Relevant bibliographies by topics / Working with book in gindergarten

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Working with book in gindergarten'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Working with book in gindergarten"

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Rich, Craig. "Book Reviews: Working Selves, Working Gendered Contexts." Organization 14, no. 3 (2007): 463–65. http://dx.doi.org/10.1177/1350508407076760.

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Wright, Chris. "Book Reviews : Working Australia." Journal of Industrial Relations 34, no. 4 (1992): 608–10. http://dx.doi.org/10.1177/002218569203400410.

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Akalin, Ayse. "Book Review: Working Feminism." Gender & Society 19, no. 6 (2005): 861–62. http://dx.doi.org/10.1177/0891243205277880.

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Roberts, Linda Enders. "Book Review: Working Together." Project Management Journal 34, no. 3 (2003): 53. http://dx.doi.org/10.1177/875697280303400308.

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McDowell, Linda. "Book Review: Working feminism." Progress in Human Geography 29, no. 1 (2005): 112–14. http://dx.doi.org/10.1177/030913250502900119.

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Parkin, Alan. "Book Review: Working Memory." Quarterly Journal of Experimental Psychology Section A 40, no. 1 (1988): 187–89. http://dx.doi.org/10.1080/14640748808402288.

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Winters, L. Alan. "Book Review: Working Hard, Working Poor: A Global Journey." ILR Review 66, no. 4 (2013): 1021–22. http://dx.doi.org/10.1177/001979391306600416.

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Sweet, Stephen. "Book Review: Working in America." Teaching Sociology 35, no. 4 (2007): 379–80. http://dx.doi.org/10.1177/0092055x0703500415.

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Billings, Alan. "Book Review: Working With God." Theology 96, no. 772 (1993): 340–41. http://dx.doi.org/10.1177/0040571x9309600431.

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Porter, Alison. "Book Review: Working with Carers." British Journal of Occupational Therapy 62, no. 1 (1999): 45. http://dx.doi.org/10.1177/030802269906200113.

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Dissertations / Theses on the topic "Working with book in gindergarten"

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Chenault, Wesley. "Working the Margins: Women in the Comic Book Industry." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04232007-124907/.

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Thesis (M.A.)--Georgia State University, 2007.<br>Title from file title page. Marian Meyers, committee chair; Layli Phillips, Amira Jarmakani, committee members. Description based on contents viewed June 3, 2008. Includes bibliographical references (p. 120-123).
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Minton, Duygu. "Re-working Novelistic Sentiment: Barbauld, Smith, Edgeworth, and the Politics of Children's Fiction." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/727.

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Despite the recognized importance of Anna Letitia Barbauld, Maria Edgeworth, and Charlotte Smith as commentators on 1790s radicalism, pedagogy, and novel conventions, their writings for children and for adults tend to be studied separately. Indeed, despite each writer's familiarity with the others' work, these figures are rarely discussed together. I argue that studying these authors' cross-generic works using a comparative approach reveals the ways in which novels and children's books have informed and influenced each other, both in their reciprocal developments and as distinct genres. I further argue that even as the juvenile fiction of Barbauld, Edgeworth, and Smith seems rather tamely oriented toward the integration of natural history with conduct lessons, the genre was in fact a vital means by which each writer weighed her own social-welfare and aesthetic priorities within contexts of political upheaval.
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Hale, Kimberly D. "Working Together to Promote Literacy One Book and One Child at a Time: Promising Practices from Research." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7026.

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Wagnerová, Tereza. "Využití příběhů s výchovným obsahem v mateřské škole." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-415849.

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The thesis tracks the possibilities of working with education problems through using a book in kindergarten. The theoretical part sums up knowledge about the socialization of a child, social development of a preschool age child, about moral development, about social rules and social education of children in kindergartens. Further, it sums up knowledge about children's literature, especially about genres which present rules and norms of behavior. Furthermore, it sums up knowledge about suitable methods which can be used to work with educational stories. These are RWCT methods, reading strategies, methods of emotional education and methods of dramatic education. The practical part of the thesis is based on the mixed research. The objective of the quantitative part was to find out from teachers the most common education problems at children in kindergartens, using which methods can be worked with children's literature in mediation of these problems to children and specific proven titles of the children's literature. The objective of qualitative part of the thesis was to create a possibility to work with education problems on the basis of work with a book using methodical material aimed at children from 5 to 6-7 years. Classes were designed on the basis of RWCT methods, reading strategies, emotional...
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Tseng, Chieh-Ming, and 曾潔明. "Studies on the theory of working basically in Wang-Fu''s Book of Diving-in-Society." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/24849203385487653575.

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Maringira, Godfrey. "A case study of the Trans-Cultural Psychosocial Organisation (TPO) in Northern Uganda and the Hero Book Project working with forcibly displaced child soldiers as examples of an alternative healing to the PTSD model." Thesis, 2011. http://hdl.handle.net/10539/10473.

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This study focuses on the Hero Book Project and the Transcultural Psychosocial Organization (TPO) as alternative healing strategies to the PTSD model among abducted and forcibly displaced child soldiers in Northern Uganda. It is argued that these therapies are African centered since they have taken into consideration the social, economic and political experiences of African child soldiers displaced by war by economically empowering children in the reintegration process. Whilst the approaches of African trauma practitioners may be questioned on handling and providing the needed services, TPO/Hero Book project have managed to break the silence and reinforce the resilience surrounding children coming back home from war and integrating them into their communities. They had understood trauma as a community problem hence rebuilding community social and economic structures open avenues for abducted and displaced child soldiers to cope with their wartime sufferings.
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Sedláčková, Dominika. ""Domov" pohledem učitelů mateřských škol a dětí předškolního věku a zprostředkování tohoto tématu dětem v mateřské škole prostřednictvím knih." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-439083.

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This diploma thesis deals with the mediation of the topic of home and its forms to children in kindergarten by the method of working with a book. The aim of this work is to select suitable books that offer different forms of home, whether in traditional or alternative form, and to create methodological material for them that would help children understand that each home is different. Based on this methodological material, verify the lessons by three selected teachers and assess according to the reflection whether this material is suitable as a methodology for the topic. The theoretical part of the thesis summarizes the various forms of home and shows the location of this topic in the Framework Educational Program for Preschool Education. Furthermore, the theoretical part deals with the characteristics of preschool children, mainly in terms of social and emotional development, literature for preschool children and methods of working with the book, which are also used in the practical part. The practical part offers methodological material that can be used to mediate the topic of home in kindergartens. 6 lessons have been proposed, which represent different forms of home that a preschool child may encounter today. The lessons also include alternative forms of home, such as a model of alternating...
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Veihandová, Anna. "Jazyková podpora dětí s odlišným mateřským jazykem prostřednictvím práce s knihou v mateřské škole." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-415848.

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This diploma thesis deals with language support for children with a different mother language through the work with a book in the kindergarten. Its main aim is to design and implement lessons, that are focused on language support for children with different mother language through the work with a book in kindergarten. The effectiveness of the lessons are reflected in the individual levels of speech in the three groups of children with different levels of language support. The theoretical part contains the characteristics of the development of speech and language by the preschool children. Than it contains theoretical data about reading literacy and the ways of its development through the work with a book, also this part contains the specifics ot children with different mother language and the possibilities how to improve the language knowledge. The three groups of children with different mother language are examined in the practical part. Each of the group achieved different level of language during three months. The groups were diagnosed with an input test and an output test. These tests are compared at the end of the thesis, there we can see the progress that children made after three months of language support. The practical part also contains twelve lessons that are focused on the work with the...
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Bysterská, Kateřina. "Role rodičů v rozvoji čtenářské pregramotnosti." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-356119.

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The aim of the thesis is to show how important is the role of parents in the development of pre-literacy reading. In the theoretical part, I focused on the definition of reading literacy and pre-literacy reading and explanation the difference between them. I also described components and phases of the pre-literacy reading and possibilities of its development. I tried to emphasize the role played in the development by not only teachers, but also by parents, and to describe the methods which can enhance readership. Furthermore, I mentioned the types of reading strategies. In conclusion of the theoretical part I pointed out the influence which the reading has on the development of children's personality and what the research says about the role of parents. In the empirical part I analysed questionnaires filled out by parents from kindergarten with an effort to develop a typology of parents who do read to their children and who do not. Additional conversations helped me clarify what affects the reading of the parents has - it turned out that it is all about relationship to reading; parents who were in childhood read aloud, now they read to their children. Educated parents are more likely to accompany reading by other activities and rituals. In conclusion, I tried to figure out how can one lead...
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Pelková, Radomíra. "Práce s knihou Jiřího Stránského Povídačky pro Klárku v mateřské škole." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-305556.

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The thesis deals with the possibilities of developing emergent literacy, especially story comprehension, with preschool children using selected methods of critical thinking. The theoretical part is devoted to the ways of developing passion for reading and reading literacy in preschool education, it pursues the possibilities of using some of the methods of the RWCT programme (Reading and Writing for Critical Thinking) in working with books in the educational process of the kindergarten. It further describes the development of chidren of preschool age and reading strategies that can already be cultivated at this age. The practical part describes the project Working with Jiří Stránský's book Tales for little Clara that is based on didactic application of its texts intended for preschoolers. The project makes use of selected methods of the RWCT programme. Research using the method of structured interview finds out how methods of critical thinking can influence story comprehension among five-year-old children. It evaluates and interprets the findings from the beginning and the end of the project implementation, compares the determined levels of story comprehension in a group of girls and in a group of boys. The outcomes of the research show a considerable improvement of comprehension following the...
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Books on the topic "Working with book in gindergarten"

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Greenfield, Marjorie. Working Woman's Pregnancy Book. Yale University Press, 2009.

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Greenfield, Marjorie. The working woman's pregnancy book. Yale University Press, 2008.

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Weatherly, Darlene. Working with numbers, triangle book. Steck-Vaughn Co., 1987.

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1946-, Price Tom, ed. The working parents help book. Peterson's, 1994.

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Greenfield, Marjorie. The working woman's pregnancy book. Yale University Press, 2008.

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McKee, Victoria. Working it out: The workaholics' survival book. Robson, 1991.

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Potter, Geoff. Working With Information: Information Technology Book Seven. ITCA Digital Education Systems, 2012.

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Potter, Geoff. Working with Digital Technologies: Information Technology: Book Five:. ITCA Digital Education Systems, 2012.

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Francatelli, Charles Elmé. A plain cookery book for the working classes.... Oxford Microform Publications, 1985.

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Ken, McKowen, and Nelson Pat, eds. Not Your Mother's Book ... On Working for a Living. Publishing Syndicate LLC, 2014.

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Book chapters on the topic "Working with book in gindergarten"

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TOOL. "6. Working Drawings." In Drawing Book. Practical Action Publishing, 1995. http://dx.doi.org/10.3362/9781780444802.006.

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Moore, Karl. "Working with Data." In The Ultimate VB .NET and ASP.NET Code Book. Apress, 2003. http://dx.doi.org/10.1007/978-1-4302-0815-0_4.

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Dini, John, and Umesh Bahadur. "South Africa’s National Wetland Rehabilitation Programme: Working for Wetlands." In The Wetland Book. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-6172-8_145-2.

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Dini, John A., and Umesh Bahadur. "South Africa’s National Wetland Rehabilitation Programme: Working for Wetlands." In The Wetland Book. Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-90-481-9659-3_145.

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Takiuchi, Haru. "Class and Children’s Book Criticism." In British Working-Class Writing for Children. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55390-0_7.

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Levy, Michelle. "Working Families and the Children’s Book Trade." In Family Authorship and Romantic Print Culture. Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230590083_4.

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Albert, Pauline J., Patricia Werhane, and Tim Rolph. "Working at the Base of the Pyramid." In Global Poverty Alleviation: A Case Book. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7479-7_7.

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Mazzarol, Tim, and Sophie Reboud. "Work Book: Cash Flow, Profit and Working Capital." In Springer Texts in Business and Economics. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9513-0_11.

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Takiuchi, Haru. "Class Culture and Children’s Book Publishing: Leila Berg’s Nippers and Aidan Chambers’ Topliner." In British Working-Class Writing for Children. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55390-0_2.

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Wessells, Michael. "Working for the Well-Being of Children: The Value and Efficacy of Adopting a Cooperative, Inter-agency Approach." In Peace Psychology Book Series. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22176-8_20.

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Conference papers on the topic "Working with book in gindergarten"

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Kovyazina, Elena. "Working with digital publications: Problems and solutions." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-117-121.

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The full-text archive of employee publications at a research center enables to keep record of the publications and to promote them, as well as to ensure openness of research results for the global community. However, digital documents have a number of specific qualities as compared to traditional printed documents. An attempt is made to define the problems of linking and content integrity of digital documents and to find possible solutions.
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"E-Books for All: Working to Establish an E-Book DDA Program within USMAI." In Charleston Conference. Purdue University Press, 2013. http://dx.doi.org/10.5703/1288284315084.

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Баштовая, Арина Максимовна. "EMOTIONAL AND MORAL DEVELOPMENT OF THE CHILD'S PERSONALITY THROUGH THE BOOK." In Сборник избранных статей по материалам научных конференций ГНИИ "Нацразвитие" (Санкт-Петербург, Июль 2021). Crossref, 2021. http://dx.doi.org/10.37539/july192.2021.78.60.016.

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В статье рассматриваются вопросы развития личности детей, взрослеющих в эпоху цифры, обсуждаются принципы подбора книг и работы с ними. The article examines the development of the personality of children growing up in the era of numbers, discusses the principles of selecting books and working with them.
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Billingsley, William. "Revisiting the Intelligent Book: Towards seamless intelligent content and continuously deployed courses." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0144.

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In the early 2000s, colleagues and I developed The Intelligent Book – a suite of technologies for adaptive materials, that let students work with smart graphical exercises as if the AI was their partner rather than their marker. We envisaged a future where online content would be brimming with interactive models, lettings students explore and tinker with problems alongside AI that would guide students in their thinking. The browsers of the day were technically limited, but since then, the technological landscape of the web has transformed. Meanwhile, online education (especially during the Covid-19 pandemic) has grown the need for interactive materials that “understand what they teach” and can make explanations explorable and “proddable”. In online education, physical group activities (e.g., programming robots) are not available to us, and we see a growing need for digital experiences and models to replace the responsiveness that comes from tangible interaction with a device or experiment. Over the last two years, I have begun revisiting the ideas of the Intelligent Book for the modern technology landscape. This paper gives an early overview of the project, working once again towards infrastructure for self-publishable courses that can be full to overflowing with proddable and explorable models.
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Gabriel, Jamillah. "Investigating reading culture in Tanzania." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2034.

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Introduction. This poster is an investigation of reading culture in Tanzania via the lens of Africana critical thought and everyday life theory. Method. Informal interviews were conducted to gauge an understanding of the cultural from various perspectives including libraries and the book industry. Analysis. This subject is explored using analytic autoethnography to understand the culture in relation to the lived experiences of this author. Results. The paper illuminates issues and concerns around the country’s current reading culture and relation to information behaviour, highlighting factors that play a major role, such as book retail, libraries, and publishing. Conclusion. There is much more that can be done to improve reading culture in Tanzania. Perhaps the future lies in the grassroots organisations that are working hard to develop and sustain it.
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Kömürcü, Esranur, and Nuray Benli Yıldız. "Historic Building Information Modelling (HBIM)." In 4th International Conference of Contemporary Affairs in Architecture and Urbanism – Full book proceedings of ICCAUA2020, 6-8 May 2020. Alanya Hamdullah Emin Paşa University, 2021. http://dx.doi.org/10.38027/iccaua2021tr0072n25.

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Cultural heritage conservation and restoration work is a complex process that includes documentation, data collection, interpretation and production. By integrating the BIM (Building Information Modeling) methodology into this process, the concept of HBIM (Historic Building Information Modeling) has been formed. In this article, the progress of this process with the HBIM methodology in the restoration, protection and management studies of cultural heritage buildings and sites requiring collective and holistic work, the evaluation of access to the information obtained, and the provision of interdisciplinary information exchange were analyzed. By using the SWOT analysis method, the opportunities and threats offered by using the HBIM working methodology were evaluated and the strengths and weaknesses of the HBIM technology were determined. As a result of the SWOT analysis, it has been determined that the HBIM application will positively contribute to the heritage structures and increase in the direction of potential opportunities by eliminating the weaknesses.
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Lukács, Bence, Mathias Andrasch, and Sandra Hofhues. "OERlabs: Empathy first, solution later?" In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8182.

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The project ‘OERlabs - jointly training student (teachers) for Open Eductional Resources (OER) use’ is funded by the Federal Ministry of Education and Research Germany (BMBF[SH1] ) and aims to sensitize and contextualize OER for all relevant university actors by strategically carrying out an open developmental process. This process includes organizing regular Multi-Stakeholder[SH2] Dialogues (MSD) over the course of the project. This paper briefly outlines the kick-off MSD event, its methodological approach in context of the entire process, i.e. building a base for working on solutions with implicit use of OER-principles and presents the participants feedback and provides results from the event. In contrast to committee work, our MSD-approach provides participants with more spacefor open discussions while still working towards a shared goal. In the context of OER, these events show the importance of focusing on the participants attitudes and mindset, rather than confronting them with general OER-related topics right away, such as licensing and creative commons. The project OERlabs will organize its final MSD in July of 2018, while also documenting additional experiences in an Open Book.
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Silva, Ellen Paixão, Glauco Amorim та Joel dos Santos. "A Influência de Mídias Multissensoriais na Aprendizagem de Crianças com Dislexia". У Anais Estendidos do Simpósio Brasileiro de Computação Aplicada à Saúde. Sociedade Brasileira de Computação (SBC), 2021. http://dx.doi.org/10.5753/sbcas.2021.16103.

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Studies published in the literature indicate that the use of multimedia content improves the reading performance of students with dyslexia. However, most multimedia applications use only two of the five human senses. MBook, a multisensory book developed for this work, uses an eye tracker to synchronize wind, smell, sounds, and light effects to the text being read. It was based on the hypothesis that a multisensory reading could reduce the overload in working memory, thus improving comprehension. Experimental results point to a gain in text comprehension and an increase in reading speed by the student with dyslexia when multisensory media were used. Also, the use of the tool pointed to an increase in reading motivation.
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Ercan, Tuğçe Şimşekalp, and Gizem Günlü. "Risks of Construction Projects and Digital Practices in the COVID-19 Outbreak." In 4th International Conference of Contemporary Affairs in Architecture and Urbanism – Full book proceedings of ICCAUA2020, 20-21 May 2021. Alanya Hamdullah Emin Paşa University, 2021. http://dx.doi.org/10.38027/iccaua2021tr0054n10.

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As the COVID-19 outbreak affected the whole world, the epidemic had positive and negative effects on the construction industry. Epidemic; Information leakage with working from home conditions, problems of logistics chains for the transportation of materials to the construction site, has brought along special risks according to many new processes. Within the scope of this study, it is aimed to investigate the effects of the COVID-19 epidemic on construction projects, new risks that occur and applications used against these risks together with digital tools. In the literature, the importance of innovative digital technologies for risk management is emphasized. In this study; It reduces the epidemic-specific risks that occur in the construction projects of innovative digital applications; how, why and which actors were involved. In this context, one-to-one interviews and a survey field study were conducted with construction industry experts for data collection. This research; It will guide the future positions of the sector by identifying and classifying new risks that occur specific to the COVID-19 outbreak process in the construction sector, and analyzing which digital tools and methods to be used to cope with these risks. In line with the research, it will be ensured that construction companies are better prepared against the threats and opportunities posed by the risks.
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Sparrow, Ephraim M., and Warren Rohsenow. "Attempt at Hydraulic Analogy of Insulation on a Finite Length Cylinder." In ASME 2005 Summer Heat Transfer Conference collocated with the ASME 2005 Pacific Rim Technical Conference and Exhibition on Integration and Packaging of MEMS, NEMS, and Electronic Systems. ASMEDC, 2005. http://dx.doi.org/10.1115/ht2005-72841.

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In December 1947, Eph Sparrow, then working on an MS, came to me asking if there wasn’t some small project he could do instead of going home for Christmas. Just before this time Dusenberie’s book on finite differences was published. There he solved a problem of conduction through insulation on a finite L/D cylinder. I suggested that we try to build a hydraulic analogy for the insulation. Eph made up five different diameter open-ended cans. With three setscrews near the top of the cans, one can could be placed inside the other on centers with different end gaps. Water added to the space between the cans provided different magnitudes of L/2. This provided a variety of magnitudes, Ri, R0, L/2, T0 = R0 − Ri.
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Reports on the topic "Working with book in gindergarten"

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Zinenko, Olena. THE SPECIFICITY OF INTERACTION OF JOURNALISTS WITH THE PUBLIC IN COVERAGE OF PUBLIC EVENTS ON SOCIAL TOPICS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11056.

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Consideration of aspects of the functioning of mass media in society requires a comprehensive approach based on universal media theory. The article presents an attempt to consider public events in terms of a functional approach to understanding the media, proposed by media theorist Dennis McQuayl in the theory of mass communication. Public events are analyzed, on the one hand, as a complex object of journalistic reflection and, on the other hand, as a situational media that examines the relationship of agents of the social and media fields in the space of communication interaction. Taking into account philosophical approaches to the interpretation of the concept of event, considering its semantic spectrum, specificity of use and synonyms in the Ukrainian language, a working definition of the concept of public event is given. Based on case-analysis of public events, In accordance with the functions of the media the functions of public events are outlined. This is is promising for the development of study on typology of public events in the context of mass communication theory. The realization of the functions of public events as situational media is illustrated with such vivid examples of cultural events as «Gogolfest» and «Book Forum in Lviv». The author shows that a functional approach to understanding public events in society and their place in the space of mass communication, opens prospects for studying the role of media in reflecting the phenomena of social reality, clarifying the presence and quality of communication between media producers and media consumers.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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Abstract:
In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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