My Most Difficult Subject to Teach

1963 ◽  
Vol 30 (4) ◽  
pp. 610
Author(s):  
Calvin H. Brainard ◽  
Nestor R. Roos ◽  
Harry J. Solberg
Keyword(s):  
Author(s):  
Dedi Rohendi

Recently, game-based multimedia development has been increasing rapidly. Game-based multimedia is not only used for entertaining but also for teaching and learning process. Meanwhile, for the majority of elementary school students, numeracy learning is still considered as a difficult subject to be learned and has not attracted students’ interest because it still uses vertical methods. The objective of this research is to examine the implementation of game-based multimedia in learning horizontal numeracy. In this game-based multimedia, horizontal numeracy material is presented in the form of a game. Horizontal numeracy material begins with addition, subtraction, multiplication, and division. Game-based multimedia is implemented to 20 students in grade 3 elementary schools in Bandung, Indonesia. Subsequently, the way students learn the materials and their learning outcomes are explored after using this multimedia. The results show that the students can learn horizontal numeracy excitingly; moreover, they can easily understand the concept of horizontal numeracy quickly. It is indicated by by the increasing of average post-test value.


1998 ◽  
Vol XLVIII (4) ◽  
pp. 291-307
Author(s):  
W. KERRIGAN
Keyword(s):  

1998 ◽  
Vol 26 (2) ◽  
pp. 181-189
Author(s):  
Donald P. Brandt

We usually see the poor through lenses of physical poverty. Unfortunately, we have few measures to gauge the “lost” or spiritually poor. Spiritual indices developed by World Vision are described and then examined using four statistical tests. Results show that the indices are generally reliable. The measures, however, should be used in tandem as spiritual poverty is a very difficult subject to evaluate objectively.


PEDIATRICS ◽  
1956 ◽  
Vol 17 (4) ◽  
pp. 481-481

"I think so-called colic is an extremely difficult subject to discuss due to the fact that there isn't any definite clinical entity that one could describe, such as cystic fibrosis of the pancreas. One could gamble that if he were to ask the members of this seminar what his ideas were of colic, he would get as many varying answers as there are physicians in the group. . . . It should be pointed out that one should be reasonably certain that there is not something physically wrong with the infant with "colic," such as an ear infection, inguinal hernia, or milk allergy. Many mothers and physicians believe this disturbance is due to excessive gas in the intestinal tract of the infant. On roentgen examinations, the stomach of the newborn baby is filled with air 10 minutes after birth, the entire small bowel 90 minutes later, and air reaches the rectum after 6 hours. How can one keep air out of the intestinal tract? It can't be done. . . . It seems to me that crying in the first 3 months of life is just as much a part of the expected behavior of that period as it is for a 2-year-old youngster to dive from one object to another, or for a 3-year-old to have fears of various things. It would seem to be an extremely wise provision on the part of nature to provide the youngster with this ability to cry. "The stimulus that will call forth a cry in a baby can be minimal. He cries at the drop of a hat and what the stimulus might be is, at times, impossible to ascertain. It might be hunger, thirst, or more often other things. It is a reflex or response which disappears with maturation of the infant. As he gets older and has other means of protection and expression, the symptom-complex is rarely noted. That is the reason for the term 3-month colic. "Parents often state that their `second baby was so much better than the first.' We realize that it is ordinarily not a difference in the babies, but rather is a change in the parents. The mother and father have become more comfortable and relaxed in the management of infants. . . . I cannot believe that the answer is phenobarbital or the many antispasmodics or other means of therapy used. It may be necessary to use a hypoallergenic milk substitute occasionally. The main reason for so many problems in first babies is that the parents do not know what to expect of the newborn. . . . I don't know what colic is; but I am sure it is not what the term implies, that is, simple abdominal pain. All of us know that most babies have a fussy period once a day and it usually comes late in the afternoon when they cry for 2 or 3 hours. After that they quit and sleep for the rest of the night. It is inconceivable to me that a baby can be sick with indigestion and discomfort for a few hours of each day or night and be free of this difficulty the remainder of the day. "It is my impression that we as pediatricians must attempt to give parents some idea of what to expect concerning behavior of the neonate before they leave the hospital. As far as I am concerned, crying is one of the expected modes of behavior. It is true that some babies cry more than others. I think if we could help parents to have the same knowledge and attitudes toward this behavior of the neonate as we or our nurses do, we could help make this period a more pleasant one for the parents."


DIALOGO ◽  
2021 ◽  
Vol 7 (2) ◽  
pp. 280-289
Author(s):  
Ionuț Vlădescu

"Time has always been one of the top priorities and permanent concerns of humanity. It is a controversial and difficult subject to the frame by the philosophers of Antiquity and by the scientists of our day. The problem of defining time has raised questions about the essence, origin, content, meaning and value of time. Studies of Time represent a complex and ever-actual subject. Over time, different attempts to define time have been made, all referring only to a certain kind of time and not to time itself. In this regard, Solomon Marcus said the following: “As easily as we intuit it, as difficult as we conceptualize it, no one has been able to define it”[1], showing the difficulty of trying to define this strange impenetrable category. Thus, people know how to quantify the time elapsed between two events, but they do not know how to define it or explain time as a “moment.”[2] To live time is natural and easy, but when it is meant to be questioned and discussed, it turns into a misleading, imprecise, even more complex matter. “Even the modern attempts of time measurement, which today seems to us to be a common fact, has a history of the most complicated and contradictory thinking “[3]. The questions: what is time? and does Eternity exist? remain the main work paradigm of thought for Contemporary Society."


PMLA ◽  
2015 ◽  
Vol 130 (5) ◽  
pp. 1476-1480
Author(s):  
Logan J. Connors

Literary representations of emotions fascinate us as readers; they connect to us logically and naturally because we experience in our daily lives many of the emotional events depicted in novels, plays, and poems. Students are intrigued by the similarities and differences between their everyday feelings and the emotions represented in literature. Emotions are thus interesting processes to study, and in classroom discussions and activities most students have something to say about them. For this reason, I use emotion (broadly defined) as an important subject of inquiry in my literature and culture classes. In what follows, I share a structured journaling assignment based on emotion that helps students read with more detail, improves their foreign language skills, and boosts their engagement with difficult subject matter.


2010 ◽  
Vol 5 (1) ◽  
pp. 105-110
Author(s):  
Marisa Marisa

Mathematics is a boring and difficult subject for many learners. The situation challenges mathematics tutors to look for the solution and to change the learners' perception about mathematics — from a frightening subject to an interesting one. Learning mathematics through games is one of the solutions. Games is a creative method that can help to create a more enjoyable atmosphere for the learners to study mathematics. Games also helps the learners memorize better than that of the other methods because the learners are not only passive listeners but they are more involved in the learning.


2021 ◽  
Vol 5 (4) ◽  
pp. 531
Author(s):  
Astalini Astalini ◽  
Darmaji Darmaji ◽  
Dwi Agus Kurniawan ◽  
Diki Chen

Mathematical physics is often considered a very difficult subject to study, one of the reasons that makes this happen is the lack of learning media that supports students. In addition, most of the existing media are in foreign languages, so in this case we need an Indonesian language learning media, namely the mathematical physics e-module on dual integral material. This study aims to see the level of students' perceptions of the mathematics physics e-module on the dual integral material that has been made. The approach of this study uses a mixed method with an explanatory model. The sampling technique in this research was purposive sampling with 68 research subjects active physics education students who contracted Mathematics Physics courses. The instrument used in this study was a student perception questionnaire with 15 questions and an interview sheet with 10 questions.. The data analysis used in this research is descriptive statistics. The results of physics education students' perceptions of the mathematics physics e-module of multiple internal material were categorized as good with a percentage of 66.17% and in the very good category with a percentage of 33.83%. From the results it can be seen that the mathematical physics e-module on dual integral material can support the learning process and increase student motivation.


Author(s):  
Rafia Naz Memon ◽  
Rodina Ahmad ◽  
Siti Salwah Salim

Requirements Engineering (RE) is the most crucial process within software development projects. In order to prepare skilled requirements engineers, Requirements Engineering Education (REE) needs to be provided to students at the university level before they become software engineers and part of the workforce. However, RE is considered the most difficult subject within the software engineering curriculum for students to learn and for lecturers to teach due to its uncertain nature. This chapter examines the current and potential areas for research within REE. It first presents the current status of REE provided in universities and the REE problems reported in the literature that lead us to the potential research problems in REE. The REE teaching approaches proposed by researchers are then elaborated. The proposed approaches are mapped back to address the REE problems. The chapter closes with recommended directions for future REE research.


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