakültesi, 2003. http://tez.sdu.edu.tr/Tezler/TT00099.pdf.

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Atmire, Atmire. "Test Workflow." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/46073.

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Perez, Juan. "Test 1." Bachelor's thesis, Tesis digitales - UNMSM, 2014. http://cybertesis.unmsm.edu.pe/handle/cybertesis/3553.

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Petersson, Lena. "Test 1." Thesis, Blekinge Tekniska Högskola, Biblioteket, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-11890.

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test, test. "test : testar." Thesis, Kungl. Musikhögskolan, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2856.

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Bokun, I. "Test Administration." Thesis, Vinnytsia Pedagogical Institute, 1997. http://essuir.sumdu.edu.ua/handle/123456789/63592.

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Ярмак, Любов Павлівна, Любовь Павловна Ярмак, Liubov Pavlivna Yarmak, Оксана Робертівна Гладченко, Оксана Робертовна Гладченко, and Oksana Robertivna Hladchenko. "Test classification." Thesis, Сумський державний університет, 2014. http://essuir.sumdu.edu.ua/handle/123456789/34677.

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We will outline here rather briefly some of the ways tests can be classified. Understanding contrasting exam types can be helpful to teachers since tests of one kind may not always be successfully substituted for those of another kind. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/34677

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White, Jennifer A. "Test patterns." [Chico, Calif. : California State University, Chico], 2009. http://csuchico-dspace.calstate.edu/xmlui/handle/10211.4/177.

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Farias, Priscila Fabiane. "Task-Test." reponame:Repositório Institucional da UFSC, 2014. https://repositorio.ufsc.br/xmlui/handle/123456789/123320.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos linguísticos e Literários, Florianópolis, 2014.
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Na área de Aquisição de Segunda Língua, a abordagem baseada em tarefas propõe um ensino comunicativo através do uso de tarefas (Skehan, 2003). Da mesma forma, pesquisadores e professores desta área explicam que a abordagem usada em sala de aula deve ser similar à maneira que os alunos são testados. Levando isso em consideração, é possível afirmar que, em uma sala de aula na qual a abordagem baseada em tarefas é aplicada, a testagem dos alunos deve ser conduzida da mesma forma. Assim, esse trabalho tem como objetivo investigar o impacto de um Teste-Tarefa, ou seja, um teste que contém elementos de uma tarefa levando em consideração os critérios estabelecidos por Ellis (2003), no desempenho de alunos de dois grupos distintos - grupo 1 que seguiu a abordagem estabelecida pelo livro-texto e grupo 2 que recebeu um tratamento seguindo a Abordagem Baseada em Tarefas. Além disso, a presente pesquisa tentou entender a relação entre o teste e a abordagem metodológica usada para ensino de segunda língua. Ainda, buscando um enfoque mais qualitativo, esse estudo objetivou pesquisar a percepção dos alunos sobre o Teste-Tarefa no sentido de saber se o mesmo é ou não uma ferramenta apropriada para medir seu aprendizado em L2. Trinta e dois participantes, divididos em dois grupos, responderam o Teste-Tarefa, um questionário sobre dados pessoais bem como outro sobre o teste em si. Em relação à comparação do desempenho dos alunos levando em consideração a acurácia, complexidade e outcome (resposta comunicativa de uma tarefa), Testes-T independentes foram utilizados. Quanto ao objetivo de entender a percepção dos participantes sobre o teste, uma avaliação qualitativa dos questionários foi feita. Resultados indicaram falta de significância estatística para ambas acuracia e complexidade enquanto que para a medida de outcome, a significância foi aproximada. Em relação aos questionários, os mesmos demonstraram que os alunos identificaram os elementos de uma tarefa no Teste-Tarefa e, em virtude desses resultados, o Teste-Tarefa foi considerado pelos alunos como uma ferramenta apropriada para medir seu aprendizado em L2. Levando em consideração tais implicações trazidas pela análise dos dados quantitativos e qualitativos, ênfase na importância de uma abordagem coerente para ensino e testagem é sugerida. Ademais, o Teste-Tarefa foi considerado uma ferramenta construtiva e positiva para testagem no contexto do ensino comunicativo.

Abstract : Within the area of Second Language Acquisition (SLA), the Task Based Approach (TBA) proposes communicative teaching through the use of tasks (Skehan, 2003). At the same time, researchers in the area of SLA agree that the approach used by the teacher in class should be similar to the way the students are going to be tested. Bearing this in mind, it can be assumed that in TBA classroom, students' assessment should also follow TBA tenets. Therefore, this study aimed at investigating the impact of a TaskTest, that is, a written test which contained elements of a task according to Ellis' (2003) criteria, on students' language performance in two different groups - group 1 whose classes followed the textbook and group 2 which was exposed to Task Based lessons. Additionally, this research tried to understand the relationship of this test to the methodological approach used for second language teaching. Moreover, taking a more qualitative stance, this study aimed at unfolding students' perceptions of the Task-Test in terms of it being an appropriate tool for measuring their L2 acquisition. Thirty two participants divided in two groups completed the Task-Test and responded to a profile and a post task questionnaire. Research data were scrutinized qualitatively and quantitatively. As for comparing the participants' writing performance in terms of accuracy, complexity and outcome achievement, independent T-tests were run. As regards unfolding students? perception of the Task-Test, a qualitative appraisal of students' answers was made. The results of this study indicated lack of statistical significance for both accuracy and complexity measures and approached significance for the outcome measure. In relation to the questionnaires, learners' answers demonstrated that the students were able to identify task elements in the Task-Test and used these characteristics to explain why they considered the test an effective tool for measuring their L2 performance. Based on the results from both quantitative and qualitative analyses, emphasis on the importance of a coherent approach for teaching and testing may be suggested. Furthermore, the Task-Test was considered a constructive and positive tool for communicative assessment.

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King, Laura. "Making the connection : matching pedagogy to TESL student teachers' computer-training needs." Thesis, 2002. http://spectrum.library.concordia.ca/2086/1/MQ77918.pdf.

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Computer-related technology has become an integral part of modern-day society and education. Student teachers must acquire the training necessary to use computers as an instructional tool in their future Teaching English as a Second Language (TESL) classrooms. The objectives of this research were (1) to identify and describe student teachers' computer-training needs (attitude, skills, knowledge, and opportunities for role-modeling) in order to facilitate the use of computer technology in their teaching, and (2) to assess the impact of a "Computers in Language-Learning" course, which utilized a need-based methodology, in meeting the computer-training needs of student teachers. Recommendations for student-teacher computer-training include offering more frequent and higher-quality modeling among faculty and supervising teachers, adopting a technology-infusion model, continuing to revise and apply the needs-based methodology to the Computers in Language-Learning course, assessing learners' needs, and integrating the Quebec Ministry of Education (MEQ) guidelines. Further research is required in order to address the limitations of the current research (e.g. a lack of statistical testing in Study 1, small sample sizes, no comparison groups) and to validate the findings

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Hsu, Pei-Sen, and 徐培森. "A Selection Modeling Method of The International Competing Team For TeSL E-Sports." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/31759728305833894997.

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碩士
華夏技術學院
資訊科技與管理研究所碩士在職專班
102
Electronic sports became today's international sporting events since 2004. However, the term "electronic sport" did not gradually become widely known until Taiwan Electronic Sports League broadcasted the games in a television program showing at fixed hours in 2008. Observations show that thesis papers on domestic electronic sports remain scarce, and these papers only cover the development of domestic electronic sports and the work mode of electronic sports players, rather than researches on models for the selection of international representative players for electronic sports. Hence, this study adopted the 16 players currently competing in TeSL professional electronic sports in the category of PopKartRider as the research participants. Through the MBTI scale characteristics, the players' characteristics, as well as the ten official secondary data variables of the 2012-2013 TeSl professional electronic sports were analyzed. Using the UNISON Framework for Decision Analysis and the assessment factors contributing to the PopKartRider players in different locations, the evaluation index weights and ranking were used established to analyze the players’ technical capabilities in the sports. The international representatives' psychological skill indicators were established according to relevant literature and the experts invited to confirm the weights of the psychological skill scales using the hierarchical process. As for the data, the Expert Choice 2000 AHP software was adopted for statistical analysis and the establishment of psychological skill indicators. Through the weights computed, the relative importance of the psychological skill indicators was found. Additionally, through the electronic sport team training design and the coaches, the basis for the selection of players was formulated. Three methods were put forth in this study: the players' characteristics, actual technical capabilities, and psychological skills, which were integrated to analyze and propose a model for the selection of international representative teams. Based on the sports team members' locations, three items, namely, guide runner, crowd control, and assist were used to put forth recommendations for international representative candidates.

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Freitas, Danielle Coelho Michel. "Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning." Thesis, 2013. http://hdl.handle.net/1807/35101.

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Despite a growing body of research on trainee teachers’ learning during pre-service programs, intensive introductory TESL training courses are still designed to instruct a “standard” type of trainee teacher. This research study investigates the factors that mediate trainee teachers’ learning process as well as the interaction between these factors, which either facilitate and/or hinder trainee teachers’ success during an intensive introductory TESL training course. Using a qualitative holistic single-case study, informed by an interpretivist perspective, this study explores how three trainee teachers learned how to teach during a course in Southern Ontario, Canada. An integrated conceptual framework, formed by a sociocultural perspective of teacher learning, a holistic view of curriculum, and transformative pedagogy was employed and the findings include four major factors that mediated trainee teachers’ teacher learning process and three types of interaction that facilitated and/or hindered their success during the program.

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Tsai, Jay, and 蔡傑. "A Preliminary Study of Taiwan's e-Sports Industry - A Case study of Taiwan e-Sports League (TeSL)." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/06346729311403058064.

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碩士
國立臺北教育大學
社會與區域發展學系碩士班
99
The purpose of this study is to explore the of domestic and foreign countries’ development of e-sports industry. We do case study of Taiwan e-Sports League(TeSL) and analyze the prospect of Taiwan’s e-sports industry. The research method adopted in this study is qualitative. We analyze the domestic and foreign countries’ e-sports contests performance and organization structure. Further, we compare all aspects of Taiwan e-Sports League with other Leagues. This study finds that Korea has the most prosperous and stable development of e-sport industry. The critical factors for sustainable growth of e-sport industry include support of government, patronage of enterprise, and persistent concern of medium. The development of Taiwan e-Sports League experiences cost down period and now adopts differentiated strategy. It now pursues its new development way and hope this will bea way to success. By case study of Taiwan e-Sports League and development experience of domestic and foreign countries’ e-sport league, we get strength, weakness, opportunity, and threat of current Taiwan e-Sports League. We hope this will help government and enterprise to evaluate and support further development of Taiwan’s e-Sports.

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Abu, Bakar Nadzrah. "Computers for teaching English as a second language (secondary school) in Malaysia: a case study." 2006. http://hdl.handle.net/2440/49485.

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This study attempts to explore and to understand the use of computers in English language classrooms, in a Malaysian context. This qualitative study aims to investigate and understand the use of computers in English language classes in a secondary Smart School in Malaysia by examining the teaching situations and the types of activities carried out in the classroom. In order to understand the factors related to computer use, teachers’ and students’ attitudes towards the use of computers in English lessons were investigated. Using the perspectives from social constructivism, this study examines, this study also looks into classroom interactions to examine the English language learning opportunities for students. A combination of procedures was used for data collection. The data were collected using classroom observations, interviews, field-notes, document, learning diaries and classroom interaction transcripts. The data were analyzed using multiple analyses. This study use thematic analysis as one of the analysis method to examine the interviews, and observations field notes. This study shows that computers in the classroom can be beneficial as tools for facilitating learning English. This study also suggests that in order for the integration of computers in education to be a success the education system needs to be changed or to be adjusted. This study helps to explain the complexity of using computers in the teaching of English as a Second Language in order to fulfil the objectives of the English syllabus and the English curriculum in a Malaysian secondary school.
http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1229801
Thesis (Ph.D.) - University of Adelaide, School of Humanities, 2006

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42

Abu, Bakar Nadzrah. "Computers for teaching English as a second language (secondary school) in Malaysia: a case study." Thesis, 2006. http://hdl.handle.net/2440/49485.

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This study attempts to explore and to understand the use of computers in English language classrooms, in a Malaysian context. This qualitative study aims to investigate and understand the use of computers in English language classes in a secondary Smart School in Malaysia by examining the teaching situations and the types of activities carried out in the classroom. In order to understand the factors related to computer use, teachers’ and students’ attitudes towards the use of computers in English lessons were investigated. Using the perspectives from social constructivism, this study examines, this study also looks into classroom interactions to examine the English language learning opportunities for students. A combination of procedures was used for data collection. The data were collected using classroom observations, interviews, field-notes, document, learning diaries and classroom interaction transcripts. The data were analyzed using multiple analyses. This study use thematic analysis as one of the analysis method to examine the interviews, and observations field notes. This study shows that computers in the classroom can be beneficial as tools for facilitating learning English. This study also suggests that in order for the integration of computers in education to be a success the education system needs to be changed or to be adjusted. This study helps to explain the complexity of using computers in the teaching of English as a Second Language in order to fulfil the objectives of the English syllabus and the English curriculum in a Malaysian secondary school.
Thesis (Ph.D.) - University of Adelaide, School of Humanities, 2006

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43

"Baset - Bubastis - Tell Basta : eine Quellensammlung ; Teil 3: (1979)." Universität Potsdam, 2005. http://opus.kobv.de/ubp/volltexte/2010/4378/.

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"Baset - Bubastis - Tell Basta : eine Quellensammlung ; Teil 2 (1957-1964)." Universität Potsdam, 2005. http://opus.kobv.de/ubp/volltexte/2010/4268/.

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Inhalt: Habachi, Labib: Tell Basta Chapter 1: Introductory: Bubatis and its monuments Chapter II: The temple of Pepi I [I]: Description Chapter III: The temple of Pepi [III]: Finds and importance Chapter IV: General notes on the great temple [I]: Mihos temple and entrance hall Chapter V: General notes on the great temple [II]: Festival hall and hypostyle hall Chapter VI: General notes on the great temple [III]: The temple of Nektanebos (Nekht-har-hebi) Chapter VII: Work outside the temples Chapter VIII: Blocks transferred to Bubastis Chapter IX: Blocks removed from Bubastis Farid, Shafik: Preliminary report on the excavations of the antiquities department at Tell Basta

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"Baset - Bubastis - Tell Basta : eine Quellensammlung ; Teil 1 (1882-1911)." Universität Potsdam, 2004. http://opus.kobv.de/ubp/volltexte/2010/4544/.

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Die altägyptische Siedlung Bubastis (heute Tell Basta), die im südlichen Teil des östlichen Nildetltas gelegen ist, erlangte bereits im Alten Reich große Bedeutung und entwicklelte sich unter den Königen der 22. Dynastie, welche in dieser Stadt residierten und den Tempel der Stadtgöttin Bastet umfassend ausbauten, zur einflussreichsten Stadt des ägyptischen Deltas. Noch zu Herodots Zeiten war Bubastis für seinen großen Tempel und das alljäjhrlich zu Ehren der Göttin stattfindende Fest weithin berühmt. Die archäologische Erforschung von Tell Basta, die inzwischen mehr als ein Jahrhundert andauert, brachte zahlreiche Bauwerke hervor, die sowohl unter Fachleuten als auch interessierten Laien und Touristen auf großes Interesse stoßen. Allerdings gibt es zum Teil große Schwierigkeiten, an entsprechende Grabungsberichte zu gelangen, die recht verstreut publiziert sind. Der hier vorgelegte Band soll diesem Desiderat entgegenwirken, indem die Berichte und Publikationen über Tell Basta bis zum Jahre 1908 als Nachdruck vorgelegt und somit einem größeren Leserkreis zugänglich gemacht werden.

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Kamps, Thorsten [Verfasser]. "Monitoring the electron beam position at the TESLA test facility free electron laser / von Thorsten Kamps." 2000. http://d-nb.info/986167355/34.

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Walrath, Taylor R. "Tell us how you really feel : using the Implicit Association Test to measure attitudes towards seeking psychological help." 2013. http://liblink.bsu.edu/uhtbin/catkey/1713810.

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In this study, an Implicit Association Test (IAT) was created to measure individuals attitudes towards seeking psychological help. The IAT was administered prior to the Beliefs About Psychological Services scale (BAPS; Ægisdóttir & Gerstein, 2009) to examine the relationship between the implicit and explicit measures of attitudes toward seeking psychological help. It was theorized that the implicit measure would be less affected by social desirability and unconscious attitudes than the explicit measure. Standardizing revealed that IAT scores reflected less belief in the expertness of psychology professionals than did BAPS scores. However, participants reported greater intent to seek psychological help on the BAPS compared to the IAT. BAPS scores reflected higher stigma towards psychological services compared to the IAT. Correlations between the implicit and explicit measure were moderate for stigma and perceived expertness of psychology professionals but low for intent to seek psychological help.
Department of Counseling Psychology and Guidance Services

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Shih, Chien-Wei, and 石健瑋. "Test Time and Test volume Reduction by Test Data Sharing." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/81282511153692821974.

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碩士
元智大學
資訊工程學系
96
This thesis proposes a method to reducing the test data volume and the test application time by compressing the test data during test. Usually, there are many don’t-care bits (X-bits) in a test set and these X-bits can be are assigned as 1 or 0 without affecting the test result, these X-bits can be used for the test data compression. The proposed method uses the compatibility among the columns to reduce the number of columns in a test set. In other words, it will reduce the number of bits in each test pattern. Then, a single scan chain is re-constructed into multiple scan chains according to the compression result. The test data for multiple scan chains can be applied simultaneously by using scan chain disable signal (SCDS) to control the shift clock of each scan chain. Being different from the conventional compression methods, the proposed method decompresses the test data without any decoder. Therefore, the hardware cost for this compression/decompression approach is low. Experimental results for some ISCAS’89 benchmark circuits show that the proposed method reduces not only the test data volume (about 60.39%) but also the test application time (about 59.75%).

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Zabek, Stefan Peter Philip. "Math-test anxiety and test preparedness." Thesis, 2001. http://hdl.handle.net/2429/11934.

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Abstract:

The purpose of this study was to investigate the relationship between math-test anxiety and test preparedness. Initial observation of the literature surrounding math anxiety led to the development of the primary hypothesis of the study: students' math-test anxiety, as measured by a math-test anxiety inventory, is related to their self-reported preparedness for a math test. This study also tested six secondary hypotheses relating to performance, first language, and gender. An adapted version of the Test Anxiety Inventory provided the means to measure math-test anxiety. Knowledge (measured by test performance), math attitude (measured by a math attitude scale), math usefulness (measured by a math usefulness scale), and math self-efficacy (measured by a math self-efficacy scale) provided the framework for test preparedness. To survey high school students, a questionnaire was developed and circulated to eight districts across British Columbia. Three hundred and twenty-two questionnaires (67 percent) were returned. Quantitative data were analyzed using Pearson correlation coefficients, multiple regression analysis, and the independent samples t-test in the SPSS 10.1 Windows software package. Confidence levels for statistically significant figures reported by the package were set at the p < 0.05 level. The following results were found: there was strong evidence (R = 0.531, Rsquare = 0.282 and p < 0.05 ) that preparedness before a test is significantly correlated with math-test anxiety; Strong evidence was found (R = 0.521, Rsquare - 0.271 and p < 0.05) that a student's knowledge and self-efficacy are significantly correlated with his or her last math course mark; moderate evidence was found (r = -0.353, rsquare = 0.125 and p < 0.05) that performance is significantly correlated with math-test anxiety; moderate evidence was found (r = 0.409 , rsquare - .167 and p < 0.05) that a student's performance is significantly correlated with his or her last math course mark; evidence was found that performance (t = -2.817 , d = 0.526 and p < 0.05 ) and math attitude (t = -3.322 , d = 0.490 and p < 0.05) are significantly correlated with first language; There is evidence that math self-efficacy (t = 3.686, d = 0.420 and p < 0.05) is significantly correlated with gender; and, no evidence was found (t = 1.117 and p = 0.269) that first language is significantly correlated with math-test anxiety.

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test, test. "test." 2005. http://hdl.handle.net/1993/163.

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Dissertations / Theses on the topic 'TESL'

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