Dissertationen zum Thema „Beginner witch“
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Kim, Myung Shin. „An investigation of the young adult beginner learning piano in comparison with the child beginner“. Thesis, Online version, 1996. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.243836.
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Feng, Michelle. „Automatically Fixing Syntax Errors with PEST, a Python Tool for Beginners“. Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1148.
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Psycholinguistic research shows that it is unreasonable to expect programmers to easily find minor typos in their otherwise correct code. The Python Error Support Tool PEST was designed and developed to address this. PEST offers an explanation for why the error happened and presents a list of possible fixes that will allow the user’s code to compile. This tool was evaluated by several students with a beginner’s level of expertise in Python, and feedback was generally positive with tangible steps for improvement.
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Price-Mohr, Ruth Maria. „Comparing a controlled levelled vocabulary with a language rich vocabulary in a beginner reading scheme“. Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/12904/.
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The primary aim of this research was to compare the effect of using vocabulary that is within a child’s current decoding ability in a reading text, with vocabulary that is beyond it. The original contribution to knowledge presented here is the discovery that children of all abilities and both genders can make greater gains in early reading when using reading books that go beyond their current phonic decoding ability (Intervention A), than from reading books that have a controlled, levelled vocabulary (Intervention P). The secondary aim of this research was to compare the use of a synthetic-phonics only approach with mixed teaching methods. Three separate, but related studies were completed in schools across two counties. In total, there were 16 schools and 372 children who participated (4 schools acting as controls). A novel reading intervention, which had been purposely developed for the research (weebee Reading Programme), was used in 12 classes randomised to one of two possible Intervention strands (A or P). Measures of word reading and comprehension were used at both pre-test and post-test. All three studies were carried out over a 12-month period, although they began at staggered intervals. The main findings were: first, children who used vocabulary that included many words which were beyond their current decoding ability, made greater gains in word decoding and comprehension than children using only vocabulary within their current decoding ability. Second, those children who had been taught using a mixed approach in addition to synthetic phonics made greater gains (particularly in comprehension) than those children taught using only synthetic phonics. In addition, gender analyses for all three studies, which included a small group of struggling readers, indicated greater gains for boys compared to girls, from using both the mixed approach to teaching as well as the non-decodable vocabulary.
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Mokhethi, Mokhele Elias. „The management task of the principal with regard to the newly-appointed non-beginner teacher / Mokhele Elias Mokhethi“. Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/8967.
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It is important that the principal, in his execution of the management task, should take
cognisance of the fact that the newly-appointed non-beginner teacher must be offered
assistance. As a new member on the staff, he needs guidance regarding the policy and
expectations of the school despite the experience he gained in the previous school.
The management style of the principal of the school where he is newly employed may
differ radically from that of the principal of the previous school. Briefly, in his staff
development task, the principal should design a programme for inducting the newly-appointed
non-beginner teacher into his school.
In Chapter ONE, the newly-appointed non-beginner teacher was defined as a teacher
who comes from one school and accepts a post in another school for the first time.
This teacher is the one who may have been transferred or resigned from school A and
who has accepted a post in the next school. Furthermore, in this Chapter the
statement of the problem was identified and the concepts were clarified.
The SECOND Chapter highlights the problems that are encountered by the newly-appointed
non-beginner teacher. Such problems may be personal problems or
problems that are administrative in nature or caused by the senior colleagues and the
principal. The problems that are caused by ignorance of the school climate, school
culture and school community are also portrayed in this Chapter. A distinction is also
made between business management problems and the school management problems.
In Chapter THREE the focus of the discussion is based on the induction of the newly-appointed
non-beginner teacher to avoid adjustment problems of the teacher. The
roles played by the principal, the deputy principal, the H.O.D., mentors and other
senior teachers are emphasised.
The data supplied by the principals and the newly-appointed non-beginner teachers
are empirically analysed and interpreted in Chapter FOUR.
Chapter FIVE highlights the recommendations based on the findings derived from the
previous Chapters.Thesis (MEd (Onderwysbestuur))--PU vir CHO, 1997
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Behrendt, Silke, Hans-Ulrich Wittchen, Michael Höfler, Roselind Lieb und Katja Beesdo. „Transitions from first substance use to substance use disorders in adolescence: Is early onset associated with a rapid escalation?“ Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-110746.
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Background: Early substance use (SU) in adolescence is known to be associated with an elevated risk of developing substance use disorders (SUD); it remains unclear though whether early SU is associated with more rapid transitions to SUD.
Objective: To examine the risk and speed of transition from first SU (alcohol, nicotine, cannabis) to SUD as a function of age of first use.
Methods: N = 3021 community subjects aged 14–24 years at baseline were followed-up prospectively over 10-years. SU and SUD were assessed using the DSM-IV/M-CIDI.
Results: (1) The conditional probability of substance-specific SU-SUD transition was the greatest for nicotine (36.0%) and the least for cannabis (18.3% for abuse, 6.2% for dependence) with alcohol in between (25.3% for abuse; 11.2% for dependence). (2) In addition to confirming early SU as a risk factor for SUD we find: (3) higher age of onset of any SU to be associated with faster transitions to SUD, except for cannabis dependence. (4) Transitions from first cannabis use (CU) to cannabis use disorders (CUD) occurred faster than for alcohol and nicotine. (5) Use of other substances co-occurred with risk and speed of transitions to specific SUDs.
Conclusion: Type of substance and concurrent use of other drugs are of importance for the association between age of first use and the speed of transitions to substance use disorders. Given that further research will identify moderators and mediators affecting these differential associations, these findings may have important implications for designing early and targeted interventions to prevent disorder progression.
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Behrendt, Silke, Hans-Ulrich Wittchen, Michael Höfler, Roselind Lieb und Katja Beesdo. „Transitions from first substance use to substance use disorders in adolescence: Is early onset associated with a rapid escalation?“ Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A26833.
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Background: Early substance use (SU) in adolescence is known to be associated with an elevated risk of developing substance use disorders (SUD); it remains unclear though whether early SU is associated with more rapid transitions to SUD.
Objective: To examine the risk and speed of transition from first SU (alcohol, nicotine, cannabis) to SUD as a function of age of first use.
Methods: N = 3021 community subjects aged 14–24 years at baseline were followed-up prospectively over 10-years. SU and SUD were assessed using the DSM-IV/M-CIDI.
Results: (1) The conditional probability of substance-specific SU-SUD transition was the greatest for nicotine (36.0%) and the least for cannabis (18.3% for abuse, 6.2% for dependence) with alcohol in between (25.3% for abuse; 11.2% for dependence). (2) In addition to confirming early SU as a risk factor for SUD we find: (3) higher age of onset of any SU to be associated with faster transitions to SUD, except for cannabis dependence. (4) Transitions from first cannabis use (CU) to cannabis use disorders (CUD) occurred faster than for alcohol and nicotine. (5) Use of other substances co-occurred with risk and speed of transitions to specific SUDs.
Conclusion: Type of substance and concurrent use of other drugs are of importance for the association between age of first use and the speed of transitions to substance use disorders. Given that further research will identify moderators and mediators affecting these differential associations, these findings may have important implications for designing early and targeted interventions to prevent disorder progression.
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Jackson, Moira Ann. „The experiential world of the school beginner with chronic otitis media“. Thesis, 2012. http://hdl.handle.net/10210/6767.
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M. Ed.By virtue of the nature of the affliction, the auditory world of Chronic Otitis Media (COM) children is likely to be one of frequent insecurity and confusion. Fluctuations of volume, tone and clarity of sound must be very unsettling for young language learners. If the significant others in their lives are not fully informed about the nature, effects and potential impact of the illness on the developmental processes of the sufferer, then psychological, social and scholastic manifestations of the inevitable inner confusion will probably result:In South Africa today, fewer professional resources are available to meet the needs of a greater number of people. One creative solution to this problem could be the growing trend away from a predominantly one-to-one approach towards a consultative function for Educational Psychologists, with relevant psychometric and therapeutic intervention. With this in mind, the purpose of this study is to explore and illuminate the experiential world of the school beginner who suffers from COM to parents and teachers alike. With the growing emphasis on the integrated, whole language approach to teaching and learning in many South African schools, the focus of this study is on how the school beginner with chronic Otitis Media experiences his new learner status. The initial aim of the exercise is to expose this experience and examine it within the context of sound theory. Further, the study is intended to be the first, small step in a process intended ultimately to benefit the wider population of COM afflicted learners by raising new awareness and understanding of their special needs in their teachers. The theoretical foundation that undergirds this study incorporates a multidisciplinary review of the literature encompassing the anatomical structure of the ear, the mechanical, physiological and neuro-sensori process of sound reception and processing (which constitutes hearing), and the normal, integrated developmental stages of the infant. This foundation is established with the aim of providing support and structure for the research questions posed. The nature of the research problem under investigation dictates the type of research design used. The Case Study was sek licted as possessing the most appropriate characteristics and methods of data collection for the planned research process. The samples selected for the study complied with specified criteria relating to the onset, intensity and chronicity of Otitis Media experienced during infa ncy. Cases were to be six to seven years of age and in the beginning stages of their formal learning process. The study falls within the qualitative research paradigm and is presented as a description and discussion of the experiential world of the school beginner with chronic Otitis Media. Where `appropriate, a tentative explanation of outcomes is given and a behavioural profile compiled for discussion with teachers, and with further exploration in mind at some future time
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Cheng, Li-Mei, und 鄭麗美. „The Influence of Beginner Ability for Primary School Students with Different Swimming Teaching“. Thesis, 2004. http://ndltd.ncl.edu.tw/handle/19471861408064700588.
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碩士國立體育學院
教練研究所
92
Abstract The purpose of this research was to discuss with swimming beginners, who were studying the fourth grade students for ten weeks of training through each time 60 min. , twice a week and to compare swimming beginner ability of school children with vary swimming teaching. There were 36 school children participants in this research that could be classified random sampling and allocated as Team 1 (the general swimming teaching), Team 2 (the steady rhythm breathing of swimming teaching), and Team 3 (the mobile rhythm breathing of swimming teaching). Each team had 12 members. The index of swimming ability is to test the numbers of times of breathing and swimming distance as examination effectiveness. Data is collected in the prior and after test. One-Way ANOVA proves the effect of three teaching methods whether have any differences, and Scheffe compares with the result, which set up significant level α＝.05 and the result of research as the followings. I. Breathing Learning: (a) Team 1 and 2 have not reached significant level (P>.05). (b) Team 1 and 3 have reached significant level (P<.05). (c) Team 2 and 3 have reached significant level (P<.05). II. Swimming Distance: (a) Team 1 and 2 have reached significant level (P<.05). (b) Team 1 and 3 have reached significant level (P<.05). (c) Team 2 and 3 have not reached significant level (P>.05). From the above result shown,the mobile rhythm breathing of swimming teaching has the most significant assistance for swimming beginner´s numbers of time of breathing and swimming distance, the second is the steady rhythm breathing of swimming teaching, and the least is the general swimming teaching.
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Lee, Tsui-Chen, und 李翠眞. „Using Mobile Apps to Assist an Adult English Beginner with Vocabulary Acquisition: A Case Study“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/739vp5.
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碩士國立彰化師範大學
英語學系
105
Using Mobile Apps to Assist an Adult English Beginner with Vocabulary Acquisition: A Case Study Graduate Student: Tsui-chen Lee Advisor: Dr. Shan-mao Chang ABSTRACT The purpose of this study was to research the benefits of using mobile apps on a mobile device (iPad mini) for assisting an adult English beginner’s vocabulary learning. The key point of this study was to investigate the effect of learning vocabulary using a mobile device in an informal environment. Learner’s perception and attitude toward English learning were also examined. In this study, an adult was conducted by using a mobile device and four language learning apps with vocabulary learning over the course of twelve-week. The three-phase Apps English Learning Program was based on the participant’s English ability to provide him with different level of vocabulary learning and exercises. Throughout the program, the participant responded to four interviews, filled out learning theme reports, learning journals and learning reflection reports and took vocabulary tests before and after the program. Qualitative data from the participant’s four interviews, learning theme reports, learning journals, learning dialogue, learning reflection reports, vocabulary tests and the researcher’s observation notes were examined and analyzed. The findings indicated that utilizing language learning apps as learning materials was beneficial for the participant’s vocabulary acquisition. In addition, he became more confident, gained a sense of achievement in studying English, and revealed more positive perception and attitude toward English learning after he participated in the program. After completing the program, the participant also proposed suggestions that concerned revision of the design characteristics of these apps; particularly focusing on the parts he considered might influence the entire learning experience. This study showed that mobile apps are beneficial to assist adult English beginners in learning English in an informal, personalized environment. Keywords: vocabulary acquisition, adult learners, language learning apps, mobile devices
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Lai, Chin-Shui, und 賴清水. „Study on the learning result on tennis beginners with different teaching methods“. Thesis, 2006. http://ndltd.ncl.edu.tw/handle/60617878556315947291.
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碩士國立體育學院
體育研究所
94
This study was to research the traditional and enjoyable teaching methods. According to the design mode of the course, whether the difference was existed on the development of cognition, satisfaction on study and the comment on technical performance of vocational senior high school students were studied. The experimental study was used. The experiment began with 48 tennis beginners of Taipei Hsien Shu Jen High School Class 1 students. The "satisfactory measuring list of tennis learning", "cognitive test of tennis course skill learning" and "skill test on action of tennis" was used as the tools for research. They were divided into two groups by sampling. One of them was enjoyable teaching group and another one was traditional teaching group. The experimental teaching was last for 12 weeks. The result of pre-test and post-test was compared to verify the performance of learning. After the independent sampling, and the statistical analysis according to the interdependent sample, the result was concluded below: 1. Regarding the result cognitive learning of high school students, both traditional tennis group and enjoyable tennis group had reached obvious difference. The enjoyable tennis group had better learning result and progress than the traditional tennis group. 2. The boring consciousness of the enjoyable tennis group of high school students had reached obvious difference while traditional tennis group did not. The enjoyable tennis group had better enjoyable learning result than the traditional tennis group. 3. For the result of skill learning on action of the high school students, neither the enjoyable tennis group nor the traditional tennis group had reached the obvious difference. In forehand touchdown stroke and forehand / backhand smash, both enjoyable tennis group and traditional tennis group had reached obvious difference. The backhand touchdown stroke did not reach obvious difference. The enjoyable tennis group had better learning performance than the traditional tennis group. Finally, this study proposed suggestion as the reference for further research. It also improved the myth and image on the high difficulty of learning tennis for the teachers and beginners.
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Vrbická, Tereza. „Spolupráce rodiny a školy“. Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-387027.
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The content of the diploma thesis is to characterize the features of a quality school and find out whether the cooperation between the school and the family is also included in this term. In the theoretical part I focus mainly on research on cooperation and on the interest of cooperation with the school by parents, public and media. An important part is the typology of parental expectations towards school, its work and the education of students. Then I summarize traditional and non-traditional forms of cooperation, which are applied on Czech schools. I also characterize teacher assistant role during the lessons, his cooperation with teacher and parents. The aim of the practical part is to monitor the cooperation between the family and the school from the point of view of the beginning teacher and the assistant teacher. From the assistant teacher, it is about the way how is looked at his role in the teaching process, how his work scope is defined, his expectations and mainly the way how he communicates with the parents. From a beginner teacher's point of view I focus on the way how to implement quality communication with the teacher assistant, to define his and my work scope and together with him get the effectively communication with the parents. The latest part is a manual for a beginner teacher,...
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CHU, YEN-NI, und 朱彥妮. „The Difference in Basketball Beginners’ Free-Throw Shooting Accuracy with and without the Intervention of Pre-Performance Routines“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/57448w.
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碩士國立高雄師範大學
體育學系
107
Abstract This study aimed to investigate the differences in free throw preparation time, movement pattern, and performance between novice basketball players who underwent an eight-week intervention of pre-performance routines instruction and those who did not. The participants were 24 students recruited from National Experimental High School at Central Taiwan Science Park and Chung Shan Industrial & Commercial School. Of these participants, 12 were assigned to the experimental group (mean age=16.22±0.81) and 12 to the control group (mean age=16.21±0.55). The experimental group received the regular training integrated with ritual postures instruction three times a week, with each session lasting 60 minutes. The control group received the regular training without pre-performance routines instruction three times a week, with each session lasting 60 minutes. Both groups were required to take a 15-shot free throw test at the pretest and posttest of the experiment. ANCOVA was conducted with group as the independent variable, pretest results on variance of free throw preparation time, consistency of free throw movement pattern, and free throw performance as the covariances, and posttest results on variance of free throw preparation time, consistency of free throw movement pattern, and free throw performance as dependent variables to examine the differences. Results were as follows: (1) There was no significant difference in variance of free throw preparation time between novice basketball players who received the free throw pre-performance routines instruction and those who did not. (2) Significant differences existed in consistency of free throw movement pattern between novice basketball players who received the free throw pre-performance routines instruction and those who did not. (3) Novice basketball players who received the free throw pre-performance routines instruction and those who did not showed significant differences in free throw performance. The results indicated that pre-performance routines instruction is helpful for novice basketball players in improving their consistency of free throw movement pattern and free throw accuracy.
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Huang, Ya-Chi, und 黃雅琪. „Development of Simulation-based Learning Modules for Supporting Beginner\'s Programming Process Integrating with Brain Wave and Case Study of Leaner\'s Attention“. Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7yzsnj.
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碩士臺北市立大學
資訊科學系
107
With the rapid development of science and technology, the program language courses are much more important than before. Due to this reason, students can be enhanced their abilities of problem-solving and computational thinking through the program learning. However, program concepts are too abstract to be understood by novice. Therefore, this study is to assist beginners to learn how to grasp their abstract program concepts by offering the simulation-based learning modules. These modules in the website provide one-line tests and appropriate hints in a highly interactive environment. Three novices were invited to learn how to program in Java through self-regulated learning approach. The learner’s on-line behaviors were recorded into the database and their brain wave in multiple stages of programming process were detected for investigating the learner's attention and process of problem-solving models of programming. The results of this study are shown as follows: 1. The study developed some learning modules for expanding available simulation-based learning website. The learning modules can help the beginners to learn the abstract program concepts of Java. 2. One of the learner showed high concentration when challenging advanced programming problems. In the programming process, three learners had different problem-solving models. Nevertheless, all of their attention degrees were higher than release degrees when writing java codes and debugging. 3. In the process of self-regulated learning through simulation-based website, two of learners had high concentration when the learning content don’t exceed their learning abilities. The other learner had high ambitious for challenging new java problems by showing highly concentration, and his correct rate of on-line test was the highest. Meanwhile, the three learner’s on-line behaviors were different during practice and tests. 4. The learners showed high appraisal toward simulation-based learning modules due to its easiness to use, helpfulness and increasing learning confidence.
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Rodriguez, Florida. „The history of the flute in jazz, basic techniques, and how jazz and improvisation can inform a classical performance“. 2018. http://hdl.handle.net/2097/39040.
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Master of MusicDepartment of Music, Theatre, and Dance
Karen M. Large
This report covers a history of the flute in jazz music as well as the advancement of the flute in jazz, starting from the late 1920s. The lives of jazz flute pioneers Alberto Socarrás, Wayman Carver, Herbie Mann, Hubert Laws, and Ali Ryerson are discussed, as well as their contributions to the history of jazz flute. Basic jazz techniques such as improvisation are broken down and explained for classically trained flutists and others who have an interest in playing jazz music but do not know where to begin. This report also discusses how practicing these techniques can further aid in preparing a classical performance. Examples included in this report are excerpts from Mozart’s Concerto in D Major for flute and Mike Mower’s Sonata Latino.
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Fan, Cheng-chiu, und 范政秋. „The Study on the Analysis of Mathematical Problem Solving Instructional Processes for Students with Learning Disabilities between Proficient and Beginner Teachers at the Elementary School Resource Classrooms“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/36096055791099185721.
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碩士國立臺南大學
特殊教育學系教學碩士班
97
This study is to investigate the differences on the mathematical problem solving instructional processes for students with learning disabilities between proficient and beginner teachers at elementary school resource classrooms. There are three proficient and two beginner teachers to participate this study. A qualitative research is used to analyze teachers’ teaching behaviors via observations, interviews, literacy reviews, and student samples and documents collection before, during, and after their instruction. The results of this research are as follows: 1. Before instructional phase: The proficient teachers perform more comprehensive and considerate on understanding the present learning situation of the students, the rational concept of the curriculum, the selection of the teaching materials, the decision of instructional target, and the design of the instructional plan than beginner teachers. 2. At instructional phase: The proficient teachers perform more multiple and flexible than beginner teachers on the learning motivation, teaching management, teaching methods, teaching strategies, teaching adaptation, and asking questions. 3. After instructional phase: The proficient teachers perform more multiple than beginner teachers on evaluation, and more thorough on reflection and review. According to the conclusions of this study, some suggestions are proposed for the further studies and the references of preparation for pre-service and beginner teachers, as well as present elementary resource classroom teachers.
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Vlčková, Anna. „Třídní schůzky začínajících učitelů“. Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-379284.
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This diploma thesis deals with the issue of parental evenings and their associated preparation, realization, process and communication of beginning teachers of primary school with pupils' parents. The aim of the diploma thesis is to create a set of procedures and recommendations based on the data obtained from starting teachers and parents, which have been successfully implemented in practice and can be inspired not only by other novice teachers. In the theoretical part, the diploma thesis identifies competencies that enable the teacher to effectively manage this professional situation and, on the basis of professional literature, it provides examples of conduct that contribute to better preparation and process of parental evenings. Research in the empirical part follows the cases of four beginning teachers. Methods which were used are observation, semi-structured interview and questionnaire. The research of this diploma thesis lasted for six months, during which were observed parental evenings, followed by interviews with beginning teachers. The whole research was completed with a questionnaire created for parents. The obtained data was then evaluated and compared with the theoretical part. After six months of co-operation with participating teachers, data collection and evaluation, it was...