Completion of Choice

We systematically study the completion of choice problems in the Weihrauch lattice. Choice problems play a pivotal role in Weihrauch complexity. For one, they can be used as landmarks that characterize important equivalences classes in the Weihrauch lattice. On the other hand, choice problems also characterize several natural classes of computable problems, such as finite mind change computable problems, non-deterministically computable problems, Las Vegas computable problems and effectively Borel measurable functions. The closure operator of completion generates the concept of total Weihrauch reducibility, which is a variant of Weihrauch reducibility with total realizers. Logically speaking, the completion of a problem is a version of the problem that is independent of its premise. Hence, studying the completion of choice problems allows us to study simultaneously choice problems in the total Weihrauch lattice, as well as the question which choice problems can be made independent of their premises in the usual Weihrauch lattice. The outcome shows that many important choice problems that are related to compact spaces are complete, whereas choice problems for unbounded spaces or closed sets of positive measure are typically not complete.Comment: 30 page

THE COMPARATIVE STUDY ON THE STUDENTS’ SCORES OF THE MULTIPLE-CHOICE AND THE COMPLETION TESTS IN SIMPLE PRESENT TENSE AT SMK I TULUNGAGUNG

Teachers have the responsibility to assess or evaluate after teaching learning process. They cannot fail to note that some students learn more easily and rapidly than others. Teacher must follow the students’ progress; therefore they should adopt some appropriate technique of evaluation or testing. Some types of evaluation are the multiple choice test and the completion test. The multiple- choice test is test provided an option, and the completion test is a test without provided an option and the students study to use their own idea to answer the test. The purpose of this study is to know the result of the multiple-choice and the completion tests and to measure the difference between mean scores of the multiple-choice and the completion tests measuring the students’ ability in using simple present tense.The research design in this study is comparative study. The population of the study is the 1st year students of SMK 1 Tulungagung. It consists of six classes, they are A, B, C, D, E and F. The total population is 215 students. In this study the writer used cluster sampling because all the 1st year students of SMK 1 Tulungagung share the equal characteristics. The sample of this study is class C and D. They are 67 students as the sample of the study. The instrument used by the writer in this study is the multiple-choice test and the completion test. To analyze the data, the writer uses the t-test formula.Based on the analysis of the data, the mean of the multiple-choice test is higher than the completion test (78.43>72.40). The computation of t-test, t-value is 2.169 and the value of the t-table for .05 level of significance is 2.00. Since t-value is higher than t-table, it can be concluded that there is significant difference between the mean scores of the multiple-choice and the completion tests measuring the students’ ability by using simple present tense

Intention superiority as a mechanism of the question-behavior effect

This paper investigates the mere measurement effect from an intention superiority perspective. Relying on the dynamic processes that characterize intention-related information in memory, the first study shows that a brand tied to an intention remains in a heightened state of activation until choice, after which it becomes inhibited. Competitive brands that are distracting from intention completion are inhibited prior to the completion of the intention. These changes in brand activation drive the mere measurement effect. Two additional studies show that intention superiority can explain findings that cannot be accounted for by traditional theoretical explanations, such as increased choice of the preferred brand after activation of a negatively evaluated brand and decreased choice of the preferred brand when consumers make two subsequent choices

A motivational account of the question-behavior effect

To explain the question-behavior effect, that is, the effect of answering an intention question on subsequent behavior, this article takes on a motivational perspective and proposes that answering an intention question automatically activates an intention. The activation of this motivational state influences subsequent brand choices due to changes in brand accessibilities. Three studies provide support for the assumption that responding to an intention question affects brand choices through a motivational mechanism, such that (1) answering an intention increases the accessibility of motivation-related information and decreases the accessibility of motivation-competing information which increases the choice for the intentionrelated brand; (2) intention completion temporarily reverses the foregoing accessibility patterns, instigating a reversal of the brand choices for an immediate, second brand choice; and (3) the changes in brand accessibilities and thus the behavioral effect persist as the delay between the intention question and brand choice occasion increases until intention completion

Health Workers' Performance in the Implementation of Patient Centred Tuberculosis Treatment (PCT) Strategy Under Programmatic Conditions in Tanzania: A Cross Sectional Study.

Patient Centred Tuberculosis Treatment (PCT) is a promising treatment delivery strategy for Mycobacterium tuberculosis (TB). It aims to improve adherence to treatment by giving patients the choice of having drug intake supervised at the health facility by a medical professional or at home by a supporter of their choice. A cross-sectional survey was undertaken in three districts of Tanzania during October 2007, one year after PCT was rolled out nationally. Semi-structured questionnaires were used to assess whether key elements of the PCT approach were being implemented, to evaluate supporters' knowledge, to capture opinions on factors contributing to treatment completion, and to assess how treatment completion was measured. Transcripts from open-ended responses were analysed using framework analysis. Interviews were conducted with 127 TB patients, 107 treatment supporters and 70 health workers. In total, 25.2% of TB patients were not given a choice about the place of treatment by health workers, and only 13.7% of those given a choice reported that they were given adequate time to make their decision. Only 24.3% of treatment supporters confirmed that they were instructed how to complete patients' treatment cards. Proper health education was the factor most frequently reported by health workers as favouring successful completion of TB treatment (45.7%). The majority of health workers (68.6%) said they checked returned blister packs to verify whether patients had taken their treatment, but only 20.0% checked patients' treatment cards. The provision of choice of treatment location, information on treatment, and guidance for treatment supporters need to be improved. There is a requirement for regular re-training of health workers with effective supportive supervision if successful implementation of the PCT approach is to be sustained

Classicalize or not to Classicalize?

We show that theories that exhibit classicalization phenomenon cease to do so as soon as they are endowed a Wilsonian weakly-coupled UV-completion that restores perturbative unitarity, despite the fact that such UV-completion does not change the leading structure of the effective low-energy theory. For example, a Chiral Lagrangian of Nambu-Goldstone bosons (pions), with or without the Higgs (QCD) UV-completion looks the same in zero momentum limit, but the latter classicalizes in high energy scattering, whereas the former does not. Thus, theory must make a definite choice, either accept a weakly-coupled UV-completion or be classicalized. The UV-awareness that determines the choice is encoded in sub-leading structure of effective low-energy action. This peculiarity has to do with the fundamental fact that in classicalizing theories high energies correspond to large distances, due to existence of the extended classical configurations sourced by energy. UV-fate of the theory can be parameterized by introducing a concept of a new quantum length-scale, de-classicalization radius. Classicalization is abolished when this radius is a dominant length. We then observe a possibility of a qualitatively new regime, in which a theory classicalizes only within a finite window of energies. We suggest that one possible interpretation of physics above the classicality window is in terms of a quantum theory of unstable extended objects, analogous, for example, to unstable QCD-type flux tubes. In this picture ordinary QCD can be viewed as a would-be classicalizing theory with collapsed classicality window.Comment: 20 page

How Does the Association between Social Support and Drug Court Completion Vary by Drug of Choice?

Drug courts are a common way of handling drug-related cases in the criminal justice system, with the goal of treating the clients’ substance dependency and related criminal behavior. Despite their popularity and effectiveness, some clients are not successful in drug court. Therefore, to improve drug court and client success, this study examines how social support and drug of choice impact drug court completion and how drug of choice moderates the association between social support and drug court completion. Utilizing logistic regression to analyze data from three Indiana problem-solving courts that serve drug-involved offenders, this study finds mixed effects on how social support impacts drug court completion. Formal social support has a significant yet negative effect on completion, while informal social support does not have a significant effect on drug court completion. Furthermore, it finds that drug of choice is a significant predictor of drug court completion, and drug of choice also moderates the relationship between formal social support and drug court completion

Involutive Division Technique: Some Generalizations and Optimizations

In this paper, in addition to the earlier introduced involutive divisions, we consider a new class of divisions induced by admissible monomial orderings. We prove that these divisions are noetherian and constructive. Thereby each of them allows one to compute an involutive Groebner basis of a polynomial ideal by sequentially examining multiplicative reductions of nonmultiplicative prolongations. We study dependence of involutive algorithms on the completion ordering. Based on properties of particular involutive divisions two computational optimizations are suggested. One of them consists in a special choice of the completion ordering. Another optimization is related to recomputing multiplicative and nonmultiplicative variables in the course of the algorithm.Comment: 19 page

Positive definite ∗*-spherical functions, property (T), and C∗C^*-completions of Gelfand pairs

The study of existence of a universal $C^*$-completion of the $^*$-algebra canonically associated to a Hecke pair was initiated by Hall, who proved that the Hecke algebra associated to (\operatorname{SL}_2(\Qp), \operatorname{SL}_2(\Zp)) does not admit a universal $C^*$-completion. Kaliszewski, Landstad and Quigg studied the problem by placing it in the framework of Fell-Rieffel equivalence, and highlighted the role of other $C^*$-completions. In the case of the pair (\operatorname{SL}_n(\Qp), \operatorname{SL}_n(\Zp)) for $n\geq 3$ we show, invoking property (T) of \operatorname{SL}_n(\Qp), that the $C^*$-completion of the $L^1$-Banach algebra and the corner of C^*(\operatorname{SL}_n(\Qp)) determined by the subgroup are distinct. In fact, we prove a more general result valid for a simple algebraic group of rank at least $2$ over a $\mathfrak{p}$-adic field with a good choice of a maximal compact open subgroup.Comment: 15 page

Using Function-Based Choice-Making Interventions to Increase Task Completion and Accuracy and to Reduce Problem Behaviors for Students with E/BD

Two choice-making interventions (task sequence and where) were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for ten sixth through eighth grade students with E/BD in a residential math classroom using a reversal design. An FBA was conducted to determine the function of disruptive behavior during independent math practice prior to the implementation of the two choice-making interventions. The math teacher provided either choice of task sequence of the independent tasks or choice of where to complete the independent tasks. Results indicate that choice of task sequence matched avoidance-maintained behaviors for two of four participants who exhibited reduced disruptive behaviors and increased task completion and accuracy. Results were mixed for six students with access-maintained behavior. Three of the six students showed decreased disruptive behaviors and increased task completion and accuracy with the hypothesized choice of where intervention. However, three participants decreased overall in disruptive behavior and increased task completion and accuracy; choice of task sequence was the most effective intervention. Future directions for research in choice-making interventions are discussed as well as limitations of the present study