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Relevant bibliographies by topics / Primary writer

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Academic literature on the topic 'Primary writer'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Primary writer"

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JEHANZEB, MUHAMMED, GHAZALI BIN SULONG, and IMRAN SIDDIQI. "IMPROVING CODEBOOK-BASED WRITER RECOGNITION." International Journal of Pattern Recognition and Artificial Intelligence 27, no. 06 (2013): 1353003. http://dx.doi.org/10.1142/s0218001413530030.

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This paper presents an effective method for writer recognition from offline handwritten documents by extending the idea of codebook-based writer recognition. The study is based on generating two codebooks, primary and secondary. The writer of a handwritten document is characterized by the probability of occurrence of codebook patterns in his/her writing. The main contribution of this study is the proposition of a secondary codebook to capture information on connecting strokes in addition to the main strokes. The writing is divided into small windows and, for each window, four small adjacent windows are considered. The patterns in the main and adjacent windows are clustered separately to generate two codebooks. The proposed method evaluated on 650 writers of the IAM database reports an identification rate of 96% and validates the idea that complementing the primary codebook with a secondary codebook serves to enhance the recognition rates.

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Sobirin, Ma'as, and Peni Susapti. "Cultural literacy building of primary school students as basic concept." MUDARRISA: Jurnal Kajian Pendidikan Islam 10, no. 2 (2019): 206. http://dx.doi.org/10.18326/mdr.v10i2.206-221.

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The low literacy ability of the society will have an impact on the quality of human resources. Nowadays, literacy (read-write) has not yet become a necessity of life and part of nation's culture. Schools as the primary means of shaping the character of students need to plan programs that lead to literacy culture as a solution to the problem. Currently, schools are busy implementing government programs through literacy programs with the aim of the growing awareness of students in familiarizing the culture. This program provides the significant influence for students with various forms of activities undertaken by school. On this occasion, the writer tries to present some explanations related to the basic concepts, urgency, stapes of cultural development of literacy and the form of programs that can be done in supporting of literacy culture in Elementary School.

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Mohammed, Twana Latif, and Ahmed Abdullah Ahmed. "Offline Writer Recognition for Kurdish Handwritten Text Document Based on Proposed Codebook." UHD Journal of Science and Technology 5, no. 1 (2021): 21–27. http://dx.doi.org/10.21928/uhdjst.v5n2y2021.pp21-27.

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Handwritten text recognition has been an ongoing attractive task to research in the field of document analysis and recognition with applications in handwriting forensics, paleography, document examination, and handwriting recognition. In the present research, an automatic method of writer recognition is presented using digitized images of unconstrained texts. Despite the increasing efforts by prior literature on the different methods used for the same purpose, such methods performance, particularly their accuracy, has not been promising, leaving plenty of room for improvements. This method made use of codebook-based writer characterization, with each writing sample represented by a group of computed features from a primary and secondary codebook. The writings were then represented through the computation of the probability of codebook patterns occurrence, and the probability distribution was employed for each writer’s characterization. Writer identification process involved comparing two writings through the computation of the distances between their respective probability distribution. The study carried out experiments to determine the performance of the implemented method in light of rates of identification with the help of standard datasets, namely, KRDOH and IAM, the former being the most current and largest Kurdish handwritten datasets with 1076 writers, and the latter being a dataset containing 650 writers. The outcome of the experiments was promising with a rate of identification of 94.3%, with the proposed method outperforming the state-of-the-art methods by 2–3%.

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Sattar, Basri, and Muhammad Javaid Anwar. "Paulo Coelho as an Optimistic Writer." IJOHMN (International Journal online of Humanities) 4, no. 3 (2018): 1–8. http://dx.doi.org/10.24113/ijohmn.v4i3.48.

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The basic motive of this research paper is to investigate Paulo Coelho as an optimistic writer through his writings. In this regard researchers use subjective study in which they put their opinions about Coelho’s optimistic ideas with the reference of his writings. The researchers select three novels in this way such as, “The Alchemist”, “The Fifth Mountain” and “Brida”. The researchers used all these novels as primary sources in this research paper. The researchers depict Coelho’s attitude, views, opinions and vision about his characters through his writing style. The researchers interpret Coelho’s optimism on the basis of existentialism philosophy.

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Alavi, Samad. "Literary Subterfuge and Contemporary Persian Fiction." American Journal of Islam and Society 32, no. 4 (2015): 109–13. http://dx.doi.org/10.35632/ajis.v32i4.1008.

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For at least the past several decades, Persian literary scholarship has drawnits conceptual framework largely from the social sciences. Despite severalnoteworthy exceptions, a tendency to read Persian literature for its sociopoliticalcontent still guides the way scholars write about and teach the fieldtoday. Indeed, a brief survey of course syllabi with “Persian literature” in theirtitles would no doubt reveal that instructors (the present writer included) byand large introduce writers and their works based on non-literary socio-historicaldevelopments, either arranging texts chronologically by their years ofproduction or presenting them (still usually chronologically) as reflections ofthe historical events, social movements, and ideological currents that shapedthe societies from which those texts arose.Mehdi Khorrami’s Literary Subterfuge and Contemporary Persian Fiction:Who Writes Iran? challenges this trend, arguing that we do a great disserviceto both individual texts and literary studies as a discipline when weconsider non-literary factors as the primary criteria by which to analyze andschematize literary works. Instead, while acknowledging the importance ofsocial, historical, and ideological contexts, in other words the world outsidethe text, Khorrami’s study of contemporary Persian fiction contends that wemust scrutinize the world inside the texts – their aesthetic, linguistic, and formaldevices and concepts – to develop a comprehensive view of literature’shistorical evolution.The work under review argues that modernist Persian fiction evolves froma counter-discursive to a non-discursive position vis-à-vis official discoursesin Iran, primarily under the Islamic Republic. The author’s conception of discursivityrelates directly to his understanding of the term modernist. The single ...

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Yulianto, Hery Dwi, Sifa Fauziah, and Ony Widilestariningtyas. "SISTEM INFORMASI AKUNTANSI PERSEDIAAN BARANG DAGANG PADA PT TASLY WORLD INDONESIA CABANG BANDUNG." is The Best Accounting Information Systems and Information Technology Business Enterprise this is link for OJS us 1, no. 1 (2012): 97–111. http://dx.doi.org/10.34010/aisthebest.v1i1.1802.

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PT Tasly World Indonesia Branch Bandung is addressed in Jl. Abdul Rachman Saleh 9 City Square A-3 Bandung. At the time of recording supplies, PT Tasly World Indonesia Branch Bandung is already using the computer by using Microsoft Office Excel 2003, which is often in error recording. On the problems the writer took the title "Accounting Information Systems Inventory Trade at PT Tasly World Indonesia Branch Bandung". Research type which writer applies is base research, data type which writer applies is qualitative data and quantitative data, research design type which writer applies is research design with primary data and secondary data, research method which writer applies is research of eksploratoris and descriptive research, data collecting technique which writer applies is field researcher what consisted of interview and observation and bibliography research system development method which writer applies is methodologies orienting at process, data and output. System development structure applied is Waterfall. Scheme of information system applied is context diagram, data flow diagram, and flowchart With writer makes scheme of trade stock accounting information system, expected data processing, record-keeping of supply data at PT Tasly World Indonesia Cabang Bandung becomes more effective, computerized and efficient as according to financial accounting standard and, output yielded consisted of supply card, supply report, sale report, report retur goods, report retur sale, financial statement, Balance Sheet.

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Green, Robert. "Primary School Music Curriculum Courses – One Solution." British Journal of Music Education 12, no. 2 (1995): 113–25. http://dx.doi.org/10.1017/s0265051700002564.

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The requirements of the National Curriculum in England make it compulsory for all students training for primary teaching to take curriculum courses in all the core and foundation subjects and RE. [Music is a foundation subject established in 1992 and revised in 1995.] The need to make this type of course stimulating and encouraging has been a major concern for many years. This article describes one course that is designed to meet these needs. Students' evaluations of the course have been very favourable. This has encouraged the writer to share the experience with others in the field and seek constructive criticism. The course, in this form, ran first in 1992–3.

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Petroșel, Daniela. "Five Stories on Love and Technology." Messages, Sages and Ages 3, no. 2 (2016): 36–42. http://dx.doi.org/10.1515/msas-2016-0013.

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Abstract This paper analyses Florina Ilis’s novel Cinci nori colorați pe cerul de răsărit while including it in the wider context of posthumanities. Since the writer is also the author of a theoretical study on cyberpunk fiction, I thought it adequate to use posthumanities as a primary tool. Some of the prevalent themes in the text are: the primacy of information over matter, the alteration of social or personal practices and the humanisation of technology.

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HAINES, JOHN. "Anonymous IV as an Informant on the Craft of Music Writing." Journal of Musicology 23, no. 3 (2006): 375–425. http://dx.doi.org/10.1525/jm.2006.23.3.375.

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ABSTRACT For the 13th-century music writer known as Anonymous IV, the craft of music writing was a primary literary concern, though one virtually ignored by previous modern writers on music. The importance of music writing to Anonymous IV is evident from the variety and quantity of references in his treatise, many of which are found in its central second chapter. This information-rich chapter includes a history of music notation and a miniature handbook for music scribes. The Anonymous is indebted to the then recent surge in production of how-to manuals of all kinds; his miniature handbook for music scribes partakes of their style and vocabulary. This practical work of Anonymous IV is tied to the revival of Euclidean geometry in the liberal arts curriculum at Paris. The specialized geometric terms he uses are attested in numerous sources, including student handbooks from the university. It is possible that the anonymous writer came under the spell of Roger Bacon, also an Englishman at the University of Paris in the late 13th century, whose writing and pedagogy reveal several similarities with the music treatise of Anonymous IV.

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Taufiq, Rohmat, Diyah Ayuni Magfiroh, Dadang Yusuf, and Yulianti Yulianti. "Analisis dan Desain Sistem Informasi Pembayaran Sumbangan Pembinaan Pendidikan (SPP) di SMK Avicena Rajeg." Jurnal Teknologi Sistem Informasi dan Aplikasi 3, no. 1 (2020): 15. http://dx.doi.org/10.32493/jtsi.v3i1.4308.

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As the present era progresses, information technology (IT) is expanding enormously. In the world of education, mainly primary and secondary school, some jobs carried out manually. SMK Avicena Rajeg is a place where the writer carried out practical work, still inputting data using Microsoft excel — analyzing the SPP payment information system in SMK Avicena Rajeg which is means for supporting TU staff performance. The method used by the writer includes interview method, observation method, literature method and Unified Modelling Language (UML) to describe a running model system and proposed system. With the production of an SPP payment information system analysis in the discussion that the writer described could be used as consideration in the process of developing student payment information systems. The writer suggested that the student tuition payment process should be computerized, as of the data that managed can be well-integrated, for example, by using the PHP programming language and MySQL database server.

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Dissertations / Theses on the topic "Primary writer"

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Stark, Donna Wakeland. "Supporting the emergent writer in grade 1." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/992.

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Gluck, Leah Sara, and Leah Sara Gluck. "Written Narrative Analysis in Primary Progressive Aphasia." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624994.

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Primary Progressive Aphasia (PPA) is a slow-onset language disorder associated with cortical atrophy affecting critical language regions of the brain. There are three recognized variants of PPA, and they have been characterized on the basis of spoken language comprehension and production, as well as the location of cortical atrophy. Although written language is also impaired in PPA, the research in this area is limited, especially at the text level. The aim of this paper was to characterize the written narrative language samples of three individuals, each diagnosed with a different variant of PPA. Because PPA differentially degrades underlying cognitive processes fundamental to language performance (i.e., semantics, phonology, syntax, and orthography), we predicted that written language profiles would vary accordingly. Damage to phonological processing would be associated with a decline in the grammatical accuracy of sentences. Written narratives were compared to spoken narratives, and samples were analyzed for each variant at two points in time, to understand the progression of decline of written language. We found that written narratives had fewer words, but greater proportion of content. Overall, written narratives degraded phonological skills were, in fact, associated with the production of sentences that were not well-formed. These data support further investigation of narrative writing skills over time in individuals with PPA.

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Smith, K. "Researching children as becoming writers in their first year of school." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/14830/.

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Young children’s writing activity in English Reception classrooms is framed by a rigid developmental model whereby children are conceived of as ‘becoming’ writers. However, recent postSstructuralist research suggests that writing activity, as an assemblage of objects, bodies, expressions and territories, involves constant change rather than being fixed to particular frameworks. This ethnographic enquiry focussed on six children in one Reception class during one school year. Deleuzoguattarian ideas were ‘plugged into’ a sociocultural, multimodal understanding of young children’s writing and the children were reSconceptualised as ‘becoming’: creating and disrupting multiple connections and relations through their actions as writers and research participants. Narrative observations, field notes, photographs, video and artefacts were analysed rhizomatically and vignettes of data were formed into discursive assemblages. The findings indicate that children’s writing within openSended play in the classroom was a moving, overlapping and connective ensemble, utilising many different modes of expression (drawing, text making, map making, copying, etc.). The writing materials used in these encounters ‘mattered’ to children: their sensorial qualities, the histories associated with them, and the potential they had to be adapted. Writing activity, however, was often organised by adults into regular discreet phonics sessions where the children’s opportunities for material intraSaction, social interaction and links to other writing experiences, were limited. Alongside this, discourses surrounding writing in the classroom were reflective of the curriculum ‘ideal’, and certain modes of expression were privileged. The conclusions suggest that containing young children’s writing within representative acts driven by external outcomes limits the potential of writing to be a sensory, embodied, material, and connected activity. Adults in schools should foster children’s playful writing encounters where these elements exist. Effective practices are needed to encourage young children’s multiple modes of expression, enabling them to build the language associations needed for their writing to be meaningful and desirous.

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Dancisin, Nicole. "Writers accommodate the primary audience| A study of technical and legal writers' composition principles used for usability purposes." Thesis, The University of North Carolina at Charlotte, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1598001.

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<p>Kenneth Bruffee argues that for action to commence and for knowledge to be shared and furthered, communication must successfully occur between two or more individuals. Successful communication requires the reader or listener to interpret a message as the communicator had intended. Technical writers are responsible for composing documents that are easy to interpret and are useable for the intended readers. In contrast, lawyers have a reputation for being poor writers despite the extreme importance well written documents have for their careers and the negative consequences that may occur as a result of poorly written documents. Three lawyers and three legal writing professors were interviewed to learn about lawyers’ perspectives of the importance of legal writing and how they accommodate primary audiences. Three technical writers and three technical writing professors were also interviewed and asked parallel questions for comparison purposes. The interviews and additional academic resources showed that both technical writers and lawyers value writing in their careers and are responsible for clearly communicating specialized information to their readers. However, lawyers are often responsible for writing contracts that are not necessarily accommodated to the primary audience which makes it difficult for readers of the general public to understand. The thesis concludes that technical writers and lawyers, with the exception of the genre of contracts, use language as a social act to share knowledge and to persuade readers to perform practical tasks. </p>

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Fukkink, Ruben Georges. "Instructing primary school children in deriving word meaning from written context." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2002. http://dare.uva.nl/document/63501.

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Hartnett, Kimberly Mackay. "A guidebook for implementing a writer's workshop." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1769.

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The purpose of this project is to provide beginning teachers or teachers new to writing instruction with a step-by-step guideline for implementing writer's workshop in a K-3 classroom. The first eight weeks of writer's workshop are outlined and defined complete with prompts and reflections teachers can use to make this strategy responsive to the needs of their students.19 440 0 Thesis (M.A.)--California State University, San Bernardino, 1998.

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Middleton, John F. "The patient's agenda : written lists of patients' concerns in primary care consultations." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/29589.

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It is argued that the consultation is central to general practice and that the patient's agenda is of prime importance within it. A written list of patient's concerns is proposed as an aid to communication. However, some doctors have prejudices about patients and their lists.;Pilot work:.;1. This involved the development of a form to be completed by patients prior to consultations (the 'list form').;2. A new form (the PtAF) was designed in order to help patients to express more of their ideas.;3. An educational workshop, using a simulated patient, was designed. The aim was to increase the doctor's efficiency in using the PtAF.;RESULTS: After the workshop there was an increase in one item of the doctor's satisfaction scale - perceived understanding (100% of 89.2%; P = 0.034). There were strong trends towards reduced time per problem, more problems identified and less time perceived by patients, but no other significant differences.;Subsequently, the workshop was amplified from two to six hours and GPs recruited from practices in Nottinghamshire and Leicestershire for a larger study, the power calculation having been based on the reduction in time per problem.;There appears to be little basis for the prejudices which some doctors have about patients and written lists. Use of the PtAF and attendance at an educational workshop are each associated with the identification of more problems and a tendency for longer consultations. The reasons for the lack of change in patient's and doctor's satisfaction, and BTWS are not clear. The patient's problems may be associated with complex agendas which include ideas and reasoning. It is suggested that medical education should focus on the patient's agenda and that consultation time should be sufficient to address this agenda.

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O'Leary, Rachel. "Positioning students as (non)writers: A case study of disengaged pedagogy in a suburban primary school." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26952.

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Given the challenges facing the South African education system, suburban schools are often assumed to be sites of excellence, and therefore seldom the objects of research. This notion, as well as the persistently poor literacy rates in South African primary schools and the need for more research on the teaching and learning of writing at the upper-primary level across school systems, motivates this case study. This research maintains a sociocultural view of literacy and learning. The linguistic ethnographic approach, carried out with classroom observations, field notes, video-recording and semi-structured interviews, necessitated particular attention to the specific practices of this 'niche' (Nystrand, Gamoran & Carbonaro, 1998) environment. Therefore, although I planned to analyse classroom discourses and students' writing to determine if and how students identify as writers, the teacher's profound disengagement with her pedagogy, her dominant procedural discourse and the closing down of opportunities for her students to take up positions as writers needed to be centred. This focus was particularly important, as in the broader context of her school and the South African education system, Miss King is perceived to be a 'good teacher;' this notion was substantiated by the feedback Miss King received from the Department of Basic Education representative who inspected the school during my field work. Critical Discourse Analysis (Gee, 2008; Janks, 1997; Rogers et al., 2005), Positioning Theory (Davies & Harré, 1990) and Ivanič's (2004) Discourses of Writing were used as conceptual resources in the analysis of the data gathered. These tools enabled an examination of how the participants in a Grade 6 classroom use and navigate discourses to position themselves and others. The teacher self positioned as the authoritative 'knower' through her use of monologic speaking turns and a restrictive Initiation-Response-Evaluation discoursal structure. Despite her assessment driven language and her insistence on students using the process approach when writing, her disengagement from her pedagogy, inability to talk about her learners as writers and unnecessarily prescriptive parameters for compositions, demanded an adaptation of Ivanič's Discourses of Writing framework; in order to capture the superficiality of her discourse, I have added a 'procedural discourse' category. Through this discourse, Miss King can be seen to position her students as nonwriters. In spite of the limiting opportunities to engage meaningfully with their teacher and their learning, the students' abilities to reposition themselves illustrate their continued agency in this space. That they control the classroom discourses during writing sessions, after the teacher delivers her introductions, demonstrates their power in this classroom, their ability to manage their teacher. Still, that some students are able to resist Miss King's positioning to maintain identities as writers occurs despite her pedagogy, not because of it; and those who struggle to reposition themselves are unfairly denied access to identities that should be open to them within the space of the classroom.

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Pan, Esther. "Investigating invention : a challenge to the primacy of the written text." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/20143.

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This paper investigates different ways of writing as creative invention for the writer/director/deviser. Three forms of writing are examined: the playwright as author of the dramatic text, the devising group as author of the dramatic and/or performance text, and the director as author of the mise en scene. In the first chapter the playwright as author is examined in relation to a historical view of the dramatic text. My own background as a playwright is treated in the context of the challenge to the written text experienced by contemporary playwrights as visual and physical elements of performance gain increasing importance. In the second chapter the devising group is addressed as author of the dramatic and/or performance text. Potential benefits of improvisation and devising are explored, as well as drawbacks of the devising process when compared to the process of writing a dramatic text as a playwright. In chapter three the director is scrutinised as the author of the mise en scene. The director's choice of a sign system and different methods of writing the performance text are weighed in view of their efficacy in creating a performance code that is readable by an audience. In the conclusion the three types of writing are evaluated, and the benefits and challenges of devising the dramatic and/or performance text are weighed; the devising process is regarded as an augmentation of a traditional writing process.

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Angell, Catherine. "Primary school children's perceptions of infant feeding : exploring their awareness using an adapted 'draw and write' method." Thesis, Bournemouth University, 2009. http://eprints.bournemouth.ac.uk/12898/.

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Background: Breastfeeding is recognised as the optimal feeding method, conferring short and long term benefits to infants and their mothers. In the UK some women do not initiate breastfeeding. Many commence formula milk feeding at birth or after a brief period of breastfeeding. Often women have decided how to feed their infants before conception or even during adolescence, prior to when infant feeding education has traditionally been provided. Negative attitudes to breastfeeding amongst some social groups, and lack of familiarity with the practice appear to contributing factors. This research has explored infant feeding awareness of children in primary schools as a first step towards informing appropriate health education interventions. Methods: Fifty six children aged 5/6, 7/8 and 10/11 years were recruited to the study from 3 schools in rural and urban areas of Southern England. Children were shown a series of drawings, and read a story about a hungry baby. They were asked to finish the story, showing how they thought the baby was fed, using the ‘draw, write and tell’ method, developed as an adaptation of ‘draw and write’. The children produced one or more pictures, often with text, and were offered the opportunity to talk about their work; the data were united in a ‘commentary’. Codes emerged, which were combined into categories. Mapping and charting techniques were used to identify five key areas for discussion. Results: The development, and flexibility, in children’s ideas regarding infant feeding was noted. Whilst breastfeeding was identified by some children, breastfeeding terminology and imagery were problematic for many. The prevalence of feeding bottles and references to formula milk were striking, with children identifying these as equivalent to breastfeeding. Solid foods were frequently referred to by children, and seemed to be identified with formula milk feeding rather than breastfeeding. Conclusions: For the first time this study identified primary school children’s awareness of different feeding methods and the inter-relationships between these methods. It appeared difficult for children to view breastfeeding as normal, perhaps because it is rarely seen or discussed, and formula milk feeding is so prevalent. The children were interested in the subject and it is anticipated that infant feeding education with these age groups would be beneficial. Introducing children to breastfeeding needs to be achieved with care and sensitivity, using language and imagery with which they are confident. In addition, the efficacy of ‘draw, write and tell’ and the challenges of using this method are discussed.

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Books on the topic "Primary writer"

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Catch a falling writer. Corwin Press, 2010.

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Being a writer. Center for the Collaborative Classroom, 2014.

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Hebert, Connie R. Catch a falling writer. Corwin Press, 2010.

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Hebert, Connie R. Catch a falling writer. Corwin, 2010.

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Hebert, Connie R. Catch a falling writer. Corwin, 2010.

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Sedgwick, Fred. Shakespeare and the Young Writer. Taylor & Francis Inc, 2004.

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Being a writer: Grade 3 : teacher's manual. Developmental Studies Center, 2007.

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Developmental Studies Center (Oakland, Calif.). Being a writer: Grade 2 : teacher's manual. Developmental Studies Center, 2007.

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Education, New Zealand Ministry of. Dancing with the pen: The learner as a writer. Learning Media, 1992.

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The annotated guide to Stephen King: A primary and secondary bibliography of the works of America's premier horror writer. Starmont House, 1986.

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Book chapters on the topic "Primary writer"

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Cremin, Teresa. "Teachers as readers and writers." In Debates in Primary Education. Routledge, 2020. http://dx.doi.org/10.4324/9781003091028-17.

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Wilson, Viv. "Academic Writing: How do I Write it up?" In Researching Primary Education. SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781473984172.n8.

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Greetham, Bryan. "Primary Sources 1: Quantitative Research." In How to Write Your Undergraduate Dissertation. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-38977-0_23.

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Brown, Richard, and Christopher W. Daniels. "Primary Sources — Written and Printed." In Learning History. Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-07793-9_4.

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Greetham, Bryan. "Primary Sources 2: Designing and Distributing your Questionnaire." In How to Write Your Undergraduate Dissertation. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-38977-0_24.

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Greetham, Bryan. "Primary Sources 3: Qualitative Research — Interviews and Focus Groups." In How to Write Your Undergraduate Dissertation. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-38977-0_25.

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Greetham, Bryan. "Primary Sources 4: Qualitative Research — Case Studies and Observations." In How to Write Your Undergraduate Dissertation. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-38977-0_26.

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Gárate, Milagros, and Angeles Melero. "Teaching How to Write Argumentative Texts at Primary School." In Studies In Writing. Springer Netherlands, 2005. http://dx.doi.org/10.1007/978-1-4020-2739-0_22.

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Hernández, Francisco Javier García, Julio Roca de Larios, and Yvette Coyle. "10. Reformulation as a Problem-Solving Space for Young EFL Writers: A Longitudinal Study of Language Learning Strategies." In Learning Foreign Languages in Primary School, edited by María del Pilar García Mayo. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098118-012.

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Vahdani-Sanavi, Reza. "Primary Trait Rubric: The Case of MENA Countries." In The Assessment of L2 Written English across the MENA Region. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53254-3_9.

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Conference papers on the topic "Primary writer"

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Azizah, Annisa Nur, Lilik Bintartik, and Arda Purnama Putra. "Improvement of the Learning Outcome of Write Text Through the Guided Discovery Model in the Second C Grade Student." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.019.

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Paape, Björn, Christoph Maus, Iwona Kiereta, et al. "“Write it Down!”—a Learning-Psychology-Based Analysis of the Use of Written Work in Economics Lessons." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.49.

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To date, the use of written work in economics lessons at vocational colleges has been insufficiently researched. Relevant studies on this topic may be found primarily at primary or secondary school level. These studies demonstrate among other things that written work can have great significance for learning, retentiveness, and cognitive development. However, particularly because of the process of digitalization in schools, the amount of written work or writing tasks has dropped. The study at hand will examine the benefit of writing as a teaching method. Using learning-psychology-based findings on the processing of learning incentives by information models, the study focuses on the impact of writing by hand on the retention processes of the learners in economics lessons. To this end, two groups of learners are formed who will learn and repeat the material of a standardized lesson via different methods. One group writes the learned material down; the other group receives a handout containing the material. By means of short-term and long-term written learning outcome tests in the form of multiple choice, we obtain information about the knowledge retention effectiveness of written work in classroom teaching. We show that writing down, as a teaching method, does not lead to better absolute results in the learning outcome tests. However, in the long term, writing down does lead to fewer variances in the results of the learning outcome tests and thus to a more stable anchoring of knowledge in the learners’ longterm memory

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Campos, Helena, and Beatriz Araújo. "STORIES WITH MATHEMATICS WRITTEN BY CHILDREN IN PRIMARY EDUCATION: A PROPOSAL." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1742.

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Morales González, María Alejandra, and Yulia Solovieva. "Professional motives in primary school teachers." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.21.

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The purpose of this study was to analyze the professional motives of primary school teachers and their relation to the teaching/learning process. This research relies on the historic. cultural paradigm and the activity theory, especially the categories of motives proposed by A. Leontiev and N. Talizina. The study was based on semi.structured interviews with a teacher and six students of the 6th grade of a private urban primary school. It also included analysis of their written narratives and a video recording of a class session. Our findings suggest a relationship between the teacher’s motives and the students’ learning process.

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Desrochers, Alain, Line Laplante, and Monique Brodeur. "Le modèle de réponse à l’intervention et la prévention des difficultés d’apprentissage de la lecture au préscolaire et au primaire." In Perspectives actuelles sur l’apprentissage de la lecture et de l’écriture = Contributions about learning to read and write. Éditions de l'Université de Sherbrooke, 2016. http://dx.doi.org/10.17118/11143/10274.

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Mauroux, Florence, Claudine Garcia-Debanc, and Karine Duvignau. "Étude longitudinale des effets de la pratique d’orthographes approchées sur les compétences d’apprentis-lecteurs au début de l’école primaire en France." In Perspectives actuelles sur l’apprentissage de la lecture et de l’écriture = Contributions about learning to read and write. Éditions de l'Université de Sherbrooke, 2016. http://dx.doi.org/10.17118/11143/10237.

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Zhang, Haoran, Elisa Candido, Andrew S. Wilton, et al. "Identifying Transitional High Cost Users from Unstructured Patient Profiles Written by Primary Care Physicians." In Pacific Symposium on Biocomputing 2020. WORLD SCIENTIFIC, 2019. http://dx.doi.org/10.1142/9789811215636_0012.

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Usenkova, Ekaterina V., and Alina S. Yakovleva. "Interactive game as a means of preventing dysgraphy in primary school children with mental retardation." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-125-133.

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The relevance of the chosen topic is due to the fact that currently writing disorders are one of the most common speech pathologies in children, especially in children with mental retardation. The leading activity in primary school age in children with mental retardation is play, so interactive play can become a leading method in the prevention of dysgraphy. Prevention of dysgraphy is an important link for determining the content of speech therapy work to prepare children of this category to learn to read and write.

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Lavoie, Natalie, and Émile Lebel. "A MOTOR INTERVENTION TO PREPARE LEARNING TO WRITE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end145.

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Writing is a complex activity that requires the automation of graphomotor skills. Unfortunately, 10 to 30% of primary school students have difficulty at this level, which impairs the development of writing skills. It therefore seems judicious to intervene in kindergarten to support motor precision as well as visuomotor capacities, considered as prerequisites for writing by many researchers. The purpose of this study was to investigate the effect of motor training on visuomotor integration, motor precision and handwriting performance (speed and readability) in 5-year-old children. According to a quasi-experimental design (pretest, post-test with control group), 34 children participated in an intervention in subgroups, twice a week for 6 weeks. The mean and standard deviation were calculated for each of the tasks performed. Statistical tests (t test) were then carried out. The results show that the children in the experimental group improved their motor precision as well as their graphomotor skills compared to those in the control group. This project provides new insights into the benefits of working on basic skills in preparation for learning to write and will equip teachers on how to guide and support graphomotor skills before entering first grade.

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Zsoldos-Marchis, Iuliana. "CHILDREN STORIES FOR TEACHING MATHEMATICS IN PRESCHOOL WRITTEN BY PRIMARY AND PRESCHOOL PEDAGOGY SPECIALIZATION STUDENTS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2293.

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Reports on the topic "Primary writer"

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Case, Anna. The Relationship of Written Expression to Self Concept in Primary Children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1562.

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Lohn, Andrew. Hacking AI: A Primer for Policymakers on Machine Learning Cybersecurity. Center for Security and Emerging Technology, 2020. http://dx.doi.org/10.51593/2020ca006.

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Machine learning systems’ vulnerabilities are pervasive. Hackers and adversaries can easily exploit them. As such, managing the risks is too large a task for the technology community to handle alone. In this primer, Andrew Lohn writes that policymakers must understand the threats well enough to assess the dangers that the United States, its military and intelligence services, and its civilians face when they use machine learning.

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.

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Baloch, Imdad, and Abeba Taddese. EdTech in Pakistan: A Rapid Scan. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0035.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, Pakistan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.

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Khalayleh, A., and A. Taddese. EdTech in Jordan: A Rapid Scan. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0031.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.

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Otieno, J., and A. Taddese. EdTech in Kenya: A Rapid Scan. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0032.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Kenya. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.

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Kimenyi, Eric, Rachel Chuang, and Abeba Taddese. EdTech in Rwanda: A Rapid Scan. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0036.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Rwanda. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert

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Groeneveld, Caspar, and Abeba Taddese. EdTech in Tanzania: A Rapid Scan. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0039.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Tanzania. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.

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Emmerson, Stephen. Modulations through time. Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.530427.

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This article explores the rationale behind a performance given by the authors at the Unfolding the Process symposium held in Oslo in November 2015. For this occasion, the authors devised a new version of Bach’s Goldberg Variations that builds upon Emmerson’s arrangement of the work for two pianos in 2012. A shortened version of the work (c.30 minutes) was designed that aimed nonetheless to maintain the original work’s sense of structural balance and coherence. This version involved the transposition of a number of variations into different keys to explore the possibility of adding a satisfying tonal structure to our experience of the work, in a context where both performers see potential communicative value in 'playing with' dimensions of original masterworks with a view to giving fresh perspective to the listener experience. The article is written from the alternating perspectives of the authors; one of which is primarily concerned with the rationale and process of devising the arrangement while the other reflects upon the performative aspects and implications arising from it.

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Lumpkin, Shamsie, Isaac Parrish, Austin Terrell, and Dwayne Accardo. Pain Control: Opioid vs. Nonopioid Analgesia During the Immediate Postoperative Period. University of Tennessee Health Science Center, 2021. http://dx.doi.org/10.21007/con.dnp.2021.0008.

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Background Opioid analgesia has become the mainstay for acute pain management in the postoperative setting. However, the use of opioid medications comes with significant risks and side effects. Due to increasing numbers of prescriptions to those with chronic pain, opioid medications have become more expensive while becoming less effective due to the buildup of patient tolerance. The idea of opioid-free analgesic techniques has rarely been breached in many hospitals. Emerging research has shown that opioid-sparing approaches have resulted in lower reported pain scores across the board, as well as significant cost reductions to hospitals and insurance agencies. In addition to providing adequate pain relief, the predicted cost burden of an opioid-free or opioid-sparing approach is significantly less than traditional methods. Methods The following groups were considered in our inclusion criteria: those who speak the English language, all races and ethnicities, male or female, home medications, those who are at least 18 years of age and able to provide written informed consent, those undergoing inpatient or same-day surgical procedures. In addition, our scoping review includes the following exclusion criteria: those who are non-English speaking, those who are less than 18 years of age, those who are not undergoing surgical procedures while admitted, those who are unable to provide numeric pain score due to clinical status, those who are unable to provide written informed consent, and those who decline participation in the study. Data was extracted by one reviewer and verified by the remaining two group members. Extraction was divided as equally as possible among the 11 listed references. Discrepancies in data extraction were discussed between the article reviewer, project editor, and group leader. Results We identified nine primary sources addressing the use of ketamine as an alternative to opioid analgesia and post-operative pain control. Our findings indicate a positive correlation between perioperative ketamine administration and postoperative pain control. While this information provides insight on opioid-free analgesia, it also revealed the limited amount of research conducted in this area of practice. The strategies for several of the clinical trials limited ketamine administration to a small niche of patients. The included studies provided evidence for lower pain scores, reductions in opioid consumption, and better patient outcomes. Implications for Nursing Practice Based on the results of the studies’ randomized controlled trials and meta-analyses, the effects of ketamine are shown as an adequate analgesic alternative to opioids postoperatively. The cited resources showed that ketamine can be used as a sole agent, or combined effectively with reduced doses of opioids for multimodal therapy. There were noted limitations in some of the research articles. Not all of the cited studies were able to include definitive evidence of proper blinding techniques or randomization methods. Small sample sizes and the inclusion of specific patient populations identified within several of the studies can skew data in one direction or another; therefore, significant clinical results cannot be generalized to patient populations across the board.

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