Promoting idea production by novice writers through the use of discourse-related prompts

1996 ◽  
Vol 17 (4) ◽  
pp. 385-400 ◽  
Author(s):  
Boris Bakunas
Keyword(s):  
High School ◽  
The Other ◽  
Discourse Structure ◽  
Problem Solution ◽  
School Subjects ◽  
Topic Interest ◽  
Different Types ◽  
Novice Writers ◽  
Achievement Levels

ABSTRACTThis study asked whether exposure to discourse elements affects idea production in novice writers. Different types of prompts were given to 127 high school subjects following the cessation of production. One prompt, termed contentless, was purely motivational; the other, a discourse prompt, conveyed a motivational message as well as information about the discourse structure of the problem/solution text. Subjects given discourse prompts generated significantly more idea units than those given the purely motivational variety. Also, subjects in the discourse-prompting condition spent more time generating ideas. The results held across topic interest and achievement levels, suggesting that instruction in discourse elements may prove beneficial.

Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

scholarly journals Feeling emotions for others that they don’t feel: Agency appraisals and vicarious anger

2020 ◽  
Author(s):  
Joshua Daniel Wondra
Keyword(s):  
High School ◽  
High School Student ◽  
The Other ◽  
Emotional Experiences ◽  
School Subjects ◽  
The Difference

How do people feel emotions for someone else? This has been studied asempathy—feeling the same emotion that someone else feels. But people also feel emotions for someone else that the other person doesn’t feel, such as feeling angry for someone who is sad. We use appraisal theories to predict that people feel an emotion for someone else when they appraise that person’s situation differently. According to appraisal theories, people react to misfortunes with anger if they are caused by another person, but not if the cause is impersonal, and we predicted that this would also be true in feeling emotions for another person, regardless of what the other person feels. In two studies, subjects learned about a disadvantaged high school student who applied to college and was rejected from every school. Subjects felt angrier when they learned that the student’s friend caused the bad outcome than when the student made a well-intentioned mistake, but they did not think the student felt angry. The difference in subjects’ anger was mediated by changes in appraisals of agency. The student believed the rejections were caused by bad circumstances and felt sad in both conditions. The results extend research on empathy and other vicarious emotional experiences by supporting appraisal as a process that is involved in feeling emotions for other people.

The Learner-Lead Curriculum in Aboriginal Schools

1992 ◽  
Vol 20 (5) ◽  
pp. 3-13
Author(s):  
Tamsin Roberts
Keyword(s):  
High School ◽  
Primary School ◽  
Primary Education ◽  
Life Style ◽  
Informed Decision ◽  
The Other ◽  
Remote Communities ◽  
Aboriginal Community ◽  
Australian Society ◽  
School Subjects

My students live in three remote Aboriginal community. It is my job to teach them English and the other Primary school subjects. My aim is to produce bi-lingual and bi-cultural individuals. By giving them the ways and means to access white Australian society, they are more able to make an informed decision about the life-style they want and feel confident to interact with white Australia. Many students rarely do more than one or two years at the high school in Alice Springs so there primary education is very important. Students from remote communities rarely do well academically.

The Relationship of Grade Placement to Programming Aptitude and Fortran Programming Achievement

1971 ◽  
Vol 2 (1) ◽  
pp. 44-48
Author(s):  
John W. Alspaugh
Keyword(s):  
High School ◽  
Test Scores ◽  
The Other ◽  
Instruction Time ◽  
High School Juniors ◽  
School Subjects ◽  
Significant Difference ◽  
Grade Placement ◽  
Relationship Of ◽  
The Relationship

This investigation to assess the influence of grade placement upon programming aptitude and FORTRAN programming achievement employed 2 groups of subjects equated on their high school Ohio Psychological Test scores. 1 group consisted of high school juniors and seniors, and the other group contained college juniors and seniors. A t-test revealed a significant difference in the IBM Programmer Aptitude Test scores for the 2 groups. By giving the high school subjects twice as much instruction time as the college students the anticipated difference in programming achievement was considerably reduced.

Classroom Discourse Structure in MTs Negeri Rantauprapat

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Jupriaman Jupriaman ◽  
Sri Minda Murni
Keyword(s):  
Classroom Discourse ◽  
Tape Recorder ◽  
The Other ◽  
Discourse Structure ◽  
Video Tape ◽  
English Teacher ◽  
Video Tape Recorder ◽  
Field Note

The objectives of this study were to describe the classroom discourse structure, to describe how the classroom discourse is realized by teacher and students and the reasons for the realizations of the ways they are. The source of the data was English teacher and the students while the data are verbal and non verbal utterances of students and teachers. The instruments for collecting data were video tape recorder and researcher’s field note. The data were collected by observing and recording the utterances uttered by the teacher and students. The findings showed that the classroom discourse structures were dominantly realized by Initiation and Response (IR) structure. It was reflected in teacher direct, elicit and information exchanges was found that the classroom discourse structures. The other exchanges occur are boundary (framing and focusing move), directive, informing, check, accept, react, reply, nomination, marker, bid and conclusion acts. The reasons why the realization as the ways they are (1) teacher as a centre of interaction, (2) teacher gives some questions without any caring to the evaluation, appreciation and feedback without any feedback to make dialogue, (3) students have been disciplined not to speak in classes without a teacher’s direction, and most of them are unwilling to speak English.   Keywords: Classroom Discourse Structures, Initiation and Response, Sinclair and Coulthard Theory

Relationship Between Different Types of Violence and Mental Health in High School Students From Northern Mexico

2021 ◽  
pp. 088626052110219
Author(s):  
Oscar Armando Esparza-Del Villar ◽  
Sarah Margarita Chavez-Valdez ◽  
Priscila Montañez-Alvarado ◽  
Marisela Gutiérrez-Vega ◽  
Teresa Gutiérrez-Rosado
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Partner Violence ◽  
Health Indicators ◽  
School Students ◽  
Social Violence ◽  
Different Types ◽  
Relationship Of ◽  
The Relationship

Different types of violence have been present in Mexico but there have been few studies that have analyzed their relationship with mental health in adolescents, especially in cities with high rates of social violence. It is important to compare different violence types and their relationship with mental health since not all relationships are the same. It appears that social violence has a stronger relationship with mental health, and for this reason it receives more attention, but other types of violence have a stronger relationship and do not receive as much attention. Chihuahua has been one of the most violent states in Mexico, and Juarez has been the most violent city in the world in 2009 and 2010. The purpose of the study is to compare the relationship of different types of violence (social, cyberbullying, partner violence, and child abuse and neglect) with mental health indicators (depression, anxiety, stress, self-esteem, and paranoid thoughts). There were 526 high school students, from the cities of Juarez ( n = 282) and Chihuahua ( n = 244). The mean age was 16.5 ( SD = 1.4) years and 50.6% reported being males. The relationships among the variables were analyzed using Pearson’s correlations and multiple linear regressions. Both cities that have experienced social violence like carjacking, kidnapping, and sexual assault, but they have very small or no relationships with mental health indicators. Other types of violence have stronger correlations. Our findings suggest that interventions should not focus only in preventing and dealing with social violence, but that other types of violence must also be addressed in adolescents.

Comparative Surface Imaging Study of Multifocal Diffractive Intraocular Lenses

2021 ◽  
Author(s):  
Hyeck Soo Son ◽  
Jung Min Lee ◽  
Ramin Khoramnia ◽  
Chul Young Choi
Keyword(s):  
Imaging Study ◽  
The Other ◽  
Intraocular Lenses ◽  
Optical Surface ◽  
Diffractive Optic ◽  
Atomic Force ◽  
Acceptable Range ◽  
Different Types ◽  
Concentric Pattern

Abstract Purpose To analyse and compare the surface topography and roughness of three different types of diffractive multifocal IOLs. Methods Using scanning electron microscope (SEM, Inspect F, 5.0 KV, maximum magnification up to 20,000) and atomic force microscope (AFM, Park Systems, XE-100, non-contact, area profile comparison, 10 × 10 µm, 40 × 40 µm), the surface quality of the following diffractive IOLs was studied: the AcrySof IQ PanOptix (Alcon, USA), the AT LARA 829MP (Carl Zeiss Meditec, Germany), and Tecnis Symfony (Johnson&Johnson Vision, USA). The measurements were made over three representative areas (central non-diffractive optic, central diffractive optic, and diffractive step) of each IOL. Roughness profile in terms of mean arithmetic roughness (Ra) and root-mean-squared roughness (Rq) values were obtained and compared statistically. Results In SEM examination, all IOLs showed a smooth optical surface without any irregularities at low magnification. At higher magnification, Tecnis Symfony showed unique highly regular, concentric, and lineate structures in the diffractive optic area which could not be seen in the other studied diffractive IOLs. The differences in the measured Ra and Rq values of the Tecnis Symfony were statistically significant compared to the other models (p < 0.05). Conclusion Various different topographical traits were observed in three diffractive multifocal IOLs. The Ra values of all studied IOLs were within an acceptable range. Tecnis Symfony showed statistically significant higher surface Ra values at both central diffractive optic and diffractive step areas. Furthermore, compared to its counterparts, Tecnis Symfony demonstrated highly ordered, concentric pattern in its diffractive surfaces.

RADIATION EXPOSURE TO THE BACK WITH DIFFERENT TYPES OF APRONS

2021 ◽  
Author(s):  
Seung Wan Hong ◽  
Tae Won Kim ◽  
Jae Hun Kim
Keyword(s):  
Radiation Exposure ◽  
Effective Dose ◽  
Exposure Time ◽  
The Other ◽  
Lead Apron ◽  
Type Group ◽  
Air Kerma ◽  
Different Types ◽  
The Relationship

Abstract Physicians and nurses stand with their back towards the C-arm fluoroscope when using the computer, taking things out of closets and preparing drugs for injection or instruments for intervention. This study was conducted to investigate the relationship between the type of lead apron and radiation exposure to the backs of physicians and nurses while using C-arm fluoroscopy. We compared radiation exposure to the back in the three groups: no lead apron (group C), front coverage type (group F) and wrap-around type (group W). The other wrap-around type apron was put on the bed instead of on a patient. We ran C-arm fluoroscopy 40 times for each measurement. We collected the air kerma (AK), exposure time (ET) and effective dose (ED) of the bedside table, upper part and lower part of apron. We measured these variables 30 times for each location. In group F, ED of the upper part was the highest (p &lt; 0.001). ED of the lower part in group C and F was higher than that in group W (p = 0.012). The radiation exposure with a front coverage type apron is higher than that of the wrap-around type and even no apron at the neck or thyroid. For reducing radiation exposure to the back of physician or nurse, the wrap-around type apron is recommended. This type of apron can reduce radiation to the back when the physician turns away from the patient or C-arm fluoroscopy.

scholarly journals Teacher Orchestration of Language and Gesture in Explaining Science Concepts in Images

2021 ◽  
Author(s):  
Thu Ngo ◽  
Len Unsworth ◽  
Michele Herrington
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
School Students ◽  
Symbolic Representations ◽  
Different Types ◽  
Cell Components ◽  
Diagram Comprehension ◽  
Senior High School Students

AbstractStudents’ difficulties interpreting diagrams remain a concern in science education. Research about improving diagram comprehension has included few studies of teachers’ orchestration of language and gesture in explaining diagrams—and very few in senior high schools. Research with younger students and studies of research scientists’ practice indicate the significance of the interaction of teachers’ gesture and language in explaining visualisations. The strategic deployment of such teacher-focussed authoritative explanations has been observed in facilitating progression to more complex and symbolic representations in classroom work. However, the paucity of such research in senior high school leaves open the question of how these teachers use gesture and language in managing the challenges of explaining the intricate sub-microscopic and abstract visualisations senior high school students need to negotiate. In this paper, we outline existing studies of teachers’ use of gesture and language to explain complex images in senior high school and investigate how it is managed by two biology teachers with images of different types and complexity representing the activity of certain cell components in the early phase of cell duplication. Implications are drawn for foci of further research including the role of a metalanguage describing different types of visualisations and their affordances.

scholarly journals MITOTIC CROSSING OVER AND NONDISJUNCTION IN TRANSLOCATION HETEROZYGOTES OF ASPERGILLUS

Genetics ◽  
1976 ◽  
Vol 82 (4) ◽  
pp. 605-627
Author(s):  
Etta Käfer
Keyword(s):  
Selective Advantage ◽  
The Other ◽  
Translocation Chromosome ◽  
Crossing Over ◽  
Selective Marker ◽  
Reciprocal Translocations ◽  
Poor Growth ◽  
Different Types ◽  
Diploid Genotype ◽  
One Step

ABSTRACT To analyze mitotic recombination in translocation heterozygotes of A. nidulans two sets of well-marked diploids were constructed, homo- or heterozygous for the reciprocal translocations T1(IL;VIIR) or T2(IL;VIIIR) and heterozygous for selective markers on IL. It was found that from all translocation heterozygotes some of the expected mitotic crossover types could be selected. Such crossovers are monosomic for one translocated segment and trisomic for the other and recovery depends on the relative viabilities of these unbalanced types. The obtained segregants show characteristically reduced growth rates and conidiation dependent on sizes and types of mono- and trisomic segments, and all spontaneously produce normal diploid sectors. Such secondary diploid types either arose in one step of compensating crossing over in the other involved arm, or—more conspicuously—in two steps of nondisjunction via a trisomic intermediate.—In both of the analyzed translocations the segments translocated to IL were extremely long, while those translocated from IL were relatively short. The break in I for T1(I;VII) was located distal to the main selective marker in IL, while that of T2(I;VIII) had been mapped proximal but closely linked to it. Therefore, as expected, the selected primary crossover from the two diploids with T2(I;VIII) in coupling or in repulsion to the selective marker, showed the same chromosomal imbalance and poor growth. These could however be distinguished visually because they spontaneously produced different trisomic intermediates in the next step, in accordance with the different arrangement of the aneuploid segments. On the other hand, from diploids heterozygous for T1(I;VII) mitotic crossovers could only be selected when the selective markers were in coupling with the translocation; these crossovers were relatively well-growing and produced frequent secondary segregants of the expected trisomic, 2n+VII, type. For both translocations it was impossible to recover the reciprocal crossover types (which would be trisomic for the distal segments of I and monosomic for most of groups VII or VIII) presumably because these were too inviable to form conidia.—In addition to the selected segregants of expected types a variety of unexpected ones were isolated. The conditions of selection used favour visual detection of aneuploid types, even if these produce only a few conidial heads and are not at a selective advantage. For T2(I;VIII) these "non-selected" unbalanced segregants were mainly "reciprocal" crossovers of the same phenotype and imbalance as the selected ones. For T1(I;VII) two quite different types were obtained, both possibly originating with loss of the small VII-Itranslocation chromosome. One was isolated when the selective marker in repulsion to T1(I;VII) was used and, without being homo- or hemizygous for the selective marker, it produced stable sectors homozygous for this marker. The other was obtained from both coupling and repulsion diploids and showed a near-diploid genotype; it produced practically only haploid stable sectors of the type expected from monosomics, 2n-1 for the short translocation chromosome.

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