2. NASA 3. YURI GAGARIN COSMONAUT TRAINING CENTER 4. TSUKUBA SPACE CENTER 5. CHINESE NATIONAL SPACE ADMINISTRATION 4 5 https://www.youtube.com/watch?v=ouDKD9G9jOE LINKS · HTTPS://WWW.SPACE.COM/25786-HOW-TO-BECOME-AN-ASTRONAUT.HTML · HTTPS://ASTRONAUTS.NASA.GOV/ · HTTPS://ASTRONAUTS.NASA.GOV/CONTENT/BROCH00.HTM#BQR · HTTPS://WWW.WIKIHOW.COM/BECOME-AN-ASTRONAUT · HTTPS://WWW.NASA.GOV/AUDIENCE/FORSTUDENTS/POSTSECONDARY/FEATURES/F_ASTRONAUT_REQUIREMENTS.HTML · HTTPS://WWW.YOUTUBE.COM/WATCH?V=OUDKD9G9JOE · HTTPS:// WWW.MARS-ONE.COM/FAQ/SELECTION-AND-PREPARATION-OF-THE-ASTRONAUTS/WHAT-ARE-THE-QUALIFICATIONS-TO-AP PLY T I O N TT E N U R A Y O U F OR N K YO T HA
Page, Keith, & LaVoie (1995) examined the construct validity of AES, Keith (2003) summarized several discriminant and true score validity studies of the technology, and Attali & Burstein (2006) demonstrated the relationship between AES and instructional activities associated with writing. AES is not without its detractors. Ericcson & Haswell (2006) performed a comprehensive critique of the technology from the perspective of those who teach postsecondary writing. Objections to the technology ranged from a concern about the ethics of using computers rather than humans to teach writing to the lack of synchronicity between how human graders approach the rating task and the process by which AES evaluates a writing sample to failed implementations of AES in university placement 5 testing programs. And clearly there are certain types of stylized text writing that AES may never be able to evaluate
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