The Lingvodydactic Model of the Assessment of Writing Competence in a Foreign Language

The setting of humanistic concept of education demands the revision of the whole lingvodidactic system of foreign language learning. On the modern stage of the development of pedagogy that allows to put theory into the practice of teaching and assessment of students’ achievements the search for educational models is especially actual. The most important area of the realization of humanistic approach is school education as the development of students’ personality takes place particularly at school age. The article analyses a lingvodydactic model of the competence assessment in writing. The main aim of the working out of this model is to overcome the contradiction between a formal way of assessment which is objective and the necessity of the creation of the conditions for students’ full personal self-expression. This system is being approbated in the Russian language learning as a foreign language in Latvian schools

Rerepresenting and Restructuring Domain Theories: A Constructive Induction Approach

Theory revision integrates inductive learning and background knowledge by combining training examples with a coarse domain theory to produce a more accurate theory. There are two challenges that theory revision and other theory-guided systems face. First, a representation language appropriate for the initial theory may be inappropriate for an improved theory. While the original representation may concisely express the initial theory, a more accurate theory forced to use that same representation may be bulky, cumbersome, and difficult to reach. Second, a theory structure suitable for a coarse domain theory may be insufficient for a fine-tuned theory. Systems that produce only small, local changes to a theory have limited value for accomplishing complex structural alterations that may be required. Consequently, advanced theory-guided learning systems require flexible representation and flexible structure. An analysis of various theory revision systems and theory-guided learning systems reveals specific strengths and weaknesses in terms of these two desired properties. Designed to capture the underlying qualities of each system, a new system uses theory-guided constructive induction. Experiments in three domains show improvement over previous theory-guided systems. This leads to a study of the behavior, limitations, and potential of theory-guided constructive induction.Comment: See http://www.jair.org/ for an online appendix and other files accompanying this articl

Detecting and correcting errors in ruled-based expert systems : an integration of empirical and explanation-based learning

In this paper, we argue that techniques proposed for combining empirical and explanation-based learning methods can also be used to detect errors in rule-based expert systems, to isolate the blame for these errors to a small number of rules and suggest revisions to the rules to eliminate these errors. We demonstrate that FOCL, an extension to Quinlan's FOIL program, can learn in spite of an incorrect domain theory (e.g., a knowledge base of an expert system that contains some erroneous rules). A prototype knowledge acquisition tool, KR-FOCL, has been constructed that can utilize a trace of FOCL to suggest revisions to a rule base

Metacognitive Development and Conceptual Change in Children

There has been little investigation to date of the way metacognition is involved in conceptual change. It has been recognised that analytic metacognition is important to the way older children acquire more sophisticated scientific and mathematical concepts at school. But there has been barely any examination of the role of metacognition in earlier stages of concept acquisition, at the ages that have been the major focus of the developmental psychology of concepts. The growing evidence that even young children have a capacity for procedural metacognition raises the question of whether and how these abilities are involved in conceptual development. More specifically, are there developmental changes in metacognitive abilities that have a wholescale effect on the way children acquire new concepts and replace existing concepts? We show that there is already evidence of at least one plausible example of such a link and argue that these connections deserve to be investigated systematically

The ‘Blueprint’ framework for career management skills: a critical exploration

This article examines the Blueprint framework for career management skills as it has been revealed across sequential implementations in the USA, Canada and Australia. It is argued that despite its lack of an empirical basis, the framework forms a useful and innovative means through which career theory, practice and policy can be connected. The framework comprises both core elements (learning areas, learning model and levels) and contextual elements (resources, community of practice, service delivery approach and policy connection). Each of these elements is explored

The influences of holmium on the solidification, microstructure and mechanical properties of elektron 21 magnesium alloy

The solidification parameter of Elektron 21 magnesium alloys with various Ho concentrations were investigated using computer-aided cooling curve thermal analysis system, and the solidification microstructure and phase constitution of the investigated alloys were characterized by SEM, EDX, and XRD. The mechanical properties were also investigated comparatively. The Ho was selected due to the ability to develop new intermetallic phases together with Mg and have a positive potential to reflect the properties of Mg alloys. As the outcome from this study, the cooling parameter of Elektron 21 with lower addition Ho content, the nucleation and growth temperature of α-Mg in Elektron 21 magnesium alloy decreased, where the Ho changed the solution degree of Zn, which resulted in refinement of microstructure. The results of solidification parameters showed the addition of 0.083 and 0.16 wt. % Ho cause a decrease of the solidification temperature alloys, which lead to the grain size about 64.0 %, which being a most effective addition. The microstructure of the result indicated that the intermetallic phases in the Elektron 21 cast alloy consisted mainly of α-Mg matrix, Mg12Nd, Mg41Nd5, Mg3Gd and Mg3Nd phase. The lower addition of Ho consists of Mg-Zn-Ho phase appears in the cast alloys. However, after adding 0.5 to 3.0 wt. % Ho, the Mg-Zn-Ho phase was suppressed and the phase has earlier been mixed Mg2Ho and Mg3Ho phase. Moreover, the addition of 0.083 wt. % of Ho exhibited an excellent improvement of ultimate tensile strength, yield strength and hardness of 139.7 MPa, 105.62 MPa and 103.52 Hv, respectively. The solidification, microstructure and mechanical properties of Elektron 21 magnesium alloys influenced by the Ho concentration in the magnesium alloys; Elektron 21 with 0.083 wt.% Ho exhibited the refinement of microstructure and displayed the best properties compared to other alloys

The effect of WWW document structure on students' information retrieval

This experiment investigated the effect the structure of a WWW document has on the amount of information retained by a reader. Three structures common on the Internet were tested: one long page; a table of contents leading to individual sections; and short sections of text on separate pages with revision questions. Participants read information structured in one of these ways and were then tested on recall of that information. A further experiment investigated the effect that 'browsing' - moving between pages - has on retrieval. There was no difference between the structures for overall amount of information retained. The single page version was best for recall of facts, while the short sections of text with revision questions led to the most accurate inferences from the material. Browsing on its own had no significant impact on information retrieval. Revision questions rather than structure per se were therefore the key factor

A comparative survey of integrated learning systems

This paper presents the duction framework for unifying the three basic forms of inference - deduction, abduction, and induction - by specifying the possible relationships and influences among them in the context of integrated learning. Special assumptive forms of inference are defined that extend the use of these inference methods, and the properties of these forms are explored. A comparison to a related inference-based learning frame work is made. Finally several existing integrated learning programs are examined in the perspective of the duction framework