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Journal articles on the topic 'Periodic teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Bierenstiel, Matthias, and Kathy Snow. "Periodic Universe: A Teaching Model for Understanding the Periodic Table of the Elements." Journal of Chemical Education 96, no. 7 (June 4, 2019): 1367–76. http://dx.doi.org/10.1021/acs.jchemed.8b00740.

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2

Martin, Matthew A., Kelly C. Hallmark, and Francis E. Sharkey. "Periodic Review of Pathology Training Program Teaching Files." American Journal of Clinical Pathology 134, no. 2 (August 2010): 332–34. http://dx.doi.org/10.1309/ajcpkxboak5pmi8g.

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3

Souza, Fernanda Oliveira de, Jakson Fernandes Lima, Railo Cavalcante Nunes, Daniel Alves da Silva, Glória Fernandes Lima, Rubya Macêdo Lima, Sandra Maria Barbosa de Araújo, Rosilene Rosa Rodrigues, Maria Izabel Florindo Guedes, and Luiz Francisco Wemmenson Gonçalves Moura. "Periodic domino game: a possibility for teaching and learning one of the periodic table." Research, Society and Development 9, no. 10 (October 2, 2020): e4189108617. http://dx.doi.org/10.33448/rsd-v9i10.8617.

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Studies and research show that chemistry Teaching is, in most cases, traditional, centered only on the memorization of names and formulas; with this, it distances itself from the reality of the student, becoming difficult and annoying. One of the chemistry contents that raise the most doubts in the students is the periodic table, most of them cannot assimilate the properties and the way the elements were organized. As an alternative to reduce these difficulties arise the games, didactic-pedagogical tools help the teacher in an attractive and dynamic way. In this sense, the present work should aim to verify the acceptance and the influence in the application of the game Domino Periodic in the classes on the periodic table. For that, field research was carried out with 19 students of the 9th grade of Elementary School II of the Centro Educacional Espaço Criativo School, in the municipality of Quiterianópolis-CE. The data were collected through an evaluative questionnaire, and the results graphically presented showing that the game aroused the interest of the students, since 64% of them attributed a maximum score and had an excellent influence, since 95% of the students stated that the game contributes significantly to a better understanding of the content addressed.

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4

Mikhailov, O. V. "Experience in Teaching Mendeleev’s Periodic Law at National Research University." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 11 (December 3, 2019): 78–85. http://dx.doi.org/10.31992/0869-3617-2019-28-11-78-85.

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The article discusses the questions concerning the presentation of the essence of the D.I. Mendeleev’s Periodic Law in the modern educational process in the framework of general educational and special chemical disciplines “General Chemistry”, “Inorganic Chemistry” and others. Some incorrectness have been noted both in the formulation of the Periodic Law itself and in the formulations of principles that are fundamental to the interpretation of this law (Hund’s rule, Pauli’s principle, Klechkovsky’s rule). Also, the article proposes the amended formulations of Mendeleev’s Periodic Law and each of these three principles.

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5

G. Romano, Caroline, Ana Letícia Carvalho, Isabella D. Mattano, Márcia R. M. Chaves, and Beatriz Antoniassi. "Chemical Profile: A Game for Teaching the Periodic Table." Revista Virtual de Química 9, no. 3 (2017): 1235–44. http://dx.doi.org/10.21577/1984-6835.20170072.

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6

Liu, Dan-Qing, Zhen-Qiang Wu, Yu-Xin Wang, Qiang Guo, and Jian-Guo Liu. "Optimal teaching strategy in periodic impulsive knowledge dissemination system." PLOS ONE 12, no. 6 (June 30, 2017): e0178024. http://dx.doi.org/10.1371/journal.pone.0178024.

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7

Rossing, Thomas D. "Teaching speech acoustics: Periodic functions and the voice source." Journal of the Acoustical Society of America 92, no. 4 (October 1992): 2319. http://dx.doi.org/10.1121/1.405040.

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8

Dias, Jerry Ray. "Teaching of chemistry before and after the periodic table." Foundations of Chemistry 22, no. 1 (January 29, 2020): 99–106. http://dx.doi.org/10.1007/s10698-020-09354-8.

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9

Rae, Ian D. "David Orme Masson, the Periodic Classification of the Elements and His ‘Flap’ Model of the Periodic Table." Historical Records of Australian Science 24, no. 1 (2013): 40. http://dx.doi.org/10.1071/hr12018.

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In the early 1890s, David Orme Masson, Professor of Chemistry at the University of Melbourne, invented a new way to display the periodic table of the elements, in which the transition elements were arranged on a flap that projected from the plane containing the main group elements. He shared the idea with his mentor, Sir William Ramsay, at University College London, who published a similar model in his 1896 book. The ?flap' arrangement was an outcome of Masson's research interest in the periodic classification of the elements, to which he also made contributions in the 1890s about the placement of hydrogen and suggested to Ramsay that a new main group was needed to accommodate the rare gases such as helium and argon then being discovered in London. Although it was not widely adopted elsewhere, Masson's ?flap' model was a research and a teaching tool that was used at the University of Melbourne and in school chemistry teaching in Victoria for over half a century.

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10

Razmara, A., D. Mackay, S. L. Galetta, and S. Prasad. "Teaching Video NeuroImages: Periodic alternating nystagmus evident only in darkness." Neurology 80, no. 4 (January 21, 2013): e32-e32. http://dx.doi.org/10.1212/wnl.0b013e31827f07ab.

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Bohm, Parker, Eric R. Eggenberger, Divyanshu Dubey, Hyun Woo Kim, and A. Sebastian Lopez Chiriboga. "Teaching Video NeuroImages: Periodic Alternating Nystagmus in Paraneoplastic KLHL11 Rhomboencephalitis." Neurology 96, no. 21 (February 15, 2021): e2668-e2669. http://dx.doi.org/10.1212/wnl.0000000000011711.

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12

Leigh, G. J. "IUPAC and the Periodic Table." Chemistry International 41, no. 1 (January 1, 2019): 6–9. http://dx.doi.org/10.1515/ci-2019-0102.

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AbstractThe Periodic Table is now regarded as such a fundamental part of current chemical research and teaching that it is salutary to learn that this prominence is a relatively recent development. IUPAC was established in its present form in 1919, but the roots of the Table go back much further. The general realization of the value of the Periodic Table to rationalize and teach chemistry has only come about since the new flowering of inorganic chemistry, which can be dated to the 1960s. Today the most popular form of the Table and its updating and dissemination owe much to IUPAC, though this was not always the case.

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13

Dmitriev, I. S. "Superstrutures above the Periodic Law (About the article of O.V. Mikhailov)." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 11 (December 3, 2019): 98–103. http://dx.doi.org/10.31992/0869-3617-2019-28-11-98-103.

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The author expresses critical remarks regarding the article by O.V. Mikhailov on teaching the topic “Mendeleev’s Periodic law” by at the national research University. Some specific errors of O.V. Mikhailov relating to historical-scientific and quantum-chemical issues are indicated. The article also presents a general critical assessment of his approach to teaching.

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14

Marano, Massimo, Fioravante Capone, Francesco Motolese, Mario Tombini, and Vincenzo Di Lazzaro. "Teaching NeuroImages: Sleep-related periodic breathing in acquired central sleep apnea." Neurology 91, no. 10 (September 3, 2018): e1001-e1002. http://dx.doi.org/10.1212/wnl.0000000000006131.

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15

Casas, Lluís. "Teaching periodicity and aperiodicity using 3D-printed tiles and polyhedra." Journal of Applied Crystallography 53, no. 6 (October 19, 2020): 1583–92. http://dx.doi.org/10.1107/s1600576720011772.

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Unit cell and periodicity are key concepts in crystallography and classically were thought to be inherent properties of ordered media like crystals. Aperiodic crystals (including quasicrystals) forced a change of paradigm, affecting the actual definition of a crystal. However, aperiodicity is usually not taught in crystallography undergraduate courses. The emergence of low-cost 3D-printing technologies makes it possible to tackle hands-on learning of the commonly taught crystallography concepts related to periodicity and to introduce in an uncomplicated manner aperiodic crystals and their related concepts that usually are skipped. In this paper, several examples of the use of 3D printing are shown, including 2D and 3D examples of periodic and aperiodic ordered media; these are particularly useful to understand both conventional periodic crystals and quasicrystals. The STL files of the presented models are made available with the paper.

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DE ALENCAR, F. V. S., A. F. DA SILVA, L. M. DA SILVA, and R. B. F. DE CARVALHO. "DEVELOPING A PERIODIC TABLE AND A DIDACTIC GAME FROM ALTERNATIVE MATERIALS: METHODOLOGICAL PROPOSALS FOR SCIENCE TEACHING." Periódico Tchê Química 15, no. 29 (January 20, 2018): 219–27. http://dx.doi.org/10.52571/ptq.v15.n29.2018.219_periodico29_pgs_219_227.pdf.

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Students since Elementary School struggle in understanding contents related to periodic table and its properties. This topic has been frequently discussed in the academic environment. In this context, this study aimed to elaborate a periodic table with alternative materials, as well as the application of a teaching game, which covers the periodic properties to students from Elementary School of a municipal school located at Duque Bacelar City, Maranhão State. Initially, a questionnaire with open questions was applied in order to characterize the students profile and to evaluate previous knowledge. Following this, it was performed alongside the students a bibliographic research with a purpose of collecting information needed to the elaboration of these activities. The methodological proposals made possible to students the opportunity to experience a differentiated class, learning concepts about chemical elements in a dynamic way, as well understanding the position of each element in the periodic table. Additionally, these activities showed a good alternative to science teaching, once the students were more interested and motivated in studying science. This also changed the school environment to a playful environment, favoring the interaction student/teacher and student/student.

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17

Wardhani, Nurma Setya, and Jamil Suprihatiningrum. "Proses Pengembangan Tabel Periodik Unsur (TPU) Braille untuk Siswa Difabel Netra." INKLUSI 2, no. 1 (January 3, 2015): 125. http://dx.doi.org/10.14421/ijds.020106.

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One of the challenging subjects in chemistry for students with visual impairment is the periodic table, known in bahasa Indonesia as SistemPeriodikUnsur ( SPU). The common method of teaching currently used for this subject is lecture, with occasional use of tactile demonstration where the teacher or lecturer describes the visual component by drawing the object on thestudent’s palm or back. In short, students with visual impairment learn the periodic tableby relying heavilyon their memory.Based on this teaching challenge, this developmental research undertakesthe development of a Braille version of the periodictable that will enable a blind student to properly learn chemistry. This Braille model is an accessible, tactual based learning tool that enables blind students to learn independently through experience.[Salah satu materi pembelajaran kimia yang termasuk sulit diajarkan kepada siswa difabel netra adalah materi Sistem Periodik Unsur (SPU). Guru menyampaikan materi SPU kepada siswa difabel netra dengan metode ceramah. Guru memperkenalkan berbagai unsur dalam susunan periodik dengan bercerita dan sesekali memberikan gambaran dengan rabaan pada tangan atau punggung. Oleh karena itu, siswa difabel netra hanya mengandalkan ingatan dalam mempelajari materi tersebut.Pengembangan TPU Braille untuk siswa difabel netra ini diharapkan dapat menjadi media bagi siswa difabel netra untuk belajar kimia dan dapat memenuhi kebutuhan siswa difabel netra akan media dan alat bantu. Pengembangan TPU Braille untuk siswa difabel netra memenuhi media yang assestive bagi siswa difabel netra yang bersifat taktual. Siswa difabel netra dapat belajar dengan pengalaman mereka sendiri dan tidak merasa diperlakukan berbeda diantara yang lain sehingga motivasi dalam belajar kimia siswa difabel netra dapat tumbuh meskipun dengan keterbatasan yang dimiliki.]

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18

Briginshaw, John. "Teaching Accounting For Inventory By Calling On Students’ Personal Experiences." American Journal of Business Education (AJBE) 3, no. 3 (March 1, 2010): 63–70. http://dx.doi.org/10.19030/ajbe.v3i3.400.

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This essay seeks to give practical guidance to accounting instructors seeking to convey the difficult concepts of accounting for inventory. Techniques to convey the concepts of assumed inventory flow, inventory valuation under inflation and deflation, impairment of inventories, LIFO liquidations and the concept of the periodic inventory system are considered.

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19

Osorio, Viktoria Klara Lakatos, Peter Wilhelm Tiedemann, and Paulo Alves Porto. "Primo Levi and The Periodic Table: Teaching Chemistry Using a Literary Text." Journal of Chemical Education 84, no. 5 (May 2007): 775. http://dx.doi.org/10.1021/ed084p775.

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20

Tsapenko, M. V., T. G. Call, J. A. Lust, and N. Leung. "Periodic fever syndrome with relapsing glomerulonephritis: a case report and teaching points." Clinical Kidney Journal 4, no. 5 (July 6, 2011): 346–51. http://dx.doi.org/10.1093/ndtplus/sfr080.

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21

Hughes, Barnabas B., F. M., and Lois Whitman Freier. "The Sierra Curve—an Introduction to Periodic Concepts." Mathematics Teacher 84, no. 6 (September 1991): 434–41. http://dx.doi.org/10.5951/mt.84.6.0434.

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“Two important elements in trigonometry are the ideas of periodicity and periodic functions.” So began James E. Sconyers when he shared his teaching idea “A Simple Periodic Function” (Sconyers 1986). His clear exposition inspired what follows, although the technique used here differs radically from Sconyers's. The computer is used as a tool for making changes in an unusual periodic function-the Sierra curve, so called because it resembles a mountain chain in the western United States. By appropriate directed inputs, students transform the shape of the Sierra curve. In so doing, they investigate four characteristics of many periodic functions: period, amplitude, horizontal shift, and vertical shift. A listing of the program for the Apple II computer appears in the Appendix.

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22

Teshima, Yoshinori, Yasunari Watanabe, Yuji Ikegami, Kenji Yamazawa, Shinsaku Nishio, and Takeo Matsumoto. "Development of teaching materials to learn crystallographic symmetry." Acta Crystallographica Section A Foundations and Advances 70, a1 (August 5, 2014): C1280. http://dx.doi.org/10.1107/s2053273314087191.

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Authors have developed proper polyhedron models to enable people to learn the concept of three-dimensional symmetry. Touching and operating the symmetry elements of the proper polyhedron enables people to understand symmetry. In this study, authors made three-dimensional tessellation models. Certain polyhedra can be stacked in a regular periodic pattern to fill three-dimensional space completely. Figures show our models. The cube (Fig. (a)) is the only regular polyhedron to fill three-dimensional space completely. The cube is a Voronoi region of the simple cubic lattice (sc). The truncated octahedron (Fig. (b)) is the only Archimedean solid to fill three-dimensional space completely. The truncated octahedron is a Voronoi region of the body-centered cubic lattice (bcc). The rhombic dodecahedron (Fig. (c)) is the only Catalan solid (or Archimedean dual) to fill three-dimensional space completely. The rhombic dodecahedron is a Voronoi region of the face-centered cubic lattice (fcc). Figs. (a), (b), and (c) show three kinds of their aggregate respectively. In each of left-hand aggregate, there is a two-fold rotational axis along a vertical direction. In each of central aggregate, there is a three-fold rotational axis along a vertical direction. In each of right-hand aggregate, there is a four-fold rotational axis along a vertical direction. Fig. (d) is a nontrivial polyhedron to fill three-dimensional space completely. The external shape of the polyhedron was designed as a tree shape. We call such a model three-dimensional Escher shape (3DES) [1]. This can be stacked in a regular periodic pattern too.

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23

Canciani, Simone. "A DIDACTIC ITINERARY THROUGH MATHEMATICS, SCIENCE AND ART ON ESCHER’S PERIODIC DRAWINGS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 17, no. 2 (December 15, 2020): 100–123. http://dx.doi.org/10.48127/gu-nse/20.17.100.

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The purpose of this analysis is to show that strong connections might exist between the teaching of mathematics, science and art. This is due to the particular geometrical configurations behind several paintings and other artistic creations. Therefore, the knowledge of this connection might be of help for the students to guess that mathematics and science also have possible applications to art. This is particularly relevant for the high schools of art. Since too often, mathematics is taught in high schools without any relevant link to reality, this can be one of the reasons of students’ disaffection for this subject. In this analysis, a teaching experiment developed by the author in an Italian (Udine) high school of art is proposed. In particular, Escher’s periodic drawings, and the ornamental motifs that characterize many products in reality, offer an interesting opportunity to make high school students understand the relevance of mathematics and especially of geometry in art. The discovery of mathematical laws, that derive from crystallography, behind Escher’s drawings should persuade students that such an artistry is reachable only by means of mathematical knowledge. In what follows the main features of the outlined didactical proposal are presented and discussed. Keywords: Escher, periodic drawings, mathematics and art, mathematics teaching, cristallography

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Adnan, Husnul Khatimah, Miftahul Jannah, and Khairil Razali. "Periodic assignment: Exploring students’ perception and their academic achievement." ELT Forum: Journal of English Language Teaching 9, no. 2 (November 30, 2020): 15–24. http://dx.doi.org/10.15294/elt.v9i2.41226.

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Determining the perception of English Department students toward the periodic assignment and how it develops students’ academic achievement was the aim of this study. The correspondents were 42 students who experienced periodic assignments in English for Academic Purposes subject at English Department of UIN Ar-Raniry, Banda Aceh. This study used a quatitative descriptive research design. The data were collected through questionnaires as the researcher used a four-point Likert scale questionnaire adapted from Turanli (2009) as the instrument. The scale was taken for exploring respondent’s personality. Frequency distribution was used to analyze the obtained data and it would be presented in percentage. From 16 questions, the findings revealed that many students expressed positive perception towards periodic assignments in learning English for Academic Purposes. The students also expressed that the periodic assignments had developed their academic achievement. This study was not only useful for teachers’ practical teaching, but it provided the base for future research about periodic assignment.

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Іващенко, В. М. "JOURNAL «NOVYMY STEZHCAMY» IN REGIONAL TEACHING PERIODIC UKRAINY 1922 (EDUCATIONAL AND SOCIAL CONTEXT)." Odesa National University Herald. Library studies, Bibliography studies, Bibliology 24, no. 1(21) (May 3, 2019): 59–69. http://dx.doi.org/10.18524/2304-1447.2019.1(21).165927.

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Singh, Iqbal, and Bikramjeet Kaur. "Teaching graphical simulations of Fourier series expansion of some periodic waves using spreadsheets." Physics Education 53, no. 3 (April 5, 2018): 035031. http://dx.doi.org/10.1088/1361-6552/aab447.

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27

Pratiwi, Umi. "Needs Analysis of Training Web Exe CMS (Content Management System) and Arduino “Two In One” For Physics Teacher." JIPF (Jurnal Ilmu Pendidikan Fisika) 4, no. 2 (October 1, 2019): 118. http://dx.doi.org/10.26737/jipf.v4i2.1159.

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Most of physics teachers in Purworejo Regency use conventional teaching media. This is due to the lack of understanding and information about the latest It-based teaching media. They need new breakthroughs and methods to improve the quality of physics learning, especially those related to the development of teaching media. Therefore CMS (Content Management System) web exe and Arduino-based training needs analysis are conducted for Purworejo Regency physics teachers. This effort are tested by research descriptions are by giving questionnaires to respondents. The results showed that Purworejo district physics teachers needed continuous and periodic training with guided monitoring and needed training related to the latest IT-based teaching media such as e learning and microcontroller-based teaching media such as Arduino.

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Adams, Gerald E. "Nonconventional Methods in Teaching Matter, Atoms, Molecules & the Periodic Table for Nonmajor Students." American Biology Teacher 59, no. 7 (September 1997): 428–38. http://dx.doi.org/10.2307/4450349.

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Meza, Roger M., Hans Schulz, Juan Correa, Mayra Rojas, Vivek Lal, and Alberto J. Espay. "Teaching Video NeuroImages: Slow periodic myoclonus in subacute sclerosing panencephalitis and fulminant Wilson disease." Neurology 93, no. 14 (September 30, 2019): e1410-e1411. http://dx.doi.org/10.1212/wnl.0000000000008206.

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Oranu, E., and J. Ojule. "Implanon Implant Contraception at the University of Port Harcourt Teaching Hospital: A Periodic Review." Asian Journal of Medicine and Health 11, no. 1 (March 22, 2018): 1–6. http://dx.doi.org/10.9734/ajmah/2018/40017.

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31

Malkawi, Amal R., and Rashid J. Al Maamari. "The Impact of Using Computer Simulation on Correcting Physical Misconceptions in the Subject of Periodic Motion among Eleventh Grade Students in the Sultanate of Oman." Journal of Educational and Psychological Studies [JEPS] 10, no. 2 (March 1, 2016): 318. http://dx.doi.org/10.24200/jeps.vol10iss2pp318-338.

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This study aimed to detect the impact of using computer simulation on correcting physical misconceptions in the subject of periodic motion among the eleventh grade students in the Sultanate of Oman. The researchers used a quasi-experimental approach and the study sample consisted of 128 of eleventh grade. Students were selected randomly in a deliberate manner from two schools, in the North Batinah Governorate. The students were distributed into two groups; experimental and control. The experimental group consisted from (65 students) and studied the scientific material related to the unit of periodic motion using computer simulation. The control group consisted of 63 students and studied the same scientific material by traditional method.The study found a diverse and wide series of misconceptions in the subject of periodic motion and revealed the inability of students to provide a true scientific explanation for many phenomena that are related to the periodic motion. The study also found significant statistical differences in correcting the misconceptions sample in the subject of periodic motion due to teaching methods in favor of the experimental group. The study didn’t show statistically significant differences due to gender.

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PEREIRA, F. C., F. J. S. LIMA, and A. O. SILVA. "MAGNETIC DIAGRAM FOR THE TEACHING OF QUANTIC NUMBERS AND ELECTRONIC ARRANGEMENT." Periódico Tchê Química 12, no. 24 (August 20, 2014): 15–23. http://dx.doi.org/10.52571/ptq.v11.n22.2014.15_periodico_22_pgs_15_23.pdf.

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This paper describes the construction of a magnetic diagram, for the purpose of teaching quantic numbers and for conventional electronic arrangement, at the level of the medium teaching. The use of small pieces of magnet allows the representation of electrons, which enables us to work all the chemical elements of the periodic table, making a clear display easier, and improving the student’s understanding, about electronic arrangement in each atom in a dynamic way. The brief visualization of each electron enables us to work the atomic number (Z), the period and family of each element, as well as the energy level and sub-level.

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Secrest, Thomas W. "A Seasoned Instructors New Look At Fixed-Income Securities: An Exercise Using Discounted Bonds." American Journal of Business Education (AJBE) 5, no. 1 (December 21, 2011): 61–66. http://dx.doi.org/10.19030/ajbe.v5i1.6704.

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Having returned to teaching the basics of pricing fixed-income securities after several years, the author recalls the difficulty students have in understanding the total return provided by fixed-income securities that are purchased at either a discount or premium from face value.This teaching note attempts to clarify the concept by suggesting that separation of the return provided by coupon payments from the return provided by periodic changes in the fair market value may aid in student understanding.The integration of financial calculators in the classroom improves and simplifies this process for seasoned instructors.

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Haque, Syed Enamul, and Anwar A. Khan. "A Simple Circuit for the Quantitative Demonstration of Fourier Analysis and Synthesis." International Journal of Electrical Engineering & Education 25, no. 3 (July 1988): 235–41. http://dx.doi.org/10.1177/002072098802500312.

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A simple teaching aid for the quantitative demonstration of Fourier analysis and synthesis is described. Any periodic waveform of the specified frequency is analysed to give its different Fourier components and these components, when added, give the synthesized waveform. The circuit arrangement is simple and inexpensive and may be assembled in any undergraduate laboratory.

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Basenko, Gyulnara, and Victoria Baskakova. "Podcasts in the teaching media space." E3S Web of Conferences 273 (2021): 12122. http://dx.doi.org/10.1051/e3sconf/202127312122.

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This article focuses on the podcasts in the learning media space. Modern educational technologies and the Internet resources have significantly expanded the possibilities of organizing the process of learning a foreign language. Podcasts as an innovative learning tool are an effective way of building socio-cultural and communicative skills. Podcasts are audio or video materials prepared by native speakers that are freely available on the Internet, available for download and reuse. The main difference between podcasts and television or radio is the ability to use them regardless of the specific time and place. The advantages of podcasts include their availability, variability, free choice, periodic updates, relevance, mobility. The teaching media space offers, along with specialized educational podcasts, information, music, comedy podcasts, audiobooks, news in politics and sports, game channels. The main features of educational podcasts are: authenticity, relevance, multi functionality, multi-channel perception, mobility of the used technical means, productivity. Based on the analysis of various foreign language educational podcasts, 5 types were identified, classified by the content. Such podcasts can be recommended and successfully used not only in class, but also at home. Using the theme “Food” as an example, the audio podcast RealLife English Podcast # 180: In the Kitchen (Cooking Expressions) aims to develop students’ auditory skills as well as communication skills using theme vocabulary in speech. Thus, podcast technology has great potential for further development, especially in the context of the actualization of distance learning.

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Nam, Jeong-Kwun. "Comparative Study of Teaching and Learning Centers in Universities by Country." Global Research in Higher Education 3, no. 4 (October 19, 2020): p13. http://dx.doi.org/10.22158/grhe.v3n4p13.

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The purpose of this study is to compare the roles and functions of teaching and learning centers in universities operated in three Asian countries and to find effective management strategies. To this end, periodic or non-periodical literature analysis and interviews with the staffs, were conducted together with the domestic and overseas research. As a result of the study, Korea is in the center of learner support, while Singapore is in the center of teaching support, and the Philippines has only a few programs for learners and teachers. This phenomenon means that the operation of the university’s teaching and learning center focuses on strengthening the teaching and learning capacity to support teachers and learners. In addition, the establishment of teaching and learning centers in each country is composed of institutions affiliated with the College of Education as separate independent institutions, supporting teams or individuals. In terms of financial aspects, Human and financial distinctions were significantly different.

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Alti, Rahmi Mudia. "Development of Guided Inquiry-Based Worksheet as Teaching Materials on Elements, Compounds, and Periodic Table." JTK (Jurnal Tadris Kimiya) 6, no. 1 (June 30, 2021): 124–31. http://dx.doi.org/10.15575/jtk.v6i1.10377.

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Bouwma-Gearhart, Jana L., John D. Ivanovitch, Ellen M. Aster, and Andrew M. Bouwma. "Exploring Postsecondary Biology Educators’ Planning for Teaching to Advance Meaningful Education Improvement Initiatives." CBE—Life Sciences Education 17, no. 3 (September 2018): ar37. http://dx.doi.org/10.1187/cbe.17-06-0101.

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This paper attends to challenges for postsecondary science education improvement initiatives, notably understanding and responding to the realities guiding educators’ teaching practices. We explored 16 postsecondary biology educators’ instructional planning, providing novel insights into why educators select certain strategies over others, including lecturing. Our findings point to an array of factors that educators consider, factors that we believe push against the lecture versus active-learning dichotomy that we hear in some improvement rhetoric. We recommend professional development experiences (including peer evaluations of teaching) wherein educators and other proponents for teaching improvements explicitly explore rationales for teaching, including educators’ considerations of the nature of the discipline (content and concepts and skills and processes) and students’ needs. Educators with less experience with content were more likely to seek out additional instructional resources during planning, including other educators. Given this, teaching improvement proponents may want to offer professional development activities that sync with periodic and planned teaching assignments that take educators out of their disciplinary knowledge comfort zone. Disciplinary colleagues might serve as exemplars of planning and implementing teaching strategies that both convey foundational content and processes and engage students via evidence-based practices.

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Aitken, R. Alan, and M. Pilar Gil. "The periodic table and other wallcharts in the teaching of chemistry in St Andrews, 1884–1919." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 378, no. 2180 (August 17, 2020): 20190299. http://dx.doi.org/10.1098/rsta.2019.0299.

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The teaching of the chemistry of the elements at the University of St Andrews by Professor Thomas Purdie FRS is examined with reference to selections from a collection of recently discovered historic wallcharts and extracts from his detailed hand-written lecture notes. Together these reveal a comprehensive and exciting programme of lectures incorporating numerous practical demonstrations which were continually updated to reflect the latest state of knowledge in what was a rapidly changing field. This article is part of the theme issue ‘Mendeleev and the periodic table’.

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Ward, Robert W. "Separate and Distinct: A Comparison of Scholarly Productivity, Teaching Load, and Compensation of Chiropractic Teaching Faculty to Other Sectors of Higher Education." Journal of Chiropractic Education 21, no. 1 (April 1, 2007): 1–11. http://dx.doi.org/10.7899/1042-5055-21.1.1.

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Background: Faculty scholarship, teaching load, and compensation can be indicators of institutional health and can impact curricular quality. Periodic data are published by the US Department of Education for all sectors of higher education, but do not list chiropractic colleges as a separate category. Objective: To report on the scholarly output, teaching load, and compensation of the full-time faculty at one chiropractic college, and to compare those data to national and local norms. Methods: Data on chiropractic faculty were collected from within the institution. External data were collected from the US Department of Education and US Bureau of Labor Statistics. Results: The chiropractic faculty assessed create about one-tenth the scholarly output, carried 2.7 times the course load of external doctoral faculty and 1.4 times the course load typical of 2-year (community) college faculty, received two-thirds the salary typical for all segments of education, and one-half the typical retirement benefits. Conclusion: Results are suggestive of significant deficiencies within chiropractic education that pose risk to the future of the profession. (The Journal of Chiropractic Education 21(1): 1–11, 2007)

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Waldron, Kimberley A., Erin M. Fehringer, Amy E. Streeb, Jennifer E. Trosky, and Joshua J. Pearson. "Screening Percentages Based on Slater Effective Nuclear Charge as a Versatile Tool for Teaching Periodic Trends." Journal of Chemical Education 78, no. 5 (May 2001): 635. http://dx.doi.org/10.1021/ed078p635.

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Alexander, Irene. "Does Periodic Continence Harm Spousal Love?: Pope John Paul II’s Response to the Pastoral Difficulties of Living Out Humanae Vitae." Linacre Quarterly 85, no. 4 (November 2018): 358–74. http://dx.doi.org/10.1177/0024363918815456.

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The main reason for the widespread dissent from Humanae vitae is not primarily academic. Rather, dissent arises first on a practical level by couples themselves on account of the difficulty they experience in living out the teaching. More specifically, couples often feel that there is a “contradiction” between the responsible regulation of birth and the unity of their love. This essay addresses this pastoral objection head on through a candid appreciation of the “difficulties” couples experience and through demonstrating Pope John Paul II’s idea of cultivating a “conjugal spirituality,” which moves couples interiorly from merely following rules to fostering reverence both for one’s spouse and for God. Summary: This article provides a pastoral response to the difficulties of living out the teaching of Humanae vitae, by explaining the teaching of Humanae vitae through the lens of Pope John Paul II’s Theology of the Body. Specifically, I explain John Paul II’s exhortation to couples to develop a “conjugal spirituality” through the virtues, so that they will grow in reverence for their spouse and for God.

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Shipovalova, L. V. "Reflections on Teaching and Studying the Scientific Laws." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 11 (December 3, 2019): 86–97. http://dx.doi.org/10.31992/0869-3617-2019-28-11-86-97.

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The article aims to discuss the problems of teaching and studying the scientific laws. It is dedicated to the anniversary of Dmitriy Mendeleev’s Periodic Law, but the author discusses the scientific laws in a broad epistemological and educational context. In the first section of the article, the author determines the purpose of education at a research university on the basis of Wilhelm von Humboldt’s ideas. She emphasizes that, in contrast to school education, which is focused on the transfer of ready-made knowledge, university education should generate critical thinking. In the context of such distinction between educational goals, a research question is formulated. How to make the practice of teaching a scientific law truly relevant to research university, and not only and not so much to school education? The answer to this question consistently considers two interrelated aspects of the possible education of future researchers. The author describes the historical aspect of teaching the scientific laws through two strategies of the history of science – antiquarianism and presentism. She demonstrates that antiquarianism can contribute to the formation of critical thinking. The author reveals the ontological aspect of teaching the scientific laws and relates it with the critic of objectivism in interpretation of scientific knowledge. In conclusion she argues that the proposed approach may contribute to the generation of scientific thinking aimed at finding new knowledge.

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Khurshid Sipra, Muhammad Wajid, Zahid Mehmood Akhtar, and Tayyaba Batool. "Sensitivity of PAS histopathology stain for the diagnosis of onychomycosis at multicenter teaching hospitals, Pakistan." Professional Medical Journal 26, no. 08 (August 10, 2019): 1213–17. http://dx.doi.org/10.29309/tpmj/2019.26.08.257.

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The aim of this study was to determine the sensitivity of Periodic acid –Schiff (PAS) staining an early and quick effective diagnostic test of nail clipping with routine tests in the diagnosis of Onychomycosis. Background: The routine gold standard for diagnosis of fungal nail infections has been direct microscopy (KOH mount) and mycological culture which often yield delayed or weak/false negative results. However recent studies have suggested that nail plate biopsy using PAS stain is rapid method of detection that grasped the diagnosis and manage the disease. Study Design: Cross sectional descriptive study. Setting: 320 clinical diagnosed cases of onychomycosis performed at Department of Microbiology, Quaid-e-Azam Medical College Bahawalpur and Department of Histopathology King Edward medical University Lahore. Period: January 2012 to August 2018. Materials and Methods: The parameter looked in the sent investigation were histopathology PAS stain, mycological culture and microscopy. Presences of intensely stained reddish dots or threads like structures in between the cells of nail plate were considered to be positive results on histopathology with periodic acid Schiff (PAS). The microscopic study showed hyphae or spores and growth of organism concluded by morphological colony characteristics on Sabouraud's dextrose agar (SDA) periodically after 4 weeks. Result: out of total 320 cases, 81.25% was positive for histopathology PAS stain. Culture positivity was 60% and KOH mount recovered 52.5% positive. The combination of PAS stain and culture results showed 90.62% while Culture and KOH were 62.5% in nail clipping specimen. Conclusion: Histopathological PAS technique was found to be more effective than other laboratory methods for the diagnosis of Onychomycosis.

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Setyowati, Endah, and Alviani Permata. "Service Learning: Mengintegrasikan Tujuan Akademik Dan Pendidikan Karakter Peserta Didik Melalui Pengabdian Kepada Masyarakat." Bakti Budaya 1, no. 2 (November 19, 2018): 143. http://dx.doi.org/10.22146/bb.41076.

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Service learning is a teaching approach that combines academic goals and the character educationthrough community service activities. Teaching strategies through knowledge, experiences, andreﬂections applied in an interdiciplinary course provide opportunities for students to relate knowledgedirectly from the classroom to community problems with their participation as volunteers in a specifedcommunity. Te community which is chosen as a target group was ftted to the lecture materialswhich emphasized on issues of state discrimination against vulnerable groups and impacts of decreasingenvironmental quality on sustainable peace. Te learning outcomes which is set at level of students'awareness of social problems are measured by changes in perceptions of issues faced by target groupsbefore and after students doing a community service through periodic journal reports.

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Luo, Ping, Wenwen Pang, Yingying Wang, Minghui Liu, Shu Zhou, Shuai Liu, Xian Zhang, Li Liu, Yanan Liu, and Fuling Zhou. "WeChat as a Platform for Problem-Based Learning Among Hematological Postgraduates: Feasibility and Acceptability Study." Journal of Medical Internet Research 23, no. 5 (May 25, 2021): e16463. http://dx.doi.org/10.2196/16463.

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Background Hematological medicine is a practical discipline that is difficult to study. Problem-based learning (PBL) is an innovative student-centered teaching method wherein students define their own learning objectives from clinically based problems. Considering that WeChat is the most popular communication app in China, we selected it as a new platform for online PBL to reduce the limitations of traditional PBL in hematology teaching. Objective This study aims to explore a new pedagogical method called WeChat-PBL, which is based on real micro clinical cases for postgraduates majoring in hematology and to demonstrate its feasibility and acceptability. Methods A total of 48 hematological postgraduates and 7 tutors participated in this study. We divided the participants into 7 groups where students can learn theoretical knowledge. After each course, the members of each group were required to complete in-class quizzes. Moreover, the students and tutors were required to fill out periodic (after each class) and overall (after each semester) evaluations. Results A total of 8 micro clinical cases were presented in WeChat-PBL. The average quiz score for acute myelogenous leukemia, chronic myeloid leukemia, multiple myeloma, acute promyelocytic leukemia, and lymphoma were 89.0%, 86.0%, 83.4%, 88.8%, and 77.5%, respectively. Periodic evaluations showed that both students and tutors were satisfied with the process of WeChat-PBL. The overall evaluation results showed that WeChat-PBL was able to positively impact the learning experiences of hematological postgraduates. Conclusions Our results indicate the feasibility and acceptability of the WeChat-PBL teaching method for postgraduates majoring in hematology.

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Sarker, Sujit Kumar, Geethanjali Bhas, Priyanka Moitra, Ratna Paul, Md Abdullah Yusuf, Vijaya Marakala, Zubair Ahmed Ratan, Ikramul Ahmed, Khan Mohammad Arif, and AM Selim Reza. "Appraisal of the Current Pharmacology Curriculum, Teaching Methodology and Effectiveness in Undergraduate Medical Education: A Student-Centric, Questionnaire-Based Study." Journal of Current and Advance Medical Research 8, no. 1 (March 15, 2021): 30–33. http://dx.doi.org/10.3329/jcamr.v8i1.52479.

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Background: Periodic students’ feedback ensures and enhances the effectiveness of the curriculum of medical subject. Objective: This study was designed to obtain students appraisal of the undergraduate pharmacology curriculum and teaching methodology. Methodology: This cross-sectional study was conducted in the Department of Pharmacology at Colonel Malek Medical College, Manikganj, Bangladesh from May to June, 2019 for a period of two months. Questionnaire-based data were collected from students of both sexes who had completed 3rd Professional examination. Likert Scale was applied to collect students’ feedback on pharmacology. Results: A total number of 40 students were recruited for this study of which 60.0% students were strongly agreed about organized teaching. About 47.5% students were agreed that the course was appropriate at their level and achieved their goals in Pharmacology. However, 55% of them strongly agreed that teacher provided clear constructive feedback during class. Total 60%, were agreed that the course improved their problem-solving skills. Overall, 55% students were agreed regarding their satisfaction on Pharmacology course delivery and conduction. Conclusion: In conclusion, periodic appraisal from students regarding evaluation of the student-centric undergraduate pharmacology curriculum is vital in developing efficient medical graduates. Journal of Current and Advance Medical Research, January 2021;8(1):30-33

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Chin, Paul. "Using assistive technology in the classroom." New Directions in the Teaching of Physical Sciences, no. 6 (February 23, 2016): 8–11. http://dx.doi.org/10.29311/ndtps.v0i4.371.

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The use of technology is now ubiquitous in Higher Education but its use or application to promote student inclusivity is not always well recognised. The use of existing software or hardware with a little more thought can often bring serendipitous benefits for a range of students. The JISC funded service, TechDis (www.techdis.ac.uk) offer periodic funding under its HEAT (Higher Education Assistive Technologies) scheme to promote the use of technology for inclusive teaching. TechDis says that ‘The aim of this scheme is to provide staff working in HE... with technology ... with which to develop or uncover an aspect of good inclusive practice. This may be specific to the teaching of a particular discipline, supporting a specific role area, or may have more generic applicability across the sector’. This article will discuss how TechDis funding was used with students to assess its potential benefits for inclusive teaching.

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Green, Lawrence W. "Turnstile Careers Between Academia and Practice." Pedagogy in Health Promotion 2, no. 4 (November 10, 2016): 221–38. http://dx.doi.org/10.1177/2373379916673375.

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This reflection on the academic and practice careers—my own and some notable health promotion professors’—supports my suggestions about what makes good teaching and research faculty members in professional schools seeking to prepare next generations of practitioners for health education and health promotion careers. From the perspective of pedagogy in health promotion, the preparation of students for their roles in practice—in whatever blend of policy, planning, management, delivery, or evaluation of programs—should emanate, where possible, from field experience and reality-tested theoretical and evidence-based precepts. Just as usable evidence-based practices need to include practice-based evidence, so too must usable pedagogy for practitioners be built on periodic exposure and experience of instructors in contemporary practice. The concept of “turnstile careers” is introduced to address this need for periodic immersion of faculty in practice positions with responsibility for programs.

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Pratiwi, Nurfiyani Dwi. "KEMITRAAN SEKOLAH DAN ORANG TUA DALAM PENANAMAN KEDISPLINAN IBADAH SISWA SMA NEGERI 5 YOGYAKARTA." Jurnal Pendidikan Agama Islam 13, no. 2 (April 24, 2017): 145–56. http://dx.doi.org/10.14421/jpai.2016.132-02.

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Nurfiyani Dwi Pratiwi. Partnership Schools And Parents In Students’ Worship Disciplines Education.Yogyakarta: Islamic Teaching Department ofTarbiya and Teaching Faculty UIN Sunan KalijagaYogyakarta. This study aims to determine the form of partnership schools and parents in educateworship discipline of students, as well as factors supporting and inhibiting. This is a qualitativeresearch using approach of Sociology.The results of this research show that 1) Forms of partnerships: teachers and parents meetings,correspondence the school and parents, home visits, parent involvement in school events, associationsof parents and teachers, and periodic reports using a books report. 2) The supporting factors: the socialcompetence of teachers, parents’ attention in children’s education, and open access schools. Inhibitingfactors: level of education and the work of parents and teachers administrative tasks.Keywords: Partnership, School, Parent, and Worship.

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