A Multi-Case Examination of Training of Self-Explanation when Combined with Worked Examples

As more students enter higher education unprepared for college level mathematics, amelioration of deficiencies may be a key barrier which, once faced, will increase overall college graduation rates (Attewell, Lavin, Domina, & Levey, 2006). Corequisite courses offer the opportunity for the underprepared learner to take the gateway mathematics course with support (Complete College America, 2012). Upon passing, mathematics and STEM courses will “unlock,” thus allowing the learner to successfully complete their degree requirements. Faculty are challenged to retain the rigor of college-level coursework while supporting learners who possess a wide range of mathematics levels (Daugherty, Gomez, Carew, Mendoza-Graf, & Miller, 2018). Implementing a corequisite curriculum requires the creation or adaptation of materials and instructional strategies to align the basic skills instruction into the college-level content. A case study was conducted with the sample population of college undergraduates (N = 43) enrolled in two sections of College Algebra and participated within a 14-week semester course. A generative learning strategy, self-explanation when combined with worked examples, was introduced during Week 5, when multi-step problems were encountered. Training within the intervention was given to one section. The other section was informed that the strategy was useful to understanding mathematics. The quality of the self-explanation produced was evaluated at the beginning and end of the intervention. Attitudinal data was captured in a pre-and post-Mathematical Attitudes and Perception Surveys (MAPS), in addition to participant semi-structured interviews and a reflection. The sections were compared on measures of quality of the artifact produced, MAPS survey data, and through categories of ability as determined by incoming ACT score. The result indicated that those trained in self-explanation when combined with worked examples produced artifacts of higher quality. The participants who had the lowest incoming mathematical scores (ACT mathematics sub score \u3c 17) produced higher quality self-explanations than any other mathematical score category from either case. Attitudinal data showed that the trained section had marked increases in mathematical attitudes, with the highest increase in confidence. The untrained section’s attitudes stayed relatively consistent throughout the study. Interviews and reflections indicated that, for both sections, the intervention assisted in mathematical understanding and metacognition. Trained participants used both components to understand and identify mathematical knowledge gaps. The majority of the untrained participants devoted more attention to the worked example portion of the intervention to create mathematical meaning and identify misunderstandings. This study found that training the learner was an important aspect of the intervention and was necessary to produce results of a higher quality along with positive mathematical attitudes

Late Paleozoic extensional reactivation of the Rheic–Rhenohercynian suture zone in SW England, the English Channel and Western Approaches

This is the author accepted manuscript. The final version is available from the Geological Society via the DOI in this recordThe Rheic Ocean is a persistent feature of Paleozoic palaeogeographies whose closure contributed to the development of the Variscan Orogen and the formation of Pangaea. Geological and geophysical data indicate repeated episodes of Paleozoic rifting and plate convergence around SW England and the adjacent offshore areas. SW England occupied a lower plate position during the Devonian–Carboniferous, on the northern passive margin of the short-lived Rhenohercynian Ocean that had formed near a recently closed segment of the Rheic Ocean. Variscan plate convergence resulted in the development of the composite southwards-dipping Rheic–Rhenohercynian suture zone by the latest Devonian and inversion of the lower plate basins during the Carboniferous. Early Permian NNW–SSE extensional reactivation of this suture zone controlled the development of the Western Approaches basins in its hanging wall and provides an excellent example of Wilson cycle structural inheritance. The onshore expression of this episode includes shear zones and detachment faults consistent with top-to-the-SSE extensional reactivation of Variscan thrust faults. There is a progression to higher-angle brittle extensional faults that cut out earlier structures. Exhumation of the lower plate was accompanied by Early Permian mantle and concomitant crustal partial melting, the construction of the Cornubian Batholith and W–Sn–Cu fracture-hosted mineralization.University of Exete

Devonian rift-related sedimentation and Variscan tectonics – new data on the Looe and Gramscatho basins from the resurvey of the Newquay District

The geological resurvey of the Newquay District (Geological Survey Sheet 346) has resulted in stratigraphical and structural revision. The Devonian successions form part of the Looe and Gramscatho basins and broadly young to the south throughout the area. Deposition of the green to purple mudstones and sandstones of the Whitsand Bay Formation (Dartmouth Group) had initiated by the latest Lochkovian and was conformably succeeded by the sandstones, mudstones and bioclastic limestones of the Bovisand Fomation (Meadfoot Group). The newly defined Trendrean Mudstone Formation (Meadfoot Group) is dated as mid-Emsian or younger on the basis of palynological studies. These three formations respectively record the transition from lacustrine/fluvial through shallow marine to outer shelf/slope depositional environments during Lower Devonian rifting and the development of the Looe Basin. The lowermost part of the Gramscatho Basin succession is represented by the undated Grampound Formation (Gramscatho Group) that has a faulted contact with the underlying Looe Basin succession. It predominantly comprises mudstone but includes sandstone-dominated ‘packets’ (Treworgans Sandstone Member) consistent with an outer shelf and/or slope depositional environment along the northern margin of the Gramscatho Basin. The conformably overlying Porthtowan Formation (Gramscatho Group) comprises mudstones and sandstone-mudstone couplets and is entirely deep marine. Variscan primary deformation (D1) resulted in isoclinal folding and an associated axial planar cleavage throughout both successions. The ‘Watergate Bay Antiform’ of earlier workers is discounted; the associated outcrop geometry of the Dartmouth and Meadfoot groups is thrust-controlled. D2 deformation is developed around Porth Joke (Looe Basin succession) and intensifies southwards towards the Gramscatho Basin, probably in response to the NNW thrusting of the northern ‘parautochthonous’ margin of the Gramscatho Basin over the southern margin of the Looe Basin. An anomalous 900 m wide zone of steeply dipping S2 cleavage around Penhale Point is interpreted as primarily reflecting reorientation by a large-scale southwards-verging monoformal F3 fold. The structural complexity within the boundary zone possibly reflects a pre-Devonian basement fault influence upon: (i) the transition from shelf to deep marine depositional environments during the Lower-Middle Devonian, (ii) Variscan thrust juxataposition (D1 and D2) of the Looe and Gramscatho basin successions, and (iii) D3 post-Variscan extensional reactivation and reorientation of earlier fabrics

Subtitling Francophone World Cinema: Narratives of Identity, Alterity and Power in Audiovisual Translation

Cinematic representations of multilingualism raise questions about communication and mutual understanding not only between characters in films but also between films and their audiences, for whom it is typically necessary to facilitate access to foreign dialogues through different forms of translation. Where languages are pitted against one another, however, or juxtaposed in ways that serve to reveal and explore tensions and hierarchies between different linguistic, cultural and social groups, translation becomes entangled in issues of identity, alterity and power. This thesis untangles and explores these complex interactions between languages and translation as they arise in the practice of subtitling. Specifically, it asks questions about how subtitling can play an active part in the shaping of identity by mediating differences between the local, the national and the global, and how subtitles intersect with the relations of power that exist between different cultures. In turn, the thesis exposes the semiotic and narrative dynamics that subtitles add to films and considers the implications of these findings for the ways we think of audiovisual translation and of its relationship with creative processes and accessibility practices. These questions are considered in the context of multilingualism, not only because issues of language, identity and power relations are inextricably involved in discussions thereof, but because multilingualism is an increasingly common experience for many subtitlers and film audiences alike. This is particularly true of francophone world cinema, from whose corpus the thesis analyses six films across three case studies: Bienvenue chez les Ch’tis (Dany Boon 2008), L’esquive (Abdellatif Kechiche 2003), Inch’Allah dimanche (Yamina Benguigui 2001), Dheepan (Jacques Audiard 2015), Le grand voyage (Ismaël Ferroukhi 2004) and Exils (Tony Gatlif 2004). Methodologically, the thesis combines semiotic, narrative, and linguistic analysis of the subtitled audiovisual texts, drawing on a range of perspectives within Audiovisual Translation Studies, Postcolonial Translation Studies, Film Studies, French and Francophone Studies and Cultural Studies

The ABCs of Crisis Management: How to Stay out of Court

Advice about Crisis Management is what this handbook is all about. We have comprised a handbook to hopefully help you stay out of court. We call it the ABC’s of CRISIS MANAGEMENT. Since it is imperative that one must advise properly, there is a need to have the skill of knowing what type of advice one renders. The key explanation of these types of advice lies in the audience or recipients of the advice. Our goal is to keep you out of court throughout a crisis

An analysis of architectural design process

Due to the character of the original source materials and the nature of batch digitization, quality control issues may be present in this document. Please report any quality issues you encounter to [email protected], referencing the URI of the item.Includes bibliographical references (leaves 29-32).It is important to the profession of architecture that the educational aspect of architecture be suitable enough to maintain standards within the profession. The design process is one of the more crucial components to the understanding of architectural pedagogy. Several schools of thought exist on architectural design process. Consequently, several different basic design processes are taught within architecture programs. This paper analyzes two different design processes: one experienced through an academic project with real clients overseen at Texas A&M University's College of Architecture; the other experienced in a senior level design studio as part of a four year Bachelor's degree from the university. As criterion for evaluation, the project will be analyzed in terms of scope, quality, and time. Scope denotes the scale of the project. Quality simply refers to the projects' practicality and aesthetics as reflected in the design. Time refers not to the amount of time spent on the project totally, but to the amount of time spent on specific aspects of the design process. Using these criterions, an analysis of the design processes is conducted in order to identify the inherent differences between both processes, and to explain the reasons behind these differences. From further analysis of literature related to the subject and through my own documented observations, I suggest why the differences in structure of the two design processes are critically important to the design in each instance and suggest my opinion on a better and more effective method of design