Time to organize?     

Ted Marchese 《Assessment Update》1991,3(2):5-6

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Applications of GSTARS Computer Models for Solving River and Reservoir Sedimentation Problems     

YANG Chih Ted 《天津大学学报(英文版)》2008,14(4):235-247

GSTARS (Generalized Sediment Transport model for Alluvial River Simulation) is a series of computer models developed by the U.S. Bureau of Reclamation while the author was employed by that agency. The stream tube concept is used in all GSTARS models which allow us to solve one-dimensional equations for each stream tube independently and obtain semi-two-dimensional variation of the hydraulic conditions along and across stream tubes for rivers and reservoirs. Sediment transport, scour, and deposition processes are simulated along each stream tube independently to give us a semi-three-dimensional variation of the bed geometry. Most sediment transport computer models assume that channel width is given and cannot change during the simulation process. GSTARS models apply the theory of minimum stream power to the determination of optimum channel width and channel geometry. The concepts of channel side stability, and active, inactive, and armoring layers are used in all GSTARS models for realistic long-term simulation and prediction of the scour and deposition processes in rivers and reservoirs. GSTARS models have been applied in many countries for solving a wide range of river and reservoir sedimentation problems. Case studies will be used to illustrate the applications of GSTARS computer models. YANG Chih Ted, Borland Professor of Water Resources and Director of Hydroscience and Training Center.  相似文献   

Longitudinal twin study of early literacy development: Preschool through Grade 1     

Brian Byrne  Stefan Samuelsson  Sally Wadsworth  Jacqueline Hulslander  Robin Corley  John C. DeFries  Peter Quain  Erik G. Willcutt  Richard K. Olson 《Reading and writing》2007,20(1-2):77-102

Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and spelling. Rapid naming showed more modest, though reliable, genetic influence. Phonological awareness was subject to high nonshared environment and no reliable genetic effects, and individual measures of memory and learning were also less affected by genes than nonshared environment. Multivariate analyses showed that the same genes affected word identification, reading comprehension, and spelling. Country comparisons indicated that the patterns of genetic influence on reading and spelling in Grade 1 were similar, though for the U.S. but not the Australian children new genes came on stream in the move from kindergarten to Grade 1. We suggest that this is because the more intensive kindergarten literacy curriculum in New South Wales compared with Colorado, consistent with the mean differences between the two countries, means that more of the genes are “online” sooner in Australia because of accelerated overall reading development.  相似文献   

Relating self reports of writing behaviour and online task execution using a temporal model     

Marion Tillema  Huub van den Bergh  Gert Rijlaarsdam  Ted Sanders 《Metacognition and Learning》2011,6(3):229-253

Current theory about writing states that the quality of (meta)cognitive processing (i.e. planning, text production, revising, et cetera) is, at least partly, determined by the temporal distribution of (meta)cognitive activities across task execution. Put simply, the quality of task execution is determined more by when activities are applied than by how often they are applied. Planning and revising are two extreme writing styles, in which (meta)cognitive activities are temporally differently distributed across the writing process. Planners are writers who generate plans before text production. Revisers use text production as a means to arrive at a content plan. The present study investigates the question whether the online (meta)cognitive processing of secondary school students during writing tasks, as measured by think aloud techniques and keystroke logging, can be predicted by their responses to an offline questionnaire which measures to what degree students considered themselves to be planners and revisers. It was expected that different reported writing styles would entail different temporal distributions of six (meta)cognitive activities: reading the assignment, planning, text production, reading own text, evaluating own text and revising. This hypothesis was partly confirmed. The results show that the online temporal distributions of reading the assignment and planning are different for different degrees of reported writing styles. On the basis of these results, the validity of both the questionnaire and the concept of planner and reviser styles are discussed.  相似文献   

Break for Physical Activity: Incorporating Classroom-Based Physical Activity Breaks into Preschools     

Danielle D. Wadsworth  Leah E. Robinson  Karen Beckham  Kip Webster 《Early Childhood Education Journal》2012,39(6):391-395

Engaging in moderate-to-vigorous physical activity is essential to lifelong health and wellness. Physical activity behaviors established in early childhood relate to physical activity behaviors in later years. However, research has shown that children are adopting more sedentary behaviors. Incorporating structured and planned physical activity breaks into classroom transition times is an inexpensive and effective technique to increase children’s physical activity during school hours. However, this approach has not been studied in preschool settings. The purpose of this paper is to provide a simple, cost-effective method that incorporates structured physical activity into the preschool curriculum through classroom based physical activity breaks. Results of a case study along with an overview of the implementation of physical activity breaks are discussed.  相似文献   

Accountability through Systematic Record‐Keeping in a Residential Setting     

Ted Glynn  Wendy Vaigro 《International Journal of Disability, Development & Education》1984,31(2):142-150

In 1981, the New Zealand Department of Education and SUPPORT jointly opened Glenburn Centre, which operates residential, school and home programs for assisting families whose young children present severe behaviour problems at home and at school. Time‐out is the most restrictive procedure employed at Glenburn and its use is limited to certain classes of severely disruptive behaviour under specific conditions. As the “bottom line” procedure, for ethical reasons its use is carefully monitored and systematically recorded. Examination of Time‐out data cumulated over two and a half years 1) has showed positive effects coincidental with major changes in program development; 2) unusual shifts in data have pointed to the need for extra attention to staff training at particular times; and 3) the data have proved useful in providing feedback to staff and in evaluating program development. The data demonstrate the value for institutional management and ethical accountability of keeping systematic records of an institution's use of its “bottom line” procedure.  相似文献   

Water Quality Statistics     

Ted Hodgson  Lyle Andersen  Jim Robison‐Cox  Clain Jones 《Teaching Statistics》2004,26(1):2-8

Water quality experiments, especially the use of macroinvertebrates as indicators of water quality, offer an ideal context for connecting statistics and science. In the STAR program for secondary students and teachers, water quality experiments were also used as a context for teaching statistics. In this article, we trace one activity that uses virtual streams and repeated sampling to develop the notion of a hypothesis test for one proportion.  相似文献   

Are A-not-B errors caused by a belief about object location?     

Ruffman T  Slade L  Sandino JC  Fletcher A 《Child development》2005,76(1):122-136

Eight- to 12-month-olds might make A-not-B errors, knowing the object is in B but searching at A because of ancillary (attention, inhibitory, or motor memory) deficits, or they might genuinely believe the object is in A (conceptual deficit). This study examined how diligently infants searched for a hidden object they never found. An object was placed in A twice, and then in B. In a different task the object was placed beside A twice, and then in B. Infants made more A-not-B errors in the former task, and perseverating infants searched diligently in A rather than in B. Infants seemed to believe the object was in A, suggesting that both a conceptual deficit and ancillary deficits account for A-not-B errors.  相似文献   

Book review ‘The god beneath the sea’     

Ted Hughes 《Children‘s Literature in Education》1970,1(3):66-67

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Understanding Collegiality: The Changing Oxbridge Model     

Ted Tapper  David Palfreyman 《Tertiary Education and Management》2002,8(1):47-63

With particular reference to theUniversities of Oxford and Cambridge, thispaper analyses interpretations of thecollegiate tradition. It examines pastinterpretations of the tradition, the pressuresthat have led to its reformulation and assessesthe likelihood of its survival in the future. The paper assumes that both academic demos andintellectual collegiality should be centralcharacteristics of any institution that intendsto call itself a university.  相似文献