Test Results

A field model study has been carried out to stabilise peat soil using various types of binder by deep mixing method and to investigate its effect on engineering properties. Some soil-cement model columns have been constructed at site and different mechanical properties of stabilised peat, like undrained shear strength, unconfined compressive strength and shear strength was determined after 14 days of curing time. Scanning Electron Micrograph (SEM) and Energy Dispersive X-Ray (EDX) test were also conducted to observe the microstructure of stabilised peat soil. From the test result it was observed that the engineering properties of peat soil can be improved by stabilisation using additives. © 2008 ejge.

www.ejge.com/2008/Ppr0897/Ppr0897.pdf

This article presents a description of the proficiency level of a group of English teachers who participated in the study about the conditions of implementation of the National Bilingual Program in Santiago de Cali. To offer a view of teachers’ proficiency beyond tests results, and in an effort to understand the make-up of this proficiency, focus group interviews and survey data were also used. Findings were analyzed following the models of teacher development of Richards (1998) and Roberts (1998), as well as theory about language proficiency from different authors. The results show that teachers from both public and private sectors are still in the process of building the proficiency levels sought by the Ministry of Education. The study also found that the elementary level, especially in the public sector, provides a frail basis for teaching and learning English at the secondary level.

Test anxiety is defined as perceived arousal, reported worry, self-denigrating thoughts, tension, and reports of somatic symptoms in exams or similar evaluative situations (Zeidner, 1998).  There are two dimensions of test anxiety viz. Worry and Emotionality. This paper examined the role of Test Anxiety in selection context. Relations were explored between dimensions of Test Anxiety with respect to Applicant’s Performance (average/below average), Test familiarity (fresher/repeater) and Results (recommended/not recommended) in group testing. It consists of leaderless group situations in which the applicants have freedom to choose their own behavioural roles, lay down their own priorities for action and engage themselves in collective group activity, hence, bringing about changes in their own and other’s behaviour.  A sample of 109 male subjects (71 fresher and 38 repeater) pooled through purposive sampling had undergone group situational tasks. Test Anxiety Inventory developed by Spielberger et al. 1978 was administered prior to the group situational task. The results of the study reveal that there was a significant difference between Familiarity and Performance (χ2(1)=5.8, p<0.05); Result and Performance (χ2(1)=41.39, p<0.01). However, no difference was found between Test Familiarity, Result and Performance in relation to dimensions of test anxiety. This finding is consistent with the assessment of behaviour made on the basis of overall group effectiveness of the subject in relation to his group. Similar study can be replicated for interview, at the time of facing panel of experts and projective test based settings.
Keywords: Test Anxiety, Group Situational Tasks, Personality Assessment, Selection, Performance, Test Familiarity.

Abstract
PURPOSE:
To use a mixed-methods approach to develop a letter that can be used to notify patients of their bone mineral density (BMD) results by mail that may activate patients in their bone-related health care.
PATIENTS AND METHODS:
A multidisciplinary team developed three versions of a letter for reporting BMD results to patients. Trained interviewers presented these letters in a random order to a convenience sample of adults, aged 50 years and older, at two different health care systems. We conducted structured interviews to examine the respondents' preferences and comprehension among the various letters.
RESULTS:
A total of 142 participants completed the interview. A majority of the participants were female (64.1%) and white (76.1%). A plurality of the participants identified a specific version of the three letters as both their preferred version (45.2%; P<0.001) and as the easiest to understand (44.6%; P<0.01). A majority of participants preferred that the letters include specific next steps for improving their bone health.
CONCLUSION:
Using a mixed-methods approach, we were able to develop and optimize a printed letter for communicating a complex test result (BMD) to patients. Our results may offer guidance to clinicians, administrators, and researchers who are looking for guidance on how to communicate complex health information to patients in writing.

Three-stage eighteen-level hybrid inverter design with novel control method are presented. The inverter consists of main high-voltage, medium-voltage and low-voltage stages connected in series from the output side. The high voltage stage is a three-phase, six-switch conventional sub-inverter. The medium and low voltage stages are made of three-level sub-inverters constructed by H-bridge units. The proposed control strategy assumes a reference input voltage vector and aims to approximate it to the nearest inverter vector. The control concept is based on holding the high voltage state as long as it is feasible to do so. The reference voltage vector has been represented in a 60°-spaced two axis coordinate system to reduce the computational effort. The concept of the staged-control has been presented, the transformed inverter vectors and their relation to the switching variables have been defined, and the implementation process has been described. The test results verify the effectiveness of the proposed strategy in terms of computational efficiency as well as the capability of the inverter to produce very low distorted voltage with low switching losses.

http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=5523665

The goal of this paper is to analyze the possibilities for learning process management in the e-learning environment of the Technology School &quot;Electronic Systems&quot; associated with the Technical University of Sofia. In the paper interactions between student, lecturer and content are described. On that base the test results received from the system are proposed to be analyzed in two ways in order to help the lecturer taking learning process management decisions, concerning the further students’ activities – individual or in group.