Systematic Approach for the Construction of Niobium and Tantalum Sulfide Clusters

2016 ◽  
Vol 55 (8) ◽  
pp. 3815-3821 ◽  
Author(s):  
Manuel Gómez ◽  
Cristina Hernández-Prieto ◽  
Avelino Martín ◽  
Miguel Mena ◽  
Cristina Santamaría
Keyword(s):  
Systematic Approach ◽  
Tantalum Sulfide ◽  
Sulfide Clusters

Reactivity of Neutral Tantalum Sulfide Clusters Ta3Sn (n = 0–4) with N2

2020 ◽  
Vol 124 (38) ◽  
pp. 7749-7755
Author(s):  
Gui-Duo Jiang ◽  
Li-Hui Mou ◽  
Jiao-Jiao Chen ◽  
Zi-Yu Li ◽  
Sheng-Gui He
Keyword(s):  
Tantalum Sulfide ◽  
Sulfide Clusters

Reading Longer Words: Insights Into Multisyllabic Word Reading

2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley
Keyword(s):  
Systematic Approach ◽  
Word Reading ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Reading Difficulties ◽  
Instructional Programs ◽  
Morphological Knowledge ◽  
Morphological Complexity ◽  
Reading Accuracy ◽  
Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

Coming Together Through Falling Apart

2019 ◽  
Vol 40 (2) ◽  
pp. 151-168
Author(s):  
Heather Churchill ◽  
Jeremy M. Ridenour
Keyword(s):  
Data Analysis ◽  
Qualitative Data ◽  
Structural Changes ◽  
Systematic Approach ◽  
Qualitative Approach ◽  
Psychological Assessments ◽  
Transference And Countertransference ◽  
Testing Data ◽  
Psychoanalytically Oriented Psychotherapy

Abstract. Assessing change during long-term psychotherapy can be a challenging and uncertain task. Psychological assessments can be a valuable tool and can offer a perspective from outside the therapy dyad, independent of the powerful and distorting influences of transference and countertransference. Subtle structural changes that may not yet have manifested behaviorally can also be assessed. However, it can be difficult to find a balance between a rigorous, systematic approach to data, while also allowing for the richness of the patient’s internal world to emerge. In this article, the authors discuss a primarily qualitative approach to the data and demonstrate the ways in which this kind of approach can deepen the understanding of the more subtle or complex changes a particular patient is undergoing while in treatment, as well as provide more detail about the nature of an individual’s internal world. The authors also outline several developmental frameworks that focus on the ways a patient constructs their reality and can guide the interpretation of qualitative data. The authors then analyze testing data from a patient in long-term psychoanalytically oriented psychotherapy in order to demonstrate an approach to data analysis and to show an example of how change can unfold over long-term treatments.

Using a systematic approach to improve undergraduate training in psychology.

2020 ◽  
Vol 6 (2) ◽  
pp. 107-117
Author(s):  
Alexandros Maragakis ◽  
Leah LaLonde ◽  
Michael Vriesman ◽  
Efthymia Orkopoulou
Keyword(s):  
Systematic Approach ◽  
Undergraduate Training
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