Teaching Point of View in Fiction

1963 ◽  
Vol 52 (9) ◽  
pp. 699 ◽  
Author(s):  
Virginia M. Baker
Keyword(s):  
Point Of View ◽  
Teaching Point

scholarly journals Penggunaan Alih Kode Instruktur dalam Proses Belajar Mengajar Bahasa Inggris di ELC Education Manado

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Mardyane Mandang
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Language Teaching ◽  
Code Switching ◽  
Point Of View ◽  
Teaching English ◽  
English Teaching ◽  
Teaching Point

This study focussing on the use of code switching produced by instructors in English teaching and learning process based on Sosiolinguistics and language teaching point of view. This research uses qualitative method and records the process of teaching English and interviews the instructors and students as a technique of this research to find the importance of code switching. The data were transcripted and analyzed use the concepts of Wardhaugh and Suwito about types of code switching and functions of code switching use the concept of Margana. The research shows that there are 4 types of code switching intern, extern, metaphorical dan situasional code switching. Extern code switching are code switching from English to Indonesian (i.e. do you know what day is tomorrow? Besok hari apa?) and English to Manado Malay (i.e. you know what I mean? Mangarti nda?). Intern code switching is code switching from Manado Malay to Indonesian (i.e. besok hari libur jadi nda ada les. Lesnya nanti minggu depan). Metaphorical code switching is a code switching without any changing topic. Situasional code switching is a code switching with changing topic. Also, there are 7 types of code switching, they are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion. It can be concluded that there are 4 types of code switching produced by instructors in English teaching and learning process. They are extern, intern, metaphorical and situasional code switching. Besides, there are 7 functions of code switching. They are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion.Keywords : Code switching, Instructors utterences, English teaching and learning   process                      

scholarly journals Kajian Teori Breaking Bad Habit Sebagai Solusi Memutus Kebiasaan NegatifSiswa Dalam Pembelajaran

2020 ◽  
Vol 6 (2) ◽  
pp. 191-208
Author(s):  
Teguh Hadi Wibowo
Keyword(s):  
Family Members ◽  
Point Of View ◽  
Good Friend ◽  
Threshold Method ◽  
Breaking Bad ◽  
Surrounding Environment ◽  
Incompatible Response ◽  
Teaching Point ◽  
Response Method

Abstract:This article was an assessment of breaking badhabits theory offered by E.R. Guthrie by providing reinforcement from an Islamic teaching point of view so that it could be used as a solution to break bad habits of students in a lesson. There are three methods offered by E.R. Guthrie in breaking bad habits: First, the threshold method. This method is in accordance with the four stages of break the habit of drinking khamrfound in Qur'an. Second, the fatigue method. This method is in accordance with the command to be patient in telling family members to pray as stated in Thāhā verse 132. Third, the incompatible response method. This method is in accordance with Islamic views, one of which is found in surah al-Burûj verses 10-11. In addition to the above three methods, in the view of Islam, there areelementsin a lesson that are no less important, namely the environmental elements, that good or bad the character of an individual canbe formed by the surrounding environment, as implied in the hadith of the Prophet Mohamed about the parable of a good friend such as musk oil traders and bad friends such as the blacksmith's fire blower.

scholarly journals PAOLO MANTEGAZZA E LA FACOLTÀ DI MEDICINA: UNA PRESIDENZA DI CAMBIAMENTO

2018 ◽  
Author(s):  
Guido Coggi
Keyword(s):  
Social Change ◽  
Clinical Practice ◽  
Point Of View ◽  
University Hospital ◽  
Educational Approach ◽  
Academic Policy ◽  
Teacher Students ◽  
Teaching Point ◽  
Personal Context ◽  
Social Turmoil

The years during which Paolo Mantegazza served as Dean of the Medical Faculty, the Country was involved in a considerably large social turmoil, under the pressure of the so called student revolution, which was spreading through Europe. Such a movement, albeit very often out of control (with dangerous deviations), still was, in its basic and best aspects, the expression of an urgent need for innovation and social change. Mantegazza, who was a very qualified scientist in Pharmacology, perceived by intuition the need for a controlled change in the style and action of his office, and used a “gentle leadership” to carry on consistent innovations in the traditional “academic” policy of the Faculty. His major achievement was twofold: first, he was able to expand the Faculty into city hospitals other than the traditional Main Central University Hospital, thus allowing students to perform clinical practice in a new environment, more patient oriented than the classical one; second, this expansion offered teachers and researchers the opportunity to practice a less formal teaching, paying more attention, both from a clinical, scientific and teaching point of view, to the complexity of the patient and his/her social and personal context, with relevant consequences on the educational approach and to teacher-students relationships.

Industrial fieldbus technology from a teaching point of view

2006 ◽  
Vol 25 (4) ◽  
pp. 227
Author(s):  
Joao C.P. Palma ◽  
Maria da Graca V.B. Almeida
Keyword(s):  
Point Of View ◽  
Teaching Point

scholarly journals Writing in the Twenty-First Century

2020 ◽  
Vol 14 (2) ◽  
pp. 1265-1267
Author(s):  
Cristina Guarneri
Keyword(s):  
Large Scale ◽  
Point Of View ◽  
Traditional Classroom ◽  
First Century ◽  
Educational Goals ◽  
Language Awareness ◽  
Writing Students ◽  
Teaching Point ◽  
Twenty First Century

Writing is one of the most important courses to take within higher education in the twenty-first century, especially when aligning education that will meet individual career goals. According to the Nation's Report Card on Writing, in 2011 alone, only about a quarter of young people can write proficiently. There is a need to institute change to developing and increasing the amount and quality of writing students are expected to produce. There is a need for greater collaboration for student learning by using innovative pedagogies that maintain the complexity and importance of pioneering work while showing that it is, in some cases, negotiable with traditional classroom practices. There are three specific examples: teaching point of view with multicultural studies, incorporating language awareness/critical theory into the composting process, and considering prescriptive suggestions in the workshop. Discussions of large-scale structural change should and will continue, but this article—which reviews how some theorists situate and enact innovation, include narratives of student resistance, and discuss practices that reframe more traditional activities—invites instructors to reflect on recent scholarship and consider larger educational goals for their classrooms.

scholarly journals Introducing Virtual Reality Technologies to Design Education

Seminar.net ◽  
2018 ◽  
Vol 14 (1) ◽  
pp. 1-12
Author(s):  
Jonna Häkkilä ◽  
Ashley Colley ◽  
Jani Väyrynen ◽  
Antti-Jussi Yliharju
Keyword(s):  
Virtual Reality ◽  
Design Education ◽  
Industrial Design ◽  
3D Models ◽  
Design Tool ◽  
Point Of View ◽  
Head Mounted Display ◽  
Teaching Point ◽  
User Groups ◽  
Set Up

In this paper, we address the introduction of Virtual Reality (VR) tools to the education of industrial design (ID) university students. We present three cases of how we have introduced VR technology in different courses of the industrial design curriculum at the University of Lapland, Finland. As the first example (Case I), we introduced a VR simulation as an empathetic design tool to simulate visual disabilities. The second example (Case II) is reported from a course where students created concepts for a head mounted display (HMD) AR application in smart buildings, and tried out interaction with a HMD VR application. In the third example (Case III), VR was used as a display environment to exhibit students’ 3D industrial design concept models. We report our experiences and lessons learnt, as well as recorded student feedback from the trials. As salient findings, we report the general positive feedback, successful integration with the taught themes especially when connected to physical 3D models, as well as suggested improvements. Hindering the adoption of the technology from the teaching point of view, we report on the lack of infrastructure for multi-user groups in classrooms, the additional effort required to set up the technical system, and limited features supporting multimodality.

Sign in / Sign up

Export Citation Format

Share Document