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Artykuły w czasopismach na temat "School set texts"
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Alico, Jerryk Comawas. "Reading Performance of Science, Technology, Engineering and Mathematics (STEM) Students". International Journal for Innovation Education and Research 5, nr 3 (31.03.2017): 47–58. http://dx.doi.org/10.31686/ijier.vol5.iss3.637.
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This causal-comparative research investigated whether reading comprehension performance differs if students read two different texts one that is related to their chosen field of study while the other is not. It also took interest in determining the influence of demographic and academic profile information on reading comprehension. Thirty students enrolled in the Science, Technology, Engineering and Mathematics (STEM) Strand of the Mindanao State University-Marawi Senior High School took two sets of reading comprehension tests for four times. The first set used texts whose topics are related to STEM while the second set used texts whose topics are taken from other fields of study like social sciences and economics. Findings revealed that in all four sessions of reading comprehension tests, there was a consistent significant difference between the performances of students in STEM-related and STEM-unrelated texts. Specifically, students performed better in test sets that used STEM-related texts. Moreover, there was no difference in the students’ performance when they were classified according to their gender and age. Interestingly, the curriculum they undertook in junior high school mattered in their reading comprehension performance on STEM-unrelated texts, which showed that students who were trained in science high schools performed better than other students did. These findings forward significant pedagogical implications for the effective teaching of English as well as other subject areas to Senior High School students with respect to instructional and reading materials used.
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Segovia-Aguilar, Blas. "Approaching magazine adverts for primary school students". Comunicar 12, nr 23 (1.10.2004): 101–7. http://dx.doi.org/10.3916/c23-2004-17.
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This experience offers a methodological approach and a set of activities which help to understand the language of advertising by analysing adverts shown in magazines. We started revising aspects related to photography, then we moved to study texts in advertising and we ended up with offering some proposals to make adverts using photomontage techniques. Our main objective was to get Primary students in touch with educommunication. La presente experiencia ofrece una línea metodológica y una propuesta de actividades para el conocimiento de aspectos relevantes de la publicidad tomando como base los anuncios que nos ofrecen las revistas. Se inicia con el conocimiento de aspectos relacionados con la fotografía para continuar con el conocimiento del texto publicitario y finaliza con propuestas para la realización de anuncios a través del fotomontaje. Su finalidad principal es introducir la edu-comunicación en la escuela primaria.
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Pistol, Ionuț, Diana Trandabăț i Mădălina Răschip. "Medi-Test: Generating Tests from Medical Reference Texts". Data 3, nr 4 (19.12.2018): 70. http://dx.doi.org/10.3390/data3040070.
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The Medi-test system we developed was motivated by the large number of resources available for the medical domain, as well as the number of tests needed in this field (during and after the medical school) for evaluation, promotion, certification, etc. Generating questions to support learning and user interactivity has been an interesting and dynamic topic in NLP since the availability of e-book curricula and e-learning platforms. Current e-learning platforms offer increased support for student evaluation, with an emphasis in exploiting automation in both test generation and evaluation. In this context, our system is able to evaluate a student’s academic performance for the medical domain. Using medical reference texts as input and supported by a specially designed medical ontology, Medi-test generates different types of questionnaires for Romanian language. The evaluation includes 4 types of questions (multiple-choice, fill in the blanks, true/false, and match), can have customizable length and difficulty, and can be automatically graded. A recent extension of our system also allows for the generation of tests which include images. We evaluated our system with a local testing team, but also with a set of medicine students, and user satisfaction questionnaires showed that the system can be used to enhance learning.
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Pastyřík, Milan, Petr Škuta, Ondřej Takács i Aleš Oujezdský. "Variant texts according to types of sensory perception". International Journal of Information and Communication Technologies in Education 5, nr 3 (1.12.2016): 44–61. http://dx.doi.org/10.1515/ijicte-2016-0012.
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AbstractThe paper deals with a problematic of creating variant texts according to a sensory perception. An idea of transcribing text is based on a theory of adaptive learning, which is thoroughly studied at the Department of Information and Communication Technologies. Researchers in this work combined the adaptive approach together with thinking styles introduced by Libor Činka and created four variants of texts of the chosen topics. Then those texts undergone the verification by the students from high school and university, who read them and evaluated them as well as they answered to a prepared set of testing questions. All received data was compared against the replies from the learning style questionnaires VARK and questionnaire by Šimíčková. The paper discovered some differences between the results of VARK and Šimíčková questionnaire, which proved to be slightly more reliable compared to both the results of test questions and the students’ own opinion. There were also differences between sensory variants of texts. As expected, the kinesthetic variant proved to be the less effective compared to the rest. It seems that university students accepted the rewritten texts better than high school students too.
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Pastyřík, Milan, Petr Škuta, Ondřej Takács i Aleš Oujezdský. "Variant Texts According to Types of Sensory Perception". International Journal of Information and Communication Technologies in Education 6, nr 4 (1.12.2017): 36–47. http://dx.doi.org/10.1515/ijicte-2017-0018.
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AbstractThe paper deals with a problematic of creating variant texts according to a sensory perception. An idea of transcribing text is based on a theory of adaptive learning, which is thoroughly studied at the Department of Information and Communication Technologies. Researchers in this work combined the adaptive approach together with thinking styles introduced by Libor Činka and created four variants of texts of the chosen topics. Then those texts undergone the verification by the students from high school and university, who read them and evaluated them as well as they answered to a prepared set of testing questions. All received data was compared against the replies from the learning style questionnaires VARK and questionnaire by Šimíčková. The paper discovered some differences between the results of VARK and Šimíčková questionnaire, which proved to be slightly more reliable compared to both the results of test questions and the students’ own opinion. There were also differences between sensory variants of texts. As expected, the kinesthetic variant proved to be the less effective compared to the rest. It seems that university students accepted the rewritten texts better than high school students too.
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Wong, Alice Su Chu, Jocelyn Yee Vun Lee, Marianne Fung i Octavia Willibrord. "Vocabulary Size of Malaysian Secondary School Students". International Journal of Modern Languages And Applied Linguistics 3, nr 4 (2.12.2019): 27. http://dx.doi.org/10.24191/ijmal.v3i2.7364.
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Vocabulary plays a vital role in second language acquisition and is crucial in comprehension of various texts. Without a threshold level of vocabulary proficiency, English Language Learners (ELLs) will have difficulties in processing texts. Indeed, it is well conceded that vocabulary is a good predictor of second language proficiency. While sizable studies have examined ELLs reading skills, little is known about the vocabulary size of Malaysian secondary school students. The current work is part of a larger study that examines the relationship between vocabulary size and critical reading ability. It aims to investigate ELL secondary school students’ vocabulary level and determine whether they are equipped with sufficient vocabulary proficiency for tertiary level education. Eighty-five (85) participants from a public school in Kota Kinabalu, Sabah were involved in the study. A set of receptive vocabulary test was administered during a two-period lesson. Results showed that most of the participants have not mastered vocabulary proficiency beyond the 2000-word level. The findings have pedagogical implications for the teaching of vocabulary at the secondary school level.
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Abdul Hamid, Siti Nurul Aishah, Siti Katijah Johari, Nurul Ain Zulhaimi, Nur Shafiekah Sapan i Siti Aishah Ramli. "RESOLVING ARABIC-LANGUAGE TEXT READING ERRORS AMONG UNIVERSITY STUDENTS THROUGH PROJECT-BASED LEARNING (PBL)". International Journal of Humanities, Philosophy and Language 3, nr 10 (15.06.2020): 90–105. http://dx.doi.org/10.35631/ijhpl.310008.
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Foreign language learning is certainly accentuating on the mastery of basic skills including reading skills that need to be emphasized by every student in the early stages. Similarly, the same goes for Arabic language learning which is the third language or also recognized as a foreign language in the Malaysian community. One of the skills focused on this study is the focus on reading Arabic texts. The objective of this study is to identify the common reading mistakes that students often make while reading Arabic texts and to determine how well the Project-Based Learning (PBL) method can overcome and reduce their reading errors. This study utilizes a qualitative approach with the method of observation performed on students when they were reading texts during pre and post-reading tests. The reduction of these mistakes was identified from before and after the PBL procedure was implemented. The study sample consisted of 69 students who registered for the 3rd level Arabic course in the 2019/2020 study session at Universiti Malaysia Sabah Labuan International Campus (UMS-LIC). The instrument used was a set of pre and post-reading tests based on the KSSR (Primary School Curriculum Standards) guidelines set out by the MOE (Ministry of Education, 2015).
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van Vliet, Gijs, i Feike Dietz. "Karel, Reynaert ‐ en de anderen?" Nederlandse Letterkunde 23, nr 3 (1.12.2018): 287–310. http://dx.doi.org/10.5117/nedlet2018.3.004.vlie.
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Abstract Karel, Reynaert ‐ and the others? The broadness of the concept ‘literature’ in secondary educationCurrent scholarship on historical Dutch literature ‐ as reflected by the Geschiedenis van de Nederlandse literatuur (GNL) ‐ is characterized by its broad definition of ‘literature’. This article examines whether the ambition to look beyond the literary canon impacted on historical literature education in secondary schools. On the basis of a survey among former pupils of 72 secondary schools in the Netherlands and an analysis of the download data of the website scholieren.com, we reveal that secondary schools generally prescribe a small set of canonical books. We also conduct a case study on Tekst in Context ‐ a series of historical texts for pupils ‐ which includes the analysis of its content and sales figures, and interviews with secondary school teachers. We demonstrate that Tekst in Context on the one hand supports a dynamic approach to the literary canon (since it includes some unknown texts and reflects on the changeability of esthetic judgements), but most of all enhanced the canonical status of texts (as most Tekst in Context issues focus on canonical texts, and these issues are by far the most popular ones). So the dynamic canon approach, as supported by the GNL, hardly impacted on current secondary education.
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Fokkema, Douwe. "A European canon of literature?" European Review 1, nr 1 (styczeń 1993): 21–29. http://dx.doi.org/10.1017/s1062798700000351.
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For various reasons, the canon of literary works to be read in school has been criticized in recent years. The status of the canon, both as a concept with hierarchical connotations and as a particular set of texts, has been affected by developments in literary scholarship as well as by political views and new educational goals. However, teaching literature without the regulative idea of a canon is not very satisfactory. If we wish to select a limited number of literary texts to be taught in secondary schools, some consensus would be necessary about the functions of literature as well as about didactic goals, which in turn are related to concepts of morality and political exigencies. For instance, one may decide to teach not only a national ‘great tradition’, but to introduce a European perspective by incorporating works from abroad into the curriculum, if necessary in translation. In view of the fact that Europe is a multicultural community, it is of long-term interest to guarantee the pluriformity of any school canon of literature.
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Jakobsen, Ingrid Karoline. "Inspired by image: A multimodal analysis of 10th grade English school-leaving written examinations set in Norway (2014-2018)". Acta Didactica Norge 13, nr 1 (15.03.2019): 5. http://dx.doi.org/10.5617/adno.6248.
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AbstractWhat role does multimodality play in assessment in the English subject in Norway? This article focuses on final written examinations from 2014 to 2018 and investigates the multimodal literacy skills that examinations invite lower secondary school students to demonstrate. Examinations in the English subject are digital and technically open to a rich multimodal practice. Analysis in this article finds that the texts to be read in examinations are carefully designed multimodal texts, with plentiful use of visual aspects of writing and with images that add significantly to the creation of complex cohesive ensembles. When it comes to the examination tasks, however, the opportunity for the students’ multimodal output is limited and ambiguous. In sum, there is an imbalance between input and output.Keywords: multimodal literacy, multimodal texts, English, assessment, lower secondary schoolInspirert av bilder: En multimodal analyse av sentralt gitt skriftlig eksamen for 10. trinn i engelsk i Norge fra 2014 til 2018SammendragHvilken rolle spiller multimodalitet i engelskfagets vurderingspraksis i Norge? Denne artikkelen fokuserer på avsluttende skriftlig eksamen fra 2014 til 2018, og undersøker hvilken multimodal literacy (tekstkyndighet) eksamen legger opp til at ungdomsskoleelever får vise fram. Eksamen i faget er digital og teknisk sett åpner den for en rik multimodal praksis. Analysen i artikkelen viser at eksamenstekstene elevene leser er nøye designede multimodale tekster, med rikelig bruk av visuelle aspekter ved skrift, og med bilder som bidrar til komplekse, helhetlige, sammensatte tekster. Når det gjelder eksamensoppgavene derimot, er elevens mulighet til å uttrykke seg multimodalt både begrenset og tvetydig. Alt i alt er det en ubalanse mellom det som skal leses og det som skal skrives til eksamen. Nøkkelord: multimodal literacy, sammensatte tekster, engelsk, vurdering, ungdomstrinn
Rozprawy doktorskie na temat "School set texts"
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Gleeson, Elizabeth Anne, i res cand@acu edu au. "Set Text Study: a Collective case study". Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp67.25092005.
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This thesis investigates the practice of set text study as it is encountered within the English curriculum of a Victorian secondary school. The study evolved from a range of concerns to do with the researcher’s own teaching and the attitudes being expressed in her school community. It developed into an investigation of the student experience of reading, and of studying the required texts in subject, English This research aims to: • provide understanding of the development of set text study and to consider whether this construct is meeting the goals of contemporary English teaching examine both the beliefs which underpin the practices and the practices themselves provide greater understanding of the way students experience this aspect of their school learning consider how notions of transformation, insight and emerging identity through literature study fit with student experience Five guiding research questions address the issues which gave rise to the study. These questions provide a focus and structure throughout the research process. The questions address issues of: students’ school and non-school reading practices, enjoyment, beliefs about learning, ideology and specifically, the potential influence of textual representations of suicide and adult characters on a teenage student’s emerging sense of self. An overview of key theoretical positions on the act of reading situates the attitudinal and theoretical aspects of this research. The practical orientation of this study is situated alongside research on the experience of reading and of teaching literature, both from Australia and overseas. This thesis adopts a phenomenological approach within a constructivist framework. A qualitative methodology using a case-study approach, allows for the prolonged engagement necessary to explore the research questions and develop the sort of relationship necessary to facilitate the in-depth and reflective responses being sought. In-depth interviews (both face-to-face interviews and on-line chat sessions) are the primary data-gathering tool. In reporting the findings, the student voice is privileged. Practical and theoretical notions of communication and language are explored. The processes used to undertake this research are reflected upon and some possibilities for incorporating some of these methods into a school learning context are considered. While the focus of the study is to increase understanding of individual experience, some clear findings emerge. Although reading played an important part in the non-school lives of most of these students, the school experience of reading was more often than not, disappointing. Key factors which students perceived as contributing to their lack of enjoyment and satisfaction included: text choice, lack of challenge in lesson content, the sameness of the associated tasks, the behaviour of peers and lack of opportunity for having their opinions heard. Almost conversely, the students who gained greatest satisfaction reported on: particular texts, the creativity and scope for individual input of required tasks, teacher involvement, more positive class interaction and specific modelling by teachers of required tasks. The thesis concludes with recommendations for structural support (both whole school and classroom) to enable the positive shared reading experiences to become the experience of more students. It challenges the sanctity of the set text and offers a range of alternatives. In calls on teachers to consider the implications of entering a continuing story of students’ reading and to work at developing better ways of incorporating components of effective non-school reading practices into school reading practices. The concerns regarding the potential negative influence of set texts on a student’s identity were not validated in this research. However new concerns for students’ well being did emerge. The research indicates that set texts can make a difference to the quality of students’ lives. By incorporating a range of texts and class activities, by knowing students as well as possible, and by fully engaging as co-readers, teachers are in a better position to minimise student distress and to attend to the work of creating democratic reading environments with the greatest potential for reading success for everyone.
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Bowman, Melanie. "Working with English literature set texts at Key Stage 4 : a school based evaluation and linguistic analysis". Thesis, University of Newcastle Upon Tyne, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430326.
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Bloomfield, Alison Elizabeth. "An Investigation of the Content and Concurrent Validity of the School-wide Evaluation Tool". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/310450.
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School PsychologyPh.D.
The School-wide Evaluation Tool (SET) is a commonly used measure of the implementation fidelity of school-wide positive behavior interventions and supports (SWPBIS) programs. The current study examines the content and concurrent validity of the SET to establish whether an alternative approach to weighting and scoring the SET might provide a more accurate assessment of SWPBIS implementation fidelity. Twenty published experts in the field of SWPBIS completed online surveys to obtain ratings of the relative importance of each item on the SET to sustainable SWPBIS implementation. Using the experts' mean ratings, four novel SET scoring approaches were developed: unweighted, reweighted using mean ratings, unweighted dropping lowest quartile items, and reweighted dropping lowest quartile items. SET 2.1 data from 1,018 schools were used to compare the four novel and two established SET scoring methods and examine their concurrent validity with the Team Implementation Checklist 3.1 (TIC; across a subsample of 492 schools). Correlational data indicated that the two novel SET scoring methods with dropped items were both significantly stronger predictors of TIC scores than the established SET scoring methods. Continuous SET scoring methods have greater concurrent validity with the TIC overall score and greater sensitivity than the dichotomous SET 80/80 Criterion. Based on the equivalent concurrent validity of the unweighted SET with dropped items and the reweighted SET with dropped items compared to the TIC, this study recommends that the unweighted SET with dropped items be used by schools and researchers to obtain a more cohesive and prioritized set of SWPBIS elements than the existing or other SET scoring methods developed in this study.
Temple University--Theses
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Aboko-Cole, Diakite Remidene. "A Comparison of the School Experiences of Low-Scoring and High-Scoring African American SAT Test Takers". Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718036.
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This study sought to explore the school experiences of high-scoring and low-scoring SAT test takers in order to understand how their school experiences shaped their achievement on the SAT. Given the persistent SAT achievement gap between African Americans and Whites, the researcher approached this investigation from a Critical Race Theory theoretical perspective in order to determine how race and racism may have influenced the school experiences of the participants. Using a phenomenological methodology and a constructivist epistemology, in-depth, semi-structured interviews were conducted with African American students who scored high on the SAT Writing subtest (those whose Writing subtest score was one standard deviation or more above the total group mean Writing score in the year in which the test was taken) and African American students who have scored low (those Writing subtest score was one standard deviation or more below the total group mean Writing score in the year in which the test was taken). The investigation was guided by the central question, What are the implications of the school experiences of African American students on their performance on the SAT? The following sub-questions also guided the research: 1) How do high and low-scoring African American SAT test takers describe their high school experiences? 2) How do high and low-scoring African American SAT test takers make meaning of their high school experiences? 3) In what ways do the experiences of high and low-scoring African American SAT test takers converge and diverge?
The findings suggest that for both low-scoring and high-scoring African Americans, their academic program, teachers’ expectations and school culture and climate were salient in their school experiences and impacted their performance on the SAT. It was observed that the high school experiences of the two groups differed significantly. The high-scoring group attended schools where the school culture was consistently focused on academic achievement and preparing students for college. The low-scoring group attended schools where the culture was at times focused on managing student behavior or preparing students for state standardized tests. Learning was more focused on completing assignments or learning particular skills in order to achieve short-term goals.
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Siqueira, Wagner Garcia. ""Não sei fazer redação!": o desafio da produção textual no projeto "Penso, logo escrevo"". Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14078.
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Previous issue date: 2009-06-25Secretaria da Educação do Estado de São Paulo
This work aims at providing a critical view of the object produced in the activity Penso, logo escrevo ( I think, therefore I write ) in the Portuguese language classes of the evening 3rd year of High School at the Prof.ª Ruth Cabral Troncarelli school. The Penso, logo escrevo project, which was initially put forward by the teacher-author of the activity to work with text production in the classroom, was turned into the object for the research project in 2007, in 2007 when he decided to reflect about students' production and their relation with language capacities so that they felt able and prepared to produce a text. The specific questions for this research are: 1) What are the meanings regarding text production that students brought up in texts produced during the writing tasks? 2) What were the meanings about text production expressed by the students in classroom discussions about rewriting? What was the impact of the Penso, logo escrevo project activity in the statistics of the students' texts? Within the Applied Linguistics' context, whose dynamic nature seeks to study a wide variety of issues in different contexts mediated and constituted by language (LIBERALI et alii, 2006), the present study is inserted in the theoretical frame of the socio-historical-cultural development (VYGOTSKY, 1934), in the enunciative and dialogical perspective of language (BAKHTIN, 1929), and in the genre approach and the language capacities development (SCHNEUWLY & DOLZ, 2004). This research uses critical collaboration (MAGALHÃES, 2003), whose focus is on intervening to transform classroom practices so that the teacher-researcher and student interaction can have spaces in which the latter are invited to actively participate in the object production for the task. The analysis focus on the re-writing task, based on the teacher-researcher's video-recording of a class in which the students discuss their peers' rewriting of the texts produced during the writing task activity and on the statistic survey about text production made by the teacher throughout the last five years. Categories of analysis are general textual plan and the thematic content survey (BRONCKART, 2007), the language capacities used for text production (DOLZ & SCHNEUWLY, 2004) and the statistic basis to assess the impact of the project. Results reveal that from the approach proposed by the project, students become capable of producing texts at a satisfactory level once they understand and expand the language capacities used in the production, being able to relate more aspects of life, learning the organizational argumentative structuring and paying more attention to linguistic aspects that are used in argumentative genres
O objetivo deste trabalho é compreender criticamente o objeto produzido na atividade do projeto Penso, logo escrevo nas aulas de Língua Portuguesa dos 3.os anos do período noturno do Ensino Médio da E.E. Prof.ª Ruth Cabral Troncarelli. Inicialmente realizado como uma iniciativa de ação proposta pelo professor-autor do projeto para o trabalho com a produção textual em sala de aula, o Penso, logo escrevo tornou-se objeto de pesquisa científica em 2007, quando o professor procurou refletir sobre as produções dos alunos e a relação deles com as capacidades de linguagem a fim de que se sentissem capazes e preparados para produzir um texto. São questões específicas desta pesquisa: 1) Quais foram os sentidos sobre produção de textos revelados pelos alunos nos textos elaborados durante as tarefas de produção escrita? 2) Quais foram os sentidos sobre produção de textos manifestados pelos alunos nas discussões da aula de reescrita? 3) Qual foi o impacto da atividade do projeto Penso, logo escrevo nas avaliações estatísticas realizadas tendo por base os textos dos alunos? Desenvolvendo-se no contexto da Linguística Aplicada, cuja natureza dinâmica se dispõe a estudar assuntos de preocupações diversas, em contextos distintos, mediados e constituídos na e pela linguagem (LIBERALI et alii, 2006), este estudo se insere no quadro teórico da perspectiva sócio-histórico-cultural do desenvolvimento (VYGOTSKY, 1934), na perspectiva enunciativa e dialógica da linguagem (BAKHTIN, 1929), na abordagem dos gêneros textuais e no desenvolvimento das capacidades de linguagem (SCHNEUWLY e DOLZ, 2004). Trata-se de uma pesquisa crítica de colaboração (MAGALHÃES, 2003), cujo foco é intervir para transformar as práticas de sala de aula, de tal forma que, na interação entre professor-pesquisador e alunos, existam espaços em que estes sejam convidados a participar ativamente da produção do objeto na atividade. A análise recai sobre a tarefa reescrita, com base na audiogravação de uma aula em que os alunos discutem a reescrita realizada pelos colegas, nos textos produzidos nas tarefas de produção textual e no levantamento estatístico sobre produção textual feito pelo professor ao longo dos últimos cinco anos. Como categorias de análise figuram o plano geral de texto e o levantamento do conteúdo temático (BRONCKART, 2007), as capacidades de linguagem mobilizadas na produção textual (DOLZ e SCHNEUWLY, 2004) e a base estatística para a compreensão do impacto do projeto. Os resultados indicam que, a partir da abordagem proposta pelo projeto, os alunos se tornam capazes de produzir textos em nível satisfatório, uma vez que compreendem e expandem as capacidades de linguagem mobilizadas na produção, conseguindo relacionar mais aspectos ligados à vida, apropriando-se da estrutura organizacional da argumentação e atentando mais aos aspectos linguísticos que compõem os gêneros de base argumentativa
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Chow, Priscilla En-Yi. "The Effects of Socioeconomic Status on Growth Rates in Academic Achievement". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5193/.
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The purpose of the study was to examine the differences in academic growth rates as demonstrated on the TAKS test among students based on those who received free lunches, those who received reduced-price lunches, and those not economically disadvantaged. Texas Assessment of Knowledge and Skills (TAKS) for reading and mathematics scale scores were obtained from five Texas public school districts for students who were in 3rd grade in 2003, 4th grade in 2004, 5th grade in 2005, and 6th grade in 2006. The sample included almost 10,000 students. The data were analyzed using SPSS and HLM. SPSS was used to identify descriptive statistics. Due to the nested nature of the data, HLM was used to compare data on three levels- the test level, student level, and district level. Not economically disadvantaged students scored the highest on both TAKS reading and mathematics exams with a mean scale score of 2357 and 2316 respectively in 2003. Compared to the not economically disadvantaged students, students receiving reduce-priced lunches scored approximately 100 points lower, and lowest were the students receiving free lunches, scoring another 50 points below students receiving reduced-price lunches. The results revealed that while gaps in achievement exist between SES levels, little difference exists in the growth rates of the SES subgroups. The results of this study support the need for continued effort to decrease the gap between students who are not economically disadvantaged and those receiving free or reduced-price meals.
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Schiavone, Vincent J. Schiavone. "The Impacts of Social-Emotional Competence and Other Student, Parent, and School Influences on Kindergarten Achievement". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541520363873191.
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Huff-Franklin, Clairie Louisa. "AN EXPLORATORY STUDY OF VALUE-ADDED AND ACADEMIC OPTIMISM OF URBAN READING TEACHERS". Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1492180577150475.
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Gajadhur, Romela D. "School readiness : a comparative study of psychological and home environmental variables". Thesis, 1990. http://hdl.handle.net/10413/2949.
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The main aim of this study was to identify those elements
in a child's home background that assist him to become
schoolready. The secondary, though closely related aims
were to determine whether significant cognitive and linguistic
differences existed between schoolready and non-schoolready
children. The study, moreover, sought to establish
whether the parents of these two groups of children
differed in their views about the manner in which children
should be reared.
The sample of children comprised the following two groups:
(a) The Preschoolers, who were due to enter Class i in
1990 had had approximately one year's preschool experience.
On the basis of the results of a test of
schoolreadiness, these children were divided further
into two groups - a "schoolready" group and a "non-schoolready
group". Each of these groups comprised
thirty children.
(b) The Non-Preschoolers, who were also due to enter
Class i in 1990, but lacked preschool experience.
These children were divided into a "schoolready" and a
"non-schoolready" group on the same basis as the Preschoolers.
Each group comprised twenty children.
Cognitive ability was tested by means of the Raven's
Coloured Progressive Matrices and language ability by means
of the Peabody Picture Vocabulary Test.
The results of this study highlighted the role of the home
as perhaps the single most important educational agency in
a child's early years. A stimulating home environment
plays an important part in helping the child to become
schoolready. The following aspects were found to be particularly
influential in this process: low educational
level of the parents, poor housing, low income and poor
reading habits of parents.
A second major finding of this study was that children who
had had preschool experience were better equipped to meet
the demands of the formal school situation. Moreover, cognitive
development is highly dependent upon the kind of
verbal interactions between parents and child, and this, in
turn, has a marked impact on the child's scholastic performance.
The study also revealed that the parents of non-schoolready
children are, by and large, more authoritarian in their
relationship with their children and in their views about
how children should be reared.
The report ends with an indication of various steps that
can be taken to promote schoolreadiness among preschool
children. It is suggested that the implementation of these
steps would lead to a smaller number of non-ready six-year-
olds seeking admission to Class i at the beginning of
each year.Thesis (M.Ed.)-University of Durban-Westville, 1990.
Książki na temat "School set texts"
1
Karelitz, Raymond. SAT high school & college dictionary: Over 6,000 power words. Wyd. 2. Honolulu, HI: Hi-Lite Pub. Co., 2007.
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Newman, Constance. The income volatility see-saw: Implications for school lunch. [Washington, D.C.]: United States Dept. of Agriculture, Economic Research Service, 2006.
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3
Nikol'skaya, Irina. Information and communication technologies in special education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/967120.
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In the textbook examines the complex objective conditions of the process of Informatization of education, in particular the computerization special schools; highlights the positive and negative aspects of using it in education; explain the methodological basis for studying computer science in the special school. Provides an overview of the specialized and non-specialized software, has received the greatest popularity among teachers-practitioners. Special attention is paid to modern technology special training: are explicated possibilities of application of multimedia technologies in educational and correctional purposes, requirements and recommendations for e-textbooks for persons with impaired mental and physical development deals with a set of topical problems associated with distance learning. For extra review provides information on the history and development of information technology, necessary for the modern user of it.
Includes checklists, themes, term papers and dissertations, tests for classification and the answers to the tests, a bibliography, and a workshop consisting of 36 practical operations.
Meets the requirements of Federal state educational standards of higher education of the last generation.
For students of higher educational institutions enrolled in the faculties of defectology.
4
Pate, Nino T. Stanford achievement test (SAT 10): Results for Palau private schools. Koror, Palau: Institutional Research Development Office, Palau Community College, 2008.
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Cowley, Peter. Boys, girls, and grades: Academic gender balance in British Columbia's secondary schools. Vancouver, BC: Fraser Institute, 1999.
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Morgan, Rick. An examination of the relationships of academic coursework with admissions test performance. New York: College Entrance Examination Board, 1989.
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Shakespeare, William. The Oxford School Shakespeare Set: 8-Volume Set. Oxford University Press, USA, 2003.
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Mack, Peter. Rhetorical Training in the Elizabethan Grammar School. Redaktor Malcolm Smuts. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199660841.013.12.
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This chapter considers in detail the aspects of rhetoric taught in Elizabethan grammar schools. Pupils were shown the use of rhetorical ideas in practice when teachers pointed out rhetorical features in set texts from Latin literature. While the texts studied in grammar school— Erasmus’De conscribendis epistolisandDe copia, Aphthonius’ Progymnasmata—did not provide a comprehensive account of the whole of rhetorical theory, they gave a great deal of practical help on issues of style, amplification and decorum, on ways of approaching an audience, and on components of larger texts such as narratives, descriptions, comparisons, maxims and examples. They provided some help with argument and a flexible approach to disposition.
9
Clift, P. S., i Desmond L. Nuttall. Studies in School Self-Evaluation (Open University Set Text). Taylor & Francis, 1988.
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Westerhoff, Jan. Madhyamaka. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198732662.003.0003.
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The chapter begins by presenting a general overview of the rise of the Mahāyāna and its relation to the main schools of Buddhist philosophy associated with it, Madhyamaka and Yogācāra. This is followed by an introduction to the Madhyamaka school proper, focusing on the life and works of its founder, Nāgārjuna. The third section of the chapter examines the foundational sūtras of the Madhyamaka school, the Prajñāpāramitā or Perfection of Wisdom texts, focusing on their criticism of the Abhidharma philosophical project, their comprehensive illusionism, and their prima facie acceptance of contradictions. This is followed by an account of how these themes play a key role in the Madhyamaka system as set out by Nāgārjuna. The chapter then turns to examining the philosophical contributions of major Madhyamaka thinkers such as Buddhapālita, Bhāviveka, Candrakīrti, Śāntarakṣita, and Kamalaśīla. The chapter concludes by a discussion of the relation between Madhyamaka and Nyāya.
Części książek na temat "School set texts"
1
Hanushek, Eric A. "United States: The Uphill Schools’ Struggle". W Improving a Country’s Education, 227–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_11.
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AbstractThe United States has seen generally flat performance on both international and national tests. Moreover, the achievement gaps between disadvantaged and more advantaged students have been large and constant for a half century. The remarkable aspect of these outcomes is that federal and state programs have changed significantly—considerably greater resources, added school choice, test-based accountability, and school desegregation. Because of the importance of skills for the economy, it is important that the schools improve, but there is no indication of finding the set of policies that will do this.
2
Frønes, Tove Stjern, Maria Rasmusson i Jesper Bremholm. "Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018". W Equity, Equality and Diversity in the Nordic Model of Education, 305–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_12.
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AbstractThis chapter studies equity in reading performance in PISA 2000–2018 in three Nordic countries: Denmark, Sweden and Norway. Using regression analyses, the study investigates how the reading performance trend for groups of students with different genders, home backgrounds and minorities has developed. The study is contextualised through an up-to-date description of reading comprehension instruction in the countries. In addition to trend analyses of general reading performance, the study examines if the differences between groups of students are consistent across different text formats in the digital version of the PISA test, distinguishing between static text types (e.g., articles, letters, stories) and dynamic text types (e.g., websites, forums and e-mails, etc.). We find a consistently high reading literacy performance in all Scandinavian countries compared with international development. There are large gender differences in the average reading performance in all three countries, disfavouring boys, especially low-performing boys from low SES home backgrounds. We find a huge and stable gap between minority and majority students’ reading achievement, even when corrected for SES. Taking these findings into account, we assert that there is no basis for concluding that the school systems give more equitable learning conditions for groups of students now than when the PISA assessments started. However, it appears that the new online text formats in PISA 2018 might shrink the differences between student groups. Based on our findings, we argue that it is highly doubtful if one can still speak of a Nordic model of education, both as an idea of equity and fairness and as a model that is united across the Nordic countries.
3
Arboretti, Rosa, Riccardo Ceccato i Luigi Salmaso. "Nonparametric methods for stratified C-sample designs: a case study". W Proceedings e report, 17–22. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.05.
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Several parametric and nonparametric methods have been proposed to deal with stratified C-sample problems where the main interest lies in evaluating the presence of a certain treatment effect, but the strata effects cannot be overlooked. Stratified scenarios can be found in several different fields. In this paper we focus on a particular case study from the field of education, addressing a typical stochastic ordering problem in the presence of stratification. We are interested in assessing how the performance of students from different degree programs at the University of Padova change, in terms of university credits and grades, when compared with their entry test results. To address this problem, we propose an extension of the Non-Parametric Combination (NPC) methodology, a permutation-based technique (see Pesarin and Salmaso, 2010), as a valuable tool to improve the data analytics for monitoring University students’ careers at the School of Engineering of the University of Padova. This new procedure indeed allows us to assess the efficacy of the University of Padova’s entry tests in evaluating and selecting future students.
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Pilipenko, Gleb P. "Ukrainian texts from the provinde of Misiones (Argentina)". W Slavic Dialectology Studies. Issue 21–22, 139–53. Institute of Slavic Studies, Russian Academy of Sciences, 2020. http://dx.doi.org/10.31168/2618-8589.2020.21-22.11.
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The texts in Ukrainian dialects recorded from two informants during a field research in the province of Misiones (Argentina) in October 2017 are published in this paper. In Misiones there are compact settlements of Ukrainians. A set of texts (8 fragments) on various topics is presented: agricultural work, building of house, school, baking of ritual bread for Easter, wedding ceremony.
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Gershun, Martha, i John D. Lantos. "Staying Healthy". W Kidney to Share, 122–24. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501755439.003.0017.
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This chapter focuses on the author's set of self-imposed restrictions to be healthy in preparation for the surgery date. The chapter tells how the author managed to attend the synagogue's Rosh Hashanah services, where hundreds of people gathered for worship. It also discusses the CaringBridge site that the author set up to keep her family and friends updated throughout her surgery and recovery. It then highlights her support system: her girlfriends, her weekly walking buddy, and her fellow graduates of the Harvard Business School. Many more friends and family sent emails, messages on CaringBridge, and texts. Finally, the chapter narrates her preparation to leave for Rochester.
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Penteado, Roberto, i Eric Boutin. "Creating Strategic Information for Oranizations with Structured Text". W Emerging Technologies of Text Mining, 34–53. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-373-9.ch002.
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The information overload demands that organizations set up new capabilities concerning the analysis of data and texts to create the necessary information. This chapter presents a bibliometrical approach for mining on structured text and data tuned to the French school of information science. These methodologies and techniques allow organizations to identify the valuable information that will generate better decisions, enabling and capacitating them to accomplish their mission and attain competitive advantages over the competition. The authors think that information treatment and analysis is the most critical organizational competence on our information society and that organizations and universities should take measures to develop this new field of research.
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Waugh, Anna, i Carol Revelle. "Trusting Teachers". W Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy, 252–88. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1404-7.ch009.
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In this chapter, the authors explore a single case study where the graphic novel anthology Love is Love was censored at a Texas high school. When the teachers sought engaging texts on topics directly affecting their students' lives, they were astonished when the entire graphic novel set was removed two days before the unit began. What ensued was a complete disregard for district policy, euphemism-riddled language and deceit to hide the anti-LGBTQ+ views of leadership, and the distrust in teachers as curriculum planners. The events led to the district creating a new, stricter policy for texts not already approved by the district. The authors explore research that makes it clear: students perform better in all the language arts when their teachers modified, changed, and developed the curriculum based on the students' needs, including providing diverse and high interest materials to support student learning.
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Baron, Naomi S. "Strategies for Effective Reading Onscreen". W How We Read Now, 122–52. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190084097.003.0007.
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Chapter 6 draws upon what we learned in Chapters 4 and 5 to identify effective strategies for onscreen reading, with both single and multiple texts. The chapter begins by emphasizing the importance of determining reading goals, along with thinking about who the reader is, how cost factors in, the importance of active learning, and ways of applying print strategies when reading onscreen. The first set of recommendations is for young children, while the rest of the chapter looks at strategies for school-age readers. In discussing use of single texts, we consider such issues as genre, complexity, scrolling, priming a reading mindset, annotation, and concept maps. The section on reading multiple texts includes the challenge of recognizing online fake news and the potential to use skills developed when scrutinizing online documents to advance the larger civic good.
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Fayed, Karim, Birgit Franken i Kay Berkling. "Understanding the use of eye-tracking recordings to measure and classify reading ability in elementary children school". W CALL for widening participation: short papers from EUROCALL 2020, 69–74. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1167.
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The iRead EU Project has released literacy games for Spanish, German, Greek, and English for L1 and L2 acquisition. In order to understand the impact of these games on reading skills for L1 German pupils, the authors employed an eye-tracking recording of pupils’ readings on a weekly basis as part of an after-school reading club. This work seeks to first understand how to interpret the eye-tracker data for such a study. Five pupils participated in the project and read short texts over the course of five weeks. The resulting data set was extensive enough to perform preliminary analysis on how to use the eye-tracking data to provide information on skill acquisition looking at pupils’ reading accuracy and speed. Given our set-up, we can show that the eye-tracker is accurate enough to measure relative reading speed between long and short vowels for selected 2-syllable words. As a result, eye-tracking data can visualize three different types of beginning readers: memorizers, pattern learners, and those with reading problems.
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Tougaw, Jason. "Before Neuromania". W The Elusive Brain. Yale University Press, 2018. http://dx.doi.org/10.12987/yale/9780300221176.003.0002.
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Chapter 1 examines influential texts published during the 1990s, by Oliver Sacks, Kay Redfield Jamison, Temple Grandin, Richard Powers, and David Lodge. The argument of the chapter is that these writers had not yet coalesced into a school or tradition but that they shared a set of implicit assumptions. All of these texts emphasize the fundamental roles of physiology in the making of identity but suggest also that physiology is meaningful only in the personal, social, and political contexts of live experience. In addition, they represent their writers’ attempts to blur lines between C.P. Snow’s infamous “two cultures”—science vs. the humanities—by emphasizing the phenomenology of living with a brain. While these texts helped established a zeal for neuroscience that would later be termed neuromania by theorists critical of simplistic cultural responses to neuroscience, they also contained the seeds of more sophisticated approaches to understanding relations between brain, self, and culture.
Streszczenia konferencji na temat "School set texts"
1
Zhang Xiaolong i Chen Chao. "A Study of Occupant Injury Based on Dynamic Tests of a School Bus Seat". W 2013 Fifth International Conference on Measuring Technology and Mechatronics Automation (ICMTMA 2013). IEEE, 2013. http://dx.doi.org/10.1109/icmtma.2013.35.
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Pratami, Yustika Rahmawati, i Nurul Kurniati. "Sex Education Strategy for Adolescents: A Scoping Review". W The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.
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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: yustikarahmawati068@gmail.com. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27
3
San Andre´s, Luis, Tae Ho Kim, Keun Ryu, Thomas A. Chirathadam, Kathleen Hagen, Alejandro Martinez, Brian Rice, Nick Niedbalski, Wayne Hung i Michael Johnson. "Gas Bearing Technology for Oil-Free Microturbomachinery: Research Experience for Undergraduate (REU) Program at Texas A&M University". W ASME Turbo Expo 2009: Power for Land, Sea, and Air. ASMEDC, 2009. http://dx.doi.org/10.1115/gt2009-59920.
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The education of undergraduate mechanical engineering students (UGME) in state of the art technology development for microturbomachinery (MTM) is of importance to ensure the availability of qualified labor satisfying MTM manufacturer and end used needs, as well as to encourage the students towards pursing advanced degrees in science and engineering. National Science Foundation (NSF) funds a three-year summer Research Experience for Undergraduates (REU) Program (#0552885) to conduct hands-on training and research in mechanical, manufacturing, industrial, or materials engineering topics related to technological advances in microturbomachinery. The paper details the progress in research achieved by four UG students during 10 weeks in the summer of 2008. The students, assisted by seasoned graduate students and expert faculty, conducted work in aspects of gas bearing technology from manufacturing bearing components, to conducting rotordynamic performance tests, and to predicting rotordynamics performance. During the program, the students attended to a number of technical seminars including vocational and counseling presentations and preparation for admission to graduate school. The paper showcases the students’ technical posters produced upon completion of their 10 week research program: (1) Precision Tooling for Manufacturing an Underspring of a Generation II Foil Bearing, (2) Measurements of Imbalance Response of a Rotor Supported on Gas Foil Bearings, (3) Predictions of Nonlinear Rotordynamics of Rotor-Foil Bearing Systems, and (4) Measurements of Rotor Lift-Off and Break Up Torque in a Metal Mesh Foil Bearing. NASA GRC and Honeywell Turbocharging Technologies also provided support that enabled the success of the NSF REU program. URL http://reumicro.tamu.edu provides full descriptions on the program, topics of study, faculty involved and participating students.
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"Views and Tendencies of Introducing Computational Thinking in Australian Schools [Research in Progress]". W InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4348.
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Aim/Purpose: This paper discusses theoretical and curricular aspects of computational thinking in curriculum and challenges noticed on introducing recent ICT perspectives in Australian Schools. Background: It presents the way computational thinking is defined and understood in curriculum documents and a set of relatively new implementations that were de-signed nationally and in the New South Wales state. Methodology: This paper uses qualitative research methods such as content analysis and text analysis methods. Contribution This research analyzes some recent trends in introducing computational thinking and explore the was these reforms are described in the official documents. Findings: It was noticed that although the importance of computational thinking was highly emphasized, the documents cannot describe a consistent implementation of this set of educational policies, as at this time implementing computational thinking largely underperforming. Recommendations for Practitioners: It is recommended a more systemic way of designing policies and curriculum content for the integration of computational thinking in Australian schools. Future Research: Future research needs to explore reasons for delaying these reforms of introduc-ing computational thinking.
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Bondarenko, I. N., I. Yu Tsyganov i L. N. Makushina. "Psychological resources of high school students’ academic performance with different individual regulatory profiles". W INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.85.103.
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The study aims to explore the differential-regulatory predictors of academic performance in the graduating classes of high school. Conscious self-regulation is considered as a universal and exceptional resource for achieving educational goals in the final grades. In modern conditions of digitalization of the educational process and increasing information flows, the individuals’ ability to set goals and optimally achieve them, while maintaining curiosity, achievement motivation, and the desire to develop their personality, is of particular value. The main research question is: what regulatory, motivational, and personal characteristics of students with different regulatory profiles act as their psychological resources for successful school graduation? The study aims to investigate the contribution of regulatory, motivational, and personal characteristics to the annual assessment in mathematics and Russian in high school students with different profiles of conscious self-regulation. The following results were obtained from a sample of students in grades 9–11 (N = 355, average age M = 15.81 ± 0.926). Regression models of the contributions of regulatory, motivational, personal, and emotional-motivational indicators to the performance in mathematics and Russian were constructed for six selected individual typological groups of students. The results showed that only a high harmonious profile of self-regulation ensures that the student is “focused” on high academic achievements. Any conflict in the motivational or personal sphere distracts the resources of the graduate from educational activities. The process of self-regulation (Modeling) is suppressed in all groups as a result of preparation for exams. The regulatory profile and motivational and personal characteristics of students who risk not passing the examination tests without the intervention of teachers and psychologists are determined.
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Sparano, Joa˜o V., Eduardo A. Tannuri, Alexandre N. Simos i Vini´cius L. F. Matos. "On the Estimation of Directional Wave Spectrum Based on Stationary Vessels 1st Order Motions: A New Set of Experimental Results". W ASME 2008 27th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/omae2008-57431.
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The practicability of estimating directional wave spectra based on a vessel 1st order response has been recently addressed by several researchers. The interest is justified since on-board estimations would only require only a simple set of accelerometers and rate-gyros connected to an ordinary PC. The on-board wave inference based on 1st order motions is therefore an uncomplicated and inexpensive choice for wave estimation if compared to wave buoys and radar systems. The latest works in the field indicate that it is indeed possible to obtain accurate estimations and a Bayesian inference model seems to be the preferable method adopted for performing this task. Nevertheless, most of the previous analysis has been based exclusively on numerical simulations. At Polytechnic School, an extensive research program supported by Petrobras has been conducted since 2000, aiming to evaluate the possibility of estimating wave spectrum on-board offshore systems, like FPSO platforms. In this context, a series of small-scale tests has been performed at the LabOceano wave basin, comprising long and short crested seas. A possible candidate for on-board wave estimation has been recently studied: a crane barge (BGL) used for launching ducts offshore Brazil. The 1:48 model has been subjected to bow and quartering seas with different wave heights and periods and also different levels of directional spreading. A Bayesian inference method was adopted for evaluating the wave spectra based on the time-series of motions and the results were directly compared to the wave spectra measured in the basin by means of an array of wave probes. Very good estimations of the statistical parameters (significant wave height, peak period and mean wave direction) were obtained and, in most cases, even the directional spreading could be properly predicted. Inversion of the mean direction (180° shift), mentioned by some authors as a possible drawback of the Bayesian inference method, was not observed in any case. Sensitivity analysis on errors in the input parameters, such as the vessel inertial characteristics, has also been performed and attested that the method is robust enough to cope well with practical uncertainties. Overall results once again indicate a good performance of the inference method, providing an important additional validation supported by a large set of model tests.
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Gałaj, Jerzy, Tomasz Drzymała, Adam Pełech i Ritoldas Šukys. "Analysis of the impact of water flow rate of selected Turbo type nozzle on the distribution of sprinkling intensity". W The 13th international scientific conference “Modern Building Materials, Structures and Techniques”. Vilnius Gediminas Technical University, 2019. http://dx.doi.org/10.3846/mbmst.2019.076.
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In the work, the distribution of the sprinkling intensity for a selected nozzle with the trade name Turbomatic was tested and analysed. The device meets Polish legal requirements, has a CNBOP approval certificate and is classified as a TURBO type nozzle. The research was aimed at extending the knowledge about spray jets generated by nozzles, in particular analysing the impact of water flow rate on selected parameters of the sprinkling surface. These dependencies can in practice save water and more effectively extinguish during rescue and firefighting operations. The tests were carried out in the laboratory of the Rescue and Fire-Fighting Equipment of the Main School of Fire Service partly in field conditions. Two different water flow rates of 200 and 400 dm3/min were assumed at a set operating pressure at the nozzle outlet of 0.4 MPa. The position and methodology of conducted research was discussed. Selected results were presented in tabular and graphical form. Their analysis was carried out and conclusions were made based on it. They shows that the flow rate of the nozzle has a significant impact on sprinkling surface parameters such as: its size and shape, range projection, maximum value of sprinkling intensity, location of maximum, etc.
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Hanesová, Dana. "SERVICE LEARNING INTEGRATED WITH FOREIGN LANGUAGES LEARNING: PROMOTING TRANSVERSAL COMPETENCIES". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end095.
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In this article, the author will present an innovative way how to develop students' foreign language communicative and intercultural competence alongside with a whole set of transversal competencies via an innovated version of foreign language courses. They may be attended by both university students or secondary school students. The basic idea of such a course, in our case called "Global Encounters in Local Settings", is giving students space to create a service-learning project for a community. Students have to work in linguistically and ethnically mixed groups. Each group decides to about the focus of their project and the procedures of its implementation. Via these cooperative projects accomplished while using various foreign languages - suitable also for online learning space, the students can develop various transversal competencies, such as critical and reflective thinking, plurilingual and intercultural competence, problem-solving, team-work skills, interpersonal and other social competencies, willingness to take risks and seek challenges, leadership development skills, time management and planning skills, inclusive approach, and active citizenship. The first version of such course was tested on several groups of university students in Slovakia (in 2020). The post-tests and reflections after accomplishing this course showed evident growth in the above-mentioned competencies.
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Bairaktarova, Diana, i Mary Pilotte. "Words or Images: Insights on How Engineering Students and Engineers Communicate in Practice". W ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35209.
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This paper examines the use of language (text and verbal communication) across school and work settings. The participants of the study are from two distinct pools — 380 first-year engineering students and 355 industry professionals. To test the study predictions and interpret the results the individual data sets from both studies were reviewed and analyzed. Data suggests that for the professional engineering population, face to face communication was the preferred communication mode for sharing engineering evaluation, communicating difficult concepts, and describing their work product. Email and file sharing were also utilized communication options, but to a lesser extent. Data from students facing a simulated professional assignment (produce a fabrication instruction for assembling a mechanical object) indicated that 94% of the students’ chose to use language to produce fabrication instructions, compared to only 6% of students who used another tool of engineering representation in the form of sketches. Data investigation and outcomes are discussed in terms of prevalence and importance of language in engineering education.
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Manh Tran, Thang, i Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study". W InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.
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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
Raporty organizacyjne na temat "School set texts"
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Foster, Jessica. Survey of Legal Mechanisms Relating to Groundwater Along the Texas-Mexico Border. Redaktor Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, kwiecień 2018. http://dx.doi.org/10.37419/eenrs.groundwateralongborder.
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The purpose of this study is to present a factual picture of the multiple groundwater governance frameworks that cover the same transboundary aquifers on the Texas-Mexico border. The study can then serve as a foundation to support future research and as a reference for those sharing groundwater resources on the border to use in considering whether and how to coordinate management. Currently, Texas A&M School of Law, the Bush School of Government and Public Service at Texas A&M University, and the Texas Water Resources Institute are collaboratively pursuing a larger interdisciplinary project, and the study presented in this report is part of that concerted endeavor. First, the project establishes a study area, then identifies who are the stakeholders in the area, and finally summarizes the various rules each entity applies to groundwater. The study area selected is based on the aquifers identified in the 2016 study noted above (see Figure 1). Although there is currently no formal agreement between governments or users in Mexico and Texas for managing the reservoirs that cross underneath the international border, this survey represents a preliminary step in addressing the larger problems that the absence of a cooperative groundwater management framework presents. All of the institutional approaches employed in the various jurisdictions surveyed here model features from which developing management approaches could draw. Equally, noting gaps in the institutional approaches themselves and the ad hoc groundwater withdrawals occurring outside the reach of those institutions illustrates potential value in engaging local users in Texas’ and Mexico’s respective groundwater governance arrangements.
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Cain, Rachel Louise, Marcus Goll, Tyler Hood, Colton Lauer, Matthew McDonough, Brett Miller, Shea Pearson, Scott Rodriguez i Travis Riley. Groundwater Laws and Regulations: A Preliminary Survey of Thirteen U.S. States (First Edition). Redaktor Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, sierpień 2017. http://dx.doi.org/10.37419/eenrs.usstategroundwaterlaws.2017.
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This report presents preliminary results of a study investigating the groundwater laws and regulations of thirteen U.S. states. The purpose of the project is eventually to compile and present the groundwater laws and regulations of every state in the United States that could then be used in a series of comparisons of groundwater governance principles, strategies, issues, and challenges. Professor Gabriel Eckstein at Texas A&M University School of Law and Professor Amy Hardberger at Saint Mary’s University Law School developed a matrix to ascertain chief components and characteristics of the groundwater legal regime of each state. Student researchers then used the matrix to respond to a standardized set of questions about the groundwater laws and regulations of a selection of states. Before continuing with assessments of the remaining states, Professors Eckstein and Hardberger present in this report the results developed thus far, and now seek feedback about the overall project, including its objectives, methodology, and preliminary results.
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Bennett, Alexander, Contessa Gay, Ashley Graves, Thomas Long, Erin Milliken, Margaret Reed, Laura Smith i Lauren Thomas. Groundwater Laws and Regulations: A Preliminary Survey of Thirteen U.S. States (Second Edition). Redaktor Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, kwiecień 2020. http://dx.doi.org/10.37419/eenrs.usstategroundwaterlaws.2020.
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This report presents results of a study investigating the groundwater laws and regulations of thirteen U.S. states. The report is actually the second edition of the study following amendments made to the first edition in response to extensive feedback and reviews solicited from practitioners, academics, and other professionals working in the field of water law from across the country. The purpose of the project is to compile and present the groundwater laws and regulations of every state in the United States that could then be used in a series of comparisons of groundwater governance principles, strategies, issues, and challenges. Professor Gabriel Eckstein at Texas A&M University School of Law and Professor Amy Hardberger at Saint Mary’s University Law School developed a matrix to ascertain chief components and characteristics of the groundwater legal regime of each state. Student researchers then used the matrix to respond to a standardized set of questions about the groundwater laws and regulations of a selection of states. In the near future, additional volumes with surveys of other U.S. states will be issued.
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Shaver, Greg, i Miles Droege. Develop and Deploy a Safe Truck Platoon Testing Protocol for the Purdue ARPA-E Project in Indiana. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317314.
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Hilly terrain poses challenges to truck platoons using fixed set speed cruise control. Driving the front truck efficiently on hilly terrain improves both trucks fuel economies and improves gap maintenance between the trucks. An experimentally-validated simulation model was used to show fuel savings for the platoon of 12.3% when the front truck uses long horizon predictive cruise control (LH-PCC), 8.7% when the front truck uses flexible set speed cruise control, and only 1.2% when the front truck uses fixed set speed cruise control. Purdue, Peloton, and Cummins have jointly configured two Peterbilt 579 trucks for relevant combinations of: (1) coordinated shifting, (2) constant or variable platoon gap controls, (3) flexible or constant speed setpoint cruise control of the front trucks, and (4) long-horizon predictive cruise control (LHPCC) of the front truck. Confirmation of this functionality during platooning was demonstrated at the Continental Test track in Uvalde, Texas. In Indiana, on-road experiments were limited to single truck operation with long-horizon predictive cruise control, flexible set speed cruise control, and constant setpoint cruise control. Data from all of the above was used to improve the fidelity of simulations used to arrive at the fuel savings and gap control findings for hilly terrain per what is summarized in the findings section. Additionally, in early summer 2020, Purdue submitted to, and received improvement from, INDOT for a safe truck platoon testing protocol (located in this report’s appendix), which could not be implemented in Indiana before the end of the project because of COVID-19. Presentations of the subject matter at COMVEC, MAASTO, Purdue Road School, and the Work Truck Show are listed in the appendix.