EL PAPEL DE LAS CONDICIONES DE APRENDIZAJE VOCABULARIO EN EL APRENDIZAJE Y LA RETENCIÓN DE PALABRAS

El presente estudio es un intento de examinar los procesos psicológicos de aviso, recuperación y generación y su posible contribución al proceso de aprendizaje y retención de vocabulario entre los estudiantes intermedios. El método de investigación fue experimental. Ciento veinte estudiantes intermedios fueron asignados aleatoriamente en cuatro grupos, a saber, mediante Mejora de entrada (n = 30), Mejora de entrada más Revisión basada en entrada (n = 30), Mejora de entrada más Revisión basada en salida (n = 30) y Mejora de entrada más revisión basada en entrada y en salida. Las palabras académicas contextualizadas en Focus on Vocabulary 2: Mastering the Academic Word List (Schmitt, Schmitt y Mann, 2011) fueron las palabras clave del estudio. Se administró a los participantes una prueba preliminar compuesta de ítems VLT. El primer grupo encontró las palabras objetivo que ya se han resaltado para atraer su atención. Al encontrar las palabras ya resaltadas, el segundo grupo revisó las palabras a través de tarjetas de palabras hechas por investigadores. El tercer grupo, además de encontrar las palabras ya resaltadas, revisó las palabras reescribiendo las oraciones,incluidas las palabras objetivo. El cuarto grupo experimentó darse cuenta a través de la mejora de entrada; recuperación mediante el uso de tarjetas de palabras hechas por investigadores; y generación reescribiendo las oraciones que contienen las palabras desconocidas. Una semana después de la última sesión de tratamiento, se realizó una prueba posterior inmediata, y después de dos semanas, se administró una prueba posterior retrasada. Sobre la base de los resultados de cuatro ANOVA de medidas repetidas unidireccionales y tres ANOVA unidireccionales, se reveló que todos los tipos de revisión basada en insumos, resultados e insumos tienen un efecto positivo en el aprendizaje de vocabulario. Sin embargo, su efecto positivo en la retención de vocabulario fue bastante vago. Por otra parte, el grupo tratado a través de la mejora de entrada basada en la revisión basada en entrada y salida superó a los otros grupos.O presente estudo é uma tentativa de examinar os processos psicológicos de observação, recuperação e geração e sua possível contribuição para o processo de aprendizado e retenção de vocabulário entre estudantes intermediários. O método de pesquisa foi experimental. Cento e vinte alunos intermediários foram divididos aleatoriamente em quatro grupos: Nota através do aprimoramento de entrada (n = 30), aprimoramento de entrada mais revisão baseada em entrada (n = 30), aprimoramento de entrada mais revisão baseada em saída (n = 30) e Aprimoramento de entrada mais revisão baseada em entrada e baseada em saída. As Palavras Acadêmicas contextualizadas em Foco no Vocabulário 2: Dominando a Lista de Palavras Acadêmicas (Schmitt, Schmitt, & Mann, 2011) foram as palavras-alvo do estudo. Um pré-teste composto por itens do VLT foi administrado aos participantes. O primeiro grupo encontrou as palavras-alvo que já foram destacadas para absorver sua atenção. Encontrando as palavras já destacadas, o segundo grupo revisou as palavras por meio de cartões de palavras feitos pelo pesquisador. O terceiro grupo, além de encontrar as palavras já destacadas, revisou as palavras reescrevendo as frases, incluindo as palavras-alvo. O quarto grupo experimentou perceber através do aprimoramento das entradas; recuperação através do uso de cartões de texto feitos pelo pesquisador; e geração através da reescrita das frases que contêm as palavras desconhecidas. Uma semana após a última sessão de tratamento, um pós-teste imediato e após duas semanas, um pós-teste tardio foi administrado. Com base nos resultados de quatro ANOVAs de medidas repetidas unidirecionais e três ANOVAsunidirecionais, foi revelado que todos os tipos de revisões baseadas em entradas, baseadas em resultados e baseadas em resultados têm efeito positivo na aprendizagem de vocabulário. No entanto, seu efeito positivo na retenção de vocabulário foi bastante vago. Além disso, o grupo tratado por meio do aprimoramento das entradas e análises baseadas em entradas e saídas superou os outros grupos.The present study is an attempt to examine the learning processes of noticing, retrieval, and generating and their possible contribution to the process of vocabulary learning and retention among intermediate students. One hundred and twenty intermediate students were randomly assigned into four groups, namely Noticing through Input enhancement (n=30), Input Enhancement plus Input-Based Reviewing (n=30), Input Enhancement plus Output-Based Reviewing (n=30) and Input Enhancement plus Input-Based and Output-Based Reviewing. The Academic Words contextualized in Focus on Vocabulary 2: Mastering the Academic Word List (Schmitt, Schmitt, & Mann, 2011) were the target words of the study. A pretest composed of VLT items was administered to the participants. The first group encountered the target words that have been already highlighted to absorb their attention. Encountering the already highlighted words, the second group reviewed the words through researcher-made word cards. The third group, besides encountering the already highlighted words, reviewed the words through rewriting the sentences including the target words. The fourth group experienced noticing through input enhancement; retrieval through using researcher-made word cards; and generation through rewriting the sentences containing the unknown words. One week after the last treatment session, an immediate posttest, and after two weeks, a delayed posttest were administered. Based on the results of four one-way repeated measures ANOVAs and three one-way ANOVAs, it was revealed that all types of input-based, output-based and input+output-based reviewing have positive effect on vocabulary learning. However, their positive effect on vocabulary retention was fairly vague. Moreover, the group treated through input enhancement+input- and output-based reviewing outperformed the other groups

Importance-performance analysis of port’s services quality form perspective of containerized liner shipping

One of the important issues in port services is to evaluate the performance of the services. Without evaluating port services and their related components, these services cannot be considered desirable and its quality cannot be enhanced. However, the evaluation and the quality assurance of port services should be accomplished based on a scientific framework and a coherent framework to have desirable results. The importance-performance analysis model is an appropriate framework where each component is evaluated in terms of two dimensions of importance and performance. This study performs performance-importance analysis of ports’ services quality form perspective of containerized liner shipping in the Imam Khomeini port. In this exploratory study, 150 shipping lines experts are chosen, randomly in 2012. The study identifies 28 components of quality in port services and shipping lines’ experts are requested to evaluate these components in terms of two dimensions of importance and performance. Results reveal that there is a gap between the importance and performance of all port services components except three components of 6, 19 and 24. In addition, the results indicate that Importance-Performance Analysis (IPA) model is capable of evaluating and assuring quality in port services and can precisely identify the strengths and weaknesses of the seaport system and provide guidance for strategy formulation for quality improvement

Optic Nerve Head Optical Coherence Tomography Angiography Findings after Coronavirus Disease

Purpose: To quantify the microvasculature density of the optic nerve head (ONH) using optical coherence tomography angiography (OCTA) analysis in patients recovered from Coronavirus Disease 2019 (COVID-19). Methods: In a comparative cross-sectional, observational study, patients recovered from COVID- 19 whose initial diagnosis was confirmed by an rRT-PCR of a nasopharyngeal sample were included in this study. OCTA of ONH was performed in included patients and normal controls. Vascular density (VD) of the all vessels (AV) and small vessels (SV) inside the disc and radial peripapillary capillary (RPC) network density was measured in COVID-19 recovered patients and compared with similar parameters in an age-matched group of normal controls. Results: Twenty-five COVID-19 patients and twenty-two age-matched normal controls were enrolled in the study and one eye per participant was evaluated. The mean whole image SV VD in the COVID-19 group (49.31 ± 1.93) was not statistically significantly different from that in the control group (49.94 ±. 2.22; P = 0.308). A decrease in RPC VD was found in all AV and SV VD measured, which became statistically significant in whole peripapillary SV VD, peripapillary inferior nasal SV VD, peripapillary inferior temporal SV VD, peripapillary superior nasal SV VD, and grid-based AV VD inferior sector (P < 0.05). Inside disc SV VD in the COVID-19 group (49.43 ± 4.96) was higher than in the control group (45.46 ± 6.22) which was statistically significant (P = 0.021). Conclusion: Unremarkable decrease was found in ONH microvasculature in patients who had recovered from COVID-19. These patients may be at risk of ONH vascular complications. Increase in inner disc SV VD may be an indicator of ONH hyperemia and edema

Analysis of Performance in Container Handling Operation by Using Fuzzy TOPSIS Method

Abstract Now days the performance charter of most ports of the world is based on increasing the outcomes of L

Inactivation of Coliforms in Sludge Through Cavitation Phenomena by Ultrasonic Waves

Background: One of the most challenging and critical processes in wastewater treatment is sludge treatment. This study aimed to investigate the effects of low frequency ultrasound and high level of energy on inactivation rate of total coliform of sludge and ascertain the optimal operating parameters of the ultrasound waves.Methods: In this research, the density of ultrasound (W/mL) and time (minutes) were investigated. The effect of these parameters on the inactivation of total coliform in sludge was also investigated.Results: The results revealed that the optimum operating time and ultrasound density were 30 minutes and 2.5 W/mL, respectively. Also, the frequency of 20 kHz of total coliform removal rate in these conditions was 99.44% .Conclusion: Ultrasound waves as well as micro and nano bubbles could remove total coliform and decontaminate the sludge, thereby incrementing the rate of treatment

AVISO, RECUPERACIÓN Y GENERACIÓN: UNA INVESTIGACIÓN SOBRE EL APRENDIZAJE Y LA RETENCIÓN DE VOCABULARIO

The present study is an attempt to examine the psychological processes of noticing, retrieval, and generation and their possible contribution to the process of vocabulary learning and retention among intermediate students. The research method was experimental. One hundred and twenty intermediate students were randomly assigned into four groups, namely Noticing through Input enhancement (n=30), Input Enhancement plus Input-Based Reviewing (n=30), Input Enhancement plus Output-Based Reviewing (n=30) and Input Enhancement plus Input-Based and Output-Based Reviewing. The Academic Words contextualized in Focus on Vocabulary 2: Mastering the Academic Word List (Schmitt, Schmitt, & Mann, 2011) were the target words of the study. A pretest composed of VLT items was administered to the participants. The first group encountered the target words that have been already highlighted to absorb their attention. Encountering the already highlighted words, the second group reviewed the words through researcher-made word cards. The third group, besides encountering the already highlighted words, reviewed the words through rewriting the sentences including the target words. The fourth group experienced noticing through input enhancement; retrieval through using researcher-made word cards; and generation through rewriting the sentences containing the unknown words. One week after the last treatment session, an immediate posttest, and after two weeks, a delayed posttest were administered. Based on the results of four one-way repeated measures ANOVAs and three one-way ANOVAs, it was revealed that all types of input-based, output-based and input+output-based reviewing have positive effect on vocabulary learning. However, their positive effect on vocabulary retention was fairly vague. Moreover, the group treated through input enhancement+input- and output- based reviewing outperformed the other groups.El presente estudio es un intento de examinar los procesos psicológicos de aviso, recuperación y generación y su posible contribución al proceso de aprendizaje y retención de vocabulario entre los estudiantes intermedios. El método de investigación fue experimental. Ciento veinte estudiantes intermedios fueron asignados aleatoriamente en cuatro grupos, a saber, mediante Mejora de entrada (n = 30), Mejora de entrada más Revisión basada en entrada (n = 30), Mejora de entrada más Revisión basada en salida (n = 30) y Mejora de entrada más revisión basada en entrada y en salida. Las palabras académicas contextualizadas en Focus on Vocabulary 2: Mastering the Academic Word List (Schmitt, Schmitt y Mann, 2011) fueron las palabras clave del estudio. Se administró a los participantes una prueba preliminar compuesta de ítems VLT. El primer grupo encontró las palabras objetivo que ya se han resaltado para atraer su atención. Al encontrar las palabras ya resaltadas, el segundo grupo revisó las palabras a través de tarjetas de palabras hechas por investigadores. El tercer grupo, además de encontrar las palabras ya resaltadas, revisó las palabras reescribiendo las oraciones, incluidas las palabras objetivo. El cuarto grupo experimentó darse cuenta a través de la mejora de entrada; recuperación mediante el uso de tarjetas de palabras hechas por investigadores; y generación reescribiendo las oraciones que contienen las palabras desconocidas. Una semana después de la última sesión de tratamiento, se realizó una prueba posterior inmediata, y después de dos semanas, se administró una prueba posterior retrasada. Sobre la base de los resultados de cuatro ANOVA de medidas repetidas unidireccionales y tres ANOVA unidireccionales, se reveló que todos los tipos de revisión basada en insumos, resultados e insumos tienen un efecto positivo en el aprendizaje de vocabulario. Sin embargo, su efecto positivo en la retención de vocabulario fue bastante vago. Por otra parte, el grupo tratado a través de la mejora de entrada basada en la revisión basada en entrada y salida superó a los otros grupos.O presente estudo é uma tentativa de examinar os processos psicológicos de observação, recuperação e geração e sua possível contribuição para o processo de aprendizado e retenção de vocabulário entre estudantes intermediários. O método de pesquisa foi experimental. Cento e vinte alunos intermediários foram divididos aleatoriamente em quatro grupos: Nota através do aprimoramento de entrada (n = 30), aprimoramento de entrada mais revisão baseada em entrada (n = 30), aprimoramento de entrada mais revisão baseada em saída (n = 30) e Aprimoramento de entrada mais revisão baseada em entrada e baseada em saída. As Palavras Acadêmicas contextualizadas em Foco no Vocabulário 2: Dominando a Lista de Palavras Acadêmicas (Schmitt, Schmitt, & Mann, 2011) foram as palavras-alvo do estudo. Um pré-teste composto por itens do VLT foi administrado aos participantes. O primeiro grupo encontrou as palavras-alvo que já foram destacadas para absorver sua atenção. Encontrando as palavras já destacadas, o segundo grupo revisou as palavras por meio de cartões de palavras feitos pelo pesquisador. O terceiro grupo, além de encontrar as palavras já destacadas, revisou as palavras reescrevendo as frases, incluindo as palavras-alvo. O quarto grupo experimentou perceber através do aprimoramento das entradas; recuperação através do uso de cartões de texto feitos pelo pesquisador; e geração através da reescrita das frases que contêm as palavras desconhecidas. Uma semana após a última sessão de tratamento, um pós-teste imediato e após duas semanas, um pós-teste tardio foi administrado. Com base nos resultados de quatro ANOVAs de medidas repetidas unidirecionais e três ANOVAs unidirecionais, foi revelado que todos os tipos de revisões baseadas em entradas, baseadas em resultados e baseadas em resultados têm efeito positivo na aprendizagem de vocabulário. No entanto, seu efeito positivo na retenção de vocabulário foi bastante vago. Além disso, o grupo tratado por meio do aprimoramento das entradas e análises baseadas em entradas e saídas superou os outros grupos