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the beginning and the end of the period, and separately displays the changes in cash from operating, investing, and financing activities.| -In addition to sources and uses of cash, the statement of cash flows shows the relationship between net income and cash flow from operations. |Statement of Shareholders' Equity||This statement displays components of shareholders' equity, including common shares and retained earnings, and changes in |
of accounting rules, procedures, and practices known as generally accepted accounting principles (GAAP).| 2. Recently, the FASB launched its codification project which organizes all of U.S GAAP by topic (for example, revenues), eliminates duplications, and corrects inconsistencies. |FASB board members make standard-setting decisions guided by a conceptual framework that addresses:|| 1. Objectives of financial reporting.| 2. Qualitative characteristics of accounting information including the relevance, |
reliability, and comparability of data. 3. Elements of the financial statements. 4. Recognition and measurement issues. |Sarbanes-Oxley Act of 2002.|| Concerns over the quality of financial reporting have led, and continue to lead, to government initiatives in the United States.| Sarbanes-Oxley Act of 2002 established the Public Company Accounting Oversight Board (PCAOB), which is responsible for monitoring the quality of audits of SEC registrants. |
publicly traded are required to get an opinion by an independent auditor who:| 1.Assesses the effectiveness of the firm's internal control system for measuring and reporting business transactions 2.Assesses whether the financial statements and notes present fairly a firm's financial position, results of operations, and cash flows in accordance with generally accepted accounting principles |Basic Accounting Conventions and Concepts||1. Materiality is the qualitative concept |
that financial reports need not include items that are so small as to be meaningless to users of the reports.| 2. The accounting period convention refers to the uniform length of accounting reporting periods. 3. Interim reports are often prepared for periods shorter than a year. However, preparing interim reports does not eliminate the need to prepare an annual report. |Cash vs. Accrual Accounting||Cash |
basis| A firm measures performance from selling goods and providing services as it receives cash from customers and makes cash expenditures to providers of goods and services. A firm recognizes revenue when it sells goods or renders services and recognizes expenses in the period when the firm recognizes the revenues that the costs helped produce. |What Is an Account? How Do You Name Accounts?||-An |
account represents an amount on a line of a balance sheet or income statement (i.e., cash, accounts receivable, etc.).| -There is not a master list to define these accounts since they are customized to fit each specific business's needs. -Accountants typically follow a conventional naming system for accounts, which increases communication. |What Accounts Make up the Typical Balance Sheet?| |Current assets and current liabilities |
the following four effects or some combination of these effects:| 1.INCREASE an asset and INCREASE either a liability or shareholders' equity. 2.DECREASE an asset and DECREASE either a liability or shareholders' equity. 3.INCREASE one asset and DECREASE another asset. 4.INCREASE one liability or shareholders' equity and DECREASE another liability or shareholders' equity. A T-account is a device or convention for organizing and accumulating the |
in the sense that they remain open, with nonzero balances, at the end of the reporting period.| 2. In contrast, income statement accounts are temporary accounts in the sense that they start a period with a zero balance, accumulate information during the reporting period, and have a zero balance at the end of the reporting period. |The Financial Statement Relationships can be summarized as:| |
-After preparing the end-of-period income statement, the accountant transfers the balance in each temporary revenue and expense account to the Retained Earnings account. -This procedure is called closing the revenue and expense accounts. After transferring to Retained Earnings, each revenue and expense account is ready to begin the next period with a zero balance. |Expense and Revenue Transactions| |Dividend Declaration and Payment| |Issues of |
Capital Stock| |Posting||1. After each transaction is recognized by a journal entry, the information is transferred in the accounting system via an activity known as posting.| 2. The balance sheet ledger accounts (or permanent accounts) where these are posted begin each period with a balance equal to the ending balance of the previous period. 3.The income statement ledger accounts (or temporary accounts) have zero |
entries are made, the income statement can be prepared.| 2. Once completed, it is time to transfer the balance in each temporary revenue and expense account to the Retained Earnings account. This is known as the closing process. 3. Each revenue account is reduced to zero by debiting it and each expense account is reduced to zero by crediting it. 4. The offset account—Retained |
Earnings—is credited for the amount of total revenues and debited for the amount of total expenses. 5. Thus, the balance of ending Retained Earnings for a period shows the difference between total revenues and total expenses. |Preparation of the Balance Sheet||1. After the closing process is completed, the accounts with nonzero balances are all balance sheet accounts.| 2. We can use these accounts to |
prepare the balance sheet as at the end of the period. 3. The Retained Earnings account will appear with all other balance sheet accounts and now reflects the cumulative effect of transactions affecting that account. |Final Step in Preparing Financial Statements: The Cash Flow Statement||1. The statement of cash flows describes the sources and uses of cash during a period and classifies them into |
operating, investing, and financing activities.| 2. It provides a detailed explanation for the change in the balance of the Cash account during that period. 3. Two approaches can be used to prepare this statement: Direct and Indirect |
Intel demonstrated a wireless electric power system that could revolutionize modern life by eliminating chargers, wall outlets and eventually batteries all together by 2050. Intel chief technology officer Justin Rattner demonstrated a Wireless Energy Resonant Link at Intel’s 2008 developer’s forum. During the demo electricity was sent wirelessly to a lamp on stage, lighting a 60 watt bulb that uses |
more power than a typical laptop computer. Most importantly, the electricity was transmitted without zapping anything or anyone that got between the sending and receiving units. “The trick with wireless power is not can you do it; it’s can you do it safely and efficiently,” according to Intel researcher Josh Smith. “It turns out the human body is not affected |
by magnetic fields; it is affected by elective fields. So what we are doing is transmitting energy using the magnetic field not the electric field.” Examples of potential applications include airports, offices or other buildings that could be rigged to supply power to laptops, mobile telephones or other devices toted into them. The technology could also be built into plugged |
in computer components, such as monitors, to enable them to broadcast power to devices left on desks or carried into rooms, according to Mr. Smith. - Duracell, Energizer, Texas Instruments and Motorola Mobility in Attendance at the International Wireless Power Summit (prweb.com) - British Start-Up Working to Bring Wireless Charging to the Racetrack (wheels.blogs.nytimes.com) |
What is an estimate? “An 'Estimate' is a computer-generated approximation of a property's market value calculated by means of the Automated Value Model (AVM). As such, an Estimate is calculated on the basis of: - Publicly available tax assessment records |
for the property - Recent sale prices of comparable properties in the same area There are many additional factors that determine a property's actual market value, including its condition, house style, layout, special features, quality of workmanship, and so on. |
For this reason, an Estimate should not be viewed as an appraisal, but rather as an approximate basis for making comparisons, and as a starting point for further inquiry. A REALTOR® who specializes in the given area will be able |
to provide a more accurate valuation based upon current market trends, as well as specific property and neighborhood characteristics.” In some parts of the country, Realtor.com does not have access to public records data or the available estimates are not |
By Roger Fox I doubt the Keystone project is even a real long term goal by TransCanada,. Certainly in the big picture Keystone is only a single chapter in a much larger book. If you read this diary you will risk information overload, you will be offered numerous disparate data points that at first glance may seem unconnected. You will need to digest all |
the information offered, and then analyze. Crude is is classified by the American Petroleum Institute (API) into light, medium, heavy and extra heavy crudes, by API gravity. If its API gravity is greater than 10, it is lighter and floats on water; if less than 10, it is heavier and sinks. The Albert Tar Sands contain crudes of API 10 or less that is |
called Extra heavy or Bitumen. Heavy oil is defined as having an API gravity below 22.3, Medium oil is defined as having an API gravity between 22.3 °API and 31.1 °API, Light crude oil is defined as having an API gravity higher than 31.1. At a production rate of 3 million barells a day the tar sands can last for 170 years. This would |
also mean a hole in the ground visible from orbit. The Keystone pipeline is only one of a couple of handfuls of pipeline proposals over the last decade in the Western US, Canada and Alaska. Alaskan nat gas is largely unexploited, and is used locally on the North Slope. Its estimated that 70 trillion cubic feet of nat gas can be found in Alaska, |
a lot of it in the North Slope area. There are at least 3 major proposals for nat gas pipelines from the North Slope area and the adjacent Mackenzie River Delta in Canada. 2 of these projects point right at Alberta. TransCanada and Exxon Mobil are partnered in the Alaska gas pipeline proposal that will directly link nat gas production in the North Slope |
of ALaska thru Alberta to the US mid west. This project may be the same as the Denali proposal, and was reintroduced to theSenate in Feb, of 2011. There also at least 2 variations. Additionally there is the Dempster Lateral. -> Next page: Follow the routes south |
|Easton's Bible Dictionary| Baalah of the well, (Joshua 19:8, probably the same as Baal, mentioned in 1 Chronicles 4:33, a city of Simeon. Int. Standard Bible Encyclopedia ba'-a-lath-be'-er ba`alath be'er |
"lady (mistress) of the well"; (Joshua 19:8 (in 1 Chronicles 4:33, Baal)): In Jos this place is designated "Ramah of the South," i.e. of the Negeb, while in 1 Samuel |
30:27 it is described as Ramoth of the Negeb. It must have been a prominent hill (ramah = "height") in the far south of the Negeb and near a well |
be'er. The site is unknown though Conder suggests that the shrine Kubbet el Baul may retain the old name. Baalath-beer (2 Occurrences) Joshua 19:8 and all the villages that were |
round about these cities to Baalath-beer, Ramah of the South. This is the inheritance of the tribe of the children of Simeon according to their families. (ASV BBE DBY JPS |
WBS YLT NAS) 1 Chronicles 4:33 And all the small places round these towns, as far as Baalath-beer, the high place of the South. These were their living-places, and they |
dummy variables that represent periods of expansion and recession. The NBER identifies months and quarters, while the OECD identifies months, of turning points without designating a date within the period that turning points occurred. The dummy variable adopts an arbitrary convention that the turning point occurred at a specific date within the period. The arbitrary convention does not reflect any |
judgment on this issue by the NBER's Business Cycle Dating Committee or the OECD. A value of 1 is a recessionary period, while a value of 0 is an expansionary period. |
A risk factor is something that increases your likelihood of getting a disease or condition. It is possible to develop melanoma with or without the risk factors listed below. However, the more risk factors you have, the greater your likelihood of developing melanoma. If you have a number of risk |
factors, ask your doctor what you can do to reduce your risk. Risk factors for melanoma include: The occurrence of melanoma has been linked with exposure to ultraviolet (UV) radiation. Therefore, exposing your skin to UV rays from the sun or tanning lamps increases your odds of developing melanoma. People |
who live in sunny climates are exposed to more sunlight. People who live at high altitudes, where the sunlight is strongest, are exposed to more UV radiation. Blistering sunburns, even as a child, also increase the risk of developing melanoma. Having melanoma once increases your risk of developing it again. |
Having many moles or large moles increases your risk of melanoma. Also, irregular moles are more likely to turn into melanoma than normal moles. Irregular moles are characterized by: - Being larger than normal moles - Being variable in color - Having irregular borders - Any pigmented spot in the |
nail beds - Changing in size and/or shape Most melanomas are diagnosed in young adults and older adults. Family members of people with melanoma are at greater risk of developing the disease than people with no family history of the disease. People with a disease called xeroderma pigmentosa (XP) are |
at a very increased risk of developing melanoma. This rare disease does not allow patients to repair sun-damaged DNA, therefore any sun exposure will result in damage and mutations that become melanomatous. It is not unusual for these people to develop hundreds of melanomas on their skin. Similarly, people with |
hereditary dysplastic nevus syndrome or familial atypical multiple mole melanoma (FAMMM) syndrome are also at increased risk for developing melanoma. Caucasians are more likely than black, Hispanic and Asian people to develop melanoma. Most people who develop melanoma tend to burn rather than tan when exposed to sunlight. These people |
Fully revised and updated for the 21st century, 365 Manners Kids Should Know tackles one manner a day. It suggests many games, exercises, and activities that parents, teachers, and grandparents can use to teach children and teens essential etiquette and at what age to present them. Some of the manners covered are when and where to text, how to handle an online bully, how |
to write a thank-you note, and proper behavior and dress for special events such as weddings, birthday parties, and religious services. Customer Reviews for 365 Manners Kids Should Know - revised and updated This product has not yet been reviewed. Click here to continue to the product details page. |
This work is licensed under the GPLv2 license. See License.txt for details Autobuild imports, configures, builds and installs various kinds of software packages. It can be used in software development to make sure that nothing is broken in the build process of a set of packages, or can be used as an automated installation tool. Autobuild config files are Ruby scripts which configure rake |
to imports the package from a SCM or (optionnaly) updates it configures it. This phase can handle code generation, configuration (for instance for autotools-based packages), … It takes the dependencies between packages into account in its build process, updates the needed environment variables |
W hy is it important for scientists to contribute to science education? Our nation has failed to meet important educational challenges, and our children are ill prepared to respond to the demands of today?s world. Results of the Third International Mathematics and Science Study ( TIMSS )--and its successor, TIMSS-R--show that the relatively strong international performance of U.S. 4th graders |
successively deteriorates across 8th- and 12th-grade cohorts. Related studies indicate that U.S. PreK-12 curricula lack coherence, depth, and continuity and cover too many topics superficially. By high school, unacceptably low numbers of students show motivation or interest in enrolling in physics (only one-quarter of all students) or chemistry (only one-half). We are rapidly approaching universal participation at the postsecondary level, |
but we still have critical science, technology, engineering, and mathematics (STEM) workforce needs and too few teachers who have studied science or mathematics. Science and engineering degrees as a percentage of the degrees conferred each year have remained relatively constant at about 5%. In this group, women and minorities are gravely underrepresented. The consequences of these conditions are serious. The |
U.S. Department of Labor estimates that 60% of the new jobs being created in our economy today will require technological literacy, yet only 22% of the young people entering the job market now actually possess those skills. By 2010, all jobs will require some form of technological literacy, and 80% of those jobs haven?t even been created yet. We must |
prepare our students for a world that we ourselves cannot completely anticipate. This will require the active involvement of scientists and engineers. How is NSF seeking to encourage scientists to work on educational issues? The NSF Strategic Plan includes two relevant goals: to develop "a diverse, internationally competitive, and globally engaged workforce of scientists, engineers, and well-prepared citizens" and to |
support "discovery across the frontiers of science and engineering, connected to learning, innovation, and service to society." To realize both of these goals, our nation?s scientists and engineers must care about the educational implications of their work and explore educational issues as seriously and knowledgeably as they do their research questions. The phrase "integration of research and education" conveys two |
ideas. First, good research generates an educational asset, and we must effectively use that asset. Second, we need to encourage more scientists and engineers to pursue research careers that focus on teaching and learning within their own disciplines. All proposals submitted to NSF for funding must address two merit criteria: intellectual merit and broader impacts. In everyday terms, our approach |
to evaluating the broader impact of proposals is built on the philosophy that scientists and engineers should pay attention to teaching and value it, and that their institutions should recognize, support, and reward faculty, as well as researchers in government and industry, who take their role as educators seriously and approach instruction as a scholarly act. We think of education |
very broadly, including formal education (K-graduate and postdoctoral study) and informal education (efforts to promote public understanding of science and research outside the traditional educational environment). What does it mean to take education seriously and explore it knowledgeably? Any scholarly approach to education must be intentional, be based on a valid body of knowledge, and be rigorously assessed. That is, |
our approach to educational questions must be a scholarly act. NSF actively invests in educational reform and models that encourage scientists and engineers to improve curriculum, teaching, and learning in science and mathematics at all levels of the educational system from elementary school to graduate study and postdoctoral work. We recognize that to interest faculty and practicing scientists and engineers |
in education, we must support research that generates convincing evidence that changing how we approach the teaching of science and mathematics will pay off in better learning and deeper interest in these fields. Here are a few of the most recent efforts to stimulate interest in education that might be of interest to Next Wave readers. (For more information, go |
to the NSF Education and Human Resources directorate's Web site .) The GK-12 program supports fellowships and training to enable STEM graduate students and advanced undergraduates to serve in K-12 schools as resources in STEM content and applications. Outcomes include improved communication and teaching skills for the Fellows, increased content knowledge for preK-12 teachers, enriched preK-12 student learning, and stronger |
partnerships between higher education and local schools. The Centers for Learning and Teaching ( CLT ) program is a "comprehensive, research-based effort that addresses critical issues and national needs of the STEM instructional workforce across the entire spectrum of formal and informal education." The goal of the CLT program is to support the development of new approaches to the assessment |
of learning, research on learning within the disciplines, the design and development of effective curricular materials, and research-based approaches to instruction--and through this work to increase the number of people who do research on education in the STEM fields. This year (FY 02) we are launching some prototype higher education centers to reform teaching and learning in our nation's colleges |
and universities through a mix of research, faculty development and exploration of instructional practices that can promote learning. Like other NSF efforts, the Centers incorporate a balanced strategy of attention to people, ideas and tools. We hope to encourage more science and engineering faculty to work on educational issues in both K-12 and in postsecondary education. If you are interested |
in these issues and want to pursue graduate or postdoctoral study, or want to develop a research agenda on learning in STEM fields, find the location and goals of the currently funded centers and also check later this summer to find out which higher education CLT prototypes are funded. The following solicitations all involve the integration of research and education |
as well as attention to broadening participation in STEM careers: The Science, Technology, Engineering, and Mathematics Talent Expansion Program ( STEP ) program seeks to increase the number of students (U.S. citizens or permanent residents) pursuing and receiving associate or baccalaureate degrees in established or emerging fields within STEM. The Faculty Early Career Development ( CAREER ) program recognizes and |
supports the early career development activities of those teacher-scholars who are most likely to become the academic leaders of the 21st century. The Course, Curriculum, and Laboratory Improvement (CCLI) program seeks to improve the quality of STEM education for all students and targets activities affecting learning environments, course content, curricula, and educational practices. CCLI offers three tracks: educational materials development |
, national dissemination , and adaptation and implementation . The Integrative Graduate Education and Research Training ( IGERT ) program addresses the challenges of preparing Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The Vertical Integration of Research and Education in the Mathematical Sciences ( |
VIGRE ) program supports institutions with Ph.D.-granting departments in the mathematical sciences in carrying out innovative educational programs, at all levels, that are integrated with the department?s research activities. The Increasing the Participation and Advancement of Women in Academic Science and Engineering Careers (ADVANCE) program seeks to increase the participation of women in the scientific and engineering workforce through the |
increased representation and advancement of women in academic science and engineering careers. The Science, Technology, Engineering and Mathematics Teacher Preparation ( STEMTP ) program involves partnerships among STEM and education faculty working with preK-12 schools to develop exemplary preK-12 teacher education models that will improve the science and mathematics preparation of future teachers. The Noyce Scholarship Supplements program supports scholarships |
and stipends for STEM majors and STEM professionals seeking to become preK-12 teachers. The views expressed are those of the authors and do not necessarily reflect those of the National Science Foundation. |
File compression is to perform some algorithm on the file that reduces it in size but the reverse of the algorithm will return it to its original form. In data files, the compression and decompression must be lossless which means that the data must be returned to its exact form. There are various methods to do this: some hardware implementations |
and some software. The most popular ones that are implemented in hardware usually use a Limpel-Ziv algorithm to look for repeating sequences over a set span of data (the run) and replace that with special identifying information. Compression does save space but may take extra time (latency). Video and music data are typically already compressed. The compression rates are usually |
very high because of the data and the fact that a lossy compression algorithm is used. It can be lossy (meaning that all bits may not be decompressed exactly) because it won't be noticeable with video or music. Zip files are the result of software compression. Another compression round on already compressed data will probably not yield any substantial gain. |
Hershey, PA : Information Science Reference, c2009. xxi, 417 p. : ill. ; 29 cm. "Premier reference source"--Cover. Includes bibliographical references (p. 362-407) and index. Now established as an effective |
tool in the instructional process, multimedia has penetrated educational systems at almost every level of study. In their quest to maximize educational outcomes and identify best practices, multimedia researchers are |
now expanding their examinations to extend towards the cognitive functionality of multimedia."Cognitive Effects of Multimedia Learning" identifies the role and function of multimedia in learning through a collection of research |
studies focusing on cognitive functionality. An advanced collection of critical theories and practices, this much needed contribution to the research is an essential holding for academic libraries, and will benefit |
May 20, 2009 The Cook Islands are closely associated to New Zealand. Air New Zealand is the only air carrier that flies directly from the U.S. to the Cook Islands. As you will see below, the Cook Islands use the |
NZD as their currency. Despite some 90,000 visitors a year to the capital island, Rarotonga, the Cook Islands are largely unspoiled by tourism. There are no high-rise hotels, only four beach buggies and very little hype. The Cook Islands offer |
a rare opportunity for an authentic island holiday. There are a total of 15 islands in the heart of the South Pacific spread over 850,000 square miles with a population of approximately 15,000. The Islands most visited are Rarotonga and |
Aitutaki which are only 140 miles apart. Cook Island History Ru, from Tupua’i in French Polynesia, is believed to have landed on Aitutaki, and Tangiia, also from French Polynesia, is believed to have arrived on Rarotonga around 800 AD. Similarly, |
the northern islands were probably settled by expeditions from Samoa and Tonga. Cook Island Climate Cooled by the gentle breezes of the Pacific, the climate of these islands is sunny and pleasant. Roughly speaking, there are two seasons: from November |
through May the climate is hot and humid, and from June through October the climate is warm and dry. Most of the rain falls during the hot season, but there are also many lovely sunny days during these months, with |
refreshing trade-winds. Cook Island Geography The Cook Islands consists of two main groups, one in the north and one in the south. The southern group is nine “high” islands mainly of volcanic origin although some are virtually atolls. The majority |
of the population lives in the southern group. The northern group comprises six true atolls. Cook Island Southern Group Aitutaki, Atiu, Mangaia, Manuae, Mauke, Mitiaro, Palmerston, Rarotonga (the capital island), Takutea. Cook Island Northern Group Manihiki, Nassau, Tongareva (Penrhyn) also |
known as Mangarongaro, Pukapuka, Rakahanga, Suwarrow Cook Island Time Zones Rarotonga and Aitutaki are in the same time zone. Cook Island Currency New Zealand dollar. Cook Island Language English and Cook Island Maori. Call the “Island Travel Gal” at 800 |
Classroom Activities for Teaching Sedimentary GeologyThis collection of teaching materials allows for the sharing of ideas and activities within the community of geoscience teachers. Do you have a favorite teaching activity you'd like to share? Please help us expand this collection by contributing your own teaching materials. Subject: Sedimentary Geology |
Results 1 - 4 of 4 matches Chemical and Physical Weathering Field and Lab Experiment: Development and Testing of Hypotheses part of Activities Lisa Greer, Washington and Lee University This exercise combines an integrated field and laboratory experiment with a significant scientific writing assignment to address chemical and physical weathering |
processes via hypothesis development, experimental ... Demystifying the Equations of Sedimentary Geology part of Activities Larry Lemke, Wayne State University This activity includes three strategies to help students develop a deeper comfort level and stronger intuitive sense for understanding mathematical expressions commonly encountered in sedimentary geology. Each can ... Digital |
Sandstone Tutorial part of Activities Kitty Milliken, University of Texas at Austin, The The Tutorial Petrographic Image Atlas is designed to give students more exposure to petrographic features than they can get during organized laboratory periods. Red rock and concretion models from Earth to Mars: Teaching diagenesis part of Activities |
Margie Chan, University of Utah This activity teaches students concepts of terrestrial diagenesis (cementation, fluid flow, porosity and permeability, concretions) and encourages them to apply those concepts to new or unknown settings, including ... |
- Exam wrappers. As David Thompson describes the process, "exam wrappers required students to reflect on their performance before and after seeing their graded tests." The first four questions, completed just prior to receiving their graded test, asked students to |
report the time they spent preparing for the test, their methods of preparation, and their predicted test grade. After reviewing their graded test, students completed the final three reflection questions, including a categorization of test mistakes and a list of |
changes to implement in preparation for the next test. Thompson then collected and made copies of the wrappers returned them to the students several days later, reminding them to consider what they planned to do differently or the same in |
preparation for the upcoming test. Thompson reports that each reflection exercise required only 8-10 minutes of class time. Clara Hardy and others also describes uses exam wrappers. - Reading Reflections. As Karl Wirth writes, reading reflections, effectively outlined by David |
Bressoud (2008), are designed to address some of the challenges students face with college-level reading assignments. Students submit online reading reflections (e.g., using Moodle or Blackboard) after completing each reading assignment and before coming to class. In each reflection, students |
summarize the important concepts of the reading and describe what was interesting, surprising, or confusing to them. The reading reflections not only encourage students to read regularly before class, but they also promote content mastery and foster student development of |
monitoring, self-evaluation, and reflection skills. For the instructor, reading reflections facilitate "just-in-time" teaching and provide invaluable insights into student thinking and learning. According to Wirth, expert readers are skilled at using a wide range of strategies during all phases of |
reading (e.g., setting goals for learning, monitoring comprehension during reading, checking comprehension, and self-reflection), but most college instruction simply assumes the mastery of such metacognitive skills. - Knowledge surveys. Many members of the group were influenced by Karl Wirth's work |
on "knowledge surveys" as a central strategy for helping students think about their thinking. Knowledge surveys involve simple self-reports from students about their knowledge of course concepts and content. In knowledge surveys, students are presented with different facets of course |
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