The Role of Pitch Level and Pitch Range in the Singing of Preschool, First Grade, and Second Grade Children

1933 ◽  
Vol 4 (4) ◽  
pp. 281 ◽  
Author(s):  
Melvin S. Hattwick
Keyword(s):  
First Grade ◽  
Second Grade ◽  
Pitch Range ◽  
Pitch Level

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

INFLUENCE OF TECHNOLOGICAL METHODS ON THE QUALITY OF WHEAT FLOUR

2019 ◽  
Author(s):  
М.А. ХАШАГУЛЬГОВА ◽  
У.А. ХАШАГУЛЬГОВ ◽  
О.О. ГЕТОКОВ
Keyword(s):  
Wheat Flour ◽  
Mass Fraction ◽  
Dry Matter ◽  
Total Yield ◽  
First Grade ◽  
Second Grade ◽  
Group I ◽  
Flour Yield ◽  
Technological Methods

Изучено влияние технологических приемов на качество муки. Определяли качество зерна озимой мягкой пшеницы Краснодарская 57 по ГОСТ 93532016. При определенной технологической схеме 78м двухсортном выходе муки было получено 70 муки 1го сорта и 8 муки 2го сорта. Качество муки соответствует ГОСТ Р 521892003. Мука 1го и 2го сортов обладает пресным вкусом, запахом, свойственным пшеничной муке массовая доля влаги 14,7 (1й сорт) и 13,5 (2й сорт). Наличие минеральной примеси, зараженность вредителями не установлены. Содержание металломагнитной примеси 0,041 мг (1й сорт) и 0,048 мг (2й сорт), что соответствует стандарту. Массовая доля золы в пересчете на сухое вещество составила не более 0,69 для муки 1го сорта и 0,70 для муки 2го сорта, белизна у. е. прибора РЗБПЛ 52,4 (1й сорт) и 30,0 (2й сорт). Качество сырой клейковины для муки 1го и 2го сортов составляет 70,0 и 78,0 у. е. прибора ИДК1 (I группа) соответственно. Определены также крупность помола остаток на сите 2,0 1,9 и 2,2, число падения 200 и 182 с, массовая доля сырой клейковины 30,3 и 26,6, содержание протеина 13,2 и 12,5 для муки 1го и 2го сорта соответственно. Цвет белый для муки 1го сорта и белый с желтоватым оттенком для муки 2го сорта. По органолептическим и физикохимическим показателям пшеничные отруби соответствовали ГОСТ 716966. В результате гидротермической обработки зерна с применением холодного кондиционирования и отволаживанием в течение 4 ч выход сырой клейковины вследствие повышения водопоглотительной способности белков увеличился с 25 до 26,6. Одновременно наблюдалось ослабление клейковины, возрастание ее растяжимости. При отволаживании зерна в течение 6 и 8 ч происходило некоторое увеличение выхода сырой клейковины, : 27,9 и 30,3 соответственно. Качество клейковины составило 70 у. е. прибора ИДК1, что соответствует I группе качества. Выход муки при 4часовом отволаживании составил 64, при 6часовом увеличился до 66. Высокий показатель общего выхода муки 78 был установлен при 8часовом отволаживании. Холодное кондиционирование способствовало улучшению мукомольных и хлебопекарных свойств зерна, увеличению выхода сортовой муки при меньших затратах электроэнергии. The influence of technological methods on the quality of flour has been studied. The quality of winter wheat Krasnodarskaya 57 was determined according to GOST 93532016. At a certain technological scheme with a seventyeight percent twograde flour yield was obtained 70 flour 1st grade and 8 flour 2nd grade. The quality of flour corresponds to GOST R 521892003. Flour of the first and second grades has a fresh taste, the smell characteristic of wheat flour, the mass fraction of moisture 14,7 (1st grade) and 13,5 (2nd grade). The presence of mineral impurities, pest contamination has not been established. The content of metallomagnetic impurities was found to be 0,041 mg (1st grade) and 0,048 mg (2nd grade), which corresponds to the standard. Mass fraction of ash in terms of dry matter was no more than 0,69 for first grade flour and 0,70 for flour of the second grade, whiteness conditional units of the device RZBPL 52,4 (1st grade) and 30,0 (2nd grade). The quality of wet gluten for flour of 1st and 2nd grades is 70,0 and 78,0 units of the device IDK1 (I group) respectively. Were also defined the particle size of grinding the residue on the sieve 2,0 1,9 and 2,2, the falling number 200 and 182 seconds, the mass fraction of wet gluten 30,3 and 26,6, protein content 13,2 and 12,5 for flour 1st and 2nd grade, respectively. The color is white for the flour 1st grade and the white with a yellowish tinge for the flour of the 2nd grade. By organoleptic and physicochemical indicators, wheat bran complied with GOST 716966. As a result of hydrothermal grain treatment with the use of cold conditioning and softening for 4 hours, the yield of raw gluten due to an increase in the waterabsorbing ability of proteins increased from 25 to 26,6. At the same time, a weakening of the gluten was observed, an increase in its extensibility. When softening grain for 6 and 8 hours there is some increase in the yield of wet gluten, : of 27,9 and 30,3 respectively. The quality of gluten was 70 units of the device IDK1, which corresponds to the quality group I. The yield of flour with fourhour softening was 64, with sixhour increased to 66. High total yield of flour of 78 was set when the eighthour softening. Cold conditioning contributed to the improvement of the milling and baking properties of grain, increasing the yield of highgrade flour with less power consumption.

Word Awareness, Reading and Development

1977 ◽  
Vol 44 (1) ◽  
pp. 203-206
Author(s):  
Marjorie H. Holden
Keyword(s):  
Early Childhood ◽  
First Grade ◽  
Conscious Awareness ◽  
Older Children ◽  
Cognitive Changes ◽  
Developmental Factors ◽  
Language Structure ◽  
Early School ◽  
Discrete Responses

Research on young children's word awareness, the ability to identify the lexical constituents of a meaningful utterance, has received different interpretations: Either word awareness is related to linguistic and cognitive changes associated with the early school years or is a concept that children can learn when appropriate techniques are employed. This study was devised to clarify the nature of variables influencing word awareness during early childhood by analyzing responses of 26 kindergarten and 24 first-grade children to the Homophones Test of Word Awareness. Responses were assigned to seven categories representing a continuum characterized as ranging from discrete to global. Older children made fewer errors, and they gave a higher proportion of discrete responses. Younger children gave more global responses. Memory was evidently not the source of the younger children's inability to perform as well as the older ones. Rather, the difficulty appeared to stem from the younger children's inability to divorce sound from meaning in spoken messages. The role of developmental factors in children's conscious awareness of language structure and lexical units is supported by these findings.

scholarly journals THE COMPARISON OF STUDENT’S ABILITY BETWEEN GRADUATE OF SENIOR HIGH SCHOOL (SMU) AND ISLAMIC SENIOR HIGH SCHOOL (MA) IN USING PREPOSITION INTO SENTENCE AT FIRST GRADE AND SECOND GRADE OF KELUARGA BUNDA JAMBI MIDWIFERY ACADEMY

2019 ◽  
Vol 1 (2) ◽  
pp. 54-63
Author(s):  
Rahmah Rahmah
Keyword(s):  
High School ◽  
First Grade ◽  
Analysis Data ◽  
Senior High School ◽  
Second Grade ◽  
Parts Of Speech ◽  
English Grammar ◽  
T Score ◽  
Students First ◽  
Research Show

Traditional English grammar classifies the words into eight parts of speech, such has noun, verb , adverb, adjective, conjunction, pronoun, preposition, and interjection (Yule:2004). When someone tries to describe about preposition of place and time, they must give information clearly about anyone their mean to say. in this research, researcher interests to appoint this problem by comparison of student’s ability between graduate of Senior High School (SMU) and Islamic Senior High School (MA) in using preposition into sentence. The method had used in this research was descriptive quantitative. The population in this research are all of students of first grade and second grade of Keluarga Bunda Jambi Midwifery Academy. The sample in this research was 45 students first grade and second grade of Keluarga Bunda Jambi Midwifery Academy consists of 18 students from SMU and 27 students from MA. The result of this research show that score of the students graduate from SMU is 88 highest and 56 lowest, score of the students graduate from MA is 84 highest and 52 lowest. Based on interpretation result with having calculated to table “t” score with df N1+N2-2=43, because there is no df 43, so take df 45. Then this value consult with table of “t” in the significant rating 5% and 1%. The result of analysis data is 0,11 if calculated to the score of critical (t table) so, 2,02>0,11<2,69, it is mean that Ha is refused and Ho is received and it is mean that there is no significant differences between the ability of the students from graduated fo SMUand MA in using preposition into sentences.

The Role of the Knowledgeable Other in Student-Scientist-Teacher Partnerships

2021 ◽  
pp. 23-42
Author(s):  
Sarah L. McClusky ◽  
Donna Farland-Smith
Keyword(s):  
Zone Of Proximal Development ◽  
Second Grade ◽  
Proximal Development ◽  
Cultural Perspective ◽  
Second Grade Students ◽  
Effective Exchange ◽  
Different Levels

This chapter focuses on the language and interactions of a visiting scientist and a group of second-grade students (N=18). Guiding this study was the understanding that a student-scientist-teacher partnership supports a social cultural perspective that provides a zone of proximal development in a multifaceted and effective exchange of knowledge for all members of the partnership. The study examined how these interactions can be understood in terms of the zone of proximal development at different levels. It was determined that all three members of the triad can be the more knowledgeable other and move the knowledge between them.

Becoming an Adult Member in a Community of Learners

2001 ◽  
Author(s):  
Eugene Matusov
Keyword(s):  
Classroom Interaction ◽  
Teaching Experience ◽  
First Grade ◽  
Second Grade ◽  
Paper Strip ◽  
Strip Line ◽  
Classroom Structure ◽  
School Year ◽  
Design Activities ◽  
Addition And Subtraction

I thought it would be relatively easy for me, with my six-year background of high school teaching and tutoring of math and physics, to co-op in the OC classroom with my first-grade son. I was both right and wrong. Indeed, my teaching experience and professional knowledge as a graduate student in child psychology helped me design activities suitable for first- and second-grade children. However, in terms of philosophy of teaching and organization of learning activities, my experience with traditional schooling was more harmful than helpful. My previous experience prepared me for delivering a lesson to a whole class or an individual. I was used to controlling children’s talk, which was supposed to be addressed only to me, and my students had learned early on in their schooling that they could talk legitimately only to the teacher and only when it was allowed by the teacher. The teacher was supposed to be the director, conductor, and main participant in classroom interaction. In the OC, I was shocked to discover that this traditional format of instruction was actively discouraged by teachers, co-opers, and children. This kind of teaching was not supported by the children in their interactions or by the classroom structure, with its small-group organization, children’s choice of groups, and nonsimultaneous rotation of the children from group to group. However, I did not know how to teach any other way. At the beginning of the school year I planned an activity that I called Magic Computer. It was designed to teach the reversibility of addition and subtraction as well as reading and computational skills, and it had worked beautifully with first- and second-graders in the past. The activity involved moving a paper strip that carried “computer commands” (“Think of a number. Add five to it. Take two away from it,” and so on) through an envelope with a window, to see one command at a time. The commands were designed so that addition and subtraction compensated for each other; therefore, the last message was “You have got your initial number!” The children’s job was to discover addition and subtraction combinations that cancel each other out and write them down on the paper strip, line by line.

Building democratic citizenship competencies in K-5 economics through analysis of popular culture

2019 ◽  
Vol 14 (1) ◽  
pp. 135-149
Author(s):  
Erin M. Casey ◽  
Jay H. Casey
Keyword(s):  
Popular Culture ◽  
Cognitive Theory ◽  
First Grade ◽  
Democratic Citizenship ◽  
Primary Sources ◽  
Second Grade ◽  
Content Type ◽  
Economic Decisions ◽  
Higher Level Thinking ◽  
Age Range

Purpose Development of economic understandings fosters the growth of democratic citizenship competencies. Elements of popular culture should be recognized for the influence they have on children’s economic decisions. Children should learn of the concept of popular culture to regulate its effect on their habits and understand how it has shaped the lives of people throughout history. The paper aims to discuss these issues. Design/methodology/approach Using a C3 inquiry investigation, this study explored if students from fifth grade to kindergarten could be engaged in higher-level thinking about economic concepts through the analysis of elements of popular culture in historical primary sources and then continue that analysis into popular culture of their own lives. Analyses of students’ discussions during each stage of the study provide descriptive statistics and themes to reveal understandings. Findings Results imply that children can successfully engage in document analysis and creation of accurate present-day popular culture artifacts and that children in second grade and above were subsequently influenced in their economic understandings about spending and saving money from popular culture analyses. Children in first grade and kindergarten were not successfully able to express these deeper connections, which may be explained by cognitive theory offered for this age range. Originality/value This research offers a unique way of combining the analysis of historic and present-day primary sources in order to understand the influences popular culture can have on economic-based behaviors. Novel approaches, which use the C3 framework to engage students in higher-order thinking of social studies disciplines, will help build stronger democratic citizenship competencies in children.

scholarly journals Is There a Role of Using a Rapid Finger Prick Antibody Test in Screening for Celiac Disease in Children?

2019 ◽  
Vol 2019 ◽  
pp. 1-5 ◽  
Author(s):  
Kristina Baraba Dekanić ◽  
Ivona Butorac Ahel ◽  
Lucija Ružman ◽  
Jasmina Dolinšek ◽  
Jernej Dolinšek ◽  
...  
Keyword(s):  
Celiac Disease ◽  
Point Of Care ◽  
Tissue Transglutaminase ◽  
Rapid Test ◽  
Antibody Test ◽  
First Grade ◽  
Iga Deficiency ◽  
Iga Antibodies ◽  
Point Of Care Tests

Introduction. Celiac disease (CD) is an autoimmune disease triggered by gluten in genetically predisposed individuals. Despite the increasing prevalence of CD, many patients remain undiagnosed. Standard serology tests are expensive and invasive, so several point-of-care tests (POC) for CD have been developed. We aimed to determine the prevalence of CD in first-grade pupils in Primorje-Gorski Kotar County, Croatia, using a POC test. Methods. A Biocard celiac test that detects IgA antibodies to tissue transglutaminase in whole blood was used to screen for celiac disease in healthy first-grade children born in 2011 and 2012 who consumed gluten without restrictions. Results. 1478 children were tested, and none of them were tested positive with a rapid test. In 10 children (0,6%), IgA deficiency has been suspected; only 4 of them agreed to be tested further for total IgA, anti-tTG, and anti-DGP antibodies. IgA deficiency was confirmed in 3 patients, and in all 4 children, CD has been excluded. Conclusion. Our results have not confirmed the usefulness of the POC test in screening the general population of first-grade schoolchildren. Further research is needed to establish the true epidemiology of CD in Primorje-Gorski Kotar County and to confirm the value of the rapid test in comparison with standard antibody CD testing.

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