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4,731 results on '"Das, J."'

202. Some Generalizations of Rolle's Theorem

Author

Das, J.

Abstract

In 1691 Michel Rolle (1652?1719) first published his famous result, now widely known as "Rolle's theorem", in an obscure book on geometry and algebra, named "Methode pour resoudre les egalites." Joseph Louis Lagrange (1736-1813) and Augustin-Louis Cauchy (1789-1857) derived their mean-value theorems easily using Rolle's theorem on suitably chosen functions. The geometrical interpretations of Rolle's theorem and Lagrange's mean-value theorem are well known. In the present work, attempts have been made to generalize Rolle's theorem and thereafter to interpret the results geometrically. It turns out that Cauchy's mean-value theorem is a generalization of Rolle's theorem in the line presented here and hence its geometrical interpretation follows. In the present work, attempts have been made to generalize Rolle's theorem and thereafter to interpret the results geometrically. It turns out that Cauchy's mean-value theorem is a generalization of Rolle?s theorem in the line presented here and hence its geometrical interpretation follows.

Published
2004

218. Children at Risk for Developing Reading Difficulties: A Remediation Study.

Author

Papadopoulos, Timothy C., Das, J. P., Parrila, Rauno K., and Kirby, John R.

Abstract

Reports two different experiments as part of a longitudinal study. The first experiment examines the long-term efficacy of two brief remedial procedures focusing on the differences in phonological and cognitive test performance of children who needed remediation. The second study reports the outcomes of an intensified version of the program that emphasizes strengthening the cognitive processes underlying reading. (Contains 58 references, 3 tables, 1 figure, and 1 appendix.) (GCP)

Published
2003

230. Blockchain Powered Energy Monitoring System

Author

Swain, Ayusee, primary, Swain, K.P., additional, Samal, S. R., additional, Pattnaik, S. K., additional, Mishra, A., additional, Das, J. K., additional, Palai, G., additional, and Bandopadhaya, S., additional

Published
2021
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231. Consolidative Use of Radiotherapy to Block (CURB) Oligoprogression ― Interim Analysis of the First Randomized Study of Stereotactic Body Radiotherapy in Patients With Oligoprogressive Metastatic Cancers of the Lung and Breast

Author

Tsai, C.J., primary, Yang, J.T., additional, Guttmann, D.M., additional, Shaverdian, N., additional, Shepherd, A.F., additional, Eng, J., additional, Gelblum, D., additional, Xu, A.J., additional, Namakydoust, A., additional, Iqbal, A., additional, Mann, J.M., additional, Preeshagul, I., additional, Hajj, C., additional, Gillespie, E.F., additional, Sugarman, S., additional, Modi, S., additional, Dang, C., additional, Drullinsky, P., additional, Yeh, R., additional, Girshman, J., additional, Das, J., additional, Zhi, W., additional, LaPlant, Q., additional, Reyngold, M., additional, Rimner, A., additional, Shin, J.Y., additional, Wu, A.J., additional, Ng, K., additional, Gucalp, A., additional, Sanford, R., additional, Khan, A.J., additional, Bromberg, J., additional, Seidman, A.D., additional, Comen, E., additional, Traina, T.A., additional, Gomez, D.R., additional, Zhang, Z., additional, Robson, M.E., additional, Rudin, C.M., additional, and Powell, S.N., additional

Published
2021
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238. A Process Approach To Remediating Word-Decoding Deficiencies in Chapter 1 Children.

Author

Carlson, Jerry S. and Das, J. P.

Abstract

Two studies evaluated the Process-Based Reading Enhancement Program (PREP) with 150 grade 4 economically disadvantaged children. Pre- and posttesting with the Word Attack and Word Identification subtests of the Woodcock Reading Mastery Tests-Revised found significant group-by-time interactions. Results support the efficacy of the PREP to improve word-reading and decoding skills. (DB)

Published
1997

239. Cognitive Assessment System.

Author

Naglieri, Jack A. and Das, J. P.

Abstract

This kit contains materials necessary to administer the Cognitive Assessment System (CAS), an assessment battery designed to evaluate cognitive processing in children 5 through 17 years of age. Derived from the Planning, Attention, Simultaneous, and Successive (PASS) theory, the four processing areas comprise the four scales that make up the CAS. The kit includes: (1) the administration and scoring manual that provides general information, specific instruction for administering and scoring the subtests, norms tables, interpretive tables, and achievement comparison tables; (2) an interpretive handbook that presents the information needed to use the tests, including a discussion of the PASS theory, explanations of the test's organization and development, as well as information on standardization and norming, reliability and validity, and interpretation; (3) a stimulus book that includes all the subtest stimuli used during administration of the tests, including nonverbal matrices, verbal-spatial relations, figure memory, and expressive attention subtests; (4) response books for paper-and-pencil responses during testing of matching numbers, planned codes, planned connections, number detection, receptive attention, and figure memory; and (5) scoring templates in a spiral bound booklet for scoring response book pages. (CR)

Published
1997

245. Cognitive Profiles and Early Reading Remediation of At-Risk Elementary School Students.

Author

Parrila, R. K. and Das, J. P.

Abstract

Sixty-one grade 1 students experiencing early reading difficulties received either a cognitive remediation program (PREP; PASS Remediation Program) designed to facilitate successive and simultaneous processing skills, or a meaning-based language enrichment program designed to provide children with meaningful experiences in reading. Repeated measures analysis of variance showed that both groups improved their word recognition and decoding skills. Moreover, "time by group" interaction was significant for the word decoding task, indicating that the PREP group gained significantly more than the meaning-based group. Cluster analysis with planning, attention, simultaneous processing, successive processing, and phonological coding tasks as independent variables indicated that three distinct subgroups of children with early reading difficulties could be identified. The first group performed below the control group level on all tasks. The second group performed at or near control group level on most cognitive tasks and on both phonological coding tasks. The third group performed significantly poorer than the comparison group an all successive processing and phonological coding tasks, but not on planning, attention, or simultaneous processing tasks. Cognitive profile remediation interaction indicated that children who benefited most from remediation had higher preintervention scores on several cognitive tasks than children who did not benefit from remediation. (Contains two tables and one figure of data.) (Author/RS)

Published
1996

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