SLOF

AcronymDefinition
SLOFSection Loss of Frame
SLOFStudent Loan Operating Fund
SLOFSpecific Level of Functioning (psychological scale)
SLOFSri Lanka Overseas Foundation
References in periodicals archive ?
Struening, "SLOF: a behavioral rating scale for assessing the mentally ill," Social work research & abstracts, vol.
521-543; Rodriguez-Perez, Slof, Sola-Tey, Torrent-Canaleta & Vilardell-Riera, 2005, pp.
227-251; Rodriguez-Perez, Slof, Sola-Tey, Torrent-Canaleta & Vilardell-Riera, 2005, pp.
423-437; Rodriguez-Perez, Slof, Sola-Tey, Torrent-Canaleta & Vilardell-Riera, 2005, pp.
Sin embargo, la normativa contable internacional --NIC/NIIF--ya contemplaba esta posibilidad; en concreto, la NIIF 5, Activos no corrientes mantenidos para la venta y actividades interrumpidas, (8) regulaba esta tipologia concreta de activos y especificaba que su objetivo principal consiste en obtener un ingreso residual o accesorio procedente de aquellos activos que son vendidos despues de ser utilizados en la actividad productiva de la entidad economica correspondiente [Rodriguez-Perez, Slof, Sola-Tey, Torrent-Canaleta & Vilardell-Riera, 2005, pp.
Given that the sequential sharing of learning content from the key concept to more complex learning content can effectively enhance the accuracy of shared knowledge and lead to a higher level of constructed knowledge (Beers et al., 2005; Slof et al., 2010), more elaborate learning strategies that consider the collaborative knowledge-building process should be provided to build shared and construed knowledge.
According to previous research, the limitations on representation tools may be affected if the collaborative knowledge building process is ignored (Slof et al., 2010; Suthers & Hundausen, 2003).
In particular, representation functions are required at the troubleshooting stage in the CSCL environment because learners have difficulty sharing opinions and reaching fruitful solutions when they cannot efficiently track what is being discussed (Slof et al., 2010).
Previous research had shown that the sequential sharing of learning content from a key concept to more complex learning content could be effective for building accurate shared knowledge (Beers et al., 2005; Slof et al., 2010).
Although Computer-Supported Collaborative Learning (CSCL) systems seem to be promising in terms of facilitating peer interactions, the result of a CSCL activity could be disappointing without a careful learning design (Gelmini-Hornsby, Ainsworth, & O'Malley, 2011; Slof, Erkens, Kirschner, Janssen, & Phielix, 2010).