Optimizing Dynamic Class Composition in a Statically Typed Language

2008 ◽  
pp. 161-177 ◽  
Author(s):  
Anders Bach Nielsen ◽  
Erik Ernst
Keyword(s):  
Class Composition

Pre-Insolvency Proceedings

2019 ◽  
Author(s):  
Nicolaes Tollenaar
Keyword(s):  
Comparative Analysis ◽  
Class Composition ◽  
Normative Foundation ◽  
The Us ◽  
Insolvency Proceedings ◽  
Comprehensive Discussion

This book develops a normative foundation and framework for pre-insolvency proceedings. The book features a comprehensive discussion of the key principles underlying restructuring proceedings and explains the purpose of, and justification for, pre-insolvency proceedings. It deals with all-important issues such as class composition, cross-class cramdown, and valuation. A comparative analysis and critique of UK schemes of arrangement and the US Chapter 11 procedure is also included, identifying the strengths and weaknesses of each.

Mapping Logistical Capitalism

2021 ◽  
pp. 026327642199042
Author(s):  
Eugene Brennan
Keyword(s):  
Critical Theory ◽  
20Th Century ◽  
Social Life ◽  
Review Article ◽  
Global Capitalism ◽  
Racial Capitalism ◽  
The Past ◽  
Black Lives Matter ◽  
Class Composition

This review article engages with a rich field of scholarship on logistics that has gathered momentum over the past decade, focusing on two new publications by Laleh Khalili and Martín Arboleda. It contextualizes how and why logistics is bound up with the militarization of contemporary political and social life. I argue that the later 20th century rise of logistics can be better understood as both a response to and symptom of capitalist crisis and I situate this scholarship on war and logistics in relationship to Giovanni Arrighi’s account of crisis and ‘unravelling hegemony’. I also show how logistics provides essential critical and visual resources that contribute to efforts to map global capitalism and to debates on totality and class composition in contemporary critical theory. Finally, contemporary events such as the ongoing Coronavirus crisis and the reemergence of Black Lives Matter are considered in light of this analysis with reference to the centrality of logistics to racial capitalism.

New trends in phospholipid class composition of marine sponges

2008 ◽  
Vol 150 (4) ◽  
pp. 427-431 ◽  
Author(s):  
Emilie Genin ◽  
Gaëtane Wielgosz-Collin ◽  
Jean-Michel Njinkoué ◽  
Nambinina E. Velosaotsy ◽  
Jean-Michel Kornprobst ◽  
...  
Keyword(s):  
Phospholipid Class ◽  
Marine Sponges ◽  
Class Composition

CLIL theory and empirical reality – Two sides of the same coin?

2017 ◽  
Vol 5 (1) ◽  
pp. 110-134 ◽  
Author(s):  
Dominik Rumlich
Keyword(s):  
Large Scale ◽  
Self Concept ◽  
Empirical Reality ◽  
Longitudinal Model ◽  
Composition Effects ◽  
Class Composition ◽  
Quasi Experimental ◽  
Individual Variables ◽  
Conducting Research ◽  
A Minor

This article summarizes the essential theoretical and empirical findings of a large-scale doctoral dissertation study on content and language integrated learning (CLIL) streams at German secondary schools (Gymnasium) with up to three content subjects taught in English (Rumlich, 2016). A theoretical account rooted in teaching English as a foreign language (EFL), language acquisition and educational psychology provides the basis for the development of a comprehensive longitudinal model of general EFL proficiency, which incorporates cognitive, affective-motivational, and further individual variables. In a second step, the model is used to estimate the effects of CLIL on general EFL proficiency, EFL self-concept and interest over a span of two school years (Year 6 to Year 8). The statistical evaluation of the quasi-experimental data from 1,000 learners finds large initial differences prior to CLIL due to selection, preparation, and class composition effects brought about by the implementation of CLIL within streams. After two years, the analyses found no CLIL-related benefits for general EFL proficiency or interest in EFL classes and solely a minor increase in EFL self-concept that might be attributable to CLIL. The results make a strong claim for comprehensive longitudinal model-based evaluations and the inclusion of selection, preparation, and class composition effects when conducting research on CLIL programmes in similar settings. The findings also suggest that not all language competences and affective-motivational dispositions might benefit from CLIL (the way it is currently taught in Germany) to the same extent.

scholarly journals Cyberbullying-Entrenched or Cyberbully-Free Classrooms? A Class Network and Class Composition Approach

2015 ◽  
Vol 20 (3) ◽  
pp. 260-277 ◽  
Author(s):  
Wannes Heirman ◽  
Spyros Angelopoulos ◽  
Denis Wegge ◽  
Heidi Vandebosch ◽  
Steven Eggermont ◽  
...  
Keyword(s):  
Class Composition

The Relationship between the Sex Composition of Physical Education Classes and Teacher/Pupil Verbal Interaction

1990 ◽  
Vol 9 (2) ◽  
pp. 152-163 ◽  
Author(s):  
Doune Macdonald
Keyword(s):  
Physical Education ◽  
Observation System ◽  
Positive Interactions ◽  
Sex Composition ◽  
Verbal Interactions ◽  
Class Composition ◽  
Perceptions And Attitudes ◽  
Teachers And Students ◽  
Interactional Analysis ◽  
The Relationship

This study examined the relationship between the sex composition of physical education classes and teacher/pupil interactions. Eighteen Grade 9 or 10 hockey lessons were videotaped and verbal interactions were coded using a modified interactional analysis observation system. All teacher/pupil interactions were classified into one of six categories and the relative frequency of each interactional type was compared as a function of the class composition and the sex of the teacher using nonparametric analyses of contingency. To account for variations in lesson duration, interaction rates were also computed and compared between groups using analysis of variance. The results showed that female teachers gave proportionally more skill based interactions than did male teachers in mixed-sex and in all-girls classes. In mixed-sex classes, boys had a greater proportion of verbal interactions as well as more positive interactions with the teacher than girls did. To gauge the perceptions and attitudes of teachers and students toward stereotyping in physical education, interviews were conducted with the teachers and all pupils completed a standardized 35-item questionnaire. Most girls (90%) did not perceive boys as being favored, but 43% felt that teachers expected boys to perform skills better than girls. A greater percentage of boys (63%) than girls (48.5%) agreed that physical education in schools should be made more important.

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