Academic literature on the topic 'Study Aids / Book Notes'
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Journal articles on the topic "Study Aids / Book Notes"
1
Norwani, Norlia Mat. "The Effectiveness of Instructional Aids in Assisting Students to Understand Concepts in Principles of Accounting." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 1064–73. http://dx.doi.org/10.17762/turcomat.v12i3.843.
Full textAbstract:
This study was conducted to determine the effectiveness of instructional aids in the teaching and learning (T&L) of Principles of Accounting among form four students. This is quasi-experimental study involving 60 form four students in a secondary school in Klang, Selangor. The instructional aids utilized are concept charts, brief notes, powerpoint slides and supported by the text book. Pre-test and post-test were conducted to assess students’ performance before and after the treatment. The findings of the study found that the performance of experimental group is significantly better than the control group using the traditional approach. Consequently, the positive impact of using various aids in T&Lcannot be denied. Teachers should take the time to incorporate instructional aids in T&L to assist students learning. School administrator must provide the facilities required to encourage teachers to employ instructional aids in T&L.
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Hertiki, Hertiki. "THE IMPLEMENTATION OF THE WRITING PROCESS IN TEACHING WRITING FOR YOUNG LEARNERS." Journal of English for Academic and Specific Purposes 1, no. 2 (2018): 1. http://dx.doi.org/10.18860/jeasp.v1i2.5950.
Full textAbstract:
In writing class, young learners need the guidance from the teacher to express their ideas to do the writing task. This study is intended to observe how the teacher implemented the writing process in teaching writing. The implementation of the writing process includes three important things - the techniques, teaching aids, and the teaching procedures. This study was a case study. It was conducted in twelve meetings at Primary 3 Class where the researcher was the non-participant observer so she did not take any participation in the teaching-learning activities. The researcher obtained the data from classroom observations, pictures taking, field notes, and interviews. The results showed that the teacher implemented the writing process in teaching writing by using seven kinds of teaching techniques, eight kinds of teaching aids and different teaching procedures for each technique. The seven techniques were brainstorming, mind mapping, drawing, reading activities, browsing on the internet, pair or group work, and individual writing. The techniques were supported by eight kinds of teaching aids such as storybooks, journal books, whiteboard, workbooks, some stationary items, computers, a laptop, and a LCD projector. The reason for using the techniques, the teaching aids and the procedures were to guide and motivate the students to write better in class. In conclusion, the teaching techniques, teaching aids, and teaching procedures used by the teacher made the students become more active and the students were encouraged to express their ideas in the written work in class
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Bekteshi, Edita. "THE EFFECTS OF YOUTUBE IN ESP CLASSES." Knowledge International Journal 34, no. 2 (2019): 511–16. http://dx.doi.org/10.35120/kij3402511b.
Full textAbstract:
Teaching English as a global language is widely popular now. As such, English for Specific Purposes (ESP) is also needed in every field of study. In ESP teaching, different teaching aids are definitely needed: students´ books, teachers´ books, power point presentations, internet videos, or even specific magazines, journals, or newspapers that present interesting topics that fit to the specific field. This variety of teaching aids definitely easeslearning difficulties,such as anxiety to learn, uninteresting class, boredom, or demotivation to learn.Cahyani (2013),Peterová, N (2017), point out that the use of ICT in classes is a requirement as it makes teaching more attractive and more successful learning. Based on the upper named researchers, this study describes English language learning with media, i.e. the use of YouTube videos about Engineering English in English for Specific Purposes (ESP) classes, as a complementary teaching/learning tool. It reviews research on learning English, specifically Engineering vocabulary and English language fluency. Speaking, that is speaking fluently in ESP, (Engineering English, in our case) is one of language skills that needs more practice, less anxiety, more confidence and more positive approach to English learning. In order to support the students to be able to English language speak fluently, the ESP teacher is compelled to be creative in making the ESP class more interesting. And this could be achieved by creating interesting teaching/learning material that would make the students explore and enhance their English learning abilities. This modern teaching tool is distinguished by the students of engineering as appealing, amusing and spontaneous cognitive capability. Engineering students´ responses are examined and the study comes up with the conclusion that the features available in ICT, i.e. YouTube videos, make the teachers and students able to listen, understand, take notes, and later present topics what they have just watched and listened, or they can present new ideas, even come up with new assignments and issues concerning engineering in simple and interesting ways. The application of ICT in ESP classes make the students able to understand, illustrate and use new engineering vocabulary, interact with other engineering students. Finally, pedagogical implications are offered for ESP teachers, by integrating YouTube videos about Engineering in order to improve and enhance specific learning, i. e Engineering vocabulary and its fluency.
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Pawlotsky, Jean-Michel. "What next for hepatitis B therapy? An interview with Jean-Michel Pawlotsky." Future Virology 14, no. 8 (2019): 507–8. http://dx.doi.org/10.2217/fvl-2019-0064.
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Biography In this exclusive interview, Jean-Michel Pawlotsky discusses present-day and developing therapies for treating hepatitis B viral infection, with a view for future directions and predictions for this currently incurable disease. This interview was conducted by Ellen Colvin, Editor of Future Virology. Dr Jean-Michel Pawlotsky is a Professor of Medicine at the University of Paris-Est, France. He is the Director of the National Reference Center for Viral hepatitis B, C and D and of the Department of Virology at the Henri Mondor University Hospital in Créteil, France, and the Director of Research Team “Viruses-Hepatology-Cancers” at the Mondor Institute of Biomedical Research (INSERM U955). Dr Pawlotsky earned his medical degree in Hepatology and Gastroenterology in 1992. Furthermore, he earned a thesis in molecular virology from the University of Paris, France, and is a graduate in virology and microbiology. Dr Pawlotsky acted as the Secretary General of the European Association for the Study of the Liver (EASL) between 2005 and 2009. He is a member of the Strategic Committee of the National Agency for Research on AIDS and Viral Hepatitis (ANRS). Dr Pawlotsky's noted career contributions include 500 published articles and book chapters and over 650 invited lectures at international meetings.
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Hawkes, Gail. "Book Review: Notes on the Plague Years Aids in Marseilles." Sociological Research Online 4, no. 3 (1999): 299–300. http://dx.doi.org/10.1177/136078049900400306.
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Koretzky, Maya Overby. "1328. Medical Education in an Epidemic: Historical Lessons From the Early Days of HIV in America (1982–1986)." Open Forum Infectious Diseases 5, suppl_1 (2018): S405—S406. http://dx.doi.org/10.1093/ofid/ofy210.1161.
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Abstract Background Much historical work has investigated the impact of HIV on patient rights, American culture, and medical research; however, there is little scholarship on the impact of HIV on medical education. This study asks how the process of training at the epicenter of an epidemic disease that was poorly understood, incurable, and contagious shaped a cohort of physicians’ experience of residency, beliefs about the role of the doctor in society, and their approach to practicing medicine. Methods Members of the University of California San Francisco (UCSF) intern classes of 1982 and 1983 were interviewed, as well as individuals who were young faculty at San Francisco hospitals in the 1980s. Other sources included academic publications from the 1980s on HIV and medical education, archival documents, nursing and volunteer communications books from the SF General Hospital AIDS Ward, and patient ephemera such as thank you notes and obituaries. Results These interviews and documents highlight themes of commitment to care for HIV patients regardless of risk, lack of formal institutional support for residents engaged in HIV care, and differences in professional norms that allowed nurses and volunteers access to modes of reflection that were unavailable to trainee physicians. For residents, the day to day experience of the HIV epidemic became an important locus for a narrative of medical professionalism and resilience that continues to animate medical education today. Provider narratives about the encounter with HIV served a parallel function to the creation of HIV clinics and public health programs—both were interventions that made HIV into an intelligible cultural and biological entity that could be managed by the medical profession. Conclusion Using the HIV epidemic in San Francisco as a historical example, this project argues that formalizing narrative practices by setting aside time for journaling and verbal reflection in residency and fellowship training can build resilience and prevent burnout. Historical narratives of provider experience, like the oral histories collected in this project, may also be valuable in undergraduate medical education to generate discussion about professional ethics and the responsibilities of providers in an epidemic. Disclosures All authors: No reported disclosures.
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Philip, Shannon. "Book review: Gowri Vijayakumar. 2021. At Risk: Indian Sexual Politics and the Global AIDS Crisis." Contributions to Indian Sociology 56, no. 2 (2022): 232–34. http://dx.doi.org/10.1177/00699667221125854.
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Bullock, Katherine. "Pious Fashion: How Muslim Women Dress." American Journal of Islam and Society 35, no. 3 (2018): 87–90. http://dx.doi.org/10.35632/ajis.v35i3.486.
Full textAbstract:
This book is a very welcome addition to the literature on Muslim women’s dress. It is part of a growing trend to treat Muslim women and their sarto- rial choices through sophisticated theories that recognise the agency, even humanity, of Muslim women. We are far from the days when an Ameri- can author would simply read a headscarf as a symbol of oppression, and Muslim women in need of rescue—at least in the academic realm, though certainly not in the political and journalistic realms. Easy to read and en- gaging (but not simplistic) studies like Bucar’s will, hopefully, eventually trickle out of academia and lead to a sea-change in political and popular discourses as well. Bucar, a professor of philosophy and religion, has turned to ethnog- raphy to complement her philosophical explorations of the relationship between dress, aesthetics, and morality. One of the special features of this book, and what I believe distinguishes it and makes its insights possible, is Bucar’s self-reflective nature, and willingness to share that as she writes. The book begins with a preface, which explains how Bucar came to study this topic while in Tehran to study Persian and Islamic women’s groups in 2004. It opens with her very honest discussion of how she was sitting nervously in the airplane, wondering whether or not she would be able to follow the conditions of her visa to observe local laws and wear “proper hi- jab” (vii). A woman sitting in the aisle across from her winks and pulls out her own scarf and overcoat, setting Bucar at ease, who then follows suit. She describes how she spent a few months adjusting to wearing hijab and figur- ing out the various ways women in Tehran adhere to the hijab laws. Flying next to Turkey, and experiencing some unexpected internal reactions to going bareheaded, made her see that “modest dress had a moral effect on me” (ix), altering her sense of public space and the aesthetics of women’s clothing. “I found surprise, pleasure, and delight in pious fashion, as well as an intellectual challenge to the neat boxes I had once put things in: modest dress as imposed on women, fashion as a symptom of patriarchy, and aes- thetics as separate from ethics. This book is an exploration of this delight and challenge” (ix). Following is the introduction, where she lays out her key terms, meth- odology, and research questions. Bucar explains that she prefers the term “pious fashion” to “modest clothing” or “fashion veiling.” This is so because clothing is a cultural practice that is “governed by social forces as well as daily individual choices” (2). “Fashion” allows people to “construct iden- tities, communicate status, and challenge aesthetic preferences.” “Modest” is generally meant to describe clothing that is “decent and demure,” that discourages sexual attention, but she learned that Muslim women’s dress is more than this, as it is connected to “ethical and religious dimensions… such as character formation through bodily action, regulating sexual de- sires between men and women, and creating public space organized around Islamic moral principles” (3). Hence her preference for the phrase “pious fashion.”Next appear country case studies of how Muslim women in different locales take up “pious fashion”. She did fieldwork in three cities—Tehran, Iran (2004 and remotely 2011); Istanbul, Turkey (2004, 2012, 2013); and Yogyakarta, Indonesia (2011)—observing women in a variety of locations, going shopping, and participating in activities related to pious fashion (in- cluding wearing it herself sometimes). She conducted focus groups and interviews with women between ages eighteen and thirty wearing pious fashion. After opening with a brief introduction to the country-specific poli- tics of modest dress, each chapter is divided into two main sections: “style snapshots” and “aesthetic authorities.” The style snapshots are often very detailed descriptions (half a page for a single outfit) of different kinds of dress, including material, stitching, colour, patterns, style cuts, and accesso- ries. These sections can be a challenge for those not that interested in such details of fashion. The book contains twenty color photographs to illus- trate the styles of dress she discusses, but I still found a laptop an essential component to look up images of the stylists she was referring to, or more basic visual aids to know the difference between “chiffon” and “crepe,” or a “manteau” and a “tunic.” Yet it is such intimate details that give life to her book. These details of fashion are not the object of the book, though, for she embeds these discussions in deeper conversations about aesthetics, moral- ity, piety, beauty, and cultural and political aspects of clothing and fashion. The sections on “aesthetic authorities” cover religious authorities, governments, visual images, educators, fashion designers, magazines, and bloggers’ pious fashion discourses in each country. She is able to highlight differences and similarities across countries, as well as the prevalence of different interpretations and debates amongst all these different voices on what does and does not count as “pious fashion.” She includes discussions about what are counted as “bad hijab” or fashion failures, as an important way to understand the delimitations of pious fashion in each country. Chapter Four presents summarizing conclusions. Here she argues that unlike the normal western approach which considers hijab as a “problem” to be solved, it is rather a woman’s decision about what to wear which should be analytically considered: “the duty to dress modestly does not resolve this question: even if certain institutional structures and public norms related to taste, virtue, and femininity set limits and provide guidance, Muslim wom- en have a great deal of choice when they get dressed every day” (171). She explores the intersections between national identity, modernity, femininity, modesty, aesthetic rebellion, women’s agency, materialism, the consumer lifestyle, aesthetic concepts of beauty and its relationship to morality and fashion, and tradition and change. She concludes that the study of pious fashion teaches us that piety…[is] not just about obedience to orthodox interpretations of sacred texts: it also incorporates good taste, personal style, and physical attrac- tiveness. And fashion becomes a key location through which piety can be realized and contested. Piety is not only about being good – it is about appearing to be good as well…[Women who wear pious fashion] are pi- ous because they are using clothing and adornment to cultivate their own characters, to build community, and to make social critiques. (190) The book ends with an epilogue pointing to a sudden interest, since 2016, in “pious fashion” from the mainstream Western ‘secular’ fashion industry. She notes the two different directions this goes politically—ei- ther to celebrate Muslim women’s inclusion in wider society (CoverGirl’s use of first hijabi spokesperson, Nura Afia, 2016, 195) or to criticise Islam’s pollution of secular fashion (designers are encouraging the enslavement of women) (196). One of the main reasons this book works so well is Bucar’s wonderful ability to be empathetic without being an apologist. She does not wear hijab in her life in the United States; the book is not advocating hijab. She does not gloss feminist concerns over patriarchy and pressures to wear hijab, nor the impact of hijab laws that frustrate many women in Tehran. She recognises the complex nature between dress, identity, fashion, and philo- sophical questions like ethics and the nature of being. She normalizes hijiab so that it can be studied, not as some kind of weird, exotic, oppressive, sui generis piece of cloth, but like any other piece of women’s clothing, like mini-skirts, jeans, high heels, or the bra: While modest clothing can indeed be used as a form of social control or as a display of religious orthodoxy, in practice, it is both much less and much more. Much less, because for many Muslim women, it is simply what they wear. Much more, because like all clothing, Muslim women’s clothing is diverse, both historically and geographically, and is connected with much broader cultural systems. (1)
 Katherine BullockLecturer, Department of Political ScienceUniversity of Toronto at Mississauga
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Bullock, Katherine. "Pious Fashion: How Muslim Women Dress." American Journal of Islamic Social Sciences 35, no. 3 (2018): 87–90. http://dx.doi.org/10.35632/ajiss.v35i3.486.
Full textAbstract:
This book is a very welcome addition to the literature on Muslim women’s dress. It is part of a growing trend to treat Muslim women and their sarto- rial choices through sophisticated theories that recognise the agency, even humanity, of Muslim women. We are far from the days when an Ameri- can author would simply read a headscarf as a symbol of oppression, and Muslim women in need of rescue—at least in the academic realm, though certainly not in the political and journalistic realms. Easy to read and en- gaging (but not simplistic) studies like Bucar’s will, hopefully, eventually trickle out of academia and lead to a sea-change in political and popular discourses as well. Bucar, a professor of philosophy and religion, has turned to ethnog- raphy to complement her philosophical explorations of the relationship between dress, aesthetics, and morality. One of the special features of this book, and what I believe distinguishes it and makes its insights possible, is Bucar’s self-reflective nature, and willingness to share that as she writes. The book begins with a preface, which explains how Bucar came to study this topic while in Tehran to study Persian and Islamic women’s groups in 2004. It opens with her very honest discussion of how she was sitting nervously in the airplane, wondering whether or not she would be able to follow the conditions of her visa to observe local laws and wear “proper hi- jab” (vii). A woman sitting in the aisle across from her winks and pulls out her own scarf and overcoat, setting Bucar at ease, who then follows suit. She describes how she spent a few months adjusting to wearing hijab and figur- ing out the various ways women in Tehran adhere to the hijab laws. Flying next to Turkey, and experiencing some unexpected internal reactions to going bareheaded, made her see that “modest dress had a moral effect on me” (ix), altering her sense of public space and the aesthetics of women’s clothing. “I found surprise, pleasure, and delight in pious fashion, as well as an intellectual challenge to the neat boxes I had once put things in: modest dress as imposed on women, fashion as a symptom of patriarchy, and aes- thetics as separate from ethics. This book is an exploration of this delight and challenge” (ix). Following is the introduction, where she lays out her key terms, meth- odology, and research questions. Bucar explains that she prefers the term “pious fashion” to “modest clothing” or “fashion veiling.” This is so because clothing is a cultural practice that is “governed by social forces as well as daily individual choices” (2). “Fashion” allows people to “construct iden- tities, communicate status, and challenge aesthetic preferences.” “Modest” is generally meant to describe clothing that is “decent and demure,” that discourages sexual attention, but she learned that Muslim women’s dress is more than this, as it is connected to “ethical and religious dimensions… such as character formation through bodily action, regulating sexual de- sires between men and women, and creating public space organized around Islamic moral principles” (3). Hence her preference for the phrase “pious fashion.”Next appear country case studies of how Muslim women in different locales take up “pious fashion”. She did fieldwork in three cities—Tehran, Iran (2004 and remotely 2011); Istanbul, Turkey (2004, 2012, 2013); and Yogyakarta, Indonesia (2011)—observing women in a variety of locations, going shopping, and participating in activities related to pious fashion (in- cluding wearing it herself sometimes). She conducted focus groups and interviews with women between ages eighteen and thirty wearing pious fashion. After opening with a brief introduction to the country-specific poli- tics of modest dress, each chapter is divided into two main sections: “style snapshots” and “aesthetic authorities.” The style snapshots are often very detailed descriptions (half a page for a single outfit) of different kinds of dress, including material, stitching, colour, patterns, style cuts, and accesso- ries. These sections can be a challenge for those not that interested in such details of fashion. The book contains twenty color photographs to illus- trate the styles of dress she discusses, but I still found a laptop an essential component to look up images of the stylists she was referring to, or more basic visual aids to know the difference between “chiffon” and “crepe,” or a “manteau” and a “tunic.” Yet it is such intimate details that give life to her book. These details of fashion are not the object of the book, though, for she embeds these discussions in deeper conversations about aesthetics, moral- ity, piety, beauty, and cultural and political aspects of clothing and fashion. The sections on “aesthetic authorities” cover religious authorities, governments, visual images, educators, fashion designers, magazines, and bloggers’ pious fashion discourses in each country. She is able to highlight differences and similarities across countries, as well as the prevalence of different interpretations and debates amongst all these different voices on what does and does not count as “pious fashion.” She includes discussions about what are counted as “bad hijab” or fashion failures, as an important way to understand the delimitations of pious fashion in each country. Chapter Four presents summarizing conclusions. Here she argues that unlike the normal western approach which considers hijab as a “problem” to be solved, it is rather a woman’s decision about what to wear which should be analytically considered: “the duty to dress modestly does not resolve this question: even if certain institutional structures and public norms related to taste, virtue, and femininity set limits and provide guidance, Muslim wom- en have a great deal of choice when they get dressed every day” (171). She explores the intersections between national identity, modernity, femininity, modesty, aesthetic rebellion, women’s agency, materialism, the consumer lifestyle, aesthetic concepts of beauty and its relationship to morality and fashion, and tradition and change. She concludes that the study of pious fashion teaches us that piety…[is] not just about obedience to orthodox interpretations of sacred texts: it also incorporates good taste, personal style, and physical attrac- tiveness. And fashion becomes a key location through which piety can be realized and contested. Piety is not only about being good – it is about appearing to be good as well…[Women who wear pious fashion] are pi- ous because they are using clothing and adornment to cultivate their own characters, to build community, and to make social critiques. (190) The book ends with an epilogue pointing to a sudden interest, since 2016, in “pious fashion” from the mainstream Western ‘secular’ fashion industry. She notes the two different directions this goes politically—ei- ther to celebrate Muslim women’s inclusion in wider society (CoverGirl’s use of first hijabi spokesperson, Nura Afia, 2016, 195) or to criticise Islam’s pollution of secular fashion (designers are encouraging the enslavement of women) (196). One of the main reasons this book works so well is Bucar’s wonderful ability to be empathetic without being an apologist. She does not wear hijab in her life in the United States; the book is not advocating hijab. She does not gloss feminist concerns over patriarchy and pressures to wear hijab, nor the impact of hijab laws that frustrate many women in Tehran. She recognises the complex nature between dress, identity, fashion, and philo- sophical questions like ethics and the nature of being. She normalizes hijiab so that it can be studied, not as some kind of weird, exotic, oppressive, sui generis piece of cloth, but like any other piece of women’s clothing, like mini-skirts, jeans, high heels, or the bra: While modest clothing can indeed be used as a form of social control or as a display of religious orthodoxy, in practice, it is both much less and much more. Much less, because for many Muslim women, it is simply what they wear. Much more, because like all clothing, Muslim women’s clothing is diverse, both historically and geographically, and is connected with much broader cultural systems. (1)
 Katherine BullockLecturer, Department of Political ScienceUniversity of Toronto at Mississauga
10
Moynihan, Patrick J. "The Importance of Being Right: Some Methodological Notes From a Study of Aids Knowledge." Teaching Sociology 34, no. 1 (2006): 71–79. http://dx.doi.org/10.1177/0092055x0603400107.
Full textDissertations / Theses on the topic "Study Aids / Book Notes"
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Peters, Christy Smith. "Resource guide for guided reading." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1854.
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Chu, Hsueh-yun, and 朱雪雲. "A Study on the Application of Picture Book Audio-visual Aids in Teaching Visual Arts for Lower Graders in Elementary School." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/72716617380747222455.
Full textAbstract:
碩士<br>國立嘉義大學<br>視覺藝術研究所<br>93<br>The researcher, an educator, conducted the action research in an attempt to analyze the theories and values regarding the application of picture book audio-visual aids in the teaching of art appreciation to lower graders. The research result was to be used for teaching design. Moreover, picture book audio-visual aids would also be used in the visual art education in Elementary school classes to foster the schoolchildren’s visual appreciation and interpretation skills, cultivate their interest for art appreciation, as well as establish a healthy art appreciation attitude among schoolchildren. Through the implementation of various teaching activities, the study was able to understand the student’s learning conditions and the significance of the feedback data. Through teaching observation, teaching diaries, video recordings, interviews, and compilation of the schoolchildren’s learning information, the researcher was able to evaluate theories and plans, as well as adjust teaching techniques, thereafter compile some search findings and teaching recommendations for future study. The objectives of this paper were as follow:
1. To understand the theoretical foundation of art appreciation teaching and the theories regarding the employment of picture books in art appreciation instruction.
2. To develop picture book audio-visual aids suitable for the art appreciation instruction and teaching plan of the Elementary school lower graders.
3. To evaluate the performance and suitability of the picture book audio-visual aids used in the Elementary school lower graders art appreciation education program.
4. To propose recommendations for research and practical teaching relevant to the application of picture book audio-visual aids in teaching visual arts.
Following a collection and analysis of the student’s learning processes and outcomes, as well as student’s responses to the applied teaching process, as well as an evaluation of the researcher’s personal observations and reflections, the study reached the following findings:
1. The teaching plan should focus on the interests of the students and should be developed from the existing or previous learning experiences of the students. The dynamic features and sound effects of the picture book audio-visual aids should be put to good use. The plan may choose from the different available audio-visual textbook types and organize them into one consolidated program.
2. The “look-and-tell” teaching technique developed the schoolchildren’s visual sensory perception evaluation skills and taught them to verbally interact and communicate their perceptions; thereby guiding their understanding and discussion of the picture book audio-visual aids. The technique also fostered their art appreciation skills and attitude and improved their verbal expression skills; thus optimizing the complimentary benefits of language arts and art appreciation teaching.
3. Students were able to identify and differentiate lines, shapes and colors through� the picture book audio-visual aids “look-and-tell” teaching technique. The� students became involved with the scenarios in the picture books and physically� experience the feelings portrayed in the pictures; moreover, they were able to� identify the different main ideas of the pictures.
4. The picture book audio-visual aids appreciation program taught the students to� make their own picture books, as well as built up the students’ creative attitudes.
5. The students loved to read picture book with audio-visual films. The appreciation and discussion of the video picture book aids further developed the schoolchildren’s appreciation of the pictures contained in the picture books.
6. The employment of more artistic vocabulary had been conducive to the discussion process and learning chart design. Students were taught to make choices to enhance language usage during appreciation discussion time. In a way, the technique elevated their appreciation skills to a higher level.
At last, the following recommendations were proposed for future research and� practical teaching relevant to the application of picture book audio-visual aids in teaching visual arts.
1. On the research side, more data as well as every type of picture book and audio-visual data should be gathered, Moreover, study should attempt to use different presentation techniques and learning methods for this purpose.
2. On the matter of the teaching design, the program may be integrated with the learning programs employed in other fields of studies. As for the practical teaching application, one may consider the employment of different methods or techniques, such as, the group or team learning technique.
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Huang, Shu-Hsin, and 黃舒歆. "Implementing Teachers Book Borrowing and Teaching Aids Information Systems by Integrating Database and Cloud Technology—A Case Study of an Elematary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/5m3t67.
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碩士<br>亞洲大學<br>資訊工程學系碩士在職專班<br>104<br>With the rapid development of information technology and the electronic trend promotion, services provided by information technology are more diversifying, and appear in Internet, database, multimedia, cloud, RFID and other information technology to drive information store, retrieval, and sharing. Take teachers to borrow books and teaching aids as example in view of books and other teaching aids; because of the large number of loan data, users and administrators cannot know from the information to control inventory, and purchases. Thus, the requirement to have information management mechanism appears.The purpose of this study is using the database system combined with cloud technology to construct books and teaching aids borrowing information systems, which is used as future purchase of books, and teaching aids basis; on the other hand, teachers can also promote the use of Internet to facilitate status inquiries of borrow, return, and reserve in order to hope that teachers can use the least amount of time to reduce labor costs, enjoy instant service efficiency, and improve management efficiency and teacher initiative inquiry borrowing status information system utilization.This study uses database and cloud technology to design a set of borrowing information system for administrators and teachers to click and browse the information system; it is hoped that the operation of this system can assist teachers to analyze and manage borrowing of books and teaching, and also understand the frequency and demand of teachers to borrow books and teaching aids. The study results can be used as reference for procurement and management of future school books and teaching aids of reference, and help teachers understand the need for the special students in picture books and monographs to enhance the use of teaching resources.
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Lediga, Mamaroba Sylvia. "The use of handheld mobile devices : an exploratory study of English Language student educators." Thesis, 2018. http://hdl.handle.net/10386/2204.
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Thesis ((M. A. (English Studies)) -- University of Limpopo, 2018<br>This study explores the use of handheld mobile devices in the learning and teaching of English language. The problem is that students have to stand in long queues at computer laboratories because the space is limited and they have to take turns in using the computers. Second level English student educators participated in the study; they responded to a questionnaire and sat for test on the use of mobile handheld devices. The study is underpinned by the integration of the Activity Theory and Social Constructivism. The solution is that mobile handheld devices can be used to provide access to learning material and just-in-time information outside and inside the formal class time and space because findings of the study show that almost all second level student educators at the University of Limpopo possess and use handheld mobile devices.
Books on the topic "Study Aids / Book Notes"
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J, Philip Alexander. Dickens dictionary: A key to the characters and places in the books of Charles Dickens. Edited by Fuchs Carl and Research and Education Association. Research & Education Association, 2002.
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A, Bernstein Douglas, and Milich Richard, eds. Introduction to clinical psychology. 4th ed. Prentice Hall, 1994.
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Nietzel, Michael T. Introduction to clinical psychology. 5th ed. Prentice Hall, 1998.
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Nietzel, Michael T. Introduction to clinical psychology. 3rd ed. Prentice Hall, 1991.
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Theresa, DeSensi Joy, and Rosenberg Danny, eds. Cram101 textbook outlines to accompany Ethics and morality in sport management, Desensi and Rosenberg, 1st edition. Academic Internet Publishers, 2007.
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Scalia, Joseph E. John Steinbeck's Of mice and men. Research & Education Association, 2001.
Find full textBook chapters on the topic "Study Aids / Book Notes"
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Davenport, James H. "MKM from Book to Computer: A Case Study." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-36469-2_2.
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Khater, Khaled R. "Cantilever Secant Pile Constructed in Sand: Numerical Comparative Study and Design Aids." In Lecture Notes in Civil Engineering. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7735-9_21.
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Bi, Juntao. "Study on Book Number for Library Based on Fuzzy Recognition." In Lecture Notes in Electrical Engineering. Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4811-1_42.
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Uzuner, Özlem, and Boris Katz. "A Comparative Study of Language Models for Book and Author Recognition." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11562214_84.
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Zhang, Dong, and Jiehong Bai. "A Cognitive Semantic Study of Idioms from The Book of Songs." In Lecture Notes in Computer Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-27194-1_13.
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Kim, Jeong Ah, and Jun Kyo Kim. "A Study on GUI Development of Memo Function for the E-Book: A Comparative Study Using iBooks." In Lecture Notes in Electrical Engineering. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6738-6_53.
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Bartalesi Lenzi, Valentina, and Barbara Leporini. "Investigating an Accessible and Usable ePub Book via VoiceOver: A Case Study." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39062-3_17.
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Fong, Joseph, T. Y. Ku, and Simon K. S. Cheung. "A Study on the Development of an XML-Based E-Book Authoring System." In Lecture Notes in Computer Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20621-9_21.
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Megat Mohd. Zainuddin, Norziha, Halimah Badioze Zaman, and Azlina Ahmad. "Learning Science Using AR Book: A Preliminary Study on Visual Needs of Deaf Learners." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-05036-7_80.
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Li, Nan-nan, and Ning Zhang. "The Bipartite Network Study of the Library Book Lending System." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02466-5_75.
Full textConference papers on the topic "Study Aids / Book Notes"
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Constantin, Andreea raluca. "TURNING FINLAND'S EXPERTISE IN E-LEARNING INTO ROMANIA'S FUTURE - A CASE STUDY." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-158.
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Witnessing two drastically different political regimes and the ending of the 20th century and the beginning of the 21st within one single lifetime, as many other people, I have been profoundly affected by these changes and mainly by the new access to information provided by the electronic revolution. On the one hand, this paper aims to present, in a subjective and informal manner, my personal review of the evolution of technology, and my own contact with information and communication technology as a person, but mainly as a teacher. From the letters, the hand-written notes and the library books of my childhood, I am now faced with emails from students, laptop or iPad notes taken during classes and virtual libraries that instantly give access to numerous books. But this is not enough and the need for virtual modules, electronic resources, online learning and teaching is greater than ever, requiring innovative working methods and a complex educational design in addition to an adapted content design. On the other hand, the case study the article focuses on is an example of best practice that could also be used in Romania, boosting the modernisation of education and training. Finland is a pioneer in distance learning (since 1986) and e-learning (web-based education since 1998) and having experienced their educational services as an Erasmus teacher, I would like to refer to their expertise and promote their techniques. My purpose is to present the rationale, the benefits, and the challenges that the Finns have already faced, using their experiences for addressing and using e-learning appropriately in the process of teaching and learning. In addition it could also be used as a potential model of societal inclusion of the unemployed and low educated, people living in remote or poor areas, migrants, persons with disabilities or elderly, such as implied by the European Commission programmes.
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Buzzetto-More, Nicole, and Ojiabo Ukoha. "The Efficacy of a Web-Based Instruction and Remediation Program on Student Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3319.
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Faculty today are challenged to meet the individualized learning needs of what is frequently a disparate student population while engaging in meaningful assessment of student learning outcomes. Learning styles and levels of preparation vary among students especially in the area of mathematics and the ability to diagnosis deficiencies and remedy needs can increase student success. Computerized homework and test management systems complete with interactive tutorials and targeted remediation exercises are being presented as a means of meeting the individual instructional needs of learners while assisting faculty through the automation of assessment. In particular, a number of studies have indicated positive student learning outcomes results when these programs are implemented into mathematics instruction (Butler & Zerr, 2005; Kennedy, Ellis, Ojen, & Benoit, 2007; Zerr, 2007). The University of Maryland Eastern Shore is a Historically Black University that primarily serves first generation, low income, and minority learners. Over the years, the number of students requiring remedial mathematics instruction has increased dramatically. In order to increase student learning outcomes success, as well as the persistence rates of students, an online homework and assessment system was implemented into all sections of remedial mathematics. Features of the system utilized include interactive tutorial exercises, an online tutoring center, an e-book, sample problems and answers, diagnostic analysis, targeted exercises, online assignments and quizzes, and an online grade book. This paper presents the findings of study that examined student satisfaction and perception of value with respect to the usage of this system as well as impact on student persistence and performance. The results of this study were mixed and marked by high levels of neutrality; however, the findings did indicate that most students felt that the system was easy to use, a valuable learning tool, successful at having helped them to learn course concepts, and an aide that helped them to perform better on their assignments. At the same time, most student responded that they were not satisfied the system. The analysis of the student performance data noted a significant decrease in student withdrawal rates and a marked increase in pass rates for the course under consideration.
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Soca, Mirela. "BATTERY INTERNAL RESISTANCE INFLUENCE ON VOLTAGE-BASED BALANCING ALGORITHMS." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-118.
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Evolving technologies such as EVs and smart grids require their batteries to be operated safely and cost-effective and a battery management system is always used to achieve that. This study focused on building a passive balancer for four cells connected in series of a battery pack. Two voltage-based algorithms for passive balancing were tested and results were compared. Batteries premature failure can be caused by not making use of their full capacity. Variations in the physical volume, internal impedance and different self-discharge rates of the cells are a cause [2]. Then, as not all the cells are identical, they will charge and discharge at different rates and the charging/discharging process will stop as soon as the first one reached or finished its full capacity. To prolong the cell's life, their state of charge can be balanced during a charge or discharge process. The main methods available are passive and active balancing. Passive balancing dissipates the energy from the strongest cells discharging them through a resistor until the weakest ones reach their full capacity. The same principle is applied by active balancing, only that the energy is not wasted but transferred from the strongest to the weakest cell. In [3] the SoC profile for a car battery is compared before and after cell balancing over a 12h driving cycle. After one driving cycle, the cells' voltages vary and after a relaxation period, they will start to drift further away. These variations were translated in quite big SoC variations in individual cells. For the same current profile, cell balancing was introduced. After driving for 0.5h, the highest and the lowest charged cells were balanced, continuing with multiple cells balancing. Comparing the graphs, it can be seen how the active balancing circuit reduced the cells' variations. Balancing algorithms are based on SoC calculation. This can be achieved by voltage translation and/or coulomb counting" [1]. The main limitation of the voltage-based algorithm is that it assumes that the cells of different voltages are of different SoC, when the terminal voltage of a battery is not the same as the OCV (open circuit voltage). A voltage drop across its internal resistance can rise or drop the terminal voltage of the cell while charging or discharging. In their application notes for cell balancing ASICs (application specific integrated circuit), Texas Instruments also state that terminal-voltage-based balancing may not be accurate, due to the IR contribution of the internal resistance of the cells while charging/discharging. The relaxed voltage after charging (the true OCV) shows imbalances between the cells. Figure 1 is used to illustrate this [4].Some studies have discussed the problem associated with deriving the SoC from the terminal voltage. For example, David Andrea in his book [5], shows how the terminal voltage curve vs. the SoC is different for various discharge and charge rates as the current variation leads to a variation in the IR drop. However, knowing the current and the resistance for each cell, the OCV can be calculated. [6] also tried to approximate the SoC directly from the terminal voltage for a Lead Acid battery and have concluded that for different currents, the parameters for the approximation curve were different. Then, it proposes two equations to model the SoC as a function of both the terminal voltage and the internal resistance of the battery, as both vary with the SoC and the error for both were compared. Other methods for deducing SoC from the OCV are [7-9] or [10-11] and they require a long time for the voltage to relax to its open circuit value. However, all the studies mentioned above do not assess the performance of the SoC estimations for a balancing system. The novelty of this study is that it aims to confirm the importance of the internal resistance for the SoC estimation, comparing two balancing algorithms: one inferring the SoC of the cell from the terminal voltage only, and one using the derived OCV (calculated with the use of the known current and internal resistance).
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Panova, Elizaveta. "Word-image interaction in the treatise “Voyage en Siberie”." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.14163p.
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“Voyage en Siberie” describes a journey through Russia carried out by Jean Chappe d'Auteroche to observe the passage of Venus across the Sun. Besides the description of this phenomenon the book contains the author’s travel notes and study of the Russian political, historical, geographic and military conditions in the middle of the 18th century. “Voyage en Siberie” was accompanied by the cycle of illustrations performed by Jean-Baptiste Le Prince. As these works were among the first examples of the costume images on the Russian subject, they became crucial in the career of the artist who is considered to be the creator of “Russerie” in French art. This paper discusses the nature of the text and illustrations developing according to the logic of ideas of the Enlightenment. The author intends to show that although Chappe d'Auteroche and Le Prince worked together on the book they had different visions of the problem.
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Panova, Elizaveta. "Word-image interaction in the treatise “Voyage en Siberie”." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.14163p.
Full textAbstract:
“Voyage en Siberie” describes a journey through Russia carried out by Jean Chappe d'Auteroche to observe the passage of Venus across the Sun. Besides the description of this phenomenon the book contains the author’s travel notes and study of the Russian political, historical, geographic and military conditions in the middle of the 18th century. “Voyage en Siberie” was accompanied by the cycle of illustrations performed by Jean-Baptiste Le Prince. As these works were among the first examples of the costume images on the Russian subject, they became crucial in the career of the artist who is considered to be the creator of “Russerie” in French art. This paper discusses the nature of the text and illustrations developing according to the logic of ideas of the Enlightenment. The author intends to show that although Chappe d'Auteroche and Le Prince worked together on the book they had different visions of the problem.
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Haixia, Li. "ТЕОРИЯ И ПРАКТИКА ПРЕПОДАВАНИЯ КИТАЙСКОГО ЯЗЫКА В РОССИИ (НА ПРИМЕРЕ ПРЕПОДАВАНИЯ КИТАЙСКОГО ЯЗЫКА В СЕВЕРО-ВОСТОЧНОМ ГОСУДАРСТВЕННОМ УНИВЕРСИТЕТЕ)". У ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.5.
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In this article, the author considers various aspects of teaching Chinese in Russia, and also specifies some factors that affect the successful mastery of the Chinese language, in particular, learning in a natural language environment as a part of student exchange programs, during which students study language material in class with native speaker and have the opportunity of extensive language practice outside the school. In addition, the author notes the importance of the sociocultural component in learning - familiarity with the traditions and holidays of China, thereby increasing students' interest in the culture of the country of the language being studied. The article also notes the difficulties that both students and the teacher encounter in the classroom at North-Eastern State University, caused by the fact that in the same group are both students who have undergone language training in China and those who have not yet had a chance to study there. This is manifested in different levels of language proficiency by students, primarily in the level of their oral speech skills. This situation affects the group's learning speed and requires the teacher, in turn, to have a differentiated approach to conducting classes. The author suggests maximizing the practice of students using the Chinese language - conducting classes in the language they are studying, stimulating them to communicate only in Chinese within the class, and also, if possible, beyond. The basis of this practice is proposed to put thematic-situational training, for example, within the framework of the topic “Shopping”, interactively consider situations “in a clothing store”, “in a mobile phone store”, etc. At the same time, the author notes that the same situations proposed in the educational literature are perceived differently by native speakers and students, since they are filled with realities characteristic of China and different from the usual realities of Russia. To familiarize students with similar sociocultural content, it is proposed to use multimedia teaching aids - video and graphic presentations.
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Marti´n-Gutie´rrez, Jorge, and Manuel Contero. "Augmented Books Applied to Engineering: An Attractive Tool for the Student and Useful for Learning." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48163.
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Learning and teaching procedures need to evolve, regarding the high technological profile most students have. The Teacher might consider that in some cases, outdated teaching methods create barriers for students who are used to interaction with modern technological gadgets and computers. Augmented Reality technology emerges as a great potential tool in the teaching environment. Augmented reality (AR) is a cost-effective technology which has the ability to coexist with paper books supplying students with more attractive and didactic contents meaning rebirth of classic textbooks. In this work we present the developed didactic material supported by AR technology for learning sketching, designation and rules of standard mechanical elements. This book has been included in the curriculum of engineering graphics subject of the Mechanical Engineering Degree in a Spanish University for performing a pilot study seeking comparison of academic performance acquired and motivation for study between two groups of students. One group uses AR based material meanwhile the other uses traditional class notes.
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Prieto Sanz, Helena. "Impact of Text Discussions on the Professional Identity of Higher Education Students." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12983.
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Comprehension of academic literature is a key element in the immersion of university students in the academic subcultures of each discipline (Chanock, 2001; Estienne &amp; Carlino, 2004; Gottschalk &amp; Hjortshoj, 2004). To do so, universities opt for the implementation of text discussion such as book clubs (Hartley, 2002; Long, 2003), dialogic literary gatherings (Flecha, 2000; Mirceva &amp; Larena, 2010). or literary circles (Daniels, 2002; Duncan, 2012).This case study, essentially qualitative, seeks to know the impact of text discussions on the professional identity of the students of Teacher Education and Computer Science at the University of Andorra (UdA). Results are obtained by student focus groups, the Likert test Motivational Survey on Academic Reading, teacher interviews and taking notes in situ throughout the discussions.The main results indicate that the text discussions have a positive impact on students as (1) it increases the reflection, understanding and critique of the professional world, (2) they apply evidence-based content in professional contexts and (3) it improves the justification of informed professional decisions.
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Bih, Fon Louisa. "The Use of Mobile Phones to Enhance Inclusive and Equitable Education for All. A Case of Disabled Youths in Bamenda, Cameroon." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5499.
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This paper investigates how physically disabled youths in the town of Bamenda, the capital city of the North West Region of Cameroon are able to fit in the Sustainable Development Goal 4 especially with technological advancement. The Sustainable Development Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The emergence of technology has been an asset to learning in the 21st Century. This research seeks to understand how the physically disabled youths benefit in this wave of technology as concerns their education enhancement. We set off with the following questions. How can phones be used by disabled youths such as the blind and deaf? How can phones help the education of physical disabled youths? Proposed answers to the above stated questions were; Mobile phones are wired with apps and settings which help people living with disability. Through mobile phones, physically disabled youths can access learning materials on the internet and through voice notes. The main theoretical resource for this study is Technological Mediation Theory by Verbeek. Purposeful samplings of 30 physically disabled youths in the city of Bamenda were our focus. Interviews and observation were the means through which data was obtained. Results have it that, among the disabled, the deaf are very active of phones and social media with video aids and the possibility of writing. While the blind have audio setting on their phones, which help them get most information they want. Their trainers as well learn quite well on how to accommodate them and carry them along their respective training.
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Cizer, Laura, and Delia Lungu. "REFLECTIONS ON ONLINE VISUAL DICTIONARIES: THE CASE OF THE MARITIME ENGLISH VISUAL DICTIONARY IN THE NAVAL ACADEMY OF CONSTANTA." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-137.
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This paper revolves around the development of an online visual dictionary with a view to improving lexical acquisitions in maritime contexts. Undoubtedly, technological advances in computer technology have led to increased speed in accessing information and processed data; therefore, we deem it appropriate to consider first what online dictionaries may bring to the study of the English vocabulary, that is to facilitate both access to and use of the information contained therein. Indeed, the possibility of automatic processing and research of a term in an index is one of the greatest advantages of electronic dictionaries as compared to their paper format counterparts. Furthermore, the visual support - pictures or illustrations - is essential to language learners since it compensates for the definition alone when purely linguistic means are insufficient to explain a particular word or when they produce too difficult a definition. Taking this context into account, the Maritime English Visual Dictionary was conceived within the Sectorial Plan of Research and Development (PSCD) and its importance is backed up by the lack of such a teaching/learning material on the specialized book markets; therefore, the benefits brought about by the project outcome involve supplementing the traditional methods of teaching/learning maritime English through the production of e-learning teaching aids as well as developing learners' capacity for long-term storage of maritime terminology. The project is based on an html format program and contains the following fields: the English word, its explanation, its translation and the corresponding picture. It is hosted on the Naval Academy platform since it is intended as a useful resource for both classroom use and self study.