An Attainable Version of High Literacy: Approaches to Teaching Higher-Order Skills in Reading and Writing

In contemporary superscalar microprocessors, issue queue is a considerable energy dissipating component due its complex scheduling logic. In addition to the energy dissipated for scheduling activities, read and write lines of the issue queue entries are also high energy consuming pieces of the issue queue. When these lines are used for reading and writing unnecessary information bits, such as the immediate operand part of an instruction that does not use the immediate field or the insignificant higher order bits of an immediate operand that are in fact not needed, significant amount of energy is wasted. In this paper, we propose two techniques to reduce the energy dissipation of the issue queue by exploiting the immediate operand files of the stored instructions: firstly by storing immediate operands in separate immediate operand files rather than storing them inside the issue queue entries and secondly by issue queue partitioning based on widths of immediate operands of instructions. We present our performance results and energy savings using a cycle accurate simulator and testing the design with SPEC2K benchmarks and 90 nm CMOS (UMC) technology.

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On Their Own but Not Alone: The Difficulty in Competence-Oriented Approaches to Teaching Reading and Writing of Thinking of ‘Performance’ in Communal Terms*

Changing English ◽

10.1080/1358684x.2016.1203619 ◽

2016 ◽

Vol 23 (3) ◽

pp. 209-226 ◽

Cited By ~ 2

Author(s):

Ulf Abraham

Keyword(s):

Teaching Reading ◽

Approaches To Teaching ◽

Reading And Writing

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Mathematical Insight: Changing Perspective

Mathematics Teacher ◽

10.5951/mt.96.4.0238 ◽

2003 ◽

Vol 96 (4) ◽

pp. 238-242

Author(s):

Cliff W. Sloyer

Keyword(s):

Teaching And Learning ◽

Higher Order ◽

Approaches To Teaching ◽

One Dimensional ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

Mathematical Exploration ◽

Problems And Solutions ◽

Big Picture

Many great ideas in mathematics have resulted from examining problems and solutions from different perspectives or directions, but one-dimensional thinking in solving a problem is all too familiar. A number of approaches to teaching and learning mathematics, especially those involving algorithms of some form, lend themselves to a reinforcement of one direction in solving problems. Mathematical insight gained by changing perspective is occasionally suggested in specific problems, but the “big picture” of mathematical exploration, conjecture, and proof requires a deeper commitment to this process. This article focuses on problems that can benefit from a change in perspective by looking forward and backward. In particular, the transition from basic mathematical manipulations to higher-order levels of reasoning requires an awareness of such processes.

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Scaffolding Academic Reading and Writing at the Koori Centre

The Australian Journal of Indigenous Education ◽

10.1017/s1326011100003811 ◽

2003 ◽

Vol 32 ◽

pp. 41-50 ◽

Cited By ~ 17

Author(s):

David Rose ◽

Leah Lui Chivizhe ◽

Anthony Mcknight ◽

Arthur Smith

Keyword(s):

Literacy Development ◽

Academic Literacy ◽

Approaches To Teaching ◽

Indigenous Students ◽

Reading And Writing ◽

Academic Reading ◽

Formal Study ◽

Key Skills ◽

Approach To Teaching ◽

Academic Study

AbstractThis paper describes a “scaffolding” methodology for teaching academic literacy that has achieved outstanding success with Indigenous adults returning to formal study at the Koori Centre, University of Sydney. The paper begins by outlining the background to the Koori Centre program and the literacy needs of Indigenous students. We then describe the methodology, including the approach to teaching academic reading, making notes from reading, and writing new texts using these notes. These are key skills required for academic study, which Koori Centre students need to learn. The paper concludes by describing some of the results for students’ literacy development and changing approaches to teaching in the Koori Centre.

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STRATEGY INSTRUCTION FOR ACADEMICALLY AT‐RISK STUDENTS: AN EXPLORATORY STUDY OF TEACHING “HIGHER‐ORDER” READING AND WRITING IN THE SOCIAL STUDIES

Journal of Reading Writing and Learning Disabilities International ◽

10.1080/0748763910070408 ◽

1991 ◽

Vol 7 (4) ◽

pp. 377-406 ◽

Cited By ~ 5

Author(s):

Devin G. Thornburg

Keyword(s):

At Risk ◽

Social Studies ◽

Exploratory Study ◽

At Risk Students ◽

Strategy Instruction ◽

Higher Order ◽

Reading And Writing ◽

The Social ◽

Academically At Risk

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Dual systems for all: Higher-order, role-based relational reasoning as a uniquely derived feature of human cognition

Behavioral and Brain Sciences ◽

10.1017/s0140525x19000451 ◽

2019 ◽

Vol 42 ◽

Author(s):

Daniel J. Povinelli ◽

Gabrielle C. Glorioso ◽

Shannon L. Kuznar ◽

Mateja Pavlic

Keyword(s):

Temporal Reasoning ◽

Higher Order ◽

Important Case ◽

Human Cognition ◽

Relational Reasoning ◽

Dual Systems ◽

First Order ◽

Reasoning System ◽

Role Based

Abstract Hoerl and McCormack demonstrate that although animals possess a sophisticated temporal updating system, there is no evidence that they also possess a temporal reasoning system. This important case study is directly related to the broader claim that although animals are manifestly capable of first-order (perceptually-based) relational reasoning, they lack the capacity for higher-order, role-based relational reasoning. We argue this distinction applies to all domains of cognition.

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Quantitative EPMA of nitrogen : A tricky element in the electron-probe microanalyzer

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100132741 ◽

1992 ◽

Vol 50 (2) ◽

pp. 1622-1623

Author(s):

G.F. Bastin ◽

H.J.M. Heijligers

Keyword(s):

Background Subtraction ◽

Electron Probe ◽

Detection System ◽

Higher Order ◽

Light Elements ◽

Strong Suppression ◽

Electron Probe Microanalyzer ◽

Quantitative Epma ◽

Peak Count ◽

Lead Stearate

Among the ultra-light elements B, C, N, and O nitrogen is the most difficult element to deal with in the electron probe microanalyzer. This is mainly caused by the severe absorption that N-Kα radiation suffers in carbon which is abundantly present in the detection system (lead-stearate crystal, carbonaceous counter window). As a result the peak-to-background ratios for N-Kα measured with a conventional lead-stearate crystal can attain values well below unity in many binary nitrides . An additional complication can be caused by the presence of interfering higher-order reflections from the metal partner in the nitride specimen; notorious examples are elements such as Zr and Nb. In nitrides containing these elements is is virtually impossible to carry out an accurate background subtraction which becomes increasingly important with lower and lower peak-to-background ratios. The use of a synthetic multilayer crystal such as W/Si (2d-spacing 59.8 Å) can bring significant improvements in terms of both higher peak count rates as well as a strong suppression of higher-order reflections.

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