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This article is from Pharmaceutical Methods , volume 2 . Abstract Background:: A new, simple, selective, precise, and stability-indicating high-performance thin-layer chromatographic method has been established for analysis of itraconazole (ITZ) in the bulk drug and in pharmaceutical formulations. Separation was achieved on aluminium plate precoated with silica gel 60F254 using Toluene : Chloroform : Methanol [5 : 5 : 1.5 (v/v)] as mobile phase. Densitometric analysis was performed at 260 nm. Result:: Compact bands of ITZ were obtained at Rf 0.52 ± 0.02. Linearity (R2 = 0.9978), limit of detection (180.29 ng/band), limit of quantification (546.34 ng/band), recovery (98–102%), and precision (≤0.51%) were satisfactory. Drug was not degraded under neutral and alkaline hydrolysis, UV and photolytic degradation, under-elevated temperature, and humidity. ITZ is degraded under acidic hydrolysis and oxidative condition; the degraded products were well resolved from individual bulk drug response. Developed method can effectively resolve drug from its excipients in capsule dosage form. The specificity of the method was confirmed by peak purity of resolved peak. Conclusion:: The method can be applicable for routine analysis of ITZ in pharmaceutical formulation as stability-indicating. Because the method can effectively separate the drug from its degradation products as well as excipients, it can be used as a stability-indicating method.

This article is from Pharmaceutical Methods , volume 2 . Abstract Background:: A new, simple, selective, precise, and stability-indicating high-performance thin-layer chromatographic method has been established for analysis of itraconazole (ITZ) in the bulk drug and in pharmaceutical formulations. Separation was achieved on aluminium plate precoated with silica gel 60F254 using Toluene : Chloroform : Methanol [5 : 5 : 1.5 (v/v)] as mobile phase. Densitometric analysis was performed at 260 nm. Result:: Compact bands of ITZ were obtained at Rf 0.52 ± 0.02. Linearity (R2 = 0.9978), limit of detection (180.29 ng/band), limit of quantification (546.34 ng/band), recovery (98–102%), and precision (≤0.51%) were satisfactory. Drug was not degraded under neutral and alkaline hydrolysis, UV and photolytic degradation, under-elevated temperature, and humidity. ITZ is degraded under acidic hydrolysis and oxidative condition; the degraded products were well resolved from individual bulk drug response. Developed method can effectively resolve drug from its excipients in capsule dosage form. The specificity of the method was confirmed by peak purity of resolved peak. Conclusion:: The method can be applicable for routine analysis of ITZ in pharmaceutical formulation as stability-indicating. Because the method can effectively separate the drug from its degradation products as well as excipients, it can be used as a stability-indicating method.

In order to promote public education and public safety, equal justice for all, a better informed citizenry, the rule of law, world trade and world peace, this legal document is hereby made available on a noncommercial basis, as it is the right of all humans to know and speak the laws that govern them. (For more information: 12 Tables of Code ) Name of Standards Organization: Bureau of Indian Standards (BIS) Division Name: Transport Engineering Section Name: Aircraft and Space Vehicles (TED 14) Designator of Legally Binding Document: IS 7855 Title of Legally Binding Document: Aircraft - Declaration of Design and Performance for Aircraft Equipment - Standard Form Number of Amendments: Equivalence: ISO/TR 224 Superceding: Superceded by: LEGALLY BINDING DOCUMENT Step Out From the Old to the New --Jawaharlal Nehru Invent a new India using knowledge. --Satyanarayan Gangaram Pitroda

This booklet contains a 15-question rating form that provides some guidance to older drivers in beginning to assess their driving skills. The pages following the self-rating form discuss the various questions on the form. After a general introduction, the discussion is divided into five areas that traffic safety authorities have judged critical to safe performance: driving habits, physical conditions, emotions, health habits, and driving records and other indicators. The discussion is organized around why an item is important (facts) and what, if anything, can be done to overcome shortcomings (suggestions), so the individual can maintain safe driving performance or improve it. (YLB)

The Regulations of the Commissioner of Education provide that an elementary-level science test is to be administered in Grade 4 to serve as a basis for determining students' needs for academic intervention services in science. The New York State Grade 4 Elementary-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions and requires about one hour to administer. The Performance Test (Form A) consists of hands-on tasks set up at three stations and requires about 75 minutes to administer. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines, along with directions for administering and scoring the Written and Performance Tests. [For the 2016 manual, see ED609994.]

The Regulations of the Commissioner of Education provide that an elementary-level science test is to be administered in Grade 4 to serve as a basis for determining students' needs for academic intervention services in science. The New York State Grade 4 Elementary-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions and requires about one hour to administer. The Performance Test (Form A) consists of hands-on tasks set up at three stations and requires about 75 minutes to administer. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines, along with directions for administering and scoring the Written and Performance Tests. [For the 2015 manual, see ED609995.]

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2018 manual, see ED609999.]

This project expanded and evaluated the performance evaluation method developed by Sollenberger, Stein, and Gromelski (1997), a Terminal Radar Approach Control rating form and training package designed to better assess air traffic controller performance. The form is a research-oriented testing and assessment tool designed to measure the efficacy of new air traffic control (ATC) systems, system enhancements, and operational procedures in simulation research. The rating form used in the present study focused on observable behaviors that supervisory air traffic control specialists (SATCSs) use to make behaviorally based ratings of en route controller performance. Researchers also investigated the relationship between performance ratings and personality traits from the Sixteen Personality Factor personality inventory.

Connecting through live performance is the crux of what makes #theatre a powerful art form. The theatres were forced to close due to COVID, so they had to get creative to stay connected. How performing arts has weathered the storm and is moving forward? Watch here. #BeltandRoad https://t.co/2cguTFSEIa Source: https://twitter.com/ChinaDaily/status/1406898397110407168 Uploader: China Daily

For Dr. Lucy Hoyt and Megan O’Brien, being involved with JMU’s vocal performance department is a very unique and personal working relationship. While talking with both of them about their most recent voice recital, Dr. Hoyt specifically emphasized how well she has known O’Brien, taking her on from her freshman year all the way into her fifth year. Although it may seem challenging to balance streaming and coordinating a recital with moving parts, the university actually has professional interns who check in between rooms to make sure that video and audio is all in sync. When talking to Megan about her teacher, she talked about how Dr. Hoyt was what motivated her to push forward through the program. She went on about how having a special one-on-one connection really cements how they’re able to intuitively learn from each other. Dr. Hoyt finished off by saying that ten recitals were successfully run this semester and a dozen more are set to happen this coming Spring.

For Dr. Lucy Hoyt and Megan O’Brien, being involved with JMU’s vocal performance department is a very unique and personal working relationship. While talking with both of them about their most recent voice recital, Dr. Hoyt specifically emphasized how well she has known O’Brien, taking her on from her freshman year all the way into her fifth year. Although it may seem challenging to balance streaming and coordinating a recital with moving parts, the university actually has professional interns who check in between rooms to make sure that video and audio is all in sync. When talking to Megan about her teacher, she talked about how Dr. Hoyt was what motivated her to push forward through the program. She went on about how having a special one-on-one connection really cements how they’re able to intuitively learn from each other. Dr. Hoyt finished off by saying that ten recitals were successfully run this semester and a dozen more are set to happen this coming Spring.

For Dr. Lucy Hoyt and Megan O’Brien, being involved with JMU’s vocal performance department is a very unique and personal working relationship. While talking with both of them about their most recent voice recital, Dr. Hoyt specifically emphasized how well she has known O’Brien, taking her on from her freshman year all the way into her fifth year. Although it may seem challenging to balance streaming and coordinating a recital with moving parts, the university actually has professional interns who check in between rooms to make sure that video and audio is all in sync. When talking to Megan about her teacher, she talked about how Dr. Hoyt was what motivated her to push forward through the program. She went on about how having a special one-on-one connection really cements how they’re able to intuitively learn from each other. Dr. Hoyt finished off by saying that ten recitals were successfully run this semester and a dozen more are set to happen this coming Spring.

High-speed (up to 30 knots) catamaran, trimaran, small waterplane area twin hull (SWATH), and Lifting Body type vessels have been built and tested to demonstrate technology for existing and evolving naval missions. A claimed advantage of these vessels is superior seakeeping in smaller ship sizes when compared to conventional monohulls capable of similar speeds. The effects of seakeeping qualities on human performance are an important consideration for hull form selection among these competing types. This is especially true when crew size reduction places a premium on the performance of each individual on board. The primary focus of this paper is a review of the development of technology for the assessment of human performance factors and measures in a vessel motion environment. Additionally, the paper briefly explores how two monohulls compare with a SWATH variant for one measure of human performance factors. Human performance of various tasks may be characterized by a combination of effects. These effects include motion induced interruptions (MII), motion induced fatigue (MIF), cognitive performance, motion sickness incidence (MSI), and habituation. To illustrate how these factors might be used in hull form trade-off and design studies, a few results are presented for MII for two monohulls and a SWATH. Vessel motions are obtained from calculated information for the monohulls and at-sea trials information for the SWATH.

High-speed (up to 30 knots) catamaran, trimaran, small waterplane area twin hull (SWATH), and Lifting Body type vessels have been built and tested to demonstrate technology for existing and evolving naval missions. A claimed advantage of these vessels is superior seakeeping in smaller ship sizes when compared to conventional monohulls capable of similar speeds. The effects of seakeeping qualities on human performance are an important consideration for hull form selection among these competing types. This is especially true when crew size reduction places a premium on the performance of each individual on board. The primary focus of this paper is a review of the development of technology for the assessment of human performance factors and measures in a vessel motion environment. Additionally, the paper briefly explores how two monohulls compare with a SWATH variant for one measure of human performance factors. Human performance of various tasks may be characterized by a combination of effects. These effects include motion induced interruptions (MII), motion induced fatigue (MIF), cognitive performance, motion sickness incidence (MSI), and habituation. To illustrate how these factors might be used in hull form trade-off and design studies, a few results are presented for MII for two monohulls and a SWATH. Vessel motions are obtained from calculated information for the monohulls and at-sea trials information for the SWATH.

The Regulations of the Commissioner of Education provide that an elementary-level science test is to be administered in Grade 4 to serve as a basis for determining students' needs for academic intervention services in science. The New York State Grade 4 Elementary-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions and requires about one hour to administer. The Performance Test (Form A) consists of hands-on tasks set up at three stations and requires about 75 minutes to administer. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines, along with directions for administering and scoring the Written and Performance Tests. [For the 2018 manual, see ED609991.]

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2015 manual, see ED610003.]

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests.

Previous research demonstrated that the recently-developed Charge of Quarters Duty Test (CQDT), a performance-based assessment of executive function, can be reliably administered and distinguishes between known-groups of healthy control soldiers and those with traumatic brain injury. As such, the CQDT shows promise in helping to inform readiness to return to duty and need for rehabilitation. However, performance based assessments that involve multitasking such as the CQDT, cannot be repeated as a post-treatment outcome measure due to learning effects. Therefore, an equivalent alternate form is needed. Research Question #1. Can an expert team of military, Veterans Administration, and civilian rehabilitation researchers and clinicians develop an equivalent alternate form of the CQD that is experienced as novel by SM with mTBI? Research Question #2. To what extent can 2 independent raters achieve acceptable levels of inter-rater reliability in scoring subject performance of CQD-Original (CQD-O) and CQD-Alternate Form (CQD-AF)? Research Question #3. To what extent is the CQD-AF equivalent to the CQD-O based on a) difference of paired scores for both forms of the CQD and b) correlation between participants performance of neurocognitive measures of executive functioning and each version of the CQD?

This article is from Health and Quality of Life Outcomes , volume 9 . Abstract Background: The Child Perception Questionnaire (CPQ11-14) is a self-report instrument developed to measure oral-health-related quality of life (OHRQoL) in 11-14-year-olds. Earlier reports confirm that the 16-item short-form version performs adequately, but there is a need to determine the measure's validity and properties in larger and more diverse samples and settings. Aim: The objective of this study was to examine the performance of the 16-item short-form impact version of the CPQ11-14 in different communities and cultures with diverse caries experience. Method: Cross-sectional epidemiological surveys of child oral health were conducted in two regions of New Zealand, one region in Brunei, and one in Brazil. Children were examined for dental caries (following WHO guidelines), and OHRQoL was measured using the 16-item short-form item-impact version of the CPQ11-14, along with two global questions on OHRQoL. Children in the 20% with the greatest caries experience (DMF score) were categorised as the highest caries quintile. Construct validity was evaluated by comparing the mean scale scores across the categories of caries experience; correlational construct validity was assessed by comparing mean scores and children's global ratings of oral health and well-being. Results: There were substantial variations in caries experience among the different communities (from 1.8 in Otago to 4.9 in Northland) and in mean CPQ11-14 scores (from 11.5 in Northland to 16.8 in Brunei). In all samples, those in the most severe caries experience quintile had higher mean CPQ11-14 scores than those who were caries-free (P < 0.05). There were also greater CPQ scores in those with worse self-rated oral health, with the Otago sample presenting the most marked gradient across the response categories for self-rated oral health, from 'Excellent' to 'Fair/Poor' (9.6 to 19.7 respectively). Conclusion: The findings suggest that the 16-item short-form item impact version of the CPQ11-14 performs well across diverse cultures and levels of caries experience. Reasons for the differences in mean CPQ scores among the communities are unclear and may reflect subtle socio-cultural differences in subjective oral health among these populations, but elucidating these requires further exploration of the face and content validity of the measure in different populations.

This article is from Health and Quality of Life Outcomes , volume 9 . Abstract Background: The Child Perception Questionnaire (CPQ11-14) is a self-report instrument developed to measure oral-health-related quality of life (OHRQoL) in 11-14-year-olds. Earlier reports confirm that the 16-item short-form version performs adequately, but there is a need to determine the measure's validity and properties in larger and more diverse samples and settings. Aim: The objective of this study was to examine the performance of the 16-item short-form impact version of the CPQ11-14 in different communities and cultures with diverse caries experience. Method: Cross-sectional epidemiological surveys of child oral health were conducted in two regions of New Zealand, one region in Brunei, and one in Brazil. Children were examined for dental caries (following WHO guidelines), and OHRQoL was measured using the 16-item short-form item-impact version of the CPQ11-14, along with two global questions on OHRQoL. Children in the 20% with the greatest caries experience (DMF score) were categorised as the highest caries quintile. Construct validity was evaluated by comparing the mean scale scores across the categories of caries experience; correlational construct validity was assessed by comparing mean scores and children's global ratings of oral health and well-being. Results: There were substantial variations in caries experience among the different communities (from 1.8 in Otago to 4.9 in Northland) and in mean CPQ11-14 scores (from 11.5 in Northland to 16.8 in Brunei). In all samples, those in the most severe caries experience quintile had higher mean CPQ11-14 scores than those who were caries-free (P < 0.05). There were also greater CPQ scores in those with worse self-rated oral health, with the Otago sample presenting the most marked gradient across the response categories for self-rated oral health, from 'Excellent' to 'Fair/Poor' (9.6 to 19.7 respectively). Conclusion: The findings suggest that the 16-item short-form item impact version of the CPQ11-14 performs well across diverse cultures and levels of caries experience. Reasons for the differences in mean CPQ scores among the communities are unclear and may reflect subtle socio-cultural differences in subjective oral health among these populations, but elucidating these requires further exploration of the face and content validity of the measure in different populations.

This article is from Health and Quality of Life Outcomes , volume 9 . Abstract Background: The Child Perception Questionnaire (CPQ11-14) is a self-report instrument developed to measure oral-health-related quality of life (OHRQoL) in 11-14-year-olds. Earlier reports confirm that the 16-item short-form version performs adequately, but there is a need to determine the measure's validity and properties in larger and more diverse samples and settings. Aim: The objective of this study was to examine the performance of the 16-item short-form impact version of the CPQ11-14 in different communities and cultures with diverse caries experience. Method: Cross-sectional epidemiological surveys of child oral health were conducted in two regions of New Zealand, one region in Brunei, and one in Brazil. Children were examined for dental caries (following WHO guidelines), and OHRQoL was measured using the 16-item short-form item-impact version of the CPQ11-14, along with two global questions on OHRQoL. Children in the 20% with the greatest caries experience (DMF score) were categorised as the highest caries quintile. Construct validity was evaluated by comparing the mean scale scores across the categories of caries experience; correlational construct validity was assessed by comparing mean scores and children's global ratings of oral health and well-being. Results: There were substantial variations in caries experience among the different communities (from 1.8 in Otago to 4.9 in Northland) and in mean CPQ11-14 scores (from 11.5 in Northland to 16.8 in Brunei). In all samples, those in the most severe caries experience quintile had higher mean CPQ11-14 scores than those who were caries-free (P < 0.05). There were also greater CPQ scores in those with worse self-rated oral health, with the Otago sample presenting the most marked gradient across the response categories for self-rated oral health, from 'Excellent' to 'Fair/Poor' (9.6 to 19.7 respectively). Conclusion: The findings suggest that the 16-item short-form item impact version of the CPQ11-14 performs well across diverse cultures and levels of caries experience. Reasons for the differences in mean CPQ scores among the communities are unclear and may reflect subtle socio-cultural differences in subjective oral health among these populations, but elucidating these requires further exploration of the face and content validity of the measure in different populations.

This article is from BMC Nursing , volume 10 . Abstract Background: The usefulness of the nutritional screening tool Minimal Eating Observation and Nutrition Form - Version II (MEONF-II) relative to Nutritional Risk Screening 2002 (NRS 2002) remains untested. Here we attempted to fill this gap by testing the diagnostic performance and user-friendliness of the MEONF-II and the NRS 2002 in relation to the Mini Nutritional Assessment (MNA) among hospital inpatients. Methods: Eighty seven hospital inpatients were assessed for nutritional status with the 18-item MNA (considered as the gold standard), and screened with the NRS 2002 and the MEONF-II. Results: The MEONF-II sensitivity (0.61), specificity (0.79), and accuracy (0.68) were acceptable. The corresponding figures for NRS 2002 were 0.37, 0.82 and 0.55, respectively. MEONF-II and NRS 2002 took five minutes each to complete. Assessors considered MEONF-II instructions and items to be easy to understand and complete (96-99%), and the items to be relevant (87%). For NRS 2002, the corresponding figures were 75-93% and 79%, respectively. Conclusions: The MEONF-II is an easy to use, relatively quick and sensitive screening tool to assess risk of undernutrition among hospital inpatients. With respect to user-friendliness and sensitivity the MEONF-II seems to perform better than the NRS 2002, although larger studies are needed for firm conclusions. The different scoring systems for undernutrition appear to identify overlapping but not identical patient groups. A potential limitation with the study is that the MNA was used as gold standard among patients younger than 65 years.

Groundbreaking work from one of London's finest students.

Groundbreaking work from one of London's finest students.

The evaluation of air traffic controller performance is a complex process. While there are standard forms in field use, there is currently no comprehensive system for reliable observer evaluation. This research involves the development of a new form along with a training package for use in research and possibly operational testing. The form consists of 24 rating scales. These scales focus on observable actions that trained air traffic control specialists could identify to make behaviorally based ratings. The study evaluates the reliability of the rating form by determining the consistency of ratings obtained from six observers who viewed videotapes of a previously recorded simulation study. These observers were supervisors and training staff specialists from Terminal Radar Approach Control facilities nationwide. Prior to making formal ratings, the observers participated in a training program designed to help them become proficient in observational rating. During the evaluation phase of the study, the observers viewed 20 one hour videotapes of controllers working different traffic scenarios. The results indicated that most of the rating scales had reasonable inter-rater reliabilities ranging from r=.7 to r=.9. The study also identified the performance areas that were more difficult for observers to evaluate consistently, possibly due to misunderstanding rating criteria or overlooking critical controller actions.

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test, Form A, consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2022 manual, see ED628917.]

The increased number of marginal aptitude trainees inducted into the Army has created the need for adequately and efficiently training these men. This report presents the finding of research that compared high and low aptitude men--classified on the basis of scores from the Armed Forces Qualification Test (AFQT)--on two form discrimination tasks that required both intramodal and intermodal functioning. One experiment required the men to make a simultaneous discrimination of meaningless forms, using vision and touch. A second experiment repeated the first and introduced a delay period between the presentation of the standard and comparison stimuli. The results showed that, as a group, high aptitude men performed consistently better than low in both experiments. Analysis of verbal reports of the subjects indicated that the majority of the high aptitude men used higher order processing or learning strategies that enabled them to make more accurate matches. The results indicated that training in the organization of stimulus inputs into mediational units holds promise as an approach to helping low aptitude people improve their organizational and information processing skills. (Author)

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2016 manual, see ED610002.]

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2016 manual, see ED610002.]

The Regulations of the Commissioner of Education provide that an elementary-level science test is to be administered in Grade 4 to serve as a basis for determining students' needs for academic intervention services in science. The New York State Grade 4 Elementary-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions and requires about one hour to administer. The Performance Test (Form A) consists of hands-on tasks set up at three stations and requires about 75 minutes to administer. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines, along with directions for administering and scoring the Written and Performance Tests.

Human control performance and tolerance under severe complex wave form vibration and review of flight simulation

This article is from Pharmaceutical Methods , volume 2 . Abstract Introduction:: Lornoxicam (LORN) a nonsteroidal antiinflammatory drug of oxicam class is marketed in combination with Paracetamol, a common analgesic for acute inflammatory disease of joints. Materials and Methods:: LORN and Paracetamol (PCM) were estimated at 280 nm by densitometry using silica gel 60 F254 as stationary phase and a premix of toluene: chloroform: methanol: formic acid (3:5:1.5:0.2 v/v/v/v) as mobile phase. The method was found linear in a range of 160–560 nanograms/spot for LORN and 10 000–35 000 nanograms/spot for PCM with a correlation coefficient >0.99 for both. Result:: PCM and LORN were well resolved with Rf 0.57 ± 0.02 and 0.75 ± 0.02, respectively. Conclusions:: The developed high-performance thin layer chromatography method was found to be simple, specific, precise, and reproducible and can be used for the routine estimation of LORN and PCM in the combined tablet dosage form, available in market.

103 pages : 21 cm

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2017 manual, see ED610001.]

A five-year study was undertaken to develop criterion rating scales for predicting successful performance in graduate business study, as well as in later career progress. The scales embodied dimensions, other than grades, which were judged by a nationwide panel of faculty to be relevant to performance. The scales were defined and anchored by specific examples of behavioral incidents, and were entitled: interest in management involvement; managerial skill; self development; perspective and breadth of knowledge; technical knowledge; critical awareness; problem analysis ability; resolution and decisiveness; planning for implementation; communication skill; enthusiasm; initiative; persistence and drive; flexibility; and consideration.

http://uf.catalog.fcla.edu/uf.jsp?st=UF002059544&ix=nu&I=0&V=D

Second Language learners' oral task performance has been one of interesting and research generating areas of investigations in the field of second language acquisition specially, task-based language teaching and learning. The main purpose of the present study is to investigate the effect of focus on form and task complexity on L2 learners' oral task accuracy. To this end, sixty intermediate learners of English as a foreign language attending an English institute were chosen as the participant of the study and were divided into three groups control and two experimental groups with and without focus on form strategy. ANOVA and Independent Sample T-test were employed as the statistical means of analysis. The results a of analysis revealed significant differences among the performance of the groups. The study carries significant implications for syllabus and task designers, curriculum developers and language teachers.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles deal with a variety of topics, including the following: use of word information cues by beginning readers; the relationship between problem solving and oral reading strategies; the ease with which children learn different logographic systems; the effects of adjunct questions, humor, and various learning modes on learning and retention; conceptual tempo and oral reading performance; the relationship of deep structure recovery to reading comprehension; children's ability to make inferences from written and oral material; the contributions of inference and discrimination processes to false recognition of sentences; initial consonant phoneme-grapheme correspondence errors; effects of different error types and of method of presentation of material on comprehension; the relation between syntactic form and familarity of content to reading comprehension; readers' perceptions of the reading process and of their own reading strategies; relationships between quality of oral reading errors and oral syntactic development; readers' use of contextual clues; and subvocalization during the silent reading process. (GW)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles deal with a variety of topics, including the following: use of word information cues by beginning readers; the relationship between problem solving and oral reading strategies; the ease with which children learn different logographic systems; the effects of adjunct questions, humor, and various learning modes on learning and retention; conceptual tempo and oral reading performance; the relationship of deep structure recovery to reading comprehension; children's ability to make inferences from written and oral material; the contributions of inference and discrimination processes to false recognition of sentences; initial consonant phoneme-grapheme correspondence errors; effects of different error types and of method of presentation of material on comprehension; the relation between syntactic form and familarity of content to reading comprehension; readers' perceptions of the reading process and of their own reading strategies; relationships between quality of oral reading errors and oral syntactic development; readers' use of contextual clues; and subvocalization during the silent reading process. (GW)

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2019 manual, see ED609998.]

This article is from Pharmaceutical Methods , volume 2 . Abstract A simple, precise, reliable, rapid and reproducible reversed phase–high-performance liquid chromatography method was developed and validated for the simultaneous estimation of Paracetamol (PCM) and Lornoxicam (LOX) present in tablet dosage forms. Chromatographic separation achieved isocratically on Luna C18 column (5 μm, 150 × 4.60 mm) and methanol/phosphate buffer (60:40, v/v, pH 7.0) as mobile phase, at a flow rate of 1 ml/min. Detection was carried out at 260 nm. Parameters such as linearity, precision, accuracy, recovery, specificity and ruggedness are studied as reported in the ICH guidelines. The retention times for PCM and LOX was found to be 2.06±0.013and 4.38±0.07 min, respectively. Linearity for PCM and LOX was in the range of 10-50 mg/ml and 8-40 mg/ml, respectively. The mean recoveries obtained for LOX and PCM were 100± 0.16 and 99.50± 0.43%, respectively, and relative standard deviation (RSD) was less than 2. The correlation coefficients for all components are close to 1. The RSDs for three replicate measurements in three concentrations of samples in tablets are always less than 2%. Developed method was found to be accurate, precise, selective and rapid for simultaneous estimation of PCM and LOX in tablets.

This study examines the relationships among a variety of secondary/postsecondary experiences and activities and postsecondary students' musical independence (MI). The paper reports on the impact of 10 Performance Fundamentals (PFs) on the postsecondary student's MI as measured by Colwell's Musical Achievement Test 3 (MAT3) and Musical Achievement Test 4 (MAT4). The study also explores whether these skills have a positive impact on the student's level of MI and examines the percentage of impact the skills have either individually or collectively on the students' level of MI. The Instrumental College Survey-2 (ICS-2), Colwell's Music Achievement Test 3 (MAT3), and Colwell's Music Achievement Test 4 (MAT4) were administered to 354 instrumentalists in the bands at Ball State University, Florida State University, and Wichita State University. The instruments examined two general areas: general demographic data and student outcomes. The study concluded that: (1) phrasing and intonation are two of the primary "artistic" cornerstones in the student's MI development; (2) not every college musical activity or experience is a positive or edifying experience for music majors; (3) there is a very strong link between what is taught by the private teacher and what a student practices; and (4) the selection and use of statistical analysis has a large impact on the study's findings and conclusions. Extensive charts and graphs accompany the text. (EH)

This article is from Asian-Australasian Journal of Animal Sciences , volume 25 . Abstract This study was conducted to evaluate the efficacy of the dipeptide form of phenylalanine as a new source of amino acid in terms of growth performance and whole-body amino acid composition in comparison to the free form for red seabream (Pagrus major). Fish (1.46±0.001 g) were fed four isonitrogenous and isocaloric experimental diets containing 0.7 or 1.4% phenylalanine either in free or dipeptide form. A feeding trial was carried out in three replicates and the fish were fed to apparent satiation for six weeks. At the end of the feeding trial, feed intake of fish was influenced by both phenylalanine form and level and significantly higher values were obtained at an inclusion level of 0.7% and by the use of dipeptide form. However, the other growth parameters did not significantly differ among treatments. Whole-body amino acid compositions revealed no significant changes in concentrations of both essential and non-essential amino acids regardless of the increase in phenylalanine levels or the use of its different forms. The finding in this study indicates that juvenile red seabream can utilize dipeptide phenylalanine as efficiently as free form without any undesirable effects on growth performance or whole-body amino acid composition.

103 p. : 21 cm

103 p. : 21 cm

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2014 manual, see ED610004.]

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2014 manual, see ED610004.]

This article is from Pharmaceutical Methods , volume 2 . Abstract Aim:: Some literatures revealed that the high performance liquid chromatography (HPLC) method for single component or multicomponent analysis of montelukast sodium with other drugs. However, these methods deals with time consuming, so it is necessary to develop a cost-effective and less time consuming method for the estimation of doxofylline and montelukast sodium in combined pharmaceutical formulation. Materials and Methods:: The separation was performed on an inertsil C8 (5 μm, 4.6 × 250 mm) column in isocratic mode with the mobile phase consisting a mixture of methanol and sodium phosphate buffer (75:25 v/v, pH 6.5 adjusted with orthophosphoric acid). The mobile phase was pumped at a flow rate of 1 mL min-1 and eluents were monitored at 230 nm. Results:: The selected chromatographic conditions were found to separate doxofylline (retention time = 3.4 min) and montelukast sodium (retention time = 5.5 min) with a resolution of 5.47. The proposed HPLC method was validated with respect to linearity, accuracy, repeatability, specificity, robustness, and ruggedness as per International Conference on Harmonisation guidelines Q2(R1), November 2005 (Validation of Analytical Procedures: Text and Methodology). The percentage recoveries for doxofylline and montelukast sodium ranged from 98.1% to 101.7% and 98.2 to 101.9%, respectively, which indicated that the above method was enough accurate and precise. Conclusions:: Hence, it was concluded that the developed method is suitable for routine analysis of these combination due to its less analysis time.

This tentative agreement form and organizational structure was proposed to create a broad-based policy and decisionmaking body for operation of the Consortium to Produce Performance Objectives and Criterion-Referenced Measures in Occupational Education. It is part of a project designed to develop a multi-State consortium whose primary concern will be educational accountability. Five major topics are discussed: (1) Proposed Consortium Agreement (consortium agreement, general conditions of the agreement, State or agency responsibilities, and central consortium staff responsibilities); (2) Introduction to Proposed Organizational Plan; (3) The Role of the Administering Agency (responsibilities of the administering agency, fiscal control and auditing, and consultation services); (4) The Board of Directors for the Proposed Consortium (role of the Board of Directors, membership of the Board of Directors, qualifications of the Board members, length of terms of Board members, schedule of meetings, attendance of meetings, and advisory committee); and (5) The Role and Scope of the Central Staff (executive director--duties and responsibilities, and initial central staff requirements. (HD)

This tentative agreement form and organizational structure was proposed to create a broad-based policy and decisionmaking body for operation of the Consortium to Produce Performance Objectives and Criterion-Referenced Measures in Occupational Education. It is part of a project designed to develop a multi-State consortium whose primary concern will be educational accountability. Five major topics are discussed: (1) Proposed Consortium Agreement (consortium agreement, general conditions of the agreement, State or agency responsibilities, and central consortium staff responsibilities); (2) Introduction to Proposed Organizational Plan; (3) The Role of the Administering Agency (responsibilities of the administering agency, fiscal control and auditing, and consultation services); (4) The Board of Directors for the Proposed Consortium (role of the Board of Directors, membership of the Board of Directors, qualifications of the Board members, length of terms of Board members, schedule of meetings, attendance of meetings, and advisory committee); and (5) The Role and Scope of the Central Staff (executive director--duties and responsibilities, and initial central staff requirements. (HD)