Increasing Resistance to the Negative Effects of Set

Two experimental studies were reported in which attempts were made to increase resistance to the negative effects of set. Set interference was measured by performance on 1) a task in which a set was experimentally induced, 2) a series of problems presumed to involve implicit sets, and 3) a test of creativity presumed to involve implicit sets. The experimental treatments consisted of tasks which required set-breaking. An important aspect of this research was that no hints or instructions concerning sets were provided. The findings offer modest support for the view that learning experiences can be designed which will increase resistance to interference from set. Suggestions for future research on this problem were discussed. These experiments utilized a novel research design in which each group of subjects acted as both an experimental and a control group. Thus, each study was, in essence, two studies. The advantages and limitations of this design were discussed

A Phenomenological Study of Irish and Portuguese Women’s Experiences of Receiving Family Support When Studying STEM Subjects at Technical Institutes

This paper reports a research study of women’s experiences of receiving family support when studying science, technology, engineering, and mathematics (STEM) subjects at technical institutes in Ireland and Portugal. Specifically, it reports phenomenological analysis of 19 interviews conducted during the 2014-­2015 academic years with female students studying engineering subjects at technical institutes in Ireland and Portugal. It identifies forms of positive support received from family as well as problematic family dynamics and concerns. Parents, uncles, and aunts provide many positive forces, as do surrogates (i.e., adopted family and close mentors). Cousins and brothers also provide role models and information. For our participants, meeting family obligations and being first-­generation college students presents some challenges and stress

A phenomenological study of Irish and Portuguese women’s experiences of receiving family support when studying STEM subjects at technical institutes

Comunicação apresentada na 44th SEFI Conference, 12-­15 September 2016, Tampere, FinlandThis paper reports a research study of women’s experiences of receiving family support when studying science, technology, engineering, and mathematics (STEM) subjects at technical institutes in Ireland and Portugal. Specifically, it reports phenomenological analysis of 19 interviews conducted during the 2014-­2015 academic years with female students studying engineering subjects at technical institutes in Ireland and Portugal. It identifies forms of positive support received from family as well as problematic family dynamics and concerns. Parents, uncles, and aunts provide many positive forces, as do surrogates (i.e., adopted family and close mentors). Cousins and brothers also provide role models and information. For our participants, meeting family obligations and being first-­generation college students presents some challenges and stress

Development and testing of porous ionizer materials, part I Summary report, Feb. 1965 - May 1966

Development and testing of porous tungsten ionizer materials for cesium contact engine

Exploring the Impact of Brexit on UK’S Engineering Education Sector from the Perspective of European Students and Staff

The UK higher education attracts a far higher number of international academics from all over the world, who teach and do research, than any other country in Europe, being only surpassed by Switzerland [1]. Moreover, because engineering itself is considered a global field, this sub-field of higher education also relies on international mobility more than most academic disciplines in the UK The impact of the United Kingdom European Union membership referendum of June 2016, commonly referenced as the Brexit referendum, is still unfolding and under continuing analysis. However, it is widely anticipated that it will disrupt European student and staff mobility and may have negative repercussions for education, research and innovation

The Value Line Enigma Extended - An Examination Of the Performance Of Option Recommendations

We extend the research on the Value Line Enigma by examining the performance of call recommendations in Value Line Options. Galai\u27s hedge decomposition procedure identifies the components of the calls\u27 returns. Abnormal call returns were most pronounced immediately following the purchase, which is consistent with studies of Value Line\u27s stock rankings. The largest and most significant abnormal performance was by calls assigned the highest rank written on stocks judged by Value Line to be correctly priced. Abnormal call return performance by joint call and stock ranks was consistent with the hypothesis that Value Line identifies underpriced call options