ADRTAdaptive Document Recognition Technology (trademark of ABBYY)
ADRTAdvance Decisions to Refuse Treatment (UK)
ADRTApproximate Discrete Radon Transform (image processing)
ADRTAnalog Data Recorder Transcriber
ADRTAdvance Data Recording Technique
ADRTActive Data Record Table
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References in periodicals archive ?
haplonema, AUSP: Aurelia sp., CL: Chrysaora lactea, DD: Drymonema dalmatinum, AESP: Aequorea sp., FG: fishing gear, DRT: double-rig trawling, ST: simple trawling, BG: bottom gillnet, ADRT: artisanal double-rig trawling.
([double dagger]) JVWX = last leaf with juvenile wax, ADRT = last node with adventitious roots, TLLR = tiller number, ADWX = first leaf with adult wax visible, PBSC = first leaf with pubescence, ERLF = ear leaf number, TTLF = total leaf number, ERHT = ear height, PLHT = plant height, POLN = days to mid-pollen, and SILK = days to mid-silk.
It also contains Abbyy's ADRT (Adaptive Document Recognition Technology), an intelligent synthesis algorithm for reproducing logical structure and original formatting of multipage documents when exporting to Microsoft Office formats.
A two-factorial experimental design was carried out to investigate the effects of the approaches of instruction and the students' levels of scientific reasoning on their pre-, post-, and retention-Atomic Achievement Test (AAT), Atomic Dependent Reasoning Test (ADRT), and scientific reasoning Test (SRT).
All of the students received the AAT, ADRT, and SRT before instruction, after instruction and eight weeks after the instruction.
The ADRT is a two-tier multiple choice diagnostic instrument that was developed for this study to measure the degree of students' conceptual change involving atom-related concepts before, directly after, and three months after receiving the atom unit of the SCCR digital learning program (Appendix 3).
With the ADRT, it shows that students who received SCCR Web-based learning significantly outperformed the conventional group of students in both post- and retention-ADRT.
The possible explanation of AAT and ADRT not showing any interaction between the instructional approaches and level of scientific reasoning is that students with a higher level of scientific reasoning perform better on the concept test and conceptual change test than students with a lower level of scientific reasoning no matter which types of instruction they received.