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Ocean thermal energy conversion (OTEC) is a floating platform that generates electricity from seawater heat. The cold water pipe (CWP) used in OTEC has a length of 1,000 m and a diameter of 10 m, making it susceptible to bending loads from ocean currents. To find suitable geometry and material for the CWP, the finite element method was used to model the real-world geometry. In the D/t variation, lower ratios (increased thickness) result in higher critical moments, maximum stress, strain, and displacement. D/t 50 was chosen for the CWP. In the L/D variation, the critical moment’s impact on L/D ratio was minimal, while reducing L/D (shorter pipe) increased strain, and larger L/D geometries had higher displacements. L/D 10 was selected as it balanced critical moments and reduced the number of stiffeners needed. For diameter size variation, larger diameters increased critical moment and strain, but smaller diameters (larger L/D ratios) also showed high strain due to necking at two points. A diameter of 12 m was chosen for its exceptionally high critical moment. Steel was selected as the suitable material due to its higher critical moment and maximum stress, despite its higher weight and lower maximum strain than composites. Capital shape imperfections had a minimal effect on the CWP’s structure as they were localized.

This mathematics classroom based experimental study determined the relative effectiveness of formative assessment techniques on students' academic achievement in Mathematics. Factorial research design was adopted for the study involving 100 students from 2 co-educational secondary schools drawn through multistage sampling procedure. Mathematics Achievement Test was the instrument used for data collection. The reliability of the instrument was established using Kudder Richardson (KR[subscript 20]) formula and a reliability coefficient of 0.92 was obtained. Descriptive statistics of mean and standard deviation were used to answer the research questions and Analysis of Covariance (ANCOVA) was employed to test the hypotheses at 0.05 level of significance. The findings of the study revealed that the muddiest point formative assessment technique proved to be more effective in improving students' academic achievement in Mathematics than the think-pair-share technique. The findings also showed that the mean achievement scores of male and female students in Mathematics are not statistically significant. The muddiest point technique should be employed regularly by teachers for classroom assessment of the students since it is more effective in improving students' academic achievement in Mathematics.

This paper presents research that examined teacher talk about moderation of English, mathematics and science assessment across Years 4, 6 and 8 as part of a broader inquiry into the use of scaled exemplars to support consistency of teacher judgement. The paper draws on Dorothy E Smith's sociological work, including the process of mapping textual connections to research everyday practices. We illustrate how moderation activities were shaped by systemic policy and related documents. We further illustrate how teachers used artefacts that they were created as part of the research project to leverage the value of moderation discussions. In the project, teachers generated artefacts that were written commentaries or texts explicating their judgement decisions (cognitive commentaries). Our analysis demonstrates how teachers then took these cognitive commentaries and independently embedded them into their everyday work. Teachers described how they used the artefacts in their moderation discussions as a means of improving their own practice, as well as their students' learning. We argue that when teachers are provided with the time and space to share their assessment and pedagogic knowledge and practice with school colleagues, including via cognitive commentaries, they are able to expand their field of professional impact and build their professional knowledge and practice.

This paper reports results from an Australian study into how teachers see features of quality in student work and connect these to next-step teaching. Data were drawn from a national 3 year project investigating teacher judgement using A-E standards. The project developed scaled exemplars of authentic student written performance assessments to support teacher judgement and inform next-step teaching and learning. Fifty-seven participants created evaluative explanations of grading decisions (i.e. cognitive commentaries), wrote reflective responses and participated in online meeting discussions of their cognitive commentaries. These data were examined using qualitative content and thematic analyses. Findings highlighted how stated standards influence teachers' judgements of student work. Variation was evident in teachers' focus on (1) content (i.e. core skills vs. extended thinking), (2) specificity of improvement points and suggested teaching strategies and (3) the connection between identified areas for improvement and teaching strategies. Most teachers were able to identify specific points for improvement. However, in the main, they selected next-step teaching strategies that were general rather than targeted and specific. Teachers reflected that structured analysis helped direct their thinking and judgements, targeting attention on next-step teaching. The results suggested that teacher education and professional development should focus on supporting teachers to link specific teaching strategies to identified student weaknesses. This study found that artefacts, such as cognitive commentaries that connect assessment, teaching and learning, can help build professional knowledge and expertise, which remain key components of teacher assessment literacy.

Student agency in assessment is evident when students make assessment choices, and their voices inform decisions. This paper presents an in-depth case study of a high performing school that sought student voice to reform its assessment culture to enhance student agency. Secondary students in an Australian school were invited to draw a visual metaphor: if assessment were a food, what would it be? Responses were analysed to identify: What can be learnt about assessment culture from students' drawings and comments? And how did student voice inform changes in school assessment practices and assessment culture? Six years later, the student ideas were revisited by a school leader to identify how cultural and structural conditions for student agency within the assessment culture had changed. Using visual methodologies with students provided insightful commentary on how assessment practices may be modified to support learning and the challenges of engaging in assessment culture reform.

This study determined policy initiatives for improving the contributions of university agricultural education and extension institutions to environmental and sustainable development (ESD) in agriculture. The study was carried out in Cross River State. Survey research design was adopted for the study. The population for the study of 534, comprising 195 registered farmers who have continuously participated in ADP farmer field school training from the State; 70 graduate extension personnel; 167 final year agriculture students and 102 lecturers. Agricultural education programme in the Universities in Cross River State was used for the study. The study adopted a triangulation technique involving mixed methods of data collection. Both instruments were face validated by three experts in the field of agriculture with a reliability coefficient of 0.83 obtained through Cronbach alpha reliability method. Data collected were analyzed using mean, standard deviation and independent t-test statistic. The study identified (17) policy initiatives that could improve the contributions of agricultural education and extension institutions to ESD in agriculture in Cross River State. It was recommended among others that the identified policy initiatives should be integrated into university agricultural education and extension institutions and properly implemented.

This systematic review examined evidence of the utility of learning progression (LP)--based assessments to inform teaching and student learning in classroom contexts. Fifty-nine studies met inclusion criteria and were analyzed against four research questions. Evidence highlighted their potential for supporting judgments about learning, informing instructional and learning decisions, and improving teacher learning and development. Although 23 studies measured student achievement, reporting positive overall effects, only 6 adopted the experimental designs necessary for causal claims. Using LP-based assessment for formative purposes was well supported. Limited evidence was found regarding summative and accountability uses. Findings show that LP-based assessment design and use requires trade-offs relating to standardization and scale. Teachers need opportunities for negotiation when making judgments and integrating LP-based assessments into existing curriculum and policy contexts. Future research should examine student use of LP assessments and find a balance between standardization and customization to meet the needs of diverse learners and local contexts.

This case study focuses on one district's process of continuous improvement in family engagement. The improvement effort addresses the point at which family engagement tends to decline precipitously and students are particularly vulnerable--the transition into high school. In this article we analyze the implementation of a continuous improvement approach to engaging families as students make this critical transition. In particular, we describe (a) the variation in schools' family engagement activities and participation in cycles of inquiry, (b) the challenges identified by schools to implementing the family engagement approach and cycles of inquiry, and (c) the learning that occurred for both the participating schools and the district-university partnership team through the continuous improvement process.

Perpustakaan memiliki sistem informasi untuk mempermudah manajemen sirkulasi buku. Sistem informasi biasanya hanya menghasilkan laporan harian, mingguan atau bahkan bulanan saja. Data mining adalah suatu cara dalam menemukan pengetahuan baru pada basis data dari suatu sistem informasi. Data mining mampu mengurai basis data untuk melakukan ekstraksi pengetahuan yang tidak ditemukan sebelumnya oleh sistem informasi. Asosiasi merupakan salah satu metode data mining yang bisa dipakai untuk menggali suatu pengetahuan baru. Teknik asosiasi memiliki berbagai algoritma yang dapat digunakan sebagai pendekatan dalam membentuk kombinasi produk, salah satunya adalah menggunakan algoritma apriori. Apriori berjalan dengan melakukan pendekatan dengan iterasi berulang pada basis data, dimana k-itemset dipakai membentuk (k+1)-itemset selanjutnya. Aturan asosiasi dimulai dengan penyiapan basis data serta setting nilai batas support dan confidence. Apriori melakukan scaning basis data secara berulang untuk membuat kombinasi dan mencatat kemunculannya pada semua transaksi. Frequent itemset atau kombinasi yang paling sering muncul diambil dari itemset yang total kemuculannya lebih besar atau sama dengan ambang nilai support yang ditentukan. Data yang dipakai pada riset ini adalah sampel 100 data peminjaman dari basis data sistem informasi perpustakaan Universitas Pendidikan Nasional. Terdapat 42 judul buku yang memenuhi minimum support, berhasil dibentuk 40 aturan asosiasi yang sesuai memenuhi minimum confidence. Berdasarkan analisis dan pembahasan tersebut diatas maka dapat dilihat bahwa algoritma apriori dapat menemukan frequent itemset tersembunyi dari data peminjaman buku yang digunakan untuk membentuk aturan asosiasi. Aturan asosiasi yang dihasilkan bisa dipakai mendukung keputusan penataan buku yang baik guna meningkatkan minat baca anggota perpustakaan.

Intense competition and the digital ecosystem have hampered the growth of Binoh's typical pottery MSMEs. Based on problems, the Binoh Pottery MSMEs in Ubung Kaja Village can reach the digital world and a broader market through training and the application of digital-based business. Thus, MSME entrepreneurs can market and promote products through digital channels. Through a series of planned activities, this community service activity aims to provide education on the application of digital business to the Pottery MSMEs in Binoh Village. By using the Participatory Rural Appraisal (PRA) method, the activities are divided into four major stages, namely initial initiation and planning, implementation, supervision, and evaluation. Based on the results of observations and evaluations, it is known that the response of MSMEs actors is very positive to the education provided. MSMEs actors view digital marketing as having an important role to help their businesses survive. It is hoped that in the next stage the government will take an active role in developing Binoh typical pottery MSMEs, Ubung Kaja Village. Not only as a form of effort to move the people's economic sector but also as an effort to maintain pottery as traditional Balinese art.

Abstract The Municipal Solid Waste (MSW) Sector is a major source of Methane (CH4) emission, a Greenhouse Gas (GHG) that contributes to Climate Change. However, governments of developing countries have not been able to address the challenges posed by this sector due to inadequate funding and technical requirement. The objective of this study was to determine how seasonal variation influences the CH4 gas emission. The First Order Decay (FOD) Tier 1 Model was used to estimate CH4 emission from four Solid Waste Disposal Sites (SWDS) in Lagos namely: Ewu-Elepe (Ewu), Abule-Egba (A/E), Soluos (Sol), and Olushosun (Olu) covering the dry and wet seasons, respectively for the inventory year 2020. A known weight of the wet waste deposited was characterized. The study revealed that the Degradable Organic Carbon (DOC) for the dry season was 12.897 GgC/kgWaste while that of the wet season was 12.547 GgC/kgWaste. But, the methane gas generated during the wet season was 0.331 Gg higher than that of the dry season which was 0.134 Gg for the study period. This is an appreciable quantity of methane that can contribute to the global Climate Change impact if not addressed. Therefore, these waste types should be segregated from other recyclables and processed into compost or energy resource.

Upaya pemeliharaan jalan, terutama jalan nasional memiliki kompleksitas yang tinggi karena melibatkan banyak tenaga kerja, biaya, peralatan dan waktu yang cukup panjang. Kecepatan penanganan diperlukan karena seringkali upaya perbaikan kerusakan dapat mengganggu lalu lintas disekitar dalam waktu yang lama. Selain itu untuk mengetahui teknik perbaikan yang akan digunakan, instansi terkait harus melakukan koordinasi terlebih dahulu sehingga seringkali upaya penangan pemeliharaan jaringan jalan nasional membutuhkan waktu yang cukup lama. Sistem pakar diagnosa kerusakan jalan merupakan salah satu alternatif pengembangan sistem cerdas untuk memberikan diagnosa awal kerusakan jalan. Tujuan dari riset ini adalah untuk mengembangkan sistem pakar mendeteksi kerusakan jalan memakai teknik forward chaining dalam melakukan deteksi awal kerusakan jalan. Teknik forward chaining diawali dengan menelusuri ciri yang sesuai dari respon pengguna sampai ditemukan kesimpulan jenis kerusakan jalan yang tepat. Berdasarkan hasil riset, sistem pakar ini telah berhasil diimplementasikan secara terbatas pada perkerasan jalan lentur. Sistem ini juga dapat memberikan deteksi awal tentang jenis kerusakan jalan sehingga dapat digunakan menjadi alternatif saran ahli dalam model perbaikan perkerasan lentur.

Abstract Background Prediction models for poor patient-reported surgical outcomes after total hip replacement (THR) and total knee replacement (TKR) may provide a method for improving appropriate surgical care for hip and knee osteoarthritis. There are concerns about methodological issues and the risk of bias of studies producing prediction models. A critical evaluation of the methodological quality of prediction modelling studies in THR and TKR is needed to ensure their clinical usefulness. This systematic review aims to (1) evaluate and report the quality of risk stratification and prediction modelling studies that predict patient-reported outcomes after THR and TKR; (2) identify areas of methodological deficit and provide recommendations for future research; and (3) synthesise the evidence on prediction models associated with post-operative patient-reported outcomes after THR and TKR surgeries. Methods MEDLINE, EMBASE, and CINAHL electronic databases will be searched to identify relevant studies. Title and abstract and full-text screening will be performed by two independent reviewers. We will include (1) prediction model development studies without external validation; (2) prediction model development studies with external validation of independent data; (3) external model validation studies; and (4) studies updating a previously developed prediction model. Data extraction spreadsheets will be developed based on the CHARMS checklist and TRIPOD statement and piloted on two relevant studies. Study quality and risk of bias will be assessed using the PROBAST tool. Prediction models will be summarised qualitatively. Meta-analyses on the predictive performance of included models will be conducted if appropriate. A narrative review will be used to synthesis the evidence if there are insufficient data to perform meta-analyses. Discussion This systematic review will evaluate the methodological quality and usefulness of prediction models for poor outcomes after THR or TKR. This information is essential to provide evidence-based healthcare for end-stage hip and knee osteoarthritis. Findings of this review will contribute to the identification of key areas for improvement in conducting prognostic research in this field and facilitate the progress in evidence-based tailored treatments for hip and knee osteoarthritis. Systematic review registration PROSPERO registration number CRD42021271828.

Advanced computational tools allowed to study a pure commercial sample of dichlorodiphenyltrichloroethane (DDT) prepared in liquid phase in KBr pellets and characterized using FT-IR and GC-MS followed by the application of DDT for molecular docking against human estrogen receptor alpha. The compound was modelled using GaussView software. Using Veda 04 program, the theoretical vibrational energy distributions and experimental vibrational frequencies were compared. Interestingly, C1 and C2 possess the highest atomic charge density distribution (ACDD) of -0.284e and -0.283e while C21 and C11 have lowest ACDD of -0.064e and -0.063e in a relative manner, since the deactivating power of chlorine atoms decreases charge densities of the bonded carbon. The highest intramolecular interacting perturbation energy is 1121.92 kJ mol–1 occurs between π*C19–C21 donor orbital and π*C14–C16 acceptor orbital while the least intramolecular interaction occurs in the lone pair of LPC26 and the sigma nonbonding (𝜎C1–Cl24) NBO orbitals with E(2) of 32.21 kJ mol–1. Steric interaction was the only interaction found within the complex after the docking.

This paper addresses a call for teachers to promote students' knowledge of criteria and standards within curriculum domains for self-monitoring and improvement purposes. We present the case for students to develop, as part of their learning in content areas, the evaluative knowledge and expertise of the type that teachers bring to the classroom. The aim is to reduce trial-and-error learning by introducing approaches to systematically lessen student dependence on the teacher as the sole or primary source of feedback. In making the case, we draw on a range of salient, empirical projects conducted from 2005-2016 to illustrate key ideas for embedding criteria and standards into practice using what we refer to as 'an inquiry mindset' for teachers and students. Four enabling conditions to develop students' evaluative expertise are proposed: (1) teachers' assessment identities--dispositions; (2); students' assessment identities; (3) the role of artefacts; and (4) social moderation. While learning and assessment are structured within the curriculum, taken-for-granted institutional practices, and policy fields, 'assessment as critical inquiry' recognises that teacher and student assessment identities, the associated assessment artefacts and opportunities for focussed discussion on the meaning of criteria and standards can work to either support or inhibit teaching and learning.

The introduction of new assessment policy can reverberate throughout all levels of schooling. This paper presents an in-depth investigation into one school's response in the Junior years of secondary education to the introduction of a new Senior years' assessment system. The investigation focuses on the educational context of a high-performing school where school leaders decided to prioritise learning rather than summative assessment in the Junior school. The findings reveal the practices required to make critical changes to the assessment culture and related assessment systems for the school, within a context of national assessment accountabilities and high community expectations. These practices include the collaboration of school leaders with teachers, students and parents to drive change while maintaining high performance.

Objective: The study objective was to determine the relationship between lung resection and the development of postoperative hiatal hernia. Methods: Preoperative and postoperative computed tomography imaging from 373 patients from the International Early Lung Cancer Action Program and the Initiative for Early Lung Cancer Research on Treatment were compared at a median of 31.1 months of follow-up after resection of clinical early-stage non–small cell lung cancer. Incidence of new hiatal hernia or changes to preexisting hernias were recorded and evaluated by patient demographics, surgical approach, extent of resection, and resection site. Results: New hiatal hernias were seen in 9.6% of patients after lung resection (5.6% after wedge or segmentectomy and 12.4% after lobectomy; P = .047). The median size of new hernias was 21 mm, and the most commonly associated resection site was the left lower lobe (24.2%; P = .04). In patients with preexisting hernias, 53.5% demonstrated a small but significant increase in size from 21 to 22 mm (P

In this study, inelastic and elastic form factors for the low-lying excited states of 10B nucleus were calculated utilizing the nuclear shell model theory. We employed a large-basis psd model space with psdmwk interaction and the harmonic oscillator potential in the form factors calculation. The calculated results with the effective charge are in acceptable agreement with experimental results.