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It is a known fact that finitary state abstraction methods, such as predicate abstraction, are inadequate for verifying general liveness properties or even termination of sequential programs. In this talk we will present an abstraction approach called 'ranking abstraction' which is sound and complete for verifying all temporally specified properties, including all liveness properties. We will start by presenting a general simple framework for state abstraction emphasizing that, in order to get soundness, it is necessary to apply an over-approximating abstraction to the system and an under-approximating abstraction to the (temporal) property. We show that finitary version of this abstraction are complete for verifying all safety properties. We then consider abstraction approaches to the verification of deadlock freedom, presenting some sufficient conditions guaranteeing that deadlock freedom is inherited from the concrete to the abstract. Finally, we introduce the method of ranking abstraction and illustrate its application to the verification of termination and more general liveness properties. In this presentation we emphasize the similarity between predicate abstraction and its extension into ranking abstraction. In particular, we illustrate how abstraction refinement can be applied to ranking abstraction. Time permitting, we will present a brief comparison between ranking abstraction and the methods of transition abstraction developed by Podelski, Rybalchenko, and Cook which underly the 'Terminator' system. ©2008 Microsoft Corporation. All rights reserved.

Email management has a fundamental role in work productivity. In this talk I will present evidence that machine learning techniques can be effectively used to improve email management by modeling different aspects of user intention. First I'll propose a taxonomy of Speech Acts applied to email communication, or 'email acts', and show that email act classification can be largely automated, potentially leading to better email prioritization and management. Then I'll describe how machine learning can be used to reduce the chances of high-cost email addressing errors. One type of high-cost error is an 'email leak' , i.e., mistakenly sending a sensitive email message to the wrong recipient. Another type of addressing error is forgetting to add an important collaborator as recipient, a likely source of costly misunderstandings and communication delays. I'll present different approaches to these problems, including solutions based on rank aggregation and new (re)ranking techniques. ©2008 Microsoft Corporation. All rights reserved.

Detecting and correcting errors before run-time is increasingly important in today's ubiquitous computing environment. Decision procedures for first-order logics are widely applicable in design verification and program analysis. However, as existing procedures do not scale up, verification methods sacrifice modeling precision for scalability. Imprecise modeling often results in numerous false alarms and the inability to verify properties that depend on data or timing, in addition to control. I will present an approach that addresses this problem by modeling with first-order logics involving arithmetic and reasoning using new, efficient decision procedures for those logics. In our approach, decision problems involving arithmetic are transformed to problems in the Boolean domain, such as Boolean satisfiability solving, thereby leveraging recent advances in that area. The transformation automatically detects and exploits problem structure based on new theoretical results and machine learning. I will describe the underlying theory and present experimental results showing that our decision procedures outperform other state-of-the-art procedures by over a factor of 100. The decision procedures form the computational engines for two verification systems, UCLID and TMV. These systems have been applied to problems in computer security, electronic design automation, and software engineering that require efficient and precise analysis of data- and timing-dependent properties; for example, a semantics-aware detector of viruses and worms has shown far greater resilience to obfuscation than commercial tools. ©2005 Microsoft Corporation. All rights reserved.

Abstract: Testing with manually generated test cases is the primary technique used in industry to improve reliability of software--in fact, such testing is reported to account for over half of the typical cost of software development. I will describe Concolic Testing, a systematic and efficient method which combines random and symbolic testing. Concolic testing enables automatic and systematic testing of large programs, avoids redundant test cases and does not generate false warnings. Experiments on real-world software show that concolic testing can be used to effectively catch generic errors such as assertion violations, memory leaks, uncaught exceptions, and segmentation faults. Combined with dynamic partial order reduction techniques and predictive analysis, concolic testing is effective in catching concurrency bugs such as data races and deadlocks as well as specification related bugs. I will describe my experience with building two concolic testing tools, CUTE for C programs and jCUTE for Java programs, and applying these tools to real-world software systems. Finally, I will provide a brief overview of my research in statistical and probabilistic model checking, application of machine learning to verify infinite state systems, runtime monitoring of distributed and concurrent systems, and probabilistic programming. ©2006 Microsoft Corporation. All rights reserved.

Objective Bibliometric data can be used to examine participation, inclusion, and equity in academia and research through the lens of authorship and affiliation data. While there are published methods for inferring author identity (Caron & van Eck, 2014; Wais, 2016) there is seemingly not a predominant framework or methodology in common use. Furthermore, there can be limitations to programmatic approaches, such as reductively assigning gender binaries, or linking an author’s nationality to their institution or address. This project surveys methods used to infer author identity in bibliometric analyses interrogating diversity, representation, resources, and power in scientific research. Examples can include inferring gender by algorithmic name classification, using affiliation or address to infer nationality, or other intersectional identifiers. Methods This project uses a systematized search to retrieve articles using authorship as a proxy for inclusion or participation within a scientific discipline, topic, or field. Ovid MEDLINE, Web of Science, and CINAHL were searched using a combination of controlled and free text terms outlining bibliometric methods and author identity-related terms. The articles will be exported into Covidence where they will be deduplicated and screened against a predetermined inclusion criteria based on the use of bibliometric methods, the centrality of authorship, and a lens of power, participation, or equity. The screened articles will be reviewed using a “best fit” framework analysis using grounded theory to identify common themes and trends in methodologies.

The objective of this study is to quantify research waste in BMBF’s 2018-2022 clinical trial funding portfolio. We will assess how many clinical trials in the BMBF cohort have never made their results public in any form, how many people participated in those unreported trials, and the amount of BMBF funding disbursed for those trials. We will also assess the time to publication of results, whether trials were prospectively registered, and provide an estimate of overall financial research waste within the cohort.

Work to analyze final exam reflective responses on several semesters of a research methods course

To identify knowledge gaps in the conceptualization and measurement of intangible cost in global health science research, particularly in terms of definitions, constructs, methodologies, and data collection tools from individuals.

The objective is to identify and map the online methods used in qualitative research in the health area. This is a scoping review guided by JBI Institute Reviewer's Manual. We analyzed scientific articles and theses and dissertations that used this type of method of data collection in their studies, identified from 12 databases.

Institutional Review Boards (IRB) and researchers often express concern about the ethics and safety of conducting research with traumatized populations and those who engage in unsafe behaviors (e.g., non-suicidal self-injury or suicide attempts). While individuals with a history of trauma and/or unsafe behaviors can experience increased emotional reactions to research participation, these reactions are often transient and outweighed by self-reported benefits to participation. However, studies examining reactions to research participation among dissociative individuals, in particular, have never been published. This study explores reactions to research participation among dissociative individuals and examines the unique role of dissociation in any emotional reactions present.

Unsupervised learning of linguistic structure is a difficult task. Frequently, standard techniques such as maximum-likelihood estimation yield poor results or are simply inappropriate (as when the class of models under consideration includes models of varying complexity). In this talk, I discuss how Bayesian statistical methods can be applied to the problem of unsupervised language learning to develop principled model-based systems and improve results. I first present some work on word segmentation, showing that maximum-likelihood estimation is inappropriate for this task and discussing a nonparametric Bayesian modeling solution. I then argue, using part-of-speech tagging as an example, that a Bayesian approach provides advantages even when maximum-likelihood (or maximum a posteriori) estimation is possible. I conclude by discussing some of the challenges that remain in pursuing a Bayesian approach to language learning. ©2007 Microsoft Corporation. All rights reserved.

Unsupervised learning of linguistic structure is a difficult task. Frequently, standard techniques such as maximum-likelihood estimation yield poor results or are simply inappropriate (as when the class of models under consideration includes models of varying complexity). In this talk, I discuss how Bayesian statistical methods can be applied to the problem of unsupervised language learning to develop principled model-based systems and improve results. I first present some work on word segmentation, showing that maximum-likelihood estimation is inappropriate for this task and discussing a nonparametric Bayesian modeling solution. I then argue, using part-of-speech tagging as an example, that a Bayesian approach provides advantages even when maximum-likelihood (or maximum a posteriori) estimation is possible. I conclude by discussing some of the challenges that remain in pursuing a Bayesian approach to language learning. ©2007 Microsoft Corporation. All rights reserved.

Unsupervised learning of linguistic structure is a difficult task. Frequently, standard techniques such as maximum-likelihood estimation yield poor results or are simply inappropriate (as when the class of models under consideration includes models of varying complexity). In this talk, I discuss how Bayesian statistical methods can be applied to the problem of unsupervised language learning to develop principled model-based systems and improve results. I first present some work on word segmentation, showing that maximum-likelihood estimation is inappropriate for this task and discussing a nonparametric Bayesian modeling solution. I then argue, using part-of-speech tagging as an example, that a Bayesian approach provides advantages even when maximum-likelihood (or maximum a posteriori) estimation is possible. I conclude by discussing some of the challenges that remain in pursuing a Bayesian approach to language learning. ©2007 Microsoft Corporation. All rights reserved.

An introduction to research methods for a library. Instructional sessions are given for the card catalog, computer catalog, and Library of Congress Subject Headings.

This scoping review will explore the state of the field of Intensive Assessment (IA) methodology use and reporting standards in research on older adults’ fluid cognition (FC), specifically for measures of executive functioning, speed of processing, working memory, and verbal fluency. IA methods collect frequent measures, often in naturalistic settings, capturing real-time data and intra-individual variability in an ecologically valid manner (Carlson et al., 2016; Sliwinski et al., 2018). This makes IA a powerful tool for studying FC, which is the participants’ capacity for problem-solving and reasoning independent of prior knowledge, assessed by a variety of measures. IA is a particularly useful method in this context because FC performance can fluctuate based on a variety of biological, psychological, and socio-environmental factors (Ram, et al., 2005), and the repeated measurements characteristic of IA capture this variability. Extant literature indicates that IA can significantly enhance the reliability of FC measurement (Shakeel & Goghari, 2017), and that variability in FC performance predicts other aspects of health, including various aspects of later-life functioning. These findings highlight the value of IA methods over traditional single-score measures of FC (Ghisletta et al., 2013). Yet, a review describing the use of IA methods in the study of older adults’ FC is needed to establish a reference point for development of standards of best practice for this rapidly evolving methodology. Therefore, this study will focus on describing the present use of IA methods in measuring older adults' FC, specifically: what subtypes of IA are used? What are the conceptual, operational, and statistical models employed? Which measures of FC are most often used in tandem with IA methods? How do authors report on the reliability and validity of these IA methods? Additionally, this review will examine reporting practices for adherence to IA methods and factors that may influence these rates, which are critical for the reliability and validity of these studies. By summarizing current approaches to IA within cognitive aging literature, this scoping review aims to provide suggestions for optimizing cognitive aging research methodologies to contribute to more effective and efficient translational research.

Users share an increasing marginal cost technology. A cost sharing method specifies non negative and non transferable cost shares covering costs. We look at the worst surplus gain (relative to the efficient surplus) in any Nash equilibrium when preferences are convex and quasi-linear, and otherwise arbitrary. We compare four popular methods: average cost pricing, serial cost sharing, marginal cost pricing and incremental cost sharing. No matter what the (convex) cost function, the average cost and serial methods guarantee a surplus gain no less than (1/n), where n is the number of users. Neither the marginal pricing, nor the incremental cost sharing method guarantees any positive relative gain. For any n we can choose the cost function C, so that the serial method yields the highest guaranteed surplus gain. The same statement holds for the incremental cost method. However, if the marginal cost is convex, or if it is concave and its elasticity is bounded, the guaranteed surplus gain of serial cost sharing is O(1/(log n)), whereas that of each of the three other methods is O(1/n). ©2005 Microsoft Corporation. All rights reserved.

Nuclear Instruments & Methods in Physics Research, Section A: Accelerators, Spectrometers, Detectors and Associated Equipment 1993: Volume A330 , Issue Index. Digitized from IA1653026-05 . Previous issue: sim_nuclear-instruments-methods-physics-research-a_1993-06-01_a329_3_0 . Next issue: sim_nuclear-instruments-methods-physics-research-a_1993-06-10_a330_1-2_0 .

Nuclear Instruments & Methods in Physics Research, Section B: Beam Interactions with Materials and Atoms 1991: Volume 148 , Issue CONTENTS. Digitized from IA1652527-02 . Previous issue: sim_nuclear-instruments-methods-physics-research-b_1991_148_index . Next issue: sim_nuclear-instruments-methods-physics-research-b_1991-01_148_1-4 .

Nuclear Instruments & Methods in Physics Research, Section B: Beam Interactions With Materials and Atoms 1999: Volume 149 , Issue Index. Digitized from IA1653029-02 . Previous issue: sim_nuclear-instruments-methods-physics-research-b_1991-01_148_1-4_0 . Next issue: sim_nuclear-instruments-methods-physics-research-b_1999-01_149_1-2 .

Nuclear Instruments & Methods in Physics Research, Section B: Beam Interactions With Materials and Atoms 2002: Volume 194 , Issue Index. Digitized from IA1653029-04 . Previous issue: sim_nuclear-instruments-methods-physics-research-b_2002-06_193_0 . Next issue: sim_nuclear-instruments-methods-physics-research-b_2002-07_194_1_0 .

Nuclear Instruments & Methods in Physics Research, Section B: Beam Interactions With Materials and Atoms 2002: Volume 194 , Issue Index. Digitized from IA1653029-04 . Previous issue: sim_nuclear-instruments-methods-physics-research-b_2002-06_193_0 . Next issue: sim_nuclear-instruments-methods-physics-research-b_2002-07_194_1_0 .

This report summarizes self-reported information about the kinds and extent of test preparation used by those taking the Law School Admission Test (LSAT). For the first time, in June 1989, test takers were asked to volunteer information about how they prepared for the LSAT. Approximately 75% of the test takers in June and September 1989 responded to the test preparation questions. Respondents represented the test taking population fairly well in terms of gender, ethnicity, and geographic breakdown, but they tended to be younger and more able than their nonresponding counterparts. Findings show that a large number of test takers failed to make use of the sample questions and explanations that are provided free of charge, and a surprisingly small number worked through the sample LSAT on their own before taking the test. Approximately 45% of test takers took a rest preparation or coaching course, and a small number reported taking the LSAT without having prepared at all. Females are more likely than males to participate in LSAT-specific preparation. Minorities are less likely to use test preparation materials or to attend a test preparation course, and older test takers were less likely to prepare at all. The largest difference in mean LSAT score was observed between those who work through one or more actual tests compared with those who do not. Moderate differences are observed for those who study the questions and explanations in the Information Book or use a book not published by Law Services. The smallest differences are seen for those who attend a coaching course. (SLD)

THE APPROACH USED AT STANFORD UNIVERSITY TO RESEARCH ON TEACHING WAS DISCUSSED, AND THE AUTHOR EXPLAINED THE CONCEPTS OF "TECHNICAL SKILLS,""MICROTEACHING," AND "MICROCRITERIA" THAT WERE THE BASIS OF THE DEVELOPMENT OF THIS APPROACH TO RESEARCH AND TO STANFORD'S SECONDARY-TEACHER EDUCATION PROGRAM. THE AUTHOR PRESENTED A BASIC DISTINCTION BETWEEN RESEARCH ON LEARNING, WHICH HE TERMED AS "THE CONDITIONS UNDER WHICH A CHANGE OF BEHAVIOR DUE TO EXPERIENCE TAKES PLACE," AND RESEARCH ON TEACHING WHICH DEALS WITH THE CONDITIONS ESTABLISHED BY THE TEACHER UNDER WHICH LEARNING OCCURS IN THE PUPIL. THE FAILURE OF PAST RESEARCH ON TEACHING TO YIELD SIGNIFICANT RESULTS WAS CITED AS EVIDENCE OF A NEED FOR SOME MORE PRODUCTIVE APPROACH. THE NEW APPROACH DEVELOPED AT STANFORD REPLACES THE CONCEPT OF A SINGLE CRITERION OF TEACHER-EFFECTIVENESS BY AN ANALYSIS OF THE TEACHING PROCESS INTO TECHNICAL SKILLS, THE SPECIFIC INSTRUCTIONAL TECHNIQUES AND PROCEDURES THAT A TEACHER MAY USE IN THE CLASSROOM. BY THIS APPROACH, THE AUTHOR SAID MORE SATISFACTORY RESEARCH CAN BE DONE ON TEACHER EDUCATION AND TEACHER EFFECTS BY MEASURING INDEPENDENT AND DEPENDENT VARIABLES AND CONDUCTING TRUE EXPERIMENTS. THESE TECHNICAL SKILLS IN 5- TO 10-MINUTE PRACTICE-TEACHING SESSIONS. THE MICROCRITERION OF LECTURE EFFECTIVENESS, OR TEACHER TECHNICAL SKILLS IN 5-TO-10 MINUTE PRACTICE-TEACHING SESSIONS. THE MICRO-CRITERION OF LECTURE EFFECTIVENESS, OR TEACHER EXPLAINING-ABILITY, WAS MEASURED BY TESTS OF PUPIL COMPREHENSION FOLLOWING THE INTERN PRESENTATIONS. THE AUTHOR VIEWED THE TECHNICAL-SKILLS APPROACH AS A MEANS OF PROVIDING A SCIENTIFICALLY BASED SET OF ANSWERS TO THE QUESTION OF WHAT SHOULD A TEACHER DO IN THE CLASSROOM. (AL)

THE APPROACH USED AT STANFORD UNIVERSITY TO RESEARCH ON TEACHING WAS DISCUSSED, AND THE AUTHOR EXPLAINED THE CONCEPTS OF "TECHNICAL SKILLS,""MICROTEACHING," AND "MICROCRITERIA" THAT WERE THE BASIS OF THE DEVELOPMENT OF THIS APPROACH TO RESEARCH AND TO STANFORD'S SECONDARY-TEACHER EDUCATION PROGRAM. THE AUTHOR PRESENTED A BASIC DISTINCTION BETWEEN RESEARCH ON LEARNING, WHICH HE TERMED AS "THE CONDITIONS UNDER WHICH A CHANGE OF BEHAVIOR DUE TO EXPERIENCE TAKES PLACE," AND RESEARCH ON TEACHING WHICH DEALS WITH THE CONDITIONS ESTABLISHED BY THE TEACHER UNDER WHICH LEARNING OCCURS IN THE PUPIL. THE FAILURE OF PAST RESEARCH ON TEACHING TO YIELD SIGNIFICANT RESULTS WAS CITED AS EVIDENCE OF A NEED FOR SOME MORE PRODUCTIVE APPROACH. THE NEW APPROACH DEVELOPED AT STANFORD REPLACES THE CONCEPT OF A SINGLE CRITERION OF TEACHER-EFFECTIVENESS BY AN ANALYSIS OF THE TEACHING PROCESS INTO TECHNICAL SKILLS, THE SPECIFIC INSTRUCTIONAL TECHNIQUES AND PROCEDURES THAT A TEACHER MAY USE IN THE CLASSROOM. BY THIS APPROACH, THE AUTHOR SAID MORE SATISFACTORY RESEARCH CAN BE DONE ON TEACHER EDUCATION AND TEACHER EFFECTS BY MEASURING INDEPENDENT AND DEPENDENT VARIABLES AND CONDUCTING TRUE EXPERIMENTS. THESE TECHNICAL SKILLS IN 5- TO 10-MINUTE PRACTICE-TEACHING SESSIONS. THE MICROCRITERION OF LECTURE EFFECTIVENESS, OR TEACHER TECHNICAL SKILLS IN 5-TO-10 MINUTE PRACTICE-TEACHING SESSIONS. THE MICRO-CRITERION OF LECTURE EFFECTIVENESS, OR TEACHER EXPLAINING-ABILITY, WAS MEASURED BY TESTS OF PUPIL COMPREHENSION FOLLOWING THE INTERN PRESENTATIONS. THE AUTHOR VIEWED THE TECHNICAL-SKILLS APPROACH AS A MEANS OF PROVIDING A SCIENTIFICALLY BASED SET OF ANSWERS TO THE QUESTION OF WHAT SHOULD A TEACHER DO IN THE CLASSROOM. (AL)

THE APPROACH USED AT STANFORD UNIVERSITY TO RESEARCH ON TEACHING WAS DISCUSSED, AND THE AUTHOR EXPLAINED THE CONCEPTS OF "TECHNICAL SKILLS,""MICROTEACHING," AND "MICROCRITERIA" THAT WERE THE BASIS OF THE DEVELOPMENT OF THIS APPROACH TO RESEARCH AND TO STANFORD'S SECONDARY-TEACHER EDUCATION PROGRAM. THE AUTHOR PRESENTED A BASIC DISTINCTION BETWEEN RESEARCH ON LEARNING, WHICH HE TERMED AS "THE CONDITIONS UNDER WHICH A CHANGE OF BEHAVIOR DUE TO EXPERIENCE TAKES PLACE," AND RESEARCH ON TEACHING WHICH DEALS WITH THE CONDITIONS ESTABLISHED BY THE TEACHER UNDER WHICH LEARNING OCCURS IN THE PUPIL. THE FAILURE OF PAST RESEARCH ON TEACHING TO YIELD SIGNIFICANT RESULTS WAS CITED AS EVIDENCE OF A NEED FOR SOME MORE PRODUCTIVE APPROACH. THE NEW APPROACH DEVELOPED AT STANFORD REPLACES THE CONCEPT OF A SINGLE CRITERION OF TEACHER-EFFECTIVENESS BY AN ANALYSIS OF THE TEACHING PROCESS INTO TECHNICAL SKILLS, THE SPECIFIC INSTRUCTIONAL TECHNIQUES AND PROCEDURES THAT A TEACHER MAY USE IN THE CLASSROOM. BY THIS APPROACH, THE AUTHOR SAID MORE SATISFACTORY RESEARCH CAN BE DONE ON TEACHER EDUCATION AND TEACHER EFFECTS BY MEASURING INDEPENDENT AND DEPENDENT VARIABLES AND CONDUCTING TRUE EXPERIMENTS. THESE TECHNICAL SKILLS IN 5- TO 10-MINUTE PRACTICE-TEACHING SESSIONS. THE MICROCRITERION OF LECTURE EFFECTIVENESS, OR TEACHER TECHNICAL SKILLS IN 5-TO-10 MINUTE PRACTICE-TEACHING SESSIONS. THE MICRO-CRITERION OF LECTURE EFFECTIVENESS, OR TEACHER EXPLAINING-ABILITY, WAS MEASURED BY TESTS OF PUPIL COMPREHENSION FOLLOWING THE INTERN PRESENTATIONS. THE AUTHOR VIEWED THE TECHNICAL-SKILLS APPROACH AS A MEANS OF PROVIDING A SCIENTIFICALLY BASED SET OF ANSWERS TO THE QUESTION OF WHAT SHOULD A TEACHER DO IN THE CLASSROOM. (AL)

THE APPROACH USED AT STANFORD UNIVERSITY TO RESEARCH ON TEACHING WAS DISCUSSED, AND THE AUTHOR EXPLAINED THE CONCEPTS OF "TECHNICAL SKILLS,""MICROTEACHING," AND "MICROCRITERIA" THAT WERE THE BASIS OF THE DEVELOPMENT OF THIS APPROACH TO RESEARCH AND TO STANFORD'S SECONDARY-TEACHER EDUCATION PROGRAM. THE AUTHOR PRESENTED A BASIC DISTINCTION BETWEEN RESEARCH ON LEARNING, WHICH HE TERMED AS "THE CONDITIONS UNDER WHICH A CHANGE OF BEHAVIOR DUE TO EXPERIENCE TAKES PLACE," AND RESEARCH ON TEACHING WHICH DEALS WITH THE CONDITIONS ESTABLISHED BY THE TEACHER UNDER WHICH LEARNING OCCURS IN THE PUPIL. THE FAILURE OF PAST RESEARCH ON TEACHING TO YIELD SIGNIFICANT RESULTS WAS CITED AS EVIDENCE OF A NEED FOR SOME MORE PRODUCTIVE APPROACH. THE NEW APPROACH DEVELOPED AT STANFORD REPLACES THE CONCEPT OF A SINGLE CRITERION OF TEACHER-EFFECTIVENESS BY AN ANALYSIS OF THE TEACHING PROCESS INTO TECHNICAL SKILLS, THE SPECIFIC INSTRUCTIONAL TECHNIQUES AND PROCEDURES THAT A TEACHER MAY USE IN THE CLASSROOM. BY THIS APPROACH, THE AUTHOR SAID MORE SATISFACTORY RESEARCH CAN BE DONE ON TEACHER EDUCATION AND TEACHER EFFECTS BY MEASURING INDEPENDENT AND DEPENDENT VARIABLES AND CONDUCTING TRUE EXPERIMENTS. THESE TECHNICAL SKILLS IN 5- TO 10-MINUTE PRACTICE-TEACHING SESSIONS. THE MICROCRITERION OF LECTURE EFFECTIVENESS, OR TEACHER TECHNICAL SKILLS IN 5-TO-10 MINUTE PRACTICE-TEACHING SESSIONS. THE MICRO-CRITERION OF LECTURE EFFECTIVENESS, OR TEACHER EXPLAINING-ABILITY, WAS MEASURED BY TESTS OF PUPIL COMPREHENSION FOLLOWING THE INTERN PRESENTATIONS. THE AUTHOR VIEWED THE TECHNICAL-SKILLS APPROACH AS A MEANS OF PROVIDING A SCIENTIFICALLY BASED SET OF ANSWERS TO THE QUESTION OF WHAT SHOULD A TEACHER DO IN THE CLASSROOM. (AL)

THE APPROACH USED AT STANFORD UNIVERSITY TO RESEARCH ON TEACHING WAS DISCUSSED, AND THE AUTHOR EXPLAINED THE CONCEPTS OF "TECHNICAL SKILLS,""MICROTEACHING," AND "MICROCRITERIA" THAT WERE THE BASIS OF THE DEVELOPMENT OF THIS APPROACH TO RESEARCH AND TO STANFORD'S SECONDARY-TEACHER EDUCATION PROGRAM. THE AUTHOR PRESENTED A BASIC DISTINCTION BETWEEN RESEARCH ON LEARNING, WHICH HE TERMED AS "THE CONDITIONS UNDER WHICH A CHANGE OF BEHAVIOR DUE TO EXPERIENCE TAKES PLACE," AND RESEARCH ON TEACHING WHICH DEALS WITH THE CONDITIONS ESTABLISHED BY THE TEACHER UNDER WHICH LEARNING OCCURS IN THE PUPIL. THE FAILURE OF PAST RESEARCH ON TEACHING TO YIELD SIGNIFICANT RESULTS WAS CITED AS EVIDENCE OF A NEED FOR SOME MORE PRODUCTIVE APPROACH. THE NEW APPROACH DEVELOPED AT STANFORD REPLACES THE CONCEPT OF A SINGLE CRITERION OF TEACHER-EFFECTIVENESS BY AN ANALYSIS OF THE TEACHING PROCESS INTO TECHNICAL SKILLS, THE SPECIFIC INSTRUCTIONAL TECHNIQUES AND PROCEDURES THAT A TEACHER MAY USE IN THE CLASSROOM. BY THIS APPROACH, THE AUTHOR SAID MORE SATISFACTORY RESEARCH CAN BE DONE ON TEACHER EDUCATION AND TEACHER EFFECTS BY MEASURING INDEPENDENT AND DEPENDENT VARIABLES AND CONDUCTING TRUE EXPERIMENTS. THESE TECHNICAL SKILLS IN 5- TO 10-MINUTE PRACTICE-TEACHING SESSIONS. THE MICROCRITERION OF LECTURE EFFECTIVENESS, OR TEACHER TECHNICAL SKILLS IN 5-TO-10 MINUTE PRACTICE-TEACHING SESSIONS. THE MICRO-CRITERION OF LECTURE EFFECTIVENESS, OR TEACHER EXPLAINING-ABILITY, WAS MEASURED BY TESTS OF PUPIL COMPREHENSION FOLLOWING THE INTERN PRESENTATIONS. THE AUTHOR VIEWED THE TECHNICAL-SKILLS APPROACH AS A MEANS OF PROVIDING A SCIENTIFICALLY BASED SET OF ANSWERS TO THE QUESTION OF WHAT SHOULD A TEACHER DO IN THE CLASSROOM. (AL)

THE APPROACH USED AT STANFORD UNIVERSITY TO RESEARCH ON TEACHING WAS DISCUSSED, AND THE AUTHOR EXPLAINED THE CONCEPTS OF "TECHNICAL SKILLS,""MICROTEACHING," AND "MICROCRITERIA" THAT WERE THE BASIS OF THE DEVELOPMENT OF THIS APPROACH TO RESEARCH AND TO STANFORD'S SECONDARY-TEACHER EDUCATION PROGRAM. THE AUTHOR PRESENTED A BASIC DISTINCTION BETWEEN RESEARCH ON LEARNING, WHICH HE TERMED AS "THE CONDITIONS UNDER WHICH A CHANGE OF BEHAVIOR DUE TO EXPERIENCE TAKES PLACE," AND RESEARCH ON TEACHING WHICH DEALS WITH THE CONDITIONS ESTABLISHED BY THE TEACHER UNDER WHICH LEARNING OCCURS IN THE PUPIL. THE FAILURE OF PAST RESEARCH ON TEACHING TO YIELD SIGNIFICANT RESULTS WAS CITED AS EVIDENCE OF A NEED FOR SOME MORE PRODUCTIVE APPROACH. THE NEW APPROACH DEVELOPED AT STANFORD REPLACES THE CONCEPT OF A SINGLE CRITERION OF TEACHER-EFFECTIVENESS BY AN ANALYSIS OF THE TEACHING PROCESS INTO TECHNICAL SKILLS, THE SPECIFIC INSTRUCTIONAL TECHNIQUES AND PROCEDURES THAT A TEACHER MAY USE IN THE CLASSROOM. BY THIS APPROACH, THE AUTHOR SAID MORE SATISFACTORY RESEARCH CAN BE DONE ON TEACHER EDUCATION AND TEACHER EFFECTS BY MEASURING INDEPENDENT AND DEPENDENT VARIABLES AND CONDUCTING TRUE EXPERIMENTS. THESE TECHNICAL SKILLS IN 5- TO 10-MINUTE PRACTICE-TEACHING SESSIONS. THE MICROCRITERION OF LECTURE EFFECTIVENESS, OR TEACHER TECHNICAL SKILLS IN 5-TO-10 MINUTE PRACTICE-TEACHING SESSIONS. THE MICRO-CRITERION OF LECTURE EFFECTIVENESS, OR TEACHER EXPLAINING-ABILITY, WAS MEASURED BY TESTS OF PUPIL COMPREHENSION FOLLOWING THE INTERN PRESENTATIONS. THE AUTHOR VIEWED THE TECHNICAL-SKILLS APPROACH AS A MEANS OF PROVIDING A SCIENTIFICALLY BASED SET OF ANSWERS TO THE QUESTION OF WHAT SHOULD A TEACHER DO IN THE CLASSROOM. (AL)

THE APPROACH USED AT STANFORD UNIVERSITY TO RESEARCH ON TEACHING WAS DISCUSSED, AND THE AUTHOR EXPLAINED THE CONCEPTS OF "TECHNICAL SKILLS,""MICROTEACHING," AND "MICROCRITERIA" THAT WERE THE BASIS OF THE DEVELOPMENT OF THIS APPROACH TO RESEARCH AND TO STANFORD'S SECONDARY-TEACHER EDUCATION PROGRAM. THE AUTHOR PRESENTED A BASIC DISTINCTION BETWEEN RESEARCH ON LEARNING, WHICH HE TERMED AS "THE CONDITIONS UNDER WHICH A CHANGE OF BEHAVIOR DUE TO EXPERIENCE TAKES PLACE," AND RESEARCH ON TEACHING WHICH DEALS WITH THE CONDITIONS ESTABLISHED BY THE TEACHER UNDER WHICH LEARNING OCCURS IN THE PUPIL. THE FAILURE OF PAST RESEARCH ON TEACHING TO YIELD SIGNIFICANT RESULTS WAS CITED AS EVIDENCE OF A NEED FOR SOME MORE PRODUCTIVE APPROACH. THE NEW APPROACH DEVELOPED AT STANFORD REPLACES THE CONCEPT OF A SINGLE CRITERION OF TEACHER-EFFECTIVENESS BY AN ANALYSIS OF THE TEACHING PROCESS INTO TECHNICAL SKILLS, THE SPECIFIC INSTRUCTIONAL TECHNIQUES AND PROCEDURES THAT A TEACHER MAY USE IN THE CLASSROOM. BY THIS APPROACH, THE AUTHOR SAID MORE SATISFACTORY RESEARCH CAN BE DONE ON TEACHER EDUCATION AND TEACHER EFFECTS BY MEASURING INDEPENDENT AND DEPENDENT VARIABLES AND CONDUCTING TRUE EXPERIMENTS. THESE TECHNICAL SKILLS IN 5- TO 10-MINUTE PRACTICE-TEACHING SESSIONS. THE MICROCRITERION OF LECTURE EFFECTIVENESS, OR TEACHER TECHNICAL SKILLS IN 5-TO-10 MINUTE PRACTICE-TEACHING SESSIONS. THE MICRO-CRITERION OF LECTURE EFFECTIVENESS, OR TEACHER EXPLAINING-ABILITY, WAS MEASURED BY TESTS OF PUPIL COMPREHENSION FOLLOWING THE INTERN PRESENTATIONS. THE AUTHOR VIEWED THE TECHNICAL-SKILLS APPROACH AS A MEANS OF PROVIDING A SCIENTIFICALLY BASED SET OF ANSWERS TO THE QUESTION OF WHAT SHOULD A TEACHER DO IN THE CLASSROOM. (AL)

THE APPROACH USED AT STANFORD UNIVERSITY TO RESEARCH ON TEACHING WAS DISCUSSED, AND THE AUTHOR EXPLAINED THE CONCEPTS OF "TECHNICAL SKILLS,""MICROTEACHING," AND "MICROCRITERIA" THAT WERE THE BASIS OF THE DEVELOPMENT OF THIS APPROACH TO RESEARCH AND TO STANFORD'S SECONDARY-TEACHER EDUCATION PROGRAM. THE AUTHOR PRESENTED A BASIC DISTINCTION BETWEEN RESEARCH ON LEARNING, WHICH HE TERMED AS "THE CONDITIONS UNDER WHICH A CHANGE OF BEHAVIOR DUE TO EXPERIENCE TAKES PLACE," AND RESEARCH ON TEACHING WHICH DEALS WITH THE CONDITIONS ESTABLISHED BY THE TEACHER UNDER WHICH LEARNING OCCURS IN THE PUPIL. THE FAILURE OF PAST RESEARCH ON TEACHING TO YIELD SIGNIFICANT RESULTS WAS CITED AS EVIDENCE OF A NEED FOR SOME MORE PRODUCTIVE APPROACH. THE NEW APPROACH DEVELOPED AT STANFORD REPLACES THE CONCEPT OF A SINGLE CRITERION OF TEACHER-EFFECTIVENESS BY AN ANALYSIS OF THE TEACHING PROCESS INTO TECHNICAL SKILLS, THE SPECIFIC INSTRUCTIONAL TECHNIQUES AND PROCEDURES THAT A TEACHER MAY USE IN THE CLASSROOM. BY THIS APPROACH, THE AUTHOR SAID MORE SATISFACTORY RESEARCH CAN BE DONE ON TEACHER EDUCATION AND TEACHER EFFECTS BY MEASURING INDEPENDENT AND DEPENDENT VARIABLES AND CONDUCTING TRUE EXPERIMENTS. THESE TECHNICAL SKILLS IN 5- TO 10-MINUTE PRACTICE-TEACHING SESSIONS. THE MICROCRITERION OF LECTURE EFFECTIVENESS, OR TEACHER TECHNICAL SKILLS IN 5-TO-10 MINUTE PRACTICE-TEACHING SESSIONS. THE MICRO-CRITERION OF LECTURE EFFECTIVENESS, OR TEACHER EXPLAINING-ABILITY, WAS MEASURED BY TESTS OF PUPIL COMPREHENSION FOLLOWING THE INTERN PRESENTATIONS. THE AUTHOR VIEWED THE TECHNICAL-SKILLS APPROACH AS A MEANS OF PROVIDING A SCIENTIFICALLY BASED SET OF ANSWERS TO THE QUESTION OF WHAT SHOULD A TEACHER DO IN THE CLASSROOM. (AL)

"Methods of Microscopical Research in the Zoological Station in Naples (Continued)" is an article from The American Naturalist, Volume 16 . View more articles from The American Naturalist . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2463919

"Methods of Microscopical Research in the Zoological Station in Naples (Continued)" is an article from The American Naturalist, Volume 16 . View more articles from The American Naturalist . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2463919

"Methods of Microscopical Research in the Zoological Station in Naples (Continued)" is an article from The American Naturalist, Volume 16 . View more articles from The American Naturalist . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2463919

"Methods of Microscopical Research in the Zoological Station in Naples (Continued)" is an article from The American Naturalist, Volume 16 . View more articles from The American Naturalist . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2463919

"Methods of Microscopical Research in the Zoological Station in Naples (Continued)" is an article from The American Naturalist, Volume 16 . View more articles from The American Naturalist . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2463919

"Methods of Microscopical Research in the Zoological Station in Naples (Continued)" is an article from The American Naturalist, Volume 16 . View more articles from The American Naturalist . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2463919

"Methods of Microscopical Research in the Zoological Station in Naples (Continued)" is an article from The American Naturalist, Volume 16 . View more articles from The American Naturalist . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2463919

"Methods of Microscopical Research in the Zoological Station in Naples (Continued)" is an article from The American Naturalist, Volume 16 . View more articles from The American Naturalist . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2463919

199 pages ; 24 cm

This article is concentrated to define data analysis and the concept of data preparation. Then, the data analysis methods will be discussed. For doing so, the first six main categories are described briefly. Then, the statistical tools of the most commonly used methods including descriptive, explanatory, and i nferential analys e s are investigated in detail. Finally, we focus more on qualitative data analysis to get familiar with the data preparation and strategies in this concept.

This article is concentrated to define data analysis and the concept of data preparation. Then, the data analysis methods will be discussed. For doing so, the first six main categories are described briefly. Then, the statistical tools of the most commonly used methods including descriptive, explanatory, and i nferential analys e s are investigated in detail. Finally, we focus more on qualitative data analysis to get familiar with the data preparation and strategies in this concept.

This article is concentrated to define data analysis and the concept of data preparation. Then, the data analysis methods will be discussed. For doing so, the first six main categories are described briefly. Then, the statistical tools of the most commonly used methods including descriptive, explanatory, and i nferential analys e s are investigated in detail. Finally, we focus more on qualitative data analysis to get familiar with the data preparation and strategies in this concept.

This article is concentrated to define data analysis and the concept of data preparation. Then, the data analysis methods will be discussed. For doing so, the first six main categories are described briefly. Then, the statistical tools of the most commonly used methods including descriptive, explanatory, and i nferential analys e s are investigated in detail. Finally, we focus more on qualitative data analysis to get familiar with the data preparation and strategies in this concept.

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

A new federal initiative calls for a College Scorecard which will include a yet to be determined measure of graduate earnings. In this paper we examine the political context that drives this initiative and examine the nascent efforts of four states to develop statewide systems to measure the labor market outcomes of higher education. We propose five principles to support a system that would generate valid labor market measures that could cut across all segments of higher education in California, and disaggregate down to campuses, departments and programs. We present results from a large-scale pilot project using these principles that generated labor market outcomes for 44,000 college students from California State University Northridge. Finally, we recommend an agenda for creating a statewide system to measure labor market outcomes in California. A first step is to create a venue in which policymakers representing the three public segments (University of California, California State University and the California Community Colleges) and the private sector can come together to design a system. In the past, the California Postsecondary Education Commission (CPEC) would have been a natural body to do this, as it had representatives from all higher education segments. But it was essentially closed in the last round of budget cuts, so an alternative is needed. We believe that a system that emerges through voluntary cooperation will be stronger in the long run than one that is imposed legislatively. We recommend that each sector designate a high level administrator to join an ad hoc group to develop a system that will ultimately be endorsed by the boards of each system. Private institutions should be represented as well and should encourage their colleagues to join in.

Most discussions of research methods are hooked into the social sciences and the sciences. Yet what can Communication Studies bring to an investigation of research methods? In this podcast, undergraduate students completing their final project explore the nature of this contribution and the specificity of humanities scholarship.

Most discussions of research methods are hooked into the social sciences and the sciences. Yet what can Communication Studies bring to an investigation of research methods? In this podcast, undergraduate students completing their final project explore the nature of this contribution and the specificity of humanities scholarship.

Most discussions of research methods are hooked into the social sciences and the sciences. Yet what can Communication Studies bring to an investigation of research methods? In this podcast, undergraduate students completing their final project explore the nature of this contribution and the specificity of humanities scholarship.