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1
Bierman, Cathy. "Revision and writing quality of seventh graders composing with and without word processors." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53912.
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This experimental study examined the effects of word
processing on revision and writing quality of expository
compositions produced by seventh—graders. Thirty—six
students in two accelerated English classes served as
subjects. Prior to the experimental period, all students
completed a handwritten composition (pretest) and
received identical instruction in (a) composing and
revising and (b) using a word processor. One intact
class was randomly assigned as the experimental group.
During the six-week treatment period all students wrote
six compositions (three drafts per composition). The
experimental group completed all composing and revising
on the computer and the control group completed their
compositions with pen and paper.
Posttest l (produced on computer in the experimental
group and by hand in the control group) and posttest 2 (handwritten in both groups) were analyzed for the frequency and types of revisions made between first and
second drafts. The pretest and three posttests were
analyzed for writing quality of final drafts.
There were no significant differences: (a) between
groups in the number of revisions in posttest l (computer
written by experimental subjects and handwritten by
control subjects), (b) in percentage of high—level
revisions made with and without the word processor, and
(c) in quality of compositions produced with and without
the computer.
There was a significant difference between groups in
the number of revisions in handwritten compositions (posttest 2) produced by both groups after the treatment;
the word processing group revised more frequently than
did the group not exposed to six weeks of word
processing. The experimental subjects also significantly
increased in frequency of revisions from the time of
posttest l (computer written) to posttest 2
(handwritten). A significant difference across time in
writing quality scores was found.
The findings suggested that students who compose and
revise on computer can make substantially more revisions
when they resume pen and paper composing and revising;
however, use of the word processor does not
differentially affect types of revisions attempted or writing quality. Word processors increase motivation,
and adequate systems may increase the ability to detect
and eliminate textual problems. Recommendations for
research, theory, and instruction are discussed.<br>Ed. D.
2
Dawson, Yvette Eileen Alice 1958. "The impact of the use of word processors on third semester Spanish students at the University of Arizona." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276895.
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In this study, the effect of the word processor on third semester Spanish students at the University of Arizona was examined. The study was performed over two semesters, using a control and an experimental group each time. The communicative language approach for second language learning was implemented in a cooperative learning environment for both control and experimental groups. Control groups used paper and pencil to write their class essays and experimental groups used the word processor. The experimental groups outperformed the control groups. The semester variable by itself was also significant. However, there was no significant interaction between group and semester. Replication studies are needed to validate the results of this study.
3
Bobrow, Barbara Creighton. "The impact of a word processor as a tool in the remediation of learning disabled elementary school children /." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63128.
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McKenzie, Donald John. "An investigation of the effects which using the word processor has on the writing of standard six pupils." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003531.
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In order to discover to what extent the use of the word processor affects the motivation of high school students when engaged in writing tasks, and to determine the effects of the word processing on the length and quality of their work and editing, two groups, carefully matched in terms of prior computer experience, intelligence and language ability were given eight writing tasks. The test group used word processors while the control group used pen and paper. Their behaviour was closely observed and their writing was subsequently compared. It was found that while the test group were more motivated and spent longer both writing and editing their work, the quality of the work of both groups was similar. The degree of editing was greater for the test group. The conclusion is that there is a place for the use of the word processor in the English classroom, but specific strategies need to be developed to optimise its benefits.
5
Khaldieh, Salim Ahmad. "The role of phonological encoding (speech recoding) and visual processes in word recognition of American learners of Arabic as a foreign language /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487685204966592.
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6
Steger, Paul. "An Analysis of Kindergarten Children's Use of a Word Processor in Their Print Literacy Development." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/1146.
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Many young children appear to take delight in manipulating common elements of their environment, e.g., sticks, stones, and mud. Our ancestors also used these and other elements in order to play, explore,, and eventually create written language. In a print-laden society, young children are budding literates. Within a few years their abilities and skills evolve to the level it has taken the human species thousands of years to reach. Associated with the evolution of written language is related technology. Humans have evolved from cave art and literacy to computer art and literacy. Again, what has taken thousands of years to evolve for the species takes only a few years for today's children. Within the past ten years computers have become common literacy implements in American schools. An understanding of childrens' use of this machine is important to educators in general and educational leaders in particular. The purpose of this study was to investigate kindergarten students' use of a word processor: What developmental sequences related to print literacy reveal themselves as kindergarten children use a word processor? In what ways are these sequences the same or different than those identified by researchers studying young children's use of pencil and paper? What time commitments do children make at each stage of these developmental sequences? How do the physical attributes of the computer environment, screen color for example, influence children's behavior associated with word processing? A review of literature incorporated readings associated with research in human evolution of print literacy, literacy of technology, language and cognition plus recent research on writing and computers. A research design incorporating qualitative methods was created. Six subjects, representing a variety of backgrounds in a kindergarten class of 26 full day students, were observed for 20 weeks. For one hour each day, this kindergarten class attended a writing lab which contained eight learning centers. One of the learning centers consisted of six word processors networked to two printers. In addition to collecting student documents, both in paper and electronic form. subjects' behaviors were observed and recorded. Observational recordings were analyzed, collapsed into manageable data and re-analyzed. Subjects' evolution of writing was similar to children using pencil and paper. In addition, subject's literacy of technology evolved. Each subject displayed individual episodes of development and incorporated less mature behaviors with more mature behaviors as they evolved along their print literacy and literacy of technology continuums. It was observed that subjects intertwined print and technological behaviors and skills as they wrote with a word processor. Time relationships associated with the development of writing and environmental aspects of the word processor center did not appear important. Information Age etiquette evolved as students controlled their writing, a computer system. and worked with others. The inherent publicness of monitors contributed to meta-linguistics, sharing knowledge about technology, and problem solving among students. Young children are capable of writing with and manipulating a word processor. They are also capable of trying to solve problems of written language and computers. Educators will find that young children quickly learn Information Age tool etiquette.
7
Caver, Mary E. "A study of the efficacy of a word processor on the creative writing done by fourth grade students." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/393.
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8
Sulaiman, Nasri. "Genetic algorithms for word length optimization of FFT processors." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/14513.
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Genetic algorithms (GAs) are a particular class of evolutionary algorithms that use techniques inspired by evolutionary biology such as inheritance, mutation, selection, and crossover to find best solutions to optimization and search problems. GAs are used in wide variety of applications in fields ranging from computer science, engineering, evolvable hardware, economics, mathematics, physics and biogenetics to name a few. A fast Fourier transform (FFT) is an efficient algorithm to compute the discrete Fourier transform (DFT) and it’s inverse. An FFT processor is used in applications such as signal processing and telecommunications, etc. It is one of the most power consuming block in wireless receivers such as Multi-Carrier Code Division Multiple Access (MC-CDMA). The portability requirement of these receiver systems imposes the need of low power architectures. Thus, designing an FFT processor with low power consumption is of crucial importance for overall system power. Power consumption of an FFT processor depends on the size of word length of the FFT coefficients. One way to reduce the power consumption in this processor is by reducing the switching activity in the FFT coefficients. This can be achieved using smaller word length for the FFT coefficients. This in turn reduces the SNR in the output signals of the FFT. This thesis investigates the impact of word length optimization of FFT coefficients on switching activity and SNR using GAs. The quality of GAs solutions are compared with non-GA solutions in order to determine the feasibility of using GAs to achieve optimum performance in terms of switching activity and SNR. Results show that GAs can find solutions with smaller word length and have significant reductions in switching compared to the non-GA solutions. This thesis also investigates some of the varying parameter settings, such as mutation domain, population size, crossover rate and mutation probability in the GAs, which affects the quality of search performance towards convergence and the speed of convergence.
9
Garraway, James. "Processes and patterns of responsiveness to the world of work in higher education institutions." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3721_1256884982.
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<p>The thesis took the general question of responsive curriculum development which meets both the needs of work and those of the academy as its starting point. The rationale for the topic flows out of education policy and societal pressures worldwide which are calling for an ever greater responsiveness from higher education to the workplace in the twenty-first century. Responsiveness to work requires collaborative and integrative work between communities of academic and non-academic practitioners. Differences between knowledge and practices at work and within the academy are broadly acknowledged in the literature, yet the ensuing nature and complexity of interactions between these two communities in curriculum design on the ground is poorly understood. A key point is to recognize that integration as such cannot be the goal<br>the differences remain, but have to turned into productive collaboration and joint development, for example, of a curriculum.</p>
10
Porpodas, Vasileios. "Instruction scheduling optimizations for energy efficient VLIW processors." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8291.
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Very Long Instruction Word (VLIW) processors are wide-issue statically scheduled processors. Instruction scheduling for these processors is performed by the compiler and is therefore a critical factor for its operation. Some VLIWs are clustered, a design that improves scalability to higher issue widths while improving energy efficiency and frequency. Their design is based on physically partitioning the shared hardware resources (e.g., register file). Such designs further increase the challenges of instruction scheduling since the compiler has the additional tasks of deciding on the placement of the instructions to the corresponding clusters and orchestrating the data movements across clusters. In this thesis we propose instruction scheduling optimizations for energy-efficient VLIW processors. Some of the techniques aim at improving the existing state-of-theart scheduling techniques, while others aim at using compiler techniques for closing the gap between lightweight hardware designs and more complex ones. Each of the proposed techniques target individual features of energy efficient VLIW architectures. Our first technique, called Aligned Scheduling, makes use of a novel scheduling heuristic for hiding memory latencies in lightweight VLIW processors without hardware load-use interlocks (Stall-On-Miss). With Aligned Scheduling, a software-only technique, a SOM processor coupled with non-blocking caches can better cope with the cache latencies and it can perform closer to the heavyweight designs. Performance is improved by up to 20% across a range of benchmarks from the Mediabench II and SPEC CINT2000 benchmark suites. The rest of the techniques target a class of VLIW processors known as clustered VLIWs, that are more scalable and more energy efficient and operate at higher frequencies than their monolithic counterparts. The second scheme (LUCAS) is an improved scheduler for clustered VLIW processors that solves the problem of the existing state-of-the-art schedulers being very susceptible to the inter-cluster communication latency. The proposed unified clustering and scheduling technique is a hybrid scheme that performs instruction by instruction switching between the two state-of-the-art clustering heuristics, leading to better scheduling than either of them. It generates better performing code compared to the state-of-the-art for a wide range of inter-cluster latency values on the Mediabench II benchmarks. The third technique (called CAeSaR) is a scheduler for clustered VLIW architectures that minimizes inter-cluster communication by local caching and reuse of already received data. Unlike dynamically scheduled processors, where this can be supported by the register renaming hardware, in VLIWs it has to be done by the code generator. The proposed instruction scheduler unifies cluster assignment, instruction scheduling and communication minimization in a single unified algorithm, solving the phase ordering issues between all three parts. The proposed scheduler shows an improvement in execution time of up to 20.3% and 13.8% on average across a range of benchmarks from the Mediabench II and SPEC CINT2000 benchmark suites. The last technique, applies to heterogeneous clustered VLIWs that support dynamic voltage and frequency scaling (DVFS) independently per cluster. In these processors there are no hardware interlocks between clusters to honor the data dependencies. Instead, the scheduler has to be aware of the DVFS decisions to guarantee correct execution. Effectively controlling DVFS, to selectively decrease the frequency of clusters with slack in their schedule, can lead to significant energy savings. The proposed technique (called UCIFF) solves the phase ordering problem between frequency selection and scheduling that is present in existing algorithms. The results show that UCIFF produces better code than the state-of-the-art and very close to the optimal across the Mediabench II benchmarks. Overall, the proposed instruction scheduling techniques lead to either better efficiency on existing designs or allow simpler lightweight designs to be competitive against ones with more complex hardware.
11
Coulter, Catherine Ann. "Writing with word processors : effects on cognitive development, revision and writing quality /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1986.
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12
Perdigão, Ana. "Consciência sintática: processos de concordância vs. ordem de palavras em Português Europeu." Master's thesis, Instituto Politécnico de Setúbal. Escola Superior de Saúde, 2016. http://hdl.handle.net/10400.26/11017.
Full textAbstract:
Dissertação de Mestrado em Desenvolvimento e
Perturbações da Linguagem na Criança: Área de Especialização em Educação e Ensino da
Língua<br>O principal objetivo deste estudo é contribuir para o conhecimento do desenvolvimento da consciência sintática no Português Europeu, de forma a auxiliar o trabalho promovido pelos educadores/professores e terapeutas da fala.
Neste estudo, foram considerados dois tipos de fenómenos sintáticos envolvendo palavras contíguas: processos de concordância e questões de ordem de palavras. Foram construídos dois testes, o teste de concordância e o teste de ordem de palavras, e para cada um deles foram elaboradas frases gramaticais e agramaticais (pares mínimos). Cada teste contém diferentes tipos de frases agramaticais: o teste de concordância explorou agramaticalidade por falta de concordância em número e em género entre determinante e nome e entre nome e adjetivo e falta de concordância em número entre sujeito e verbo (neste último apenas se considerou terceiras pessoas do singular/plural); o teste de ordem de palavras continha agramaticalidade na ordem entre verbo e verbo auxiliar, entre determinante e nome, entre nome e adjetivo e entre advérbio e verbo. Ambos os testes tinham duas partes, na primeira parte os participantes teriam de fazer o juízo da (a)gramaticalidade dos itens, dizendo se o consideravam correto ou errado, e na segunda teriam de corrigir os itens que considerassem errados.
Os testes foram aplicados a 90 crianças, 30 frequentavam o último ano do ensino Pré-escolar, 30 estavam no 2.º Ano do ensino básico e 30 frequentavam o 4.º Ano do ensino básico.
Os resultados obtidos revelaram que, no geral, as crianças mais novas têm um nível de consciência sintática mais baixo do que as crianças mais velhas, apesar de não existirem diferenças significativas entre o 2.º e o 4.º Anos nos juízos de gramaticalidade.
Aparentemente, na correção de itens, o Pré-Escolar e o 2.º Ano aproximam-se, dado que ambos efetuaram um maior número de “erros” que o 4.º Ano. Os resultados também mostraram que o teste de ordem de palavras se mostrou mais problemático do que o teste de concordância, uma vez que para todos os grupos escolares a percentagem de acertos globais foi mais elevada no teste de concordância.<br>Abstract: The aim of this study is to contribute to the knowledge of the development of syntactic awareness in European Portuguese, in order to assist the work promoted by educators / teachers and speech therapists. In this study, we considered two types of syntactic phenomena involving contiguous words: agreement processes and word order issues. We built two tests, an agreement test and a word order test, and each of them contained grammatical and ungrammatical sentences (minimal pairs). Each test contained different kinds of ungrammatical sentences: the agreement test explored ungrammaticality due to lack of agreement in number and gender between determiner and noun and between noun and adjective and lack of agreement in number between subject and verb (the latter only considered 3rd person singular / plural); the word order test contained ungrammatical sentences due to word order between verb and auxiliary, between determiner and noun, between noun and adjective and between adverb and verb. Both tests had two parts: in the first part the participants would have to make grammaticality judgments of the items, considering them right or wrong; in the second part, they would have to correct the items they considered wrong. The tests were applied to 90 children, 30 attended the last year of pre-school, 30 were in the 2nd year of primary school and 30 attended the 4th year of primary school. The results showed that, in general, younger children have a lower level of syntactic awareness, although there are no significant differences between the 2nd and the 4th years in grammaticality judgments. Apparently, in the correction items, the pre-school and the 2nd year obtained similar results, as both made a greater number of "errors" than the 4th year. The results also showed that the word order test proved more problematic than the agreement test, since for all school groups the percentage of overall accuracy was higher in the agreement test.
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El, Moussawi Ali Hassan. "SIMD-aware word length optimization for floating-point to fixed-point conversion targeting embedded processors." Thesis, Rennes 1, 2016. http://www.theses.fr/2016REN1S150/document.
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Afin de limiter leur coût et/ou leur consommation électrique, certains processeurs embarqués sacrifient le support matériel de l'arithmétique à virgule flottante. Pourtant, pour des raisons de simplicité, les applications sont généralement spécifiées en utilisant l'arithmétique à virgule flottante. Porter ces applications sur des processeurs embarqués de ce genre nécessite une émulation logicielle de l'arithmétique à virgule flottante, qui peut sévèrement dégrader la performance. Pour éviter cela, l'application est converti pour utiliser l'arithmétique à virgule fixe, qui a l'avantage d'être plus efficace à implémenter sur des unités de calcul entier. La conversion de virgule flottante en virgule fixe est une procédure délicate qui implique des compromis subtils entre performance et précision de calcul. Elle permet, entre autre, de réduire la taille des données pour le coût de dégrader la précision de calcul. Par ailleurs, la plupart de ces processeurs fournissent un support pour le calcul vectoriel de type SIMD (Single Instruction Multiple Data) afin d'améliorer la performance. En effet, cela permet l'exécution d'une opération sur plusieurs données en parallèle, réduisant ainsi le temps d'exécution. Cependant, il est généralement nécessaire de transformer l'application pour exploiter les unités de calcul vectoriel. Cette transformation de vectorisation est sensible à la taille des données ; plus leurs tailles diminuent, plus le taux de vectorisation augmente. Il apparaît donc un compromis entre vectorisation et précision de calcul. Plusieurs travaux ont proposé des méthodologies permettant, d'une part la conversion automatique de virgule flottante en virgule fixe, et d'autre part la vectorisation automatique. Dans l'état de l'art, ces deux transformations sont considérées indépendamment, pourtant elles sont fortement liées. Dans ce contexte, nous étudions la relation entre ces deux transformations, dans le but d'exploiter efficacement le compromis entre performance et précision de calcul. Ainsi, nous proposons d'abord un algorithme amélioré pour l'extraction de parallélisme SLP (Superword Level Parallelism ; une technique de vectorisation). Puis, nous proposons une nouvelle méthodologie permettant l'application conjointe de la conversion de virgule flottante en virgule fixe et de l'exploitation du SLP. Enfin, nous implémentons cette approche sous forme d'un flot de compilation source-à-source complètement automatisé, afin de valider ces travaux. Les résultats montrent l'efficacité de cette approche, dans l'exploitation du compromis entre performance et précision, vis-à-vis d'une approche classique considérant ces deux transformations indépendamment<br>In order to cut-down their cost and/or their power consumption, many embedded processors do not provide hardware support for floating-point arithmetic. However, applications in many domains, such as signal processing, are generally specified using floating-point arithmetic for the sake of simplicity. Porting these applications on such embedded processors requires a software emulation of floating-point arithmetic, which can greatly degrade performance. To avoid this, the application is converted to use fixed-point arithmetic instead. Floating-point to fixed-point conversion involves a subtle tradeoff between performance and precision ; it enables the use of narrower data word lengths at the cost of degrading the computation accuracy. Besides, most embedded processors provide support for SIMD (Single Instruction Multiple Data) as a mean to improve performance. In fact, this allows the execution of one operation on multiple data in parallel, thus ultimately reducing the execution time. However, the application should usually be transformed in order to take advantage of the SIMD instruction set. This transformation, known as Simdization, is affected by the data word lengths ; narrower word lengths enable a higher SIMD parallelism rate. Hence the tradeoff between precision and Simdization. Many existing work aimed at provide/improving methodologies for automatic floating-point to fixed-point conversion on the one side, and Simdization on the other. In the state-of-the-art, both transformations are considered separately even though they are strongly related. In this context, we study the interactions between these transformations in order to better exploit the performance/accuracy tradeoff. First, we propose an improved SLP (Superword Level Parallelism) extraction (an Simdization technique) algorithm. Then, we propose a new methodology to jointly perform floating-point to fixed-point conversion and SLP extraction. Finally, we implement this work as a fully automated source-to-source compiler flow. Experimental results, targeting four different embedded processors, show the validity of our approach in efficiently exploiting the performance/accuracy tradeoff compared to a typical approach, which considers both transformations independently
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Psiakis, Rafail. "Performance optimization mechanisms for fault-resilient VLIW processors." Thesis, Rennes 1, 2018. http://www.theses.fr/2018REN1S095/document.
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Les processeurs intégrés dans des domaines critiques exigent une combinaison de fiabilité, de performances et de faible consommation d'énergie. Very Large Instruction Word (VLIW) processeurs améliorent les performances grâce à l'exploitation ILP (Instruction Level Parallelism), tout en maintenant les coûts et la puissance à un niveau bas. L’ILP étant fortement dépendant de l'application, le processeur n'utilise pas toutes ses ressources en permanence et ces ressources peuvent donc être utilisées pour l'exécution d'instructions redondantes. Cette thèse présente une méthodologie d’injection fautes pour processeurs VLIW et trois mécanismes matériels pour traiter les pannes légères, permanentes et à long terme menant à trois contributions.La première contribution présente un schéma d’analyse du facteur de vulnérabilité architecturale et du facteur de vulnérabilité d’instruction pour les processeurs VLIW. Une méthodologie d’injection de fautes au niveau de différentes structures de mémoire est proposée pour extraire les capacités de masquage architecture / instruction du processeur. Un schéma de classification des défaillances de haut niveau est présenté pour catégoriser la sortie du processeur. La deuxième contribution explore les ressources inactives hétérogènes au moment de l'exécution, à l'intérieur et à travers des ensembles d'instructions consécutifs. Pour ce faire, une technique d’ordonnancement des instructions optimisée pour le matériel est appliquée en parallèle avec le pipeline afin de contrôler efficacement la réplication et l’ordonnancement des instructions. Suivant les tendances à la parallélisation croissante, une conception basée sur les clusters est également proposée pour résoudre les problèmes d’évolutivité, tout en maintenant une pénalité surface/énergie raisonnable. La technique proposée accélère la performance de 43,68% avec une surcoût en surface et en énergie de ~10% par rapport aux approches existantes. Les analyses AVF et IVF évaluent la vulnérabilité du processeur avec le mécanisme proposé.La troisième contribution traite des défauts persistants. Un mécanisme matériel est proposé, qui réplique au moment de l'exécution les instructions et les planifie aux emplacements inactifs en tenant compte des contraintes de ressources. Si une ressource devient défaillante, l'approche proposée permet de relier efficacement les instructions d'origine et les instructions répliquées pendant l'exécution. Les premiers résultats de performance d’évaluation montrent un gain de performance jusqu’à 49% sur les techniques existantes.Afin de réduire davantage le surcoût lié aux performances et de prendre en charge l’atténuation des erreurs uniques et multiples sur les transitoires de longue durée (LDT), une quatrième contribution est présentée. Nous proposons un mécanisme matériel qui détecte les défauts toujours actifs pendant l'exécution et réorganise les instructions pour utiliser non seulement les unités fonctionnelles saines, mais également les composants sans défaillance des unités fonctionnelles concernées. Lorsque le défaut disparaît, les composants de l'unité fonctionnelle concernés peuvent être réutilisés. La fenêtre de planification du mécanisme proposé comprend deux ensembles d'instructions pouvant explorer des solutions d'atténuation lors de l'exécution de l'instruction en cours et de l'instruction suivante. Les résultats obtenus sur l'injection de fautes montrent que l'approche proposée peut atténuer un grand nombre de fautes avec des performances, une surface et une surcharge de puissance faibles<br>Embedded processors in critical domains require a combination of reliability, performance and low energy consumption. Very Long Instruction Word (VLIW) processors provide performance improvements through Instruction Level Parallelism (ILP) exploitation, while keeping cost and power in low levels. Since the ILP is highly application dependent, the processor does not use all its resources constantly and, thus, these resources can be utilized for redundant instruction execution. This thesis presents a fault injection methodology for VLIW processors and three hardware mechanisms to deal with soft, permanent and long-term faults leading to three contributions. The first contribution presents an Architectural Vulnerability Factor (AVF) and Instruction Vulnerability Factor (IVF) analysis schema for VLIW processors. A fault injection methodology at different memory structures is proposed to extract the architectural/instruction masking capabilities of the processor. A high-level failure classification schema is presented to categorize the output of the processor. The second contribution explores heterogeneous idle resources at run-time both inside and across consecutive instruction bundles. To achieve this, a hardware optimized instruction scheduling technique is applied in parallel with the pipeline to efficiently control the replication and the scheduling of the instructions. Following the trends of increasing parallelization, a cluster-based design is also proposed to tackle the issues of scalability, while maintaining a reasonable area/power overhead. The proposed technique achieves a speed-up of 43.68% in performance with a ~10% area and power overhead over existing approaches. AVF and IVF analysis evaluate the vulnerability of the processor with the proposed mechanism.The third contribution deals with persistent faults. A hardware mechanism is proposed which replicates at run-time the instructions and schedules them at the idle slots considering the resource constraints. If a resource becomes faulty, the proposed approach efficiently rebinds both the original and replicated instructions during execution. Early evaluation performance results show up to 49\% performance gain over existing techniques.In order to further decrease the performance overhead and to support single and multiple Long-Duration Transient (LDT) error mitigation a fourth contribution is presented. We propose a hardware mechanism, which detects the faults that are still active during execution and re-schedules the instructions to use not only the healthy function units, but also the fault-free components of the affected function units. When the fault faints, the affected function unit components can be reused. The scheduling window of the proposed mechanism is two instruction bundles being able to explore mitigation solutions in the current and the next instruction execution. The obtained fault injection results show that the proposed approach can mitigate a large number of faults with low performance, area, and power overhead
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Gallagher, Suzanne J. "Theological reflection at work : a phenomenological study of learning processes." FIU Digital Commons, 2006. http://digitalcommons.fiu.edu/etd/3437.
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Using the learning descriptions of graduates of a graduate ministry program, the mechanisms of interactions between the knowledge facets in learning processes were explored and described. The intent of the study was to explore how explicit, implicit, and emancipatory knowledge facets interacted in the learning processes at or about work. The study provided empirical research on Yang's (2003) holistic learning theory.
A phenomenological research design was used to explore the essence of knowledge facet interactions. I achieved epoche through the disclosure of assumptions and a written self-experience to bracket biases. A criterion based, stratified sampling strategy was used to identify participants. The sample was stratified by graduation date. The sample consisted of 11 participants and was composed primarily of married (n = 9), white, non-Hispanic (n = 10), females (n = 9), who were Roman Catholic (n = 9). Professionally, the majority of the group were teachers or professors (n = 5).
A semi-structured interview guide with scheduled and unscheduled probes was used. Each approximately 1-hour long interview was digitally recorded and transcribed. The transcripts were coded using a priori codes from holistic learning theory and one emergent code. The coded data were analyzed by identifying patterns, similarities, and differences under each code and then between codes. Steps to increase the trustworthiness of the study included member checks, coding checks, and thick descriptions of the data.
Five themes were discovered including (a) the difficulty in describing interactions between knowledge facets; (b) actual mechanisms of interactions between knowledge facets; (c) knowledge facets initiating learning and dominating learning processes; (d) the dangers of one-dimensional learning or using only one knowledge facet to learn; and (e) the role of community in learning. The interpretation confirmed, extended, and challenged holistic learning theory. Mechanisms of interaction included knowledge facets expressing, informing, changing, and guiding one another. Implications included the need for a more complex model of learning and the value of seeing spirituality in the learning process. The study raised questions for future research including exploring learning processes with people from non-Christian faith traditions or other academic disciplines and the role of spiritual identity in learning.
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Walker, Nancy Watkins. "Word study: An interactive approach to word solving." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1630.
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Evanshen, Pamela. "Non-Graded, Multiage Classrooms: Structural Processes That Actually Work." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/4467.
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Gammon, J. "An investigation into the use of word processors in the teaching of modern languages at a tertiary college." Thesis, University of Surrey, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383517.
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Burkitt, Ian, Charles H. Husband, Jennifer Mackenzie, and Alison Torn. "Nurse Education and Communities of Practice." English National Board for Nursing, Midwifery and Health Visiting, 2001. http://hdl.handle.net/10454/3758.
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No<br>The processes whereby nurses develop the skills and knowledge required to deliver individualized and holistic care were examined in a 2-year study of nurses in a range of clinical settings and a university department of nursing in England. Members of two research teams of qualified nurses joined various communities of nursing practice as participating members and simultaneously "shadowed" designated nurses. At day's end, shadowers and shadowees reviewed the day's practice in critical incident interviews. The powerful processes of nurse socialization that create a strong core identity of the "good nurse" proved central to understanding the acquisition, use, and protection of nursing skills. Learning to become a nurse was always situated within particular communities of practice. Learning in such contexts, both in clinical and educational settings, entailed not just mastering a range of intellectual concepts but also learning through embodied performances involving engagement and interaction with the community of practice. The following were among the study recommendations: (1) link educational and clinical settings by helping clinical staff understand their collective role in the educational experience; (2) enhance the mentor and assessor functions; and (3) enable, support, and resource time in education for clinicians and time in practice for educators.
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Abu-Hamour, Bashir Essa. "The Relationships among Cognitive Ability Measures and Irregular Word, Non-Word, and Word Reading." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195329.
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This study examined the relationships between and among: (a) Processing Speed (PS) Cluster and Rapid Automatized Naming (RAN) Total to reading ability; (b) measures of RAN and PS to irregular word, non-word, and word reading; and (c) the relationships among irregular word, non-word, and word reading. The word reading measures were predicted by using multiple cognitive abilities including Phonological Awareness (PA), RAN, PS, and Working Memory (WM). Sixty participants, 39 students who were average readers and 21 students with reading difficulties in Grades 1, 2, 3, and 4 were recruited.Correlational designs testing predictive relationships were used to conduct this study. The results indicated that the PS Cluster had the strongest correlation with irregular word reading, whereas the RAN Total had the strongest correlation with both word reading and non-word reading ability. Reading performance was best predicted by RAN-Letters. In addition, the Woodcock-Johnson III Visual Matching test had the strongest predictive power of reading ability among all of the PS measures.High correlations were found among the reading variables within normally distributed data, whereas there was no significant correlation between irregular and nonword reading within the group of students with Reading Difficulties. These findings provide support for the dual-route theory. Among the 21 students with RD, 10 students presented problems in both non-word reading and irregular word reading; 9 students presented problems just in non-word reading; and 2 students presented problems just in irregular word reading. A model consisting of RAN, PA, and PS, as included in the study measures, provided the most powerful prediction of all reading skills. These findings also lend more support to the double-deficit model and indicate that PA and naming speed problems contribute independently to variance in reading.This study provides direction for the assessment of specific reading disability and the cognitive underpinnings of this disorder. These findings support the need to assess PA, RAN, and PS, as well as various types of word reading skills, when making a reading disability diagnosis. Further research may cross validate the results of this study, or add other aspects of reading (eg., reading fluency or comprehension) to this line of research.
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Souza, Dalmo Omar Lopes de. "Fazendo encaixes, montando sentidos, construindo a vida: um estudo de caso sobre os atuais processos de formação do ferramenteiro." Universidade do Vale do Rio do Sinos, 2007. http://www.repositorio.jesuita.org.br/handle/UNISINOS/1942.
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Previous issue date: 31<br>Nenhuma<br>Esta dissertação tem como tema central a educação para e no trabalho, investigando os processos escolares e não-escolares da formação do ferramenteiro. A pesquisa realizada nos ambientes da fábrica e da escola trata da relação entre os modelos de gestão da produção e os processos empreendidos para a formação deste profissional, compreendendo a relação entre fábrica e escola como de mútua dependência. A pesquisa é de cunho qualitativo e teve o estudo de caso como método, baseando-se em entrevistas semi-estruturadas e análise de documentos. O quadro teórico que a sustenta encontra-se no campo da educação e trabalho, tendo nos estudos de autores como Eloísa Helena Santos, Acácia Eneida Kuenzer e Ricardo Antunes alguns de seus referenciais. A escola não é a única instância de formação do trabalhador, nem o processo de formação que inicia nela se encerra nela. A formação exclusivamente no trabalho carece da escola que qualifica esta aprendizagem. Tanto a fábrica quanto a escola se sustentam uma na outra, em cuja r<br>This dissertation has as main subject the education for the work and in it. It investigates the school and no-school processes of toolmaker formation. Accomplished in the environment of the factory and of the school, the research, deals with the relationship among the models of production management and the undertaken processes to the professional’s formation, comprehending the relation between the factory and the school as mutual dependence.
This is a qualitative research and its method was the case study based in semi structured interviews and document analysis. The theory that sustains the research is in the field of education and work and some of its referential are in the studies of authors as Eloísa Helena Santos, Acácia Eneida Kuenzer e Ricardo Antunes. The school is not the only instance of the worker formation, nor the formation process that begins in the school ends in it. On another side, the formation that is done exclusively in the work needs the school that qualifies that learning. The factory
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Matchim, Joan Oldford. "The effects of contextual cues and word frequency on word recognition /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261919113531.
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Ojomo, Christian Olafimihan. "Factors Influencing Rural Women Cassava Processors' Perceived Intention to Participate in an Agricultural Extension Education Program." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1219347409.
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Burns, Lindsay E. "Is Immersiveness Even a Word? A Delphi Study." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618478289432639.
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Shaia, Rita M. "Exploring the Effectiveness of Word Boxes on Kindergarten Children's Phonemic Segmentation Skills, Word Recognition, and Letter Naming Skills." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1420207936.
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Fisher, Scott Alden. "Tonos and its relatives : a word study /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487598303841265.
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Dwyer, Edward J. "Word Identification Strategies." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3417.
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Dwyer, Edward J. "Word Identification Strategies." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3419.
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Trammell, Eugene. "The effects of instruction in problem-solving strategies including reading word problems on student achievement in solving word problems." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1376.
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The purpose of the study was to determine if there was a significant difference between the traditional method and the experimental or structured method of instruction in word problem solving and translating them into almost word less sentences. Two groups of ninth graders in a general mathematics course on reading and solving word problems were selected for the study. At the beginning of the study a pre test for achievement differences was administered. The test results indicated there were no significant achievement differences between the groups when the test was initiated.
Word problem solving instruction was given to the experimental group, but the control group was allowed to ask. questions only for clarification of the problems which possibly enabled them to pick up ideas on how to analyze word problems during the questioning session. The treatment consisted of problems on how to find discounts, commission, interest and sales tax. The t statistic and a .05 level of significance were used. A posttest was administered to both groups after the treatment, and the findings of the test results indicated that there was no significant difference in achievement. Therefore, teaching the reading of word problems did not affect the experimental method more than the use of the conventional method. of data indicated that there was no significant differ ence in achievement between the two groups. It was suggested that because the control group was permitted to ask questions, students in that group may have learned how to analyze word problems during the questioning sessions.
It was recommended that there should be more inter action between students and teachers through questions and answers during word problem-solving instruction. Teaching word problem solving should begin early in the elementary school and sequentialized in the middle and high school. In-service teaching on word problem solv ing should be provided. Calculators should be used by students only after they have mastered the basics of arithmetic.
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Gerofsky, Susan Gail. "The word problem as genre in mathematics education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/NQ51864.pdf.
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Costa, Cláudia Borges. "O TRABALHADOR-ALUNO DA EAJA: DESAFIOS NO PROCESSO ENSINO-APRENDIZAGEM." Pontifícia Universidade Católica de Goiás, 2008. http://localhost:8080/tede/handle/tede/1219.
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Previous issue date: 2008-08-22<br>The purpose of the current study is to investigate the reality of the young and adult studying
workers of EJA - Education of Youths and Adults - who are enrolled in 5th through 8th
grades of night elementary education program of Goiania Municipal School System.
Understanding the connection between the knowledge acquired in school and the work
environment has been in view. Entitled The studying worker of EJA: challenges of
teaching-learning process , the research has aimed to achieve three goals: 1) discussing
mediations or possible contradictions between formal education and the world of work; 2)
analyzing the connection between the basic education and the work as a category within the
limits of the political-pedagogic proposal of Goiania Municipal Education Office; and 3)
identifying both the student s view of the school learning and its connection with the
professional context. Aiming at achieving a more comprehensive apprehension of the object
of study, qualitative research methodology has been employed. The research has been
accomplished taking into account three stages: 1) revising the bibliography on the theme of
EJA and its configuration in the field of Brazilian education; 2) studying and analyzing
Goiania Municipal School System Political-Pedagogic Proposal for the Education of
Teenage Youths and Adults ; and 3) field research. Technical instruments of investigation,
such as questionnaires and demi-structured interviews, have been applied in the field research.
In final considerations both the analyses carried out with the help of field research and a
number of conflicts and emotional tensions undergone by the research subject - especially
studying workers - have been highlighted. As a result relevant aspects of the connection
between education and work has been revealed, especially the difficulties in developing the
mentioned pedagogic proposal as a whole in everyday practice and the theoretical
incoherence of such proposal concerning learning methods intended for studying workers.<br>O propósito deste estudo foi investigar a realidade dos jovens e adultos trabalhadores-alunos
da 5ª à 8ª séries do ensino fundamental noturno, integrantes a Rede Municipal de Ensino de
Goiânia, na modalidade de Educação de Jovens e Adultos EJA. Buscou-se compreender a
correlação entre conhecimento obtido na escola e o mundo do trabalho. A pesquisa, intitulada
O trabalhador-aluno da Eaja: desafios no processo ensino-aprendizagem , objetivou refletir
sobre as mediações ou possíveis contradições entre a escolarização formal e o mundo do
trabalho; analisar, na proposta político- pedagógica da Secretaria Municipal de Educação de
Goiânia, a articulação entre o ensino básico e a categoria trabalho; identificar a visão dos
alunos sobre o aprendizado na escola e sua relação com a esfera profissional. No que tange à
metodologia, optou-se por uma abordagem qualitativa, por entender que suas características
permitem melhor apreensão do objeto em estudo. As etapas da pesquisa foram: revisão da
bibliografia sobre a temática EJA e sua configuração no campo da educação brasileira, estudo
e análise da Proposta Político-Pedagógica para Educação de Adolescentes Jovens e Adultos
da RME/Goiânia e pesquisa de campo. Para a pesquisa de campo, utilizou-se os instrumentos
técnicos de investigação: questionário e entrevistas semi-estruturadas. Nas considerações
finais, ressaltou-se as análises obtidas por meio da pesquisa de campo e os diversos conflitos e
tensões apresentados pelos sujeitos da pesquisa, sobretudo os(as) trabalhadores(as)-aluno(as),
o que revelou vários aspectos relevantes sobre a relação educação/trabalho, bem como as
dificuldades em desenvolver, na prática, a integralidade da referida proposta pedagógica e sua
inconsistência teórica em relação à aprendizagem destinada ao trabalhador(a)-aluno(a).
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Pickerill, Amanda Marie. "The Role of Cognitive Processes and Phonological Awareness in First-Grader's Reading of Words /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487934589976947.
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Holmes, Jeanne Joanne. "Office occupations/word processing curriculum guide." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1545.
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The purpose of this project is to design a new course outline for the Office Occupations/Word Processing course for high school and adult students. Specifically, the course outline will serve students who are at least 16 years old. The content of the course consists of interpersonal and communication skills, hardware/software management, text editing concepts and skills, clerical skills, job search skills, data entry and database, information processing, and telecommunication skills.
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Delaney, Calum Milne. "How do assessors mark? : the process of assessing written work produced by students in higher education." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4059.
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Much research into assessment has concentrated on its role in learning and educational practice, issues relating to objectivity and reliability in assessment, and the political and policy implications of assessment more generally. The means by which assessors arrive at their judgement has received comparatively little attention and remains obscure. There has been a focus on factors relating to the product rather than the subjectively experienced process of assessment. A greater understanding of the process is important for the validity of assessment and its wider consequences for students and others. The aim of this study was to examine how assessors conceptualise and carry out the assessment of discursive writing produced by students in a higher education context. Semi-structured interviews were conducted with experienced lecturers in health care subjects. The interviews and the data analysis were approached from within a hermeneutic phenomenological tradition, involving both description and interpretation. The participants' descriptions provided an analogue of what they thought they did cognitively as they assessed. These texts were then subjected to interpretation negotiated with participants to develop an understanding of the assessment process. There were two main findings relating to how participants carried out the process of assessment. Firstly, they made use of a framework of meanings that appeared in part to arise from the practice of evaluating in terms of grade-bands. These were viewed as having categorical identities with discontinuities between them, as opposed to representing ranges within a continuous scale. The data suggested that there were changes in the aspects of writing to which assessors paid attention (content versus argument/integration and components versus the whole), and the kinds of judgements they made (quantitative versus qualitative), at different points along the grade band scale. Secondly, the participants made use of six categories of processes during the course of performing an assessment. Some were objective and analytical while others were more subjective and integrative. They were not carried out sequentially, but appeared to be determined by the demands of the assessment task and to serve a function of simplification. The variety of processes within each category, their co-occurring usage and interdependence, and the selective use (or awareness) of processes by different assessors may help to explain some of the apparent complexity inherent in the assessment task, and the difficulty that experienced assessors demonstrate when trying to explain what it is they do and how they do it.
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Dwyer, Edward J. "Encouraging Word Identification Skills." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3401.
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Dwyer, Edward J., and LaShay Jennings. "The Word Builder Kit." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3447.
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Dwyer, Edward J., and LaShay Jennings. "The Word Builder Kit." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3448.
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Winberg, Dan-Erik. "English Academic Word Knowledge in Tertiary Education in Sweden." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24981.
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The English language has established itself as the academic lingua franca of the world. For example, Swedish universities are mainly using English textbooks in their teaching. For students in tertiary education in Sweden, it is thus necessary to have an academic English vocabulary. This study examines the academic word knowledge of 148 students in different disciplines at a Swedish university. The method used was a vocabulary test. The test design was based on the Vocabulary Levels Test (VLT) and the words were chosen from the Academic Word List (AWL) due to their frequency in academic written texts. There was a rapid decline of the participants' word knowledge the less common the words were according to the AWL. The results indicate that Swedish students’ academic word knowledge in English is generally unsatisfactory, which could make the reading of academic texts troublesome for them.
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Heron, Mary Lou. "Investigating Word Learning at the Intersection of Spontaneous and Scientific Concepts." Thesis, Temple University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10791207.
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<p> This study incorporated an intervention that combined discussion and sentence writing to promote vocabulary development. Fourth grade students were assigned to either an intervention or control condition. Teachers in the intervention classrooms used a word learning protocol that was designed to provide students with student-friendly definitions and a minimum of 15 exposures to each target word through both receptive and expressive tasks. These tasks called upon students to begin to make connections between spontaneous and scientific concepts to support their word learning. Teachers in control classrooms followed instructional routines as specified in their school’s reading series. Multiple choice assessments from the district adopted reading series for vocabulary and comprehension along with a researcher-developed sentence writing task were used to measure growth in word knowledge. On the multiple choice vocabulary assessment, the intervention group outperformed the control group on one of the three weekly assessments from the reading series. There were no differences in comprehension scores on weekly reading tests across groups. On the sentence writing task, results indicated that the intervention group outperformed the control group with the intervention group showing a statistically significant difference in the rate at which they learned words.</p><p>
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Brook, Ellen. "INVESTIGATING THE ADULT LEARNERS’ EXPRERIENCE WHEN SOLVING MATHEMATICAL WORD PROBLEMS." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1394513871.
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Seifert, Lauren Sue. "The role of semantic memory in picture and word processing /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487849377296571.
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Wright, Marilyn Joyce. "Word processing and the language experience approach in the first-grade classroom." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3088.
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The purpose of this study was to determine the efficacy of the use of microcomputers together with the Language Experience Approach in first-grade classrooms for the teaching of writing.
Sample and procedure. The research program involved 111 children from four first-grade classrooms which were chosen on the basis of equivalent socio-economic levels and academic achievement. Three methods of teaching writing were studied: a computer program for word processing, the Language Experience Recorder (LER), concurrent with the Language Experience Approach; the Language Experience Approach (LEA) without computers; and the Basal approach generally used by teachers of the basal reader. Two classrooms were taught with LER, one with LEA and one with Basal. Ten compositions were collected from each child over a period of time from March, 1987 to June, 1987. The first two were evaluated as pretest stories, the last two were evaluated as post-test stories. Four evaluative measures were used to analyze the children's progress: the standardized measure Comprehensive Tests of Basic Skills (CTBS); two computer programs, LER and PC-Style; and a checklist designed by the research. An initial statistical measure, analysis of variance (ANOVA), was used to determine comparability of the groups. An analysis of covariance (ANCOVA) was used to determine significance between scores obtained by the three groups, and independent t tests were used to determine gains within the groups. Ten hypotheses dealt with such components of writing as story length, specific vocabulary use, work length, meaning units, use of compound and complex sentences, unification, and percent of personal words, and with growth in reading and language ability. Results. While all groups gained in writing proficiency, the LEA group made the most gains, scoring high in number of words, meaning units, use of compound and complex sentences, unification, and on the language section of the CTBS. The Basal group scored high on specific vocabulary, average word length and reading on the CTBS. The LER group scored high in use of personal words. The rank order of each group for each measure was relatively stable for the duration of the project. Because length of time spent in writing in individual classrooms and consistency of editing assistance were not controlled, the results of scores between groups were not comparable. However, gains within groups provided significant data and revealed growth in all groups on a majority of the components tested. One-to-one editing sessions with the classroom teacher may have had the greatest influence on first-grade writers. The consistency of one editor with expertise in positive criticism appeared to result in longer, richer and more cohesive compositions. The computer was found to be a valid instrument for teaching writing in first grade, as well as for increasing interest in writing and enhancing children's self-esteem.
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Culbertson, C., A. McCloud-Hoss, C. Storey, and Cynthia R. Chambers. "“Spreading the Word” to Your College Campus and Community." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3880.
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Dwyer, Edward J. "Teaching word families through mapping." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etsu-works/3368.
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Silva, Ivan. "Word sort| Building fluency through decoding." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142972.
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<p> This study examined the effectiveness of an evidenced-based reading intervention, Word Sort, with bilingual students receiving dual immersion education. This study expands upon the existing research on Word Sort by examining its impact on bilingual students’ reading fluency. The following research questions was proposed: Is Word Sort an effective intervention with bilingual (dual immersion) students who are struggling early readers? A visual analysis and effect size of participants’ data across baseline and treatment conditions found that all three participants’ Oral Reading Fluency (ORF) improved. This suggests that Word Sort is a promising intervention for bilingual, dual immersion students with reading delays.</p>
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Auxter, Abbey Auxter. "The Problem with Word Problems: An Exploratory Study of Factors Related to Word Problem Success." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/392790.
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Math & Science Education<br>Ph.D.<br>College Algebra is a gatekeeper course that serves as an obstacle for many students pursuing STEM careers. Lack of success in this course could be a key reason why the United States lags behind other industrialized countries in the number of students graduating with STEM majors and joining the STEM workforce. Of the many topics presented in College Algebra that pose problems, students often have particular difficulty with the application of systems of equations in the form of word problems. The present study aims to identify the factors associated with success and failure on systems of equations word problems. The goal was to identify the factors that remained significant predictors of success in order to build a theory to explain why some students are successful and other have difficulty. Using the Opportunity-Propensity Model of Byrnes and colleagues as the theoretical guide (e.g., Byrnes & Miller-Cotto, 2016), the following questions set the groundwork for the current study: (1) To what extent do antecedent (gender, race/ethnicity, socioeconomic status, and university) and propensity factors (mathematical calculation ability, mathematics anxiety, self-regulation, motivation, and ESL) individually and collectively predict success with systems of equations word problems in College Algebra students, and (2) How do these factors relate to each other? Bivariate correlations and hierarchical multiple regression were used to examine the relationships between the factors and word problem set-up as well as correct completion of the word problems presented. Results indicated after all variables were entered, calculation ability, self-regulation as determined by homework score, and anxiety were the only factors to remain significant predictors of student performance on both levels. All other factors either failed to enter as significant predictors or dropped out when the complete set had been entered. Reasons for this pattern of results are discussed, as are suggestions for future research to confirm and extend these findings.<br>Temple University--Theses
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Varma, Anushree. "The embroidered word : using traditional songs to educate women in India." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29518.pdf.
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Elza, Dethe. "Browser evolution document access on the World Wide Web." Ohio : Ohio University, 1998. http://www.ohiolink.edu/etd/view.cgi?ohiou1176833339.
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Gray, Shelley Irene Larimore. "Lexical acquisition by children with specific language impairment: Phonological and semantic effects on and performance predictions among fast mapping, word learning, and word extension." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282632.
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This experimental study investigated three components of the lexical-acquisition process: fast mapping, word learning, and word extension. Thirty preschool-age children with specific language impairment (SLI) and 30 age- and gender-matched normal language (NL) controls participated. Two types of low-frequency words were used to name objects: phonologically simple and phonologically complex. Two types of objects were used: semantically familiar and semantically unfamiliar. Comprehension and production were probed across components, with trials to criterion calculated for word learning. During the word-extension task, recognition was also assessed. In addition, norm-referenced receptive and expressive vocabulary tests were administered. On tasks where group differences were found, many children with SLI performed as well as controls. The fast-mapping task revealed no group differences (p On this and the word-learning task, comprehension exceeded production for both groups. On the word-learning task, the SLI group comprehended and produced fewer words than did controls. In contrast to the NL group, the SLI group produced more words for semantically unfamiliar than familiar objects. Overall, the SLI learned more phonologically simple than complex words, but the NL group showed no difference. Although the SLI group required more trials than controls to comprehend words, no group differences were found in trials to production. On the word-extension task, the SLI group scored lower than controls only for production. Vocabulary-test scores did not accurately identify children with SLI or predict number of words learned; but these scores did predict a small amount of variance for fast-mapping and word-extension performance. Fast mapping performance accounted for 25% of word-learning variance; fast-mapping performance and word-learning performance combined accounted for 54% of word-extension variance. Different predictor variables were found for each language group. Findings suggest that some, but not all, children with SLI demonstrate poor word-learning and word-extension performance. Overall, the SLI group had greater difficulty than controls on production measures and required more trials to achieve learning criterion for comprehension of words than the NL group. The semantic familiarity of the target objects affected productive word learning by the NL group but did not appear to have a similar effect on the SLI group.
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Joseph, Laurice Marie. "The effectiveness of a word box instructional approach on word identification and spelling performance for a sample of students with learning disabilities /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945015615648.
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