Illustrations for Procedural Instructions for Non-Rectilinear Objects

2006 ◽  
Author(s):  
Robert Krull ◽  
Jill Evans
Keyword(s):  
Procedural Instructions

scholarly journals A relevance theoretic analysis of Not that sentences

Pragmatics ◽  
2006 ◽  
Vol 16 (2-3) ◽  
pp. 213-245 ◽  
Author(s):  
Gerald P. Delahunty
Keyword(s):  
Theoretic Analysis ◽  
The One ◽  
Procedural Instructions

Not that sentences (NTSs), like the one in the title, have been little studied. This paper, based on a corpus of authentic instances of the form, provides the first thorough examination of the interpretations assigned to NTSs in context and an account for those interpretations. The brief version of the account is that the NTS structure encodes procedural instructions to the effect that NTSs are to be interpreted as the rejection of conclusions derived from contextual assumptions.

Standardising Defence Lines: William Perrin Norris, Eugenics and Australian Border Control

2018 ◽  
Vol 33 (3) ◽  
pp. 843-859
Author(s):  
Jennifer S Kain
Keyword(s):  
Twentieth Century ◽  
Medical Officer ◽  
Historical Understanding ◽  
Border Control ◽  
Policy And Practice ◽  
Political Debates ◽  
Legal Jurisdiction ◽  
Procedural Instructions

Abstract This article investigates the policy and practice of Australia's so-called ‘eugenic phase’ of border control embedded within the 1912 Immigration Act. It highlights the efforts of the first London-based Commonwealth Medical Officer - Dr William Perrin Norris - who designed a medical bureaucratic system intended to keep ‘defectives’ out of Australia. Norris' vision is revealed to be befitting of his character, experience, and a passion for uniformity which went beyond his legal jurisdiction. In examining the associated political debates, procedural instructions and the practicalities of the legislation, this article advances a more nuanced historical understanding of this period of Australian border control, and traces the evolution of the idiot and insane prohibited immigrant clause in the first quarter of the twentieth century.

Natural Antibiotics: A Hands-on Activity on Garlic's Antibiotic Properties

2011 ◽  
Vol 73 (6) ◽  
pp. 342-346 ◽  
Author(s):  
Maria João Fonseca ◽  
Fernando Tavares
Keyword(s):  
High School ◽  
Undergraduate Students ◽  
Bioactive Substances ◽  
Laboratory Activities ◽  
Limited Experience ◽  
Hands On ◽  
Procedural Instructions

This work details a science experiment on garlic's antibiotic properties designed to acquaint high school and introductory-level undergraduate students with concepts such as natural antibiotics, bioactive substances, and biosafety. This activity is optimized to be implemented by teachers with limited experience in laboratory activities and/or in poorly equipped schools. A list of materials is provided, along with safety and procedural instructions, discussion topics, and assessment suggestions.

Relative Value of Pictures and Text in Conveying Information: Performance and Memory Evaluations

1986 ◽  
Vol 30 (13) ◽  
pp. 1269-1272 ◽  
Author(s):  
Arthur D. Fisk ◽  
Mark W. Scerbo ◽  
Richard F. Kobylak
Keyword(s):  
Programmed Instruction ◽  
Technical Documentation ◽  
Job Aids ◽  
Procedural Information ◽  
Relative Value ◽  
Present Information ◽  
Procedural Instructions ◽  
Documentation Work

This paper describes the results of two experiments that examine the relative value of pictures and text for transmitting information in technical documentation. Work on this topic is required because, at present, there are few guidelines for deciding how to present information to communicate procedural information (such as technical manuals, job aids, programmed instruction, etc) when decisions must be made between pictures and text (as they often must when attempting to computerize documentation). The results of both experiments do provide some support for previous research showing that it is best to provide procedural instructions both pictorially and textually. An important finding was that if performance speed is important then, as expected, pictures are generally preferable to textual instructions; however, if memory of the instructions is important and instructional designs cannot predict what environment subjects may be faced with (at least if recognition is critical) then textual instruction should be provided because it appears that it provides more flexibility in usage.

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