scholarly journals ЕВАЛУАЦИЈА НИКОЛА ТЕСЛА ЦЕНТАР СИСТЕМА У I И V РАЗРЕДУ ОСНОВНЕ ШКОЛЕ

TEME ◽  
2018 ◽  
pp. 1037
Author(s):  
Александар Мратинковић ◽  
Марија Зотовић ◽  
Марина Орос ◽  
Јована Трбојевић
Keyword(s):  
Traditional Method ◽  
Divergent Thinking ◽  
Self Regulation ◽  
First Grade ◽  
Small Sample ◽  
Learning System ◽  
The Other ◽  
Nikola Tesla ◽  
Two Samples ◽  
Grade One

The main aim of the conducted research was to evaluate the Nikola Tesla Center (hereandafter NTC) learning system in school settings and to assess its potential advantages over the traditional method of teaching. There were two samples in this research. The first sample consisted of 46 pupils from two classes of the fifth grade, from which one was using the NTC learning system, and the other one traditional forms of teaching. Pupils were tested with the Bond’s logical operation test and academic self-regulation questionnaire. Differences between the two classes were tested using the t-test for independent samples. The results showed that fifth graders who were using the NTC learning system achieved a significantly higher score in the level of formal thinking development. The second sample consisted of 31 pupils from two classes of the first grade - one class was using the NTC system and the other one traditional method of teaching. First graders were tested with the REVISK subscales (vocabulary, understanding and information), short version of academic self-regulation questionnaire, Bender-Gestalt test and divergent thinking test. In this case, using the Mann-Whitney U test (due to the small sample), no significant differences between these two groups were found on intelligence, motivation, visual-motor functioning and divergent thinking. Based on these results the effectiveness of the program in developing formal-operational thinking at age of 11/12 years can be assumed.

scholarly journals Effectiveness of SWOM Model of Education and Roberts Cluster Model of Education in the development of divergent thinking and skills beyond knowledge

2018 ◽  
Vol 216 (2) ◽  
pp. 281-302
Author(s):  
Dr. Nagham Hadi Abdul Amir
Keyword(s):  
Cluster Model ◽  
Divergent Thinking ◽  
First Grade ◽  
Thinking Skills ◽  
Educational Model ◽  
Two Samples ◽  
Search Tool ◽  
Study Population ◽  
Experimental Group

     The current research is aimed to know the effectiveness of education is typical Som SWOM Model of Educational and educational cluster Roberts Roberts Cluster Model of Education in the development of divergent thinking skills beyond knowledge.The study population was selected from first-grade students in secondary Euphrates of the General Directorate for Educational Baghdad Karkh / 1, the first experimental group taught according to (model educational Som) and The second experimental group taught according to (Roberts cluster model of education).Verified equal groups by group of variables and the two samples appeared equal in these variables.The search tool has the researcher adopted a measure of divergent thinking (Ola Rafi Hamid 2011)  and also has adopted a measure (Abu Riash, 2007) to measure skills beyond knowledge, the results showed the Superiority of the first experimental group taught in accordance with the (educational model Som) in both posttest in the development of divergent thinking and in the posttest in variable skills beyond the knowledge upon the second experimental group (Roberts cluster model of education) and according to the results it has beevn reached to conclusions.

scholarly journals Impact of Classroom-Based Fluency Instruction on Grade One Students in an Urban Elementary School

2020 ◽  
Vol 10 (9) ◽  
pp. 227
Author(s):  
Timothy V. Rasinski ◽  
Randy Yates ◽  
Kelly Foerg ◽  
Kelly Greene ◽  
David Paige ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Fluency ◽  
Small Sample Size ◽  
First Grade ◽  
Reading Performance ◽  
Small Sample ◽  
Word Decoding ◽  
Comparable Group ◽  
Fluency Instruction ◽  
Grade One

The present exploratory study examined the effect of the implementation of a reading fluency instruction protocol on the reading performance of early first grade students in an urban school. Previous research has tended to examine the effects of fluency instruction after students have achieved some degree of competency in word recognition, usually toward the end of first grade and beyond. The fluency instruction provided in this study included repeated and assisted reading and was delivered daily over a ten-week period in the first semester of the school year by classroom teachers. The reading performance of students in the fluency instruction group (n = 51) was compared with a comparable group of first grade students (n = 27) who did not receive the fluency instruction, though the total number of minutes devoted to daily reading instruction and home reading was equal between groups. Descriptive analyses of pre- and post-testing data suggest that the first grade students receiving the fluency instruction made substantive, but not statistically significant, gains in reading achievement over the comparison group of students not receiving fluency instruction. The results suggest that dedicated and systematic fluency instruction may be appropriate for students before high levels of word decoding are achieved and that fluency instruction may be an effective instructional protocol as early as the beginning of first grade. Given the acknowledged limitations, including small sample size, further research into fluency instruction in early first grade is recommended.

scholarly journals Hardening Properties of Cheeses by Latilactobacillus curvatus PD1 Isolated from Hardened Cheese-Ddukbokki Rice Cake

2021 ◽  
Vol 9 (5) ◽  
pp. 1044
Author(s):  
Jeong A Kim ◽  
Geun Su Kim ◽  
Se Mi Choi ◽  
Myeong Seon Kim ◽  
Do Young Kwon ◽  
...  
Keyword(s):  
Lactic Acid ◽  
Lactic Acid Bacteria ◽  
Acid Production ◽  
Lactobacillus Casei ◽  
Leuconostoc Mesenteroides ◽  
The Other ◽  
Rice Cake ◽  
Two Samples ◽  
High Protease Activity

Hardening of cheese is one of major issues that degrade the quality of Home Meal Replacement (HMR) foods containing cheese such as Cheese-ddukbokki rice cake (CD, stir-fried rice cakes with shredded cheese). The quality of cheese, such as pH, proteolytic, and flavor properties, depends on various lactic acid bacteria (LAB) used in cheese fermentation. The hardening of cheese is also caused by LAB. In this study, various LAB strains were isolated from CD samples that showed rapid hardening. The correlation of LAB with the hardening of cheese was investigated. Seven of the CD samples with different manufacturing dates were collected and tested for hardening properties of cheese. Among them, strong-hardening of cheese was confirmed for two samples and weak-hardening was confirmed for one sample. All LAB in two strong-hardening samples and 40% of LAB in one weak-hardening sample were identified as Latilactobacillus curvatus. On the other hand, most LAB in normal cheese samples were identified as Leuconostoc mesenteroides and Lactobacillus casei. We prepared cheese samples in which L. curvatus (LC-CD) and L. mesenteroides (LM-CD) were most dominant, respectively. Each CD made of the prepared cheese was subjected to quality test for 50 days at 10 °C. Hardening of cheese with LC-CD dominant appeared at 30 days. However, hardening of cheese with LM-CD dominant did not appear until 50 days. The pH of the LC-CD was 5.18 ± 0.04 at 30 days, lower than that of LM-CD. The proteolytic activity of LC-CD sample was 2993.67 ± 246.17 units/g, higher than that of LM-CD sample (1421.67 ± 174.5 units/g). These results indicate that high acid production and high protease activity of L. curvatus might have caused hardening of cheese.

Pressure Drop Measurements for Air Flow Through Open-Cell Aluminum Foam

2004 ◽  
Author(s):  
Nihad Dukhan ◽  
Angel Alvarez
Keyword(s):  
Reynolds Number ◽  
Pressure Drop ◽  
Flow Rate ◽  
Aluminum Foam ◽  
Flow Direction ◽  
The Other ◽  
Turbulent Regime ◽  
Thick Sample ◽  
Open Cell ◽  
Two Samples

Wind-tunnel pressure drop measurements for airflow through two samples of forty-pore-per-inch commercially available open-cell aluminum foam were undertaken. Each sample’s cross-sectional area perpendicular to the flow direction measured 10.16 cm by 24.13 cm. The thickness in the flow direction was 10.16 cm for one sample and 5.08 cm for the other. The flow rate ranged from 0.016 to 0.101 m3/s for the thick sample and from 0.025 to 0.134 m3/s for the other. The data were all in the fully turbulent regime. The pressure drop for both samples increased with increasing flow rate and followed a quadratic behavior. The permeability and the inertia coefficient showed some scatter with average values of 4.6 × 10−8 m2 and 2.9 × 10−8 m2, and 0.086 and 0.066 for the thick and the thin samples, respectively. The friction factor decayed with the Reynolds number and was weakly dependent on the Reynolds number for Reynolds number greater than 35.

Sparse Incremental Delta-Bar-Delta for System Identification

2014 ◽  
Vol 665 ◽  
pp. 643-646
Author(s):  
Ying Liu ◽  
Yan Ye ◽  
Chun Guang Li
Keyword(s):  
System Identification ◽  
Cost Function ◽  
Learning Algorithm ◽  
Learning System ◽  
The Other ◽  
Sparse System ◽  
Speed Up ◽  
Sparse System Identification ◽  
The Cost ◽  
Zero Attractor

Metalearning algorithm learns the base learning algorithm, targeted for improving the performance of the learning system. The incremental delta-bar-delta (IDBD) algorithm is such a metalearning algorithm. On the other hand, sparse algorithms are gaining popularity due to their good performance and wide applications. In this paper, we propose a sparse IDBD algorithm by taking the sparsity of the systems into account. Thenorm penalty is contained in the cost function of the standard IDBD, which is equivalent to adding a zero attractor in the iterations, thus can speed up convergence if the system of interest is indeed sparse. Simulations demonstrate that the proposed algorithm is superior to the competing algorithms in sparse system identification.

Effect of Dramatization on Speaking Skills ond Academic Achievement In English Among Primary Students

2021 ◽  
pp. 163-182
Author(s):  
Amit Kauts ◽  
Monika
Keyword(s):  
Academic Achievement ◽  
Analysis Of Variance ◽  
Traditional Method ◽  
The Other ◽  
Primary Students ◽  
Control Group ◽  
Gain Scores ◽  
Achievement Gain ◽  
Experimental Group ◽  
Speaking Skills

The present study intends to examine the effect of dramatization on speaking skills and academic achievement in English among primary students. The sample consisted of 240 fifth class students from four co-educational private schools of district Fazilka. The sample was divided into two groups randomly. One of the two groups was designated as Experimental Group and the other as Control Group. Experimental group was taught through Dramatization and the control group was taught through traditional method. The obtained data was analysed using two way Analysis of Variance. The results revealed that (i) Teaching through dramatization was found effective than traditional method with respect to achievement of students in English and gain scores in speaking skills (ii) Boys outperformed girls in case of achievement gain scores (iii) Girls outperformed boys in case of gain scores of speaking skills.

“I Am a Different Man Now”—Sex Offenders in Circles of Support and Accountability: A Prospective Study

2015 ◽  
Vol 61 (7) ◽  
pp. 751-772 ◽  
Author(s):  
Mechtild Höing ◽  
Bas Vogelvang ◽  
Stefan Bogaerts
Keyword(s):  
Sex Offenders ◽  
Repeated Measures ◽  
Qualitative Data ◽  
Sex Offender ◽  
Self Regulation ◽  
Small Sample ◽  
Self Report ◽  
Computer Assisted ◽  
Unique Contribution ◽  
Problem Solving Skills

In Circles of Support and Accountability (CoSA), a group of trained and supervised volunteers support a sex offender (core member in a circle), with the aim of supporting the core member’s transitions toward full desistance. A prospective, multi-method design was used to explore psychological and social transitions in core members. Data were collected at the start of their circle, after 6 months, and after 12 months. Qualitative data were collected in semi-structured interviews with 17 core members and a total of 29 professionals, and analyzed with Kwalitan, a computer-assisted program for qualitative data analysis. Quantitative data were assessed with self-report questionnaires for sex offenders. Mean differences between t0, t1, and t2 were tested with repeated-measures ANOVAs. Qualitative results indicated improvements in reflective skills, openness, and problem-solving skills, as well as social skills, agency, and self-regulation. Quantitative results documented improvements in emotion regulation and internal locus of control, and positive trends in self-esteem and coping skills. Due to the small sample size, our results must be interpreted with caution. Core members as well as professionals reported a unique contribution of circles to their process, but this claim needs further confirmation.

scholarly journals نظام تعليم اللغة العربية عن بعد عبر الإنترنت في جائحة الوباء كوفيد-١٩ بالمدرسة المتوسطة الإسلامية الحكومة ١ بسوراكرتا

2021 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Yuliana Prativi ◽  
Muhammad Zaenuri
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Qualitative Approach ◽  
Learning System ◽  
The Other ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
Evaluation Stage ◽  
The Subject

Online learning is a learning via internet without meeting face-to-face between teachers and students. This online learning system is relatively new, therefore teachers and students should adapt quickly. This study aims to determine the online Arabic learning system during the COVID-19 pandemic at Madrasah Tsanawiyah Negeri (MTsN) 1 Surakarta. Researcher used a qualitative approach and observation, interview, and documentation as data collection techniques. The results described that e-learning madrasah was used as the main media for online Arabic learning at MTsN 1 Surakarta during the covid-19 pandemic, then assisted by Whatsapp and Youtube channel. The subject matter was presented in video, powerpoint, and pdf. The learning stages were divided into three: preparation, implementation (pre-activities, whilst-activities and post-activities), and evaluation stage. This online learning helps teachers to coordinate with and supervise students easily, on the other hand, it is difficult for them to monitor the students’ understanding and bad internet network make some students could not follow the learning process in time. 

scholarly journals Motivational Situations of Choice

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Charles Elliott ◽  
◽  
Paul Story ◽  
Keyword(s):  
Free Will ◽  
Self Regulation ◽  
The Other ◽  
Time Constraints ◽  
External Regulation ◽  
Extra Credit ◽  
Instructor Feedback ◽  
Academic Settings ◽  
Regulation Strategies

The present research explores situations that demonstrate enhancing effects on motivation based on the amount of choice seen by individuals. Individuals who are intrinsically motivated see more choice in certain academic settings, including those that foster self-regulation and autonomy. Extrinsically motivated individuals are predicted to see more promise in reward and external regulation strategies. We identified six separate situations: a free will situation, a learning of materials situation, an instructor feedback situation, an extra credit situation, and two time-based situations. Four of these situations target a certain type of motivation, either intrinsic or extrinsic. The other two situations were used as a means to analyze pressure and tension due to time constraints. The goal of the present research was to identify correlations in these crafted situations with motivational measures from previous studies which examined choice and autonomy.

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