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Journal articles on the topic 'Example'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Surname, Bob, Henry Blarg, and Fuzzybub Feeneyey. "Test surname length." Journal of Test Deposits 1, no. 1 (2000): 1. http://dx.doi.org/10.50505/example.

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2

van Gog, Tamara, Liesbeth Kester, and Fred Paas. "Effects of worked examples, example-problem, and problem-example pairs on novices’ learning." Contemporary Educational Psychology 36, no. 3 (July 2011): 212–18. http://dx.doi.org/10.1016/j.cedpsych.2010.10.004.

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3

McGinn, Kelly M., Karin E. Lange, and Julie L. Booth. "A Worked Example for Creating Worked Examples." Mathematics Teaching in the Middle School 21, no. 1 (August 2015): 26–33. http://dx.doi.org/10.5951/mathteacmiddscho.21.1.0026.

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4

Repenning, Alexander, and Corrina Perrone. "Programming by example: programming by analogous examples." Communications of the ACM 43, no. 3 (March 2000): 90–97. http://dx.doi.org/10.1145/330534.330546.

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5

Cain, James. "A Frankfurt Example to End All Frankfurt Examples." Philosophia 42, no. 1 (July 23, 2013): 83–93. http://dx.doi.org/10.1007/s11406-013-9471-0.

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6

Hayes, Terrance. "Example." Callaloo 25, no. 2 (2002): 440. http://dx.doi.org/10.1353/cal.2002.0079.

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7

Corless, Robert M., and Leili Rafiee Sevyeri. "The Runge Example for Interpolation and Wilkinson's Examples for Rootfinding." SIAM Review 62, no. 1 (January 2020): 231–43. http://dx.doi.org/10.1137/18m1181985.

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8

Engel, A. "Learning from Examples in Artificial Neural Networks: A Simple Example." Zeitschrift für Physikalische Chemie 204, Part_1_2 (January 1998): 19–26. http://dx.doi.org/10.1524/zpch.1998.204.part_1_2.019.

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9

Partono, Partono, Hamengkubuwono Hamengkubuwono, and Jeny Fransiska. "Model Example Non Example Dalam Pembelajaran Tajwid." Belajea; Jurnal Pendidikan Islam 5, no. 1 (May 22, 2020): 23. http://dx.doi.org/10.29240/belajea.v5i1.1336.

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The problem that often occurs to teachers when teaching is that many students are less eager to learn. Therefore, it is necessary to have a new innovation from a teacher to overcome this, namely by using the example non-example model, which is a learning model that uses an image display to be analyzed, where the learning model is aimed at student activeness that allows the teacher to stimulate student enthusiasm by making their vital organs move and focus on tajwid learning in the TPQ Hikmatun Najah Blora so that students can be more active because they themselves will play a role in analyzing the image of verse fragments. This study is included in the category of descriptive qualitative research with the data obtained sourced from primary data sources, namely research main data obtained directly from research data sources namely respondents by interview, observation and documentation. The results of this study indicate that the use of the example non-example model in Tajweed learning at TPQ Hikmatun Najah Blora adds more effectiveness because it can affect student learning outcomes because students become active because it raises the student's thinking and critical thinking so that it raises a high curiosity towards the material delivered.
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10

Goozner, M. "Radiation Example and Cancer: The Japanese Example." JNCI Journal of the National Cancer Institute 103, no. 23 (November 18, 2011): 1736. http://dx.doi.org/10.1093/jnci/djr502.

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11

Viswanathan, Vimal, Megan Tomko, and Julie Linsey. "A study on the effects of example familiarity and modality on design fixation." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 30, no. 2 (April 18, 2016): 171–84. http://dx.doi.org/10.1017/s0890060416000056.

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AbstractDesign fixation is a factor that negatively influences the generation of novel design concepts (Jansson & Smith, 1991). When designers fixate, they tend to reproduce example features or features from their initial ideas. In order to mitigate design fixation, it is crucial to identify the factors that influence the extent of design fixation. This paper investigates two such factors: the modality of examples and the familiarity of designers with the example features. To investigate this, an experiment is conducted with mechanical engineering students who were asked to generate ideas to solve a peanut sheller design problem. The students generated ideas in five different experimental conditions: control, where no example was given; the first example given in a sketch form; the first example given as a nonfunctional prototype; a second example in sketch form; and the second example in a working prototype form. The first example was a nonfeasible solution, but it contained several features familiar to the participants. The second example was a feasible solution, but it contained less familiar features. In order to understand the extent of fixation triggered by the examples, three metrics were utilized to compare across the experimental conditions: the quantity of nonredundant ideas generated by the participants, the presence of example features in their solutions, and their fixation to the example's energy source. The results showed that in the case of the familiar example, the example modality did play an important role in the extent of design fixation. Across the examples, it was found that the first example containing several familiar features caused more fixation than the second one. Overall, this paper shows that the modality in which the example was communicated and the presence of familiar features in an example influenced the fixation caused by those examples.
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12

Swain, Patricia. "Shining example." Nursing Standard 19, no. 22 (February 9, 2005): 27. http://dx.doi.org/10.7748/ns.19.22.27.s37.

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13

Walsh, Mike. "Model example." Nursing Standard 3, no. 22 (February 25, 1989): 22–24. http://dx.doi.org/10.7748/ns.3.22.22.s45.

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14

Ford, Pauline. "Perfect example." Nursing Standard 3, no. 23 (March 4, 1989): 46–47. http://dx.doi.org/10.7748/ns.3.23.46.s58.

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15

Golomb, Solomon W. "Prime Example." Science News 157, no. 20 (May 13, 2000): 307. http://dx.doi.org/10.2307/4012461.

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16

Vaksberg, Arkadii. "The Example." Soviet Law and Government 24, no. 1 (July 1985): 18–31. http://dx.doi.org/10.2753/rup1061-1940240118.

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17

Roberts, A. "Hill's Example." English 36, no. 156 (September 1, 1987): 286–91. http://dx.doi.org/10.1093/english/36.156.286.

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18

Eckert, Jan, and Nicoló Luppino. "Case Example." Simulation & Gaming 47, no. 5 (August 3, 2016): 651–65. http://dx.doi.org/10.1177/1046878116636678.

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19

Smith, Ann. "Case Example." AJN, American Journal of Nursing 91, no. 4 (April 1991): 69–71. http://dx.doi.org/10.1097/00000446-199104000-00025.

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20

WALKER, RUTH H. "Bad example." Nature 328, no. 6128 (July 1987): 288. http://dx.doi.org/10.1038/328288c0.

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21

&NA;. "For example …" Nursing Management (Springhouse) 38, no. 8 (August 2007): 10,54. http://dx.doi.org/10.1097/01.numa.0000286182.91184.59.

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22

Hershey, David R. "Unrealistic example." Physics Teacher 28, no. 5 (May 1990): 260–61. http://dx.doi.org/10.1119/1.2343019.

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23

Pullen, Sara. "TCAB's Example." AJN, American Journal of Nursing 109, no. 9 (September 2009): 14. http://dx.doi.org/10.1097/01.naj.0000360293.23055.c3.

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24

Schreiber, Melvyn H. "For example." Academic Radiology 7, no. 10 (October 2000): 875. http://dx.doi.org/10.1016/s1076-6332(00)80635-2.

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25

SIMPSON, DAVID. "Case Example." Neurology Today 8, no. 10 (May 2008): 8. http://dx.doi.org/10.1097/01.nt.0000324149.06902.bc.

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26

DUBINSKY, RICHARD M. "Case Example." Neurology Today 8, no. 10 (May 2008): 9. http://dx.doi.org/10.1097/01.nt.0000324150.45020.91.

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27

Martin, John F. "Bad example." Nature 371, no. 6493 (September 1994): 97. http://dx.doi.org/10.1038/371097b0.

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28

James, Anthony. "Model Example." Aerospace Testing International 2021, no. 2 (June 2021): 24–30. http://dx.doi.org/10.12968/s1478-2774(22)50154-4.

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29

Jacobs, Nina. "Practice example." Children and Young People Now 2021, no. 12 (December 2, 2021): 35–36. http://dx.doi.org/10.12968/cypn.2021.12.35.

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30

ÖZEN, YASEMİN. "SECONDARY ANALYSIS ON GRAPHIC DESIGN PACKAGING EXAMPLES: DORITOS CHIPS PACKAGING EXAMPLE." EUROASIA JOURNAL OF SOCIAL SCIENCES & HUMANITIES 8, no. 23 (December 25, 2021): 24–30. http://dx.doi.org/10.38064/eurssh.263.

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In the consumption culture, the ability of the packaging produced to affect the buyer depends entirely on the power of graphical design. Different brand packages on the market shelves; attracts attention, promotes, protects, promotes as well as advertises. For this reason, brand packaging; It has a high sales share with the success it has achieved with its color, illustration and typography in accordance with graphic design criteria. In this study; It is aimed to evaluate the visuals of doritos chips packaging, created in line with the graphic design elements, with semiotic analysis. At this stage, while examining the packaging semiologically, the processes of idea generation, idea generation, idea visualization and the use of images will be evaluated. The research will be done with the literature review model.
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31

Roelle, Julian, Sara Hiller, Kirsten Berthold, and Stefan Rumann. "Example-based learning: The benefits of prompting organization before providing examples." Learning and Instruction 49 (June 2017): 1–12. http://dx.doi.org/10.1016/j.learninstruc.2016.11.012.

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32

Ozgur, Zekiye, Amy B. Ellis, Rebecca Vinsonhaler, Muhammed Fatih Dogan, and Eric Knuth. "From examples to proof: Purposes, strategies, and affordances of example use." Journal of Mathematical Behavior 53 (March 2019): 284–303. http://dx.doi.org/10.1016/j.jmathb.2017.03.004.

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33

Klinkenberg, Ralf. "Learning drifting concepts: Example selection vs. example weighting." Intelligent Data Analysis 8, no. 3 (August 13, 2004): 281–300. http://dx.doi.org/10.3233/ida-2004-8305.

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34

Rahman, Nur. "Desain Pembelajaran Interaktif Menggunakan Model Example non example." Economic and Education Journal (Ecoducation) 2, no. 1 (March 31, 2020): 42–48. http://dx.doi.org/10.33503/ecoducation.v2i1.770.

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Guru menggunakan model pembelajaran example non example dalam menciptakan pembelajaran yang interaktif dan edukatif. Tujuan dari penelitian ini adalah untuk mengetahui keaktifan siswa selama penerapan model pembelajaran example non example. Penelitian ini menggunakan desain penelitian quasi-eksperimen dengan dua kelompok yaitu kelompok kontrol dan kelompok eksperimen. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan skor hasil belajar pada kelas kontrol dengan kelas eksperimen. Rata-rata hasil belajar kelas eksperimen 1,85 lebih besar dibandingkan dengan kelas kontrol. Perbedaan tersebut disebabkan model example non example membuat siswa lebih aktif didalam proses pembelajaran.
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35

Sari, Putri Oktavia Wulan, Naniek Sulistya Wardani, and Tego Prasetyo. "Pengaruh Pembelajaran Saintifik Example Non Example Terhadap Minat Belajar." Jurnal Ilmiah Sekolah Dasar 3, no. 3 (July 10, 2019): 324. http://dx.doi.org/10.23887/jisd.v3i3.19457.

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Tujuan dari penelitian ini adalah untuk mengetahui apakah terdapat pengaruh pembelajaran saintifik Example Non Example (S-ENE) terhadap minat belajar siswa kelas 4 SD. Jenis penelitian ini adalah penelitian eksperimen dengan desain nonequivalent control group design. Teknik pengambilan sampel adalah purposive stratified quota sampling. Teknik pengumpulan data menggunakan observasi dengan instrumen lembar observasi yang dilengkapi rubrik penilaian minat belajar. Teknik analisis data menggunakan uji t. Kelas eksperimen dan kelas kontrol berdistribusi normal yakni df. 24, sig. 0,129 > 0,05, dan df. 27, sig.0,053 > 0,05. Kedua kelas eksperimen dan kontrol adalah homogen yang ditunjukkan dengan sig. 0,723> 0,05. Hasil penelitian menunjukkan sig. (2-tailed) 0,000 < 0,05, maka terdapat pengaruh yang signifikan pembelajaran S-ENE terhadap minat belajar siswa kelas 4 SD. T-hitung 4,802 > 2,095 t-tabel, maka terdapat perbedaan pembelajaran S-ENE dan pembelajaran langsung terhadap minat belajar siswa kelas 4 SD.Kata Kunci: Pendekatan saintifik, Model Example Non Example, Minat Belajar
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36

Anisa, Anisa. "PEMBELAJARAN EXAMPLE NON EXAMPLE UNTUK MENINGKATKAN HASIL BELAJAR BIOLOGI." Jurnal Riset dan Inovasi Pembelajaran 1, no. 2 (August 3, 2021): 36–42. http://dx.doi.org/10.51574/jrip.v1i2.27.

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Penelitian ini memiliki tuajuan untuk mengetahui apakah ada pengaruh media video youtube terhadap hasil belajar IPA siswa SMP Negeri 2 Sungguminasa kabupaten Gowa, dimana metode pada penelitian ini yaitu jenis penelitian Quasi Eksperimen, dengan desain penelitian One group Pretest-Postest, pada penelitian ini tes dilakukan sebanyak 2 kali, yaitu tes awal sebelum perlakuan, kemudian pemberian perlakuan, selanjutnya tes akhir yaitu tes yang dilakukan setelah perlakuan. Populasi pada penelitian ini yaitu seluruh kelas VIII tahun pelajaran 2020-2021 SMP Negeri 2 Sungguminasa Kabupaten Gowa yang terdiri dari 371 dan sampel penelitian terdiri dari 33 siswa. Hasil penelitian berdasarkan hasil analisis data pada uji hipotesis dengan menggunakan uji paired t test diperoleh nilai rata-rata pada pada pretest yaitu 49,94 dan nilai posttest yaitu 76,70. Sedangkan nilai Sig sebesar 0,000 dengan taraf signifikansi (α) adalah 0,05, hal ini menunjukan bahwa nilai Sig lebih kecil dari taraf signifikasi (α) sehingga kesimpulan dalam penelitian ini adalah ada peningkatan hasil belajar siswa yang di ajar dengan menggunakan media video youtube pada pembelajaran daring pada siswa kelas VIII SMP Negeri 2 Sungguminasa Kabupaten Gowa.
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37

St. Amant, Robert, Henry Lieberman, Richard Potter, and Luke Zettlemoyer. "Programming by example: visual generalization in programming by example." Communications of the ACM 43, no. 3 (March 2000): 107–14. http://dx.doi.org/10.1145/330534.330549.

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38

Putri, Nadya Yulianti, Aswarliansyah Aswarliansyah, and Nur Fitriyana. "Penerapan Model Pembelajaran Example Non Example pada Pembelajaran Tematik." Journal of Elementary School (JOES) 6, no. 2 (December 31, 2023): 520–25. http://dx.doi.org/10.31539/joes.v6i2.6891.

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This study aims to determine the completion of the Thematic learning outcomes of third grade students at SD Negeri 43 Lubuklinggau. The research method used is in the form of a One Group Pretest-Posttest Design. The population is all grade III of SD Negeri 43 Lubuklinggau and at the same time the research sample is 25 students. Data collection was carried out using a test technique consisting of 17 questions with an average (78.82). The collected data were analyzed using the t-test. Based on the results of the t-test analysis with a significant level of α = 0.05, tcount (5.70) ≥ ttable (1.7108) Ha is accepted Ho is rejected, so it can be concluded that student learning outcomes after participating in Thematic learning using the Example Non Example model significant complete. Keywords: Example Non Example, Learning Outcomes, Thematic
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39

Lange, Christopher, Norah Almusharraf, Yuliya Koreshnikova, and Jamie Costley. "The effects of example-free instruction and worked examples on problem-solving." Heliyon 7, no. 8 (August 2021): e07785. http://dx.doi.org/10.1016/j.heliyon.2021.e07785.

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40

Dienstag, Joshua Foa. "The Example of History and the History of Examples in Political Theory." New Literary History 48, no. 3 (2017): 483–502. http://dx.doi.org/10.1353/nlh.2017.0024.

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41

Sato, Satoshi. "MBT2: a method for combining fragments of examples in example-based translation." Artificial Intelligence 75, no. 1 (May 1995): 31–49. http://dx.doi.org/10.1016/0004-3702(94)00063-7.

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42

Kang, Kyungwan. "Examples of Synonym Analysis Using Linguistic Data: In Example of TOKUBETSU, TOKUSHU." Comparative Japanese Studies 56 (December 31, 2022): 127–47. http://dx.doi.org/10.31634/cjs.2022.56.127.

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43

KHOLIS, SITI NUR, Sarwo Edy, and Sri Suryanti. "PENGARUH PENGGUNAAN MODEL PEMBELAJARAN EXAMPLE NON EXAMPLES BERBASIS KONTEKSTUAL TERHADAP PEMAHAMAN MATEMATIKA PESERTA DIDIK." Postulat : Jurnal Inovasi Pendidikan Matematika 4, no. 1 (July 21, 2023): 60. http://dx.doi.org/10.30587/postulat.v4i1.5917.

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The purpose of this study was to determine the effect of using a learning model using the contextualbased Example non Examples method on students understanding of matemathics. The type of research used is Quantitative Research with a correlational research desighn, namely a study to determine the influence and level of influence between two or more variables. The sample in this study were 32 students, with data cllection techniques using observation instruments and questionnaires. The results of this study indicate that there is an affect of using the example non examples learning model on students understanding of matemathic, this is evindenced by the average value of control class is 65 and experience class is 85. The conclusion of this study can show that the ability to understand matemathics of students who are taught by applying the example non examples learning model is better than just using the conventional / lecture method. Keyword: learning models, example non Examples, student understanding
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44

Nalley, Elizabeth Ann. "Leading by example." Pure and Applied Chemistry 93, no. 5 (April 12, 2021): 525–35. http://dx.doi.org/10.1515/pac-2020-0903.

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Abstract This article describes the journey of a young girl born to poor cotton farmers in the early 40s who grew up to become a chemist and then became the President of the World’s Largest Scientific Society, the American Chemical Society. It describes the obstacles she had to overcome as a woman as she earned a Ph.D. in Chemistry and the successes she celebrated along the way. It also features undergraduate research success stories and how these have contributed to her success. Hopefully it will inspire women to follow her footprints in a journey that reached many corners of the world.
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45

Davidson, H. Edward. "Leading by Example." Consultant Pharmacist 29, no. 11 (November 1, 2014): 710. http://dx.doi.org/10.4140/tcp.n.2014.710.

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46

Wallis, Caroline. "Lead by example." Nursing Standard 26, no. 44 (July 4, 2012): 33. http://dx.doi.org/10.7748/ns2012.07.26.44.33.p8852.

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47

Williams, Ruth. "Leading by example." Nursing Older People 23, no. 10 (November 29, 2011): 37. http://dx.doi.org/10.7748/nop.23.10.37.s10.

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48

Gratton, Peter. "An Extreme Example?" Essays in Philosophy 6, no. 2 (2005): 357–65. http://dx.doi.org/10.5840/eip2005623.

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With Eichmann in Jerusalem, we have, I would admit, a most unlikely case study for use in a business ethics classroom. The story of Eichmann is already some sixty years old, and his activities in his career as a Nazi were far beyond the pale of even the most egregious cases found in the typical business ethics case books. No doubt, there is some truth to the fact that introducing Eichmann’s story into an applied ethics class would inevitably depict an unseemly analogy between the practices of latter day corporations and the bureaucracy of the Nazi era. My argument here, though, is that the story of Adolf Eichmann, as depicted in Hannah Arendt’s well-known Eichmann in Jerusalem, offers a philosophically cogent account of judgment and ethical decision-making that future business managers and employees would do well to heed. Indeed, Eichmann in Jerusalem, originally a series of press accounts for New Yorker magazine, deserves consideration alongside the Aristotle’s Nichomachean Ethics, Kant’s Groundwork for the Metaphysics of Morals, and other classic ethics texts in a business ethics syllabus. This is not to say that Arendt’s work is uncontroversial; there are serious questions to be raised about both her depiction of Eichmann and her conclusions about “the banality of evil.” Nevertheless, her account of ethics, which, with its account of ethical duties and its case study of Eichmann’s character, shows both its Aristotelian and Kantian influences, is a warning to readers who would conflate morality with state laws and their duties with the needs of superiors. In short, I argue that, despite her well-known critique of modern large scale economies and her general avoidance of discussions of post-industrial corporations, Arendt may be a business ethicist of the first order.
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49

Black, Steven. "Leading by example." Nursing Management 11, no. 7 (November 2004): 6–7. http://dx.doi.org/10.7748/nm.11.7.6.s9.

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50

Clark, Liz. "Leading by example." Nursing Management 15, no. 6 (October 18, 2008): 12–15. http://dx.doi.org/10.7748/nm.15.6.12.s12.

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