Academic literature on the topic 'ALPHADEV (Program)'
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Journal articles on the topic "ALPHADEV (Program)"
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Anselmo, Sandra. "An alphabet program." Day Care & Early Education 12, no. 4 (1985): 37–39. http://dx.doi.org/10.1007/bf01619855.
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Cvetanović, Zorica, Ivana Stojkov, and Ljiljana Kelemen-Milojević. "Koncepcija udžbenika za učenje latinice po programu nastave i učenja." Inovacije u nastavi 35, no. 1 (2022): 63–74. http://dx.doi.org/10.5937/inovacije2201063c.
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According to the new Curriculum for the second grade of elementary education (2018), the Latin alphabet is taught, in schools where Serbian is the mother tongue, as the second alphabet, after the acquisition of the Cyrillic alphabet. The new textbooks which follow the new Curriculum (2018) were written and published by numerous authors and publishing houses in 2019. Consequently, 12 textbooks in the Catalogue of textbooks for the second and sixth grades of elementary education are listed as approved textbooks for learning the Latin alphabet. Furthermore, two publishing houses have listed two textbooks for the same subject respectively, only written by different authors, and one publishing house offers a digital edition as well. These textbooks have different titles, concepts, and volume. The goal of this paper is to analyze the content for the Latin alphabet learning in the current Curriculum and in the accredited textbooks. In the paper, we analyze first the Curriculum (2018), i.e., the outcomes, content, and instructions for learning the Latin alphabet, and secondly, the methodological concept of the textbooks for learning the second writing system according to the Curriculum. The methodological analysis is focused on the framework of the curriculum, the concepts, and functionality of textbooks for learning the Latin alphabet. After an in-depth analysis, it was concluded that the current Curriculum (2018) does not contain detailed instructions for learning the Latin alphabet, therefore, the concepts of various textbooks for learning this alphabet differ significantly.
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Cvetanović, Zorica, Ivana Stojkov, and Ljiljana Kelemen-Milojević. "Koncepcija udžbenika za učenje latinice po programu nastave i učenja." Inovacije u nastavi 35, no. 1 (2022): 63–74. http://dx.doi.org/10.5937/inovacije2201063c.
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According to the new Curriculum for the second grade of elementary education (2018), the Latin alphabet is taught, in schools where Serbian is the mother tongue, as the second alphabet, after the acquisition of the Cyrillic alphabet. The new textbooks which follow the new Curriculum (2018) were written and published by numerous authors and publishing houses in 2019. Consequently, 12 textbooks in the Catalogue of textbooks for the second and sixth grades of elementary education are listed as approved textbooks for learning the Latin alphabet. Furthermore, two publishing houses have listed two textbooks for the same subject respectively, only written by different authors, and one publishing house offers a digital edition as well. These textbooks have different titles, concepts, and volume. The goal of this paper is to analyze the content for the Latin alphabet learning in the current Curriculum and in the accredited textbooks. In the paper, we analyze first the Curriculum (2018), i.e., the outcomes, content, and instructions for learning the Latin alphabet, and secondly, the methodological concept of the textbooks for learning the second writing system according to the Curriculum. The methodological analysis is focused on the framework of the curriculum, the concepts, and functionality of textbooks for learning the Latin alphabet. After an in-depth analysis, it was concluded that the current Curriculum (2018) does not contain detailed instructions for learning the Latin alphabet, therefore, the concepts of various textbooks for learning this alphabet differ significantly.
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Helmi, Helmi, and Mega Febriani Sya. "IMPLEMENTASI PENDIDIKAN TERPADU DAN PROGRAM TEPAT GUNA DALAM UPAYA PEMBERDAYAAN MASYARAKAT." QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT 4, no. 1 (2018): 6. http://dx.doi.org/10.30997/qh.v4i1.1185.
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The social dedication is one of the Teacher Training Facultys Program. The students face the real social situation and transform their class kowledge to solve the real social program. The real Social Working was held in Sukakarya Village tha a part of Bogor Regency, West Java. Those programs had been done for forty days by twenty students. Previous study had detected the unqualified PAUD teachers, there was no social committe concerning the children and teenagers development. Many of the social members were not aware of the important of health and good education. The economic problem was also a big deal to solve. The program had been progressed based on those problem appeared in Sukakarya village. Some programs that had been done are the accompanied of PAUD school administration, the renovation of PAUD class, the seminar to improve PAUD teachers capability, Quranic Study included Al Quran room for kids and teenagers, the increasing of the known of the letter of the alphabet, the healthy training program, the development of the creative economic program, the smart corner in order to facilitate the children for literature and finally, this program ended after the celebration of Independence Day.
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Poggenpohl, Sharon, Richard L. Venezky, Eli Blevis, Andrew Cargile, Alon Friedman, and Jay Melican. "The Alphabet Highway." Information Design Journal 8, no. 3 (1996): 267–78. http://dx.doi.org/10.1075/idj.8.3.08pog.
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Strengthening literacy amongst school children is a national educational priority in the US. The 'Alphabet Highway' moves reading and writing onto the Internet and Worldwide Web with its program of mentor-assisted writing and electronic publication. Its focus is the coordination of interesting and intelligible online sites - for children created by children. In this way, reading and writing become part of a dynamic useful communication context. The development process and information structure for this project are discussed.
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Toffano, Zeno, and François Dubois. "Adapting Logic to Physics: The Quantum-Like Eigenlogic Program." Entropy 22, no. 2 (2020): 139. http://dx.doi.org/10.3390/e22020139.
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Considering links between logic and physics is important because of the fast development of quantum information technologies in our everyday life. This paper discusses a new method in logic inspired from quantum theory using operators, named Eigenlogic. It expresses logical propositions using linear algebra. Logical functions are represented by operators and logical truth tables correspond to the eigenvalue structure. It extends the possibilities of classical logic by changing the semantics from the Boolean binary alphabet { 0 , 1 } using projection operators to the binary alphabet { + 1 , − 1 } employing reversible involution operators. Also, many-valued logical operators are synthesized, for whatever alphabet, using operator methods based on Lagrange interpolation and on the Cayley–Hamilton theorem. Considering a superposition of logical input states one gets a fuzzy logic representation where the fuzzy membership function is the quantum probability given by the Born rule. Historical parallels from Boole, Post, Poincaré and Combinatory Logic are presented in relation to probability theory, non-commutative quaternion algebra and Turing machines. An extension to first order logic is proposed inspired by Grover’s algorithm. Eigenlogic is essentially a logic of operators and its truth-table logical semantics is provided by the eigenvalue structure which is shown to be related to the universality of logical quantum gates, a fundamental role being played by non-commutativity and entanglement.
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Braun, Almut. "IPAtranscriptor: A Python program for narrow phonetic transcription for blind and sighted linguists." Journal of the International Phonetic Association 50, no. 2 (2018): 193–98. http://dx.doi.org/10.1017/s0025100318000233.
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IPAtranscriptor is a tool for creating narrow phonetic transcriptions. As it connects to the computer's default text-to-speech engine on demand, the program can be used not only by sighted but also by partially sighted and blind individuals. Sighted users can choose whether they prefer the mouse or the keyboard as their input device. In contrast to other programs, the full set of symbols and diacritics of the International Phonetic Alphabet (IPA) is implemented and users can produce very narrow phonetic transcriptions as they can insert up to three diacritics above and three diacritics below each IPA symbol to modify it. Furthermore, the program can facilitate the collaboration between blind and sighted phoneticians (or students of linguistics in general) since they can easily exchange their phonetic transcriptions. A conversion of the transcriptions is not necessary as all transcribers can use the same system regardless of their visual abilities. IPAtranscriptor is freely available online and is believed to be the first audio-based program for narrow phonetic transcription that can be used by blind and sighted phoneticians.
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Chockler, Hana, Pascal Kesseli, Daniel Kroening, and Ofer Strichman. "Learning the Language of Software Errors." Journal of Artificial Intelligence Research 67 (April 23, 2020): 881–903. http://dx.doi.org/10.1613/jair.1.11798.
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 We propose to use algorithms for learning deterministic finite automata (DFA), such as Angluin’s L* algorithm, for learning a DFA that describes the possible scenarios under which a given program error occurs. The alphabet of this automaton is given by the user (for instance, a subset of the function call sites or branches), and hence the automaton describes a user-defined abstraction of those scenarios. More generally, the same technique can be used for visualising the behavior of a program or parts thereof. It can also be used for visually comparing different versions of a program (by presenting an automaton for the behavior in the symmetric difference between them), and for assisting in merging several development branches. We present experiments that demonstrate the power of an abstract visual representation of errors and of program segments, accessible via the project’s web page. In addition, our experiments in this paper demonstrate that such automata can be learned efficiently over real-world programs. We also present lazy learning, which is a method for reducing the number of membership queries while using L*, and demonstrate its effectiveness on standard benchmarks.
 
 
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Aslan, Erdal, and Oguz Serin. "Transformation in Primary School Sciences Education in the Transition Process from the Empire to the Republic: Science Education in 1924 Primary School Curriculum." Cypriot Journal of Educational Sciences 15, no. 3 (2020): 587–603. http://dx.doi.org/10.18844/cjes.v15i3.4601.
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Education and training in the first year of the Republic had been kept as it was in the period of Empire with its former structure and content. The educational system and programs could be designed after the “Canon for the Unity of Education and Training” in 1924. The first curriculums of the primary and secondary schools have formed by modification on the latest programs of primary and secondary schools of the Ottoman Empire. The object of the research is to determine what kind of transformation has become on the “science education for primary schools” For this purpose, both the last curriculum program for “Mekatib-i İbtidaiyye” (The primary schools in Ottoman Empire)and the latest curriculum program for “İlk Mektepler” (Primary Schools in the Republic of Turkey) are examined by comparison. It is proved that “science education in primary education” had gone into a transformation after commenting on the findings obtained from the comparison of the programs and assessments in the publications on the history of education. The curriculum for “science education” in the first program which was approved by the Republic of Turkey is given by transliteration to the Latin alphabet The study has a feature that has important contribution for the future researches on “science education” in the Era of the Empire and The Era of the Republic with this aspect. 
 Keywords: Science Education in Primary Schools, Science Education in the Ottoman Empire, the First Science Curriculum of the Republic, History of the Turkish Education.
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Iskandar, Dadang Mulyana, Mesra Betty Yel, and Aldi Sitohang. "Detection of The Deaf Signal Language Using The Single Shot Detection (SSD) Method." Journal of Applied Engineering and Technological Science (JAETS) 4, no. 1 (2022): 215–22. http://dx.doi.org/10.37385/jaets.v4i1.966.
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Sign Language is a language that prioritizes manual communication, body language, and lip movements, instead of sound, to communicate. Deaf people are the main group who use this language, usually by combining hand shape, orientation and movement of the hands, arms, and body, and facial expressions to express their thoughts. Therefore, the researcher created an image recognition program in sign language using the Single Shot Detection (SSD) method, which is a convolution activity by combining several layers of preparation, by utilizing several components that move together and are motivated by a biological sensory system. The letters used in making sign language programs use the letters of the alphabet (az). This sign language detection programming that runs on the Google Collaboratory application
Dissertations / Theses on the topic "ALPHADEV (Program)"
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Bednarsky, Dushan. "The spiritual alphabet, St. Dymytrii, metropolitan of Rostov's rhetorical program for inward knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0026/NQ34734.pdf.
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Stiehl, Walter Daniel 1980. "Sensitive skins and somatic processing for affective and sociable robots based upon a somatic alphabet approach." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/35522.
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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2005.<br>Includes bibliographical references (p. 244-251).<br>The sense of touch is one of the most important senses of the human body. This thesis describes the biologically inspired design of "sensitive skins" for two different robotic platforms: Leonardo, a high degree-of-freedom, sociable robot and the Huggable, a portable therapeutic robotic companion for relational, affective touch. The first step in the design of the "sensitive skin" for Leonardo: a set of hands featuring 40 force-sensing resistors (FSRs) and embedded processing was created. Somatosensory inspired algorithms for calculating the location, direction of motion, and orientation with a set of these sensors forms the first stage in the design of a "Virtual Somatosensory Cortex." A multi-modal (temperature, electric field sensors, and Quantum Tunneling Composite (QTC) based force sensors) three dimensional sensor array was created as the first step in the design of the "sensitive skin" for the Huggable. A soft silicone skin was placed over this array. Preliminary results using neural networks show that the affective content of touch can be determined. This work was sponsored in part by the NSF Center for Bits and Atoms Contract No.CCR-0122419, a Microsoft iCampus grant, and the MIT Media Lab Things That Think and Digital Life Consortia.<br>by Walter Dan Stiehl.<br>S.M.
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Carvalho, Dariel de. "Programa de ensino informatizado e individualizado do alfabeto digital por equivalência de estímulos." Universidade Federal de São Carlos, 2005. https://repositorio.ufscar.br/handle/ufscar/2948.
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Previous issue date: 2005-08-08<br>ABSTRACT
This study had as objective, develops, implements and evaluates an
informatized and individualized teaching program to qualify deaf students in the
application of digital alphabet. For that, two studies were conducted with 12
deaf children, with ages between seven and twelve years that were studying in
an institution of support to deaf people in a city in São Paulo state. In Study 1
was evaluated the skills related to digital alphabet through selection tasks and
construction tasks. The stimulus was pictures and words represented in digital
alphabet or in Arabic alphabet. The results showed many individual variations,
with some students presenting some degree of coherence in all the evaluated
relations, while others presented low percentages of coherence and just for
some of the relations; however, most of them presented difficulties in the task to
name a picture (composing name, selecting letter to letter, in the correct
sequence, in any of the alphabets). The 12 participants were then exposed to
the Study 2 that consisted of application and evaluation of a teaching program.
The teaching tasks consisted of selecting a word of the digital alphabet when
the picture was the model, select and sequence letters of the digital alphabet to
construct a word like the one in the model and select a word in Arabic alphabet,
when the word in the digital alphabet was the model. The others relations were
potentially emergent, according to the predictions of the equivalence paradigm
and were simply tested. It as used two subject delineating as its own control to
evaluate the efficiency of the program, one of pre and post test and one of
multiple base line in words. There were five teaching steps in the program; in
each step three words were taught (two other words, composed by syllable
recombination of the teaching words were just evaluated, for generalization). It
was also evaluated an execution task in which in front of the model (picture,
pressed word in digital alphabet or pressed word in the Arabic alphabet) the
participant was supposed to express the gesture movement of the digital
alphabet (spelling). Nine of the twelve participants concluded the program and
presented better performances in the post-test comparing to the pre-test. The
teaching fortified relations that was still not well established and favored the
establishing of some skills that were not presented in the background before the
beginning of the program. The data of multiple base line showed the changes in
naming the pictures (in any of the alphabets) just after the teaching of a relation
between picture and the pressed word related and this happened in a
systematic way, for the 15 words, for most of the participants. This delineation
also showed maintenance of the acquired background, for most of the words
and most of the participants that concluded the program. The discussion
focused the importance of the teaching and the potential benefits of the domain
of the skills evolved in the use of digital alphabet by the deaf students.<br>Este estudo teve como objetivo desenvolver, implementar e avaliar um
programa de ensino informatizado e individualizado para habilitar surdos no
emprego do alfabeto digital. Para isto, foram conduzidos dois estudos com 12
crianças surdas, com idades entre sete e 12 anos, que freqüentavam uma
instituição de apoio ao surdo, em uma cidade no interior de São Paulo. No
Estudo 1 foram avaliadas as habilidades relativas ao alfabeto digital, por meio
de tarefas de seleção e tarefas de construção. Os estímulos eram figuras e
palavras representadas em alfabeto digital ou em alfabeto arábico. Os
resultados mostraram muitas variações individuais, com alunos apresentando
um certo grau de acertos em todas as relações avaliadas, enquanto outros
apresentando porcentagens baixas de acertos, e apenas para algumas das
relações; porém, a maioria apresentou dificuldades na tarefa de nomear uma
figura (compor o nome, selecionando letra a letra, na seqüência correta, em
qualquer um dos alfabetos). Os 12 participantes foram então expostos ao
Estudo 2 que consistiu na aplicação e avaliação de um programa de ensino. As
tarefas de ensino consistiram em selecionar uma palavra em alfabeto digital
quando a figura era o modelo, selecionar e seqüenciar letras do alfabeto digital
para construir uma palavra igual ao modelo e selecionar uma palavra em
alfabeto arábico, quando a palavra em alfabeto digital era o modelo. As demais
relações eram potencialmente emergentes, de acordo com as predições do
paradigma de equivalência e foram apenas testadas. Foram usados dois
delineamentos de sujeito como seu próprio controle para a avaliação da
eficácia do programa: um de pré- e pós-teste e um de linha de base múltipla
entre palavras. O programa tinha cinco passos de ensino; em cada passo eram
ensinadas três palavras (duas outras palavras, compostas por recombinações
de sílabas das palavras ensinadas, eram apenas avaliadas, para medida de
generalização). Foi avaliada também uma tarefa de execução na qual, diante
do modelo (figura, palavra impressa em alfabeto digital ou palavra impressa em
alfabeto arábico), o participante deveria executar o movimento gestual do
alfabeto digital (soletração). Nove dos 12 participantes concluíram o programa
e apresentaram melhores desempenhos no pós-teste, em comparação com o
pré-teste. O ensino fortaleceu relações que ainda não estavam bem
estabelecidas e favoreceu o estabelecimento de algumas habilidades que não
estavam presentes no repertório antes do início do programa. As medidas de
linha de base múltipla demonstraram as mudanças na nomeação de figuras
(com qualquer um dos alfabetos) ocorreram somente após o ensino de uma
relação entre a figura e a palavra impressa correspondente, e isso aconteceu
de forma sistemática, para as 15 palavras, para a maioria dos participantes.
Esse delineamento também demonstrou manutenção do repertório adquirido,
para a maioria das palavras e dos participantes que concluíram o programa. A
discussão focaliza a importância da análise dos repertórios que se pretendia
ensinar para sustentar a programação de ensino e os benefícios potenciais do
domínio das habilidades envolvidas no uso do alfabeto digital por parte de
alunos surdos.
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Cordeiro, Maria Angélica dos Reis. "FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES: um repensar sobre os saberes pedagógicos." Universidade Federal do Maranhão, 2009. http://tedebc.ufma.br:8080/jspui/handle/tede/159.
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Previous issue date: 2009-06-23<br>Étude sur la formation continuelle des professeurs spécialistes à l´enseignement de l´alphabet. On rendre en évidence le rôle des politiques propres à cette formation, au Brésil, depuis les dernières décades. On débattre la fonction de l´éducation, de l´école et de l´enseignant dans l´actuel moment, en réflechissant sur l´ensemble de conaissances qui soutiennent la théorie et la practique pédagogiques qui sont constamment élaborées par ces professeurs lá, dans leurs formation continuelle. Allors, on vérifie quelles sont, actuellement, les orientations de la Secretaria Municipal de Educação SEMED, à São Luís, sur cette politique adressée a ces professeurs spécialisés à l´enseignement de l´alphabet. Le point central de cet étude c´est l´avis des sujets qui font partie de la recherche. Pour comprendre l´object d´étude, on emploie la théorie historique-culturelle. Pour la recherche empirique, on utilise l´entretien et l ´analyse de documentation, selon l´abordage qualitative. Les sujets de la recherche sont: la gestionnaire, la surveillante pédagogique et sept professeurs de l´Unidade de Educação Básica Primavera, à São Luís, et, aussi, la coordinatrice du programa de formation continuelle des enseignants spécialisés à l´alphabet, de la SEMED. On étude les principes et les directrices définis et adoptés par le Ministério de Educação MEC lequels dirigent la politique de formation continuelle. On remarque la base du programme de cette formation; la structure en cicles et d´autres formations; on signale, aussi, les difficultés présentes dans le processus d´accomplissement de cette politique.<br>Estudo sobre a formação continuada dos professores alfabetizadores. Evidenciam-se políticas públicas voltadas para esta modalidade de formação no Brasil, nas últimas décadas. Discute-se o papel da educação, da escola e do professor no contexto atual, refletindo sobre os saberes necessários que dão sustentação teórico-prática ao fazer pedagógico, os quais são constantemente elaborados na prática da formação continuada. Verificam-se, então, as atuais orientações da Secretaria Municipal de Educação - SEMED de São Luís sobre esta política voltada para os professores alfabetizadores. O foco central do estudo é a visão dos sujeitos envolvidos na pesquisa. Para compreender o objeto de estudo emprega-se a teoria histórico-cultural. Para coleta de dados, utiliza-se a entrevista e a análise documental, segundo a abordagem qualitativa. Os sujeitos da pesquisa são a gestora, a supervisora pedagógica e sete professoras do 1º ciclo da Unidade de Educação Básica Primavera, em São Luís, além da coordenadora do programa de formação continuada de professores da SEMED. Estudam-se os princípios e diretrizes definidos e adotados pelo Ministério de Educação que orientam a implementação da formação continuada. Destacam-se a base do programa dessa formação; a estruturação curricular em ciclos e outras formações; apontam-se dificuldades no processo de implementação da política de formação continuada.
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LIU, CHIEN-YU, and 劉芊妤. "The Use of Scaffolding Strategies in English Alphabet Remedial Program." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/84200227111553688222.
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碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>104<br>This study aims to investigate the effects of scaffolding strategies used in English alphabet remedial program on students’ English learning achievement and changes in alphabet listening discrimination and writing. The study adopted Single Subject Research Design. 4 second graders were selected and tested using three kinds of English alphabet tests, namely: English Alphabet Diagnostic Test, English Alphabet Achievement Test and Weekly English Alphabet Tests. Participants were tested by the three tests to estimate their English alphabet listening and writing ability. The data were analyzed by using visual analysis. The results indicated that some participating students could not master the letters of m, n, h, b, d, p and q for alphabet listening discrimination. However, they still made progress in recognizing upper case letters and lower case letters, like w, x, s, f, l and t. They could also remember the shapes of almost all the letters. Although they could not successfully write some letters, like Jj, Ss, q, Mm and Nn, their learning achievement in alphabet writing has greatly enhanced. Students’ problems of alphabet writing have been improved. For instance, they wrote letters into position; they wrote letters in the right way; and they made letters stay in proportion when writing. Teacher’s use of scaffolding strategies made students be responsible for their learning and be more active in learning. Based on the results, the suggestions for English alphabet remedial program and further study were proposed.
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LIN, YI-JING, and 林怡靜. "Assisting Elementary EFL Students’ Alphabet and Phonics Learning in a Remedial Program." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/84647835031231899325.
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碩士<br>南臺科技大學<br>應用英語系<br>104<br>This study aims to explore the impact of elementary school EFL remedial instruction which applies the ARCS motivation model and Computer Assisted Language Learning (CALL) on elementary students’ alphabet and phonics learning. The purpose of this study is to understand (1) to what extent the instructional strategies adopted by the teacher are effective in assisting the EFL learners’ alphabet and phonics learning, (2) how the motivational strategies adopted by the teacher change the learners’ English learning motivation, and (3) the learners’ perceptions of the English remedial instruction.
The remedial program took place in an elementary school in Tainan and was implemented within three weeks during the summer vacation, containing three periods of 40-minute classes five days a week. Five participants, turning from fourth graders to fifth graders, were recruited owing to their English underachievement in the fourth grade year. The researcher selected five basic phonics rules from the MOE 300 words and compiled a word list as target words for the learners. In this study, the researcher collected qualitative data such as field notes, observation notes, reflective journal, self-evaluation form, background survey, and interview to gain in-depth understanding of the program. In addition, pre- and post- tests, questionnaire, and an English learning motivation scale were administered and the quantitative results were analyzed and described.
The results of the study showed that the participants’ alphabet and phonics learning was improved after the remedial instruction; the motivational strategies were helpful in enhancing participants’ English learning motivation; the participants’ perceptions toward the remedial program were positive for the most part. Moreover, implications for English remedial instruction to low-achievers and suggestions for future research were also provided.
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Yen, Meng-Yao, and 顏夢瑤. "Using Alphabet Books to Build Second-Grade Vocabulary in an After-School Program." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/71170326244275473194.
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碩士<br>臺北市立大學<br>英語教學系<br>103<br>The purpose of the study was to use alphabet books with young EFL learners to motivate them to read and write in order to learn more vocabulary words. The study targeted the second-grade students in Taiwan with different types of alphabet books to help them learn more vocabulary in meaningful contexts.
There were 27 participants in the study, 14 in the experiment group and 13 in the comparison group. The experiment group received alphabet book instruction from March 31st, 2014 to June 12th, 2014. Three alphabet books, including Tomorrow’s Alphabet (1999), The Z Was Zapped (1987), and Dr. Seuss’s ABC (1996), were used. The three books are non-sequential because each alphabet is presented in a mini-story, and each mini-story can be read independently. The alphabet book readings were designed to facilitate the interactivity between the book and the readers. Besides alphabet book reading, the participants in the experiment group also created their personal dictionaries by drawing and writing the words they have learned.
The result of the study showed that the experiment group outperformed in both word meaning and word recognition than the comparison group after an 11-week of alphabet book reading project. The participants were also satisfied with the alphabet books instruction, indicating that they liked the alphabet books, the teaching aid, and the way they learned the words.
Base on the findings, this study also provide some pedagogical implications and research implications for the continued improvement of the alphabet book instruction.
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張楷旭. "The Effect of Dual Coding Teaching Design on English Alphabet Learning of Students in Resource Program." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/38748310354654350441.
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碩士<br>國立彰化師範大學<br>特殊教育學系所<br>99<br>The purpose of this study was to explore the effects of English alphabet learning of students in resource program based on dual coding teaching design. A multiple probe design across behaviors was applied in this study. Students in resource program demonstrate good learning results during both intervention and post-intervention stages.
The pithy formulas for memorizing English alphabets are strongly recommended. Students showed high interests in pithy formulas during intervention and tests. The more familiar students learned the pithy formulas, the better performances they would get.
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HSIEH, HUI-MEI, and 謝慧美. "The Effects of Elaboration Teaching Program on Chinese Phonetic Alphabet Compound Vowel for Student with Mild Mental Retardation in Elementary School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/35039507735006645983.
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碩士<br>國立花蓮教育大學<br>國民教育研究所<br>96<br>The purpose of this study was to investigate the learning effects of elaboration teaching program to teach Chinese phonetic alphabet compound vowel for student with mild mental retardation in elementary school. A case study of a second-grade student with mild mental retardation from the regular class at an elementary school in Ping-Tung County was taken. The experimental teaching design keeps on for 10 weeks, 2 classes per week. By means of this individual case study, analysis was made based on the qualitative information and quantitative information from tests to identify the learning effect of Chinese phonetic alphabet compound vowel during the learning course. The findings of the research were concluded as follows:
1. In this case the elaboration teaching program had
achieved notable improvement of learning effects on the
rate of correct recognition of Chinese phonetic alphabet
compound vowel.
2. In this case the elaboration teaching program had
obtained good effects on the recognition fluency of
Chinese phonetic alphabet compound vowel.
3. In this case the comprehensive ability of Chinese
phonetic alphabet is enhanced.
Keywords: The elaboration teaching program
Student with mild mental retardation
Chinese phonetic alphabet compound vowel
Books on the topic "ALPHADEV (Program)"
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Books, Monday Morning, ed. Alphabet soup: Matching games for the alphabet. Monday Morning Books, 2006.
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Warren, Jean. Alphabet theme-a-saurus: The great big book of alphabet teaching themes. Warren Pub. House, 1991.
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S, Greenberg Bradley, Rampoldi Hnilo Lynn A, and Mastro Dana, eds. The alphabet soup of television rating programs : (Y-G-PG-V-S-D-14-FV-MA-7-L). Hampton Press, 2001.
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Developing letter-sound connections: A strategy-oriented alphabet activities program for beginning readers & writers. Center for Applied Research in Education, 1999.
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F, Rief Sandra, ed. Alphabet learning center activities kit. Center for Applied Research in Education, 2000.
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Jessa, Mieczysław. Generatory ciągów liter alfabetu skończonego. Wydawn. Politechniki Poznańskiej, 2008.
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Jessa, Mieczysław. Generatory ciągów liter alfabetu skończonego. Wydawn. Politechniki Poznańskiej, 2008.
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Hood, Susan. Sesame Street ABCs. Reader's Digest Young Families/Children's Television Workshop, 1997.
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Jeż, Artur, Anthony W. Lin, Oliver Markgraf, and Philipp Rümmer. "Decision Procedures for Sequence Theories." In Computer Aided Verification. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-37703-7_2.
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AbstractSequence theories are an extension of theories of strings with an infinite alphabet of letters, together with a corresponding alphabet theory (e.g. linear integer arithmetic). Sequences are natural abstractions of extendable arrays, which permit a wealth of operations including append, map, split, and concatenation. In spite of the growing amount of tool support for theories of sequences by leading SMT-solvers, little is known about the decidability of sequence theories, which is in stark contrast to the state of the theories of strings. We show that the decidable theory of strings with concatenation and regular constraints can be extended to the world of sequences over an alphabet theory that forms a Boolean algebra, while preserving decidability. In particular, decidability holds when regular constraints are interpreted as parametric automata (which extend both symbolic automata and variable automata), but fails when interpreted as register automata (even over the alphabet theory of equality). When length constraints are added, the problem is Turing-equivalent to word equations with length (and regular) constraints. Similar investigations are conducted in the presence of symbolic transducers, which naturally model sequence functions like map, split, filter, etc. We have developed a new sequence solver, SeCo, based on parametric automata, and show its efficacy on two classes of benchmarks: (i) invariant checking on array-manipulating programs and parameterized systems, and (ii) benchmarks on symbolic register automata.
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Bérard, Béatrice, Benedikt Bollig, Mathieu Lehaut, and Nathalie Sznajder. "Parameterized Synthesis for Fragments of First-Order Logic Over Data Words." In Lecture Notes in Computer Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45231-5_6.
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AbstractWe study the synthesis problem for systems with a parameterized number of processes. As in the classical case due to Church, the system selects actions depending on the program run so far, with the aim of fulfilling a given specification. The difficulty is that, at the same time, the environment executes actions that the system cannot control. In contrast to the case of fixed, finite alphabets, here we consider the case of parameterized alphabets. An alphabet reflects the number of processes, which is static but unknown. The synthesis problem then asks whether there is a finite number of processes for which the system can satisfy the specification. This variant is already undecidable for very limited logics. Therefore, we consider a first-order logic without the order on word positions. We show that even in this restricted case synthesis is undecidable if both the system and the environment have access to all processes. On the other hand, we prove that the problem is decidable if the environment only has access to a bounded number of processes. In that case, there is even a cutoff meaning that it is enough to examine a bounded number of process architectures to solve the synthesis problem.
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Brodziak, Andrzej. "Hematologic Ideographic Alphabet and its Utilization for Personal Computer Program Supporting the Interpretation of Blood and Bone Marrow Microscopic Images." In Medical Informatics Europe 85. Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-93295-3_124.
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Dixon, Alex, Ranko Lazić, Andrzej S. Murawski, and Igor Walukiewicz. "Leafy automata for higher-order concurrency." In Lecture Notes in Computer Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71995-1_10.
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AbstractFinitary Idealized Concurrent Algol ($$\mathsf {FICA}$$ FICA ) is a prototypical programming language combining functional, imperative, and concurrent computation. There exists a fully abstract game model of $$\mathsf {FICA}$$ FICA , which in principle can be used to prove equivalence and safety of $$\mathsf {FICA}$$ FICA programs. Unfortunately, the problems are undecidable for the whole language, and only very rudimentary decidable sub-languages are known.We propose leafy automata as a dedicated automata-theoretic formalism for representing the game semantics of $$\mathsf {FICA}$$ FICA . The automata use an infinite alphabet with a tree structure. We show that the game semantics of any $$\mathsf {FICA}$$ FICA term can be represented by traces of a leafy automaton. Conversely, the traces of any leafy automaton can be represented by a $$\mathsf {FICA}$$ FICA term. Because of the close match with $$\mathsf {FICA}$$ FICA , we view leafy automata as a promising starting point for finding decidable subclasses of the language and, more generally, to provide a new perspective on models of higher-order concurrent computation.Moreover, we identify a fragment of $$\mathsf {FICA}$$ FICA that is amenable to verification by translation into a particular class of leafy automata. Using a locality property of the latter class, where communication between levels is restricted and every other level is bounded, we show that their emptiness problem is decidable by reduction to Petri net reachability.
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Walsh, B. Timothy, Evelyn Attia, and Deborah R. Glasofer. "Where Do People Get Eating Disorder Treatment?" In Eating Disorders. Oxford University Press, 2020. http://dx.doi.org/10.1093/wentk/9780190926595.003.0009.
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Once an eating disorder has been diagnosed, decisions about treatment options may seem daunting. Quick Internet searches may lead to an alphabet soup of treatment offerings (CBT, FBT, IPT, DBT, etc.) and long lists of programs that may not include any of the familiar...
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Antognazza, Maria Rosa. "2. Characteristica universalis , logical calculus, and mathematics." In Leibniz: A Very Short Introduction. Oxford University Press, 2016. http://dx.doi.org/10.1093/actrade/9780198718642.003.0002.
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How did Leibniz propose to pursue his all-embracing programme of scientific advancement? What were the core projects that held his wide-ranging intellectual life together? ‘Characteristica universalis, logical calculus, and mathematics’ explains that Leibniz nurtured the dream of developing an alphabet of human thoughts leading to the creation of a characteristica universalis: a universal system of signs designed to eliminate the ambiguity of natural language. This project progressed into the development of a logical calculus. Over and above the provision of a means of universal and unambiguous communication, however, the characteristica universalis was conceived by Leibniz as a powerful tool of scientific discovery and judgement on the model of algebra.
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Kaufmann, Mareile. "Conversion." In Making Information Matter. Policy Press, 2023. http://dx.doi.org/10.1332/policypress/9781529233575.003.0006.
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Hacker Kate90r13 summarizes the upsurge of associative information practices. He observes powerful routines in analysing, revealing, and disclosing insights based on digital information and in engineering these insights into new products and socio-technical procedures. Kate90r13 is not the only one who watches these developments with a growing unease. Self-critical journalism problematizes our role as consumers in this development as our clicks, swipes, and likes are analysed by those with the privileged overview (New Scientist, 2018). The vocabulary of the ‘frightful five’ (referring to Alphabet, Amazon, Apple, Facebook, Microsoft; coined by Manjoo 2017) or worries about China’s ‘digital authoritarianism’ (Erixon and Lee-Makiyama, 2011) were early indicators of a rising awareness about the consequences of sharing information online. By today, countless reports, citizen and legal initiatives as well as entire research programs address how public and commercial actors practice the collecting, storing, curating, and processing of information. Policies for opting out of digital services (Burgess, 2018), personal choices of ‘un-facebooking’ (Evans, 2014) and ‘digital detox’ (Syvertsen, 2020), as well as ‘non-participation’ (Casemajor et al, 2015) are attempts to answer these trends. Yet, not everyone agrees with such radical reactions: "Pulling the plug is not an option”, says hacker jE2EE. He prefers to engage critically with the rise of association without abandoning the Internet as such. An opt-out of online services is almost impossible as it produces social, financial and utility costs that are hard to afford (Brunton and Nissenbaum, 2011, 2016; Morozov, 2017).
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Wiener, Harvey S. "Introduction :Your Child Can Read Better With Your Help." In Any Child Can Read Better. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195102185.003.0005.
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Today’s parents have a lively interest in. assisting their children as learners, and this interest has spawned a plethora of books on home reading programs. It's natural to raise this question, then: why yet another book for helping children read at home? Surely the bookstore and library shelves are groaning with volumes that can help you create a "home schoolroom," enough to produce a nation of advanced readers. Why yet another book? For good reasons, believe me. Obviously, most parents want to help their children learn. A couple of years ago, Professor Joyce Epstei at Johns Hopkins surveyed the parents of more than 250 Baltimore children. Her findings, reported in The New York Times, showed that kids had higher reading scores if parents supported their youngsters' efforts at home. What's even more interesting is that although mothers and fathers wanted to involve themselves actively in their children's learning, very few knew just what to do. A shocking eighty per cent reported that they didn't have a clue about where to begin in helping their children succeed in school. With this apparent insecurity, many moms and dads are reaching for books in an effort to learn what they don't know. Hence, all the how-to-helpyour- child read productions. However, unlike Any Child Can Read Better, most "home learning" books address parents of toddlers and preschoolers and attempt to create a race of superkids who can read almost before they can walk. Teach-your-child- to-read books concentrate on turning the home nursery into a classroom—reading drills with flash cards, oversized words pinned as labels on familiar objects, interminable sessions on alphabet skills, phonetics, sight vocabulary, and sounding-out words. Too many books for parents of young learners have turned on the pressure and have turned off the pleasure for mothers and fathers as guiders and shapers of learning experiences. Moms and dads are not drill sergeants. Home isn't boot camp. If you're the mother or father of a preschooler, unless you're home learning parents who won't send your children to school in any case, don't teach your son or daughter how to read.
Conference papers on the topic "ALPHADEV (Program)"
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Payani, Ali, Afshin Abdi, and Faramarz Fekri. "Memory-assisted compression of seismic data: Tackling a large alphabet-size problem by statistical methods." In SEG Technical Program Expanded Abstracts 2017. Society of Exploration Geophysicists, 2017. http://dx.doi.org/10.1190/segam2017-17750316.1.
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