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Academic literature on the topic 'ITE programs'

Author: Grafiati

Published: 10 January 2023

Last updated: 28 January 2023

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Journal articles on the topic "ITE programs"

Boyd, Wendy, Linda Mahony, Jane Warren, and Sandie Wong. "The Design of Early Childhood Teacher Education Programs: Australian Employer Perspectives with International Program Comparisons." Australian Journal of Teacher Education 47, no. 6 (June 2022): 69–84. http://dx.doi.org/10.14221/ajte.2022v47n6.5.

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Provision of quality early childhood education and care (ECEC) supports children’s learning with strong agreement that early childhood teachers (ECTs) are central to quality provision. In many countries, it is mandatory that ECEC services employ ECTs. However, Australian ECT employers report that early childhood graduates are not always well-prepared to work in ECEC settings. This may be because what constitutes optimal early childhood initial teacher education programs (EC ITE) is unclear. To investigate the design of EC ITE programs this research reports on (i) design of EC ITE programs across international contexts; and (ii) 19 Australian ECT employers’ perspectives on EC ITE program design. Findings indicate little consensus on the design of EC ITE programs, with inconsistencies across and within countries. Australian employers identified shortcomings in graduates knowledge. This research highlights recommendations to understand how programs prepare ECTs, by conducting research tracking preservice teachers from EC ITE programs into ECEC teaching.

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Hofmeister, Sabrina, Thomas R. O'Neill, and Dennis J. Butler. "Comparative Analysis of the American Board of Family Medicine and American College of Osteopathic Family Physicians In-Training Examinations." Family Medicine 50, no. 10 (November 2, 2018): 746–50. http://dx.doi.org/10.22454/fammed.2018.205747.

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Background and Objectives: Family medicine residency programs accredited by the Accreditation Council for Graduate Medical Education and the American Osteopathic Association typically require their residents to take the American Board of Family Medicine’s In-Training Examination (ITE) and the American College of Osteopathic Family Physicians’ In-Service Examination (ISE). With implementation of the single accreditation system (SAS), is it necessary to administer both examinations? This pilot study assessed whether the degree of similarity for the construct of family medicine knowledge and clinical decision making as measured by both exams is high enough to be considered equivalent and analyzed resident ability distribution on both exams. Methods: A repeated measures design was used to determine how similar and how different the rankings of PGY-3s were with regard to their knowledge of family medicine as measured by the ISE and ITE. Eighteen third-year osteopathic residents participated in the analysis, and the response rate was 100%. Results: The correlation between ISE and ITE rankings was moderately high and significantly different from zero (rs=.76, P<0.05). A Wilcoxon signed rank test indicated that the median ISE score of 62 was not statistically significantly different than the median ITE score of 71 (Z=-0.74, P=0.46, 2-tailed). Conclusions: The lack of a difference on statistical analysis of ISE scores and the ITE scores of the PGY-3 residents suggests that the cohort of osteopathic residents in family residency programs and the cohort of residents in ACGME-accredited programs seem to be of comparable ability, therefore there is no clear justification for administering both examinations.

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Arnott, Stephanie, and Marie-Josée Vignola. "The Common European Framework of Reference (CEFR) in French immersion teacher education." Journal of Immersion and Content-Based Language Education 6, no. 2 (October 23, 2018): 321–45. http://dx.doi.org/10.1075/jicb.17008.arn.

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Abstract Over 11% of Canadian students are currently enrolled in French immersion (FI) – a program where French is a subject of study and is the language of instruction in at least two content areas. Research shows that stakeholders in FI initial teacher education (ITE) programs identify French language proficiency development as an area of high priority; however, Canadian ITE programs do not typically provide linguistic support. This article reports on an adaptation and implementation of the Common European Framework of Reference (CEFR) (specifically, the European Language Portfolio [ELP]) as part of a remedial 24-week French writing course in an FSL ITE program focused on developing French proficiency. Student-teachers (n = 25) and the course instructor identified strengths and challenges associated with this initiative via surveys and interviews. Findings show participant convergence and divergence on the portfolio experience, raising implications for decision-making related to its use in ITE programs targeting FI teachers.

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Thomas, Jeff, Bianca Coleman, and Ebba Herrlander Birgerson. "Preparing Initial Teacher Education Students for Flexible Learning Programs." Australian Journal of Teacher Education 47, no. 1 (January 2022): 66–79. http://dx.doi.org/10.14221/ajte.2022v47n1.5.

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In Australia, there is currently no official training pathway or qualification required for working in Flexible Learning Programs (FLPs). This causes a problem for both new teachers wishing to work in this area and for employers who have no way of knowing whether a new teacher has the appropriate skills or knowledge to teach in this alternative context. To address this problem, we designed and implemented a program during which Initial Teacher Education (ITE) students were given the opportunity to experience teaching in a FLP. Here we report on the experiences and perceptions of the preparation program from the perspectives of the key stakeholders, including the ITE students, FLP staff, and the young people attending the FLP. All stakeholders perceived the project to be a success in enabling the ITE students to gain valuable theoretical knowledge and practical experience of the FLP context.

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Sisson, Stephen D., Amanda Bertram, and Hsin-Chieh Yeh. "Concurrent Validity Between a Shared Curriculum, the Internal Medicine In-Training Examination, and the American Board of Internal Medicine Certifying Examination." Journal of Graduate Medical Education 7, no. 1 (March 1, 2015): 42–47. http://dx.doi.org/10.4300/jgme-d-14-00054.1.

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Abstract Background A core objective of residency education is to facilitate learning, and programs need more curricula and assessment tools with demonstrated validity evidence. Objective We sought to demonstrate concurrent validity between performance on a widely shared, ambulatory curriculum (the Johns Hopkins Internal Medicine Curriculum), the Internal Medicine In-Training Examination (IM-ITE), and the American Board of Internal Medicine Certifying Examination (ABIM-CE). Methods A cohort study of 443 postgraduate year (PGY)-3 residents at 22 academic and community hospital internal medicine residency programs using the curriculum through the Johns Hopkins Internet Learning Center (ILC). Total and percentile rank scores on ILC didactic modules were compared with total and percentile rank scores on the IM-ITE and total scores on the ABIM-CE. Results The average score on didactic modules was 80.1%; the percentile rank was 53.8. The average IM-ITE score was 64.1% with a percentile rank of 54.8. The average score on the ABIM-CE was 464. Scores on the didactic modules, IM-ITE, and ABIM-CE correlated with each other (P < .05). Residents completing greater numbers of didactic modules, regardless of scores, had higher IM-ITE total and percentile rank scores (P < .05). Resident performance on modules covering back pain, hypertension, preoperative evaluation, and upper respiratory tract infection was associated with IM-ITE percentile rank. Conclusions Performance on a widely shared ambulatory curriculum is associated with performance on the IM-ITE and the ABIM-CE.

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Joseph, Dawn, Rohan Nethsinghe, and Alberto Cabedo-Mas. "“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands." International Journal of Music Education 38, no. 2 (October 3, 2019): 177–93. http://dx.doi.org/10.1177/0255761419880027.

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Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and diversity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural diversity within ITE programs and across other educational settings.

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Wade, C. E., K. I. Stanford, T. P. Stein, and J. E. Greenleaf. "Intensive exercise training suppresses testosterone during bed rest." Journal of Applied Physiology 99, no. 1 (July 2005): 59–63. http://dx.doi.org/10.1152/japplphysiol.00332.2004.

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Spaceflight and prolonged bed rest (BR) alter plasma hormone levels inconsistently. This may be due, in part, to prescription of heavy exercise as a countermeasure for ameliorating the adverse effects of disuse. The initial project was to assess exercise programs to maintain aerobic performance and leg strength during BR. The present study evaluates the effect of BR and the performance of the prescribed exercise countermeasures on plasma steroid levels. In a 30-day BR study of male subjects, the efficacy of isotonic (ITE, n = 7) or isokinetic exercise (IKE, n = 7) training was evaluated in contrast to no exercise ( n = 5). These exercise countermeasures protected aerobic performance and leg strength successfully. BR alone (no-exercise group) did not change steroidogenesis, as assessed by the plasma concentrations of cortisol, progesterone, aldosterone, and free (FT) and total testosterone (TT). In the exercise groups, both FT and TT were decreased ( P < 0.05): FT during IKE from 24 ± 1.7 to 18 ± 2.0 pg/ml and during ITE from 21 ± 1.5 to 18 ± 1 pg/ml, and TT during IKE from 748 ± 68 to 534 ± 46 ng/dl and during ITE from 565 ± 36 to 496 ± 38 ng/dl. The effect of intensive exercise countermeasures on plasma testosterone was not associated with indexes of overtraining. The reduction in plasma testosterone associated with both the IKE and ITE countermeasures during BR supports our hypothesis that intensive exercise countermeasures may, in part, contribute to changes in plasma steroid concentrations during spaceflight.

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Pelliccione, Lina, Valerie Morey, Rebecca Walker, and Chad Morrison. "An evidence-based case for quality online initial teacher education." Australasian Journal of Educational Technology 35, no. 6 (December 28, 2019): 64–79. http://dx.doi.org/10.14742/ajet.5513.

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The rapid expansion of fully online delivery of initial teacher education (ITE) seen in the past decade has generated some concerns about impact on teacher quality. This is set within broader, sustained concerns about ITE generally. Much of the criticism of online ITE has been made without sufficient evidence to support the claims, largely due to the still-nascent evidence base. The data presented here contributes to that evidence base by providing demographic and academic achievement insights for cohorts of graduate teachers (N = 2008) across the years 2012 to 2018 who have engaged in fully online ITE at an Australian university. The literature has recognised the traditional barriers to accessing higher education for many of these students, including women, the mature-aged, and those with family and work responsibilities. Performance data for online ITE students within their programs demonstrates that they are breaking through these barriers associated with the digital divide. Analysis of who these people are, where they come from, and how they are performing provides valuable insights into online ITE, at a time when the value of broadening access to education and digital equity are being widely acknowledged.

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Jacobs, Rachael Frances. "Arts-based critical service-learning experiences as transformative pedagogy." Journal of Pedagogy 13, no. 2 (December 1, 2022): 29–53. http://dx.doi.org/10.2478/jped-2022-0007.

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Abstract Initial teacher education programs regularly engage students in service-learning programs, providing an additional pathway to personal, professional and pedagogical transformation in their learning journey. One of those pathways is through service-learning placements in community arts projects. This paper reports on a study of arts-based service-learning programs at two universities. Eight initial teacher education (ITE) students were interviewed after their placements and a number of key themes emerged. These include the importance of productive discomfort as part of the service-learning experience and transformative pedagogy resulting from the art-based experience. This paper also explores some critiques of traditional service-learning models that have opened spaces for critical service-learning approaches. The analysis of ITE students’ narratives led to findings about the path of transformation from traditional to critical service-learning approaches through arts-based projects, an area which has been largely unexplored in previous research. The paper concludes with discussion of future avenues for related research that orientate service-learning in the arts towards social and creative justice.

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Cadeliña, Flordeline A. "The Utilization of Web-Based Instruction in the Information Technology Education (ITE) Programs." International Journal of Humanities and Social Sciences 11, no. 3 (April 30, 2019): 12–17. http://dx.doi.org/10.26803/ijhss.11.3.2.

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Dissertations / Theses on the topic "ITE programs"

Rajachidambaram, Sarojini Priyadarshini. "NANOCONTROLLER PROGRAM OPTIMIZATION USING ITE DAGS." UKnowledge, 2007. http://uknowledge.uky.edu/gradschool_theses/479.

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Kentucky Architecture nanocontrollers employ a bit-serial SIMD-parallel hardware design to execute MIMD control programs. A MIMD program is transformed into equivalent SIMD code by a process called Meta-State Conversion (MSC), which makes heavy use of enable masking to distinguish which code should be executed by each processing element. Both the bit-serial operations and the enable masking imposed on them are expressed in terms of if-then-else (ITE) operations implemented by a 1-of-2 multiplexor, greatly simplifying the hardware. However, it takes a lot of ITEs to implement even a small program fragment. Traditionally, bit-serial SIMD machines had been programmed by expanding a fixed bitserial pattern for each word-level operation. Instead, nanocontrollers can make use of the fact that ITEs are equivalent to the operations in Binary Decision Diagrams (BDDs), and can apply BDD analysis to optimize the ITEs. This thesis proposes and experimentally evaluates a number of techniques for minimizing the complexity of the BDDs, primarily by manipulating normalization ordering constraints. The best method found is a new approach in which a simple set of optimization transformations is followed by normalization using an ordering determined by a Genetic Algorithm (GA).

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Chau, Teresa C. "IFE, an interactive formula editor." FIU Digital Commons, 1988. http://digitalcommons.fiu.edu/etd/2117.

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IFE, the Interactive Formula Editor is an experimental system designed, developed and implemented to propose a different approach to handle mathematical formulae. Its main characteristics are: (1) Interactive creation and edition of a mathematical formula, (2) Tex-form output for a printed version of a formula, and (3) Ability to generate a new set of characters by means of a character editor. Mathematical symbols are provided and adjusted by the system, automatically. The system also, guides the user during the formula description because it knows the syntax of the graphical representation. The system seems to be complete and perform well. The listing of the program is included, as are suggestions for further development.

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Ibrahim, Lauren Sue. "A Case Study of the Acceptance of the Tacoma-Pierce County Needle Exchange Program by Three Diverse Groups: Law Enforcement Personnel, Health Department Officials, and Program Clients (i.e., Intravenous Drug Users)." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1383.

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Legitimate and underground needle exchange programs, specifically targeted for intravenous drug users (IVDUs) (i.e., currently the second largest risk group in the AIDS epidemic), have emerged in various locales in a desperate attempt to change their drug use practices and behaviors associated with the transmission of HIV-1/AIDS. This study focuses on one such program, the Tacoma-Pierce County Needle Exchange Program, in which the pioneering efforts of a private individual are provided, the manifestations of public entrepreneurism are examined, and in which various attributes of program acceptance are identified and explored. An introductory and exploratory case study approach is the research strategy used in this dissertation, since it is adaptive and flexible to accommodate the use of multiple data sources. Data have been collected through semi-structured interviews involving four law enforcement personnel and 21 program clients (i.e., IVDUs), which consisted of open-and close-ended questions regarding program acceptance. Existing data sources, such as court documents, published interviews with key officials, journals, and various news articles provide an assessment of the events and activities that relate to the evolution and success of the Tacoma-Pierce County Needle Exchange Program. The attributes identified and explored in this study include: settings, type of staff, method of service delivery (including spillover effects), nature of the geographic area, concern over the effects of AIDS, external environmental conduits (the informal communication network and the media), and characteristics of program clients. These attributes were found to be important to program acceptance of the Tacoma-Pierce County Needle Exchange Program; however, they should be further examined in other communities to see if they remain important. To this extent, the findings indicated that needle exchange programs have complex characteristics attached to them, and that they deserve to be further studied to understand those complexities. Other benefits of the Tacoma-Pierce County Needle Exchange Program found to be important include: (1) fewer citizen complaints about the carelessly discarded, used syringes often found in gutters, parks, greenbelts, alleys, and streets; and (2) fewer reports of infections caused by accidental needle stick injuries among law enforcement personnel (which can occur when a law enforcement officer frisks a suspect), maintenance employees, and grounds-keepers. Overall, phenomenal savings can accrue from such unintentional and additional benefits of needle exchange programs. In light of this debilitating disease, and of the high cost associated with medical care, such innovative interventions are perceived worthy in the course of this deadly epidemic.

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Ramnath, Rajiv. "ICE-- an integrated environment for constructing and tuning parallel programs /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712156562.

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Ma, Shu S. M. Massachusetts Institute of Technology. "India's infrastructure development and the lessons from China's experences [i.e. experience]." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/110139.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, School of Engineering, System Design and Management Program, 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 23-24).
Infrastructure plays an important role in a country's economic development, it is also essential to recover from the financial crisis. The history of developed countries shows that infrastructure contributed a lot in economic development, and maintaining & upgrading infrastructure is also important for running economy smoothly. In developing countries, the quality of infrastructure and its service helps to reduce the production cost, increase the quality of personal life and gain the international competitiveness. India is the third largest country in Asia, it has developed rapidly in the recent years and became more attractive to foreign investment. Since its economic reforms in 1991, The Indian government has been committed to the development of infrastructure and encouraged private sector and foreign direct investment's participation, especially in the recent ten years. Recognizing that the lags of infrastructure development became the bottleneck of its economic growth, the Indian government increased the strength of infrastructure development by more policy and fiscal support. This paper briefly introduces the infrastructure development situation in India and attempts to analyze from infrastructure perspective the advantages and challenges that India has to sustain its economic growth. This research also compares China's rapid economic growth and infrastructure development contribution to it. In examining the successful experience that China has, and problems exposed in its infrastructure development the consequence by performing the massive stimulus financial package in 2008 points out that infrastructure development has positive impact on economic growth, and can directly contribute to the growth. There are limitations to the extent to which infrastructure development can contribute to long term economic stability.
by Shu Ma.
S.M. in Engineering and Management

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Galt, Natasha. "Academy progamme [i.e. programme] initiatives : a new beginning?" Thesis, University of Canterbury. School of Educational Studies and Human Development, 2000. http://hdl.handle.net/10092/2287.

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Jones, Peggy K. "A comparability analysis of the National Nurse Aide Assessment Program." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001752.

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Salamini, Alexey. "Capturing value from Item Unique Identification (IUID)." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/35676.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering; and, (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; in conjunction with the Leaders for Manufacturing Program at MIT, 2006.
Includes bibliographical references (leaves 90-91).
The Department of Defense has issued a mandate aimed at improving its capabilities in determining the location, value, quantity, and condition of government assets. The mandate requires marking specified assemblies and components with a unique identifier using two-dimensional data matrix technology. Item Unique Identification (IUID), comprised of data matrix technology and the Unique Item Identifier (UII) data construct, was chosen to create a global standard for identification and because it showed promise in providing lifetime tracking of assets. Currently, Raytheon's implementation strategy to address the mandate has focused solely on compliance and does not aim to extract value from the IUID mandate or the UII construct. However there are many potential benefits of these capabilities. This thesis attempts to identify potential usage scenarios, determine if they are a worthwhile investment, and develop a more deliberate IUID strategy for Raytheon as a corporation within the context of the existing tracking and information landscape. It was determined that company wide pre-tax net savings of $10.6 ( 5.4) Million annually are possible from leveraging IUID technology in repair operations alone.
(cont.) This study recommends a pilot program and if successful, to continue to leverage IUID in those repair programs with: more than 500 units processed annually, more than five workstations, and an IUID requirement in place. This study also recommends that Raytheon should not mark above contractual requirements but should encourage customers to implement IUID marking for high volume programs. This study led to additional recommendations for operations strategy at Raytheon. Automated rather than manual (keystrokes) data entry should be promoted in all operations; specifically in high volume applications. Raytheon should also make a practice of purchasing scanners that detect both bar codes and data matrices for all operations. Finally, the UII construct should be adopted in company wide operations independent of which technology (bar code, 2D Matrix, or Radio Frequency Identification (RFID)) is used to read or deliver it.
by Alexey Salamini.
M.B.A.
S.M.

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Yildirim, Huseyin Husnu. "The Differential Item Functioning (dif) Analysis Of Mathematics Items In The International Assessment Programs." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607135/index.pdf.

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Cross-cultural studies, like TIMSS and PISA 2003, are being conducted since 1960s with an idea that these assessments can provide a broad perspective for evaluating and improving education. In addition countries can assess their relative positions in mathematics achievement among their competitors in the global world. However, because of the different cultural and language settings of different countries, these international tests may not be functioning as expected across all the countries. Thus, tests may not be equivalent, or fair, linguistically and culturally across the participating countries. In this conte! ! xt, the present study aimed at assessing the equivalence of mathematics items of TIMSS 1999 and PISA 2003 across cultures and languages, to fin! d out if mathematics achievement possesses any culture specifi! c aspect s. For this purpose, the present study assessed Turkish and English versions of TIMSS 1999 and PISA 2003 mathematics items with respect to, (a) psychometric characteristics of items, and (b) possible sources of Differential Item Functioning (DIF) between these two versions. The study used Restricted Factor Analysis, Mantel-Haenzsel Statistics and Item Response Theory Likelihood Ratio methodologies to determine DIF items. The results revealed that there were adaptation problems in both TIMSS and PISA studies. However it was still possible to determine a subtest of items functioning fairly between cultures, to form a basis for a cross-cultural comparison. In PISA, there was a high rate of agreement among the DIF methodologies used. However, in TIMSS, the agree! ment ra! te decreased considerably possibly because the rate o! f differ e! ntially functioning items within TIMSS was higher, and differential guessing and differential discriminating were also issues in the test. The study! also revealed that items requiring competencies of reproduction of practiced knowledge, knowledge of facts, performance of routine procedures, application of technical skills were less likely to be biased against Turkish students with respect to American students at the same ability level. On the other hand, items requiring students to communicate mathematically, items where various results must be compared, and items that had real-world context were less likely to be in favor of Turkish students.

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Makhavhu, Thanyani Selinah. "The implimantation [i.e. Implementation] of inclusive education : a support program for teachers." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50161.

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Thesis (MEd)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: In South African schools teachers are currently being expected to make major changes in the way they understand teaching and learning in the process of adapting to an entirely new curriculum like Curriculum 2005 or Outcomes Based Education (Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Research asked the question about what the needs of teachers are towards support to facilitate the implementation of inclusive education in the Limpopo Province of South Africa. A case study was conducted, the purpose being to inform support programmes for teachers. The target population included a selected primary school, the Mutondo Primary School in the Vuwani Area of the Limpopo Province. Participants included 20 voluntary teachers. A literature review was undertaken on the implementation of inclusive education in South Africa. It indicated that teachers showed negative and positive attitudes towards inclusive education in schools. It also showed that that teachers needed support to facilitate positive change in their attitudes toward inclusion in South Africa. Engelbrecht, Green, Naicker and Engelbrecht (1999:157) also emphasised that support was crucial for teachers as they felt that they did not have enough training in order to meet many challenges they come across. The aims of the study was to identify the need for a support programme towards inclusive education for teachers in the Vuwani Area of the Limpopo Province, to provide information to teachers on the implementation of inclusive education and to evaluate the needs for a support programme on the implementation of inclusive education in this area. Information was gathered at the hand of workshops with focus group interviews. The main themes that emerged from the data was the number of learners in a class, resources, the need for in-service training, a culture of respect and acceptance and a flexible curriculum. Findings suggested that a support programme could implement the policy of inclusive education more effectively when teachers' needs for training and support were being met.
AFRIKAANSE OPSOMMING: In Suid-Afrika word dit tans van onderwysers verwag om groot veranderinge aan te bring in die wyse waarop hulle onderrig en leer om sodoende te kan aanpas by 'n nuwe kurrikulum soos Kurrikulum 2005 of Uitkomsgebasseerde Onderwys (Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Hierdie stuk navorsing vra die vraag oor die behoeftes van onderwysers ten opsigte ondersteuning om die implimentering van inklusiewe onderwys binne die Limpopo Provinsie van Suid-Afrika te fasiliteer. 'n Gevallestudie is onderneem met as doelom inligting te verskaf ten opsigte van 'n ondersteuningsprogram vir onderwysers. Die teikenbevolking het ingesluit 'n geselekteerde primêre skool in die Vuwani gebied van die Limpopo Provinsie, naamlik die Mutondo Primêre Skool. Deelnemers het 20 vrywillige onderwysers ingesluit. 'n Literatuurstudie is onderneem oor die implimentering van inklusiewe onderwys binne Suid-Afrika. Dit het getoon dat onderwysers beide positiewe en negatiewe houdings openbaar teenoor inklusiewe onderwys binne skole. Dit het verder aangetoon dat onderwysers ondersteuning benodig ten opsigte van die fasilitering van positiewe veranderings in hul houdings jeens inklusiewe onderwys in Suid-Afrika. Engelbrecht, Green, Naicker en Engelbrecht (1999: 157) beklemtoon dat ondersteuning uiters belangrik is vir onderwysers aangesien hulle voel dat hulle nie genoegsame opleiding het om nuwe uitdagings aan te spreek nie. Doelwitte binne hierdie studie het ingesluit die identifisering van die behoefte aan 'n ondersteuningsprogram vir onderwysers binne die Vuwani area van die Limpopo Provinsie, die deurgee van inligting aan onderwysers rakende inklusiewe onderwys en die evaluering van behoeftes vir 'n ondersteuningsprogram rakende die implimentering van inklusiewe onderwys in hierdie gebied. Data is ingesamel aan die hand van werkswinkels met fokusgroeponderhoude. Die hooftemas wat uit die navorsing na vore getree het, was die aantalleerders binne klasse, hulpmiddele, die behoefte van indiensopleiding, 'n kultuur van respek en aanvaarding en laastens 'n buigsame kurrikulum. In kort is bevind dat 'n ondersteuningsprogram die implimentering van inklusiewe onderwys kan vergemaklik.

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Books on the topic "ITE programs"

Burnaby, Barbara. China/Canada Language and Culture [i.e. Cultural] Programs [i.e. Program]: Phase III evaluation report. [Toronto]: Ontario Institute for Studies in Education, 1986.

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Idaho. Office of Performance Evaluations. Contracted versus district-operated public [i.e. pupil] transportation programs: An analysis of cost and program differences. Boise, Idaho (P.O. Box 83720, Boise 83720-0055): The Office, 1996.

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Tromp, Coyan. Wicked Philosophy. NL Amsterdam: Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462988774.

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Wicked Philosophy. Philosophy of Science and Vision Development for Complex Problems provides an overview of the philosophy of the natural sciences, the social sciences and the humanities, and explores how insights from these three domains can be integrated to help find solutions for the complex, ‘wicked’ problems we are currently facing. The core of a new science-based vision is complexity thinking, offering a meta-position for navigating alternative paradigms and making informed choices of resources for projects involving complex problems. The book also brings design thinking into problem-solving and teaching, fostering construction of an integrative approach that bridges structure and action amplified by transdisciplinary engagement of stakeholders in society. It is not always easy to set up a succesfull philosophy course for students in other programs. The author of Wicked Philosophy, Coyan Tromp, has experience in designing courses on philosophy of science for various Bachelor programs. You can find two examples here. The first example is for an introductory course to an Interdisciplinary Philosophy of Science, which is specifically suited for programs focusing at complex problems such as sustainability or health issues. The second example is a program for a course on (Philosophy of) Science in a Post-Truth Society. More examples are also available (e.g. a program in which Philosophy of Science is combined with Vision Development and Future Scenarios). In addition to the program, the author can also provide a workbook with lesson plans, both for online and on campus settings as well as additional literature suggestions for Dutch and French programmes. Please contact us at marketing@aup.nl for questions or extra material.

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Sellers, Robert. Cult TV: The Golden Age of ITC. London: Plexus Publishing, 2006.

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Wright, William B. User manual for the NASA Glenn Ice Accretion Code LEWICE. 2nd ed. [Cleveland, Ohio]: National Aeronautics and Space Administration, Glenn Research Center, 2002.

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Thissen, David. Multilog user's guide: Multiple, categorical item analysis and test scoring using item response theory. 6th ed. Lincolnwood, IL: Scientific Software International, 1991.

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Parring, A. M. Metodicheskoe rukovodstvo dli͡a︡ polʹzovateli͡a︡ paketa [i.e. paketom] SAISI. Tartu: Tartuskiĭ gos. universitet, 1986.

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Shirey, David. 21st century RPG: Free, ILE and MVC. Boise, ID: MC Press, 2017.

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Carlson, James E. Multidimensional item response theory estimation: A computer program : version 2.01. Iowa City, Iowa: American College Testing Program, 1988.

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Debogorski, Alex. King of the road: True tales from a legendary ice road trucker. Hoboken, N.J: Wiley, 2010.

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Book chapters on the topic "ITE programs"

Jakobs, Marie-Christine, and Maik Wiesner. "PEQtest: Testing Functional Equivalence." In Fundamental Approaches to Software Engineering, 184–204. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99429-7_11.

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AbstractRefactoring a program without changing the program’s functional behavior is challenging. To prevent that behavioral changes remain undetected, one may apply approaches that compare the functional behavior of original and refactored programs. Difference detection approaches often use dedicated test generators and may be inefficient (i.e., execute (some of) the non-modified code twice). In contrast, proving functional equivalence often requires expensive verification. Therefore, we propose PEQtest, which aims at localized functional equivalence testing thereby relying on existing tests or test generators. To this end, PEQtest derives a test program from the original program by replacing each code segment being refactored with program code that encodes the equivalence of the original and its refactored code segment. The encoding is similar to program encodings used by some verification-based equivalence checkers. Furthermore, we prove that the test program derived by PEQtest indeed checks functional equivalence. Moreover, we implemented PEQtest in a prototype and evaluate it on several examples. Our evaluation shows that PEQtest successfully detects refactored programs that change the program behavior and that it often performs better than the state-of-the-art equivalence checker PEQcheck.

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Kouh, Hoon-Joon, Ki-Tae Kim, Sun-Moon Jo, and Weon-Hee Yoo. "Debugging of Java Programs Using HDT with Program Slicing." In Computational Science and Its Applications – ICCSA 2004, 524–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-24768-5_56.

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Zaslavski, Alexander J. "Optimal Programs." In Springer Optimization and Its Applications, 265–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60307-6_8.

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Miller, William. "The Item Banking Program." In OpenStat Reference Manual, 367–71. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5740-4_16.

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Young, K. M., A. E. Costley, T. Matoba, D. Orlinski, and P. E. Stott. "The ITER Diagnostic Programme." In Diagnostics for Experimental Thermonuclear Fusion Reactors, 13–22. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4613-0369-5_2.

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Tawarmalani, Mohit, and Nikolaos V. Sahinidis. "Relaxations of Factorable Programs." In Nonconvex Optimization and Its Applications, 125–45. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4757-3532-1_4.

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Fetzer, James H. "Program Verification." In Artificial Intelligence: Its Scope and Limits, 233–67. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-1900-6_8.

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Buiras, Pablo, and Alejandro Russo. "Lazy Programs Leak Secrets." In Secure IT Systems, 116–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41488-6_8.

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Boichut, Yohan, Vivien Pelletier, and Pierre Réty. "Approximating Any Logic Program by a CS-Program." In Rewriting Logic and Its Applications, 245–60. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99840-4_14.

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Higle, Julia L., and Suvrajeet Sen. "Two Stage Stochastic Linear Programs." In Nonconvex Optimization and Its Applications, 1–33. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4615-4115-8_1.

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Conference papers on the topic "ITE programs"

Gumba, Glenn, and Jessie R. Paragas. "Prediction Analysis Of Student Admission To Information Technology Education (ITE) Programs Using Classification Algorithm." In 2022 Fifth International Conference on Vocational Education and Electrical Engineering (ICVEE). IEEE, 2022. http://dx.doi.org/10.1109/icvee57061.2022.9930443.

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Bateev, A. B., and V. P. Filippov. "Computer programs of information processing of nuclear physical methods as a demonstration material in studying nuclear physics and numerical methods." In INFORMATION TECHNOLOGIES IN EDUCATION OF THE XXI CENTURY (ITE-XXI): Proceedings of the International Scientific-Practical Conference “Information Technologies in Education of the XXI Century”. Author(s), 2017. http://dx.doi.org/10.1063/1.4972442.

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Koohang, Alex, Liz Riley, Richard Spiers, Kevin Floyd, Julie Santiago, Alicia David, and Payton Glore. "Panel Discussion: Preparing for Undergraduate Information Technology Program Accreditation." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3193.

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This panel will inform the audience about an undergraduate IT program's preparation and process for ABET accreditation. The School of Information Technology at Macon State College is seeking accreditation from the Accreditation Board of Engineering and Technology (ABET). ABET accredits academic programs that prepare graduates for entry into the following professional disciplines: 1) applied science, 2) computing, 3) engineering, and 4) technology. (http://www.abet.org). Specifically, the panel will discuss three themes essential in preparing the IT program for ABET accreditation. They are: 1) program educational objectives, 2) program outcome, and 3) program continuous improvement.

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Jaffe, R. "United States National ITS architecture program - recent activities." In IEE Seminar ITS System Architecture. IEE, 2000. http://dx.doi.org/10.1049/ic:20000603.

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POST, JONATHAN. "Hydrogen ice spacecraft." In Space Programs and Technologies Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1990. http://dx.doi.org/10.2514/6.1990-3826.

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Mason, P. L., and R. T. Clephan. "The UK MoD HPM Principal Programme - a progress report." In IET Pulsed Power Symposium 2006. IEE, 2006. http://dx.doi.org/10.1049/ic:20060084.

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Ali, Azad, and Frederick Kohun. "Comparing Two Program Contents with IT2005 Body of Knowledge." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3189.

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Academic computing programs often want to keep pace with technological changes by frequently updating their program contents. These program changes are often reactionary and lack uniform standards. Thus some of the changes are often rolled back and, as a result, face additional changes shortly after their implementation. A helpful strategy in computer program updates is to utilize a standard curriculum to gauge and benchmark the program. This paper compares the content of two technology programs with a standard curriculum developed by the Association of Computing Machinery (ACM) and other organizations including, AIS, AITP, IEEE and ABET-CAC. The paper examines the content of two technology programs: The T echnology Support and Training program (TST) at Eberly College of Business - Indiana University of Pennsylvania (IUP), and the Computer Information Systems (CIS) and Information Sciences (IS) programs in the School of Communications and Information Technology at Robert Morris University (RMU). It then compares the content of both programs with the Computing Curricula Information - Information T echnology Volume (IT2005) Body of Knowledge.

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"Evaluation of a Transdisciplinary Cancer Research Training Program for Under-Represented Minority Students." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4343.

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Aim/Purpose: This paper will describe the initial development of systems to evaluate research education activities of a U.S. academic Partnership to train minority students as cancer researchers and provide preliminary data from monitoring Partnership activities during the first six months. Background: There is increased focus on multidisciplinary/transdisciplinary research training programs. However, few training programs have included detailed evaluations to assess their outcomes and effectiveness. Methods: The Temple University/Fox Chase Cancer Center and Hunter College Regional Comprehensive Cancer Health Disparity Partnership (TUFCCC/HC Cancer Partnership, or the Partnership) is a recently-initiated center focused on training individuals from under-represented minorities (URMs) as cancer researchers. Evaluation of the training activities involves detailed specification of goals for each of the Partnership’s Cores; objectives for addressing each goal; measures and indicators to determine progress towards each objective; and data sources to provide information for the measures/indicators. Contribution: This paper will provide important information for evaluation of training programs focused on students from URM populations and development of transdisciplinary research education programs. Findings: Goals, objectives, measures, and data sources for evaluation of the Partnership’s Research Education Core (REC) were developed jointly by personnel from the REC and the Planning Evaluation Core (PEC) in an iterative process. These measures capture the training activities led by the REC (e.g., number of seminars and workshops), scientific output by trainees (e.g., papers and grants), and ability of the program to meet trainees’ goals and expectations. Recommendations for Practitioners and Researchers: Evaluation plans for transdisciplinary training programs need to be developed prior to program initiation. Evaluation measures should be jointly specified by training and evaluation personnel, then reviewed and revised in an iterative process. Impact on Society: This program is intended to enhance diversity among cancer researchers and increase studies to address disparities in cancer care. Future Research: The PEC will oversee the evaluation of Partnership training activities over the five year period and assist Partnership leaders in ensuring successful outcomes.

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Whittington, Keith. "A Project Designed to Assess Overall Programming Skills." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2620.

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This paper examines the process and outcomes of a final project given to students at the end of their third course in Java programming. The purpose of the project was to assess the students' knowledge of program design and the various Object-Oriented Programming (OOP) concepts covered throughout the three-course sequence. This project required the students to work in teams of two then interact with all the other teams in the class. A communication protocol was specified to ensure that each team’s program could work with every other team's program. At the end of the course each team had to present their results and experiences to the class. Every team's response was positive, but the surprising result was the overwhelming response from the students extolling the benefits and strengths of preliminary design, following established protocols, the use of core OOP concepts, and how it helped them create good, stable programs. This project surpassed our expectations and this paper discusses the details of the assignment, the student's progress throughout the project, and the final results.

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Zhan, Dexin, Daniel Agar, Moqin He, Don Spencer, and David Molyneux. "Numerical Simulation of Ship Maneuvering in Pack Ice." In ASME 2010 29th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/omae2010-21109.

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This paper presents preliminary results from a computer program for simulating ship maneuvering in ice covered waters. The program is derived from two programs, Ship Maneuvering Laboratory (SML) and a discrete element numerical modeling program (DECICE). SML is an in-house code developed by Oceanic Consulting Corporation for simulating ship maneuvering in open water. It is based on a ship maneuvering model originally developed by the Japanese mathematical maneuvering group (MMG). DECICE is a discrete element method which was developed by INTERA Technologies and is used to calculate the ice loads on the ship and the interactions between ice pieces. The paper presents a summary of the mathematical methods used together with the results of some case studies for ships EXM004, PSM004 and Esso Osaka Tanker. These computer predictions include turning circle and Zig-Zag maneuvers. Comparisons and discussion of the simulated results between cases with and without ice are also provided.

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Reports on the topic "ITE programs"

Weinstein, Emily. Chinese Talent Program Tracker. Center for Security and Emerging Technology, November 2020. http://dx.doi.org/10.51593/20200066.

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China operates a number of party- and state-sponsored talent programs to recruit researchers -- Chinese citizens and non-citizens alike -- to bolster its strategic civilian and military goals. CSET has created a tracker to catalog publicly available information about these programs. This catalog is a work in progress; if you have further information on programs currently not included in it -- or if you spot an error -- please complete the form at http://bit.ly/ChineseTalent

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Cho, Emily EunYoung, Karen Austrian, and Nicole Haberland. From Data to Action: Informing Menstrual Health Management Programs. Population Council, 2022. http://dx.doi.org/10.31899/sbsr2022.1019.

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The Population Council’s Girl Innovation, Research, and Learning (GIRL) Center and Evidence for Gender and Education Resource (EGER) program hosted the second virtual webinar of its From Data to Action series, “Informing Menstrual Health Management Programs” in February 2022. This document provides a recap of the webinar, which featured a global systematic review and results from a randomized controlled trial in Kenya on menstrual health management (MHM) programs. ZanaAfrica shared perspectives on program implementation and how the evidence is shaping their approach.

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Anderson, Lowell A., Neal Black, Thomas J. Hagerty, John P. Kluge, and Paul L. Sundberg. Pseudorabies (Aujeszky’s Disease) and Its Eradication: A Review of the U.S. Experience. U.S. Department of Agriculture, Animal and Plant Health Inspection Service, October 2008. http://dx.doi.org/10.32747/2008.7207242.aphis.

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This report has been written to serve as a history of the U.S. Aujeszky’s Disease (Pseudorabies) Eradication Program and as a guide when future disease eradication programs are considered. The report provides an overview of the program and its history and is generally nontechnical, with specific sections written by subject matter experts. The information was compiled during 2007, three years after the last four States qualified for Stage V (Free) Status. This eradication effort was formally initiated in 1989. The contents of this report include a variety of information that represents the viewpoints of individuals participating in the eradication effort. To introduce the challenge of pseudorabies (PRV), the report covers characteristics of the virus and the history of the disease in the United States, followed by the emergence of virulent strains in the 1970s that coincided with management changes in the swine industry. The report also discusses early attempts at PRV control, vaccines, and diagnostic tools, and then reviews various pilot projects, individual State experiences, and national debate on the pros and cons of eradication versus control. In addition, the report offers details on the evolution and acceptance of a national eradication program, including debate among industry and State/Federal officials, funding, testing protocols, cleanup plans, and the development of gene-deleted vaccines and their complementary tests. The ongoing threat of reintroduction from feral swine and emergency response plans are also included. Lastly, the technical coordinators have included a chapter on lessons learned from our various viewpoints on the eradication effort.

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Murguia, Juan M., Pablo Ordoñez, Leonardo Corral, and Gilmar Navarrete-Chacón. Payment for Ecosystem Services in Costa Rica: Evaluation of a Country-wide Program. Inter-American Development Bank, May 2022. http://dx.doi.org/10.18235/0004259.

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Several countries have implemented payment-for-ecosystem-services (PES) programs, buoyed by the promise of these programs as a win-win strategy that would allow both the conservation of natural resources, and the reduction of poverty for rural households and communities. Our study evaluates the effect on deforestation of Costa Rica's PES program, one of the oldest country-wide programs in the world. Costa Rica approved the 1996 Forest Law (Law No. 7575), creating a PES program that compensates landowners for forest conservation. We estimate these effects using an event study design with staggered entry into treatment. Our results show a statistically significant effect for the first year with a decrease in deforestation of 0.21 ha, but not for the following years. Given that the baseline level of deforestation in our sample is low, the magnitude of the effect is large. When compared to the pre-2016 average level of within farm deforestation, our estimated effect would imply a 100% reduction in deforestation for the first year after enrollment. Given the program pays the participants for a 5-year period, and that the effect is significant only during the first year, it may be beneficial for the program to reduce its length and implement required simplified annual contract renewals or other behavioral interventions to reduce noncompliance in subsequent years.

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Geyer, Anton, Christian Rammer, Wolfgang Pointer, Wolfgang Polt, Heinz Holenstein, Laurent Donzé, Spyros Arvanitis, and Leonhard Jörg. Evaluierung des ITF-Programms FlexCIM. Österreichisches Forschungszentrum Seibersdorf Ges.m.b.H., December 2000. http://dx.doi.org/10.22163/fteval.2000.258.

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Radev, R. HEU Transparency Implementation Program and its Radiation Safety Program. Office of Scientific and Technical Information (OSTI), January 2002. http://dx.doi.org/10.2172/15013368.

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Austin, Meg. National Ice Center Visiting Scientist Program. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada628773.

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Coon, Max D. Sea Ice Mechanics Research Progress. Fort Belvoir, VA: Defense Technical Information Center, July 1997. http://dx.doi.org/10.21236/ada327636.

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Sussman, Joshua, Hanna Melnick, Emily Newton, Kerry Kriener-Althen, Karen Draney, Peter Mangione, and Perman Gochyyev. How Do California Preschool Quality Ratings Relate to Children's Development? Learning Policy Institute, June 2022. http://dx.doi.org/10.54300/422.974.

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High-quality early learning has the potential to narrow disparities in children’s learning and development prior to kindergarten entry, particularly for children from families with low incomes and children who are multilingual learners. This study investigates the relationship between preschool quality and children’s learning and development from fall to spring of 1 school year through the analysis of child- and program-level data from approximately 70,000 children in California preschool programs. It suggests that attending a higher-quality-rated program is associated with greater learning and development than attending a lower-quality-rated program.

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Zarrieß, Benjamin, and Jens Claßen. Decidable Verification of Golog Programs over Non-Local Effect Actions. Technische Universität Dresden, 2015. http://dx.doi.org/10.25368/2022.224.

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The Golog action programming language is a powerful means to express high-level behaviours in terms of programs over actions defined in a Situation Calculus theory. In particular for physical systems, verifying that the program satisfies certain desired temporal properties is often crucial, but undecidable in general, the latter being due to the language’s high expressiveness in terms of first-order quantification and program constructs. So far, approaches to achieve decidability involved restrictions where action effects either had to be contextfree (i.e. not depend on the current state), local (i.e. only affect objects mentioned in the action’s parameters), or at least bounded (i.e. only affect a finite number of objects). In this paper, we present a new, more general class of action theories (called acyclic) that allows for context-sensitive, non-local, unbounded effects, i.e. actions that may affect an unbounded number of possibly unnamed objects in a state-dependent fashion. We contribute to the further exploration of the boundary between decidability and undecidability for Golog, showing that for acyclic theories in the two-variable fragment of first-order logic, verification of CTL properties of programs over ground actions is decidable

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