To see the other types of publications on this topic, follow the link: C.C.A.E. Special English Programme.
Journal articles on the topic 'C.C.A.E. Special English Programme'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'C.C.A.E. Special English Programme.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Aptacy, Janusz. "Rola uniwersytetów ludowych w ekologicznej edukacji młodzieży wiejskiej." Studia Ecologiae et Bioethicae 5, no. 1 (December 31, 2007): 367–76. http://dx.doi.org/10.21697/seb.2007.5.1.26.
Full textAbstract:
This article concerns widely perceived ecological education being provided among country youth by People’s Universities, their homeland is Denmark and M. F. S. Grundvig is concerned to be their father. He observed English educational system and the way of education with the usage of boarding schools and then he transmitted it to Denmark, where at the end of the 18th c. and at the beginning of the 19th century the role of peasants, who reached for power and had their own farms, increased, therefore, there was a necessity to create an integrated educational system for those people. Thiss way of educating was then carried to Poland by Ignacy Solarz and his wife Zofia Solarzowa - that took place in the mid-20th century. A special tribute of these educational institutions was reaching those country groups of people who were hungry for knowledge and social advance. People’s Universities had and have ecological education established in their educational programme. However, this education concerns integrated, harmonic and balanced development of the human being, since, if ecology means the knowledge about the environment, it is the human being that should be the most important, that should be the subject.In this system of educating one is not only concerned in gaining the knowledge, but also in ability to pass the gained knowledge, expressing one’s opinions, ability to make relations with people and with the world. This system is about the most integrated development of a student’s personality, the ecological education must not limit itself just to care about the nature, but it should also take into consideration the human’s psychology, environment in which one was brought up and also the values with which one was fed. That is why this widely taken ecology should not omit religious, cultural and patriotic values. And People’s Universities draw their attention to this kind of values.
2
Sugarman, David. "A special relationship? American influences on English legal education, c. 1870–1965." International Journal of the Legal Profession 18, no. 1-2 (July 2011): 7–57. http://dx.doi.org/10.1080/09695958.2011.630899.
Full text
3
Oram, Richard D. "Royal and Lordly Residence in Scotland c 1050 to c 1250: an Historiographical Review and Critical Revision." Antiquaries Journal 88 (September 2008): 165–89. http://dx.doi.org/10.1017/s0003581500001372.
Full textAbstract:
Academic study of eleventh- to thirteenth-century high-status residence in Scotland has been largely bypassed by English debates over origin, function and symbolism. Archaeologists have also been slow to engage with three decades of historical revision of the traditional socioeconomic, cultural and political models upon which their interpretations of royal and lordly residence have drawn. Scottish castle studies concerned with the pre-1250 era continue to be framed by a ‘military architecture’ historio graphical tradition and a view of the castle as an alien artefact imposed on the land by foreign adventurers and a ‘modernizing’ monarchy and native Gaelic nobility. Knowledge and understanding of pre-twelfth-century native high-status sites is rudimentary and derived primarily from often inappropriate analogy with English examples. Discussion of native responses to the imported castle-building culture is founded upon retrospective projection of inappropriate later medieval social and economic models and anachronistic perceptions of military colonialism. Cultural and socio-economic difference is rarely recognized in archaeological modelling and cultural determinism has distorted perceptions of structural form, social status and material values. A programme of interdisciplinary studies focused on specific sites is necessary to provide a corrective to this current situation.
4
Ardiah, Vina Ilmi Na'fiul, and Astry Andrianty. "THE IMPROVING STUDENTS’ INTEREST BY USING PUPPET MEDIA at SMALB-C TUTWURI HANDAYANI CIMAHI." PROJECT (Professional Journal of English Education) 1, no. 5 (September 1, 2018): 524. http://dx.doi.org/10.22460/project.v1i5.p524-531.
Full textAbstract:
Education is the main thing for children to gain knowledge in school. In learning English, children with special needs has difficulty in learning. From this analysis, the writers do some research on children who have special needs to creasing their interest, enterprising and easy in learning English at SMALB-C Tutuwuri Handayani Cimahi. Researcher hope, in this research is able to remind people’s awarness and the government to children with special needs in providing education. Because, they have the same rights in education. The reseacher was conducted entitle “The Improving Students’ Interest by Using Puppet Media”. This research, the use puppet media as one of the tools teaching to increase students’ interest and improve their vocabulary in learning English. The use of puppet as media with technique matching the puppet with the word. The reseacher took in class X and XI, in class X there are 2 students and class XI there are 3 students, so we combine there are 5 students. This study used an oral test, obervation checklist and interview for collecting data. Researcher have found the results of the research and observations of the students. The result of the students 75% improve their interst, improved their writing 65 %, improved their speaking 60%, improve their vocabulary and speech 65%, recognize matching puppet process 70%, participate in class 35%. From the observation above, the researcher is conviced that the use of puppet as one of media can increase the students’ interest and vocabulary in learning English.
5
Chen, Hui, and Xianze Wu. "A Teaching Experiment of Chinese College Students’ English Idioms Comprehension." International Journal of Emerging Technologies in Learning (iJET) 12, no. 06 (June 27, 2017): 22. http://dx.doi.org/10.3991/ijet.v12i06.7096.
Full textAbstract:
An English idiom is a special combination of words, the meaning of which is not the simple addition of its constituents but a special meaning. English idioms are widely used by English native speakers, which are very important for English as a second language learners. Chinese learners are poor in English idioms comprehension, and they need to adopt a new method for improving their English idioms comprehension. S-S-P-C model means analyzing an English idiom from syntactic, semantic, pragmatic, and cultural perspective, which was applied in a teaching experiment among college students for one semester. The teaching experiment shows that S-S-P-C model is an efficient method for Chinese learners to help improve their English idioms comprehension.
6
Codó, Eva, and Jessica McDaid. "English language assistants in the 21st century." Language, Culture and Society 1, no. 2 (October 22, 2019): 219–43. http://dx.doi.org/10.1075/lcs.00017.cod.
Full textAbstract:
Abstract Although the figure of the English language assistant (ELA) dates back a long while, its current popularity is unprecedented in some areas of the world. Such is the case of Spain, where the goal of raising English standards among the younger generations has become a national obsession. Using critical ethnographic methods, this paper examines the experience of three British LAs placed in secondary schools in Barcelona. It draws on a focused case study of one of them – combined with ethnographic snapshots of the other two, interviews with school teachers and regional programme administrators, relevant programme publications, and social media data. The analysis reveals three major tensions shaping the ELA experience in the 21st century revolving around: (a) the underspecified and unskilled nature of the job; (b) its culturalist imagination and state diplomacy mission; and (c) the native speaker ideology constituting its raison d’être. This paper provides new insights into the intertwining of the ELT infrastructure with global travel and tourism capitalised as skill boosters for employability purposes, and showcases the importance of foreign language education as a soft power tool.
7
Vaughn, James M. "John Company Armed: The English East India Company, the Anglo-Mughal War and Absolutist Imperialism, c. 1675–1690." Britain and the World 11, no. 1 (March 2018): 101–37. http://dx.doi.org/10.3366/brw.2017.0283.
Full textAbstract:
During the 1670s and 1680s, the English East India Company pursued an aggressive programme of imperial expansion in the Asian maritime world, culminating in a series of armed assaults on the Mughal Empire. With important exceptions, most scholarship has viewed the Company's coercive imperialism in the later seventeenth century and the First Anglo-Mughal War as the results primarily, if not exclusively, of political and economic conditions in South Asia. This article re-examines and re-interprets this burst of imperial expansion in light of political developments in England and the wider English empire during the later Stuart era. The article contends that the Company's aggressive overseas expansion was pursued for metropolitan and pan-imperial purposes as much as for South Asian ones. The corporation sought to centralise and militarise the English presence in Asia in order both to maintain its control of England's trade to the East and in support of Stuart absolutism. By the eve of the Glorious Revolution, the Company's aggressive imperialism formed part of a wider political project to create an absolute monarchy in England and to establish an autocratic English empire overseas.
8
ASAI, KENICHI, and BENJAMIN C. PIERCE. "Special Issue Dedicated to ICFP 2011 Editorial." Journal of Functional Programming 23, no. 4 (July 2013): 355–56. http://dx.doi.org/10.1017/s0956796813000129.
Full textAbstract:
The 16th ACM SIGPLAN International Conference on Functional Programming (ICFP) took place on September 19–21, 2011 in Tokyo, Japan. After the conference, the programme committee, chaired by Olivier Danvy, selected several outstanding papers and invited their authors to submit to this special issue of the Journal of Functional Programming. Kenichi Asai and Benjamin C. Pierce acted as editors for these submissions. This issue includes the three accepted articles, each of which provides substantial new material beyond the original conference version. The selected papers represent the importance of various aspects of proof techniques, from theory to practice, all of which aim at verifying realistic programs.
9
Pozo, Pablo, Alberto Grao-Cruces, and Raquel Pérez-Ordás. "Teaching personal and social responsibility model-based programmes in physical education." European Physical Education Review 24, no. 1 (September 2, 2016): 56–75. http://dx.doi.org/10.1177/1356336x16664749.
Full textAbstract:
The purpose of this study was to conduct a review of research on the Teaching Personal and Social Responsibility model-based programme within physical education. Papers selected for analysis were found through searches of Web of Science, SportDiscus (EBSCO), SCOPUS, and ERIC (ProQuest) databases. The keywords ‘responsibility model’ and ‘physical education’ were used in different combinations. The relevant articles were checked for the following criteria: (a) the study has been published in a peer-reviewed international journal; (b) it included Teaching Personal and Social Responsibility model-based programme implementation; (c) programmes were implemented within physical education classes; and (d) the full text was available in English or Spanish. The quality of the selected studies was scored using a quality assessment list. Twenty-two papers that satisfied the selection criteria were identified. A practical analysis of these papers to present the results placed them into three categories: (a) impact of the Teaching Personal and Social Responsibility model-based programme on teachers; (b) programme implementation features; and (c) outcomes of the Teaching Personal and Social Responsibility-based programme on student participants. Longer studies with follow-up data, quantitative methodological designs, and larger samples would be particularly important for future investigations.
10
Miller, Rhonda D., and Antonis Katsiyannis. "Students With Limited English Proficiency." Intervention in School and Clinic 50, no. 2 (July 26, 2013): 121–24. http://dx.doi.org/10.1177/1053451213496161.
Full textAbstract:
How to address the educational needs of students with limited English proficiency (LEP) is a particularly challenging and often controversial endeavor. Failure to address the needs of students with LEP often results in denial of meaningful educational opportunities and leads to disproportionate representation in special education programs. This article reviews relevant legislation and litigation regarding students with LEP and provides recommendations for improved practice. The case law reviewed addresses (a) equal opportunities for all students, regardless of native language, English language proficiency, or disabilities, (b) nondiscriminatory assessments, (c) assessments done in a timely fashion, and (d) parental involvement.
11
S D, Kulik, Belov A N, and Matveeva K I. "Development of generation special short articles for the given topic." International Journal of Engineering & Technology 7, no. 2.23 (April 20, 2018): 171. http://dx.doi.org/10.14419/ijet.v7i2.23.11909.
Full textAbstract:
The subject area and reviewed various sources of information relevant to a given topic will be considered. For implementation of algorithm of generation of the texts was chosen the C# language, as it has a large number of advantages compared to other programming languages, and it also has many libraries which it would be convenient to use in solving a given task. The text presents the structure of the generated article and the scheme of the developed algorithm for the application. Also it describes the structures that are used to implement such applications. The implementation of algorithm of generation of short articles on a given topic in English was discussed. Familiarization with the application was conducted and the results of generation were shown. It was shown that the generated articles have a good percentage of the plagiarism by experimental studies. It was shown that the articles would not be repeated even more than 50 generations, as a result of tests. Also was shown the implementation of the program on C# language, it’s interface, design generation and design of the English translation.
12
Görtschacher, Wolfgang, and David Malcolm. "On Translating Ilse Aichinger’s Poetry into English." Tekstualia 1, no. 36 (April 1, 2014): 97–104. http://dx.doi.org/10.5604/01.3001.0013.4574.
Full textAbstract:
The article juxtaposes three different English translations of two Ilse Aichinger’s poems – prepared by Michael Hamburger, James C. Alldridge and by the authors of the article, Wolfgang Görtschacher and David Malcolm. Görtschacher and Malcolm draw our attention to a special feature of Aichinger’s poems – their conciseness, and to the problems this quality may pose to the process of translation. The article examines predominantly semantic, syntactic, and cultural differences between German and English equivalents proposed by the three (four) translators, but also emphasizes the fact that translation is never fi nished, only published.
13
Gutierrez-Clellen, Vera F. "Mediating Literacy Skills in Spanish-Speaking Children With Special Needs." Language, Speech, and Hearing Services in Schools 30, no. 3 (July 1999): 285–92. http://dx.doi.org/10.1044/0161-1461.3003.285.
Full textAbstract:
The purpose of this article is to: (a) describe sources of variability in reading and spelling performance of children learning English as a second language, with a specific emphasis on Spanish-speaking children; (b) encourage teachers and clinicians to consider these differences when developing intervention plans; and (c) suggest specific intervention procedures that might facilitate development of reading and spelling skills of Spanish-speaking children with language difficulties and limited English proficiency. An integrated approach to intervention is highlighted that addresses reading and spelling as reciprocal processes. Implementation of this approach is presented using various contexts for learning and strategies specific to developing second-language reading and writing skills.
14
Naylor, Paul B., Helen A. Cowie, Stephen J. Walters, Lorenzo Talamelli, and Judith Dawkins. "Impact of a mental health teaching programme on adolescents." British Journal of Psychiatry 194, no. 4 (April 2009): 365–70. http://dx.doi.org/10.1192/bjp.bp.108.053058.
Full textAbstract:
BackgroundChild and adolescent mental health disorders are present in around 10% of the population. Research indicates that many young people possess negative attitudes towards mental health difficulties among peers.AimsTo assess the impact of a mental health teaching programme on adolescent pupils' understanding.MethodTwo-group pre-test–post-test control group study in two English secondary schools. Experimental classes (School E) received a six-lesson teaching intervention on mental health; control classes (School C) did not. Participants were 14- and 15-year-old pupils. The intervention consisted of six lessons on mental health issues common to young people: stress; depression; suicide/self-harm; eating disorders; being bullied; and intellectual disability. School C was given access to these lesson plans and materials on completion of the study. Understanding was measured at two time points, Time 1 (T1) and Time 2 (T2), 8 months apart, by a Mental Health Questionnaire. Behavioural, emotional and relationship strengths and difficulties were measured by the self-rated Strengths and Difficulties Questionnaire (SDQ) with five subscales: hyperactivity, emotional symptoms, conduct problems, peer problems and prosocial behaviour.ResultsAt T2, pupils in School E compared with those in School C showed significantly more sensitivity and empathy towards people with mental health difficulties. They also used significantly fewer pejorative expressions to describe mental health difficulties. There was a significant reduction in SDQ scores on conduct problems and a significant increase on prosocial behaviour among School E pupils compared with controls. Pupils valued the intervention highly, in particular the lessons on suicide/self-harm.ConclusionsTeaching 14- and 15-year-olds about mental health difficulties helps to reduce stigma by increasing knowledge and promoting positive attitudes. The intervention also reduced self-reported conduct problems and increased prosocial behaviour. Generally, participating pupils were positive about the importance of lessons on mental health, and said that they had learnt much about the lesson topics.
15
K, Koteswara Rao, Krishna Prasad A, Adi Reddy K, Solomon Saawan P, Krishna Kumari Agarwal, and Anusha S. "CLINICO - BACTERIOLOGICAL STUDY OF PYOGENIC MENINGITIS WITH SPECIAL REFFERANCE TO C - REACTIVE PROTEIN IN CEREBRO SPINAL FLUID." Journal of Evolution of Medical and Dental Sciences 4, no. 77 (September 24, 2015): 13459–69. http://dx.doi.org/10.14260/jemds/2015/1928.
Full text
16
Karpova, Olga. "English Author Dictionaries as Contribution to National Heritage." Respectus Philologicus, no. 39 (44) (April 23, 2021): 11–20. http://dx.doi.org/10.15388/respectus.2020.39.44.73.
Full textAbstract:
The paper is devoted to cultural heritage dictionaries with special reference to the oldest branch of English lexicography – author lexicography, comprising three hundred reference books of different types: concordances, glossaries, lexicons, indices, thesauri, etc. The article describes the main trends in developing author linguistic dictionaries for general and special purposes to single and complete works of G. Chaucer, W. Shakespeare, J. Milton, other famous English writers since the 16th c. up to the present days. The architecture of author encyclopedic dictionaries (guides, encyclopedias, companions) and onomasticons (dictionaries of characters and place names, who is who in … series) and their significant contribution to the English language, culture and society are discussed. The main accent is made on the digital era of English heritage lexicography, innovative features of modern printed and Internet author reference resources, aimed at certain target groups users’ needs and demands.
17
O'Donnell, Daniel Paul. "Junius's knowledge of the Old English poem Durham." Anglo-Saxon England 30 (December 2001): 231–45. http://dx.doi.org/10.1017/s0263675101000096.
Full textAbstract:
Until recently, the late Old English poem Durham was known to have been copied in two manuscripts of the twelfth century: Cambridge, University Library, Ff. 1. 27 (C) and London, British Library, Cotton Vitellius D. xx (V). C has been transcribed frequently and serves as the basis for Elliott Van Kirk Dobbie's standard edition of the poem in the Anglo-Saxon Poetic Records. V was almost completely destroyed in the Cottonian fire of 1731. Its version is known to us solely from George Hickes's 1705 edition (H).In a recent article, however, Donald K. Fry announced the discovery of a third medieval text of the poem. Like V, the original manuscript of this ‘third’ version is now lost and can be reconstructed only from an early modern transcription - in this case a copy by Francis Junius no win the Stanford University Library (Stanford University Libraries, Department of Special Collections, Misc. 010 [J1]). Unlike V, however, Junius's copy is our only record of this manuscript's existence. No other transcripts are known from medieval or early modern manuscript catalogues.
18
Hoover, John J., and Lucinda Soltero-González. "Educator Preparation for Developing Culturally and Linguistically Responsive MTSS in Rural Community Elementary Schools." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, no. 3 (February 7, 2018): 188–202. http://dx.doi.org/10.1177/0888406417753689.
Full textAbstract:
Special educators assume an essential leadership role in school-wide multilayered instructional systems for teaching culturally and linguistically diverse learners with and without disabilities, including learners at risk of being inappropriately referred for special education. Research findings from a model demonstration project are presented informing research to practice in the (a) development of partnerships, (b) delivery of effective professional development, and (c) framing of cultural and linguistic responsive teaching to improve instruction for English learners (ELs) in Grades K-3 in elementary schools in a rural community. Content, skill sets, and tools to include in educator training for general and special educators who teach English language and other diverse learners are recommended based on project findings.
19
Henriksen, N. "Systematic 1:500 000 mapping and regional geological studies in central and western North Greenland." Rapport Grønlands Geologiske Undersøgelse 125 (December 31, 1985): 9–17. http://dx.doi.org/10.34194/rapggu.v125.7881.
Full textAbstract:
The first season of the two-year field mapping programme in central and western North Greenland was carried out from June to August 1984. The investigations are a continuation of the 1978-1980 mapping programme in the Peary Land region, adjoining the present area to the east. One of the main aims of the regional geological studies in the present programme is the production of a 1:500 000 map sheet of the area between J. P. Koch Fjord (c.400W) in the east and north-easternmost Washington Land (65°W) in the west; the southem boundary of the map sheet is latitude 81°N, although the Inland Ice in most of the region forms the southern margin of the rock outcrop. A special source rock project (Christiansen & Rolle, this report), financed by the Danish Ministry of Energy, was fully integrated with the mapping programme.
20
CULICOVER, PETER W., and SUSANNE WINKLER. "English focus inversion." Journal of Linguistics 44, no. 3 (October 16, 2008): 625–58. http://dx.doi.org/10.1017/s0022226708005343.
Full textAbstract:
Besides the canonical Subject–I–VP structure, English has several inversion constructions in which the subject follows the inflected verb. The most familiar is Subject Auxiliary Inversion (SAI) which is analyzed as an instance of Head Movement (I–to–C-movement across the subject) in the generative tradition. In this paper we investigate Comparative Inversion (CI), which appears to be a special case of SAI in which ellipsis is required (Merchant 2003). Contrary to this analysis, we show that the subject can stay low in a noncanonical position, violating the Extended Projection Principle (EPP) in exactly those instances where it is under comparison and therefore heavily accented and contrastively focused. Our analysis shows that the non-application of the EPP is tied to regular interactions of syntax with phonology and syntax with semantics. We extend this in depth analysis to other English focus inversions and provide evidence that phonological highlighting and focus on the low subject can suspend the EPP. Thus, our analysis supports research programs which assume minimal syntactic structure and operations in interaction with interface constraints that are independently required for explanation.
21
Milic, Mira. "Creating English-based sports terms in Serbian." Terminology 21, no. 1 (June 8, 2015): 1–22. http://dx.doi.org/10.1075/term.21.1.01mil.
Full textAbstract:
This paper deals with the following topics: (a) theoretical aspects of terminology with special emphasis on English-Serbian language contacts, (b) contrastive semantic and morphosyntactic analysis of the corpus containing English and Serbian terms of the five most popular ball games in the region, which were excerpted from official texts, (c) standardization of sports terms in Serbian including six principles listed in decreasing order of priority: bi-univocity, transparency, systematicity, productivity, concision, and frequency, and (d) lexicographic codification of sports terms. The current research is based on a previous study (Milić 2004) dealing with sports terminology, the main result of which was the proposal of a model of terminological standardization and publication of an English-Serbian dictionary of sports terms entitled Englesko-srpski rečnik sportskih termina (Milić 2006).
22
van Gelderen, Elly. "The Future offor to." American Journal of Germanic Linguistics and Literatures 10, no. 1 (1998): 45–71. http://dx.doi.org/10.1017/s1040820700002225.
Full textAbstract:
I examine the development offor to and forin several stages of English. I argue that as prepositions grammaticalize, they acquire certain intrinsic features and occupy special positions. In Old English,for tois a P, related to Case, and has some future sense (through an extension of the locative meaning). Verbs do not subcategorize for complements withfor(yet), however. In early Middle English,for tois used to introduce a complement with future meaning. Now,for (to)occupies C, which I assume is universally true for purpose/future indicators. In late Middle English, the situation solidifies, and more verbs select a complement withfor (to)indicating purpose and futurity. In Early Modern English,for todisappears, butforseparated fromtotakes over its function of introducing purposive adjuncts and future complements.
23
Appleby, John C., and Mary O'Dowd. "The Irish admiralty: its organisation and development, c. 1570-1640." Irish Historical Studies 24, no. 95 (May 1985): 299–326. http://dx.doi.org/10.1017/s0021121400034234.
Full textAbstract:
There were two main concerns of Tudor and Stuart governments in relation to the sea surrounding the coast of Ireland. First, and most important, there was the need to defend it from hostile ships belonging to England's enemies. This involved the security of England as much as Ireland and, throughout the sixteenth and seventeenth centuries, was usually controlled by the admiralty establishment in London. The setting out and supervision of ships to defend the Irish and English coasts was rarely delegated to an Irish authority. The second concern was the administration of the law maritime in Ireland. The law maritime included within its jurisdiction all crimes committed at sea or on the coast such as the seizure and robbing of ships by pirates and other sea-rovers, as well as cases involving death aboard ship, seamen's wages, salvage, wreck, damage by collision at sea, and other disputes involving the sea or the men who earned their living from it. In the medieval period such matters were often dealt with in the courts of chancery and exchequer, but in the later middle ages a separate admiralty court emerged in England where the civil maritime law was practised. The existence of the court, however, remained shadowy until it was enlarged and established on a permanent basis in the 1530s. At the same time, procedure in the court was simplified by the passing of an act which allowed for the prosecution of crimes at sea by special commissions according to common law.
24
Daniel, Yvonne A., and Joan Henthorn. "Newborn screening for sickling and other haemoglobin disorders using tandem mass spectrometry: A pilot study of methodology in laboratories in England." Journal of Medical Screening 23, no. 4 (June 22, 2016): 175–78. http://dx.doi.org/10.1177/0969141316631008.
Full textAbstract:
Objective To determine (i) if electrospray mass spectrometry–mass spectrometry with the SpOtOn Diagnostics Ltd reagent kit for sickle cell screening could be integrated into the English newborn screening programme, under routine screening conditions, and provide mass spectrometry–mass spectrometry results which match existing methods, and (ii) if common action values could be set for all manufacturers in the study, for all assessed haemoglobins, to indicate which samples require further investigation. Methods Anonymised residual blood spots were analysed using the SpOtOn reagent kit as per manufacturer’s instructions, in parallel with existing techniques at four laboratories. Mass spectrometry–mass spectrometry instrumentation at Laboratories A and B was AB Sciex (Warrington, UK) AP4000, and at Laboratories C and D, Waters Micromass (Manchester, UK), Xevo TQMS and Premier, respectively. Results There were 23,898 results accepted from the four laboratories. Excellent specificity at 100% sensitivity was observed for haemoglobin S, haemoglobin C, haemoglobin E and haemoglobin OArab. A common action value was not possible for Hb C, but action values were set by manufacturer. The two haemoglobin DPunjab cases at Laboratory D were not detected using the common action value. Conversely, false-positive results with haemoglobin DPunjab were a problem at the remaining three laboratories. Conclusions This multicentre study demonstrates that it is possible to implement mass spectrometry–mass spectrometry into an established screening programme while maintaining consistency with existing methods for haemoglobinopathy screening. However, one of the instruments investigated cannot be recommended for use with this application.
25
Dalilan, Eka Sartika, and Deyana Indah Lestari. "The Practices and Obstacles of English Language Teaching in Intellectual Disability Classroom: A Case Study at Special School (SLB) in Palembang." PANYONARA: Journal of English Education 3, no. 1 (March 29, 2021): 1–18. http://dx.doi.org/10.19105/panyonara.v3i1.4319.
Full textAbstract:
Individuals with disabilities learn with difficulties such as physical, emotional, mental, and social deficiencies. In a limited physical and mental condition, they are faced with problems in learning, particularly in learning English. This study aims at revealing practices and obstacles in learning English in an intellectual disability classroom that affected the teaching practices. A case study method was used in this study. This study's participants were two teachers at SLB-C Tuna Grahita Palembang selected by a typical sampling technique. The observation and interview were used to collect data regarding realized practices and obstacles in teaching English to students with intellectual disabilities. Data were analyzed using thematic analysis. The study results indicated that English language teaching practices in intellectual disability classrooms were similar to the regular ones but more oriented to students' needs. The obstacles of English language teaching were affected by intellectual disability students' limitations in writing, reading, speaking, listening skills, and heterogeneous ability.
26
Demir, Ozden, Metin Kartal, and Halil Ibrahim Kaya. "Evaluating learning objectives of the pre-school teacher education programme in terms of special field competencies." Teachers and Curriculum 19, no. 1 (July 17, 2019): 35–44. http://dx.doi.org/10.15663/tandc.v19i1.341.
Full textAbstract:
In Turkey, as in other countries, candidate teachers are expected to achieve the teaching qualifications and competencies outlined by the ministries of education. In Turkey’s case, the Ministry of National Education of Turkey (MoNE) (Yüksek öğretim Kurulu (YÖK), 1998; MoNE, 2006) has developed the general competencies for the teaching profession including six-main competency domains called A-B-C-D-E-F, associated thirty-one sub-domains, and 233 teaching performance indicators for knowledge, skills, and attitudes for the teacher education programmes. More specifically, special field competencies for pre-school teachers have been developed to bring effective-teaching and learning to both public and private schools. This study analysed general competencies and related special field competencies with the aim of determining the extent to which there is a correlation between the general competencies of Pre-School T eacher Education Programmes and the courses’ learning objectives and sub-competencies. Qualitative content analysis methods yield the descriptive frequencies presented. This exploratory approach of these important elements of a teacher education programme will be useful to determine and seek to eliminate the intended and enacted gap between the learning objectives and the special field competencies. This study is offered as an example comparison among these elements that might also be helpful in the evaluation of teacher education programmes in other contexts.
27
Banerjee, Sumantra Sarathi, Sarbari Swaika, Jagabandhu Sheet, Anamitra Mandal, and Swapnadeep Sengupta. "A STUDY OF THE LMA C - TRACH TM GUIDED INTUBATION WITH SPECIAL REFERENCE TO THE CONVENTIONAL LARYNGOSCOPIC CORMACK AND LEHANE GRADING SYSTEM." Journal of Evolution of Medical and Dental Sciences 4, no. 65 (August 11, 2015): 11328–34. http://dx.doi.org/10.14260/jemds/2015/1634.
Full text
28
Raigón-Rodríguez, Antonio. "Analysing cultural aspects in EFL textbooks: a skill-based analysis." Journal of English Studies 16 (December 18, 2018): 281. http://dx.doi.org/10.18172/jes.3478.
Full textAbstract:
In teaching/learning English as a Foreign Language, one of the goals is to develop interculturally competent citizens. Consequently, culture must play a major role. As textbooks are carriers of cultural information, special attention should be paid to the cultural content of textbooks. This article compares the cultural content of six B2-level textbooks for English language teaching in Spain. The editions range from 1992 to 2013 and were distributed by well-known publishing houses. The purpose of the study is to identify whether cultural content (general, big ‘C’ and small ‘c’) has been incorporated in newer editions to answer to globalised needs and, secondly, to determine which skill is used preferably to do so. The author has adopted a culture learning model developed by Lee (2009) and design a three-fold cultural checklist. Then, content analysis methodology (Krippendorff 2004) has been used to quantify qualitative data. Data suggest that even in newer editions, products, artefacts and external behaviours are used more frequently when trying to portray a specific culture, leaving aside general cultural content and internal culture (small ‘c’). It was also found that skill usage is different depending on the type of culture learning.
29
Garvican, L. "Issues regarding quality assurance in the English National Screening Programme for Sight-threatening Diabetic Retinopathy: response to paper by C. Arun et�al., ?Establishing ongoing quality assurance in a retinal screening programme?" Diabetic Medicine 24, no. 6 (June 2007): 688–90. http://dx.doi.org/10.1111/j.1464-5491.2007.02154_1.x.
Full text
30
Cabral, Fernanda Tavares, and Adriana Tavares Mauricio Lessa. "CONTENT AND LANGUAGE INTEGRATED LEARNING TOWARD PROFICIENCY: AN ANALYSIS OF ITS POTENTIAL IN A PUBLIC BILINGUAL EDUCATION PROGRAMME IN RIO DE JANEIRO." Caderno de Letras, no. 36 (May 12, 2020): 345–60. http://dx.doi.org/10.15210/cdl.v0i36.17321.
Full textAbstract:
ABSTRACT: Content and Language Integrated Learning (CLIL) is an approach that has been adopted in various countries around the globe, mainly as a strategy to host immigrants immersed in a foreign school. In Brazil, it has been implemented with different purposes, as an immersion program for local students. However, not much is known about this adaptation, especially in the public sphere. Hence, this paper aims to investigate CLIL as an English teaching approach in Brazil. Specifically, we analyze its implementation in a public school in Rio de Janeiro, focusing on how integrating the teaching of language and content may improve students’ proficiency. We do so investigating students’ beliefs on the approach through a semi-structured interview. The interviews contained ten questions concerning their experience while learning English, more specifically in the context of High School, that were carefully analysed and helped us characterise the Brazilian CLIL and point the features that can be considered crucial for the students’ learning process. Through students’ answers we were able to identify as main factors for students proficiency: (a) students’ motivation; (b) teacher-student rapport; (c) the friendly English speaking environment; (d) use of English for communicative purposes and (e) the influence of CLIL. The analysis led us to believe that, so far, the program has been achieving its main objectives.Keywords: CLIL; bilingual schools; proficiency.
31
Roseberry-McKibbin, Celeste. "Utilizing Comprehensive Preassessment Procedures for Differentiating Language Difference From Language Impairment in English Learners." Communication Disorders Quarterly 42, no. 2 (November 26, 2019): 93–99. http://dx.doi.org/10.1177/1525740119890314.
Full textAbstract:
The growing number of English Learners (ELs) in American schools has led to increasing referrals of these students for special education, including speech-language services. These ELs are frequently overidentified as having a language impairment (LI) due to biased assessment practices that are not legal or grounded in research promoting best practices. This article describes a comprehensive preassessment process that should be used with ELs before formal testing takes place. This process consists of four steps: (a) assess language proficiency in all languages, (b) gather a case history with a focus on language development milestones in the first language, (c) interview multiple individuals in the child’s school setting and ascertain whether or not they agree that the student is manifesting any of the universal indicators of LI, and (d) implement a comprehensive response to intervention (RtI) process to determine the student’s ability to profit from instruction. Use of a comprehensive preassessment process will accomplish two objectives: help reduce the overidentification of ELs as having LI and other special needs and promote academic success for these students.
32
Silveira, Leandro, Flávio Henrique, G. Rodrigues, Anah Tereza de Almeida Jácomo, and José Alexandre F. Diniz Filho. "Impact of wildfires on the megafauna of Emas National Park, central Brazil." Oryx 33, no. 2 (April 1999): 108–14. http://dx.doi.org/10.1046/j.1365-3008.1999.00039.x.
Full textAbstract:
AbstractThis study evaluates the impact of two wildfires, in 1994 and 1995, on the large mammal fauna of Emas National Park, central Brazil. The 1994 fire burned 100 per cent of the park's grassland and after the fire, in a c. 2000-ha survey area, the authors found 16 giant anteaters Myrmecophaga tridactyla, two giant armadillos Priodontes maximus and one tapir Tapirus terrestris that had died in the fire. The 1995 fire burned 15 per cent of the park's grassland and no dead animals were found in a 220-ha survey area. The authors discuss the possible long-term ecological consequences of wildfires on the large mammal fauna of Emas, with a special focus on the giant anteater population, which is particularly susceptible to fires. They recommend a fire management programme, which would include controlled burns on a rotational basis in different sections of the park. The programme would also improve the availability of food for herbivores and control the spread of alien grass species.
33
Hassan, Osama A. B., and Rasmus Anderstedt. "Estimation of drying time of fresh concrete slabs: a comparative study." Journal of Engineering, Design and Technology 15, no. 2 (April 3, 2017): 134–48. http://dx.doi.org/10.1108/jedt-02-2016-0011.
Full textAbstract:
Purpose The purpose of this study is to attempt to compare experimental results for a number of models for the prediction of the drying time of new concrete floors. The investigated methods are the table method, the Swedish Concrete Association (SCA) method and the free computer programme TorkaS 3.2. Design/methodology/approach The comparison is based on moisture measurements of four different floor specimens. The specimens have different ratios (w/c = 0.38, 0.6 and 0.7). Findings The results show that there is a good agreement between the table method and the measured values on the specimens with high water-cement ratio (w/c = 0.6 and 0.7). However, the deviation becomes greater at lower water-cement ratio (w/c 0.38). TorkaS also resulted in a good agreement with the measurements. However, it is noted that as the drying time increases, the programme exhibits a slow dehydration trend at higher w/c ratios. The SCA method shows various results within the permissible deviation. Moreover, the moisture distribution in concrete with high w/c ratios is found to be mainly influenced by moisture diffusion and little by self-desiccation. Research limitations/implications This study is limited to concrete slabs that are drying from one side in an enclosed building with an heating, ventilation and air conditioning (HVAC) system operating normally. Moreover, this study concerns concrete without special additives (e.g. silica fumes), which can be used in some specific cases to accelerate or retard the hydration (cure) process. Practical implications These compared methods are used widely in Sweden; therefore, it will be interesting to understand their applicability range. Another focus in this paper is to investigate how the effect of self-desiccation of concrete is related to the w/c ratios, taking into consideration the result of these prediction models. Social implications The paper can suit academic researchers, as well as the commercial industries, in a sense that the comparative study will pave a way to the best method to be used for drying time estimation. Originality/value The paper contains new information and could be useful to researchers and commercial industries.
34
Kornitzer, Jeffrey, Jacklyn Johnson, Max Yang, Keith W. Pecor, Nicholas Cohen, Carolyn Jiang, and Xue Ming. "A Systematic Review of Characteristics Associated with COVID-19 in Children with Typical Presentation and with Multisystem Inflammatory Syndrome." International Journal of Environmental Research and Public Health 18, no. 16 (August 4, 2021): 8269. http://dx.doi.org/10.3390/ijerph18168269.
Full textAbstract:
Setting off a global pandemic, coronavirus disease 2019 (COVID-19) has been marked by a heterogeneous clinical presentation that runs the gamut from asymptomatic to severe and fatal. Although less lethal in children than adults, COVID-19 has nonetheless afflicted the pediatric population. This systematic review used clinical information from published literature to assess the spectrum of COVID-19 presentation in children, with special emphasis on characteristics associated with multisystem inflammatory syndrome (MIS-C). An electronic literature search for English and Chinese language articles in COVIDSeer, MEDLINE, and PubMed from 1 January 2020 through 1 March 2021 returned 579 records, of which 54 were included for full evaluation. Out of the total 4811 patients, 543 (11.29%) exhibited MIS-C. The most common symptoms across all children were fever and sore throat. Children presenting with MIS-C were less likely to exhibit sore throat and respiratory symptoms (i.e., cough, shortness of breath) compared to children without MIS-C. Inflammatory (e.g., rash, fever, and weakness) and gastrointestinal (e.g., nausea/vomiting and diarrhea) symptoms were present to a greater extent in children with both COVID-19 and MIS-C, suggesting that children testing positive for COVID-19 and exhibiting such symptoms should be evaluated for MIS-C.
35
Tondeur, Melody C., U. Núria Salse, Caroline Wilkinson, Paul Spiegel, and Andrew J. Seal. "Rapid acceptability and adherence testing of a lipid-based nutrient supplement and a micronutrient powder among refugee children and pregnant and lactating women in Algeria." Public Health Nutrition 19, no. 10 (March 4, 2016): 1852–61. http://dx.doi.org/10.1017/s136898001600029x.
Full textAbstract:
AbstractObjectiveTo assess the acceptability and adherence to daily doses of lipid-based nutrient supplement (LNS) among children and micronutrient powder (MNP) among children and pregnant and lactating women.DesignHousehold interviews and sachet counting were conducted to measure acceptability and adherence, 15 and 30 d after product distribution. Qualitative information on product acceptability was collected using focus group discussions.SettingSaharawi refugee camps, Algeria, August–October 2009.SubjectsLNS was distributed to 123 children aged 6–35 months (LNS-C), and MNP to 112 children aged 36–59 months (MNP-C) and 119 pregnant or lactating women (MNP-W).ResultsAt the end of the test 98·4 % of LNS-C, 90·4 % of MNP-C and 75·5 % of MNP-W participants reported that they liked the product (P<0·05). Other measures of acceptability did not differ. Median consumption of sachets was highest in the LNS-C group (P<0·001). ‘Good’ adherence to the daily regimen (consumption of 75–125 % of recommended dose) was 89·1 % in the LNS-C, compared with 57·0 % in the MNP-C and 65·8 % in the MNP-W groups (P<0·001). Qualitative findings supported the quantitative measures and guided selection of local product names, packaging designs, distribution mechanisms, and the design of the information campaign in the subsequent programme scale-up.ConclusionsAcceptability, consumption and adherence were higher in participants receiving LNS compared with MNP. However, both products were found to be suitable when compared with predefined acceptability criteria. Acceptability studies are feasible and important in emergency nutrition programmes when the use of novel special nutritional products is considered.
36
Sulistiyowati, Duwi, Joko Nurkamto, and Dewi Sri Wahyuni. "THE IMPLEMENTATION OF MULTIPLE INTELLIGENCES IN ENGLISH LANGUAGE TEACHING." English Education 4, no. 1 (September 12, 2015): 63. http://dx.doi.org/10.20961/eed.v4i1.34759.
Full textAbstract:
<p>This reseacrh describes: (1) the implementation of Multiple<br />Intelligences (MI) in English language teaching (ELT (2) the benefits and the<br />challenges of implementing MI. This is descriptive qualitative research with<br />purposive sampling which data are collected through observation, interview, and<br />document analysis and analyzed through interactive model. The result shows that: (1) the implementation of MI in ELT requires: (a) MI-based lesson plan, (b)<br />activities involving apperception and strategy; (c) teacher’s role as facilitator,<br />input provider, monitor of learning, need analyst, motivator, organizer, controller,<br />language demonstrator, material developer, and counsellor; (d) the students’ roles as participant, active learner, intelligence user, and responder; (e) instructional and authentic materials; (f) the evaluation covering achievement and process of learning; (2) the benefits of implementing MI are creating fun and effective teaching, promotting students’ participation, and facilitating student’s intelligences, while the challenges of implementing MI are managing classroom dynamic and treating the student with special needs.</p>
37
Murray, Elizabeth, Jamie Ross, Kingshuk Pal, Jinshuo Li, Charlotte Dack, Fiona Stevenson, Michael Sweeting, et al. "A web-based self-management programme for people with type 2 diabetes: the HeLP-Diabetes research programme including RCT." Programme Grants for Applied Research 6, no. 5 (September 2018): 1–242. http://dx.doi.org/10.3310/pgfar06050.
Full textAbstract:
Background In the UK, 6% of the UK population have diabetes mellitus, 90% of whom have type 2 diabetes mellitus (T2DM). Diabetes mellitus accounts for 10% of NHS expenditure (£14B annually). Good self-management may improve health outcomes. NHS policy is to refer all people with T2DM to structured education, on diagnosis, to improve their self-management skills, with annual reinforcement thereafter. However, uptake remains low (5.6% in 2014–15). Almost all structured education is group based, which may not suit people who work, who have family or other caring commitments or who simply do not like group-based formats. Moreover, patient needs vary with time and a single education session at diagnosis is unlikely to meet these evolving needs. A web-based programme may increase uptake. Objectives Our aim was to develop, evaluate and implement a web-based self-management programme for people with T2DM at any stage of their illness journey, with the goal of improving access to, and uptake of, self-management support, thereby improving health outcomes in a cost-effective manner. Specific objectives were to (1) develop an evidence-based theoretically informed programme that was acceptable to patients and health-care professionals (HCPs) and that could be readily implemented within routine NHS care, (2) determine the clinical effectiveness and cost-effectiveness of the programme compared with usual care and (3) determine how best to integrate the programme into routine care. Design There were five linked work packages (WPs). WP A determined patient requirements and WP B determined HCP requirements for the self-management programme. WP C developed and user-tested the Healthy Living for People with type 2 Diabetes (HeLP-Diabetes) programme. WP D was an individually randomised controlled trial in primary care with a health economic analysis. WP E used a mixed-methods and case-study design to study the potential for implementing the HeLP-Diabetes programme within routine NHS practice. Setting English primary care. Participants People with T2DM (WPs A, D and E) or HCPs caring for people with T2DM (WPs B, C and E). Intervention The HeLP-Diabetes programme; an evidence-based theoretically informed web-based self-management programme for people with T2DM at all stages of their illness journey, developed using participatory design principles. Main outcome measures WPs A and B provided data on user ‘wants and needs’, including factors that would improve the uptake and accessibility of the HeLP-Diabetes programme. The outcome for WP C was the HeLP-Diabetes programme itself. The trial (WP D) had two outcomes measures: glycated haemoglobin (HbA1c) level and diabetes mellitus-related distress, as measured with the Problem Areas in Diabetes (PAID) scale. The implementation outcomes (WP E) were the adoption and uptake at clinical commissioning group, general practice and patient levels and the identification of key barriers and facilitators. Results Data from WPs A and B supported our holistic approach and addressed all areas of self-management (medical, emotional and role management). HCPs voiced concerns about linkage with the electronic medical records (EMRs) and supporting patients to use the programme. The HeLP-Diabetes programme was developed and user-tested in WP C. The trial (WP D) recruited to target (n = 374), achieved follow-up rates of over 80% and the intention-to-treat analysis showed that there was an additional improvement in HbA1c levels at 12 months in the intervention group [mean difference –0.24%, 95% confidence interval (CI) –0.44% to –0.049%]. There was no difference in overall PAID score levels (mean difference –1.5 points, 95% CI –3.9 to 0.9 points). The within-trial health economic analysis found that incremental costs were lower in the intervention group than in the control group (mean difference –£111, 95% CI –£384 to £136) and the quality-adjusted life-years (QALYs) were higher (mean difference 0.02 QALYs, 95% CI 0.000 to 0.044 QALYs), meaning that the HeLP-Diabetes programme group dominated the control group. In WP E, we found that the HeLP-Diabetes programme could be successfully implemented in primary care. General practices that supported people in registering for the HeLP-Diabetes programme had better uptake and registered patients from a wider demographic than those relying on patient self-registration. Some HCPs were reluctant to do this, as they did not see it as part of their professional role. Limitations We were unable to link the HeLP-Diabetes programme with the EMRs or to determine the effects of the HeLP-Diabetes programme on users in the implementation study. Conclusions The HeLP-Diabetes programme is an effective self-management support programme that is implementable in primary care. Future work The HeLP-Diabetes research team will explore the following in future work: research to determine how to improve patient uptake of self-management support; develop and evaluate a structured digital educational pathway for newly diagnosed people; develop and evaluate a digital T2DM prevention programme; and the national implementation of the HeLP-Diabetes programme. Trial registration Research Ethics Committee reference number 10/H0722/86 for WPs A–C; Research Ethics Committee reference number 12/LO/1571 and UK Clinical Research Network/National Institute for Health Research (NIHR) Portfolio 13563 for WP D; and Research Ethics Committee 13/EM/0033 for WP E. In addition, for WP D, the study was registered with the International Standard Randomised Controlled Trial Register as reference number ISRCTN02123133. Funding details This project was funded by the NIHR Programme Grants for Applied Research programme and will be published in full in Programme Grants for Applied Research; Vol. 6, No. 5. See the NIHR Journals Library website for further project information.
38
Dilay, Iryna. "HYPONYMY OF ENGLISH COGNITIVE VERBS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 10(78) (February 27, 2020): 107–10. http://dx.doi.org/10.25264/2519-2558-2020-10(78)-107-110.
Full textAbstract:
The paper provides the analysis of the hyponymic relations in terms of the onomasiological approach to the lexico-semantic fields and endocentric series. Lexicometric properties of the hyponymic relations of English cognitive verbs are studied based on WordNet Vocabulary Helper heuristic resource. It enables conducting the analysis in the direction from a hyperonym to its hyponyms, which echoes with the reconstruction of the conceptual structure. In this respect, further application and elaboration of the suggested methodology appears topical. Hyponymy of verbs is scarcely studied in linguistics. It has been observed that the nature of verbal hyponymy proves to be different from the nominal one, as verbal hyponymy, or troponymy after C. Fellbaum and G. Miller, is based on the manner of action relation between the lexemes. Thus, it requires special attention and novel methods and sources apart from traditional dictionaries. WordNet as a conceptual thesaurus and a large lexical database has been designed to assist multiple applications involving vocabulary as a system and is well applicable to the study of paradigmatic lexical relations. Among the advantages of the methodology based on WordNet is taking into consideration vast polysemy of the lexical items. It enables tracing narrowing of the categorial cognitive verbal meaning without getting sidetracked. As a result of this study, the ways of endocentric series modelling are suggested, the peculiarities of the verbal hyponymy are defined, the quotient of the hyponymy of English cognitive verbs is calculated, the cases of autohyponymy are identified, as well as the future prospects are delineated.
39
Tokmakova, Yuliya. "Subject content of teaching English language to students of “Technology of production and processing of agricultural products” programme." Tambov University Review. Series: Humanities, no. 183 (2019): 35–44. http://dx.doi.org/10.20310/1810-0201-2019-24-183-35-44.
Full textAbstract:
Content and language integrated learning (CLIL) of foreign language and profile disciplines is currently one of the innovative approaches to teaching foreign language for professional communication to students of non-linguistic universities. However, this approach is not widely used in universities of the Russian Federation. One of the main problems of this lies in the objec-tive difficulties of a foreign language teacher to develop the content of teaching foreign language for professional communication so that it reflects the features of the future professional activity of graduates of the main professional educational programs. We see the solution of the existing problem in the selection of the subject content based on the principle of reliance actualization of interdisciplinary connection and intraprofile specialization of students. In the this work, we a) analyze three approaches to teaching foreign language to students of non-linguistic universities (English for specific purposes – ESP; English as a medium of instruction – EMI; content and language integrated learning of foreign language and subject area); b) consider studies on the selection of the subject content of teaching foreign language to students of “Jurisprudence”, “Gardening”, “Agricultural chemistry and soil science”, “Musical and Instrumental art”, “Vocal art” and “Art of folk singing” programmes; c) develop the content of teaching foreign language for professional communication to students of an agricultural university in the 35.03.07 – “Technology of production and processing of agricultural products” programme in three teaching profiles: “Expertise of quality and safety of agricultural products”, “Technology of production and processing of crop products” and “Technology of production and processing of livestock products”.
40
Colombo, Isabella, Matteo Colombo, Anna Magri, Giulio Zani, and Marco di Prisco. "Textile Reinforced Mortar at High Temperatures." Applied Mechanics and Materials 82 (July 2011): 202–7. http://dx.doi.org/10.4028/www.scientific.net/amm.82.202.
Full textAbstract:
Textile Reinforced Mortar (TRM) is a composite made by fine grained matrix and glass fabric reinforcement. The main advantages of this material are the reinforcement orientation in the tensile stress direction, no concrete cover requirement against corrosion and the capability to produce thin and light weight elements. Special attention was given by researchers to the time dependent loss in strength of AR-glass reinforcement embedded in a cement based matrix. Some research has shown durability models to calculate the amount to the strength loss related to material, humidity and temperature. Nevertheless, the behaviour of TRM when exposed to high temperature requires further investigations. A suitable experimental programme was planned to investigate the behaviour of TRM when exposed to high temperatures. Uniaxial tensile tests were performed after thermal cycle on 400 mm x 70 mm specimens 6 mm thick, reinforced with 2 layer of AR-glass fabric. Several thermal thresholds (20, 200, 400 and 600°C) were considered for the mechanical characterization in fire condition. Thermal cycles were performed in an oven using a heating rate of 30°C/h up to the maximum temperature and by a cooling branch at 15°C/h after a stabilization phase at the maximum temperature.
41
Mohd Yasin, Mohd Hanafi, Liong Kon Thai, and Nuur Thaqifah Mohd Tahir. "The Readiness of Typical Student in Communication By Using Sign Language in Hearing Impairment Integration Programe." International Journal of Pedagogy and Teacher Education 2, no. 1 (May 4, 2018): 31. http://dx.doi.org/10.20961/ijpte.v2i1.20602.
Full textAbstract:
<p>This research is regarding the readiness of typical student in communication by using sign language in Hearing Impairment Integration Programme. There were 60 typical students from a Special Education Integration Programme of secondary school in Malacca were chosen as research respondents. The instrument of the research was a set of questionnaire which consisted of four parts, namely Student’s demography (Part A), Student’s knowledge (Part B), Student’s ability to communicate (Part C) and Student’s interest to communicate (Part D). The questionnaire was adapted from the research of Asnul Dahar and Rabiah's 'The Readiness of Students in Following Vocational Subjects at Jerantut District, Rural Secondary School in Pahang'. Descriptive analysis was used to analysis the data. Mean score was used to determine the level of respondents' perception of each question. The findings showed a positive relationship between typical students towards communication medium by using sign language. Typical students were seen to be interested in communicating using sign language and were willing to attend the Sign Language class if offered.</p>
42
Desmiyanti, Desmiyanti, Yuanita Yuanita, and Kaspul Anwar. "Make a Match Learning for English Conversation Skills of Students with Intellectual Disabilities." Script Journal: Journal of Linguistics and English Teaching 5, no. 1 (April 17, 2020): 23–31. http://dx.doi.org/10.24903/sj.v5i1.378.
Full textAbstract:
Background:This research aimed to discover the effectiveness of Make-A-Match model in improving the English conversation skills of students with intellectual disabilities. The participants of this research were 7th-grade students in Class C of SMPLB (Junior High School for Special Needs) JambiMethodology:The data in this applied action research were obtained by using observation, interviews, and notes. This research was conducted in 3 cycles using four steps: planning, acting, observing, and reflecting in each cycle.Findings:The result showed that using the contextual approach to Make-A-Match model was sufficient to improve English conversation skills of students with intellectual disabilities. The students were more active, enthusiastic, and confident in uttering expressions without being anxious about making mistakes because the classroom atmosphere was relaxing and fun. This model also made students worked well together.Conclusion:through this model, the teacher succeeds in encouraging students to apply English in their daily conversation.
43
Tarnopolsky, Oleg. "Creative EFL Writing as a Means of Intensifying English Writing Skill Acquisition: A Ukrainian Experience." TESL Canada Journal 23, no. 1 (October 1, 2005): 76. http://dx.doi.org/10.18806/tesl.v23i1.79.
Full textAbstract:
This article describes a classroom technique for improving the writing skills of EFL university students who have chosen English as their major for pursuing future careers as translators from and into English. The technique in question, designed for a creative writing course aimed at such students, was based on: (a) the combination of process and genre approaches to teaching writing; (b) paying special attention to students’ development of the skills of description, narration, and discussion in creative writing; (c) development the skills of commenting and critique; (e) emphasizing peer-reviewing, peer-commenting, and peer-evaluating students’ written works in the course; (e) and ensuring learners’ autonomy in writing by introducing free-choice writing. This technique allowed students to achieve dramatic improvement in their writing skills. The article describes how its introduction not only intensifies students’ development, but also generates positive motivation for writing in English as a foreign language.
44
Londry, Michael. "On the Use of First-Line Indices for Researching English Poetry of the Long Eighteenth Century, c. 1660–1830, with Special Reference to Women Poets." Library 5, no. 1 (March 1, 2004): 12–38. http://dx.doi.org/10.1093/library/5.1.12.
Full text
45
Daniel, Yvonne, and Joan Henthorn. "Newborn haemoglobinopathy screening using tandem mass spectrometry: Lessons from investigation of an unusual case." Journal of Medical Screening 26, no. 4 (August 15, 2019): 219–20. http://dx.doi.org/10.1177/0969141319868242.
Full textAbstract:
Objective England has universal screening for sickle cell disease in newborns, with a policy of reporting beta thalassaemia major where it is detected. We report a case with a high gamma/beta ratio (20.167), but all other tandem mass spectrometry results within expected normal limits. The second test did not support the presumed diagnosis of beta thalassaemia major. As the two results were discrepant, further investigations were carried out. Methods and results Sanger sequencing identified a novel mutation HBB:c.40 G > A (Hb Tower Hamlets) with concomitant beta plus (severe) thalassaemia due to the HBB:c.92 + 5 G > C mutation. Conclusions This case highlights considerations for policy makers and implementers of new methods in screening programmes. For the English screening programme, the importance of adherence to the two-part testing strategy for newborn haemoglobinopathy screening is demonstrated. When discrepancies occur in results between the two tests, a thorough investigation is indicated. Communication, training, incident review and oversight are vital aspects of any screening programme. Protocols, risk assessments and guidance require constant monitoring and review to ensure that they remain fit for purpose. When new methods are introduced, stringent application of these principles is recommended.
46
Firlej-Buzon, Aneta. "„Philosophical Transactions of the Royal Society” Henry’ego Oldenburga z lat 1665–1677 i naukowe doniesienia z Rzeczypospolitej ze szczególnym uwzględnieniem prac Jana Heweliusza." Roczniki Biblioteczne 62 (June 10, 2019): 19–34. http://dx.doi.org/10.19195/0080-3626.62.3.
Full textAbstract:
HENRY OLDENBURG’S PHILOSOPHICAL TRANSACTIONS OF THE ROYAL SOCIETY 1665–1677 AND SCIENTIFIC REPORTS FROM THE REPUBLIC OF POLAND WITH SPECIAL CONSIDERATION OF THE WORKS OF JAN HEWELIUSZThe purpose of this paper is to reveal the presence in the pages of the fi rst scientifi c English journal The Philosophical Transactions of the scholars associated with the Republic of Poland or conducting scientifi c research or experimental observations on the Polish territory. The subject of articles edited and published by Henry Oldenburg during the years 1665–1677 will be outlined, as well as the dynamics of research in the Republic of Poland. Analized were original scientifi c texts sent from Poland to the editor of the journal during the years 1665–1677, as well as the citations of these works or studies from the area of Republic of Poland. Studies have shown that the most active author was Jan Heweliusz — astronomer from the Free Royal City Gdańsk. Unfortunately, other important works of Polish scientists were not published in the journal. The reasons for this lack should be sought in many sorts of factors in the history of Poland in the 17th century.
47
L, Suryani, Putra I N.A., and Artini L.P. "DEVELOPING ENGLISH SUPPLEMENTARY LOCAL WISDOM-BASED LISTENING MATERIALS USING NATURAL READER 14 APPLICATION." Lingua Scientia 26, no. 1 (July 22, 2019): 24. http://dx.doi.org/10.23887/ls.v26i1.18845.
Full textAbstract:
This study aimed at a) describing the topics needed to be developed for English supplementary local wisdom-based listening materials for the eighth grade students based on Curriculum 2013 at SMP Negeri 2 Singaraja; b) describing the process of developing the English supplementary local wisdom-based listening materials for the eighth grade students at SMP Negeri 2 Singaraja; c) assessing the quality of the developed product. This study implemented Design and Development research by Richey and Klein (2007). The phases were analysis, design, development, and evaluation. The data were obtained from document study, observation sheet, interview guide, questionnaire and a scoring rubric. The data were analyzed qualitatively and quantitatively. The results of this study show that (a) the developed topics are (1) giving and responding to compliment, (2) asking and giving opinions, (3) asking and giving information about ability and willingness, (4) asking and giving information about a must, prohibition, and suggestions, (5) asking and giving instruction, invitation, and permission, (6) asking and giving information about special events or days, (7) asking and giving information about the location, things, and animals; (b) the processes of developing the materials are analyzing the English syllabus, four potencies of local wisdom of Bali, and present situation at SMPN 2 Singaraja, designing a blue print of the product, developing a blue print into a complete listening materials, and evaluating the developed materials by four expert judges; (c) the result of product evaluation done by the four expert judges shows that the developed product is categorized as excellent materials. The outcome of this study is the product which is in the form of audio recording (CD-RW) and the printed listening materials along with the answer key and listening scripts.
48
Танева, С. Й. "MEDICAL DISCOVERIES, DISEASES AND SYNDROMES IN EPONYMOUS TERMINOLOGY (BASED ON ENGLISH, RUS-SIAN AND BULGARIAN MEDICAL DISCOURSE)." Университетская клиника, no. 4(37) (December 1, 2020): 97. http://dx.doi.org/10.26435/uc.v0i4(37).622.
Full textAbstract:
Thirty medical eponymous terminological units named after great scientists, physicians, mythological and literary characters have been debated in the current study. The eponymous terms are presented in English, Russian and Bulgarian medical discourse. Brief medical descriptions of the particular discovery, disease or syndrome have been made. Information is given about the person after whom the eponymous term is named, as well. The basic parameters of scientific term are identified: a) Unambiguity; b) Accuracy; c) Brevity; d) Systematicity; e) Grammatical correctness; f) Stylistic neutrality; g) Word formation. Special attention is paid to the specifics of medical eponymous term, its encyclopedic informative volume and didactic aspect regarding the teaching process of specialized medical vocabulary at medical universities. Medical domain “invasion” is highlighted in a number of other domains: politics, computer technology, economics, automotive engineering, ecology, etc. (based on specific examples).
49
Ortega, Yecid. "Using Collaborative Action Research to Address Bullying and Violence in a Colombian High School EFLClassroom." Íkala 25, no. 1 (January 28, 2020): 35–54. http://dx.doi.org/10.17533/udea.ikala.v25n01a04.
Full textAbstract:
This paper describes how a collaborative action research project implemented in an underprivileged high school in Bogotá helped an English teacher and her students discuss issues of social justice with a special focus on bullying. It also discusses how the English teacher used her class to connect global and local issues to sensitize students to their own social inequalities. To do this, the teacher used social justice, critical peace education, and globalization as a framework that guided her research and practices. The students, the teacher, and I, as a researcher, collaborated to cocreate lessons whereby students were conscientized about normalized aggression in the school. The findings of this research suggest the following (a) students became more sensitive to and aware of the violent culture that existed in the school, (b) the activities empowered them to become advocates for social change, and (c) the actions taken translated into the community becoming central as praxis. I conclude that the English classroom has the capacity for social transformation as it allows for alternative pedagogical approaches targetting the students’ needs.
50
Knyazev, Pavel. "Charles Davenant (1656-1714) – English pamphleteer and politicians." Человек и культура, no. 3 (March 2020): 17–24. http://dx.doi.org/10.25136/2409-8744.2020.3.32772.
Full textAbstract:
The subject of this research is the biography of the English thinker, pamphleteer and politician Charles Davenant (1656-1714). The author examines Davenant’s life and activity, as well as factors that affected his career and determined the peculiarities of his writings. Different stages of his biography, particularly participation in the political struggle of England of the late XVII – early XVIII centuries are reviewed. Special attention is paid to the role of Davenant as the author of pamphlets and political treatises. The evolution of his views throughout a lifetime is being traced. In the course of this research, the author applies historical-biographical method, reconstructs his life circumstances, specifics and results of activity of the thinker in the context of his era. The novelty is defined by the relevance of studying C. Davenant’s heritage within the framework of English culture of the turn of XVII – XVIII centuries. The biography of Charles Davenant is still not covered within the Russian literature; as well as foreign authors did not give due attention to his career. The conclusion is made that Davenant’s career significantly influences the content and theme of his works. The acquired knowledge and experience from working in the departments of commerce and finances led him to development of the technique of “political arithmetic”. It is also noteworthy that Davenant’s political alignment shifted in accordance with his career pursuits, which should be taken into account in further analysis of his views.