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Relevant bibliographies by topics / Oral instruction

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Academic literature on the topic 'Oral instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Oral instruction"

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Et.al, Maria Shu Hong Bee Abdullah. "Effective Instructions by Novice Teacher to Improve Teaching Repertoire in School." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 181–84. http://dx.doi.org/10.17762/turcomat.v12i3.654.

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This paper highlights a review on the importance of giving clear instructions and strategies to improve oral instruction by novice teachers as they improve their teaching repertoires in schools. Essentially, this will help teachers to develop a clear oral instruction for good class management. It is an agreeable fact that giving instruction is a skill that takes many years of experience to master and meets the ideal set of practice that teachers set for themselves. Novice teachers face a lot of challenges to master the skill of giving instruction effectively and that is a mark of great quality of a teacher. An effective instructional strategy will deliver the lesson clearly and help learners to understand the focus, engage actively and take ownership of their learning.

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Golshah, Amin, Mahya Salahshour, Maryam Kiani, and Ali Fatahi. "Effect of Traditional and Virtual Oral Hygiene Instruction to School Health Instructors on Plaque Index of Elementary Schoolchildren." Open Access Macedonian Journal of Medical Sciences 9, no. D (March 26, 2021): 68–71. http://dx.doi.org/10.3889/oamjms.2021.5867.

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AIM: This study compared the effect of traditional and virtual oral hygiene instruction to school health instructors on plaque index (PI) of elementary schoolchildren. METHODS AND MATERIALS: In this descriptive, analytical study, 66 elementary schools in Kermanshah city were selected by cluster sampling. The school health instructors first participated in a pretest and filled out a questionnaire. The O’Leary’s index of 339 elementary schoolchildren was measured at baseline. Next, the school health instructors received oral hygiene instructions in two groups (n = 33) of virtual instruction through an online course and traditional classroom setting. After 3 weeks, a post-test was held and school health instructors filled out the same questionnaire for the 2nd time. After 3 months, the PI of students was measured again. Data were analyzed using the Chi-square test, t-test, Mann–Whitney U-test, and ANOVA. RESULTS: Both instruction methods significantly enhanced the oral hygiene knowledge of instructors (p < 0.001) but virtual instruction was significantly more effective (p = 0.02). No significant association was noted between age, work experience of instructors, or their level of education with their knowledge level in the virtual group (p > 0.05). An inverse correlation was noted between age and work experience of instructors with their knowledge level in the traditional instruction group (p < 0.05). Both instruction methods caused significant improvement of PI of students (p < 0.001) but virtual instruction was more effective (p < 0.001). CONCLUSION: Correct oral hygiene instruction to school health instructors (preferably by virtual instruction) can reduce PI elementary schoolchildren.

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Otis-Wilborn, Amy. "Developing Oral Communication in Students With Hearing Impairments." Language, Speech, and Hearing Services in Schools 23, no. 1 (January 1992): 71–77. http://dx.doi.org/10.1044/0161-1461.2301.71.

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In the past 20 years, there have been significant changes in educational services for students with hearing impairments in the public schools. These changes include the enactment of the Education for All Handicapped Children Act of 1975, the provision of related services by speech-language pathologists and the transition from primarily oral instructional philosophies and practices to those of total communication. Policies and procedures for delivering instruction in oral communication to students with hearing impairments have accompanied these changes. This article presents the results of a survey completed by speech-language pathologists and teachers of hearing-impaired students to identify parameters of instruction for developing oral communication in hearing impaired students. Specifically examined were aspects of professional preparation, roles, and responsibilities of speech-language pathologists and teachers, and parameters of direct instruction. Based on the findings of this survey and knowledge regarding how students learn oral communication, recommendations for the implementation of collaboration and consultation models by speech-language pathologists, teachers, and audiologists are proposed.

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Kuhn, Melanie R. "Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches." Education Sciences 10, no. 5 (May 21, 2020): 145. http://dx.doi.org/10.3390/educsci10050145.

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Four scientifically validated approaches to fluency instruction (Fluency-Oriented Reading Instruction, Wide Fluency-Oriented Reading Instruction, Fluency-Oriented Oral Reading, and Wide Fluency-Oriented Oral Reading) are reviewed. Two for the whole class and two for small groups. Key components of fluency, automaticity, and prosody are defined, and their contribution to reading comprehension is discussed. Automaticity contributes through its freeing up of attention to attend to meaning, and prosody contributes through its addressing of pacing and expression that, in turn, reflect textual meaning. Four principles for effective fluency instruction are also presented: Modeling, extensive opportunities for practice, the use of scaffolding, and the incorporation of prosodic elements. The four instructional approaches presented in this article are based on two different strategies for integrating extensive opportunities to read: Repeated versus wide reading. All four approaches use challenging texts, or texts at the upper end of the learners’ zone of proximal development, thus providing learners with access to a broader range of vocabulary and concepts than would be the case if they read only instructional level texts. All four also provided highly effective procedures for either whole-class or small-group reading instruction. The goal of this summary is to provide readers with effective approaches for classroom instruction.

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Spencer, Trina D., and Douglas B. Petersen. "Bridging Oral and Written Language: An Oral Narrative Language Intervention Study With Writing Outcomes." Language, Speech, and Hearing Services in Schools 49, no. 3 (July 5, 2018): 569–81. http://dx.doi.org/10.1044/2018_lshss-17-0030.

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Purpose Despite literature showing a correlation between oral language and written language ability, there is little evidence documenting a causal connection between oral and written language skills. The current study examines the extent to which oral language instruction using narratives impacts students' writing skills. Method Following multiple baseline design conventions to minimize threats to internal validity, 3 groups of 1st-grade students were exposed to staggered baseline, intervention, and maintenance conditions. During the intervention condition, groups received 6 sessions of small-group oral narrative instruction over 2 weeks. Separated in the school day from the instruction, students wrote their own stories, forming the dependent variable across baseline, intervention, and maintenance conditions. Written stories were analyzed for story structure and language complexity using a narrative scoring flow chart based on current academic standards. Results Corresponding to the onset of oral narrative instruction, all but 1 student showed meaningful improvements in story writing. All 4 students, for whom improvements were observed and maintenance data were available, continued to produce written narratives above baseline levels once the instruction was withdrawn. Conclusions Results suggest that narrative instruction delivered exclusively in an oral modality had a positive effect on students' writing. Implications include the efficiency and inclusiveness of oral language instruction to improve writing quality, especially for young students.

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van Batenburg, Eline, Ron Oostdam, Amos van Gelderen, Ruben Fukkink, and Nivja de Jong. "The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction." ITL - International Journal of Applied Linguistics 171, no. 2 (June 25, 2019): 153–90. http://dx.doi.org/10.1075/itl.18027.van.

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Abstract Little is known about the effect of diverging pedagogies on the development of interactional oral skills in a foreign language. In a controlled study, we evaluated three newly developed instructional programmes that were situated in the same training context, but that differed in instructional focus and type of task. These were compared to the effects of business-as-usual instruction. Multilevel analysis revealed that all experimental groups outperformed the ‘business-as-usual’ control group on oral interaction skills (N = 199), with similar results for the programmes. Positive effects were found on interaction skills for trained contexts of use only. No transfer was found to tasks in other contexts of use. We conclude that receiving contextualised oral interaction instruction is beneficial to the development of pre-vocational learners’ interaction skills.

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Brooks, Maneka Deanna, and Katherine K. Frankel. "Oral reading: practices and purposes in secondary classrooms." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 328–41. http://dx.doi.org/10.1108/etpc-01-2018-0010.

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Purpose This paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices. Design/methodology/approach In this qualitative cross-case analysis, a literacy-as-social-practice perspective is used to collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across two classrooms. Findings Oral reading was a routine instructional reading event in both classrooms. However, the literacy practices that characterized oral reading and teachers’ purposes for using oral reading varied depending on teachers’ pedagogical philosophies, instructional goals and contextual constraints. During oral reading, students’ opportunities to engage in independent meaning making with texts were either absent or secondary to other purposes or goals. Practical implications Findings emphasize the significance of understanding both how and why oral reading happens in secondary classrooms. Specifically, they point to the importance of collaborating with teachers to (a) examine their own ideas about the power of oral reading and the institutional factors that shape their existing oral reading practices; (b) investigate the intended and actual outcomes of oral reading for their students and (c) develop other instructional approaches to support students to individually and collaboratively make meaning from texts. Originality/value This study falls at the intersection of three under-researched areas of study: the nature of everyday instruction in secondary literacy intervention settings, the persistence of oral reading in secondary school and teachers’ purposes for using oral reading in their instruction. Consequently, it contributes new knowledge that can support educators in creating more equitable instructional environments.

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Rupley, William H., William Dee Nichols, Timothy V. Rasinski, and David Paige. "Fluency: Deep Roots in Reading Instruction." Education Sciences 10, no. 6 (June 3, 2020): 155. http://dx.doi.org/10.3390/educsci10060155.

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Over the past two decades, reading fluency has been increasingly recognized as an important instructional variable for success in reading. Yet, this has not always been the case. This article presents a historical review of the nature and role of fluency instruction in the United States. The roots of oral reading fluency began in an age when texts and other forms of entertainment and information were limited. Historically, in America, oral reading was the predominant means for conveying ideas and passing the time at home with the family. In the 1800s, American education’s primary method of instruction emphasized the need for being able to read aloud with expression and fluency, in order to hold the listeners’ attention and convey information. As texts and other forms of information became more available, oral reading became deemphasized, and silent reading was viewed as a better approach to developing readers’ comprehension at the cost of fluency development. With continued research and national reports that indicate the significant contributions of oral reading fluency to reading comprehension and academic proficiency, it is clear that the roots of oral reading run deep, and that fluent reading development is important to learners’ academic achievement and reading comprehension.

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Abad, José Vicente, and Paula Andrea Alzate. "Strategies Instruction to Improve the Preparation for English Oral Exams." PROFILE Issues in Teachers' Professional Development 18, no. 1 (January 28, 2016): 129–47. http://dx.doi.org/10.15446/profile.v18n1.49592.

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<p><span>This article presents the results of an inter-institutional research study that assessed the impact of strategies instruction on students’ preparation for and performance in oral exams. Two teacher-researchers at different universities trained 26 students in their respective B1-English-level courses in using language learning strategies. The study included pre- and post-intervention tests and on-line questionnaires after each oral exam. After comparing the test scores and analyzing the questionnaire responses, we arrived at two main conclusions: First, that strategies instruction, especially in combination with evaluation rubrics, promotes students’ autonomy and enhances their oral test performance. Second, that students’ use of language learning strategies is influenced by instructional variations tied to the relative importance that teachers ascribe to specific aspects of oral communication.</span></p>

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Murranka, Patricia A., and David Lynch. "Developing a Competency-based Fundamentals of Management Communication Course." Business Communication Quarterly 62, no. 3 (September 1999): 9–23. http://dx.doi.org/10.1177/108056999906200302.

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An innovative course in fundamentals of management communication derives from competency-based instruction. Course designers created a list of competen cies and behavioral objectives for each of four modules: business writing funda mentals, formal report writing, informative oral presentations, and persuasive oral presentations. Students receive the list before instructions. Students also gain instruction in class or through self-study or both. They are assessed through multi ple forms of assessment, and those assessments are measured in relation to individ ual demonstration of competencies rather than course norms. In general, the stu dents, faculty, and administration have viewed this course positively.

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Dissertations / Theses on the topic "Oral instruction"

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Mooneyham, John C. "Oral Language Development Workshops." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5923.

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Dwyer, Edward J., and S. Bain. "Fostering Good Oral Reading." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/3339.

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McLeod, Kristen. "Instructional effectiveness versus efficiency : a comparison of three types of corrective feedback for oral reading fluency instruction." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1172778187.

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Campbell, Robin. "Oral reading and teacher instruction : the development of oral reading in two young beginning readers and the effects of instruction upon that reading." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10020160/.

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Merrill, Trish. "A Comparison of Curriculum Based Measures of Oral Reading Fluency." Thesis, University of Southern Maine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10838430.

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Curriculum Based Measurements (CBM) are a widely-used tool for Response to Intervention (RTI) progress monitoring. In addition, they can be used in the determination of learning disabilities and special education qualification. The most widely used type of CBM is a measure of oral reading fluency (ORF). This type involves having a student read out loud for 1 minute while the examiner records any errors. Also known as reading curriculum-based measures (RCBM), various published forms of RCBM have been documented to be reliable and valid measures of all aspects of reading skills. Nonetheless, not all RCBM forms are the same, and the differences in features across published versions could affect student scores. This study examined the textual composition of three different published versions of RCBM probes to determine passage similarity and difficulty. The study also examined the consistency in student reading levels across the RCBM passage sets. A total of 202 students completed three passages from each of the selected probe sets for a total of nine passages each. Results indicated that all RCBM passages were correlated with each other and with a statewide assessment of reading. Mixed results were obtained when analyzing correlations between RCBM and a computer administered universal screening measure in reading. Significant differences were found in the overall number of words read correctly, dependent on the passage set. Significant differences were also noted in the number of students identified as at-risk of reading difficulties or in need of reading intervention based on each of the RCBM passage sets as compared to other standardized tests of reading. Regarding the textual composition of the three versions, passage sets appeared similar when similar length passages were compared, however, descriptive statistics suggested that passage level difficulty may vary depending on the passage within the set.

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Elder, Sharon M. Brabham Edna R. Greene. "Comprehension strategy instruction with teacher read alouds for first graders." Auburn, Ala., 2006. http://hdl.handle.net/10415/1292.

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Harris, Linda Kay 1966. "First grade children's oral and written retellings." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291885.

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This study addressed four questions about first graders' oral and written retellings. First, how did their retellings change over the period of one school year? Second, how did their own written and oral retellings of the same text compare and contrast? Third, did written retellings influence oral retellings? Fourth, did oral retellings influence written retellings? The retellings were scored using a holistic measure. Twelve students in the same first grade classroom participated in this study. The students were ranked based on teacher observation and were placed in experimental groups. The groups contained a heterogeneous mix of students, and were similar to each other. The first graders' oral and written retellings improved over the school year. Their oral retellings consistently scored higher than their written retellings. However, the evidence from this study does not indicate an influence of either written retellings on oral retellings or oral retellings on written retellings.

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Grace, Columbus Michael. "A case study of African American students' engagement responses to oral-based literacy instruction: The Oral Narrative Engagement (ONE) approach." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.

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George, May. "Teacher Scaffolding of Oral Language Production." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145738.

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This research involved two observational studies. It explored the scaffolding processes as part of classroom pedagogy. The research shed light on the way a teacher's instructional methodology took shape in the classroom. The target event for this study was the time in which a novice learner was engaged publically in uttering a sentence in Arabic in response to a task posed by the teacher. The central question was: What does the teacher do to assist and support this interactive sentence production process? It was decided to label this assistance and support as "scaffolding," i.e., temporary support to help a learner accomplish a challenging task slightly beyond his or her current level of proficiency. The research involved detailed descriptions and analysis of videotaped classroom episodes conducted in first-year Arabic language classrooms at a private liberal arts college during a three-month period. A central finding in this study was that oral Arabic sentence production was achieved through several related steps. These steps involved providing the students a pattern to follow, subsequently removing the pattern, and asking the students to produce sentences after explaining the grammatical rules. The teachers differed in the extent to which they launched models and patterns for students to follow.

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Ogawa, Yoshimasa. "Oral Repetition Tasks and the Acquisition of Lexical Phrases in Communicative EFL Instruction." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/136533.

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CITE/Language Arts
Ed.D.
This is a mixed-methods study investigating the effects of oral repetition tasks on Japanese students' use of lexcial phrases in communicative EFL instruction. The quantitative study showed that oral repetition facilitated the students' short-term memory of target lexical phrases but it did not translate into their long-term memory or use of the phrases. The qualitative study indicated that the participants perceived interpersonal conversations and small-group discussions in English as enjoyable and useful activities.
Temple University--Theses

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Books on the topic "Oral instruction"

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A, Siple Linda, ed. Curriculum guide for the instruction of oral interpreting. Washington, D.C: Alexander Graham Bell Association for the Deaf, 1985.

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Cadel, Ava. Pocket idiot's guide to oral sex. New York: Alpha Books, 2004.

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Dubberley, Emily. The oral sex position guide: 69 wild positions for amazing oral pleasure every which way. Beverly, MA: Quiver, 2013.

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Murray, Nicole. Ulcerative lesions of the oral cavity. Alexandria, VA: American Academy of Otolaryngology--Head and Neck Surgery Foundation, 2000.

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Arlene, Moliterno, ed. Developing presentation skills: A guide for effective instruction. Boston: Allyn & Bacon, 2001.

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Merrill, Jane. Ultimate Guide to Oral Sex. Naperville: Sourcebooks, Inc., 2008.

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Merrill, Jane. The ultimate guide to oral sex. Sourcebooks: Naperville, IL, 2005.

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Kuhn, Melanie R. The hows and whys of fluency instruction. Boston: Pearson, 2009.

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Joel, Perry, ed. Going down: The instinct guide to oral sex. Los Angeles, Calif: Alyson Publications, 2002.

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Avery, Sinclair, ed. Was that an earthquake?: The sensuous couple's guide to seismic oral sex : cunnilingus, fellatio. Dallas, TX: JPS Pub. Co., 2008.

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Book chapters on the topic "Oral instruction"

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Lemley, Christine K., and John Martin. "Google Sites and Oral History Projects: Connecting School to Community." In Media Rich Instruction, 251–69. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-00152-4_16.

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Juan-Garau, Maria. "Chapter 4. Oral accuracy growth after formal instruction and study abroad." In AILA Applied Linguistics Series, 87–110. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/aals.13.06ch4.

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Liu, Yu. "Disfluency in L2 Chinese Academic Oral Presentations and Formulaic Language Instruction." In Chinese Language Learning Sciences, 95–130. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9505-5_5.

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Wu, Wen-Chi Vivian, Jun Chen Hsieh, and Jie Chi Yang. "Personalizing Flipped Instruction to Enhance EFL Learners’ Idiomatic Knowledge and Oral Proficiency." In Learning, Design, and Technology, 1–23. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-17727-4_59-1.

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Long, Avizia Yim. "Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback." In Expanding Individual Difference Research in the Interaction Approach, 202–23. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/aals.16.09lon.

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Hüttner, Julia, and Angelika Rieder-Bünemann. "A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction." In AILA Applied Linguistics Series, 61–80. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/aals.7.04hut.

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Pérez-Vidal, Carmen, Maria Juan-Garau, Joan C. Mora, and Margalida Valls-Ferrer. "10. Oral and Written Development in Formal Instruction and Study Abroad: Differential Effects of Learning Context." In Intensive Exposure Experiences in Second Language Learning, edited by Carmen Muñoz, 213–33. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698063-013.

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Notoya, M., A. Murono, K. Araie, S. Suzuki, and M. Furukawa. "Has the Use of Early Sign and Written Language Instruction Combined with Oral Communication an Effect on the Rate of Progress after Cochlear Implantation?" In Cochlear Implant and Related Sciences Update, 305–7. Basel: KARGER, 1997. http://dx.doi.org/10.1159/000059027.

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Malone, Margaret E. "Developing Instructor Proficiency in Oral Language Assessment." In Second and Foreign Language Education, 439–52. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_35.

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Malone, Margaret E. "Developing Instructor Proficiency in Oral Language Assessment." In Second and Foreign Language Education, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_35-1.

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Conference papers on the topic "Oral instruction"

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Anewalt, Karen, and Jennifer Polack. "A Curriculum Model Featuring Oral Communication Instruction and Practice." In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3017680.3017775.

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Dowdle, Jerry Ann, and Sue Vernon. "Interactive multimedia oral language instruction for at-risk students." In ACM SIGGRAPH 2007 educators program. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1282040.1282072.

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Li, Xin. "The Application of Content-based Instruction to Tourism English Audio-Oral Teaching." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.33.

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Syarif, Ahmad, Yetti Supriyati, and Zulela Zulela. "Phonic Instruction with Storytelling and Non-Storytelling toward Learning to Read and Oral Language Development." In Proceedings of the 1st International Conference of Global Education and Society Science, ICOGESS 2019,14 March, Medan, North Sumatera, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.14-3-2019.2291951.

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Hessami, Mir-Akbar. "A Template for the Integration of Teaching and Learning of Communication Skills in the Engineering Course." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10561.

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Published studies in the open literature and experience of new engineering graduates have shown that employees who are able to clearly communicate their thoughts and ideas to their employers through written reports and oral presentations advance more quickly in the organisation compared to those who lack these skills even if they possess superior technical knowledge. Also, surveys of engineering employers have shown that while the technical knowledge of engineering graduates is considered to be adequate, the perception is that graduates lack the personal communication skills required of them in the work place. The traditional method of teaching communication skills to engineering students is through especially designed units which are taught by specialists in the field of communication. Engineering students generally consider these units to be of little importance due to a lack of engineering relevance. In order to overcome such shortcomings, teaching and learning of communication skills was integrated with the teaching of technical contents to final year students in a two-semester long Final Year Project (FYP) core unit in the undergraduate engineering degree during 2003 to 2008. The assessments tasks for the FYP unit included submission of a Project Proposal, a Progress Report, a Research Paper and a Final Report, plus an Oral Presentation. Students were given instruction on how to prepare for these activities at appropriate times during the semester. This paper describes the details of the approach used and the results obtained by students who have completed this unit.

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Rouser, Kurt P., Keith M. Boyer, and Aaron R. Byerley. "A Contextual Framework for Enhancing an Undergraduate Thermo-Propulsion Sequence." In ASME Turbo Expo 2006: Power for Land, Sea, and Air. ASMEDC, 2006. http://dx.doi.org/10.1115/gt2006-90477.

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This paper describes various techniques employed in a novel approach to instruction and assessment of an undergraduate sequence in thermo-propulsion at the United States Air Force (USAF) Academy. Integrated motivational contexts aid development of foundations in thermodynamics, compressible gas dynamics, and propulsion while reinforcing engineering problem solving skills. Students are first oriented to the context of new material. Subsequent lessons fortify the context, giving students the opportunity to collaborate on team design projects and interact with industry and government guest speakers. Real-world, practical examples and homework further motivate and help students grasp key concepts. Tests are administered in both oral and written formats with open-ended, scenario-based questions to assess student understanding of fundamentals. Grading procedures focus on analytical methods as opposed to numerical results. Specific performance criteria validate the achievement of course educational outcomes. Student course critique scores and written comments further support the assertion that a contextual framework is highly effective in teaching fundamental thermo-propulsion concepts.

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Dyachkov, V. V., I. A. Khomchenkova, P. S. Pleshak, and N. M. Stoynova. "ANNOTATING AND EXPLORING CODE-SWITCHING IN FOUR CORPORA OF MINORITY LANGUAGES OF RUSSIA." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-228-240.

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This paper describes code-switching with Russian in four spoken corpora of minority languages of Russia: two Uralic ones (Hill Mari and Moksha) and two Tungusic ones (Nanai and Ulch). All narrators are bilinguals, fluent both in the indigenous language (IL) and in Russian; all the corpora are comparable in size and genres (small field collections of spontaneous oral texts, produced under the instruction to speak IL); the languages are comparable in structural (dis)similarity with Russian. The only difference concerns language dominance and the degree of language shift across the communities. The aim of the paper is to capture how the degree of language shift influences the strategy of code-switching attested in each of the corpora using a minimal additional annotation of code-switching. We added to each corpus a uniform annotation of code-switching of two types: first, a simple semi-automatic word-by-word language annotation (IL vs. Russian), second, a manual annotation of structural code-switching types (for smaller sub-corpora). We compared several macro-parameters of code-switching by applying some existing simple measures of code-switching to the data of annotation 1. Then we compared the rates of different structural types of code-switching, basing on annotation 2. The results of the study, on the one hand, verify and enhance the existing generalizations on how language shift influences code-switching strategies, on the other hand, they show that even a very simple annotation of code-switching integrated to an existing field records collection appears to be very informative in code-switching studies.

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Hu, Haopeng, Ajian Li, Nan Zhang, and Yunjiang Lou. "Robot Programming by Demonstration with Oral Instructions for Assembly." In 2020 IEEE International Conference on Real-time Computing and Robotics (RCAR). IEEE, 2020. http://dx.doi.org/10.1109/rcar49640.2020.9303282.

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Abid. "Unravelling the perceptions of English teacher educators on oral communication strategies instructions." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.107.

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Lasker, S. E., B. Y. Lee, and R. E. Madden. "LOW MOLECULAR WEIGHT HEPARINS s ORAL ABSORPTION IN MONKEYS." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1644855.

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An orally administered low molecular weight heparin-like derivative of the commercial polydisperse polysaccharide is desirable clinically. The dissociation of antithrombotic properties and the induction of bleeding as well as minimal effect on platelet function are characteristics of some low-molecular weight heparins; however the circulating level of the anti Xa activity associated with demonstrable theraputic efficacy is not yet defined.The availability of a variety of low molecular weight heparins provided us with the opportunity to evaluate the gastrointestinal absorption characteristics of the preparations in the primate.Average molecular weight is only one of a spectrum of variables associated with absorbability, while Xa/APTT ratio differences and non-equivalent structural alterations may be responsible for functional differences in a living test system. Nevertheless, because of the clinical potential it is instructive to evaluate the GI absorbability of several preparations for which we have precise molecular weight data.Preparations: Low molecular weight heparins were prepared by a variety of methods including isolationby alcohol fractionation from broadly polydisperse commercial or crude heparins, depolymerization of commercial or crude heparin and franctionation of depolymerization products.Methods:Molecular weights were established by equilibrium ultracentrifugation and anti Xa activity was assayed by the Yin-Wessler coagulation method. Faste rhesus monkeys weighing 8-13 kg. were anesthestized and intubated with a radio opaque catheter. One cubic centimeter of a heparin preparation in saline was instilled directly into the duodenum. Blood samples assayed for anti Xa activity and thromboelasticity were drawn at periodic intervals from an indwelling femoral catheter.Results:Standard unfractionated heparin was detectable in blood only after one-half hour. The maximum activity for low molecular weight preparations was achieved after one-half to one hour.One fraction demonstrated activity in the plasma after four hours. Thedose response curve for one fraction at half-hour wascuyvilineal between 7 and 16 Mg/Kg.

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