Relevant bibliographies by topics / Sse instruction

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Sse instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Sse instruction"

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Chang, Dau-Chyrh, Lihong Zhang, Xiaoling Yang, Shao-Hsiang Yen, and Wenhua Yu. "A High-Performance Parallel FDTD Method Enhanced by Using SSE Instruction Set." International Journal of Antennas and Propagation 2012 (2012): 1–10. http://dx.doi.org/10.1155/2012/851465.

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We introduce a hardware acceleration technique for the parallel finite difference time domain (FDTD) method using the SSE (streaming (single instruction multiple data) SIMD extensions) instruction set. The implementation of SSE instruction set to parallel FDTD method has achieved the significant improvement on the simulation performance. The benchmarks of the SSE acceleration on both the multi-CPU workstation and computer cluster have demonstrated the advantages of (vector arithmetic logic unit) VALU acceleration over GPU acceleration. Several engineering applications are employed to demonstra
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Barnaś, Dawid, and Lesław K. Bieniasz. "Accelerated Thomas Solver for (Quasi-)Block-Tridiagonal Linear Algebraic Equation Systems, Using SSE/AVX Instruction Sets for Vectorizing Dense Block Operations." International Journal of Computational Methods 13, no. 06 (2016): 1750027. http://dx.doi.org/10.1142/s021987621750027x.

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Streaming SIMD Extensions (SSE) and Advanced Vector Extensions (AVX) are additional processor instruction sets available in contemporary personal computers, designed for vectorized floating point calculations. Unfortunately, in order to utilize the advantages of these instructions, one cannot rely on automatic options of high level language compilers. Instead, handwritten assembly language or intrinsic function call insertions are necessary. By using this idea an accelerated C[Formula: see text] code is devised, for solving (quasi-) block-tridiagonal linear algebraic equation systems by means
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Yang, Tianlong. "SSE Instruction Implemented Multiple String Matching Using Reverse Trie." Journal of Information and Computational Science 10, no. 18 (2013): 5867–80. http://dx.doi.org/10.12733/jics20102391.

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Sim, Kwangtaek. "Logics of Learning in Regional Instruction and Subject Key Competencies." Social Studies Education 57, no. 4 (2018): 23–37. http://dx.doi.org/10.37561/sse.2018.12.57.4.23.

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Han, Kwang Wng. "My Korea War instruction narrative - focusing on Korea war civilian genocide accident -." Social Studies Education 60, no. 2 (2021): 19–33. http://dx.doi.org/10.37561/sse.2021.06.60.2.19.

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Bae, Young Ho. "Perception and Practice of Social Studies Instruction Based on the Ontology of Difference." Social Studies Education 56, no. 4 (2017): 61–74. http://dx.doi.org/10.37561/sse.2017.12.56.4.61.

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Wang, Kaiyu, Zhenan Tang, Yun Zhao, and Hualong Li. "A Dynamically Self-reconfigurable System Design Based on SSE Instruction Set." Procedia Engineering 15 (2011): 1605–9. http://dx.doi.org/10.1016/j.proeng.2011.08.299.

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Jun, Hee-Ok. "Making Virtual Reality Experience Based Instruction in The Social Studies - On the Basis of Google Expedition Application." Social Studies Education 57, no. 4 (2018): 135–53. http://dx.doi.org/10.37561/sse.2018.12.57.4.135.

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Jo, Eui ho. "Exploring a lesson model for elementary social studies by combining cluster-differentiated instruction principles with inquiry-based learning." Social Studies Education 60, no. 2 (2021): 1–18. http://dx.doi.org/10.37561/sse.2021.06.60.2.1.

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Banu, J. Saira, and M. Rajasekhara Babu. "Exploring Vectorization and Prefetching Techniques on Scientific Kernels and Inferring the Cache Performance Metrics." International Journal of Grid and High Performance Computing 7, no. 2 (2015): 18–36. http://dx.doi.org/10.4018/ijghpc.2015040102.

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Performance improvement in modern processor is staggering due to power wall and memory wall problem. In general, the power wall problem is addressed by various vectorization design techniques. The Memory wall problem is diminished through prefetching technique. In this paper vectorization is achieved through Single Instruction Multiple Data (SIMD) registers of the current processor. It provides architecture optimization by reducing the number of instructions in the pipeline and by minimizing the utilization of multi-level memory hierarchy. These registers provide an economical computing platfo
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Dissertations / Theses on the topic "Sse instruction"

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Stachera, Tomáš. "Detekce a počítání LED s využitím SSE instrukcí." Master's thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2010. http://www.nusl.cz/ntk/nusl-218383.

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The themes of this work is to make an instruction set for detection and counting LED in power supply control panel, with using SSE instruction set algorithm. The goal will be to compare function time for optimized and not optimized functions. The first part focuses on SSE instructions introduction, as well as on introduction of some functions using SSE instructions. The second part is dealing with algorithm for detection and counting LEDs and possibility of those algorithms optimizing with SSE instruction set. Next part introduces user interface for developed functions testing. On the very end
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Rock, Terryl. "SSE: Improving Task 2 and Task 3 Scores by Planning, Teaching, Assessing the Subject Specific Emphasis." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6034.

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Perrault, Tianay. "Effective Instructional Strategies to Support Struggling Elementary School Math Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2942.

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In a Northern California elementary school, school personnel were concerned that the math proficiency levels were low for 2011-2014 for low-Social Economic Status, SES, students and math teachers were not using the math professional development strategies provided nor consistently implementing the new math curriculum adopted by the district to support Common Core, CC, state standards. The purpose of this qualitative research study was to explore teacher perceptions regarding the math instruction related to students' performance. Vygotsky's social development theory served as the conceptual fra
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Nguyen, Van Hoa. "Traitement parallèle des comparaisons intensives de séquences génomiques." Phd thesis, Université Rennes 1, 2009. http://tel.archives-ouvertes.fr/tel-00435792.

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La comparaison de séquences est une des tâches fondamentales de la bioinformatique. Les nouvelles technologies de séquençage conduisent à une production accélérée des données génomiques et renforcent les besoins en outils rapides et efficaces pour effectuer cette tâche. Dans cette thèse, nous proposons un nouvel algorithme de comparaison intensive de séquences, explicitement conçu pour exploiter toutes les formes de parallélisme présentes dans les microprocesseurs de dernière génération (instruction SIMD, architecture multi-coeurs). Cet algorithme s'adapte également à un parallélisme massif qu
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Giesige, Lisa Jane. "Can you see Phonics? Phonics for Students who are Deaf or Hard of Hearing." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206105536.

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Cucinotta, Tom. "See/think/share : an online classroom video forum /." Related website, 2008. http://www.seethinkshare.org.

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Strobel, John. "All the better to see you with : a comparison of approaches to delivering instructions for Lego construction tasks." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1269269898.

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Erdmier, Nicol Richmond. "Program Evaluation| Appreciative Inquiry Model as an Instructional Literacy Approach With Low Socioeconomic Status (SES) Elementary Students." Thesis, University of Redlands, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10623971.

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<p> This research study is an attempt to learn how students with low socioeconomic status (SES) experience Appreciative Inquiry as an instructional literacy approach when compared to traditional (typically practiced) models of literacy intervention. Key findings will illuminate the effectiveness of strengths-based approaches to literacy achievement and experiences for marginalized students. This study will add to the growing research that policymakers must acknowledge as evidence that a complete overhaul of the deficit-based rationales as the dominant practice in education need to be reconside
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Neale, Jenifer E. "To See and Be Seen: Exploring Layers of Instructional Leadership and Supervision in the Enactment of a District-wide Teacher Evaluation Reform." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3261.

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This dissertation analyzes instructional leadership and evaluation protocols from a large, diverse district in the Southeastern United States in order to investigate layers of accountability and tensions created when principals are asked to fill the dual roles of both instructional leader and supervisor in a newly implemented teacher evaluation system reform. For this dissertation I investigate the role of the principal as a colleague and mentor and compare this with the role of the principal as supervisor and evaluator in hierarchical systems. I include the role of the peer evaluator, a new p
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Myers, Ron Y. "The Effects of the Use of Technology In Mathematics Instruction on Student Achievement." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/136.

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The purpose of this study was to examine the effects of the use of technology on students’ mathematics achievement, particularly the Florida Comprehensive Assessment Test (FCAT) mathematics results. Eleven schools within the Miami-Dade County Public School System participated in a pilot program on the use of Geometers Sketchpad (GSP). Three of these schools were randomly selected for this study. Each school sent a teacher to a summer in-service training program on how to use GSP to teach geometry. In each school, the GSP class and a traditional geometry class taught by the same teacher were th
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Books on the topic "Sse instruction"

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Keesling, Barbara. Sex so great she can't get enough. M. Evans and Company, Inc., 2005.

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Rösing, Helmut. Orientierung Musikwissenschaft: Was sie kann, was sie will. Rowohlt Taschenbuch Verlag, 2000.

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Ratovonirina, Ranaivovololona. Valiha chromatique et ses techniques de jeu. Centre culturel Albert Camus, 1992.

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Kerner, Ian. She Comes First. HarperCollins, 2004.

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In obedience to instructions: FANY with the SOE in the Mediterranean. Leo Cooper, 1999.

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Typing made easy: Featuring the "see it, say it, strike it" method. Perigee Books, 1991.

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Baron, G. L. L' informatique et ses usagers dans l'éducation. Presses universitaires de France, 1996.

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Burashko, Adelina. See, hear and sing: Understanding musical language. F. Harris Music, 1987.

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Thomas, Heise, ed. KM7: See. Gestalten Verlag, 2000.

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Baranov, Alvin B. In pro per: The only manual of municipal court procedures : instructions to handle your own lawsuit without an attorney. Legal Publications, 1986.

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Book chapters on the topic "Sse instruction"

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Yang, Tianlong, Hongli Zhang, Xiaolong Cao, Zhihong Tian, and Mahmoud T. Qassrawi. "SSE Instruction and Block Predetermination-Based Automaton Optimization." In Lecture Notes in Electrical Engineering. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-4981-2_244.

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Russinoff, David M. "SSE Floating-Point Instructions." In Formal Verification of Floating-Point Hardware Design. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95513-1_12.

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Nilsen, Trude, Ronny Scherer, Jan-Eric Gustafsson, Nani Teig, and Hege Kaarstein. "Teachers’ Role in Enhancing Equity—A Multilevel Structural Equation Modelling with Mediated Moderation." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_7.

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AbstractEven though equity is an important aim for the Nordic countries, for many of these countries, the effect of a student’s home background on their achievement seems to increase over time. If the aim is to reduce the effect of SES (socioeconomic status) on student outcomes, there is a need to identify the factors that moderate this relation. One such factor could be teachers and their instruction because they have been found to be key to student outcomes. However, few have linked teachers and their instruction to equity, and fewer still have made this link in Nordic countries. The aim of the present study is to identify the aspects of teacher quality and their instruction that may reduce the relationship between SES and student achievement in the Nordic countries. Eighth-grade students from the only two Nordic countries participating in TIMSS 2015 (Norway and Sweden) were selected. Multigroup, multilevel (students and classes) structural equation models with random slopes were employed to investigate which aspects of teacher quality moderate the relation between SES and student science achievement via instructional quality. The findings show that teacher professional development and specialisation reduce the relation between SES and science achievement via instructional quality in Sweden, while there were no significant findings for Norway. This study contributes to the fields of equity and teacher effectiveness, demonstrating that teachers may make a difference in reducing inequity through their competence and instruction.
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Eckstein, Erik, Oliver König, and Bernhard Scholz. "Code Instruction Selection Based on SSA-Graphs." In Software and Compilers for Embedded Systems. Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-39920-9_5.

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Bergem, Ole Kristian, Trude Nilsen, Oleksandra Mittal, and Henrik Galligani Ræder. "Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?" In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_10.

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AbstractStudents’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.
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Huang, Xiaoying, and Xiao Li. "An Intelligent Instructing Mechanism for Stream-Media-Based Video/Audio Education System in SME." In Advances in Intelligent and Soft Computing. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28466-3_78.

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Rochester, Ramonia R. "A Comparative Analysis of Single-Sex Education in the United Kingdom and Australia." In Handbook of Research on Education and Technology in a Changing Society. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch088.

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Single-gender education or Single-Sex Education (SSE) has reemerged in the educational reform discussion as experts seek to establish clearer pathways to literacy in the 21st century. SSE discusses how students learn best in a convergent global model of emergent literacy practices. Views of single-gender education in the UK and Australia differ with respect to motivational underpinnings and perceptions of the efficacy of SSE. Central to the SSE debate in both countries is the widening achievement gap between boys and girls, particularly in the Science, Technology, Engineering, and Mathematics (STEM) disciplines. Both countries are moving toward a parallel model of SSE, offering gender-differentiated instruction in single-gender classrooms within co-educational schools. The chapter compares SSE in the two countries with respect to gender perspectives in curriculum and pedagogy; cultural, religious, and socio-economic motivations in school orientations; and the perceived returns on education for students schooled in a single-sex environment.
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Petersen, Wesley, and Peter Arbenz. "SIMD, Single Instruction Multiple Data." In Introduction to Parallel Computing. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198515760.003.0008.

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The single instruction, multiple data (SIMD) mode is the simplest method of parallelism and now becoming the most common. In most cases this SIMD mode means the same as vectorization. Ten years ago, ve ctor computers were expensive but reasonably simple to program. Today, encouraged by multimedia applications, vector hardware is now commonly available in Intel Pentium III and Pentium 4 PCs, and Apple/Motorola G-4 machines. In this chapter, we will cover both old and new and find that the old paradigms for programming were simpler because CMOS or ECL memories permitted easy non-unit stride memory access. Most of the ideas are the same, so the simpler programming methodology makes it easy to understand the concepts. As PC and Mac compilers improve, perhaps automatic vectorization will become as effective as on the older non-cache machines. In the meantime, on PCs and Macs we will often need to use intrinsics ([23, 22, 51]). It seems at first that the intrinsics keep a programmer close to the hardware, which is not a bad thing, but this is somewhat misleading. Hardware control in this method of programming is only indirect. Actual register assignments are made by the compiler and may not be quite what the programmer wants. The SSE2 or Altivec programming serves to illustrate a form of instruction level parallelism we wish to emphasize. This form, SIMD or vectorization, has single instructions which operate on multiple data. There are variants on this theme which use templates or macros which consist of multiple instructions carefully scheduled to accomplish the same objective, but are not strictly speaking SIMD, for example see Section 1.2.2.1. Intrinsics are C macros which contain one or more SIMD instructions to execute certain operations on multiple data, usually 4-words/time in our case. Data are explicitly declared mm128 datatypes in the Intel SSE case and vector variables using the G-4 Altivec. Our examples will show you how this works. Four basic concepts are important: Consistent with our notion that examples are the best way to learn, several will be illustrated: • from linear algebra, the Level 1 basic linear algebra subprograms (BLAS) — vector updates (-axpy) — reduction operations and linear searches • recurrence formulae and polynomial evaluations • uniform random number generation.
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Armstrong, Anne-Marie. "What You See is All That You Get! A Practical Guide to Incorporating Cognitive Strategies into the Design of Electronic Instruction." In Instructional Design in the Real World. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-150-6.ch007.

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Incorporating good instructional strategies based on learning theory is vital for electronic instruction. After all, the instruction must stand on its own without any fallback to a “live” and experienced instructor. What you see is not only what you get, but it is all you get! As with most forms of instruction, planning and preparation are key to instructional delivery and ultimately to stimulating the user’s learning processes. An instructor, trainer, or teacher brings many important skills and talents to the learning environment. Many of these skills and talents can be incorporated into the electronic learning environment. This chapter describes how cognitive strategies can be incorporated into each step of the ADDIE process. The chapter also contains many examples of design plans and templates that have worked in the real world of designing instruction for businesses and training organizations.
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Meadows, Bryan. "Do You See What I’m Saying?" In Communication Technology for Students in Special Education and Gifted Programs. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-878-1.ch022.

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Ultrasound technology aids pronunciation training because it makes visible what ordinarily is not. Ultrasound technology produces a real-time visual image of speech articulations that take place inside of the mouth; thus, it contributes visual input to an instructional context. This chapter first reports on investigatory applications of ultrasound within the context of second language instruction. Two pilot studies have been conducted which, although they did not return statistically significant results, pointed to high potentials for pedagogical efficacy in instructional settings. Ongoing use of the ultrasound in language classrooms at the University of Arizona underscores the ultrasound’s applicability to pronunciation training settings. In light of the positive results in the language classroom, the implications for ultrasound applications to speech language pathology are considered. Two broad areas of potential application are diagnosis and treatment practices. Challenges facing ultrasound-enhanced pronunciation instruction are subsequently discussed, and future directions are suggested for continued research into ultrasound technology as an instructional aide.
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Conference papers on the topic "Sse instruction"

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Liu, Dong-Fang, Lei Zhao, Gen Chen, and Wenhua Yu. "An enhanced FDTD method using SSE instruction set." In 2012 IEEE International Workshop on Electromagnetics; Applications and Student Innovation (iWEM). IEEE, 2012. http://dx.doi.org/10.1109/iwem.2012.6320347.

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Cavas, Bulent, and Cagla Bulut. "STUDENTS’ PERCEPTIONS TOWARD SCIENCE COURSE AND INQUIRY BASED SCIENCE EDUCATION (IBSE) IMPLEMENTATION IN SCHOOLS STUDY EARTHQUAKES (SSE) PROJECT." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.32.

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The main aim of research is to investigate students’ perceptions toward science course before and after the Inquiry Based Science Education (IBSE) implementation during science lessons. The research also examines teachers’ use of inquiry based science education in their classrooms. The topic of earthquake was selected as the main focus to implement IBSE and related activities in this field. The research is a part of “Schools Study Earthquakes (SSE)” project, which is funded and supported by European Union Erasmus Plus program. The results show that IBSE supported instruction positively affecte
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Djeu, Peter, Michael Quinlan, and Peter Stone. "Improving particle filter performance using SSE instructions." In 2009 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS 2009). IEEE, 2009. http://dx.doi.org/10.1109/iros.2009.5354190.

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Zhang, Lihong, and Wenhua Yu. "Improving Parallel FDTD Method Performance Using SSE Instructions." In 2011 Fourth International Symposium on Parallel Architectures, Algorithms and Programming (PAAP). IEEE, 2011. http://dx.doi.org/10.1109/paap.2011.16.

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Notargiacomo Mustaro, Pollyana, Ismar Frango Silveira, Nizam Omar, and Sandra Maria Dotto Stump. "Structure of Storyboard for Development of Interactive Learning Objects." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2912.

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A theoretical discussion and practical guidelines for development and production of learning objects as a result of a structural document named storyboard will be presented. A storyboard must contain instructions and detailed description for development learning objects. During the instructional design phase, the storyboards are elaborated by the instructional designer with collaborate of subject matter expert (SME), graphic artists, programmers, and other interdisciplinary team members research. This involves researches in instructional design procedures and processes for improvement material
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Moslehpour, Saeid, James Smith, and Claudio Campana. "Interactive Video Professor." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42269.

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The goal of this project is to introduce the importance of multimedia instructions in the classroom. By having multimedia instructions, students will be able to have a well rounded and enhanced learning experience. This is demonstrated by use on video accompaniment. The result of this project was to produce videos of each individual subject and highlight the main pints of each topic and detail from a student’s point of view. This is beneficial to the student with learning problems in the classroom setting. These videos are packaged on an easy user interface designed with Camtasia 4.0 menu make
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Mathien, Lorena D. "Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11020.

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With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and supp
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Zhang, Lihong, Xiaoling Yang, and Wenhua Yu. "Acceleration study for the FDTD method using SSE and AVX instructions." In 2012 2nd International Conference on Consumer Electronics, Communications and Networks (CECNet). IEEE, 2012. http://dx.doi.org/10.1109/cecnet.2012.6201608.

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Makibuchi, Naoya, Tatsuya Kobayashi, Haruhisa Kato, and Hiromasa Yanagihara. "Remote instruction system using see-through augmented reality." In SA'15: SIGGRAPH Asia 2015. ACM, 2015. http://dx.doi.org/10.1145/2820926.2820938.

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Zinsly, Raphael Moreira, Sandro Rigo, and Edson Borin. "Compressing Variable-Length Instruction Traces." In 2012 13th Symposium on Computer Systems - XIII Simp sio de Sistemas Computacionais (WSCAD-SSC). IEEE, 2012. http://dx.doi.org/10.1109/wscad-ssc.2012.38.

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Reports on the topic "Sse instruction"

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Kim, Jihyun, and Marjorie Wachowiak. Collaborative Instructor Team Approaches on a Market Positioning Project for a Non- Profit SME Retailer: Understanding from the Social Capital Theory. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-79.

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Martin, Torge. Runoff remapping for ocean model forcing. GEOMAR Helmholtz Centre for Ocean Research Kiel, 2021. http://dx.doi.org/10.3289/sw_2_2021.

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A Pyhton-based toolbox to remap daily runoff fields of the JRA55-do reanalysis (Tsujino et al., 2018, https://doi.org/10.1016/j.ocemod.2018.07.002) onto any ocean model grid. Runoff from the original global JRA grid is collected and redistributed to a given model coastline. A particular feature is the optional treatment of river mouths: runoff from grid nodes, which is of exceptionally large magnitude after the basic remapping, can be radially spread to ocean nodes farther offshore. The scripts were tested successfully for NEMO ocean model configurations of various resolution (global grids ORC
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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Abstract:
The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PIS
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