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1Fail Or Not Fail? : A Glance At Design Against Failure Of Materials And Structure : Building Up Your Understanding And Engineering Judgements Through Intuition, Educational Guess, Theory, Application

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2Theory And Understanding : A Critique Of Interpretive Social Science

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3Understanding Solitude Preference As Regulatory Response To Social Stress: A Test Of Social Allostasis Theory

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See preregistration

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4How Far Can A Pragmatist Go Into Quantum Theory? - A Critical View Of Our Current Understanding Of Quantum Phenomena

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To date, quantum mechanics has proven to be our most successful theoretical model. However, it is still surrounded by a "mysterious halo" that can be summarized in a simple but challenging question: Why quantum phenomena are not understood under the same logic as classical ones? Although this is an open question (probably without an answer), from a pragmatist's point of view there is still room enough to further explore the quantum world, marveling ourselves with new physical insights. We just need to look back in the historical evolution of the quantum theory and thoroughly reconsider three key issues: (1) how this has developed since its early stages at a conceptual level, (2) what kind of experiments can be performed at present in a laboratory, and (3) what nonstandard conceptual models are available to extract some extra information. This contribution is aimed at providing some answers (and, perhaps, also raising some issues) to these questions through one of such models, namely Bohmian mechanics, a hydrodynamic formulation of the quantum theory, which is currently trying to open new pathways of understanding. Specifically, the Chapter constitutes a brief and personal overview on the historic and contextual evolution of this quantum formulation, its physical meaning and interest (leaving aside metaphysical issues), and how it may help to overcome some preconceived paradoxical aspects of the quantum theory.

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5Understanding The Role Of Context In Implementation - A Scoping Review Of Theory-based Implementation Strategies For Health Interventions In School

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Young people are a key target group for health promotion and the prevention of non-communicable diseases (NCDs). Since schools reach the majority of young people, they serve as a critical arena for health promotion and prevention efforts (Pulimeno, Manuela et al, 2020). The implementation of health interventions in school context, however, is a complex process, with context playing a crucial role in that. To effectively implement health interventions in schools, it is essential to understand the role of context in shaping these efforts, Theoretical approaches, such as implementation science theories, models, and frameworks (TMFs), are often employed to navigate implementation complexities. TMFs serve distinct purposes in implementation: process models guide the translation of research into practice, frameworks typically evaluate the implementation process, and theories aim to understand and explain the factors influencing the implementation process and outcomes (Nilsen, 2015). Due to TMFs distinct purposes, they also provide varying and thus complementary understanding to context and its influence on implementation. However, also deficiencies exist, as not all TMFs clearly take context into account, and those which do, may define context in distinct ways and emphasize some contextual layers (such as individual) over the others thus lacking a holistic approach to how contextual factors may work as facilitator and barrier to implementation (Linnansaari, 2023; Nilsen, 2015). Therefore, other theoretical approaches, such as organizational theories and cultural theories may provide a complementary perspective for understanding the context and its role on implementation. In this review focused on school setting, we define context as a multi-level construct consisting of individual, social, organizational/school level factors as well as the wider environment (e.g. cultural and societal factors) (Linnansaari, 2023). This scoping review with qualitative synthesis aims to explore studies that have used theoretical approaches considering multi-level context and its influence on implementing health interventions in schools. By analyzing these approaches and how they have been applied in planning, delivery, maintenance, or evaluation, we seek to develop theory-driven strategies to enhance implementation in school settings. Ultimately, our goal is to strengthen the implementation of these interventions to better support young people's health and well-being.

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6A Key To Helmont Or A Short Introduction To The Better Understanding Of The Theory And Method Of The Most Profound Chymical Physicians

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Young people are a key target group for health promotion and the prevention of non-communicable diseases (NCDs). Since schools reach the majority of young people, they serve as a critical arena for health promotion and prevention efforts (Pulimeno, Manuela et al, 2020). The implementation of health interventions in school context, however, is a complex process, with context playing a crucial role in that. To effectively implement health interventions in schools, it is essential to understand the role of context in shaping these efforts, Theoretical approaches, such as implementation science theories, models, and frameworks (TMFs), are often employed to navigate implementation complexities. TMFs serve distinct purposes in implementation: process models guide the translation of research into practice, frameworks typically evaluate the implementation process, and theories aim to understand and explain the factors influencing the implementation process and outcomes (Nilsen, 2015). Due to TMFs distinct purposes, they also provide varying and thus complementary understanding to context and its influence on implementation. However, also deficiencies exist, as not all TMFs clearly take context into account, and those which do, may define context in distinct ways and emphasize some contextual layers (such as individual) over the others thus lacking a holistic approach to how contextual factors may work as facilitator and barrier to implementation (Linnansaari, 2023; Nilsen, 2015). Therefore, other theoretical approaches, such as organizational theories and cultural theories may provide a complementary perspective for understanding the context and its role on implementation. In this review focused on school setting, we define context as a multi-level construct consisting of individual, social, organizational/school level factors as well as the wider environment (e.g. cultural and societal factors) (Linnansaari, 2023). This scoping review with qualitative synthesis aims to explore studies that have used theoretical approaches considering multi-level context and its influence on implementing health interventions in schools. By analyzing these approaches and how they have been applied in planning, delivery, maintenance, or evaluation, we seek to develop theory-driven strategies to enhance implementation in school settings. Ultimately, our goal is to strengthen the implementation of these interventions to better support young people's health and well-being.

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7Understanding The Negative Effects Of Legal Education On Law Students: A Longitudinal Test Of Self-Determination Theory

3 year longitudinal test of self-determination theory using law students.

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8Mind And Body: A Theory For Understanding Levels Of Musical Performance

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3 year longitudinal test of self-determination theory using law students.

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9Using The Interpersonal Theory Of Suicide To Inform Our Understanding Of Suicidality Risk In Autism Spectrum Conditions: A Scoping Review

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A recent systematic review and meta-analysis by Blanchard et al. (2021) found that Autism Spectrum Disorder (ASD Baron-Cohen, 2017) was associated with a substantial increase in probability of suicidality in both children and adults. However, research has yet to adequately explain how challenges unique to autistic people lead to increased suicide risk (Cassidy & Rodgers, 2017; Segers & Rawana, 2014). Turning to theories of suicide risk which were developed in psychopathology research fields other than the ASD field (e.g. Joiner, 2005) may prove useful in this regard. Indeed, readily available, and robust theoretical frameworks may further our understanding of those general mechanisms underlying risk for suicidal ideation and/or escalation to suicide attempt regardless of a particular type of psychopathology. Joiner's (2005) Interpersonal Theory of Suicide is a widely cited theory of suicide risk which has contributed to substantial advances in the scientific and clinical understanding of suicide and related behaviours (Chu et al., 2017). The theory posits that an individual will not die by suicide unless they have both the desire to die by suicide and the acquired ability to enact lethal self-injury (Joiner et al., 2005). More specifically, the psychological states of ‘Thwarted Belonging’ and ‘Perceived Burdensomeness’ together lead to the desire for suicide. While the acquired ability to enact lethal self-injury (‘suicidal capability’) occurs as a result of a biological change in the body’s fear and pain systems which allows - as opposed to inhibits - a suicide attempt” (Joiner et al., 2005). Previous reviews on the topic of suicidality and self-harm within the autistic population have been largely restricted to prevalence and risk factors (Hannon & Taylor, 2013; Hedley & Uljarević, 2018; Richa et al., 2014; Segers & Rawana, 2014). As such, there remains an incomplete understanding of the breadth and efficacy of the Interpersonal Theory to address those mechanisms underlying the increased risk for suicide in autistic people and whether this is different from non-autistic people. See attached file for scoping review details.

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10Theory And Religious Understanding : A Critique Of The Hermeneutics Of Joachim Wach

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A recent systematic review and meta-analysis by Blanchard et al. (2021) found that Autism Spectrum Disorder (ASD Baron-Cohen, 2017) was associated with a substantial increase in probability of suicidality in both children and adults. However, research has yet to adequately explain how challenges unique to autistic people lead to increased suicide risk (Cassidy & Rodgers, 2017; Segers & Rawana, 2014). Turning to theories of suicide risk which were developed in psychopathology research fields other than the ASD field (e.g. Joiner, 2005) may prove useful in this regard. Indeed, readily available, and robust theoretical frameworks may further our understanding of those general mechanisms underlying risk for suicidal ideation and/or escalation to suicide attempt regardless of a particular type of psychopathology. Joiner's (2005) Interpersonal Theory of Suicide is a widely cited theory of suicide risk which has contributed to substantial advances in the scientific and clinical understanding of suicide and related behaviours (Chu et al., 2017). The theory posits that an individual will not die by suicide unless they have both the desire to die by suicide and the acquired ability to enact lethal self-injury (Joiner et al., 2005). More specifically, the psychological states of ‘Thwarted Belonging’ and ‘Perceived Burdensomeness’ together lead to the desire for suicide. While the acquired ability to enact lethal self-injury (‘suicidal capability’) occurs as a result of a biological change in the body’s fear and pain systems which allows - as opposed to inhibits - a suicide attempt” (Joiner et al., 2005). Previous reviews on the topic of suicidality and self-harm within the autistic population have been largely restricted to prevalence and risk factors (Hannon & Taylor, 2013; Hedley & Uljarević, 2018; Richa et al., 2014; Segers & Rawana, 2014). As such, there remains an incomplete understanding of the breadth and efficacy of the Interpersonal Theory to address those mechanisms underlying the increased risk for suicide in autistic people and whether this is different from non-autistic people. See attached file for scoping review details.

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11Threat Ownership Theory (TOT): Towards A Greater Understanding Of The Dynamic Link Between Threat And Political Attitudes

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This is an addendum to the previous pre-registration, which modifies the sample size requirement for submission to the Journal of Experimental Social Psychology.

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12Understanding The Development Of Advanced Theory Of Mind (AToM) - A Mutualistic Approach

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Advanced Theory of Mind (AToM) involves the comprehension of complex mental states. Discussion about the nature of development of AToM exists between the conceptual change hypothesis – claiming AToM ability as a result of a qualitative change, and the complexity-only hypothesis – describing AToM ability as a sole result of increased general information processing skills. We argue AToM to be studied in a mutualistic way and propose a framework in which (1) an indication for either hypothesis can be inferred and (2) the kind and strength of involved processes within different age-groups can be identified. Kind and strength will be assessed by Kievit’s (2020) quantitative- and qualitative sensitive periods (QtSP and QlSP respectively). The identification of periods in which associations between variables are stronger than before and thereafter, are QtSP’s (Kievit, 2020). The identification of the kind of processes involved in a timeframe is called the QlSP for those processes (Kievit, 2020), since specific abilities might be crucial to develop some ability in one moment, but not in another. Identifying a QtSP wherein AToM associations are generally strongest could serve as an indication for conceptual change. Contrarily, the absence of such a period and the importance of more general information-processing skills in QlSP’s, points towards evidence for the complexity-only hypothesis.We hypothesize AToM to develop in a locally conceptual way, meaning a qualitative change for different AToM composites at different time-points. The model and our hypothesis will be tested on two datasets measuring AToM on children between age 5 and 10 using network analytic measures and simulation studies will be conducted for hypothesis generation. Note: for a more detailed project description, we refer to our project proposal.

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13An Essay On Morals : A Science Of Philosophy And Philosophy Of The Science, A Popular Explanation Of The Jungian Theory Of Human Instinct, An New Bible For The Bold Mind And A Way To Personal Peace By Logic, The Heretic's Handbook And Text For Honest Skeptics, Including A Description Of Man Suitable For An Atomic Age, Together With A Compendium Of Means To Brotherhood In A Better World, And A Voyage Beyond The Opposite Directions Of Religion And Objective Truth, To Understanding

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  • Title: ➤  An Essay On Morals : A Science Of Philosophy And Philosophy Of The Science, A Popular Explanation Of The Jungian Theory Of Human Instinct, An New Bible For The Bold Mind And A Way To Personal Peace By Logic, The Heretic's Handbook And Text For Honest Skeptics, Including A Description Of Man Suitable For An Atomic Age, Together With A Compendium Of Means To Brotherhood In A Better World, And A Voyage Beyond The Opposite Directions Of Religion And Objective Truth, To Understanding
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14Short And Fundamental Instructions For Learning Thorough Bass ... By Means Of Which A Person May Soon Attain To A Compleat Understanding Both Of The Theory & Practice ... By John Jasper Heck. 1775

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Short and fundamental instructions for learning thorough bass ... by means of which a person may soon attain to a compleat understanding both of the theory & practice ... by John Jasper Heck. 1775.. Digitized from IA40312803-24 . Previous issue: bim_eighteenth-century_parochial-music-correcte_riley-william_1762 . Next issue: bim_eighteenth-century_hopes-new-method-of-fen_hope-william-sir_1714 .

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15Culture Of Learning Organizations : Understanding Argyris' Theory Through A Socio-cognitive ..

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Short and fundamental instructions for learning thorough bass ... by means of which a person may soon attain to a compleat understanding both of the theory & practice ... by John Jasper Heck. 1775.. Digitized from IA40312803-24 . Previous issue: bim_eighteenth-century_parochial-music-correcte_riley-william_1762 . Next issue: bim_eighteenth-century_hopes-new-method-of-fen_hope-william-sir_1714 .

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16Saying And Understanding : A Generative Theory Of Illocutions

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Short and fundamental instructions for learning thorough bass ... by means of which a person may soon attain to a compleat understanding both of the theory & practice ... by John Jasper Heck. 1775.. Digitized from IA40312803-24 . Previous issue: bim_eighteenth-century_parochial-music-correcte_riley-william_1762 . Next issue: bim_eighteenth-century_hopes-new-method-of-fen_hope-william-sir_1714 .

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17ERIC ED595404: The Difficult Conversation: Facilitating Students' Professional Learning And Development This Paper Reports On Student Experiences With An Interdisciplinary Project Entitled "The Difficult Conversation", The Aim Of Which Was To Develop Professional Competences Linked With Parental Cooperation In Heterogeneous Social Contexts, Ethical Reflection, Pedagogical Tact, And Judgment Skills. Student Experiences With The Project Were Reconstructed By Analyzing 43 Sets Of Reflection Notes Developed By Second-year Students Who Participated In The Project In February And November 2015, And In January And November 2016. The Students Argued Strongly In Favor Of The Value Of "The Difficult Conversation" Reporting That It Linked Theory With Practice, Permitted Them To Develop Empathy For Parents, And Provided Them With A Better Understanding Of Parents From Different Cultural Backgrounds. The Conclusions Refer To Creating Conditions For This Aspect Of Professional Learning In Kindergarten Teacher Education Programs.

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This paper reports on student experiences with an interdisciplinary project entitled "The Difficult Conversation", the aim of which was to develop professional competences linked with parental cooperation in heterogeneous social contexts, ethical reflection, pedagogical tact, and judgment skills. Student experiences with the project were reconstructed by analyzing 43 sets of reflection notes developed by second-year students who participated in the project in February and November 2015, and in January and November 2016. The students argued strongly in favor of the value of "The Difficult Conversation" reporting that it linked theory with practice, permitted them to develop empathy for parents, and provided them with a better understanding of parents from different cultural backgrounds. The conclusions refer to creating conditions for this aspect of professional learning in kindergarten teacher education programs.

“ERIC ED595404: The Difficult Conversation: Facilitating Students' Professional Learning And Development This Paper Reports On Student Experiences With An Interdisciplinary Project Entitled "The Difficult Conversation", The Aim Of Which Was To Develop Professional Competences Linked With Parental Cooperation In Heterogeneous Social Contexts, Ethical Reflection, Pedagogical Tact, And Judgment Skills. Student Experiences With The Project Were Reconstructed By Analyzing 43 Sets Of Reflection Notes Developed By Second-year Students Who Participated In The Project In February And November 2015, And In January And November 2016. The Students Argued Strongly In Favor Of The Value Of "The Difficult Conversation" Reporting That It Linked Theory With Practice, Permitted Them To Develop Empathy For Parents, And Provided Them With A Better Understanding Of Parents From Different Cultural Backgrounds. The Conclusions Refer To Creating Conditions For This Aspect Of Professional Learning In Kindergarten Teacher Education Programs.” Metadata:

  • Title: ➤  ERIC ED595404: The Difficult Conversation: Facilitating Students' Professional Learning And Development This Paper Reports On Student Experiences With An Interdisciplinary Project Entitled "The Difficult Conversation", The Aim Of Which Was To Develop Professional Competences Linked With Parental Cooperation In Heterogeneous Social Contexts, Ethical Reflection, Pedagogical Tact, And Judgment Skills. Student Experiences With The Project Were Reconstructed By Analyzing 43 Sets Of Reflection Notes Developed By Second-year Students Who Participated In The Project In February And November 2015, And In January And November 2016. The Students Argued Strongly In Favor Of The Value Of "The Difficult Conversation" Reporting That It Linked Theory With Practice, Permitted Them To Develop Empathy For Parents, And Provided Them With A Better Understanding Of Parents From Different Cultural Backgrounds. The Conclusions Refer To Creating Conditions For This Aspect Of Professional Learning In Kindergarten Teacher Education Programs.
  • Author:
  • Language: English

“ERIC ED595404: The Difficult Conversation: Facilitating Students' Professional Learning And Development This Paper Reports On Student Experiences With An Interdisciplinary Project Entitled "The Difficult Conversation", The Aim Of Which Was To Develop Professional Competences Linked With Parental Cooperation In Heterogeneous Social Contexts, Ethical Reflection, Pedagogical Tact, And Judgment Skills. Student Experiences With The Project Were Reconstructed By Analyzing 43 Sets Of Reflection Notes Developed By Second-year Students Who Participated In The Project In February And November 2015, And In January And November 2016. The Students Argued Strongly In Favor Of The Value Of "The Difficult Conversation" Reporting That It Linked Theory With Practice, Permitted Them To Develop Empathy For Parents, And Provided Them With A Better Understanding Of Parents From Different Cultural Backgrounds. The Conclusions Refer To Creating Conditions For This Aspect Of Professional Learning In Kindergarten Teacher Education Programs.” Subjects and Themes:

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18ERIC ED251328: A Developmental Theory Of Number Understanding.

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Research on the psychological processes involved in early school arithmetic has now accumulated sufficiently to make it possible to construct a coherent account of the changing nature of the child's understanding of number during the early school years. This monograph presents an account of how number concepts are extended and elaborated as a result of formal instruction. A theory of number representation is outlined for three broad periods of development: (1) the preschool period, during which counting and quantity comparison competencies of young children provide the main basis for inferring number representation; (2) the early primary period, during which children's invention of sophisticated mental computational procedures and the mastery of certain forms of story problems point to two important expansions of the number concept; and (3) the later primary period, during which the representation of number is modified to reflect knowledge of the decimal structure of the counting and notational systems. (MNS)

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19Threat Ownership Theory (TOT): Towards A Greater Understanding Of The Dynamic Link Between Threat And Political Attitudes

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How do threatening events shape political attitudes? Although some previous research posits that threat generally increases support for conservatism, a different perspective asserts that threat fortifies pre-existing political beliefs, leading to polarization. Recently, a third perspective is offered, showing that threats can induce support for liberalism amongst participants across the ideological spectrum. The current registered report reconciles these conflicting perspectives by testing an overarching theoretical framework: Threat Ownership Theory. Building on the issue ownership and ideology-affordance literatures, this theory posits that threat-driven shifts in political ideology depend upon the political entity associated with remedying a given threat. In cases where the threat is not political, no change in political attitudes are predicted. We propose a high-powered randomized vignette experiment to test key assumptions and hypotheses underlying this new theory. Taken together, these findings may better inform academics, policymakers, and the general public on how citizens respond to threat.

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20ERIC ED305262: The Influence Of A Diversified Instructional Strategy On An Understanding Of The Nature Of Scientific/Evolutionary Theory.

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This study was designed to investigate the influence of a diversified instructional strategy to overcome misconceptions held by freshmen undergraduate students with respect to the nature of a scientific theory. The theory of evolution was selected because it is the most significant unifying theme within the discipline of biology. Two classes were pretested for background knowledge of evolutionary biology concepts, attitude regarding evolution, and an understanding of the nature of science. Intact groups received instruction from independent biology faculty members, both of whom agreed to make use of the same course outline and sequential introduction of topics. After having been exposed to an introductory lecture on the unit of evolution, the investigator provided the experimental group with an opportunity to discuss their positions regarding the theory of evolution. Discussion groups were asked to resolve potential conflicts arising among themselves and present a consensus opinion. The investigator further provided an interactive lecture/discussion to resolve misconceptions arising as a result of the small group discussions. Both groups were posttested using the same measures administered on the pretest. The analysis of between group posttest scores revealed no significant differences for evolutionary concepts; however, with respect to an understanding of the nature of science/attitude toward evolution, a significant difference was found for the experimental group. (CW)

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21ERIC ED617050: Understanding Cross-Systems Transitions From Head Start To Kindergarten: A Review Of The Knowledge Base And A Theory Of Change. OPRE Report 2021-128

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Transitions between two educational settings can bring about new experiences and expectations for children and their families. In the early care and education (ECE) context, when children transition from Head Start to kindergarten, they are confronted with different places, people, activities, and relationships. This transition also occurs between two distinct educational systems, with differing and often contradictory governance structures, philosophies, and accountability metrics. To date, much of what is known about supporting children's transition to kindergarten narrowly attends to practices provided by ECE programs and kindergarten teachers, with little attention to the organizational conditions that support or hinder those practices. To promote ongoing learning and build upon early successes fostered by Head Start, both ECE providers and K-12 local education agencies (LEAs) must consider each other's roles and coordinate their efforts through alignment of transition goals, approaches, and practices. This report summarizes a review of the literature, highlights key informant perspectives, and presents a theory of change for transition strategies and coordinated transition practices intended to support teachers, families, and children moving between systems. [This report was prepared with the National P-3 Center.]

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22(1) German Culture: The Contribution Of The Germans To Knowledge, Literature, Art And Life (2) The Principles Of Understanding: An Introduction To Logic From The Standpoint Of Personal Idealism (3) Essays Towards A Theory Of Knowledge

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This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

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  • Title: ➤  (1) German Culture: The Contribution Of The Germans To Knowledge, Literature, Art And Life (2) The Principles Of Understanding: An Introduction To Logic From The Standpoint Of Personal Idealism (3) Essays Towards A Theory Of Knowledge
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23ERIC EJ835623: Unrelenting Expectations: A More Nuanced Understanding Of The Broken Windows Theory Of Cultural Management In Urban Education

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Much has been written about the adaptation from criminology of the "Broken Windows" theory of order maintenance in successful urban educational models. Yet, the manner in which the theory is written and discussed often misses the nuances and feel of the theory as successfully applied. This misunderstanding has lead to its conflation with the "Zero Tolerance" approach to discipline management in schools with its emphasis on draconian punishment for both serious and semi-serious offenders. The more powerful current of Broken Windows, however, emphasizes the manner in which student behavior adapts, often unconsciously, to even the subtlest of cultural expectations, when consistently applied. Thus, in order to avoid the confusion involved in the application of Broken Windows, this paper proposes the use of the phrase "Unrelenting Expectations" as a clearer descriptive term for this approach to cultural management in Urban Education. (Contains 2 notes.)

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24A To Z Of Music Theory Fundamentals: The Ultimate Workbook For Music Understanding

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Much has been written about the adaptation from criminology of the "Broken Windows" theory of order maintenance in successful urban educational models. Yet, the manner in which the theory is written and discussed often misses the nuances and feel of the theory as successfully applied. This misunderstanding has lead to its conflation with the "Zero Tolerance" approach to discipline management in schools with its emphasis on draconian punishment for both serious and semi-serious offenders. The more powerful current of Broken Windows, however, emphasizes the manner in which student behavior adapts, often unconsciously, to even the subtlest of cultural expectations, when consistently applied. Thus, in order to avoid the confusion involved in the application of Broken Windows, this paper proposes the use of the phrase "Unrelenting Expectations" as a clearer descriptive term for this approach to cultural management in Urban Education. (Contains 2 notes.)

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25Using Quantitative And Analytic EEG Methods In The Understanding Of Connectivity In Autism Spectrum Disorders: A Theory Of Mixed Over- And Under-connectivity.

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This article is from Frontiers in Human Neuroscience , volume 8 . Abstract Neuroimaging technologies and research has shown that autism is largely a disorder of neuronal connectivity. While advanced work is being done with fMRI, MRI-DTI, SPECT and other forms of structural and functional connectivity analyses, the use of EEG for these purposes is of additional great utility. Cantor et al. (1986) were the first to examine the utility of pairwise coherence measures for depicting connectivity impairments in autism. Since that time research has shown a combination of mixed over and under-connectivity that is at the heart of the primary symptoms of this multifaceted disorder. Nevertheless, there is reason to believe that these simplistic pairwise measurements under represent the true and quite complicated picture of connectivity anomalies in these persons. We have presented three different forms of multivariate connectivity analysis with increasing levels of sophistication (including one based on principle components analysis, sLORETA source coherence, and Granger causality) to present a hypothesis that more advanced statistical approaches to EEG coherence analysis may provide more detailed and accurate information than pairwise measurements. A single case study is examined with findings from MR-DTI, pairwise and coherence and these three forms of multivariate coherence analysis. In this case pairwise coherences did not resemble structural connectivity, whereas multivariate measures did. The possible advantages and disadvantages of different techniques are discussed. Future work in this area will be important to determine the validity and utility of these techniques.

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26The Psychology Of The Superconscious, Or, The Higher Phenomena Of The Saints And Mystics Viewed In The Light Of The Counter-phenomena Of The Psychics And Trance-mediums And Vindicating The Overwhelming Brilliancy Of The Divine Light Against Its Obscure And Occult Distortions : A Theory Of Supraliminal Intuition Overpowering The Trance-control And Showing The Transcendence Of The Supernatural Over The Rival Forms Of Supernormal Cognition : A Preliminary Contribution In Aid Of A Clearer Understanding Of This Mysterious Subject

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This article is from Frontiers in Human Neuroscience , volume 8 . Abstract Neuroimaging technologies and research has shown that autism is largely a disorder of neuronal connectivity. While advanced work is being done with fMRI, MRI-DTI, SPECT and other forms of structural and functional connectivity analyses, the use of EEG for these purposes is of additional great utility. Cantor et al. (1986) were the first to examine the utility of pairwise coherence measures for depicting connectivity impairments in autism. Since that time research has shown a combination of mixed over and under-connectivity that is at the heart of the primary symptoms of this multifaceted disorder. Nevertheless, there is reason to believe that these simplistic pairwise measurements under represent the true and quite complicated picture of connectivity anomalies in these persons. We have presented three different forms of multivariate connectivity analysis with increasing levels of sophistication (including one based on principle components analysis, sLORETA source coherence, and Granger causality) to present a hypothesis that more advanced statistical approaches to EEG coherence analysis may provide more detailed and accurate information than pairwise measurements. A single case study is examined with findings from MR-DTI, pairwise and coherence and these three forms of multivariate coherence analysis. In this case pairwise coherences did not resemble structural connectivity, whereas multivariate measures did. The possible advantages and disadvantages of different techniques are discussed. Future work in this area will be important to determine the validity and utility of these techniques.

“The Psychology Of The Superconscious, Or, The Higher Phenomena Of The Saints And Mystics Viewed In The Light Of The Counter-phenomena Of The Psychics And Trance-mediums And Vindicating The Overwhelming Brilliancy Of The Divine Light Against Its Obscure And Occult Distortions : A Theory Of Supraliminal Intuition Overpowering The Trance-control And Showing The Transcendence Of The Supernatural Over The Rival Forms Of Supernormal Cognition : A Preliminary Contribution In Aid Of A Clearer Understanding Of This Mysterious Subject” Metadata:

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“The Psychology Of The Superconscious, Or, The Higher Phenomena Of The Saints And Mystics Viewed In The Light Of The Counter-phenomena Of The Psychics And Trance-mediums And Vindicating The Overwhelming Brilliancy Of The Divine Light Against Its Obscure And Occult Distortions : A Theory Of Supraliminal Intuition Overpowering The Trance-control And Showing The Transcendence Of The Supernatural Over The Rival Forms Of Supernormal Cognition : A Preliminary Contribution In Aid Of A Clearer Understanding Of This Mysterious Subject” Subjects and Themes:

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27DTIC ADA038913: Getting The GIST: A Computational Theory Of Sentence Understanding,

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This paper shows the computation of English sentences in different task domains--the robot world, a children's story, and the front-end of information retrieval. The GIST (Grammar Instructed Structure) analyzes these sentences, using a grammar which provides a partial interpretation of sentences, and some guidelines towards a more complete understanding. (Author)

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28Understanding The Role Of The Value-Belief-Norm Theory In Shaping Support For Environmental Public Policies: A Systematic Review

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This systematic review seeks to explore the extent to which the value-belief-norm (VBN) theory can explain support for environmental public policies, the relative importance of its components, the constructs used in testing the theory, and the potential moderating factors affecting the relationship between VBN constructs and policy support. The review aims to provide a comprehensive understanding of the VBN theory's applicability in shaping support for environmental public policies. The research findings will be presented as a chapter in a PhD thesis and reported in a research paper adhering to PRISMA guidelines, which will be submitted to a peer-reviewed journal and an academic conference.

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29ERIC ED068967: On Understanding Sentences: In Search Of A Theory Of Sentence Comprehension. Final Report.

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A heuristic strategy model of sentence comprehension, similar to ones suggested by Bever, Fodor and Garret, is discussed, with the focus on the conceptual characteristics of such a model and on relevant research. Briefly, the model assumes that a speech perception device constructs a representation of a heard sentence corresponding roughly to a written transcript. This representation is then scanned for cues to the sentence's underlying grammatical relations and lexical content. The model claims that structural hypotheses are formulated while material within a clause is being processed and that a structure is assigned at the end of the clause regardless of whether sufficient information is available to determine that assignment unambiguously. Research on the following topics is discussed: the nature of the cues used in inferring structural relations, the time of formulation of structural and lexical hypotheses, and the question of whether and how prior context may restrict the set of hypotheses considered. Methodological problems with tasks such as phoneme monitoring, probe latency and sentence completion are raised. Present evidence is too equivocal to support firm conclusions about comprehension processing, but suggestions are made for further research. (Author/DI)

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30ERIC EJ910457: Understanding The Nature Of Science And Scientific Progress: A Theory-Building Approach

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In 1993 Carey and Smith conjectured that the most promising way to boost students' understanding of the nature of science is a "theory-building approach to teaching about inquiry." The research reported here tested this conjecture by comparing results from two Grade 4 classrooms that differed in their emphasis on and technological support for creating and improving theories. One class followed a Knowledge Building approach and used Knowledge Forum[R], which together emphasize theory improvement and sustained creative work with ideas. The other class followed an inquiry approach mediated through collaborative project-based activities. Apart from this, the two classes were demographically similar and both fell within the broad category of constructivist, inquiry-based approaches and employed a range of modes and media for investigative research and reports. An augmented version of Carey and Smith's Nature of Science Interview showed that the Knowledge Building approach resulted in deeper understanding of the nature of theoretical progress, the connections between theories and facts, and the role of ideas in scientific inquiry. (Contains 1 table and 2 footnotes.)

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31ERIC ED243426: Foundations Of Naturalistic Inquiry: Developing A Theory Base For Understanding Individual Interpretations Of Reality. Research And Theory Division Symposium: Naturalistic Methodologies For Deriving Individual Meanings From Visuals.

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This symposium paper looks at three paradigms for naturalistic research on visuals: the positivistic, the interpretive, and the critical approaches. Discussion centers on questions of epistemology, such as "What do you mean?" and "How do you know?" The place of naturalistic inquiry within this discussion is indicated, and differences between paradigms are identified. For the positivistic and interpretive paradigms, the description covers their ontology (nature of reality), subject-object relationship, purpose of inquiry (generalization), explanation-causality, and axiology (the role of values in inquiry). The viewpoints described for the positivistic paradigm hold for the critical paradigm. Elements of Freire's theory of knowledge are discussed that are also identified as the basic elements that ground the interpretive and critical approaches to social and educational research: world-views, subjectivism, abstraction, codification, decodification, distancing, agency, problem-posing, learning, holistic viewpoint, and the social dimension. Sixteen references are listed. (LMM)

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32Hermeneutics And Human Finitude : Toward A Theory Of Ethical Understanding

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This symposium paper looks at three paradigms for naturalistic research on visuals: the positivistic, the interpretive, and the critical approaches. Discussion centers on questions of epistemology, such as "What do you mean?" and "How do you know?" The place of naturalistic inquiry within this discussion is indicated, and differences between paradigms are identified. For the positivistic and interpretive paradigms, the description covers their ontology (nature of reality), subject-object relationship, purpose of inquiry (generalization), explanation-causality, and axiology (the role of values in inquiry). The viewpoints described for the positivistic paradigm hold for the critical paradigm. Elements of Freire's theory of knowledge are discussed that are also identified as the basic elements that ground the interpretive and critical approaches to social and educational research: world-views, subjectivism, abstraction, codification, decodification, distancing, agency, problem-posing, learning, holistic viewpoint, and the social dimension. Sixteen references are listed. (LMM)

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33Halacha : A Guide To Its Understanding In Theory And Practice, Based On The Meforshim (Expositors) And Posekim (Decisors) Of The Past And Present

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This symposium paper looks at three paradigms for naturalistic research on visuals: the positivistic, the interpretive, and the critical approaches. Discussion centers on questions of epistemology, such as "What do you mean?" and "How do you know?" The place of naturalistic inquiry within this discussion is indicated, and differences between paradigms are identified. For the positivistic and interpretive paradigms, the description covers their ontology (nature of reality), subject-object relationship, purpose of inquiry (generalization), explanation-causality, and axiology (the role of values in inquiry). The viewpoints described for the positivistic paradigm hold for the critical paradigm. Elements of Freire's theory of knowledge are discussed that are also identified as the basic elements that ground the interpretive and critical approaches to social and educational research: world-views, subjectivism, abstraction, codification, decodification, distancing, agency, problem-posing, learning, holistic viewpoint, and the social dimension. Sixteen references are listed. (LMM)

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34Threat Ownership Theory (TOT): Towards A Greater Understanding Of The Dynamic Link Between Threat And Political Attitudes

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How do threatening events shape political attitudes? While some theories argue that threat increases support for conservatism, others claim that threat reinforces pre-existing political beliefs, and yet others assert that some threats can equally induce support for liberalism. The current article reconciles these conflicting perspectives by testing an overarching theoretical framework: Threat Ownership Theory (TOT). Building on the issue ownership and ideology-affordance literature, this theory posits that specific policy ideas can offer affordances under specific types of threats. As a result, threat-driven shifts in political ideology will depend upon the political party and policy associated with remedying a given threat. In cases where no single political party “owns” a solution to a particular threat, political polarization is expected. In cases where the threat is not political, no change in political attitudes is predicted. In this pre-analysis plan, we outline our new theory and propose two studies to comprehensively test its empirical implications. First, we will re-analyze a prominent meta-analysis based on the propositions of our new theory. Second, we will conduct a high-powered, multi-treat, vignette experiment.

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35Act & Quality : A Theory Of Literary Meaning And Humanistic Understanding

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How do threatening events shape political attitudes? While some theories argue that threat increases support for conservatism, others claim that threat reinforces pre-existing political beliefs, and yet others assert that some threats can equally induce support for liberalism. The current article reconciles these conflicting perspectives by testing an overarching theoretical framework: Threat Ownership Theory (TOT). Building on the issue ownership and ideology-affordance literature, this theory posits that specific policy ideas can offer affordances under specific types of threats. As a result, threat-driven shifts in political ideology will depend upon the political party and policy associated with remedying a given threat. In cases where no single political party “owns” a solution to a particular threat, political polarization is expected. In cases where the threat is not political, no change in political attitudes is predicted. In this pre-analysis plan, we outline our new theory and propose two studies to comprehensively test its empirical implications. First, we will re-analyze a prominent meta-analysis based on the propositions of our new theory. Second, we will conduct a high-powered, multi-treat, vignette experiment.

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36Understanding Human Goods : A Theory Of Ethics

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How do threatening events shape political attitudes? While some theories argue that threat increases support for conservatism, others claim that threat reinforces pre-existing political beliefs, and yet others assert that some threats can equally induce support for liberalism. The current article reconciles these conflicting perspectives by testing an overarching theoretical framework: Threat Ownership Theory (TOT). Building on the issue ownership and ideology-affordance literature, this theory posits that specific policy ideas can offer affordances under specific types of threats. As a result, threat-driven shifts in political ideology will depend upon the political party and policy associated with remedying a given threat. In cases where no single political party “owns” a solution to a particular threat, political polarization is expected. In cases where the threat is not political, no change in political attitudes is predicted. In this pre-analysis plan, we outline our new theory and propose two studies to comprehensively test its empirical implications. First, we will re-analyze a prominent meta-analysis based on the propositions of our new theory. Second, we will conduct a high-powered, multi-treat, vignette experiment.

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37The Role Of Culture And Cultural Context : A Mandate For Inclusion, The Discovery Of Truth And Understanding In Evaluative Theory And Practice

How do threatening events shape political attitudes? While some theories argue that threat increases support for conservatism, others claim that threat reinforces pre-existing political beliefs, and yet others assert that some threats can equally induce support for liberalism. The current article reconciles these conflicting perspectives by testing an overarching theoretical framework: Threat Ownership Theory (TOT). Building on the issue ownership and ideology-affordance literature, this theory posits that specific policy ideas can offer affordances under specific types of threats. As a result, threat-driven shifts in political ideology will depend upon the political party and policy associated with remedying a given threat. In cases where no single political party “owns” a solution to a particular threat, political polarization is expected. In cases where the threat is not political, no change in political attitudes is predicted. In this pre-analysis plan, we outline our new theory and propose two studies to comprehensively test its empirical implications. First, we will re-analyze a prominent meta-analysis based on the propositions of our new theory. Second, we will conduct a high-powered, multi-treat, vignette experiment.

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38ERIC EJ914018: A Grounded Theory Approach: Conceptions Of Understanding In Engineering Mathematics Learning

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Mathematics is of utmost importance in engineering courses but studies on engineering students' conceptions of understanding in mathematics learning are found lacking in the literature. Therefore, this research attempts to address the above issue by answering the research question: "What are engineering students' conceptions of understanding in mathematics learning?" It employs the grounded theory methodology (Strauss & Corbin, 1990, 1998) and data are collected from in depth interviews with a total of 21 students and six lecturers. The substantive theory of engineering mathematics understanding (comprising of conceptual, functional, procedural, disciplinary and associational understanding) emerges in this study. The emergence of functional, disciplinary and associational understanding is unique in the context of engineering mathematics learning and has implications on successful engineering problem solving. (Contains 5 figures and 2 tables.)

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39ERIC ED285182: Caught In The Wrong Act: Composing Process Theory For A Science Of Human Understanding.

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Students write a great deal during their school years, but they apparently never realize that writing affects their lives outside of school and can often even be important to their success. Research on the composing process has enabled teachers to separate the writing process from its product, but theory, practice, and research still focus on the text to the exclusion of considering the changes the writer, the reader, and the world undergo in the writing process. Writers compose not only a text, but a self, an "other" in the reader, and a version of reality. Thus writing can be defined as an act of human understanding, that will allow us to explain not only how a writer composes but also why humans choose writing as a mode of cultural interaction. In this framework, researchers and practitioners can focus on the transforming nature of the composing process and use it to study human science through, for example, the study of autobiographies. Assigning autobiographical narratives to students helps teachers to understand the students (and students to understand themselves). Assigning students to describe an instance in which writing made a difference in their lives helps them come to a new understanding of their past experiences and redefine their expectations, so that they realize that writing is not just an act performed for grades. This change comes from the process of writing, not from the text that students produce. (SKC)

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40Scalar-tensor Theory With Lagrange Multipliers: A Way Of Understanding The Cosmological Constant Problem, And Future Singularities

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The use of Lagrange multipliers in the context of quintessence/phantom scalar fields allows to constrain the behavior of the scalar field, which provides a powerful tool, not only for the reconstruction of cosmological solutions but also for the study of some problems in cosmology and gravitational physics. In the present paper, we focus on the reconstruction of cosmological solutions capable of controlling the cosmological constant value by imposing a constraint on the scalar field, providing a relaxation mechanism of the value of the cosmological constant. The formalism is also extended to the study of phantom scalar fields with a future singularity and their conformal transformation to the Jordan frame, where a type of modified gravity, constrained by the Lagrange multiplier, is obtained.

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41Group Theory Of Wannier Functions Providing The Basis For A Deeper Understanding Of Magnetism And Superconductivity

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The paper presents the group theory of best localized and symmetry-adapted Wannier functions in a crystal of any given space group G or magnetic group M. Provided that the calculated band structure of the considered material is given and that the symmetry of the Bloch functions at all the points of symmetry in the Brillouin zone is known, the paper details whether or not the Bloch functions of particular energy bands can be unitarily transformed into best localized Wannier functions symmetry-adapted to the space group G, to the magnetic group M, or to a subgroup of G or M. In this context, the paper considers usual as well as spin-dependent Wannier functions, the latter representing the most general definition of Wannier functions. The presented group theory is a review of the theory published by one of the authors in several former papers and is independent of any physical model of magnetism or superconductivity. However, it is suggested to interpret the special symmetry of the best localized Wannier functions in the framework of a nonadiabatic extension of the Heisenberg model, the nonadiabatic Heisenberg model. On the basis of the symmetry of the Wannier functions, this model of strongly correlated localized electrons makes clear predictions whether or not the system can possess superconducting or magnetic eigenstates.

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42ERIC ED603186: "In Theory It's A Good Idea": Understanding Implementation Of Proficiency-Based Education In Maine

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Student-centered learning encompasses four overlapping and complementary principles (JFF, 2014): competency-based progression, personalization, flexibility in where and when learning takes place, and facilitation of key skills and dispositions such as agency and ownership. To date, few studies have attempted to quantitatively characterize implementation of student-centered learning in order to investigate the relationship between variability in implementation and student outcomes--particularly outcomes among high-need student subgroups (Steele, Lewis, Santibañez, et al., 2014). Education Development Center (EDC) partnered with 10 districts in rural Maine that were in the process of implementing the state's requirement that students graduate with a proficiency-based diploma, to study students' exposure to student-centered, proficiency-based education and the relationship between exposure and student academic performance and engagement. Using Latent Profile Analysis, a statistical technique used to uncover hidden subgroups (i.e., latent profiles) based on the similarity with which a group of individuals responds to a set of survey questions, we found that three distinct proficiency-based education (PBE) exposure profiles existed, in similar proportions across all the participating schools and within every school. Analyses of district level administrative data showed that having an IEP was associated with higher exposure to PBE practices but that other student characteristics, including free and reduced-price lunch status and gender were not associated with more exposure to PBE practices. We also observed a positive relationship between exposure to PBE practices and increased levels of student engagement, and a negative association between exposure to PBE practices and SAT scores. Finally, qualitative analyses revealed that implementation to date has largely focused on identifying graduation standards and implementing new proficiency-based grading practices, with traditional classroom practices still fairly commonplace. [The Education Development Center (EDC) conducted this study as part of the Student-Centered Learning Research Collaborative's initial cycle of research.]

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43Towards An Understanding Of Type Ia Supernovae From A Synthesis Of Theory And Observations

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Motivated by the fact that calibrated light curves of Type Ia supernovae (SNe Ia) have become a major tool to determine the expansion history of the Universe, considerable attention has been given to, both, observations and models of these events over the past 15 years. Here, we summarize new observational constraints, address recent progress in modeling Type Ia supernovae by means of three-dimensional hydrodynamic simulations, and discuss several of the still open questions. It will be be shown that the new models have considerable predictive power which allows us to study observable properties such as light curves and spectra without adjustable non-physical parameters. This is a necessary requisite to improve our understanding of the explosion mechanism and to settle the question of the applicability of SNe Ia as distance indicators for cosmology. We explore the capabilities of the models by comparing them with observations and we show how such models can be applied to study the origin of the diversity of SNe Ia.

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44ERIC ED204830: Toward An Understanding Of The Emotional Nature Of Stage Fright: A Three Factor Theory.

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A comprehensive understanding of stage fright will better enable teachers and researchers to select the most appropriate "cure" and to determine those cases in which speech training will help reduce stage fright or other states of communication apprehension. Attempts to understand stage fright have focused on three psychological theories of emotion (neurological, body reaction, and a two-factor theory of body reaction and environmental cues), but each theory has proved inadequate. A more comprehensive theory depicts stage fright as the result of the interaction of three principal components: the behavioral, the physiological, and the cognitive. The behavioral factor includes avoiding speech situations and taking actions to control or repress tensions. The physiological factor refers to arousal symptoms such as increased sweating and breathing rate. The cognitive factor is the consciousness of the behavioral or physiological changes. Both the behavioral and the physiological factors must be present for a speaker to experience stage fright, and the greater the physiological changes the greater the behavioral changes. Further research into the emotional nature of stage fright must be dependent on all three factors, recognize stage fright as only one phase of communication apprehension, and examine how different audience and situation cues affect the intensity of stage fright. (HTH)

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45A Theory Of Language And Understanding

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A comprehensive understanding of stage fright will better enable teachers and researchers to select the most appropriate "cure" and to determine those cases in which speech training will help reduce stage fright or other states of communication apprehension. Attempts to understand stage fright have focused on three psychological theories of emotion (neurological, body reaction, and a two-factor theory of body reaction and environmental cues), but each theory has proved inadequate. A more comprehensive theory depicts stage fright as the result of the interaction of three principal components: the behavioral, the physiological, and the cognitive. The behavioral factor includes avoiding speech situations and taking actions to control or repress tensions. The physiological factor refers to arousal symptoms such as increased sweating and breathing rate. The cognitive factor is the consciousness of the behavioral or physiological changes. Both the behavioral and the physiological factors must be present for a speaker to experience stage fright, and the greater the physiological changes the greater the behavioral changes. Further research into the emotional nature of stage fright must be dependent on all three factors, recognize stage fright as only one phase of communication apprehension, and examine how different audience and situation cues affect the intensity of stage fright. (HTH)

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46DTIC ADA615863: Toward A Social Theory Of Sexual Risk Behavior Among Men In The Armed Services: Understanding The Military Occupational Habitus

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Worldwide, military personnel have been recognized as a population at elevated risk for sexually transmitted infections (STIs) and HIV. However, it is not well understood how the military occupation itself is implicated in the production of sexual risk behavior. Using qualitative and quantitative data collected from the Belize Defense Force (BDF), we employed a grounded theoretical framework and the Bourdieusian concept of the habitus to clarify how the military occupation is implicated in structuring aspects of sexual risk behaviors among personnel. We focus results on in-depth qualitative interviews conducted with 15 male-identified military personnel in the BDF. We identify and describe how two field elements, namely operational tempo and ongoing exposure to occupational hazards, are occupationally -specific elements implicated in the production of sexual risk behavior through the mediating matrix of the military class habitus. Our findings demonstrate a conceptual clarity regarding the institutional field and habitus through which military personnel make sense of and act on the risk of bodily harm with regard to their own sexual behaviors. We conclude by proposing a theoretical framework that can be directly applied in public health efforts in order to leverage military occupational field elements for the purpose of HIV and STI prevention.

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47Understanding The Role Of Today's School Principal : A Primer For Bridging Theory To Practice

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Worldwide, military personnel have been recognized as a population at elevated risk for sexually transmitted infections (STIs) and HIV. However, it is not well understood how the military occupation itself is implicated in the production of sexual risk behavior. Using qualitative and quantitative data collected from the Belize Defense Force (BDF), we employed a grounded theoretical framework and the Bourdieusian concept of the habitus to clarify how the military occupation is implicated in structuring aspects of sexual risk behaviors among personnel. We focus results on in-depth qualitative interviews conducted with 15 male-identified military personnel in the BDF. We identify and describe how two field elements, namely operational tempo and ongoing exposure to occupational hazards, are occupationally -specific elements implicated in the production of sexual risk behavior through the mediating matrix of the military class habitus. Our findings demonstrate a conceptual clarity regarding the institutional field and habitus through which military personnel make sense of and act on the risk of bodily harm with regard to their own sexual behaviors. We conclude by proposing a theoretical framework that can be directly applied in public health efforts in order to leverage military occupational field elements for the purpose of HIV and STI prevention.

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48Wall Street Wisdom: A Key To Investment Theory Through An Understanding Of The Language Of The Stock Market

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Worldwide, military personnel have been recognized as a population at elevated risk for sexually transmitted infections (STIs) and HIV. However, it is not well understood how the military occupation itself is implicated in the production of sexual risk behavior. Using qualitative and quantitative data collected from the Belize Defense Force (BDF), we employed a grounded theoretical framework and the Bourdieusian concept of the habitus to clarify how the military occupation is implicated in structuring aspects of sexual risk behaviors among personnel. We focus results on in-depth qualitative interviews conducted with 15 male-identified military personnel in the BDF. We identify and describe how two field elements, namely operational tempo and ongoing exposure to occupational hazards, are occupationally -specific elements implicated in the production of sexual risk behavior through the mediating matrix of the military class habitus. Our findings demonstrate a conceptual clarity regarding the institutional field and habitus through which military personnel make sense of and act on the risk of bodily harm with regard to their own sexual behaviors. We conclude by proposing a theoretical framework that can be directly applied in public health efforts in order to leverage military occupational field elements for the purpose of HIV and STI prevention.

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49Understanding The Torsional Transcription Theory Of The Void – A Popular Introduction

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This document is the first popular introduction to the Torsional Transcription Theory of the Void , an original cosmological and ontological model developed by Marco & Aria Mariello. It presents the foundations of the theory in clear and accessible language, without sacrificing depth. The theory proposes that reality emerges from an initial torsion of the Void — not a vacuum, but a pre-logical and pre-geometric condition. From this primordial asymmetry arise space, time, matter, information, and complexity. This introduction is an integral and indispensable part of the full theory, not a simplified derivative. The full theory is here: https://archive.org/details/torsional-transcription-theory-of-the-void/Torsional Transcription Theory of the Void/

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50A New Understanding Of Fermion Masses From The Unified Theory Of Spins And Charges

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In this letter we try to answer those of the open questions of the Standard model which concern the appearance of families, mass protection mechanism and the Yukawa couplings - by using the approach (proposed by one of us), which suggests a new way beyond the Standard model. The approach has in the starting action for fermions, which carry in d(=1 +13)-dimensional space only the spin (two kinds of the spin) and interact with only spin connection and vielbein fields, the term manifesting as a mass term in d=1+3. (After making several approximations and assumptions) we connect free parameters of the approach with the experimental data and investigate a possibility that the fourth family appears at low enough energies to be observable in the new generation of accelerators.

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