scholarly journals Innovative approach in the improvement of student’s attention

2015 ◽  
Vol 2 ◽  
pp. 173
Author(s):  
Anda Kauliņa ◽  
Daina Voita ◽  
Juris Porozovs ◽  
Evita Vaļēviča
Keyword(s):  
Information Processing ◽  
Learning Difficulties ◽  
Test System ◽  
Innovative Approach ◽  
Teaching Methodology ◽  
Motor Disorders ◽  
Older Students ◽  
Integrated Studies ◽  
Before And After ◽  
Speed And Accuracy

Integrated studies are aimed towards linking knowledge from a variety of subjects. By studying related subjects in an isolated manner the knowledge is acquired in a disorganized way. Therefore contemporary pedagogy demands the use of integrative teaching methodology to achieve the best results. An Integrative teaching methodology for children with learning difficulties and cognitive and motor disorders was used in 17 schools from different Latvian regions. Students acquired Integrative teaching methodology during one study year. Attention span and concentration abilities using Cognitron test from Vienna test system were estimated for 615 students before and after the acquiring of Integrative teaching methodology. The results of younger students have improved more than the results of older students after using this methodology. The largest increase of speed and accuracy of information processing was observed for 3-4 grade students of general schools.

Information Processing in Children With Learning Difficulties

2011 ◽  
Author(s):  
Jamie Rice ◽  
Maryellen Dougherty ◽  
Charles J. Golden
Keyword(s):  
Information Processing ◽  
Learning Difficulties

scholarly journals The Effectiveness of a Program Based on the Strategy of Positive Education in the Development of Self-Esteem of Kindergarten Children with Learning Difficulties

2014 ◽  
Vol 8 (1) ◽  
pp. 214
Author(s):  
Khadega M. Badraldien
Keyword(s):  
Education Program ◽  
Learning Difficulties ◽  
Self Esteem ◽  
Social Adaptation ◽  
Kindergarten Children ◽  
Control Group ◽  
Positive Education ◽  
Normal Children ◽  
Before And After ◽  
Experimental Group

The results of several studies have shown that children with learning difficulties suffer from low selfesteem compared to normal children, which may affect their integration with their normal peers, social adaptation, and their academic superiority in subsequent years. Positive education is one of the modern strategies in education which is intended to focus on the positive and desirable behavior of the child rather than focusing on the negative or bad behavior. The present study aimed to find out the effectiveness of a program based on the strategy of positive educationin the development of self-esteem for children who suffer from learning difficulties. The study used the pre-academic skills scale to diagnose and sort children with learning difficulties and the self-esteem scale to determine the level of appreciation for children with learning difficulties for themselves before and after the implementation of the program. Overall, the results of the study indicated that the positive education program helped in developing children’s self-esteem and appreciation for themselves. The results showed that children of the experimental group had better selfesteem than the control group, and the positive education program had a significant impact on the development of self-confidence and self image. The results also indicated that the experimental group was better in integration and social interaction than the control group. The study recommended using the strategy of positive education not only with normal children but also with those with learning difficulties. The study also recommended that parents' and teachers' awareness of the importance of positive education and its impact on the growth of the child's personality and abilities should be enhanced. 

scholarly journals MICROTEACHING: AN EFFECTIVE TOOL TO ENHANCE THE TEACHING SKILLS

2020 ◽  
Vol 5 (8) ◽  
Author(s):  
Yogesh Popat
Keyword(s):  
Quantitative Methods ◽  
Core Competencies ◽  
Teaching Methodology ◽  
Teaching Skills ◽  
Day Schools ◽  
Learning Outcomes Assessment ◽  
Qualitative And Quantitative Methods ◽  
Interview Session ◽  
Before And After ◽  
Professional Teaching

This paper depicts the utilization of microteaching session for the analysis of attitude and perception of teachers towards microteaching to enhance their core competencies in teaching skill. The session was conducted for three days at one of the day schools in Indore, The Delhi Public Elementary School. The qualitative and quantitative methods were used and the presentation session was conducted for the teachers to analyse the skills of group of 30 teachers. The finding of the study reflects that there is a drastic build in confidence, attitude and perception of the teacher before and after the micro teaching session was conducted. A questionnaire and an interview session was also conducted at the end of every presentation and the finding shows that teachers believed that this session gives a chance to understand their weakness and strength related to their professional teaching. The results also reflect that the teachers were able to establish the skills of: planning, demonstration, explaining learning outcomes, assessment and management of student’s behaviours. At the end of the session teachers also agreed to common conclusion that the microteaching session must be the part of the routine process of every school, which not helped them to build confidence and improve their skill but it also helped to share the teaching methodology among each other.

Os efeitos da aprendizagem da esgrima sobre o controle executivo da memória

2021 ◽  
Author(s):  
Gabriel MenezesPaes Rodrigues ◽  
Nilo Terra Arêas Neto
Keyword(s):  
Executive Control ◽  
Learning Difficulties ◽  
Field Research ◽  
School Failure ◽  
Before And After ◽  
Brazilian Students ◽  
And Performance ◽  
The Impact ◽  
Dependent Samples ◽  
Learning And Performance

Treated as one of the biggest challenges in the Brazilian educational system, school failure, despite being multi-causal, is closely linked to learning difficulties associated with aspects of cognition, with special attention to the Executive Control of Memory, which in this study will be represented by the variables: Working Memory (MT), Concentrated Attention (AC) and Motor Reaction Time (TRM). Under neuropsychological aspects, the executive control of memory comprises closely linked phenomena and mechanisms and learning, such as: cognitive flexibility, decision making, attention mechanisms, inhibitory control, selection and integration of current information with information already memorized, in addition to planning and monitoring their own learning and performance. This form of cognitive ability is defined by renowned researchers in the “field” as being preponderant to human learning and performance. Dysfunctions in the executive control of memory are commonly a reflection of innate or non-innate psychopathological issues, may be associated with other comorbidities, and are determinants of school failure in a significant number of Brazilian students. Thus, the main objective of this research project is to verify the impact of the practice of the fighting modality Fencing on the executive control of the memory of students from the public school system, participants of this action research, included in psychopedagogical care for issues related to learning difficulties cognitive. The Field Research technique will be used in this study, with the process of testing the variables under study in moments before and after the intervention with fencing classes. The data obtained in the testing process will be treated in a descriptive statistical perspective. For the inference of the data obtained, the Student T Test for dependent samples will be used. To verify the distribution of data, the Shapiro-Wilk test will be used. As a result, research participants are expected to obtain statistically significant results in the studied variables.

Capacitive and Inductive Line Reactance for Network Reconfiguration

2017 ◽  
Vol 8 (3) ◽  
pp. 751
Author(s):  
Aiman Suhailah Saifuddin ◽  
Karmila Kamil ◽  
Halimatun Hashim ◽  
Ruthraganapathy Radhakrishnan
Keyword(s):  
Renewable Energy ◽  
Transmission Line ◽  
Solar Irradiance ◽  
Power Flow ◽  
Stability Index ◽  
Test System ◽  
Network Reconfiguration ◽  
Solar Pv ◽  
Before And After ◽  
Excess Power

<p>Solar PV may cause power congestion to occur in a transmission line when there is high solar irradiance that causing solar PV to generate more power flow than demanded power flow. Transmission line congestion that can be made worst by adding extra power generating farm such as centralized PV farm of renewable energy which helps to deliver customers with the demand or load required. The power generated coming from solar PV is depending on the weather and can definitely worsen the flow in transmission line due to the power captured. In this case, the high solar irradiance can affect the power generated from solar PV and will cause power congestion when power generated is higher than the load demanded. In this paper, the proposed method used to overcome the power congestion in a transmission line is by rerouting the excess power from the overloaded line to underloaded line by changing the line reactance of the line. An IEEE 30 bus test system is developed in PSS/E software as the test system. The output monitored is the line stability index of the affected line before and after rerouting process.</p>

scholarly journals Antiimmunosuppressive action of 3d-metal gluconates in experimental immunodeficiency

2018 ◽  
Vol 99 (2) ◽  
pp. 255-259 ◽  
Author(s):  
O A Knyazeva ◽  
S I Urazaeva ◽  
I G Konkina ◽  
L M Saptarova ◽  
L M Gazdalieva ◽  
...  
Keyword(s):  
Immunoglobulin G ◽  
Functional Activity ◽  
Test System ◽  
Classical Pathway ◽  
Zinc Gluconate ◽  
Sheep Erythrocytes ◽  
Immunodeficient Mice ◽  
Before And After

Aim. Evaluation of the effect of 3d-metal gluconates on complement-fixing function of immunoglobulin G and functional activity of complement. Methods. The study was conducted in vivo on 2.5-3 month-old white laboratory mice weighing 25-28 g with secondary immunodeficiency, which was induced by a single intraperitoneal injection of cyclophosphamide, as well as in vitro in a test system using sensitized sheep erythrocytes. Immunological studies were performed in intact animals, and before and after the administration of Mn, Co, Cu, and Zn gluconates to mice with induced immunodeficiency. The content of immunoglobulin G and its complexes with subcomponent of the complement first component C1q was determined in serum by ELISA using specific monoclonal antibodies. Results. Two-week oral administration of 3d-metal gluconates (Mn, Co, Cu, Zn) in a dose of 1/10 LD50 to immunodeficient mice was shown to cause a significant increase in the level of immunoglobulin G and its complexes with C1q. The greatest increase in concentration was observed with the introduction of zinc gluconate. Also by means of sensitized sheep erythrocytes in vitro, cobalt and, to a lesser extent, manganese gluconates were shown to increase the functional activity of C1q. Conclusion. 3d-metal gluconates (Mn, Co, Cu, Zn) demonstrate immunocorrecting properties: increase the content of immunoglobulin G and its complexes with C1q, significantly decreasing as a result of cyclophosphamide effect; cobalt and manganese gluconates have a stimulating effect on the functional activity of complement by its classical pathway, which indicates different mechanisms of immunocorrection action of studied metal gluconates and requires further studies.

scholarly journals Peer Coaching as an Innovative Approach to Accelerate Development for Helwan Intern Nurse

2018 ◽  
Vol 3 (2) ◽  
Keyword(s):  
Peer Coaching ◽  
Innovative Approach ◽  
Clinical Area ◽  
Accelerate Development ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Skills Learning ◽  
Peer Coach ◽  
Hospital Study

Background: Peer coaching is a partnership between coach and coachee in a nonjudgmental environment. It is a confidential process through coach and coachee share their expertise and provide one another with feedback, support and assistance for the purpose of enhancing learning by refining present skills, learning new skills, and/or solving classroom/clinical area-related problems. Aim: to explore peer coaching as an innovative approach to accelerate development for Helwan intern nurse. Method: It was a quasi- experimental study. The study was conducted at El Salam hospital, El Nile Badrawy hospital and Wady El Nile hospital. Study subjects composed of all intern nurses (N= 230) in faculty of nursing –Helwan University, for the internship years which started in the first of September 2015 to the end of August 2016 and in September 2016 to the end of August 2017. Three tools were used for data collection, questionnaire format and intern nurse evaluation sheet. Results: There was a high significant (p<0.001) difference between them before and after awareness sessions regarding their knowledge about coach and peer coach. Most of them applied what they learned in coaching awareness sessions. Conclusion: There was high significant difference between coached and not coached intern nurses four months post peer coaching regarding their evaluation score in two areas.

scholarly journals About the influence of pen calligraphy on the cognitive sphere of primary school children

2020 ◽  
Vol - (2) ◽  
pp. 20-31
Author(s):  
I.F. Roshchina ◽  
◽  
Y.A Galeeva
Keyword(s):  
Visual Memory ◽  
Learning Difficulties ◽  
Primary School Children ◽  
Aesthetic Development ◽  
Voluntary Regulation ◽  
Before And After ◽  
Neuropsychological Diagnostics ◽  
The Aesthetic ◽  
Additional Education ◽  
And Control

The article shows the influence of pen calligraphy classes according to the method of Ya. A. Galeeva "School of Russian Calligraphy" on the cognitive sphere of younger schoolchildren with learning difficulties. The authors present the results of an experiment conducted by them in 2018-2019 in two schools in Moscow (the average age of children is 8 years and 11 months) and revealed the correctional potential of the manual pen writing technique. The analysis of the data of neuropsychological diagnostics of the cognitive sphere of children before and after calligraphy lessons showed a significant improvement in visual memory, optical-spatial sphere and voluntary regulation, programming and control. The authors conclude that this technique can be used both for the aesthetic development of children and for the simultaneous correction of these cognitive functions. It can be useful for teachers of additional education, psychologists and parents.

scholarly journals Results of a postural education program, with a gamified intervention vs traditional intervention

2021 ◽  
Vol 7 (2) ◽  
pp. 267-284
Author(s):  
José Serrano-Durá ◽  
Adrián Cabrera González ◽  
Josune Rodríguez-Negro ◽  
Cristina Monleón García
Keyword(s):  
Intervention Program ◽  
Educational Interventions ◽  
Intervention Programs ◽  
Teaching Methodology ◽  
Muscular Endurance ◽  
Perception Of Effort ◽  
Feeling Scale ◽  
Before And After ◽  
Physical Tests ◽  
Omni Scale

The teaching methodology adopted by teachers can influence the levels of participation and learning of students. The main goal of this study was to compare the effect of two intervention programs of postural education according to the used methodology. A total of 36 students (19 girls and 17 boys) in the 1st year of high school participated in the study. In the first intervention program a gamified methodology was applied, while in the second one a traditional methodology was used. Both intervention programs were carried out along 6 sessions. Theoretical contents were analyzed through questionnaires (COSACUES and COSACUES-AEF) and muscular endurance through three physical tests (Biering-Sørensen Test, Side Bridge Test and Prone Forearm Plank Test) before and after the intervention. Motivation levels (Feeling Scale) and perception of effort (OMNI Scale) were measured after each session. The results obtained did not show significant differences between methodologies, but differences have been found in terms of gender and type of methodology. Girls were shown to assimilate better contents with the gamified methodology. There was also a greater perception of effort and greater motivation with the gamified intervention. Therefore, the application of gamified educational interventions by teachers can be an interesting strategy to increase the levels of motivation and effort of students.

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