Review of the Literature Sample Clauses
Review of the Literature. In this section some of the results on secret-key agreement by perfectly authen- ticated public discussion are reviewed. Xxxxxxx'x [21] famous result on perfect secrecy, stating that a cipher can achieve perfect secrecy only if the entropy of the secret key is at least as large as the entropy of the plaintext, can be considered as a special case (for 1-round protocols) of Theorem 1 below. Although Xxxxx'x wire-tap channel scenario [25] and Xxxxxxx and Kxxxxx'x generalization [8] thereof do not include a public channel between Xxxxx and Xxx, they should neverthe- less be mentioned here. In those scenarios, Xxxxx can send information over a so-called broadcast channel where Bob and Xxx can receive di erent outputs of the channel. Secret information transmission (and hence secret-key agreement) was shown to be possible if and only if Xxx's channel is noisier than Bob's chan- nel [8], an assumption that is generally unrealistic. In the scenario considered in quantum cryptography (see [2] and references therein), Xxxxx can send polarized light pulses of very low intensity to Bob over cepts of information theory.
Review of the Literature. Purposes for the Review The purposes are: to find out if the problem has been studied before and to discover information relative to the study which could be utilized to pursue the problem to a logical conclusion. Sources Consulted
Review of the Literature. Introduction
Review of the Literature. Xxx Arbor: National Center for Research to Improve Post- secondary Teaching and Learning, U of Michigan, 1986.
Review of the Literature. The purpose of this review of the literature was to select and analyze research relevant to my research questions. After detailing search criteria and methods, the literature is divided into two major sections: ―Theoretical Research on Authenticity‖ and ―Empirical Research on Authenticity in Writing.‖ The first section on theories does not center exclusively on writing because most of the theories of authenticity are general and pertain to education as a whole. When pertinent, empirical work that supports a particular theoretical point is used. Within this first section, five major themes are explored: real world relevance, constructivism, disciplined inquiry, the subjective nature of authenticity, and authenticity as a continuum. The second section on empirical research is divided into research that documents the effects of inauthentic writing instruction and research that documents the effects of authentic writing instruction. I am mostly interested in K-12 authentic English language arts education, and even more specifically, writing tasks. Within the search, ―authentic‖ had to apply to the literacy task itself, for example, an authentic purpose for writing, not the authentic assessment or an authentic rubric for writing. A number of exceptions were made for research in college or graduate settings dealing with writing that contributed significantly to a theory of authentic learning that could be applied to K-12 settings. In addition, because writing is interdisciplinary, research in science classrooms that was germane to this study was included. I conducted a number of database searches to find research that focused on authentic writing practices in K-12 classrooms using JSTOR, XXXX (Department of Education), and XXXX (EBSCOhost). Search terms included authentic, writing, secondary, observation, interview, ethnography, and ―writing assessment‖. These terms were used in various combinations and fields in an attempt to identify key pieces. A number of the search terms were descriptors in the XXXX system (including ethnography and ―writing instruction‖), and a number of new descriptors proved helpful such as ―teacher role,‖ ―middle grades,‖ and ―classroom research.‖ I then conducted descriptor searches and limited my search by date. For example, in XXXX (U.S. Department of Education) I searched for ―ethnography‖ and ―writing instruction‖ from 2000- 2010, resulting in 30 search results. Of these 30 results, most were excluded because of an irrelevant prima...
Review of the Literature. Conflict and war Rape as a weapon Cultural beliefs regarding sexual reproductive health Shortage of eligible providers
Review of the Literature. In the traditional strategy of dealing with mass casualties in the past, we sought to find literature on disaster situations and respond to mass patient outbreaks utilizing various modern technologies. Keywords used mainly in literature searches were "mass casualty", "disaster", "mobile application", "remote", "triage", "transportation", "
Review of the Literature. Introduction Theory and best practices
Table 1. Theory-Based Index of Best Practices for Mentoring Programs(6,9)*
Figure 1. Model of youth mentoring: Close, enduring mentoring relationships influence youth outcomes through social/emotional, cognitive, and identity development(12). Only one mentoring program, Across Ages, has been labeled a “model program” on the Substance Abuse and Mental Health Services Administration’s National Registry of Evidence-based Programs and Practices. Across Ages pairs youth aged 10-13 years with mentors aged 50 or older. It has achieved its status by incorporating many of the best practices outlined above including rigorous screening, 10 hours of prematch training, match durations that greatly surpass the national average, pre-match training of youth, community service projects, structured activities and goal setting and ongoing mentor supervision, training and support(7).
Review of the Literature. This document seeks to provide tick-borne disease prevention practitioners at all levels of influence with the full scope and context of current tick-borne disease prevention efforts in Greater Danbury to create a practical, comprehensive framework for reducing the rates of tick- borne diseases in the area. First, it is important to understand the current magnitude and severity of tick-borne diseases in this area as well as the political landscape of the region, particularly as it relates to Lyme disease and the local health department structure. The end of this chapter will also present current recommended tick-borne disease prevention strategies, along with an overview of their evidence base, where applicable. While there is general agreement over the optimal treatment for early Lyme disease, there is considerable controversy over the existence, prevalence, diagnostic criteria, and treatment of “chronic” Lyme disease (Tonks, 2007). This document does not seek to address chronic Lyme disease, specifically, in any capacity. Rather, the focus of this document is intended solely to be on prevention of Lyme disease and other tick-borne diseases. With that being said, it would be remiss not to provide a brief overview of the controversy in Connecticut, as this sometimes colors tick-borne disease prevention efforts. Connecticut residents, including those residing in the Greater Danbury area, are no strangers to the controversy over chronic Lyme disease. In 2006, then Connecticut Attorney General Xxxxxxx Xxxxxxxxxx opened an antitrust investigation of the Infectious Diseases Society of America (IDSA), the body responsible for Lyme disease diagnosis and treatment guidelines, accusing the IDSA Lyme disease panel of unduly dismissing chronic Lyme disease, among other things (Xxxxxxx, 2008). The State of Connecticut later enacted a law “to allow a licensed physician to prescribe, administer, or dispense long-term antibiotics for a therapeutic purpose to a patient clinically diagnosed with Lyme disease” (Connecticut General Assembly, 2009), as did a handful of other states. The ongoing dispute over chronic Lyme disease, associated political controversy, and high emotions have been said to contribute to a “poisonous atmosphere” around Lyme disease (Xxxxxxx, 2008). Unlike other states, Connecticut’s local health departments are on the town level, where almost every town has its own health department. Data from these local health departments are shared with the Connecti...