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Artykuły w czasopismach na temat "Lesson plan writing"
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Rohana, Rohana, Musnar Indra Daulay, and Ramdhan Witarsa. "PENGARUH LESSON STUDY TERHADAP KETERAMPILAN MENULIS RPP GURU-GURU SEKOLAH DASAR." Pendas : Jurnal Ilmiah Pendidikan Dasar 8, no. 1 (2023): 4099–108. http://dx.doi.org/10.23969/jp.v8i1.7154.
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Lesson study is rarely implemented in primary schools. Primary school teachers' lesson plan writing skills are still diverse and not well standardised, which is one of the problems behind this research. Lesson study can also be conducted at the primary school level. This research aims to measure the effect of lesson study on primary school teachers' lesson plan writing skills. The method used in this research is quasi-experimental method. This method has nine stages, namely: literature review, identifying and limiting the research problem, developing research hypothesis, creating research design, conducting pretest, conducting experiment, conducting posttest, processing and analysing data, and drawing conclusion. The research sample was six teachers, consisting of three teachers in the experimental group and three teachers in the control group. The data collection technique used was the assessment of lesson plan documents that teachers had previously made. The results showed that lesson study had a significant effect on the lesson plan writing skills of primary school teachers in group A/experiment. Teachers should be encouraged to continue to improve their lesson plan writing skills so that the lesson plan can be used by other teachers if the teacher is absent. Lesson study research can be continued by further researchers in terms of measuring the suitability between lesson plans that have been made and their implementation in the classroom.
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Dohaney, M. T. (Jean). "Teaching Procedure Writing: A Lesson Plan." Canadian Journal for Studies in Discourse and Writing/Rédactologie 8, no. 1-2 (1989): 52–58. http://dx.doi.org/10.31468/cjsdwr.284.
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Mary, Eirene. "EVALUATION OF DESIGN INSTRUCTIONAL OF THE LESSON PLAN WRITING CLASS." Pedagog Jurnal Ilmiah 1, no. 1 (2023): 1–5. https://doi.org/10.71387/pji.v1i1.48.
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Writing a lesson plan is a skill that a teacher should have. Lesson plan will help teacher in creating a meaningful learning. Student teacher must be educated and trained to be able to prepare a lesson plan. An instructional design is needed to achieve the course objectives in Lesson Plan Writing. The instructor made an instructional design which were consisted from four components of lesson plan, namely learning materials, course objectives, teaching strategy and learning assessment. This research was conducted to evaluate the implementation of the instructional design by the instructor. The author used qualitative methods to describe the learning process. The data collection technique carried out is through observation, interviews and documentation. The results of this study show that the implementation of the instructional design can achieve the course objectives, where students can make 15 lesson plans. And the assessment carried out by students on the implementation of the instructional design reached 92.6% with the Excellent category.
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Cooney, Adeline, Eamon Darcy, and Denis Casey. "Integrating reading and writing: supporting students' writing from source." Journal of University Teaching and Learning Practice 15, no. 5 (2018): 17–35. http://dx.doi.org/10.53761/1.15.5.3.
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Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students’ writing from sources skills. The team developed a seven-part lesson plan and associated learning activities and practice opportunities which was delivered over 12 hours. The lesson was delivered to first-year students (n = 150) taking a Critical Skills module. Students’ writing was analysed to identify how they approached integrating sources into their writing. Analyses of student texts suggest significant improvement in some skills, for example, finding, interpreting and synthesising content across sources. Other skills showed less marked improvement, for example, critiquing sources and creating new text. This paper shares the lesson and makes suggestions for future iterations of the lesson.
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Wahyuni, Elli Setiyo. "Improving Creative Writing for Young Learners using CTL Post COVID 19." Lingual: Journal of Language and Culture 11, no. 1 (2021): 35. http://dx.doi.org/10.24843/ljlc.2021.v11.i01.p07.
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The research aims to implement contextual teaching and learning approach in writing skill which is integrated in the lesson plan. The methodology conducted in the study is a case study taken in one of elementary school in Indonesia. The purpose is to investigate the improvement of students’ writing skill post covid 19. There are five strategies of contextual teaching and learning approach, namely relating, experiencing, applying, cooperating, and transferring (REACT). The implementation is providing practices on descriptive and narrative writing. The assessment is the learning project related to real-world context and writing story telling. The results of the research are expected to give impact for enhancing the students’ creative writing, to provide learning process which is practical in real world situation, and to assign a lesson plan which is relevant with the current development in English language teaching.
 Keywords: contextual teaching and learning, creative writing, lesson plan, REACT
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Kinasih, Indira Puteri, and Nur Hardiani. "Role Playing and the Changing of Teacher Understanding to Middle School Mathematics Lesson Planning within ELPSA Framework." Jurnal Pendidikan Matematika 14, no. 2 (2020): 183–98. http://dx.doi.org/10.22342/jpm.14.2.6647.183-198.
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The lesson plan plays an important role in the achievement of learning objectives. This paper aimed to describe the effect of lesson plan role play on changes in teacher understanding regarding the process of mathematics lesson plan writing using the ELPSA framework. The method used was descriptive qualitative. 13 West Nusa Tenggara math teachers were involved through filling out questionnaires about the lesson plan writing habits among teachers, the usefulness of role-playing, and the impact on the lesson plan improvement process they designed. Results showed that the lesson plan role play was able to change the teacher's understanding, particularly on the importance of clear and communicative lesson designs as well as the sequential and anticipatory learning scenarios included. This change in teachers' understanding also has an impact on the awareness of teachers to improve their draft lesson plan in terms of integrated learning indicators, sequentialness, and the content quality of learning activities and clarity of teaching notes that allow the lesson plan to be more explicit and applicable. Overall, it can be concluded that more than 95% of the teacher respondents stated that role play had a positive influence in the form of a willingness to re-reflect and reconstruct each lesson plan. In general, they gain knowledge and awareness about how to build a good lesson plans so that they have the potential to create activities and an atmosphere of teaching and learning that are interactive, focused, and pay attention to what students already know.
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Almalki, Mansoor S., and Abdul Fattah Soomro. "Practitioners’ Perspectives on the Application of Integration Theory in the Saudi EFL Context." English Language Teaching 10, no. 6 (2017): 93. http://dx.doi.org/10.5539/elt.v10n6p93.
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There is a close connection between reading and writing. Several studies suggest integrating reading in the instruction of teaching writing skills to English as a Foreign Language (EFL) learner. This study seeks to determine the extent Saudi EFL teachers support, apply and understand the theory of integration between reading and writing. To achieve the research objectives, the researcher compiled two lesson plans; one based on the integration theory and the other, based on a traditional model to see which lesson plan teacher-participants chose to teach writing. The data was then collected through questionnaire containing both closed and open-ended questions to determine the implications of the results in relation to the objectives of the research. The major findings of this research project were that, for the ten EFL teachers surveyed, most of the teachers indicated that they usually taught writing as a separate skill apart from reading, and the written responses from the open-ended questions that was analyzed indicated that the teachers taught writing in the traditional way. The results from the ten participants’ responses also suggested that almost none of the participants were familiar with the concept of integrating reading and writing for the purposes of teaching writing. However, most of the respondents did comment that they agree with the idea of integrating reading in the instruction of teaching the writing skills and given a choice of a lesson plan, most of the teachers choose the integrated lesson plan.
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K.T.D. Pradipta, D.K. Tantra, and D.P. Ramendra. "AN ANALYSIS OF LESSON PLAN IMPLEMENTATION THROUGH ZOOM IN TEACHING WRITING BASED ON INTERNATIONAL PRIMARY CURRICULUM IN SUNRISE SCHOOL BALI." Jurnal Pendidikan Bahasa Inggris Indonesia 9, no. 2 (2021): 56–66. http://dx.doi.org/10.23887/jpbi.v9i2.409.
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The present research studied teachers’ ability and constraints in preparing and implementing the lesson plan for writing through Zoom during the pandemic Covid-19 in the Year 6 Primary School Denpasar. The research was designed using a Mixed Method. Data were collected by means of five instruments and the obtained data on the five variables were analyzed descriptively to measure the arithmetic means, range, standard deviation, and variance. This study showed that the teachers’ ability in preparing for lesson plan were categorized in high category. The teachers’ ability in implementing the lesson plan were also categorized as high category. Some constraints were encountered by the teachers in preparing and implementing lesson plan for writing through Zoom. It is suggested that EFL students and teachers to be trained to improve the use of online learning as well as their literacy in information technology, especially the one related to EFL instruction online.
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Hu, Xiumei. "Enhancing EFL Learners' English Writing Skills through a Genre-based Approach." University of Sydney Journal of TESOL 2 (May 8, 2024): 119–46. https://doi.org/10.5281/zenodo.11146568.
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A genre-based approach (GBA) to teaching writing is used in both English as a second and foreign language (ESL/EFL) contexts. The paper discusses a GBA's pedagogical applications and theoretical background before reviewing previous GBA-related research. Following this, the three lesson plans are presented. Lesson Plans 1 and 2 focus on email writing to recommend a job, while Lesson Plan 3 is focused on recipe writing. The article also provides guidelines to assist teachers in using the lesson plans before concluding with a brief section on the limitations of a GBA in teaching writing.
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Hassan, Shaima A., and Deman K. Kareem. "Teaching Reading and Summarising; a Lesson Focus on Reading and Summary Writing Aimed to EAP Intermediate Students." Humanities Journal of University of Zakho 4, no. 2 (2016): 25–34. http://dx.doi.org/10.26436/hjuoz.2016.4.2.237.
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Academic writing has a significant role in the area of higher education, both in students’ understanding of course content and the consequent assessment of students’ knowledge. This research aims to present a brief overview of reading and summary writing then an evaluation of teaching materials being used in a lesson on reading and summary writing together with a detailed commentary of the lesson plan will be presented.
Rozprawy doktorskie na temat "Lesson plan writing"
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ruei-shian, ou, and 歐瑞賢. "A study on the design and effect of the lesson plan on elementary school students' descriptive writing ability." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/74360747206684135993.
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博士<br>國立臺中教育大學<br>國民教育研究所<br>94<br>Abstract
The purpose of this study was to develop a lesson plan on the elementary school students' descriptive writing ability and to examine the effects of the plan. The plan was developed according to the frame from literature reviews, the action research without lesson plan, and the action research with lesson plan.
During the experimental days of lesson plan, a posttest-only control-group design was conducted. The subjects were the fifth grade students selected from Long-Fong Ele-
mentary School in Taichung County. Each group had 35 students divided into three sub-
groups by their Chinese language ability in the experimental group and control group. The experimental group received 11 weeks, 2 classes a week of Lesson Plan on Descrip-
tive Writing Ability (LPDW) and the control group received no extra descriptive writing teaching. After the experimental days of lesson plan, experimental group filled out the Learning Quentionnaire. After a month, both groups tested for Descriptive Writing Test and wrote a composition. The collected data were analyzed by descriptive statistics, Chi-square test, one-way ANOVA, two-way MANOVA.
This study's results are as follows:
The LPDW has nine units which integrate seven parts including " dynamic and static ", " effective and practicable ", " teaching and teaching materials ", " contents and methods ", " horizontal and vertical ", " tactics and processes " and " experiences and researches ".
After teaching, the researcher had some findings: the developed lesson plan on the elementary school students' descriptive writing ability was LPDW; the elementary school students approved the positive effects of LPDW; the LPDW could advance the elementary school students' descriptive writing performance; the effects of LPDW could not be changed by the difference of Chinese ability; the transferability effects of LPDW did not occur.
Based on results of this study, further suggestions on research and education in the area of descriptive writing ability are also provided. For the extended researches, the re-
searcher's suggestions are as follows: extending research subjects; exploring the effects of the LPDW integrating formal curriculum; enhancing the relation between the LPDW and the other styles; investigating the long-term effects. For the educative applications, the researcher's suggestions are as follows: integrating the LPDW with the school curri-
culum; adjusting the teaching weight to plan writing curriculums; enhancing teachers' teaching ability on writing; combining dynamic with static model to develop lesson plan; integrating teaching emphases and applying the " Writing Ability Scale " to diagnose compositions.
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Franco, Cátia Madalena da Silva. "Relatório de estágio em edição no serviço editorial do município da Póvoa do Varzim." Master's thesis, 2018. http://hdl.handle.net/10773/24139.
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presente relatório pretende apresentar o trabalho realizado no estágio curricular em edição, realizado no Serviço Editorial do Município da Póvoa de Varzim e inserido no plano de estudos do mestrado em Estudos Editoriais, com data de início em novembro de 2017 e data de conclusão em abril de 2018.
O trabalho aqui relatado tem como intuito demonstrar o papel desempenhado enquanto assistente editorial e tecer considerações e reflexões críticas. Para o efeito, apresento os vários projetos editoriais nos quais estive envolvida e analiso diferentes aspetos no desenvolvimento desses projetos.
Dentro da gestão editorial vários temas poderiam ser alvo de análise, no entanto, o principal eixo deste trabalho prende-se com a questão do planeamento e da gestão do tempo. Considerado um fator crítico da gestão editorial, procuramos, ao longo da redação deste relatório, demonstrar quais as razões, os responsáveis e as principais ilações a retirar desta reflexão<br>Mestrado em Estudos Editoriais
Książki na temat "Lesson plan writing"
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Stamper, Judith Bauer. A lesson plan book for The hundred dresses, by Eleanor Estes. Scholastic, 1990.
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Carey, Michael A. Poetry: Starting from scratch : a two week lesson plan for teaching poetry writing. Foundation Books, 1989.
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Scieszka, Jon. A lesson plan book for the true story of the 3 little pigs. Scholastic, 1992.
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Serdyukov, Peter. Writing effective lesson plans: The five star approach. Pearson, Allyn and Bacon, 2008.
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1946-, Dixon Chris Jennings, ed. Lesson plans for teaching writing. National Council of Teachers of English, 2007.
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P, Oslin, and Beka Book Publications (Firm), eds. Writing & seatwork 2: Curriculum/lesson plans. A Beka Book, 2006.
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P, Oslin, and Beka Book Publications (Firm), eds. Writing & seatwork 2: Curriculum/lesson plans. A Beka Book, 2006.
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Glass, Kathy Tuchman. Curriculum design for writing instruction: Creating standards-based lesson plans and rubrics. Corwin Press, 2005.
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Traig, Jennifer. STEM to story: Enthralling and effective lesson plans for grades 5-8. Jossey-Bass, 2015.
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L, Nelson Karna, ed. Daily planning for today's classroom: A guide for writing lesson and activity plans. Wadsworth Pub. Co., 1999.
Znajdź pełny tekst źródłaCzęści książek na temat "Lesson plan writing"
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Wallwork, Adrian. "Writing Course: Lesson Plans." In English for Academic Research: A Guide for Teachers. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32687-0_19.
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Maslak, Mary Ann. "Using the Curricular Map: Developing Syllabi and Writing Lesson Plans for Community Works." In Global Perspectives on Adolescence and Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79046-2_11.
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Rossi, Silvia Luisa. "Revisioning Paraphrasing Instruction." In Academic Integrity in Canada. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_21.
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AbstractAcademic misconduct frequently occurs because developing academic writers lack both knowledge about the conventions for writing from sources and procedural skills for applying this knowledge. Paraphrasing is a particularly underdeveloped skill among students in higher education. This chapter illustrates how findings from existing quality assurance processes are supporting a revised approach to paraphrasing instruction by the writing strategist team at a Canadian undergraduate university. The new approach underlines the interpretive nature of paraphrasing and the agency of the student writer. By focusing less on the technical aspects of paraphrasing and more on its rhetorical purposes, we aim to foster among students a deeper level of engagement with texts, a more nuanced awareness of intertextuality, and recognition of the role disciplinary conventions play in writing from sources. Our vantage point as professionals working with students in a wide range of disciplines affords us unique opportunities to be campus changemakers. If we can encourage recognition that paraphrasing instruction must extend past first year composition courses and one-off workshops, and if we can help instructors seize opportunities to provide students with feedback on their paraphrasing, students will move beyond patchwriting and towards writing from sources with more confidence and integrity.
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Mentz, Steve. "Wages of Water." In Oceanic New York. punctum books, 2015. https://doi.org/10.21983/p3.0112.1.11.
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This fragment has two parts. The first splashesthrough the Hudson River one early morning in September 2013. The second took place that same fall, on the Monday before Thanksgiving, inside the canal of my left ear.In diving into the “wages” of water I’m not suggesting that the world ocean owes us anything. Nor really the opposite, that we owe the great waters a globe without plas-tic, or with less carbon, much as I love such fanciful ideas. (To clarify: we are heading for a lower-carbon future. The question is whether we’ll burn all the coal and oil in the ground before we get there. That’s what will determine the shape of our catastrophic future.) The wages I’m talking in this case about are personal. Not an ocean inside, though part of this story takes place inside my body. What I’m writing about is salt on skin, the feel and pressure of the world ocean on a fragile individual body, in this case mine. How does it feel, I ask, to touch the hyperobject?
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Lombardi, Marco. "Dal Desdén di Moreto ai Plaisirs di Molière." In Studi e saggi. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-150-1.6.
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In 1664 Molière and his troupe played in the gardens of Versailles, in front of the Sun King, La Princesse d'Elide a rewriting of the Desdén con el Desdén by Moreto. As Maria Grazia Profeti pointed out in her writings, Genette's analysis still allows, after some time from the critical works of the critic, to avoid the ever-present and threatening obstacles of moral, formal or aesthetic value judgements accompanied by the more or less declared idea of superiority or inferiority of an author or a culture and dramaturgy. Entering the Molierian laboratory, after having highlighted how much the French hypertext owes to its Spanish hypotext, the essay tries to recontextualize the pièce within the Royal Festivals of the Plaisirs de île enchantée also in the light of the reception of contemporaries: wearing virtually the spectacles of a spectator of the time, and taking into consideration the transvalorizations carried out by the French playwright, he also tries to grasp the meaning that the Molierian play may have assumed for the Sovereign and the public in the context of the political and sentimental biography of the King of France at that chronological height.
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"Lesson Plan April 16, 2014." In Narrative as Writing and Literacy Pedagogy for Preservice Elementary Teachers. BRILL, 2021. http://dx.doi.org/10.1163/9789004468511_014.
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"Lesson Plan 31: Getting Down the Bare Bones: Writing Simple Sentences." In Common Core Literacy Lesson Plans. Routledge, 2013. http://dx.doi.org/10.4324/9781315853598-44.
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Lubawa, Galinoma Gahele. "Business Plan and Industrial Development." In Research Anthology on Strategies for Maintaining Successful Family Firms. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3550-2.ch011.
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Writing of business plans ensures performance of a business and contributes to enabling countries to achieve sustainable development goals (SDGs). The latter are intended, in part, to promote industrialization, and improved human living and working standards. This chapter identifies and analyses the importance of business plan for family-owned food processing small and medium enterprises (Fo-SMEs). It advocates for the establishment of an “integrated planning” strategy to link Fo-SMEs and government support system for business development. Business-planning forecasts industrial production based on consumers' demands. Integrated planning ensures sustainability of Fo-SMEs, farmers' economic growth, and consequent achievement of SDGs. Tanzania Fo-SMEs serve as a useful lesson for developing economies. Future studies should consider Fo-SMEs' succession planning framework.
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Lubawa, Galinoma Gahele. "Business Plan and Industrial Development." In Practice, Progress, and Proficiency in Sustainability. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4817-2.ch015.
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Writing of business plans ensures performance of a business and contributes to enabling countries to achieve sustainable development goals (SDGs). The latter are intended, in part, to promote industrialization, and improved human living and working standards. This chapter identifies and analyses the importance of business plan for family-owned food processing small and medium enterprises (Fo-SMEs). It advocates for the establishment of an “integrated planning” strategy to link Fo-SMEs and government support system for business development. Business-planning forecasts industrial production based on consumers' demands. Integrated planning ensures sustainability of Fo-SMEs, farmers' economic growth, and consequent achievement of SDGs. Tanzania Fo-SMEs serve as a useful lesson for developing economies. Future studies should consider Fo-SMEs' succession planning framework.
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"Writing Objectives." In Better Lesson Plans, Better Lessons. Routledge, 2015. http://dx.doi.org/10.4324/9781315733753-12.
Pełny tekst źródłaStreszczenia konferencji na temat "Lesson plan writing"
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Bauer, Candice. "Techniques for Teaching Communication Skills to the Millennial Generation." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10192.
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Techniques for teaching communication skills to engineering students of the Millennial Generation are reviewed. A detailed outline of the characteristics of the Millennial Generation are described and compared to the traits of other generations. The Millennial Generation has several distinct characteristics such as developing inclusive relationships, tolerating authority, and leading by collaboration. This contrasts with the characteristics of the Baby Boomers and Generation X (the majority of professors and the students’ parents); however, the characteristics align closely with the Traditionalist Generation (higher administration and the students’ grandparents). Strategies for working among the generations are detailed resulting in the creation of an understanding of how to teach to the Millennial Generation. In order to aid the understanding, lesson plans which focus on creating a learner-centered environment are detailed. The lesson plans include objectives, strategies, content, activities, assessment techniques, and ABET alignment. The topics include team building, effective meetings, a term project, writing skills, and speaking skills. Team building illustrates why and how a team achieves its objectives. Example activities include the development of a team charter. The effective meetings lesson plan details techniques on how to teach students project management skills. Criteria for developing term projects to match the Millennial Generation characteristics are detailed, and an example which also includes K-12 outreach activities is presented. The lesson plan for speaking and writing skills defines grading rubrics for the evaluation and assessment of technical writing and presentations. This work has been in development and implemented for nearly five years in a junior level, multidisciplinary course entitled, Engineering Communications, at the University of Nevada, Reno. The lesson plans are evaluated based on course evaluations, industry interviews, case studies, and an alumni survey.
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Manzanares, Amanda. "WRITING A SCIENCE BASED HIGH SCHOOL LESSON PLAN: GEOLOGIST IN THE PARK, HAGERMAN FOSSIL BEDS NATIONAL MONUMENT." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-280401.
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Magiru, Anca, and Ionel Magiru. "SUGGESTOPEDIA, A SERIOUS COMPETITIVE GAME." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-146.
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The paper aims to show how suggestopedia, a dynamic, full of life class game, can become a way of delivering advanced conversational competence quickly. What makes this game interesting and attractive is that learning occurs through suggestion while the students are in a deeply relaxed state which is induced by music. The instructor should choose what kind of music he/she considers suitable for the topic which is introduced. Although the goal is understanding and not memorisation, the students are required to master prodigious vocabulary lists. This type of game implies initiatives, questions and answers, role play, listening exercises under deep relaxation. From the psychological point of view, and related to the ways of learning, the game matches perfectly with two of the four types of learners, namely: the Player and the Feeler. The Player is the student who likes being with people and enjoys variety and change, prefers listening and speaking to reading and writing, prefers playing games and working in groups to writing exercises, prefers competition and excitement to practice and homework, prefers trying lots of different activities to doing long projects, enjoys participating and performing, hates doing the same thing lesson after lesson, would like to do different things all the time. He/she enjoys vocabulary race. The Feeler is a good language learner who loves interacting and group and pair work and is interested in talking about emotions and personal topics. He/she enjoys being with people and learns through cooperation, prefers taking part in discussions to studying rules and doing exercises, like reading, role play and drama, is very sensitive to criticism and needs individual feedback and prefers speaking to writing. Suggestopedia must maintain a passive state among the students and also allow the materials to work on them rather than vice-versa. The instructor’s role is to create situations in which the students are most suggestible and present materials in a way most likely to encourage positive reception and retention. The instructor must emanate authority and confidence. The texts used should have force, literary quality and interesting characters. What we are going to do is to offer two sample lesson plans, one based on a literay text, the other one on a detective short story in order to prove how suggestopedia works like a way of learning.
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McClintock, Michael, Eric C. Gwin, Harold P. Grace, and Ira R. Burcham. "Recent New Combined Cycle and Gas Turbine Plant Acceptance Test Experience." In International Joint Power Generation Conference collocated with TurboExpo 2003. ASMEDC, 2003. http://dx.doi.org/10.1115/ijpgc2003-40151.
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In the past year, Constellation Power Source Generation (CPSG) has commissioned (or is commissioning) four new combined cycle and simple cycle gas turbine plants. Each of these plants involved different equipment, vendors and architect engineers. Acceptance testing was done for these plants in accordance with ASME PTCs 46 and 22 with support from Fossil Consulting Services, Inc. (FCS). The Performance Test Codes provided the framework for the testing done, but considerable work was required to apply the codes in accordance with relevant contracts. Problems in acceptance testing can result in costly delay and retesting. This paper describes the lessons learned in resolving issues and problems that can help others in planning for and executing similar tests. These lessons learned can also help in writing effective contracts between owners, vendors and architect engineers.
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Nevoso, Isabella, Niccolò Casiddu, Annapaola Vacanti, Claudia Porfirione, Isabel Leggiero, and Francesco Burlando. "HCD methodologies and simulation for visual rehabilitator’s education in oMERO project." In 9th International Conference on Human Interaction and Emerging Technologies - Artificial Intelligence and Future Applications. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002923.
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Objectives:The presented work arises in the context of designing for individuals with visual impairment, specifically we refer to a target group of children from two to seven years of age. The study was conducted with the contribution of the XXX research group within the XXX project funded by the European Community (2020-2023), with the aim of creating a specific curriculum for training the profession of a visual rehabilitator for children. In this perspective, the paper shows a practical case study carried out through the simulation technique at XXX.The approach that would be applied to this course is innovative, as it involves the immersive and experiential participation of students and the adoption of the most advanced training technologies in the field of simulation.In order to proceed with the implementation of the experiment, the contribution of multiple figures, such as expert designers, doctors, ophthalmologists, psychologists, and visual rehabilitators, was planned, creating a multidisciplinary and interdisciplinary study. The ultimate goal is to provide students with standardized criteria for assessing and intervening appropriately within the living spaces of the child with visual impairment.Methods:The preliminary phase involved the simulation of a typical home environment for the considered target, specifically the set-up of a children's bedroom. The set-up of XXX is based on a movie set. Equipped with the most advanced technologies, it allows for the recording and creation of digital content (real-time recordings) and the configuration of environments, such as the arrangement and number of furnishings and the variation of ambient brightness, which are fundamental elements to ensure the autonomy of actions such as eating, playing, washing and orienting oneself, planned in each educational module.Specifically, the bedroom was set up with basic and standard elements, trying to recreate a real context in the most realistic way. The furniture included a bed, a bedside table, a small table for playing, a small chair, a bookshelf, a desk, various soft toys and games, two closets with sliding doors, and a desk chair.The entrance door and a window were also simulated in the room.The placement of the various elements within the room was designed based on the needs of visually impaired and blind children and the experimentation was divided into two moments characterized by two different setups. The first set-up involved a glaring light setting and the selection of objects that were difficult to distinguish, then the environment was modified through the use of contrasting elements, visual markers, and appropriate lighting through dimmable lights.Results:The experiment, which took place as part of the activities of TWP4 - Task 4.2 Lesson Plan Development: guides and plans for teachers supporting the localization of the curriculum, was carried out by a series of students from various European countries who participated in both paths (first the one with the impediments and then the simplified one) wearing specific glasses capable of simulating visual impairment.During the experimentation, we asked the students to complete some tasks, such as writing their names on a sheet of paper, turning off the light, searching for some object and taking it to other places in the room.At the end of each path, and then once the tasks had been completed, the participants had to fill in an accessibility evaluation form through which define the level of difficulty of the tasks and give suggestions for improving the existing set-up in terms of placement or choice of furniture, materials, lighting, color contrasts, pathways, and tactility.Through this experimentation, the data collected enabled the research team to understand possible modifications to be made to the environment and to identify elements that could make the experiment reproducible in various domestic settings, in order to define a protocol for adapting the spaces to the needs of the target audience.
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SHVETS, Nataliia. "Developing soft skills during English lessons: creative and critical thinking." In "Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare". Materialele conferinţei ştiinţifice internaționale. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.03-04-11-2023.p30-34.
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Soft skills are no longer considered secondary to professional skills. They are essential for personal and professional success in a rapidly changing, interconnected world. Developing these skills can lead to better career prospects, improved relationships, and a more enriching life overall. In this article the author is going to consider the ways to develop such soft skills as creative and critical thinking during English lessons. Creative and critical thinking are valuable soft skills that play a crucial role in problem-solving, decisionmaking, and innovation. Both creative and critical thinking can complement each other in various scenarios. Creative thinking can generate a wide range of potential solutions, while critical thinking helps select the most viable and effective ones. They also enhance an individual’s ability to adapt to changing circumstances and excel in various professional roles. Developing creative and critical thinking skills during English lessons can be both fun and beneficial. The author suggests using creative writing prompts, role play, storytelling, creative projects and collaborative brainstorming for improving creative thinking skills. The ways to develop critical thinking lies in using Socratic seminars, text analysis, debates, media literacy, logical puzzles, comparative literature studies as well as feedback and revision. Incorporating a mix of these activities into English lessons can help students develop both creative and critical thinking skills. It’s also essential to create a supportive and open environment where students feel comfortable expressing their ideas and engaging in discussions.
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Touchton, George L., George H. Quentin, and Bart Mastrodonato. "Lessons Learned From Durability Surveillance of Advanced Gas Turbines." In ASME 1997 Turbo Asia Conference. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-aa-123.
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New high temperature materials and improved blade cooling techniques have led 10 design of advanced models of industrial gas turbines with inlet or “firing” temperatures of 2350 degrees F. and higher. All major vendors now offer large new commercial gas turbine-generators, with outputs of 150 megawatts and higher, based on these new designs. These new turbine units offer higher overall performance and fuel efficiencies, with promise of better reliability and availability, as well as lower operating and maintenance costs. EPRI began to assess the durability of early models of these advanced gas turbines (AGT) in 1991, by closely monitoring their performance during electric utility operation. The durability surveillance program, involving several AGT installations outlined below, will be described. However, only the first two sites involving GE units have produced a substantial operating history for discussion. The latter two sites have only recently had new AGT units installed by ABB and Siemens respectively. At the time of this writing, those new units are still being readied for utility operation. Their operating history under the durability surveillance program will be monitored, and discussed in a future paper. • General Electric Gas Turbine Model MS7001F in peaking service at Potomac Electric Power Co. Station H at Dickerson, Maryland. • General Electric Gas Turbine Model MS7001FA in baseload service at Florida Power & Light Co. Martin Plant at Indiantown, Florida. • ASEA Brown Bovert Gas Turbine Model GT 24 initially in peaking service at Jersey Central Power & Light Co.(now GPU GenCo) Gilbert Station at Milford, New Jersey. • Siemens Gas Turbine Model V84.3A in peaking service at Kansas City Power & Light Co. Hawthorn Station at Kansas City, Missouri. The purpose is to determine the prospects for improved unit life cycle costs as a result of higher levels of performance, availability, reliability, and mantainability achieved by adding these engines to the industry fleet. This paper will describe the initial results from the Durability Surveillance studies, including observations from unit maintenance inspections as well as the output of advanced diagnostics and monitoring systems.
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Russo, Alessandro, Annalisa Forte, Mariateresa Paci, et al. "Operating Experience on the First MS5002E Unit to Exceed 16000 Running Hours at Yara Sluiskil, Netherlands." In ASME Turbo Expo 2010: Power for Land, Sea, and Air. ASMEDC, 2010. http://dx.doi.org/10.1115/gt2010-22113.
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The MS5002E is a 32 MW-class, two-shaft gas turbine suitable for both mechanical and generator drive applications. Its design, based on the latest heavy-duty gas turbine technology, delivers 36% of thermal efficiency and maintains NOx emissions below 25 ppm. After an extensive validation program performed on the First Engine to Test (FETT), the first production unit was shipped to the Yara fertilizer company for its ammonia and nitrate fertilizer plant at Sluiskil in the Netherlands. Yara is the world’s largest supplier of crop nutrients, with sales to more than 120 countries. The unit entered into commercial operation on November 2007, supporting Yara in meeting its environmental plan by replacing an existing, less efficient gas turbine. The engine is operated in generator drive mode, producing 30+ MW of electric power and 50 tons per hour of steam, which is used in the plant process. As of this writing, the unit has exceeded 18,000 hours of continuous service. The performance results and reliability are unusually high for a new machine. This article reports the experience accumulated on the gas turbine during field operations, based both on the day-by-day activity (condition monitoring) and on the special introductory inspection program carried on to date. The improvements already introduced and being introduced on subsequent fleet units are discussed as well. The day-by-day monitoring is supported by an extensive quantity of data collected from the machine and sent via Internet connection to the GE Oil&Gas Remote Monitoring & Diagnostic Center in Florence.
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Milojević, Snežana J. "BOGOODABRANOST KRALjA MILUTINA U ŽITIJU DANILA DRUGOG." In Kralj Milutin i doba Paleologa: istorija, književnost, kulturno nasleđe. Publishing House of the Eparchy of Šumadija of the Serbian Orthodox Church - "Kalenić", 2023. http://dx.doi.org/10.46793/6008-065-5.243m.
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Hagiographies of old Serbian literature speak of rulers as individuals chosen by God, for the benefit of the people and the country they will rule. Archbishop Danilo, writing about his contemporary, points out that King Milutin surpassed all his predecessors in terms of gender and position in the country. Apart from the typical elements - describing the good deeds of the king, as well as his imposing fundraising endeavors, the peculiarity of this life is reflected in the constant emphasis on God's help to the great king during military campaigns. Regardless of whether the initiator of the conflict was King Milutin himself or the attack on Serbian lands came from the other side, those who opposed the king were punished with a horrible death, thwarted in the endeavor or diplomatically deterred from the original plan. The help that comes from the metaphysical spaces of Good and Truth is at the same time a description of miracles, but the kind of miracle that is less talked about in medieval literature - when the intervention of the Lord punishes, in the already mentioned ways, those who chose the path of evil. Since every attack of others on the Serbian king and the Serbian land is clearly motivated by the invention of the dishonorable, placing King Milutin in opposition to such exponents of reality indirectly speaks of his godliness, correctness of his decisions and actions, but also his orientation towards eschatology.
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Pavlovic, Dragana, and Samir Ljajic. "MODERN MEDIA TECHNOLOGIES IN THE EDUCATION OF JOURNALISM STUDENTS." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-031.
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The reform process in higher education has introduced significant changes in the way of studying, teaching organization and in the use of different work methods. Consequently, the questions of application of modern media technologies in the process of studying are attracting more attention, which is especially important in the university programs educating future journalists. In fact, the profession of journalists and communication experts relies heavily on the use information and communication technologies, which implies the need for students to acquire adequate knowledge of the various ways of using modern media means during their studies. The main goal of this research is to examine students' opinions on the application of new media technologies in the process of studying at the Department of Communication and Journalism at the Faculty of Philosophy in Nis, Serbia. The study sample consisted of 50 undergraduate students, and the main survey instrument was a structured interview. Research data were analysed using qualitative and quantitative methods. The research results show that the new media technologies are present in the process of teaching, that certain subjects are directed precisely towards developing the necessary media and information literacy, and that there are subjects that still insufficiently use the advantages of new technologies. Answers show that students identify use media technologies in lectures and exercises commonly for presentation purposes, while much less for other purposes. The research results indicate high level of media technology use for students’ pre-exam requirements - search for the information for the purpose of writing articles, etc. Based on the analysis of students' answers it can be concluded that modern media technologies play an important role in the education of students. Also, there is a necessity for constant effort in order to increase the implementation of media technologies into study programs of the Department of Communication and Journalism in time to come.
Raporty organizacyjne na temat "Lesson plan writing"
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BARINOVA, E., та E. GUSKOV. Актуальные проблемы современной исторической науки: учебно-методическое пособие. SIB-Expertise, 2022. http://dx.doi.org/10.12731/er0604.26102022.
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The textbook is designed for students Master's degree program "Pedagogical Education", focus / profile "Historical Education". It allows you to systematize the mastering of the material in the classroom and organize independent work in preparation for the exam and Writing an essay. The manual contains an outline of course chapters, posted Extended practical lesson plans with recommended literature, exemplary questions for the exam, as well as textbooks and study guides, recommended for studying the course and preparing for certification.
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Hall, Mark, and Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.
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The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks, and b) by an enhanced study of Scotland’s international context through time. 1. From North Britain to the Idea of Scotland: Understanding why, where and how ‘Scotland’ emerges provides a focal point of research. Investigating state formation requires work from Medieval Scotland: a future for its past ii a variety of sources, exploring the relationships between centres of consumption - royal, ecclesiastical and urban - and their hinterlands. Working from site-specific work to regional analysis, researchers can explore how what would become ‘Scotland’ came to be, and whence sprang its inspiration. 2. Lifestyles and Living Spaces: Holistic approaches to exploring medieval settlement should be promoted, combining landscape studies with artefactual, environmental, and documentary work. Understanding the role of individual sites within wider local, regional and national settlement systems should be promoted, and chronological frameworks developed to chart the changing nature of Medieval settlement. 3. Mentalities: The holistic understanding of medieval belief (particularly, but not exclusively, in its early medieval or early historic phase) needs to broaden its contextual understanding with reference to prehistoric or inherited belief systems and frames of reference. Collaborative approaches should draw on international parallels and analogues in pursuit of defining and contrasting local or regional belief systems through integrated studies of portable material culture, monumentality and landscape. 4. Empowerment: Revisiting museum collections and renewing the study of newly retrieved artefacts is vital to a broader understanding of the dynamics of writing within society. Text needs to be seen less as a metaphor and more as a technological and social innovation in material culture which will help the understanding of it as an experienced, imaginatively rich reality of life. In archaeological terms, the study of the relatively neglected cultural areas of sensory perception, memory, learning and play needs to be promoted to enrich the understanding of past social behaviours. 5. Parameters: Multi-disciplinary, collaborative, and cross-sector approaches should be encouraged in order to release the research potential of all sectors of archaeology. Creative solutions should be sought to the challenges of transmitting the importance of archaeological work and conserving the resource for current and future research.
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Evaluation of the implementation of prepacked for direct sale (PPDS) allergen labelling requirements. Food Standards Agency, 2023. http://dx.doi.org/10.46756/sci.fsa.yop916.
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The Food Standards Agency (FSA) and Food Standards Scotland (FSS) play an important role in ensuring members of the public with food hypersensitivities are protected from potentially life-threatening reactions. They work with the food industry to ensure that food labelling allows consumers with food hypersensitivities to make informed, safe choices. In December 2014, food labelling and allergen information requirements were updated. Food Business Operators (FBOs) were then required to provide allergen information for non-prepacked foods, including those prepacked for direct sale (PPDS). PPDS foods are those that are packed before being offered for sale by the same food business on the same premises or location (or from moveable or temporary premises). The law at this time allowed for allergen information for these foods to be communicated in writing or verbally. In 2016, Natasha Ednan-Laperouse died from an allergic reaction to a baguette which was PPDS. Following this, there was a campaign for the expansion of legislation to bring the labelling requirements of PPDS foods more in line with prepacked foods. Under this legislation, often known as ‘Natasha’s Law’, it has been a legal requirement since 1 October 2021 for PPDS food labels to clearly display the name of the food and a full ingredients list with the 14 regulated allergens emphasised within the list. One year after it became a legal requirement across the United Kingdom (UK), the FSA and FSS wanted to evaluate its implementation and the effect it has had on three key groups: Food Business Operators (FBOs), Local Authorities (LAs) and consumers with food hypersensitivities (FHS). This evaluation aimed to understand: Awareness of the new requirements across FHS consumers, FBOs and LAs Uptake and compliance with the new requirements The effect of PPDS legislation LA experience of supporting compliance Success factors and lessons learned from the implementation of PPDS legislation and how this could be applied in future. IFF Research were commissioned to conduct this evaluation on behalf of the FSA and FSS, taking a mixed-method approach. A quantitative survey was conducted with each of the key audiences followed by qualitative interviews between November 2022 and February 2023