A study of the nature of perceptual skills in relation to spelling and an analysis of spelling errors

Thesis (Ed.M.)--Boston Universit

Iowa Staters Plan Food

Margaret Mitchell tells of two alumnae who direct activity in modern kitchen

Theoretical Orientations of Chapter I Reading Teachers: Consistency Between Beliefs and Practices.

The purpose of this study was to investigate the consistency between Chapter I teachers\u27 theoretical orientations and instructional practices related to preactive planning and interactive decision-making. Twenty-three Chapter I teachers were administered screening instruments that included: (a) a biographical survey, and (b) instruments focusing on teachers\u27 theoretical orientations about reading and instructional choices. Primary consideration for selection included education and professional experience, beliefs about reading, and instructional decision-making. Based on this information, four Chapter I teachers, each with a reader-based orientation, were purposively selected to participate in this study. For each participant, the researcher selected a pull-out class (6-10 students) to observe during 10 separate Chapter I instructional sessions. During the observations, the researcher wrote field notes, audiotaped the lessons, and collected relevant learning materials. At the conclusion of each observation, the researcher held a brief interview with each teacher about that day\u27s lesson. Additionally, each participant\u27s principal and a cooperating teacher were interviewed and completed the screening instruments for the purpose of gaining insight into each school\u27s reading program. All data were qualitatively analyzed using concurrent flows of analysis: data reduction, data display, and conclusion drawing/verification. Data sources were triangulated to validate an occurrence and to control for biases from other sources. Final interpretation was achieved following searches for meaningful patterns across, between, and within participants, involving multiple perspectives of the research team. Results indicated that: (a) teacher A\u27s beliefs were consistent with his stated planning; however, his decision-making, which stemmed from a text-based explanation of reading, was not; (b) teacher B\u27s planning and decision-making reflected a text-based explanation, which did not match her reader-based beliefs about reading; (c) teacher C\u27s beliefs were inconsistent with her skill-driven planning, but consistent with her interactive decision-making; and (d) teacher D\u27s reader-based beliefs were consistent with her planning and interactive decision-making, except when she had to abandon her favored instructional practices to prepare her learners for state-mandated tests. These findings support the premise that, although teachers may share similar beliefs about reading, there is great variation in their instructional practices related to preactive planning and interactive decision-making

Generating Natural Questions About an Image

There has been an explosion of work in the vision & language community during the past few years from image captioning to video transcription, and answering questions about images. These tasks have focused on literal descriptions of the image. To move beyond the literal, we choose to explore how questions about an image are often directed at commonsense inference and the abstract events evoked by objects in the image. In this paper, we introduce the novel task of Visual Question Generation (VQG), where the system is tasked with asking a natural and engaging question when shown an image. We provide three datasets which cover a variety of images from object-centric to event-centric, with considerably more abstract training data than provided to state-of-the-art captioning systems thus far. We train and test several generative and retrieval models to tackle the task of VQG. Evaluation results show that while such models ask reasonable questions for a variety of images, there is still a wide gap with human performance which motivates further work on connecting images with commonsense knowledge and pragmatics. Our proposed task offers a new challenge to the community which we hope furthers interest in exploring deeper connections between vision & language.Comment: Proceedings of the 54th Annual Meeting of the Association for Computational Linguistic

Tiludronate and clodronate do not affect bone structure or remodeling kinetics over a 60 day randomized trial

Background Tiludronate and clodronate are FDA-approved bisphosphonate drug therapies for navicular disease in horses. Although clinical studies have determined their ability to reduce lameness associated with skeletal disorders in horses, data regarding the effect on bone structure and remodeling is lacking. Additionally, due to off-label use of these drugs in young performance horses, effects on bone in young horses need to be investigated. Therefore, the purpose of this randomized, experimental pilot study was to determine the effect of tiludronate and clodronate on normal bone cells, structure and remodeling after 60 days in clinically normal, young horses. Additionally, the effect of clodronate on bone healing 60 days after an induced defect was investigated. Results All horses tolerated surgery well, with no post-surgery lameness and all acquired biopsies being adequate for analyses. Overall, tiludronate and clodronate did not significantly alter any bone structure or remodeling parameters, as evaluated by microCT and dynamic histomorphometry. Tiludronate did not extensively impact bone formation or resorption parameters as evaluated by static histomorphometry. Similarly, clodronate did not affect bone formation or resorption after 60 days. Sixty days post-defect, healing was minimally affected by clodronate. Conclusions Tiludronate and clodronate do not appear to significantly impact bone tissue on a structural or cellular level using standard dose and administration schedules