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Artigos de revistas sobre o assunto "And Acquisition Program (U.S.)"

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Izaki, Marisa, José Soares Junior, Maria Clementina Pinto Giorgi e Jose Claudio Meneghetti. "Influence of the arm position in myocardial perfusion imaging acquisition". Revista da Associação Médica Brasileira 60, n.º 4 (julho de 2014): 311–17. http://dx.doi.org/10.1590/1806-9282.60.04.009.

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Objective: despite the technologic advances in myocardial perfusion imaging, we keep using an uncomfortable and sometimes impracticable patient position - supine with arms raised above the head (U). The purpose of this study was to investigate whether perfusion and functional cardiac gated SPECT scan results of acquisition U are equivalent to another position modality: supine with arms down at the sides of the trunk (D). Methods and Results: we performed U acquisition and in sequence D acquisition in 120 patients (pts) using a one-day MPI (rest-gated/stress), with 99mTc-sestamibi (370 MBq and 1110 MBq). Images were processed by the iterative reconstruction method (OSEM). Rest (R) and stress (S) studies were scored using 17-segments model. Functional parameters (left ventricular ejection fraction, and volumes) were automatically obtained by the quantitative gated SPECT (QGS) program. According to the degree of stress defects observed in U study, the patients were categorized in two subgroups: normal (SSS ≤ 3 or < 5%) and abnormal (SSS>3 or ≥ 5%). Shoulder/back pain occurred in 23.3% of U patients and in 5% of D. No significant differences between U and D were found for SSS (p = 0.82) and SRS (p = 0.74) in normal group. In abnormal group, good correlation was found between U and D modes for SSS (Rho = 0.95, p = 0.0001) and SRS (Rho = 0.96 p = 0.0001), but the mean SSS (12.53 ± 7.54) and SRS (10.60 ± 7.08) values of D were significantly lower (p < 0.05) than SSS (13.43 ± 6.81) and SRS (11.33 ± 6.97) of U mode. Function measurements presented good correlations, except for end-diastolic volume (p = 0.0001). Conclusion: although D mode appears to be more comfortable and presented a good correlation with U values of SSS and SRS, in abnormal pts, the extent and severity of defects can be underestimated. Considering clinical implications of an accurate perfusion measurement, the acquisition with the arms down should be avoided.
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Criswell, Eleanor L. "Early Consideration of Human Factors in Military System Design". Proceedings of the Human Factors Society Annual Meeting 30, n.º 13 (setembro de 1986): 1286. http://dx.doi.org/10.1177/154193128603001310.

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The goal of this symposium is to present the status and future directions of programs aimed at consideration of human factors early in military system design. Military initiatives of this nature are not new, but in the past they have not become integral parts of the military system acquisition process. Recent programs in each service, however, reflect more serious and in-depth attempts to use human factors data to influence and evaluate system design than has been the case in the past. The Army now requires MANPRINT analyses, Navy HARDMAN analyses are mandated, and the Air Force is now pilot testing its own program called MPTIS. This symposium consists of introductory remarks by Dr. Joseph Peters of Science Applications International Corporation, and papers from LTC William 0. Blackwood, HQ Department of the Army, CDR George S. Council, Jr., Office of the Chief of Naval Operations, and COL AI Grieshaber, HQ, U. S. Air Force. Dr. Peters' paper, “Human Factors Issues in Military System Design,” defines “human factors” as a combination of human factors engineering, biomedical engineering, manpower/personnel, and training elements. The paper presents three measures of success of human factors programs early in system acquisition: long-lasting policy, committed management, and availability of scientific technology for program Implementation and evaluation. LTC Blackwood's paper discusses the importance the Army places on its MANPRINT program. MANPRINT program history, status, and possible program evolution are addressed. CDR Council's paper addresses the potential for the addition of human factors to the Navy HARDMAN program which addresses manpower, personnel, and training. CDR Council suggests that human factors advocates present a human factors program which is clearly defined and limited in scope to render it easily appreciated by Navy management, and that advocates can benefit from lessons learned during the institutionalization of HARDMAN. COL Grieshaber's paper “MPT in the Air Force” describes a pilot MPT (manpower, personnel, training) program at Aeronautical Systems Division, Wright Patterson AFB. This program will analyze aircraft system designs for their MPT requirements, suggest design changes where requirements exceed Air Force availabilities, and assess design changes for their MPT impact.
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Levine, Helisse, Nicole J. Christian e Beverly P. Lyons. "Organizational Change Skill Acquisition and Change Agency Preparedness in U. S. NASPAA-Accredited MPA Programs". Journal of Public Affairs Education 19, n.º 3 (setembro de 2013): 479–92. http://dx.doi.org/10.1080/15236803.2013.12001747.

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Horvat, Kristina. "Zaštita i sigurnost na radu u nastavnom programu medicinskih sestara/tehničara opće njege u Republici Hrvatskoj i susjednim zemljama". Sigurnost 61, n.º 1 (10 de abril de 2019): 39–44. http://dx.doi.org/10.31306/s.61.1.4.

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Protection at work and work safety are the basic principles of the human right to work in a dignified way that guarantees protection of life and health at work. The scope of work of nurses/technicians includes diagnostic procedures, treatment and patient care. However, performance of these tasks can lead to health damage. Preventing and reducing injuries, occupational diseases, diseases related to the work as well as the preservation and improvement of health have a huge impact on reducing economic losses. Thus, a building of awareness is required so that the investment in occupational safety and health and safety at work will not be perceived as an unnecessary expense or a huge cost, but a long-term profitable investment. Additional costs and major expenses arise when the safety and health at work are not in proper focus. Employers and employees are the key factors, but the most important effort is to start raising awareness about the importance of protection and safety at work during the training for certain professions. Teachers play an important role in developing positive attitudes and understanding the importance of prevention of occupational accidents, occupational and related diseases. They greatly influence the maintenance of protection and safety from the earliest days to the end of service, including even the life expectancy of an individual person. If future young health care workers start with the acquisition of knowledge and skills of work safety at the beginning of their professional training, then safety and protection at work will become an integral part of the working process for them. They will develop a proper attitude toward the importance of occupational safety and health, which will guide them throughout their entire working life.
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Меліса Грабовач e Капранов Олександр. "Syntactic Complexity at the Intermediate Level in EFL Writing by Early Balanced Bilinguals". East European Journal of Psycholinguistics 3, n.º 1 (30 de junho de 2016): 55–64. http://dx.doi.org/10.29038/eejpl.2016.3.1.gra.

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The present article involves an empirical psycholinguistic study aimed at examining syntactic complexity in English as a Foreign Language (EFL) by early balanced Bosnian/Swedish bilingual EFL learners. 15 early balanced bilingual Bosnian/Swedish EFL learners were recruited for the study and matched with their respective control groups of intermediate EFL learners (15 speakers of Bosnian as their first language (L1) and 15 speakers of Swedish as their L1). The experimental task involved an unprepared writing assignment in English about the most significant invention of the 20th century. The corpus of the participants’ written assignments was analysed in L2 Syntactic Complexity Analyzer and SPSS software programs respectively. Data analysis involved measures of syntactical complexity. It has been found that the participants’ written assignments are characterised by statistically significant number of T-units scores in comparison with the Swedish L1 monolingual controls. These findings are further presented and discussed in the article. References Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of careful onlineplanning and task repetition on accuracy, complexity, and fluency in EFL learners’ oralproduction. Language Teaching Research, 15(1), 35-59. Alotaibi, A. M. (2016). Examining the Learnability of English Relative Clauses: Evidencefrom Kuwaiti EFL Learners. English Language Teaching, 9(2), 57. Bardovi-Harlig, K., & Bofman, T. (1989). Attainment of syntactic and morphologicalaccuracy by advanced language learners. Studies in Second Language Acquisition, 11(01),17-34. Byrnes, H. (2009). Emergent L2 German writing ability in a curricular context: Alongitudinal study of grammatical metaphor. Linguistics and Education, 20(1), 50–66. Ben-Zeev, S. (1977). The influence of bilingualism on cognitive strategy and cognitivedevelopment. Child Development, 48(3), 1009–1018. Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness.Developmental Psychology, 24, 560–567. Bialystok, E., Majumder, S., & Martin, M.M. (2003). Developing phonological awareness:Is there a bilingual advantage? Applied Psycholinguistics, 24, 27–44. Cenoz, J. (1998). Beyond bilingualism: multilingualism and multilingual education.Clevedon, England Multilingual Matters Cenoz, J. & Valencia, J. (1992). The role of bilingualism in foreign language acquisition:Learning English in the Basque country. Journal of Multilingual and MulticulturalDevelopment Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in theCrossfire. Clevedon, England: Multilingual Matters Daiute, C.A. (1981). Psycholinguistic Foundations of the Writing Process. Research in theTeaching of English, 15, 1, 5–22 Dekydtspotter, L., & Renaud, C. (2014). On second language processing and grammaticaldevelopment: The parser in second language acquisition. Linguistic Approaches toBilingualism, 4(2), 131–165. Gaies, S. J. (1979). Linguistic input in formal second language learning: The issues ofsyntactic gradation and readability in ESL materials. TESOL quarterly, 41–50. Gaies, S. J. (1980). T-unit analysis in second language research: Applications, problemsand limitations. TESOL quarterly, 53–60. Grodner, D., Gibson, E., & Tunstall, S. (2002). Syntactic complexity in ambiguityresolution. Journal of Memory and Language, 46(2), 267–295. Grosjean, F. (2008). Studying Bilinguals. Journal of linguistics, 45, 3, 715–719. Herdina, P, & Jessner U. (2000). The dynamics of third language acquisition. In J. Cenozand U. Jessner (eds) English in Europe: The Acquisition of a Third Language, (pp. 84–98).Clevedon: Multilingual Matters. Ho-Peng, L. (1983). Using T-unit measures to assess writing proficiency of university ESLstudents. RELC Journal, 14(2), 35–43. Hunt, K. (1965). Grammatical structures written at three grade levels. NCTE Researchreport, 3. Champaign, IL. Hunt, K. W. (1970). Syntactic maturity in schoolchildren and adults. Monographs of thesociety for research in child development, 35(1), iii–67. Inoue, C. (2016). A comparative study of the variables used to measure syntacticcomplexity and accuracy in task-based research. The Language Learning Journal, 1–19. Iwashita, N. (2006). Syntactic complexity measures and their relation to oral proficiency inJapanese as a foreign language. Language Assessment Quarterly: An InternationalJournal, 3(2), 151–169. Kapranov, O. (2015). Self-Evaluation of Speech Fluency in English as a Second Languageby Korean Exchange Students Studying in Sweden. In L. Szymanski & M. Kuczynski(eds.) Language, Thought and Education: Exploring Networks. (pp. 61–77). Zielona Gora:Oficyna Wydawnicza Uniwersytetu Zielenogorskiego. Kapranov, O. (2013). Beginner Students’ Speech Fluency in a Second LanguageCompared across Two Contexts of Acquisition. In E. Piechurska-Kuciel & E. SzymanskaCzaplak (eds.) Language in Cognition and Affect (pp.81-95). Berlin: Springer. Kobayashi, H., & Rinnert, C. (1992). Effects of First Language on Second LanguageWriting: Translation versus Direct Composition. Language Learning, 42(2), 183–209. Lambert, W.E. (1974). Culture and language as factors in learning and education. Culturalfactors in learning and education. Bellingham, WA: Fifth Western WashingtonSymposium on Learning. Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing,International Journal of Corpus Linguistics, 15(4), 474–496. Macnamara, B. N., & Conway, A. R. (2014). Novel evidence in support of the bilingualadvantage: Influences of task demands and experience on cognitive control and workingmemory. Psychonomic bulletin & review, 21(2), 520–525. Molnár, T. (2011). Second language versus third language acquisition: A comparison ofthe English lexical competence of monolingual and bilingual students. Toronto WorkingPapers in Linguistics, 33(1). Navés, T., Torras, M. R., & Celaya, M. L. (2003). Long-term effects of an earlier start: Ananalysis of EFL written production. Eurosla yearbook, 3(1), 103–129. Norbert, F. (2012). Bilingual competence and bilingual proficiency in child development.Massachusetts: MIT Press. Ortega, L. (2003). Syntactic complexity measures and their relationship to L2 proficiency:A research synthesis of college‐level L2 writing. Applied linguistics, 24(4), 492–518. Shaw, P., & Liu, E. T. K. (1998). What develops in the development of second-languagewriting?. Applied linguistics, 19(2), 225–254. Slavoff, G.R. & Johnson, J. S. (1995). The effects of age and the rate of learning a secondanguage. Studies in Second Language Acquisition, 17 (1), 1–16. Sotillo, S. M. (2000). Discourse functions and syntactic complexity in synchronous andasynchronous communication. Language Learning & Technology, 4(1), 82–119. Weissberg, B. (2000). Developmental relationships in the acquisition of English syntax:writing vs. speech. Learning and Instruction 10, 37–53. Wolfe-Quintero, K., Inagaki, S, & Kim, H-Y. (1998). Second Language Development inWriting: Measures of Fluency, Accuracy and Complexity Honolulu: University of Hawai'i,Second Language Teaching and Curriculum Center. Wolff, D. (2000). Second language writing: a few remarks on psycholinguistic andinstructional issues. Bergische Universita¨t Gesamthochschule Wuppertal: Wuppertal,Germany. Xiaofei, L. (2010). L2 Syntactical Complexity Analyzer. Software program. Yau, M. S., & Belanger, J. (1984). The Influence Mode on the Syntactic Complexity ofEFL Students at Three Grade Levels. TESL Canada Journal, 2(1), 65–77. Youn, S. J. (2014). Measuring syntactic complexity in L2 pragmatic production:Investigating relationships among pragmatics, grammar, and proficiency. System, 42, 270–287.
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Pidaparthy, Saran, Daniel P. Abraham, Marco-Tulio F. Rodrigues, Hanyu Hou e Jian-Min Zuo. "Investigation of Graphite Electrode Degradation in Lithium-Ion Cells Using 4D-STEM". ECS Meeting Abstracts MA2022-01, n.º 2 (7 de julho de 2022): 346. http://dx.doi.org/10.1149/ma2022-012346mtgabs.

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The development of longer lasting and faster charging lithium-ion batteries (LIBs) remains a critical engineering priority for the U.S. Department of Energy. To enable the next-generation technology, it is essential to understand the nature and extent of materials failure during battery operation. Under fast-charging conditions, it has been shown that graphite particles, which comprise the active material of the LIB anode, suffer irreversible material degradation that limits ultimate battery performance. This damage to the graphite manifests as turbostratic lattice disorder, severe morphological roughening, and anode swelling [1]. While these findings are essential to understand the nature of damage to the anode under fast-charge conditions, it remains to be seen whether such damage occurs at slower rates or is instead accelerated by extreme rate conditions and aging. In this regard, the recent advances in high-resolution electron microscopy (HREM) and four-dimensional scanning transmission electron microscopy (4D-STEM) methods provide the essential tools to enable nanoscopic quantification of battery degradation [2], [3]. In this work, we use advanced analytical electron microscopy and diffraction strategies to analyze nanoscopic degradation of graphite anode material under different cycling rate and aging conditions. The results of this work will demonstrate novel strategies for identifying nanoscale structural disorder that arise in battery materials as well as provide key understanding of graphite material failure to aid in the development of high-performance anode materials. We study (in post-mortem) the graphite particle cross-sections harvested from LIBs at different aging conditions for both C/2 (i.e., 2 hours to full charge) and 6C (i.e., 10 minutes to full charge) rate. At the nano- to atomic-scale, we rely primarily on aberration-corrected STEM for imaging and diffraction acquisition for each sample (see Figure 1 for the results). High resolution imaging reveals the extent of lattice disorder and amorphous character localized at graphite pore edges. The 4D-STEM data helps to further quantify the extent and distribution of nanoscale structural disorder (including permanent strain and turbostratic disorder). The experimental methods employed to acquire the datasets and the strategies employed to interpret the data to understand the nature of the resulting damage, including recent progress into Cepstral STEM, will be discussed. Additional supporting evidences of graphite disorder from Raman spectroscopy studies and rate-dependent anode swelling from scanning electron microscopy will also be presented. References : [1] S. Pidaparthy, M.-T. F. Rodrigues, J.-M. Zuo, and D. P. Abraham, “Increased Disorder at Graphite Particle Edges Revealed by Multi-length Scale Characterization of Anodes from Fast-Charged Lithium-Ion Cells,” J. Electrochem. Soc., vol. 168, no. 10, p. 100509, 2021. [2] J.-M. Zuo et al., “Data-Driven Electron Microscopy: Electron Diffraction Imaging of Materials Structural Properties,” arXiv Prepr. arXiv2110.02070, 2021. [3] E. Padgett et al., “The exit-wave power-cepstrum transform for scanning nanobeam electron diffraction: robust strain mapping at subnanometer resolution and subpicometer precision,” Ultramicroscopy, vol. 214, p. 112994, 2020. Acknowledgements: SP acknowledges support from the U. S. Department of Energy Graduate Student Research (SCGSR) program. The SCGSR program is administered by the Oak Ridge Institute for Science and Education for the U. S. Department of Energy under contract number DE‐SC0014664. This work was carried out in part in the Materials Research Laboratory Central Research Facilities, University of Illinois. DA and MTFR acknowledge support from DOE’s Vehicle Technologies Office. This document has been created by UChicago Argonne, LLC, Operator of Argonne National Laboratory (“Argonne”). Argonne, a U.S. Department of Energy Office of Science laboratory, is operated under Contract No. DE-AC02-06CH11357. Figure 1
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Квітіньйо Макарена Мартінез, Соріано Федеріко Ґонзало, Яйченко Вірджинія, Стіб Бренда e Барейро Хуан Пабло. "Predictors of Picture Naming and Picture Categorization in Spanish". East European Journal of Psycholinguistics 6, n.º 1 (30 de junho de 2019): 6–18. http://dx.doi.org/10.29038/eejpl.2019.6.1.cui.

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The aim of this paper was to identify which psycholinguistic variables are better predictors of performance for healthy participants in a picture naming task and in a picture categorization task. A correlation analysis and a Path analysis were carried out. The correlation analysis showed that naming accuracy and naming latency are significant and positively correlated with lexical frequency and conceptual familiarity variables, whereas they are negatively correlated with H index. Reaction times in the categorization task were negatively correlated with lexical frequency and conceptual familiarity variables and positively correlated with visual complexity variable. The Path analysis showed that subjective lexical frequency and H index are the better predictors for picture naming task. In picture categorization task, for reaction times, the better predictor variables were subjective lexical frequency, conceptual familiarity and visual complexity. These findings are discussed considering previous works on the field. References Akinina, Y., Malyutina, S., Ivanova, M., Iskra, E., Mannova, E., & Dragoy, O. (2015). Russian normative data for 375 action pictures and verbs. Behavior research methods, 47(3), 691-707. doi: 10.3758/s13428-014-0492-9 Alario, F. X., & Ferrand, L. (1999). A set of 400 pictures standardized for French: Norms for name agreement, image agreement, familiarity, visual complexity, image variability, and age of acquisition. Behavior Research Methods, Instruments, & Computers, 31(3), 531-552. Alario, F. X., Ferrand, L., Lagnaro, M., New, B., Frauenfelder, U. H., & Seguí, J. (2004). Pre­dictors of picture naming speed. Behavior Research Methods, Instruments and Computers, 36, 140-155. doi: 10.3758/BF03195559 Albanese, E., Capitani, E., Barbarotto, R., & Laiacona, M. (2000). Semantic category disso­ciations, familiarity and gender. Cortex, 36, 733-746. Almeida, J., Knobel, M., Finkbeiner, M., & Caramazza, A. (2007). The locus of the frequency effect in picture naming: When recognizing is not enough. Psychonomic Bulletin & Review, 14(6), 1177-1182. Arbuckle, J. L. (2003). AMOS 5.0. Chicago: SmallWaters. Bakhtiar, M., & Weekes, B. (2015). Lexico-semantic effects on word naming in Persian: Does age of acquisition have an effect? Memory & Cognition, 43(2), 298-313. doi: 10.3758/s13421-014-0472-4 Balota, D. A., Pilotti, M., & Cortese, J. M. (2001). Subjective frequency estimates for 2,938 monosyllabic words. Memory & Cognition, 29, 639-647. doi: 10.3758/BF03200465 Barbón, A., & Cuetos, F. (2006). Efectos de la Edad de Adquisición en tareas de Categorización Semántica. Psicológica, 27, 207-223. Barca, L., Burani, C., & Arduino, L. (2002). Word naming times and psycholinguistic norms for Italian nouns. Behavior Research Methods, Instruments and Computers, 34(3), 424-434. Barry, C., Morrison, C. M., & Ellis, A. W. (1997). Naming the Snodgrass and Vanderwart pictures: Effects of age of acquisition, frequency and name agreement. Quarterly Journal of Experimental Psychology, 50(A), 560-585. Bates, E., Burani, C., D´amico, S., & Barca, L. (2001). Word reading and picture naming in Italian. Memory and Cognition, 29(7), 986-999. Bates, E., D'Amico, S., Jacobsen, T., Székely, A., Andonova, E., Devescovi, A., . . . Tzeng, O. (2003). Timed picture naming in seven languages. Psychonomic Bulletin & Review 20(2), 344-380. doi: 10.3758/BF03196494 Berman, S., Friedman, D., Hamberger, M., & Snodgrass, J. G. (1989). Developmental picture norms: Relationships between name agreement, familiarity, and visual complexity for child and adult ratings of two sets of line drawings. Behavior Research Methods, Instruments, & Computers, 21(3), 371-382. Bonin, P., Boyer, B., Méot, A., Fayol, M., & Droit, S. (2004). Psycholinguistic norms for action photographs in French and their relationships with spoken and written latencies. Behavior Research Methods, Instruments, & Computers, 36, 127-139. doi: 10.3758/BF03195558 Bonin, P., Chalard, M., Méot, A., & Fayol, M. (2002). The determinants of spoken and written picture naming latencies. British Journal of Psychology, 93, 89-114. doi: 10.1348/ 000712602162463 Bonin, P., Peereman, R., Malardier, N., Méot, A., & Chalard, M. (2003). A new set of 299 pictures for psycholinguistic studies: French norms for name agreement, image agreement, conceptual familiarity, visual complexity, image variability, age of acquisition and naming latencies. Behavior Research Methods, Instruments, & Computers, 35, 158-167. Boukadi, M., Zouaidi, C., & Wilson, M. A. (2016). Norms for name agreement, familiarity, subjective frequency, and imageability for 348 object names in Tunisian Arabic. Behavior Research Methods, 48, 585-599. doi: 10.3758/s13428-015-0602-3 Brysbaert, M., Van Wijnendaele, I., & De Deyne, S. (2000). Age-of-acquisition effects in seman­tic processing tasks. Acta Psychologica, 104, 215-226. doi: 10.1016/S0001-6918(00)00021-4 Cameirão, M. L., & Vicente, S. G. (2010). Age-of-acquisition norms for a set of 1,749 Portuguese words. Behavior Research Methods, 42, 474-480. doi: 10.3758/BRM.42.2.474 Capitani, E., Laiacona, M., Barbarotto, R., & Trivelli, C. (1994). Living and nonliving categories: Is there a “normal” asymmetry? Neuropsychologia, 32, 1453-1463. Carroll, J. B., & White, M. N. (1973). Word frequency and age of acquisition as determiners of picture-naming latency. Quarterly Journal of Experimental Psychology, 25(1), 85-95. doi: 10.1080/14640747308400325 Cuetos, F., & Barbón, A. (2006). Word naming in Spanish. European Journal of Cognitive Psychology, 18, 415-436. Cuetos, F., Ellis, A., & Alvarez, B. (1999). Naming times for the Snodgrass and Vanderwart pictures in Spanish. Behavior Research Methods, Instruments and Computers, 31, 650-658. doi: 10.3758/BF03200741 Cycowicz, Y. M., Friedman, D., Rothstein, M., & Snodgrass, J. G. (1997). Picture naming by young children: Norms for name agreement, familiarity, and visual complexity. Journal of Experimental Child Psychology, 65(2), 171-237. doi: 10.1006/jecp.1996.2356 D´amico, S., Devescovi, A., & Bates, E. (2001). Picture naming and lexical access in italian children and adults. Journal of Cognition and Development, 2(1), 71-105. Dell´Acqua, R., Lotto, L., & Job, R. (2000). Naming times and standardized norms for the Italian PD/DPSS set of 266 pictures. Direct comparisons with American, English, French and Spanish published databases. Behavior Research Methods, Instruments, & Computers, 31, 588-615. Ellis, A. W., & Morrison, C. M. (1998). Real age of acquisition effects in lexical retrieval. Journal of Experimental Psychology: Learning, Memory & Cognition, 24, 515-523. doi: 10.1037/0278-7393.24.2.515 Forster, K. I., & Forster, J. C. (2003). DMDX: A Windows display program with millisecond accuracy. Behavior Research Methods Instruments and Computers, 35, 116-124. doi: 10.3758/BF03195503 Gaffan, D., & Heywood, C. (1993). A spurious category-specific visual agnosia for living things in normal human and nonhuman primates. Journal of Cognitive Neuroscience, 5(118-128). doi: 10.1162/jocn.1993.5.1.118 Humphreys, G. W., Riddoch, M. J., & Quinlan, P. T. (1988). Cascade processes in picture identification. Cognitive Neuropsychology, 5(1), 67-103. Iyer, G., Saccuman, C., Bates, E., & Wulfeck, B. (2001). A Study of Age-of-acquisition (AoA) Ratings in Adults. CRL Newsletter, 13(2), 3-16. Khwaileh, T., Body, R., & Herbert, R. (2014). A normative database and determinants of lexical retrieval for 186 Arabic nouns: Effects of psycholinguistic and morpho-syntactic variables on naming latency. Journal of Psycholinguistic Research, 43, 749-769. doi: 10.1007/ s10936-013-9277-z Khwaileh, T., Mustafawi, E., Herbert, R., & Howard, D. (2018). Gulf Arabic nouns and verbs: A standardized set of 319 object pictures and 141 action pictures, with predictors of naming latencies. Behavior Research Methods, 50(6), 2408-2425. doi: 10.3758/s13428-018-1019-6 Laws, K. R. (1999). Gender afects latencies for naming living and nonliving things: implications for familiarity. Cortex, 35, 729–733. Laws, K. R. (2000). Category-specificity naming errors in normal subjects: The influence of evolution and experience. Brain and Language, 75, 123-133. doi: 10.1006/brln.2000.2348 Laws, K. R., & Neve, C. (1999). A `normal` category-specific advantage for naming living things. Neuropsychologia, 37, 1263-1269. doi: 10.1016/S0028-3932(99)00018-4 Lloyd-Jones, T. J., & Humphreys, G. W. (1997). Perceptual differentiation as a source of category effects in object processing: evidence from naming and object decision. Memory and Cognition, 25, 18-35 doi: 10.3758/BF03197282 Manoiloff, L., Artstein, M., Canavoso, M., Fernández, L., & Seguí, J. (2010). Expanded norms for 400 experimental pictures in an Argentinean Spanish-speaking population. Behavior Research Methods, 42(2), 452-460. doi: 10.3758/BRM.42.2.452 Martein, R. (1995). Norms for name and concept agreement, familiarity, visual complexity and image agreement on a set of 216 pictures. Psychologica Belgica, 35, 205-225. Martínez-Cuitiño, M., Barreyro, J. P., Wilson, M., & Jaichenco, V. (2015). Nuevas normas semán­ticas y de tiempos de latencia para un set de 400 dibujos en español. Inter­disci­plinaria, 32(2), 289-305. Martínez-Cuitiño, M., & Vivas, L. (In press). Category or diagnosticity effect? The influence of color in picture naming tasks. Psychology and Neuroscience. doi: 10.1037/pne0000172 Meschyan, G., & Hernandez, A. (2002). Age of acquisition and word frequency: Determinants of object-naming speed and accuracy. Memory & Cognition, 30, 262-269. doi: 10.3758/ BF03195287 Morrison, C. M., Chappell, T. D., & Ellis, A. W. (1997). 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Setyaningsih, Diana, Rr Retno Handasah, Agustinus Tandilo Mamma, Andrianus Krobo, Erna Olua e Veronika Iryouw. "Fostering Eco-literacy and Naturalistic Intelligence through Environmentally Based Education in Coastal Preschool". JPUD - Jurnal Pendidikan Usia Dini 18, n.º 1 (30 de abril de 2024): 251–69. http://dx.doi.org/10.21009/jpud.181.18.

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This research aims to analyze environmental-based education to increase environmental literacy and naturalistic intelligence. This research uses a qualitative descriptive method with interviews, observation, and document analysis as data collection techniques. Informants were selected using purposive sampling techniques. The criteria for selecting informants are teachers who have a minimum of five years of teaching experience and the ability to make environment-based learning plans. The sampling results were 15 teachers from five kindergartens in the coastal area. The research results show that Environment-Based Education (EBE) can increase children's eco-literacy and naturalistic intelligence which focuses on four main dimensions, such as knowledge, understanding, skills, values ​​, and attitudes. Increasing children's positive attitudes and behavior towards the environment can increase awareness of coastal environmental preservation. Results also show increased acquisition of practical knowledge, skills, and positive attitudes towards the preservation and sustainability of the coastal environment. The findings of the above studies allow recommendations for understanding the long-term impact of such teaching on environmental literacy in children that requires long-term studies. A more organized learning model that other educational institutions may employ, and includes the creation of unique curricula, including outdoor education programs, and efforts in environmental initiatives. Keywords: eco-literacy, naturalistic intelligence, environmental-based education, coastal ECCE References: Alfianto, A. B., Karyanto, P., & Harlita. (2019). Learning management system for eco literacy enhancement: The effectiveness of adopting Lewinshon indicators as an additional standard of competence. AIP Conference Proceedings, 2194. https://doi.org/10.1063/1.5139734 Amalric, M., & Cantlon, J. F. (2023). Entropy, complexity, and maturity in children’s neural responses to naturalistic video lessons. Cortex, 163, 14–25. https://doi.org/10.1016/j.cortex.2023.02.008 Anjari, T. Y., & Purwanta, E. (2019). Effectiveness of the Application of Discovery Learning to the Naturalist Intelligence of Children About the Natural Environment in Children Aged 5-6 Years. 296(Icsie 2018), 356–359. https://doi.org/10.2991/icsie-18.2019.65 Bater, M. L., Gould, J. F., Collins, C. T., Anderson, P. J., & Stark, M. J. (2024). Child development education in the Neonatal Unit: Understanding parent developmental literacy needs, priorities and preferences. Patient Education and Counseling,119(November 2023), 108058. https://doi.org/10.1016/j.pec.2023.108058 Biber, K., Cankorur, H., Güler, R. S., & Demir, E. (2023). Investigation of environmental awareness and attitudes of children attending nature centred private kindergartens and public kindergartens. 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D., & Varenychenko, A. B. (2020). Theoretical and Methodological Support of Training of Future Teachers of the New Ukrainian Primary School for the Formation of Environmental Culture. Zhytomyr Ivan Franko State University Journal. Рedagogical Sciences, 0(4(103)), 96–108. https://doi.org/10.35433/pedagogy.4(103).2020.96-108 Melis, C., Wold, P. A., Bjørgen, K., & Moe, B. (2020). Norwegian kindergarten children’s knowledge about the environmental component of sustainable development. Sustainability (Switzerland), 12(19), 1–16. https://doi.org/10.3390/su12198037 Mwambeo, H. M., Wambugu, L. N., & Nyonje, R. O. (2022). Community Empowerment, Sustainability of Forest Conservation Projects and the Moderating Influence of Monitoring and Evaluation Practices in Kenya. Interdisciplinary Journal of Rural and Community Studies, 4, 48–59. https://doi.org/10.38140/ijrcs-2022.vol4.05 Nagar, R., Quirk, H. D., & Anderson, P. L. (2023). User experiences of college students using mental health applications to improve self-care: Implications for improving engagement. Internet Interventions, 34(May), 100676. https://doi.org/10.1016/j.invent.2023.100676 Nattel, J., & Akullian, D. (2021). An argument for the naturalistic study of collective intelligence. The Lancet Planetary Health, 5(5), e247–e248. https://doi.org/10.1016/S2542-5196(21)00077-2 Ningtyas, L. D. (2019). Pengaruh Naturalistic Intelligence dan New Environmental Paradigm terhadap Environmental Sensitivity. IJEEM - Indonesian Journal of Environmental Education and Management, 4(2), 82–94. https://doi.org/10.21009/ijeem.042.01 Nurwidodo, N., Amin, M., Ibrohim, I., & Sueb, S. (2020). The role of eco-school program (Adiwiyata) towards environmental literacy of high school students. European Journal of Educational Research, 9(3), 1089–1103. https://doi.org/10.12973/EU-JER.9.3.1089 Park, A. T., Richardson, H., Tooley, U. A., McDermott, C. L., Boroshok, A. 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Mutoharoh, Achmad Hufad, Maman Faturrohman e Isti Rusdiyani. "Unplugged Coding Activities for Early Childhood Problem-Solving Skills". JPUD - Jurnal Pendidikan Usia Dini 15, n.º 1 (30 de abril de 2021): 121–40. http://dx.doi.org/10.21009/jpud.151.07.

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Problem solving skills are very important in supporting social development. Children with problem solving skills can build healthy relationships with their friends, understand the emotions of those around them, and see events with other people's perspectives. The purpose of this study was to determine the implementation of playing unplugged coding programs in improving early childhood problem solving skills. This study used a classroom action research design, using the Kemmis and Taggart cycle models. The subjects of this study were children aged 5-6 years in Shafa Marwah Kindergarten. Research can achieve the target results of increasing children's problem-solving abilities after going through two cycles. In the first cycle, the child's initial problem-solving skills was 67.5% and in the second cycle it increased to 80.5%. The initial skills of children's problem-solving increases because children tend to be enthusiastic and excited about the various play activities prepared by the teacher. The stimulation and motivation of the teacher enables children to find solutions to problems faced when carrying out play activities. So, it can be concluded that learning unplugged coding is an activity that can attract children's interest and become a solution to bring up children's initial problem-solving abilities. Keywords: Early Childhood, Unplugged Coding, Problem solving skills References: Akyol-Altun, C. (2018). Algorithm and coding education in pre-school teaching program integration the efectiveness of problem-solving skills in students. Angeli, C., Smith, J., Zagami, J., Cox, M., Webb, M., Fluck, A., & Voogt, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 12. Anlıak, Ş., & Dinçer, Ç. (2005). Farklı eğitim yaklaşımları uygulayan okul öncesi eğitim kurumlarına devam eden çocukların kişilerarası problem çözme becerilerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakülte Dergis. Aranda, G., & Ferguson, J. P. (2018). Unplugged Programming: The future of teaching computational thinking? Pedagogika, 68(3). https://doi.org/10.14712/23362189.2018.859 Arinchaya Threekunprapa. (2020). Patterns of Computational Thinking Development while Solving Unplugged Coding Activities Coupled with the 3S Approach for Self_Directed Learning. European Journal of Educational Research, 9(3), 1025–1045. Arı, M. (2003). Türkiye’de erken çocukluk eğitimi ve kalitenin önemiNo Title. Erken Çocuklukta Gelişim ve Eğitimde Yeni Yaklaşımlar. Armoni, M. (2012). Teaching CS in kindergarten: How early can the pipeline begin? ACM Inroads, 3(4), 18–19. https://doi.org/10.1145/2381083.2381091 Aydoğan, Y. (2004). 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Contemporary Issues in Early Childhood. Kalyuga, S., Renkl, A., & Paas, F. (2010). Facilitating flexible problem solving: A cognitive load perspective. Educational Psychology Review. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2 Kesicioğlu, O. S. (2015). Okul öncesi dönem çocukların kişilerarası problem çözme becerilerinin incelenmesi. Eğitim ve Bilim. Koksal Akyol, A. ve Didin, E. (2016). Ahlak gelisimi [Moral development]. In Cocuk Gelisimi icinde [In Child Development]. Lazakidou, G., & Retalis, S. (2010). Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. Computers & Education, 54(1), 3–13. https://doi.org/10.1016/j.compedu.2009.02.020 Looi, C.-K., How, M.-L., Longkai, W., Seow, P., & Liu, L. (2018). Analysis of linkages between an unplugged activity and the development of computational thinking. Computer Science Education, 28(3), 255–279. https://doi.org/10.1080/08993408.2018.1533297 McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). Grounding science, technology, engineering, and math education in early childhood. 68. McLennan, D. P. (2017). Creating coding stories and games. Teaching Young Children. McNerney, TimothyS. (2004). From turtles to Tangible Programming Bricks: Explorations in physical language design. Personal and Ubiquitous Computing, 8(5). https://doi.org/10.1007/s00779-004-0295-6 Mittermeir, R. T. (2013). Algorithmics for preschoolers—A contradiction? Montemayor, J., Druin, A., Chipman, G., Farber, A., & Guha, M. L. (2004). Tools for children to create physical interactive storyrooms. Computers in Entertainment, 2(1), 12–12. https://doi.org/10.1145/973801.973821 Pane, J. F. (2002). A Programming System for Children that is Designed for Usability. 204. Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2018). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-29 first century skills. Pellegrino, J. W., & Hilton, M. L. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Pila, S., Aladé, F., Sheehan, K. J., Lauricella, A. R., & Wartella, E. A. (2019). Learning to code via tablet applications: An evaluation of Daisy the Dinosaur and Kodable as learning tools for young children. Computers & Education, 128, 52–62. https://doi.org/10.1016/j.compedu.2018.09.006 Root, J., Saunders, A., Spooner, F., & Brosh, C. (2017). Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability. Career Development and Transition for Exceptional Individuals, 40(1), 5–14. https://doi.org/10.1177/2165143416681288 Scanlan, D. A. (1989). Structured flowcharts outperform pseudocode: An experimental comparison. IEEE Software, 6(5), 28–36. https://doi.org/10.1109/52.35587 Sheehan, K. J., Pila, S., Lauricella, A. R., & Wartella, E. A. (2019). Parent-child interaction and children’s learning from a coding application. Computers & Education, 140, 103601. https://doi.org/10.1016/j.compedu.2019.103601 Shute, V. J., Sun, C., & Asbell-clarke, J. (2017). Demystifying computational thinking. Educational Research Review. Sigelman, C. K., & Rider, E. A. (2012). Life-span Human Development (7th ed.). Cengage Learning. Sullivan, A., & Bers, M. U. (2016). Robotics in the early childhood classroom: Learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Tech_nology and Design Education, 26, 3–20. Sullivan, A. A., Bers, M. U., & Mihm, C. (2017). International conference on com_putational thinking education. 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N., & Utyumova, E. A. (2016). Development of algorithm skills in preschool children. Procedia-Social and Behavioral Sciences, 233, 155-159. Wang, D., Han, H., Zhan, Z., Xu, J., Liu, Q., & Ren, G. (2015). A problem solving oriented intelligent tutoring system to improve students’ acquisition of basic computer skills. Comput. Educ., 81, 102–112. Wang, D., Zhang, C., & Wang, H. (2010). Proceedings of the 10th international conference on interaction design and children. T-Maze: A Tangible Programming Tool for Children. Wang, Danli, Zhang, C., & Wang, H. (2011). T-Maze: A tangible programming tool for children. Proceedings of the 10th International Conference on Interaction Design and Children - IDC ’11, 127–135. https://doi.org/10.1145/1999030.1999045 Woods, D. R., Hrymak, A. N., Marshall, R. R., Wood, P. E., Crowe, C. M., Hoffman, T. W., Wright, J. D., Taylor, P. A., Woodhouse, K. A., & Bouchard, C. G. K. (1997). Developing Problem Solving Skills: The McMaster Problem Solving Program. Journal of Engineering Education, 86(2), 75–91. https://doi.org/10.1002/j.2168-9830.1997.tb00270.x Yıldırım, A. (2014). Okul öncesinde yaratıcı problem çözme etkinliklerinin yaratıcılığa etkisi (5 yaş örneği). Hacettepe University, Ankara, Turkey. Yohanes. (2018). Mengajarkan Computational Thinking dan Coding Pada Anak-Anak. Amazing Grace. https://blog.compactbyte.com/2018/05/26/mengajarkan-computational-thinking-dan-coding-pada-anak-anak/ Yu, K.-C., Fan, S.-C., & Lin, K.-Y. (2015). Enhancing Students’ Problem-Solving Skills Through Context-Based Learning. International Journal of Science and Mathematics Education, 13(6), 1377–1401. https://doi.org/10.1007/s10763-014-9567-4 Yuksel, H. S. (2019). Experiences of Prospective Physical Education Teachers on Active Gaming within the Context of School-Based Physical Activity. European Journal of Educational Research, 8(1). https://doi.org/10.12973/eu-jer.8.1.199 Zvarych, I., Kalaur, S. M., Prymachenko, N. M., Romashchenko, I. V., & Romanyshyna, O. Ia. (2019). Gamification as a Tool for Stimulating the Educational Activity of Students of Higher Educational Institutions of Ukraine and the United States. European Journal of Educational Research, 8(3). https://doi.org/10.12973/eu-jer.8.3.875
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Bushey, A. C. "THE U. S. NAVY PLASTIC BOAT PROGRAM." Journal of the American Society for Naval Engineers 61, n.º 1 (18 de março de 2009): 16–22. http://dx.doi.org/10.1111/j.1559-3584.1949.tb05318.x.

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Teses / dissertações sobre o assunto "And Acquisition Program (U.S.)"

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Holst, Gustaf, e Ludvig Thorsen. "Development of a (U-Zr)N-Fuel Synthesis Control and Data Acquisition Program in LabVIEW". Thesis, KTH, Reaktorfysik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-141677.

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In this thesis, software for control and data acquisition was developed. The main purpose of the software is to provide overview and control of uranium and zirconium nitride syntheses. This includes connecting multiple gas flow controllers and a furnace to the software via a DAQ-module. The developing platform was LabVIEW, a graphical programming language, which offers both great challenges and great advantages. The advantages of easily configurable programs need to be weighed against the difficulty to organize and maintain. The resulting software lives up to most of the requirements, however the control engineering of the furnace was much more challenging than first expected. There are still many improvements that can be made but the end product is fully functional, and provides the ability to simultaneously monitor and control synthesis reactions with multiple gases and reaction environments.
I denna avhandling, har programvara för styrning och datainsamling utvecklats. Det huvudsakliga syftet med programmet är att ge överblick och kontroll av uran- och zirkoniumsynteser. Detta inkluderar anslutning mellan ett flertal styrenheter för gasflöde, en ugn och programvaran via en DAQ-modul. Plattformen var LabVIEW, ett grafiskt programmeringsspråk, som erbjuder både stora utmaningar och stora fördelar. Fördelarna med lätt konfigurerbara program måste vägas mot svårigheten att organisera och underhålla. Den resulterande programvaran lever upp till de flesta kraven, men reglerteknik av ugnen var mycket mer utmanande än först väntat. Det finns fortfarande många förbättringar som kan göras, men slutprodukten är fullt fungerande, och ger möjlighet att samtidigt övervaka och kontrollera syntesreaktioner med flera gaser och reaktionsmiljöer.
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Kirkpatrick, Charles R., e Keith A. Banks. "Uplink/Downlink Real-Time Casualty Assessment Data Acquisition System for U. S. Army Aviation Applications". International Foundation for Telemetering, 1993. http://hdl.handle.net/10150/608830.

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International Telemetering Conference Proceedings / October 25-28, 1993 / Riviera Hotel and Convention Center, Las Vegas, Nevada
The On-board Data Interface Module (ODIM) was developed specifically to provide real-time casualty assessment telemetry data for the training environment on the instrumented range system at the U. S. Army National Training Center (NTC) located at Ft. Irwin, California. Real-time data acquisition and telemetry systems, such as the ODIM, which enhance the feed back capabilities of fielded training systems are becoming increasingly important to the Department of Defense in these times of shrinking defense budgets and decreasing global stability. The ODIM is designed to combine, process and transmit data from the AH-64 (Apache) 1553 data bus, the Aircraft Survivability Equipment (ASE) threat warnings, the on-board training system laser belt, cockpit kill indicators, and status data. The ODIM also downlinks the stored data though the Micro-B transceiver on the AH-64A. For the application at the NTC, the ODIM looks for very specific data from the AH-64 and the MILES/AGES II system. However, the ODIM is programmable to collect any of the data available from these systems. The uplink/ downlink available through the Micro-B transceiver allows the user access to the ODIM's features even from a remote location.
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Hlawiczková, Tereza. "Analýza rekodifikace právní úpravy s vlivem na oceňování u kapitálových společností s následným vlivem na oceňování v účetnictví". Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-201613.

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Diploma´s thesis is focused on analysis of recodification of private law of the Czech Republic, which was released at the beginning of 2014. Attention is mainly paid on the part of the recodification of private law, which is connected with commercial corporations. The thesis is focused on the law number 89/2012 Sb., nový občanský zákoník and also the law 90/2012 Sb., o obchodních společnostech a družstvech, which are valid since January 1th 2014. The facts of findings are presented on a specific example of merger acquisition. The aim of this thesis is to point out possible problems connected with rectification and its following projection into the issue of company transformation.
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Trigano, Philippe. "DIALPHIL, l'expression libre pour S. U. P. E. R. : un générateur de système expert". Compiègne, 1985. http://www.theses.fr/1985COMPI208.

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Aleksandar, Kupusinac. "Analiza osobina dinamičkih postuslova u Horovim tripletima". Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2010. http://dx.doi.org/10.2298/NS20101213KUPUSINAC.

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Doktorska disertacija prezentuje nov i opštiji način analiziranja semantike strukturiranih i objektno orijentisanih programa i to isključivo u okvirima predikatske logike prvog reda. Doktorska disertacija razmatra sledeće teme:1.) S-programski račun,2.) Definicija i osobine dinamičkih postuslova u S-računu,3.) Konceptualne definicije objekta, klase i invarijante,4.) Analiza invarijanata u klasi (SP-analiza i DP-analiza).
Doctoral thesis presents a new and more general method for analizing of structured and object-oriented program semantics, based on the first-order predicate logic. Doctoral thesis consideres next topics:1.) S-program calculus,2.) Definition and characteristics of dynamic postconditions in S-calculus,3.) Conceptual definitions of object, class and invariant,4.) Analyses of invariants in class (SP-analyses and DP-analyses).
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Walsh, Velma Joy. "A Study of the Incidence of Learning Disabilities among Soldiers in the U. S. Army's Basic Skills Education Program". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331117/.

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One of the U.S. Army's requirements for reenlistment of first term soldiers is a minimum score on the General Technical composite of the Armed Services Vocational Aptitude Battery of one hundred. The score is a measure of academic ability. The primary goal of the Basic Skills Education Program is to assist the soldier in gaining basic skills, with a secondary goal of enabling him or her to retest at a sufficient level to become eligible for reenlistment. While most soldiers are able to meet this goal, a few are unable to achieve an acceptable score on the retest. It was hypothesized that some of these soldiers are learning disabled. The Army has not recognized learning disabilities or the need of the learning disabled for special teaching and testing methods. This study was designed to identify students enrolled in the Basic Skills Education Program who are learning disabled. Two instruments were involved: the Revised BETA II, which yields a measure of aptitude, and the Tests of Adult Basic Education, which produce achievement scores in the areas of reading, mathematics, language, and spelling. The instruments were correlated on 112 soldiers from the Training Brigade at Fort Bliss, Texas. They were then administered to 100 first term soldiers enrolled in the Basic Skills Education Program at Fort Bliss. Two formulae acceptable in the field of learning disabilities were applied to the results. The Frequency of Regression Prediction Discrepancy model identified nine soldiers as learning disabled in ten academic areas. The Standard Score Difference model, which does not account for regression, identified sixteen soldiers in twenty four areas. With evidence that learning disabled soldiers exist in the Basic Skills Education Program, recommendations were made that the U. S. Army recognize and address learning disabilities and incorporate appropriate testing and teaching methods to accommodate those soldiers.
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Smith, Charles Christopher. "Superpath a non-computerized probabilistic scheduling methodology using first principles of the U. S. Navy's program evaluation review technique /". College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8112.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Civil and Environmental Engineering E. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Barry, Robert W. "An analysis of the effect of the U. S. Marine Corps' Lump Sum Selective Reenlistment Bonus Program on reenlistment decisions". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA401594.

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Thesis (M.S. in Management) Naval Postgraduate School, December 2001.
Thesis Advisor(s): Mehay, Stephen L. ; Dooley, Susan G. "December 2001." Includes bibliographical references (p. 107-110). Also Available online.
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Jones, Brooke A. "Incentivizing Children's Fruit and Vegetable Consumption: Evaluation and Modification of the Food Dudes Program for Sustainable Use in U. S. Elementary Schools". DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3699.

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Researchers in the Psychology Department and the Nutrition, Dietetics, and Food Sciences Department sought to improve elementary school children’s in-school fruit and vegetable (FV) consumption. To achieve this goal, a program that has proven effective in the UK called the Food Dudes (FD) program was implemented in six local schools. Schools were assigned to either experience the traditional FD program (with prize rewards, such as pencil cases and bubbles), a modified version of the FD program (with praise rewards replacing the prize rewards), or no FD program (the control group). Students who consumed a pre-specified amount of FV each day during the intervention earned a reward according to the program’s schedule. Results showed that students in the Prize schools were consuming more FV than students in the Praise schools and the Control schools at follow-up when the intervention had been removed for six months. While the success of the FD program with prize rewards (i.e., incentives) was encouraging, many teachers reported issues with its implementation. An incentive-based intervention may be difficult for schools to implement due to high labor and material costs, especially without outside assistance. Therefore, we aimed to reduce these costs while maintaining the use of incentives. We developed an intervention based on the principles of gamification in which students earned in-game, virtual rewards for meeting their FV consumption goals each day at school. This intervention was rated favorably by teachers and parents and showed significant increases in school-wide and individual FV consumption in two schools in Logan, UT, but long-term increases were not obtained. Improving children’s dietary decisions, namely FV consumption, is an important goal that can positively impact future health. Sustainable, incentive-based interventions, like the school-wide gamification model developed in this project, represent a promising step toward achieving this goal.
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Boyd, Steven W. "Reactions and Learning as Predictors of Job Performance in a United States Air Force Technical Training Program". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2259/.

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This study is based on Kirkpatrick's (1996) four level evaluation model. The study assessed the correlation between and among three levels of data that resulted from evaluation processes used in the U.S. Air Force technical training. The three levels of evaluation included trainee reaction (Level 1), test scores (Level 2), and job performance (Level 3). Level 1 data was obtained from the results of a 20 item survey that employed a 5-point Likert scale rating. Written test scores were used for Level 2 data. The Level 3 data was collected from supervisors of new graduates using a 5-point Likert scale survey. The study was conducted on an existing database of Air Force technical training graduates. The subjects were trainees that graduated since the process of collecting and storing Levels 1 and 2 data in computerized database began. All subjects for this study graduated between March 1997 and January 1999. A total of 188 graduates from five Air Force specialties were included. Thirty-four cases were from a single course in the aircrew protection specialty area; 12 were from a single course in the munitions and weapons specialty area; and 142 were from three separate courses in the manned aerospace maintenance specialty area. Pearson product moment correlation coefficients were computed to determine the correlation coefficients between Levels 1 and 2; Level 1 and 3; Level 2 and 3 for each subject course. Multiple linear regression was used to determine the relationship between the composite of Levels 1 and 2 and Level 3. There were significant correlation coefficients between Levels 1 and 2 and Levels 2 and 3 for only one of the five courses. The linear regression analysis revealed no significant correlation using the composite of Levels 1 and 2 as a predictor of Level 3.
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Livros sobre o assunto "And Acquisition Program (U.S.)"

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ebrary, Inc. Evaluation of the U. S. Department of Defense Persian Gulf Comprehensive Clinical Evaluation Program. Washington: National Academies Press, 1996.

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Board, Air Force Studies, Division on Engineering and Physical Sciences, National Academies of Sciences Engineering and Medicine Staff e Committee on Owning the Technical Baseline for Acquisition Programs in the U. S. Air Force a. Study. Owning the Technical Baseline for Acquisition Programs in the U. S. Air Force. National Academies Press, 2016.

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Committee on Owning the Technical Baseline for Acquisition Programs in the U.S. Air Force: A Study, Air Force Studies Board, National Academies of Sciences, Engineering, and Medicine e Division on Engineering and Physical Sciences. Owning the Technical Baseline for Acquisition Programs in the U. S. Air Force. National Academies Press, 2016.

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Committee on Owning the Technical Baseline for Acquisition Programs in the U.S. Air Force: A Study, Air Force Studies Board, National Academies of Sciences, Engineering, and Medicine e Division on Engineering and Physical Sciences. Owning the Technical Baseline for Acquisition Programs in the U. S. Air Force. National Academies Press, 2016.

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Committee on Owning the Technical Baseline for Acquisition Programs in the U.S. Air Force: A Study, Air Force Studies Board, National Academies of Sciences, Engineering, and Medicine e Division on Engineering and Physical Sciences. Owning the Technical Baseline for Acquisition Programs in the U. S. Air Force. National Academies Press, 2016.

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Committee on Optimizing U.S. Air Force and Department of Defense Review of Air Force Acquisition Programs, Air Force Studies Board, National Research Council e Division on Engineering and Physical Sciences. Optimizing U. S. Air Force and Department of Defense Review of Air Force Acquisition Programs. National Academies Press, 2009.

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Committee on Optimizing U.S. Air Force and Department of Defense Review of Air Force Acquisition Programs, Air Force Studies Board, National Research Council e Division on Engineering and Physical Sciences. Optimizing U. S. Air Force and Department of Defense Review of Air Force Acquisition Programs. National Academies Press, 2009.

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Committee on Owning the Technical Baseline in the U.S. Air Force: A Workshop, Air Force Studies Board, National Research Council e Division on Engineering and Physical Sciences. Owning the Technical Baseline for Acquisition Programs in the U. S. Air Force: A Workshop Report. National Academies Press, 2015.

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Committee on Owning the Technical Baseline in the U.S. Air Force: A Workshop, Air Force Studies Board, National Research Council e Division on Engineering and Physical Sciences. Owning the Technical Baseline for Acquisition Programs in the U. S. Air Force: A Workshop Report. National Academies Press, 2015.

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Committee on Owning the Technical Baseline in the U.S. Air Force: A Workshop, Air Force Studies Board, National Research Council e Division on Engineering and Physical Sciences. Owning the Technical Baseline for Acquisition Programs in the U. S. Air Force: A Workshop Report. National Academies Press, 2015.

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Capítulos de livros sobre o assunto "And Acquisition Program (U.S.)"

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Thomas, Kenneth S., e Harold J. McMann. "The Space Shuttle program: Orbital EVA comes of age". In U. S. Spacesuits, 271–340. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9566-7_10.

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Stehli, Francis G. "A U. S. National Continental Scientific Drilling Program". In Exploration of the Deep Continental Crust, 2–5. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-45601-5_1.

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Schmidt, Richard, Akihiko Shimura, Zhigang Wang e Hy-sook Jeong. "Suggestions to buy: Television commercials from the U. S., Japan, China, and Korea". In Studies on Language Acquisition, 285–316. Berlin, New York: Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110219289.3.285.

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Clements, William E. "Some Physical Concepts in Complex Terrain Meteorology Derived from the U. S. Department of Energy S Ascot Program". In Proceedings of International Symposium on the Qinghai-Xizang Plateau and Mountain Meteorology, 53–86. Boston, MA: American Meteorological Society, 1986. http://dx.doi.org/10.1007/978-1-935704-19-5_5.

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Vandevelde, Kenneth J. "Introduction". In U. S. International Investment Agreements, 1–10. Oxford University PressNew York, NY, 2009. http://dx.doi.org/10.1093/oso/9780195371376.003.0001.

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Abstract Thirty years ago, the United States inaugurated a bilateral investment treaty (BIT) program. Since the beginning of the program, the principal purpose of the BITs has been to protect U.S. investment in foreign countries. The BITs are successors to the Friendship, Commerce, and Navigation (FCN) treaties that the United States had been negotiating since its War of Independence. In the first 30 years of the program, the United States concluded 46 BITs with coutries in every region of the world. During that same period the United States also concluded 11 free-trade agreements (FTAs) that included investment chapters modeled after the BITs.
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Vandevelde, Kenneth J. "The Evolution of the BIT Model Negotiating Text". In U. S. International Investment Agreements, 91–112. Oxford University PressNew York, NY, 2009. http://dx.doi.org/10.1093/oso/9780195371376.003.0003.

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Abstract In early 1977, various State Department officials, particularly in the Office of the Legal Adviser and the Bureau of Economic and Business Affairs, began to discuss the initiation of a bilateral investment treaty program as a response to several different considerations. On March 7, 1977, the Legal Advisor and the Assistant Secretary for Economic and Business Affairs formally proposed to the Undersecretary of State for Economic Affairs the inauguration of the BIT program. Under Secretary Richard N. Cooper gave his approval on August 15, 1977, thus commencing a process of interagency consultations that eventually involved the Treasury Department, Commerce Department, Justice Department, and the Office of the United States Trade Representative (USTR) among others. The first step was to develop a model draft of a treaty for use in negotiations. The use of a model agreement brings several advantages. It expedites negotiations by avoiding the need to prepare a new negotiating text for each negotiation and ensures consistency in U.S. policy over time. It also permits the United States to offer credible assurances to potential negotiating partners that they are being asked to commit to standards advocated by the United States on a global basis, rather than standards tailored to the particular partner. That is, the text proposed by the United States to one potential treaty partner is not less favorable than the text proposed to other potential partners. At the same time, it allows the United States to resist making concessions that deviate from the model on the ground that such concessions have not been offered or given to other countries.
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Morrison, Minion K. C. "Race and Democracy in the U. S. and Brazil: The Evolution of a Program". In Race and Democracy in the Americas, 6–30. Routledge, 2018. http://dx.doi.org/10.4324/9781315127927-2.

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Wiles, C. C., D. S. Kosson e T. Holmes. "The U. S. EPA Program for Evaluation of Treatment and Utilization Technologies for Municipal Waste Combustion Residues". In Studies in Environmental Science, 57–69. Elsevier, 1991. http://dx.doi.org/10.1016/s0166-1116(08)70391-1.

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Young, Natalie, Gregory James Conderman e Myoungwhon Jung. "Preparing Pre-service Early Childhood Candidates for Diverse Classrooms". In Research Anthology on Instilling Social Justice in the Classroom, 450–67. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch028.

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The demographics of schools in United States (U.S.) are rapidly changing. Therefore, teachers in the U. S. need to be prepared to teach children with a wide variety of diverse backgrounds. This article describes an introductory early clinical experience purposefully designed to provide early childhood pre-service teachers from a large Midwestern university in the U. S. with opportunities to teach children in a high-need and diverse setting. Data from exit slips and surveys associated with the Open Doors program were analyzed over four years. Results indicated that almost 90% of candidates felt the experience was beneficial to their professional growth and would consider working in a diverse school. Slightly over 90% felt the experience increased their knowledge and skills regarding working with diverse students. Implications for similar projects are provided.
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Majdenić, Valentina. "Slovenski pisci u lektiri i udžbenicima za hrvatski jezik". In Slavistična prepletanja 4, 245–60. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.ff.7.2022.14.

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Pojam školske lektire odnosi se na popis djela koja učenici moraju obvezatno pročitati tijekom školske godine, a propisan je Nastavnim planom i programom za svaki razred te Nacionalnim okvirnim kurikulumom. Svrha lektire jest prvenstveno razvijati kulturu čitanja kod učenika, bogatiti njihov rječnik i upoznati ih s pisanom riječi kao takvom. Nastavni plan i program propisuje djela za književnu lektiru za svaki razred, daje temeljna metodička određenja, svrhu i zadaće čitanja lektirnih djela, a to su stjecanje književne kulture i kulture čitanja. Književno djelo odabrano za učenike razredne nastave mora biti na razini njihovog emocionalnog i intelektualnog razvoja, a to znači da je primjereno doživljajno – spoznajnim mogućnostima učenika. U udžbenicima književnosti za mlađu školsku dob zastupljena su brojna književna (literarna) djela, domaćih i stranih pisaca, među kojima su i slovenski. U radu će se istražiti u kojoj su mjeri zastupljeni slovenski pisci u lektiri i udžbenicima književnosti za mlađu školsku dob te kojim su književnim vrstama zastupljeni. Istraživački korpus čine popisi lektirnih naslova iz Nastavnoga plana i programa i Nacionalnog okvirnog kurikuluma te udžbenici Hrvatskoga jezika za mlađu školsku dob (od 1. do 4. razreda) tiskanih od 2019. godine do danas.
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Trabalhos de conferências sobre o assunto "And Acquisition Program (U.S.)"

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Spinrad, R. W. "The U. S. IOOS program & strategy". In 2006 IEEE US/EU Baltic International Symposium on Integrated Ocean Observation Syst. for Managing Global & Regional Ecosys.Marine Resch. IEEE, 2006. http://dx.doi.org/10.1109/baltic.2006.7266155.

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Velasco*, M. Soledad, e Mohammed Kidwai. "Geophysical characterization of the Precambrian basement in northwest Pennsylvania, U. S." In SEG Technical Program Expanded Abstracts 2014. Society of Exploration Geophysicists, 2014. http://dx.doi.org/10.1190/segam2014-0813.1.

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Stokes, Gerald M., e Joyce L. Tichler. "OVERVIEW OF THE U. S. DEPARTMENT OF ENERGY'S ARM PROGRAM". In Data For Discovery. Connecticut: Begellhouse, 2023. http://dx.doi.org/10.1615/1-56700-002-9.50.

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Lau, August, Chuan Yin, Mike Greenspoon e Anthony Vassiliou. "Prestack waveform inversion: An onshore application in the U S Gulf Coast". In SEG Technical Program Expanded Abstracts 2007. Society of Exploration Geophysicists, 2007. http://dx.doi.org/10.1190/1.2792854.

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Haimbach, Stephen P., Hillary C. Mesick, H. Jerry Byrnes e G. Daniel Hickman. "Optical Bathymetry For The U. S. Navy: A Field Measurement Program". In 1988 Technical Symposium on Optics, Electro-Optics, and Sensors, editado por Marvin A. Blizard. SPIE, 1988. http://dx.doi.org/10.1117/12.945726.

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Zhang, Zhen-dong, Mamdoh Alajami e Tariq Alkhalifah. "Near-surface S-wave velocity estimation using ambient noise from fiber-optic acquisition". In SEG Technical Program Expanded Abstracts 2019. Society of Exploration Geophysicists, 2019. http://dx.doi.org/10.1190/segam2019-3198045.1.

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Zhang, Zhen-dong, Mamdoh Alajami e Tariq Alkhalifah. "Near-surface S-wave velocity estimation using ambient noise from fiber-optic acquisition". In SEG Technical Program Expanded Abstracts 2019. Society of Exploration Geophysicists, 2019. http://dx.doi.org/10.1190/segam2019-w21-06.1.

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Wu, Yongguo, Zhenhua He, Jie He, Zhiwen Deng, Yongsheng Wang e Wuhai Yin. "P-wave and S-wave joint acquisition technology and its application in Sanhu area". In SEG Technical Program Expanded Abstracts 2018. Society of Exploration Geophysicists, 2018. http://dx.doi.org/10.1190/segam2018-2992118.1.

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Alfaraj, Ali M., Felix Herrmann e Rajiv Kumar. "Reconstruction of S-waves from low-cost randomized and simultaneous acquisition by joint sparse inversion". In SEG Technical Program Expanded Abstracts 2017. Society of Exploration Geophysicists, 2017. http://dx.doi.org/10.1190/segam2017-17681376.1.

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Marchin, George L. "Application of the Pentaiodide Strong Base Resin Disinfectant to the U. S. Space Program". In International Conference On Environmental Systems. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1990. http://dx.doi.org/10.4271/901380.

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Relatórios de organizações sobre o assunto "And Acquisition Program (U.S.)"

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Hillegas, Anne, John Backschies, Michael Donley, R. C. Duncan e William Edgar. The Use of Modeling & Simulation (M&S) Tools in Acquisition Program Offices: Results of a Survey. Fort Belvoir, VA: Defense Technical Information Center, janeiro de 2001. http://dx.doi.org/10.21236/ada423500.

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Kennedy, R. B. Results of Veteran's Readjustment Program in Recruiting Blacks at the U. S. Army Missile Command, FY85-FY89. Fort Belvoir, VA: Defense Technical Information Center, fevereiro de 1990. http://dx.doi.org/10.21236/ada219150.

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Morgan, Susan, Alexandra Mosser e John Bixby. University of Miami Laboratory for Integrative Knowledge (U-LINK) Program Evaluation Report. University of Miami, 2020. http://dx.doi.org/10.33596/ovprs-19-2.

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As one of the Roadmap Initiatives, U-LINK (University of Miami Laboratory for INtegrative Knowledge) is the University of Miami’s (UM’s) program to support innovative, problem-based interdisciplinary research. The U-LINK initiative is premised on the idea that the most significant challenges facing humanity, and therefore the most important research problems, require innovative and integrative approaches resulting from collaborations that bridge disciplines. The goal of U-LINK is to bring together faculty and trainees from multiple disciplines in collaboration with community stakeholders to develop and act on a shared vision of innovative solutions to grand societal challenges. To accomplish this goal, U-LINK provides training and funding opportunities for research teams, identifies common space(s) for teams to work together, creates interdisciplinary opportunities for UM undergraduate and graduate students, and helps UM faculty identify and pursue collaborative initiatives with faculty in other departments, schools, and colleges. This document details the features of the U-LINK program and provides data about outcomes of the program through 2019.
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CALS TEST NETWORK WRIGHT-PATTERSON AFB OH. Manual S9536-JG-MMA-010 Publication Transfer Using: O'Neil & Associates' Data Supporting: U. S. Navy's SEAWOLF Program, MIL-STD-1804A, MIL-M-2800lB (SGML), MIL-R-28002A (Raster), MIL-D-28003 (CGM). Fort Belvoir, VA: Defense Technical Information Center, agosto de 1994. http://dx.doi.org/10.21236/ada309351.

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King, Michael, e Bredehoeft, John D., Dr. Death Valley Lower Carbonate Aquifer Monitoring Program Wells Down Gradient of the Proposed Yucca Mountain Nuclear Waste Repository, U. S. Department of Energy Grant DE-RW0000233 2010 Project Report, prepared by The Hydrodynamics Group, LLC for Inyo County Yucca Mountain Repository Assessment Office. Office of Scientific and Technical Information (OSTI), setembro de 2010. http://dx.doi.org/10.2172/991653.

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Buchanan, Randy, Christina Rinaudo, George Gallarno e M. Lagarde. Early life-cycle prediction of reliability. Engineer Research and Development Center (U.S.), abril de 2023. http://dx.doi.org/10.21079/11681/46919.

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The intent of this project is to investigate a variety of approaches for the development of a basic model for the early life-cycle prediction of reliability (pre-Milestone A). The United States Department of Defense (DoD) currently utilizes an acquisition framework in which system development advances through a series of checkpoints known as milestones. Each milestone represents a decision point, with Milestone A being the earliest in the life cycle. At Milestone A, also known as the risk-reduction decision, the DoD evaluates design concepts while also committing funds to the maturation of technologies in an effort to mitigate future risks. Typically, little is known about the particular system to be developed at this point in the acquisition life cycle, but DoD regulations require program man-agers to submit system reliability information (OUSD[A&S] 2015). Traditional reliability predictions, however, require extensive knowledge of the system of interest to produce accurate results. This level of knowledge is unavailable at or before Milestone A, there-fore, there is a need to create models and methodologies for the prediction of system reliability. This report provides an overview of a variety of methods investigated to improve the prediction of early life cycle reliability.
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Cleary, Summers, Michelle Kinseth e Michelle Uchitel. Land Cover Summary Statistics for Antietam National Battlefield. National Park Service, 2023. http://dx.doi.org/10.36967/2301818.

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This technical report documents the acquisition of source data, and calculation of land cover summary statistics datasets for Antietam National Battlefield. The source data and land cover calculations are available for use within the National Park Service (NPS) Inventory & Monitoring (I&M) Program. Land cover summary statistics datasets can be calculated for all geographic regions within the extent of the NPS; this report includes statistics calculated for the conterminous United States. The land cover summary statistics datasets are calculated from multiple sources, including Multi-Resolution Land Characteristics Consortium products in the National Land Cover Database (NLCD) and United States Geological Survey?s (USGS) Earth Resources Observation and Science (EROS) Center products in the Land Change Monitoring, Assessment, and Projection (LCMAP) raster dataset. These summary statistics calculate land cover at up to three classification scales: Level 1, modified Anderson Level 2, and Natural versus Converted land cover. The output land cover summary statistics datasets produced here for Antietam National Battlefield utilize the most recent versions of the source datasets (NLCD and LCMAP). These land cover summary statistics datasets are used in the NPS I&M Program, including the NPS Environmental Settings Monitoring Protocol and may be used by networks and parks for additional efforts.
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Cleary, Summers, Michelle Kinseth e Michelle Uchitel. Land Cover Summary Statistics for Antietam National Battlefield. National Park Service, 2022. http://dx.doi.org/10.36967/2300391.

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This technical report documents the acquisition of source data, and calculation of land cover summary statistics datasets for Antietam National Battlefield. The source data and land cover calculations are available for use within the National Park Service (NPS) Inventory & Monitoring (I&M) Program. Land cover summary statistics datasets can be calculated for all geographic regions within the extent of the NPS; this report includes statistics calculated for the conterminous United States. The land cover summary statistics datasets are calculated from multiple sources, including Multi-Resolution Land Characteristics Consortium products in the National Land Cover Database (NLCD) and United States Geological Survey?s (USGS) Earth Resources Observation and Science (EROS) Center products in the Land Change Monitoring, Assessment, and Projection (LCMAP) raster dataset. These summary statistics calculate land cover at up to three classification scales: Level 1, modified Anderson Level 2, and Natural versus Converted land cover. The output land cover summary statistics datasets produced here for Antietam National Battlefield utilize the most recent versions of the source datasets (NLCD and LCMAP). These land cover summary statistics datasets are used in the NPS I&M Program, including the NPS Environmental Settings Monitoring Protocol and may be used by networks and parks for additional efforts.
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Cleary, Summers. Land Cover Summary Statistics for National Capital Region Park Units. National Park Service, 2024. http://dx.doi.org/10.36967/2301309.

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This report documents the acquisition of source data, and calculation of land cover summary statistics datasets for ten National Park Service National Capital Region park units and three custom areas of analysis: Catoctin Mountain Park, Chesapeake & Ohio Canal National Historical Park, George Washington Memorial Parkway, Harpers Ferry National Historical Park, Manassas National Battlefield Park, Monocacy National Battlefield, National Capital Parks - East, Prince William Forest Park, Rock Creek Park, Wolf Trap National Park for the Performing Arts, and the three custom areas of analysis - National Capital Parks - East: Oxon Cove Park, Oxon Hill Farm, Piscataway Park, National Capital Parks - East: Greenbelt Park and Baltimore-Washington Parkway, and National Capital Parks - East: DC and Suitland Parkway. The source data and land cover calculations are available for use within the National Park Service (NPS) Inventory and Monitoring Program. Land cover summary statistics datasets can be calculated for all geographic regions within the extent of the NPS; this report includes statistics calculated for the conterminous United States. The land cover summary statistics datasets are calculated from multiple sources, including Multi-Resolution Land Characteristics Consortium products in the National Land Cover Database (NLCD) and United States Geological Survey?s (USGS) Earth Resources Observation and Science (EROS) Center products in the Land Change Monitoring, Assessment, and Projection (LCMAP) raster dataset. These summary statistics calculate land cover at up to three classification scales: Level 1, modified Anderson Level 2, and Natural versus Converted land cover. The output land cover summary statistics datasets produced here for the ten National Capital Region park units and three custom areas of analysis utilize the most recent versions of the source datasets (NLCD and LCMAP). These land cover summary statistics datasets are used in the NPS Inventory and Monitoring Program, including the NPS Environmental Settings Monitoring Protocol and may be used by networks and parks for additional efforts.
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Blais-Stevens, A., A. Castagner, A. Grenier e K D Brewer. Preliminary results from a subbottom profiling survey of Seton Lake, British Columbia. Natural Resources Canada/CMSS/Information Management, 2023. http://dx.doi.org/10.4095/332277.

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Seton Lake is a freshwater fiord located in southwestern British Columbia, roughly 4 km west of Lillooet and 250 km north-northeast of Vancouver. Located in the Coast Mountains, it is an alpine lake about 22-km long and roughly 1-1.5 km wide. It is separated from nearby Anderson Lake, located to the west, by a large pre-historic rock avalanche deposit at Seton Portage. The lake stands at about 243 m above sea level and is up to about 150 m deep (BC gov., 1953). Water level is controlled by a hydroelectric dam (i.e., Seton dam) located at the eastern end of the lake. Here, the lake drains east into Seton Canal, a 5 km diversion of the flow of the Seton River, which begins at the Seton dam. The Seton Canal pushes water to the Seton Powerhouse, a hydroelectric generating station at the Fraser River, just south of the community of Sekw'el'was and confluence of the Seton River, which drains into the Fraser River at Lillooet. Seton Portage, Shalatlh, South Shalatlh, Tsal'alh (Shalath), Sekw'el'was (Cayoosh Creek), and T'it'q'et (Lillooet) are communities that surround the lake. Surrounded by mountainous terrain, the lake is flanked at mid-slope by glacial and colluvial sediments deposited during the last glacial and deglacial periods (Clague, 1989; Jakob, 2018). The bedrock consists mainly of mafic to ultramafic volcanic rocks with minor carbonate and argillite from the Carboniferous to Middle Jurassic periods (Journeay and Monger, 1994). As part of the Public Safety Geoscience Program at the Geological Survey of Canada (Natural Resources Canada), our goal is to provide baseline geoscience information to nearby communities, stakeholders and decision-makers. Our objective was to see what kind of sediments were deposited and specifically if we could identify underwater landslide deposits. Thus, we surveyed the lake using a Pinger SBP sub bottom profiler made by Knudsen Engineering Ltd., with dual 3.5 / 200 kHz transducers mounted to a small boat (see photo). This instrument transmits sound energy down through the water column that reflects off the lake bottom surface and underlying sediment layers. At the lake surface, the reflected sound energy is received by the profiler, recorded on a laptop computer, and integrated with GPS data. These data are processed to generate a two-dimensional image (or profile) showing the character of the lake bottom and underlying sediments along the route that the boat passed over. Our survey in 2022 recorded 98 profiles along Seton Lake. The red transect lines show the locations of the 20 profiles displayed on the poster. The types of sediments observed are mostly fine-grained glaciolacustrine sediments that are horizontally bedded with a subtle transition between glaciolacustrine to lacustrine (e.g., profiles A-A'; C-C'; F-F'; S-S'). Profile S-S' displays this transition zone. The glaciolacustrine sediments probably were deposited as the Cordilleran Ice Sheet retreated from the local area (~13,000-11,000 years ago; Clague, 2017) and the lacustrine sediments, after the ice receded to present-day conditions. Some of the parallel reflections are interrupted, suggesting abrupt sedimentation by deposits that are not horizontally bedded; these are interpreted as landslide deposits (see pink or blue deposits on profiles). The deposits that show disturbance in the sedimentation found within the horizontal beds are thought to be older landslides (e.g., blue arrows/deposits in profiles C-C'; E-E'; F-F'; G-G'; I-I'; J-J'; K-K'; N-N'; P-P'; Q-Q'; R-R'; T-T'; U-U'), but the ones that are found on top of the horizontally laminated sediments (red arrows/pink deposits), and close to the lake wall, are interpreted to be younger (e.g., profiles B-B'; C-C'; H-H'; K-K'; M-M'; O-O'; P-P'; Q-Q'). At the fan delta just west of Seton dam, where there was no acoustic signal penetration, it is interpreted that the delta failed and brought down coarser deposits at the bottom of the lake (e.g., profiles H-H'; M-M'; and perhaps K-K'). However, these could be glacial deposits, bedrock, or other coarser deposits. Some of the deposits that reflect poor penetration of the acoustic signal, below the glaciolacustrine sediments, could represent glacial deposits, old landslide deposits, or perhaps the presence of gas (orange arrows; e.g, B-B'; D-D'; J-J'; O-O', T-T'). The preliminary results from sub bottom profiling reveal that there are underwater landslides deposits of widely varying ages buried in the bottom of the lake. However, the exact timing of these is not known. Hence our preliminary survey gives an overview of the distribution of landslides where there seems to be a larger number of landslides recorded in the narrower eastern portion of the lake.
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