Model Structure, Realization and Learning Process For a Driver Model Being Capable to Improve Performance with Learning by Itself

2012 ◽  
pp. 1461-1477
Author(s):  
Kazuhide Togai ◽  
Hisashi Tamaki
Keyword(s):  
Learning Process ◽  
Driver Model ◽  
Model Structure ◽  
Improve Performance

scholarly journals Mendesain Bahan Ajar Bahasa Indonesia untuk Tujuan Akademis

2008 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Widjono Hs.
Keyword(s):  
Learning Process ◽  
Academic Competence ◽  
Model Structure ◽  
Effective Learning ◽  
Course Materials ◽  
Course Material ◽  
Three Stages ◽  
University Level ◽  
Materials Used ◽  
Bahasa Indonesia

Article on how to design Indonesian language course material for academic purposes discusses some aspects necessary to be understood in designing the materials used by students at university level. Understanding of language essence, academic competence, appropriate course materials, and effective learning process covering the three stages of accountability model according to Moore, and the seven textuality criteria according to Rankema, is ablsolutely needed to be able to design good course materials. Article also includes a model structure of learning academic paragraph writing and academic essay.

13. Understanding and using feedback

2018 ◽  
Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones
Keyword(s):  
Learning Process ◽  
Hard Work ◽  
Improve Performance ◽  
Legal Studies

Feedback is an essential part of the learning process. It enables the student to learn from experiences, to identify strengths and weaknesses, and ensures that they can build on hard work and continually improve performance to achieve potential. This chapter look further at feedback — what it is and where it can be found — and how the student can make the most of the feedback that is available to them to enhance their chances of success. It focuses on feedback within legal studies. However, it should be noted that the general principles of finding and using feedback — taking opportunities, identifying strengths and weaknesses, building on experience, and absorbing the advice and experience of others — have relevance to all aspects of a successful life and career.

Lattice imaging and pore structure of β ferric oxyhydroxide

1978 ◽  
Vol 36 (1) ◽  
pp. 264-265
Author(s):  
T. Baird ◽  
J.R. Fryer ◽  
S.T. Galbraith
Keyword(s):  
Electron Microscopy ◽  
Room Temperature ◽  
Bulk Material ◽  
Model Structure ◽  
Bulk Crystals ◽  
Lattice Imaging ◽  
Thin Sections ◽  
Ferric Oxyhydroxide ◽  
Resolution Electron ◽  
Hydrolysis Of

Introduction Previously we had suggested (l) that the striations observed in the pod shaped crystals of β FeOOH were an artefact of imaging in the electron microscope. Contrary to this adsorption measurements on bulk material had indicated the presence of some porosity and Gallagher (2) had proposed a model structure - based on the hollandite structure - showing the hollandite rods forming the sides of 30Å pores running the length of the crystal. Low resolution electron microscopy by Watson (3) on sectioned crystals embedded in methylmethacrylate had tended to support the existence of such pores.We have applied modern high resolution techniques to the bulk crystals and thin sections of them without confirming these earlier postulatesExperimental β FeOOH was prepared by room temperature hydrolysis of 0.01M solutions of FeCl3.6H2O, The precipitate was washed, dried in air, and embedded in Scandiplast resin. The sections were out on an LKB III Ultramicrotome to a thickness of about 500Å.

Replication of the Superstition and Performance Study by

2014 ◽  
Vol 45 (3) ◽  
pp. 239-245 ◽  
Author(s):  
Robert J. Calin-Jageman ◽  
Tracy L. Caldwell
Keyword(s):  
Task Difficulty ◽  
Statistical Power ◽  
Meta Analysis ◽  
A Priori ◽  
Significant Heterogeneity ◽  
Performance Study ◽  
Improve Performance ◽  
Research Designs ◽  
Series Of Experiments ◽  
And Performance

A recent series of experiments suggests that fostering superstitions can substantially improve performance on a variety of motor and cognitive tasks ( Damisch, Stoberock, & Mussweiler, 2010 ). We conducted two high-powered and precise replications of one of these experiments, examining if telling participants they had a lucky golf ball could improve their performance on a 10-shot golf task relative to controls. We found that the effect of superstition on performance is elusive: Participants told they had a lucky ball performed almost identically to controls. Our failure to replicate the target study was not due to lack of impact, lack of statistical power, differences in task difficulty, nor differences in participant belief in luck. A meta-analysis indicates significant heterogeneity in the effect of superstition on performance. This could be due to an unknown moderator, but no effect was observed among the studies with the strongest research designs (e.g., high power, a priori sampling plan).

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