Academic literature on the topic 'Neil Fleming'

In the high school where this research was done, the biggest problem for the students, when it comes to English tests, is the reading section. Because they do not like reading, their reading scores are low. Reflecting to this fact, the idea of learning styles was applied in the reading class to help the students like reading so that they understand the text better. This research used mainly the idea of Visual Auditory and Kinesthetic learning styles suggested by Neil Fleming in 1992. The research was done in a class of forty students with different levels of English proficiency. There were three sessions in which each session had different learning styles applied to the activities. The result of this research was as expected with some exceptions. Both the ones who have high and low level of English understand the reading texts better when the learning styles applied match with theirs. However, there were also special cases in which students got their highest scores in the sessions that did not match with their personal learning styles. One of the possibilities on why these special cases occurred is the possible existence of the secondary learning styles. Neil Fleming mentioned in one of his journals that it is possible for these learning styles to overlap - one person can have more than one learning style with one style as the dominant learning style

Penelitian ini bertujuan untuk melaporkan data tentang jenis gaya belajar siswa yang digunakan siswa di kelas berbicara online. Data dianalisis menggunakan The VARK Questionnaire oleh Neil Fleming. Penelitian ini menggunakan metode kualitatif deskriptif. Metode ini bertujuan untuk membuat deskripsi, ilustrasi secara sistematis, faktual dan akurat tentang fakta-fakta objek penelitian. Penelitian ini dapat memberikan pemahaman tentang empat jenis gaya belajar yang digunakan di kelas berbicara online. Subjek penelitian ini adalah siswa yang berusia 19-23 tahun. Untuk menganalisis data, data ditampilkan dalam penelitian sesuai dengan jenis gaya belajar. Hasil penelitian menunjukkan bahwa gaya belajar yang paling sesuai pada siswa kelas berbicara online adalah auditory.

Teaching English as foreign language to Indonesia learners is rather difficult. It can be seen from most of learners who graduated from university, they cannot use English as their language for communication; written or spoken communication. In addition, Most of teachers use traditional method or strategy that focus on teacher or teacher center. So, students are not only active in joining the class but also feel bored. Dealing with this problem, the teachers must change their teaching from teacher center to learner center. Furthermore, teaching productive skill; writing and speaking, the teacher must use the suitable strategy to achieve goal of teaching and learning process. VARK (visual, auditory, read/write, and kinesthetic) which is developed by Neil Fleming in 1987 is one of the strategies which can be used to teach productive skill, because it invites learners more active in joining the class. It also helps learners in understanding the materials easily.

This study explores the influence of emotional intelligence and learning styles on academic achievement of University Technology Mara Sarawak students. A sample size of 500 students at the diploma and bachelor level was selected for the study. The total number of usable questionnaires returned was 389 which gave a response rate of 78 %. Emotional Intelligence Questionnaire (EIQ), an adapted version of the Self-Report Emotional Intelligence Test (SREIT) developed by Schutte et.al (1998), was used in this study to measure emotional intelligence. The learning styles were measured using Learning Style Questionnaire (LSQ) which comprised adapted items from the 'VARK Learning Styles Inventory' developed by Neil Fleming (1987). The findings showed significant positive relationship between emotional intelligence and academic achievement and also between learning styles and academic achievement. The level of emotional intelligence of the students was found to be moderate and no dominant learning style was found amongst the students. The study concluded that emotional intelligence and learning styles have a positive impact on students' academic achievement.

Learning is natural phenomena starts with the birth; it is a gradual process of investigation of new knowledge. Every creature has their own learning styles as their biological and social nature. People have superior power to learn many things as they become interested. School is one platform to learn many things for the students. School creates the learning environment but learning style may be varied in student to student. The study aims to identify the learning styles of male and female students of public and private school of Nepal. Primary data were collected from Makwanpur, Chitwan, Gorkha and Dhading Districts among Chepang Community. The study is done among the 368 students of four districts. The three types of learning styles: Visual, Auditory, and Kinesthetic (VAK) model developed by Neil Fleming was used in field for data collection. The result shows that there is no significant different between male and female students regarding their learning styles. It indicates that achievement and performance of male and female is similar. In Nepalese society, there are some gender differences in social relationship. Still, in most of the society, daughters are given less priority for their growth and development because of the patriarchal concept of society but the study has given the different result than the general concept. It is shown that a daughter can give better result if she will get better learning environment. The result has challenged the discriminatory gender relation in society.

Now, prevention of dental diseases in children is still remaining quite relevant. This is especially true for young children, because it is during this period that a permanent bite begins to develop, and its health depends on preventive measures provided at the time of teething and teeth mineralization. Successful treatment and prevention of caries and other dental diseases requires a rational health education approach and detailing of the mechanisms of its implementation. Health volunteering seems to be very promising and effective. The goal of the «Posmishka (Smile)» volunteering team is to teach children the basics of hygiene and oral care rules, to familiarize them with the structure and functions of teeth, to emphasize the importance of using basic and additional hygiene products, based on the theory of the perception channels by Neil Fleming (visual, auditory, kinesthetic). Children's attention should be focused on preventing the occurrence of dental diseases, not their treatment. Knowing about the children's fear of dentists, volunteers try to show in soft manner how and why a carious process occurs, why, how and where the doctor performs manipulations to preserve the tooth. Perhaps, when knowing the causes of the aetiology and pathogenesis of the caries process, they will begin to take a closer look at oral hygiene. A very important stage, in our opinion, is to familiarize children with the anatomical structure of the tooth, the functions of its tissues, the mechanism of the caries progression, as understanding the causes prevents consequences. We believe that preventative work should be done not only for children, but also for all who surround them: teaching staff, health care providers and parents. Therefore, health education among the children of organized groups (classes, for example) is a priority for the volunteering team «Posmishka», because despite the wide variety of dental products, the innovativeness in medical technologies, the availability of passive information, the prevalence of dental diseases is increasing.

Background: Learning styles are inherent personal attributes that determine the preferred teaching and learning method(s) for individual while an intelligence type is an individual’s levels of aptitude in various content areas as there is no one individual who is universally intelligent. An understanding of the two concepts is essential for designing suitable teaching approaches.Methods: This was a descriptive correlation study which explored the relationship between two variables; learning styles and intelligence types and academic performance of nursing students enrolled in the conventional nursing program at the University of Zambia. Data on learning styles was collected using the Visual, Auditory, Reading/Writing and Kinesthetic (VARK) questionnaire version 7.8 as proposed by Neil Fleming while Gardner’s questionnaire for assessing multiple intelligences was used to collect data on the students’ intelligence types. Results for the end of 2015/2016 academic year were used to determine academic performance.Results: Almost two thirds 64 (65.4%) of the participants’ academic performance was at credit level, 32 (32.7%) were at pass while only 2 (2%) were meritorious students. Participants had wide-ranging learning styles from unimodal, to bimodal and tri modal styles, although the majority were unimodal learners 81 (82.6%). Among the unimodal learners, majority 35 (35.5%) were kinaesthetic. On the other hand, 37 (37.8%) had logical mathematical intelligence, followed by bodily-Kinaesthetic 27 (27.6%). Both learning styles and intelligence types showed negative correlation and no significant association with academic performance. The Pearson r correlation and level of significance between learning styles and academic performance was -.092 and 0.372 respectively, while that for intelligence types and academic performance were -.027 and 0.790. Of the three demographic variables of age, gender and year of study, only age showed a positive correlation and significant association with academic performance (p = .002, and r = .144).Conclusions: The negative correlation between learning styles and intelligence types and academic performance may be an indication that the teaching methods utilized for nursing students are varied and therefore capable of promoting learning across different styles and intelligence types without necessarily favouring a specific style or type or that there is simply no association between learning styles and intelligence types and academic performance.

Watching video online is one of the most performed activities on the internet in Brazil, according to PNAD Continua 2017. To explore the relationship of this activity with education, the aim of this study was to identify ways to use Youtube videos to support the learning process by college students. To try to elucidate this issue, a systematic literature review (RAMOS, FARIA, FARIA, 2014) was conducted on Youtube and education in the CAPES Theses Database to inquire the accumulation of discussion on the subject. This literature review showed that there are 4 dissertations in this Brazilian database that studied the use of Youtube videos in elementary school. There is a gap in studies in higher education or focusing on informal learning. As an exploratory survey of the theme was applied an online questionnaire to collect data on the use of Youtube to support the learning process. From the content analysis (BARDIN, 2009) of the 64 answers, 4 interest categories were identified in the use of Youtube: 1) content learning, 2) content review, 3) test preparation and 4) audiovisual resources used. In general, it is noted that Youtube videos have been used to answer a specific demand or to reinforce school or self-interest knowledge due to their ease of access and their audiovisual resources.ResumoAssistir vídeo online é uma das atividades mais realizadas na internet no Brasil, segundo dados da PNAD Contínua 2017. Para explorar a relação desta atividade com a educação, o objetivo deste estudo foi identificar formas de utilização de vídeos do Youtube como suporte ao processo de aprendizagem por universitários. Para tentar elucidar esta questão foi realizada uma revisão sistemática da literatura (RAMOS; FARIA; FARIA, 2014) sobre o Youtube e a educação no catálogo de teses e dissertações Capes para averiguar o acúmulo de discussão sobre a temática. Esta revisão da literatura mostrou que há 4 dissertações nesta base brasileira que estudaram a utilização de vídeos do Youtube no ensino fundamental. Há uma lacuna de estudos no ensino superior ou que foquem na aprendizagem informal. Como levantamento exploratório do tema foi aplicado um questionário online para levantar dados sobre a utilização do Youtube como suporte ao processo de aprendizagem. A partir da análise de conteúdo (BARDIN, 2009) das 64 respostas foram identificadas 4 categorias de interesses na utilização do Youtube: 1) aprendizagem de conteúdo, 2) revisão de conteúdo, 3) preparação para testes e 4) recursos audiovisuais utilizados. Em geral, nota-se que vídeos do Youtube têm sido utilizados para atender uma demanda específica ou para reforçar um conhecimento escolar ou de interesse próprio devido a sua facilidade de acesso e aos seus recursos audiovisuais.Palavras-chave: Tecnologia e educação, Educação informal, Atitude dos estudantes, Ambiente de aprendizagem.Keywords: Technology Uses in Education; Informal Education; Student Attitudes; Situated Learning.ReferencesARAUJO, Marcelo Henrique de; REINHARD, Nicolau. Caracterizando os usuários de Internet no Brasil: uma análise a partir das habilidades digitais. TWENTY-FOURTH AMERICAS CONFERENCE ON INFORMATION SYSTEMS, New Orleans, Anais…, 2018. Disponível em: https://aisel.aisnet.org/amcis2018/LACAIS/Presentations/12/. Acesso em: 24 jun. 2019BARDIN, L. Análise de conteúdo. São Paulo: Edições 70, 2011.BLASCHKE, Lisa Marie; HASE, Stewart. Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning. 1. 2019. Disponível em https://ojs.aut.ac.nz/pjtel/index.php/pjtel/article/view/1/1 Acesso em 11 out. 2019.BURGESS, Jean; GREEN, Joshua. YouTube e a Revolução Digital: como o maior fenômeno da cultura participativa transformou a mídia e a sociedade; tradução Ricardo Giassetti. São Paulo: Aleph, 2009,FLEMING, Neil D.; BAUME, David. Learning Styles Again: VARKing up the right tree!, Educational Developments, SEDA Ltd, Issue 7.4, 2006. Disponível em http://www.vark-learn.com/wp-content/uploads/2014/08/Educational-Developments.pdf. Acesso em 13 out. 2019FLEMING, Neil D.; BONWELL, Charles C. How Do I Learn Best?: A Student's Guide to Improved Learning: Vark, Visual Aural Read/write Kinesthetic. Christchurch, N.Z: N. Fleming, 2001. Disponível em http://vark-learn.com/wp-content/uploads/2019/07/How-Do-I-Learn-Best-Sample.pdf. Acesso em 13 out. 2019KAMERS, Nelito Jose. O YouTube como ferramenta pedagógica no ensino de física. 2013. 178 f. Mestrado em Educação: Universidade do Estado de Santa Catarina, Florianópolis, 2013.LANIER, Jaron. Dez argumentos para você deletar agora suas redes sociais. Tradução Bruno Casotti. Intrínseca; Edição do Kindle. 2018LAVE, J.; WENGER, E. Situated leaning: legitimate peripheral participation. Cambridge: Cambridge University Press, 1991.LAVE, Jean. Aprendizagem como/na prática. Horizontes Antropológicos [Online], 44, 2015. Disponível em http://journals.openedition.org/horizontes/1000. Acesso em 3 out. 2019MESEGUER-MARTINEZ, Angel; ROS-GALVEZ, Alejandro; ROSA-GARCIA, Alfonso Satisfaction with online teaching videos: A quantitative approach, Innovations in Education and Teaching International, 54:1, 62-67, 2017. DOI: 10.1080/14703297.2016.1143859MINOSSO, Anderson. Contribuições do software de geometria dinâmica na abordagem do conceito de função quadrática no ensino fundamental. 2018. 82 f. Mestrado Profissional em Educação Básica: Universidade Alto Vale do Rio do Peixe, Caçador, 2018MOTA, Gersivalda Mendonça da. Possibilidades de uso do site de rede social youtube na educação básica em Itabaiana-SE. 2018. 112 f. Mestrado em Educação: Fundação Universidade Federal de Sergipe. 2018.NASCIMENTO, W. R. D.; SALVIATO-SILVA, A. C.; DELL’ AGLI, B. A. V. O desempenho em tecnologias digitais para aprendizagem: um estudo com universitários. ETD - Educação Temática Digital, v. 21, n. 1, p. 182-201, 2019.ORRICO, Clarissa Ariadne. A influência das tecnologias de informação e comunicação na leitura dos alunos do 6º ano do Ensino Fundamental II. 2018. 83 f. Mestrado Profissional em Processos de ensino, gestão e inovação: Universidade de Araraquara, Araraquara, 2018.PNAD Contínua. Pesquisa Nacional por Amostra de Domicílios Contínua. Acesso à Internet e à televisão e posse de telefone móvel celular para uso pessoal 2017. IBGE. 2018. Disponível em https://biblioteca.ibge.gov.br/visualizacao/livros/liv101631_informativo.pdf Acesso em 14 out. 2019RAMOS, Altina; M. FARIA, Paulo; FARIA, Ádila. Revisão sistemática de literatura: contributo para a inovação na investigação em Ciências da Educação. Revista Diálogo Educacional, v. 14, n. 41, p. 17-36, 2014. Disponível em: https://periodicos.pucpr.br/index.php/dialogoeducacional/article/view/2269/2185 Acesso em: 04 jun. 2019.SCOLARI, Carlos A. Adolescentes, medios de comunicación y culturas colaborativas. Aprovechando las competencias transmedia de los jóvenes en el aula. h2020 | Research and Innovation Actions: España. 2018. Disponível em https://digital.fundacionceibal.edu.uy/jspui/handle/123456789/247. Acesso em: 04 jun. 2019.SIBILIA, Paula. O Show do Eu. A intimidade como espetáculo. 2 ed. Rio de Janeiro: Contraponto, 2016.WOJCICKI, Susan. Mid-year Update on Our Five Creator Priorities for 2018. Julho 2018. Disponível em https://youtube-creators.googleblog.com/2018/07/mid-year-update-on-our-five-creator.html. Acesso em: 29 set. 2019.e3757008

Serikov, Vladimir B., E. Heidi Jerome, Neal W. Fleming, Peter G. Moore, Frederick A. Stawitcke, and Norman C. Staub.Airway thermal volume in humans and its relation to body size. J. Appl. Physiol. 83(2): 668–676, 1997.—The objective of this study was to investigate the influence of volume ventilation (V˙e) and cardiac output (Q˙) on the temperature of the expired gas at the distal end of the endotracheal tube in anesthetized humans. In 63 mechanically ventilated adults, we used a step decrease in the humidity of inspired gas to cool the lungs. After change from humid to dry gas ventilation, the temperature of the expired gas decreased. We evaluated the relationship between the inverse monoexponential time constant of the temperature fall (1/τ) and eitherV˙e orQ˙. WhenV˙e was increased from 5.67 ± 1.28 to 7.14 ± 1.60 (SD) l/min ( P = 0.02), 1/τ did not change significantly [from 1.25 ± 0.38 to 1.21 ± 0.51 min−1, P = 0.81]. In the 11 patients in whom Q˙ changed during the study period (from 5.07 ± 1.81 to 7.38 ± 2.45 l/min, P = 0.02), 1/τ increased correspondingly from 0.89 ± 0.22 to 1.52 ± 0.44 min−1( P = 0.003). We calculated the airway thermal volume (ATV) as the ratio of the measured valuesQ˙ to 1/τ and related it to the body height (BH): ATV (liters) = 0.086 BH (cm) − 9.55 ( r = 0.90).

Theatre is the passport to the creation of a balanced educational system in the United States (US), while standardized testing is the downfall of the ideology behind ‘No Child Left Behind’ (NCLB). As an educator, I was greatly influenced by Howard Gardner, theorist of Multiple Intelligences and Neil Fleming theorist of learning modalities. This work has carried over into my work in theatre as a director. Theatre does not have to didactically serve formal education, which emphasizes mathematics and reading/writing, nor does it have to be merely a spectacle. Theatre can be experimental, artistic, cathartic, foster social and intrapersonal skills and increase intelligences in all areas for children and adults. The adaptation of the children’s book The End by David LaRochelle into a play for children demonstrates the potential that lies within the art of theatre to be more than just entertainment. Furthermore, my work on the adaptation of The End was greatly influenced by my research and participation in the production of Pinocchio with Ohio Valley Summer Theatre in the fall of 2008. From this production, I gained considerable knowledge on the topic of Commedia Del’ Arte which impacted my work on my own production The End.