Log in

Relevant bibliographies by topics / IPods / Journal articles

Journal articles on the topic 'IPods'

To see the other types of publications on this topic, follow the link: IPods.

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'IPods.'

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

Danhauer, Jeffrey L., Carole E. Johnson, Anne Byrd, Laura DeGood, Caitlin Meuel, Angela Pecile, and Lindsey L. Koch. "Survey of College Students on iPod Use and Hearing Health." Journal of the American Academy of Audiology 20, no. 01 (January 2009): 005–27. http://dx.doi.org/10.3766/jaaa.20.1.2.

Full text

Abstract:

Background: The popularity of personal listening devices (PLDs) including iPods has increased dramatically over the past decade. PLDs allow users to listen to music uninterrupted for prolonged periods and at levels that may pose a risk for hearing loss in some listeners, particularly those using earbud earphones that fail to attenuate high ambient noise levels and necessitate increasing volume for acoustic enjoyment. Earlier studies have documented PLD use by teenagers and adults, but omitted college students, which represent a large segment of individuals who use these devices. Purpose: This study surveyed college students' knowledge about, experiences with, attitudes toward, and practices and preferences for hearing health and use of iPods and/or other PLDs. The study was designed to help determine the need, content, and preferred format for educational outreach campaigns regarding safe iPod use to college students. Research Design: An 83-item questionnaire was designed and used to survey college students' knowledge about, experiences with, attitudes toward, and practices/preferences for hearing health and PLD use. The questionnaire assessed Demographics and Knowledge of Hearing Health, iPod Users' Practices and Preferences, Attitudes toward iPod Use, and Reasons for iPod Use. Results: Generally, most college students were knowledgeable about hearing health but could use information about signs of and how to prevent hearing loss. Two-thirds of these students used iPods, but not at levels or for durations that should pose excessive risks for hearing loss when listening in quiet environments. However, most iPod users could be at risk for hearing loss given a combination of common practices. Conclusions: Most of these college students should not be at great risk of hearing loss from their iPods when used conscientiously. Some concern is warranted for a small segment of these students who seemed to be most at risk because they listened to their iPods at high volume levels for long durations using earbuds, and reported that they may already have hearing loss due to their iPods.

APA, Harvard, Vancouver, ISO, and other styles

2

Cherry, Steven. "Ipods and ipads: Better than diamonds." IEEE Spectrum 47, no. 4 (April 2010): 68. http://dx.doi.org/10.1109/mspec.2010.5434863.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Evans, A., and M. Stacey. "iPods and epidurals." Anaesthesia 64, no. 5 (May 2009): 575. http://dx.doi.org/10.1111/j.1365-2044.2009.05926.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

McCluskey, Margaret. "Using iPhones, iPads, and iPods: A Practical Guide for Librarians." Australian Academic & Research Libraries 46, no. 4 (October 2, 2015): 316. http://dx.doi.org/10.1080/00048623.2015.1109017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Fligor, Brian. "Hearing loss and iPods." Hearing Journal 60, no. 10 (October 2007): 10–16. http://dx.doi.org/10.1097/01.hj.0000295441.16133.0c.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Beckman, Sydney A. "The Copyright Crusher." 2013 Fall Intellectual Property Symposium Articles 1, no. 4 (March 2014): 901–20. http://dx.doi.org/10.37419/lr.v1.i4.4.

Full text

Abstract:

Authors of original works (such as music, books, et cetera) have certain exclusive rights including, but not limited to, the reproduction of copyrighted works in copies and the preparation of derivative works. Apple’s iTunes is a vehicle for infringement. The conversion of compact discs (“CDs”) to a compressed format for portable music players such as iPods, iPhones, iPads, and computers violates a copyright holder’s exclusive rights. This Article discusses the fundamental issue of copyright protections, the way iTunes facilitates the infringement of these rights, and the legal liability of Apple for creation of this software.

APA, Harvard, Vancouver, ISO, and other styles

7

Laidlaw, Linda, and Joanne O'Mara. "Rethinking Difference in the iWorld: Possibilities, Challenges and ‘Unexpected Consequences’ of Digital Tools in Literacy Education." Language and Literacy 17, no. 2 (June 9, 2015): 59. http://dx.doi.org/10.20360/g2hc7k.

Full text

Abstract:

Within contemporary literacy classrooms, mobile touchscreen devices are occupying a more prominent place. For children who have disabilities or learning differences, such devices can offer increased participation and access and may also provide social capital to users. We share examples of how iPads and iPods were successfully used in classrooms by children who might be categorized as experiencing various challenges, as well as autobiographical examples we have experienced as parents of children with disabilities. Through these illustrations, we examine the possibilities of ‘new tools’ as well as challenges encountered in changing existing literacy practices.

APA, Harvard, Vancouver, ISO, and other styles

8

Cooper, Steve, Crispin Dale, and Steve Spencer. "A tutor in your back pocket: reflections on the use of iPods and podcasting in an undergraduate popular music programme." British Journal of Music Education 26, no. 1 (March 2009): 85–97. http://dx.doi.org/10.1017/s0265051708008280.

Full text

Abstract:

This article reports upon a research project undertaken at the University of Wolverhampton where iPods and podcasting were used as a delivery and assessment mechanism within an undergraduate Popular Music degree programme. A sample drawn from students studying the programme was interviewed to explore their engagement with the technology and the curriculum materials produced. Results found that although not a replacement for traditional lectures, iPods and podcasting are an effective means for supporting student learning. Benefits included motivating learners, enabling student interaction, offering time-shifted learning engagement and personalisation of learning. This article evaluates the pedagogical adoption of iPods and podcasting within a music education context and makes suggestions for future areas of research.

APA, Harvard, Vancouver, ISO, and other styles

9

Ferrer-Roca, O., and D. González Méndez. "Health 4.0 in the i2i Era." International Journal of Reliable and Quality E-Healthcare 1, no. 1 (January 2012): 43–57. http://dx.doi.org/10.4018/ijrqeh.2012010105.

Full text

Abstract:

The acceptance of iPhones, iPads, and iPods in medical environments, as well as the FDA approval of several diagnostic-prognostic-distant care-management applications, demonstrates the modern medicine trend to introduce mobile applications initiating the i2i era. Furthermore, Cloud and Internet applications ranging from non-quality control up to intelligent-quality-control data base management anytime, anywhere, are the basis of what is called Health 4.0. The present editorial listed approved FDA applications and future deployments, including three personal projects in iHealth: blood-pressure monitoring, iAnapath and the i-EEG control in child Attention Deficit Disorder.

APA, Harvard, Vancouver, ISO, and other styles

10

Ragusa, Angela T., Anthony Chan, and Andrea Crampton. "IPODS AREN'T JUST FOR TUNES." Information, Communication & Society 12, no. 5 (August 2009): 678–90. http://dx.doi.org/10.1080/13691180802471471.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Block, Betty A. "Using iPods in Dance Pedagogy." Journal of Physical Education, Recreation & Dance 79, no. 7 (September 2008): 25–28. http://dx.doi.org/10.1080/07303084.2008.10598211.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Dance, Stephen, and Phil Wash. "IPods listening levels on London Underground." Journal of the Acoustical Society of America 123, no. 5 (May 2008): 3458. http://dx.doi.org/10.1121/1.2934299.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

&NA;. "iPods donʼt make the heart sing." Nursing 37, no. 7 (July 2007): 35. http://dx.doi.org/10.1097/01.nurse.0000279429.92036.f6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Forsythe, Edo. "The Current State of MALL in Japanese Universities." JALTCALL Publications PCP2020, no. 1 (February 15, 2021): 30. http://dx.doi.org/10.37546/jaltsig.call2020.3.

Full text

Abstract:

It has been almost 20 years since Thornton and Houser (2002) investigated the potential of using cellphones in Japanese university language classrooms. Since then, thousands of research articles have demonstrated the practical, theoretical, and pedagogical foundations of mobile-assisted language learning (MALL) in Japanese educational contexts. This chapter is a review of recent literature in the field of MALL, specifically focusing on the use of iPods, iPads, and smartphones in language learning. The research from the previous seven years reviewed herein includes studies about the use of video creation, social media, content instruction, and student perceptions of MALL. The intent of this chapter is to provide an overview of current MALL practices in use in Japanese educational contexts with ideas for research-based, practical application and to provide suggestions for continued research in this field.

APA, Harvard, Vancouver, ISO, and other styles

15

Vess, Deborah L. "History to Go: Why iTeach with iPods." History Teacher 39, no. 4 (August 1, 2006): 479. http://dx.doi.org/10.2307/30037068.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Heffernan, Eric J., Peter L. Munk, and Luck J. Louis. "Thunderstorms and iPods — Not a Good iDea." New England Journal of Medicine 357, no. 2 (July 12, 2007): 198–99. http://dx.doi.org/10.1056/nejmc070260.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Trelease, Robert B. "Diffusion of innovations: Anatomical informatics and iPods." Anatomical Record Part B: The New Anatomist 289B, no. 5 (2006): 160–68. http://dx.doi.org/10.1002/ar.b.20110.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Baboo, Shanthi Balraj. "Media Literacy in the Lifeworlds of Malaysian Children." Global Studies of Childhood 3, no. 1 (January 1, 2013): 72–85. http://dx.doi.org/10.2304/gsch.2013.3.1.72.

Full text

Abstract:

Many children grow up in contemporary Malaysia with an array of new media. These include television, video games, mobile phones, computers, Internet, tablets, iPads and iPods. In using these new media technologies, children are able to produce texts and images that shape their childhood experiences and their views of the world. This article presents some selected findings and snapshots of the media lifeworlds of children aged 10 in Malaysia. This article is concerned with media literacy and puts a focus on the use, forms of engagement and ways that children are able to make sense of media technologies in their lives. The study reveals that children participate in many different media activities in their homes. However, the multimodal competencies, user experiences and meaning-making actions that the children construct are not engaged with in productive ways in their schooling literacies. It is argued that media literacy should be more widely acknowledged within home and school settings.

APA, Harvard, Vancouver, ISO, and other styles

19

Kurischko, Cornelia, and James R. Broach. "Phosphorylation and nuclear transit modulate the balance between normal function and terminal aggregation of the yeast RNA-binding protein Ssd1." Molecular Biology of the Cell 28, no. 22 (November 2017): 3057–69. http://dx.doi.org/10.1091/mbc.e17-02-0100.

Full text

Abstract:

Yeast Ssd1 is an RNA-binding protein that shuttles between the nucleus and cytoplasm. Ssd1 interacts with its target mRNAs initially during transcription by binding through its N-terminal prion-like domain (PLD) to the C-terminal domain of RNA polymerase II. Ssd1 subsequently targets mRNAs acquired in the nucleus either to daughter cells for translation or to stress granules (SGs) and P-bodies (PBs) for mRNA storage or decay. Here we show that PB components assist in the nuclear export of Ssd1and subsequent targeting of Ssd1 to PB sites in the cytoplasm. In the absence of import into the nucleus, Ssd1 fails to associate with PBs in the cytoplasm but rather is targeted to cytosolic insoluble protein deposits (IPODs). The association of Ssd1 either with IPOD sites or with PB/SG requires the PLD, whose activity is differentially regulated by the Ndr/LATS family kinase, Cbk1: phosphorylation suppresses PB/SG association but enhances IPOD formation. This regulation likely accrues from a phosphorylation-sensitive nuclear localization sequence located in the PLD. The results presented here may inform our understanding of aggregate formation by RBP in certain neurological diseases.

APA, Harvard, Vancouver, ISO, and other styles

20

Tallent, Ed. "iPods in the Sauna or Kids These Days…." Internet Reference Services Quarterly 16, no. 3 (July 2011): 83–89. http://dx.doi.org/10.1080/10875301.2011.602602.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Brooks, Michael. "Zeros to heroes: Thank useless numbers for iPods." New Scientist 207, no. 2777 (September 2010): 36–37. http://dx.doi.org/10.1016/s0262-4079(10)62214-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Lacina, Jan. "Technology in the Classroom: Learning English with iPods." Childhood Education 84, no. 4 (June 2008): 247–49. http://dx.doi.org/10.1080/00094056.2008.10523019.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Bagola, Katrin, and Thomas Sommer. "Protein Quality Control: On IPODs and Other JUNQ." Current Biology 18, no. 21 (November 2008): R1019—R1021. http://dx.doi.org/10.1016/j.cub.2008.09.036.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Kagohara, Debora M., Larah van der Meer, Sathiyaprakash Ramdoss, Mark F. O’Reilly, Giulio E. Lancioni, Tonya N. Davis, Mandy Rispoli, et al. "Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review." Research in Developmental Disabilities 34, no. 1 (January 2013): 147–56. http://dx.doi.org/10.1016/j.ridd.2012.07.027.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Heffernan, Eric J., Peter L. Munk, and Luck J. Louis. "Thunderstorms and iPods — Two Reports of the Same Case." New England Journal of Medicine 357, no. 7 (August 16, 2007): 723. http://dx.doi.org/10.1056/nejmc072138.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Boeglin-Quintana, Brenda, and Loretta Donovan. "Storytime Using iPods: Using Technology to Reach all Learners." TechTrends 57, no. 6 (October 18, 2013): 49–56. http://dx.doi.org/10.1007/s11528-013-0701-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Ok, Min Wook, and Woori Kim. "Use of iPads and iPods for Academic Performance and Engagement of PreK–12 Students with Disabilities: A Research Synthesis." Exceptionality 25, no. 1 (September 27, 2016): 54–75. http://dx.doi.org/10.1080/09362835.2016.1196446.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Pacífico, Marsiel, and Luiz Roberto Gomes. "O espetáculo de si: uma proposição sobre a atualidade da sociedade do espetáculo." Comunicações 26, no. 1 (April 25, 2019): 165. http://dx.doi.org/10.15600/2238-121x/comunicacoes.v26n1p165-179.

Full text

Abstract:

Na compreensão das novas formas de dominação do capitalismo Guy Debord, na obra A sociedade do espetáculo (1967), apresenta um segundo momento do capital fundado sobre o espetáculo que, enquanto sofisticação do fetiche da mercadoria, se consolida como fundamento da vida social. Todavia, a dinâmica viva do sistema e a proliferação da imagem na sociedade contemporânea majoritariamente audiovisual, como demonstra Christoph Türcke em sua obra Sociedade excitada (2010), dão novos contornos a este conceito. O mundo hoje se encontra amplamente munido de aparatos que dominam a vida do sujeito em todas as instâncias, como os aparelhos televisores, celulares, iphones, ipads e ipods, além do computador; que os conecta ininterruptamente a grande rede que tudo e a todos comunica. A produção do espetáculo não mais se encerra na mercadoria, mas é um novo éthos comunicacional, intrínseco, que age como substituto da narrativa; é em última instância a forma existencial latente do mundo virtual, expressada por Türcke na máxima “quem não emite, não é”. É neste cenário, no qual a imagetização da vida ganhou proporções inimagináveis, que acreditamos encontrar o cerne de um possível terceiro momento do capital: o espetáculo de si.

APA, Harvard, Vancouver, ISO, and other styles

29

Kannan, M., and S. Meenakshi. "A Critical Overview of the Implementation of Language-Immersion Through the Use of Mobile Apps." Theory and Practice in Language Studies 13, no. 1 (December 31, 2022): 186–91. http://dx.doi.org/10.17507/tpls.1301.21.

Full text

Abstract:

The use of m-learning, also known as mobile learning, allows the new generation of people to have better communication and activities regardless of location and time. The purpose of this research is to understand more about how students learn English using their mobile devices. Mobile technologies are increasingly being used in language teaching and learning. MALL (Mobile Assisted Language Learning) allows anybody to study regardless of their location, job, studies, and time constraints. In mobile learning, smartphones, iPods, tablets, computers, and iPads are utilised to facilitate language acquisition. There are various applications available for persons studying English as a second language. This research looks at how mobile apps are classified for elementary, secondary, and tertiary learners. This research focuses on the implementation, analysis, and assessment of language learning mobile apps. The concept, technique, theoretical, and pedagogical characteristics that drive modern mobile applications are also discussed in this article. Because these applications are designed to help learners improve their language abilities, the focus should be on learning the four important language skills of listening, speaking, reading, and writing using mobile technology. It also reveals that apps are more effective at teaching listening and speaking skills than traditional learning techniques.

APA, Harvard, Vancouver, ISO, and other styles

30

Allmang, Nancy. "Audiobooks on iPods: Building a program for a research library." College & Research Libraries News 70, no. 3 (March 1, 2009): 173–76. http://dx.doi.org/10.5860/crln.70.3.8150.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Ch'ien, Evelyn Nien-Ming. "English is getting weirder, and so R wee." English Today 24, no. 2 (June 2008): 50–55. http://dx.doi.org/10.1017/s0266078408000205.

Full text

Abstract:

ABSTRACTAn exploration of how technology is making English – and the human race – evolve. In The Dead Emcee Scrolls, poet and rap artist Saul Williams describes how his writing was transformed by a dance club experience in which the club's beats reset his biorhythms. He writes, Hail Mary. Mother of God. / Got the whole host of angels in my iPod (Williams, 2006:16). Then, later, Neck back jump kiss BREAK. / Uprock freeze pop lock BREAK. / Don't stop don't stop snap BREAK (30). These lines illustrate a growing use of urban hip-hop vernacular that has been distributed with alarming efficiency by the global music trend, through downloadable music and ipods. Music and its beats have created a rhythm to which this iGeneration dialogues, both internally and externally. Technology has given way to a continuum for emotional highs that can be sustained at any place and time. The technological revolution influences the way we socialize, collaborate and exchange acoustic information. Our changing and globalized subjectivities, as well as increasingly powerful acoustic technology, have exerted changes on the English language, making visible a significant revolution in the shaping of language within an increasingly mobile and technological world.

APA, Harvard, Vancouver, ISO, and other styles

32

Abugohar, Mohammed Abdulgalil, Kamariah Yunus, Ghaleb Rabab'ah, and Tarig Awad Eltahir Ahmed. "Integrating Cloud World Synergy in ELT to Adults: Perspectives of Handheld Technologies." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 10 (September 25, 2019): 150. http://dx.doi.org/10.3991/ijim.v13i10.10783.

Full text

Abstract:

<p>The outcomes of modern technology have turned real-world interaction into a virtual community, then into a cloud one. These giant leaps aided by the excitement created by the possibilities inherent in learning through handheld technologies made using mobile devices in English language teaching (ELT) indispensable. This paper is aimed to deeply overview available handheld technologies and their features that can enable teachers in their mission. It investigates the synergy of a group of mobile devices of smartphones, tablets, iPods, iPads, E-readers, and classroom response systems, among others. These devices have been effective in everyday activities, and are expected to enrich ELT, especially in communities where there is a lack of community of practice (CoP) on the target language. To this aim, this paper was cored around reviewing the potential handheld technologies have in language classrooms. The main data were obtained from the rich body of literature, shedding more light on their properties in creating interactive communication in and out of classrooms. The findings revealed that handheld technologies can be successfully integrated into English language teaching and learning. Pedagogically, teachers are encouraged to exploit mobile devices into their classroom practices after closely testing their specifications, and scanning their advantages and shortcomings.</p>

APA, Harvard, Vancouver, ISO, and other styles

33

Rioseco, Marcelo. "Latin America Also Has iPods: The Nonfiction Books of Alberto Fuguet." World Literature Today 84, no. 4 (2010): 15–18. http://dx.doi.org/10.1353/wlt.2010.0159.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Ehret, Christian, and Ty Hollett. "(Re)placing School: Middle School Students' Countermobilities While Composing With iPods." Journal of Adolescent & Adult Literacy 57, no. 2 (September 23, 2013): 110–19. http://dx.doi.org/10.1002/jaal.224.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Richardson, Peter, Steven Dellaportas, Luckmika Perera, and Ben Richardson. "Students’ perceptions on using iPods in accounting education: a mobile‐learning experience." Asian Review of Accounting 21, no. 1 (May 10, 2013): 4–26. http://dx.doi.org/10.1108/13217341311316922.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Campbell, Chris. "Pedagogies afforded by new technologies: The introduction of iPods in one secondary school." International Journal of Pedagogies and Learning 8, no. 3 (December 2013): 169–78. http://dx.doi.org/10.5172/ijpl.2013.8.3.169.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Moore, Marat. "Hispanics May Face Higher Risk for Hearing Loss from iPods, Other MP3 Players." ASHA Leader 11, no. 17 (December 2006): 3–17. http://dx.doi.org/10.1044/leader.an1.11172006.3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Lowman, J. Joneen, and Emily V. Dressler. "Effects of Explicit Vocabulary Videos Delivered Through iPods on Students With Language Impairments." Journal of Special Education Technology 31, no. 4 (November 6, 2016): 195–206. http://dx.doi.org/10.1177/0162643416673914.

Full text

Abstract:

Poor word learning is a hallmark characteristic of students with specific language impairment (SLI). Explicit vocabulary instruction has shown to positively improve word learning in this population. Mobile technology has many advantages making it conducive for addressing the word learning needs of students with SLI. The current study utilized a within-subjects design to investigate the effects of reading paired with explicit instruction delivered through videos viewed on an iPod to reading alone (i.e., traditional) on the novel word learning of fifth- and sixth-grade students with SLI. The order of exposure to the two conditions was counterbalanced across students. The video condition consisted of the students watching a 15-min video twice in 1 week that taught three words critical to comprehending fictional text. A new video was watched each week for 4 weeks. No explicit instruction was provided under the traditional condition. Results show that students learned more words at the expressive and receptive levels under the video condition than under the traditional condition regardless of order of conditions. Specifically, students learned approximately two novel words after viewing vocabulary videos for 30 min in a single week compared to no words under the traditional condition on four of the five measures.

APA, Harvard, Vancouver, ISO, and other styles

39

Kellems, Ryan O., and Mary E. Morningstar. "Using Video Modeling Delivered Through iPods to Teach Vocational Tasks to Young Adults With Autism Spectrum Disorders." Career Development and Transition for Exceptional Individuals 35, no. 3 (January 2012): 155–67. http://dx.doi.org/10.1177/2165143412443082.

Full text

Abstract:

The purpose of this study was to evaluate the effectiveness of using video modeling delivered through a portable media player (Apple video iPod) as a means of teaching job-related tasks to four young adults with autism spectrum disorders. The videos were enhanced by adding written instructions. Results indicated that using the iPod was associated with immediate and substantial gains in the percentage of steps completed correctly. All of the participants demonstrated maintenance of the acquired tasks. In addition, all four of the young adults were able to use the video iPod independently. Social validity data indicated that using an iPod was a socially acceptable and appropriate way to deliver a video modeling intervention in some community employment settings

APA, Harvard, Vancouver, ISO, and other styles

40

Ohannessian, Christine McCauley, Michelle Boyd, and Steven Kirsh. "Media and Youth Development: An Overview of Issues, Theory, and Research." Journal of Youth Development 9, no. 1 (March 1, 2014): 6–13. http://dx.doi.org/10.5195/jyd.2014.68.

Full text

Abstract:

The homes of today’s youth are filled with a variety of media options, ranging from televisions (71%) and video game consoles (50%) in their bedrooms to portable handheld devices (e.g., iPods/mp3 players, 76%) and cell phones (71%) that can accompany youth wherever they go. Of course, youth also have access to centralized media found in homes, such as televisions (99% of homes) and computers with and without Internet access (93% and 84% of homes, respectively). Not surprisingly, youth consume media for about 7.5 hours per day, much of which involves using more than one media at the same time (i.e., multitasking), with adolescents consuming significantly more media than children (Lenhart, 2012; Rideout, Foehr, & Roberts, 2010).

APA, Harvard, Vancouver, ISO, and other styles

41

Yang, Jin. "Faculty Adopters of Podcasting." International Journal of Information and Communication Technology Education 6, no. 4 (October 2010): 74–88. http://dx.doi.org/10.4018/jicte.2010100107.

Full text

Abstract:

Educators have started incorporating iPods for academic purposes and a growing interest exists in using podcasting as an educational tool. However, it remains uncertain whether podcasting will hit the critical mass and become an indispensable teaching tool for the classroom. In this regard, it is critical to evaluate the adoption experience of the faculty and identify the benefits and challenges encountered in the process. This paper derives its theoretical framework from two threads, the original model of the diffusion of innovation and the modified model in the organizational setting, which will help explore the phenomenon of podcast use at universities. This paper examines factors that might have a significant role in the faculty’s experiential use of podcasting.

APA, Harvard, Vancouver, ISO, and other styles

42

BLAKELY, BARBARA J. "iPods, Viagra, and the Praiseworthy Life: Epideictic Rhetoric in Technology and Medical Print Advertising." Journal of Popular Culture 44, no. 4 (August 2011): 684–703. http://dx.doi.org/10.1111/j.1540-5931.2011.00857.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Ferguson, Douglas A., Clark F. Greer, and Michael E. Reardon. "Uses and Gratifications of MP3 Players by College Students: Are iPods More Popular than Radio?" Journal of Radio Studies 14, no. 2 (November 2007): 102–21. http://dx.doi.org/10.1080/10955040701583197.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Randolph, Kathleen M., Mary Lou Duffy, Michael P. Brady, Cynthia L. Wilson, and Mary Catherine Scheeler. "The Impact of iCoaching on Teacher-Delivered Opportunities to Respond." Journal of Special Education Technology 35, no. 1 (March 13, 2019): 15–25. http://dx.doi.org/10.1177/0162643419836414.

Full text

Abstract:

Coaching in the school setting typically follows the traditional format of preconference, observe, and postconference, where feedback on teaching performance is shared but often delayed. Professional development (PD) provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the connection between PD and student performance, and iCoaching can help to bridge the gap. In this study, four teachers participated in a focused PD session and subsequent iCoaching sessions where the researcher used iPods and Bluetooth earbuds as a bug-in-ear (BIE) device. A coach served as a live, remote observer providing coaching prompts to increase teacher-delivered opportunities to respond (OTR). The results indicated that iCoaching was effective in increasing teacher-delivered OTR and in increasing student responses and academic performance.

APA, Harvard, Vancouver, ISO, and other styles

45

Lin, Tsai-Yin, Jerry Yu, and Chia-Yi Lin. "IPO’s Long-Run Performance: Hot Market versus Earnings Management." Journal of Risk and Financial Management 14, no. 3 (March 20, 2021): 132. http://dx.doi.org/10.3390/jrfm14030132.

Full text

Abstract:

One of the IPO-related anomalies that have been well-discussed in the finance literature is the IPO’s long-running underperformance. Two of the major explanations of that phenomenon are: “Hot market” and earnings management. This study investigates the relative importance of these two explanations to the IPO’s long-run underperformance. Our results show that although both hot market and earnings management play a role in explaining IPO’s long-run performance in their own rights, earnings management no longer exhibits significant explanatory power when the IPOs are issued in the cold market. While the IPOs that are issued in the hot market still tend to underperform in the long run even if the firms do not engage in earnings management. Our findings are consistent with the literature related to the information asymmetry in IPO market. And, because the information asymmetry is more severe in hot market condition, IPOs issued in hot market tend to exhibit poorer returns than those issued in cold market.

APA, Harvard, Vancouver, ISO, and other styles

46

Leier, Vera. "A Podcast Project in the German Programme of the University of Canterbury, New Zealand." EuroCALL Review 19 (September 20, 2011): 21. http://dx.doi.org/10.4995/eurocall.2011.16267.

Full text

Abstract:

<p>This study aims to contribute to the research into the design of language podcasts. It describes the design of the podcasts used and analyses the results of a questionnaire and discusses podcast design for future language learning.</p><p>During one 12-week semester, podcasts were used in a German language intermediate class to improve student listening skills. New Zealand is a long way from a Germanspeaking country; besides being a good way to bring authentic L2 material into the classroom, we envisaged podcasts on student iPods would also be a good way to take language learning out of the classroom and integrate it into daily life. Podcasts might become part of a series of web tools, which support the teaching goal: improved learning outcomes by making the students part of a web community.</p>

APA, Harvard, Vancouver, ISO, and other styles

47

Foote, Jennifer A., and Kim McDonough. "Using shadowing with mobile technology to improve L2 pronunciation." Journal of Second Language Pronunciation 3, no. 1 (April 7, 2017): 34–56. http://dx.doi.org/10.1075/jslp.3.1.02foo.

Full text

Abstract:

Shadowing has been demonstrated to improve various aspects of second language learners’ pronunciation but few studies have investigated whether these changes impact untrained listeners’ perceptions. In the present study, sixteen participants used iPods to practice shadowing short dialogues for eight weeks. The participants practiced at least four times per week for a minimum of 10 minutes each time, and recorded themselves while shadowing. Two tasks (a shadowing task and an extemporaneous speaking task) were administered as pre-, mid-, and post-tests, and were rated by 22 speakers of English. The shadowing task was rated for learners’ ability to imitate a speech model and the extemporaneous speaking task was rated for comprehensibility, accentedness, and fluency. Interview data were also collected during the study to gauge participants’ opinions of the activities. Results indicated that the participants improved significantly on all speaking measures apart from accentedness and were largely positive about the activities.

APA, Harvard, Vancouver, ISO, and other styles

48

Hughes, Matthew L., and Dayna Touron. "FEEL YOUNGER, THINK YOUNGER? THE RELATIONSHIP BETWEEN MOMENTARY FLUCTUATIONS OF SUBJECTIVE AGE AND MIND-WANDERING." Innovation in Aging 3, Supplement_1 (November 2019): S51. http://dx.doi.org/10.1093/geroni/igz038.201.

Full text

Abstract:

Abstract Subjective age is susceptible to day-to-day influence from external factors (e.g., stress), but it is not known how it fluctuates throughout the day. Mind-wandering, when one’s concentration is not on the task at hand, can be induced in a laboratory, but less is known about older adults’ mind-wandering in everyday life. This pre-registered study used experience sampling to investigate the relationship between mind-wandering and subjective age. Participants ages 50 years and older carried iPods for 7 days. Participants received 8 daily probes asking questions about mind-wandering and subjective age. Subjective age was assessed using an unmarked sliding scale between 0 and 120 years. For the first time, we demonstrated subjective age fluctuation within each day, with an average coefficient of variation of 12.40 (range 9.73–47.56). Participants also reported mind wandering about 34% of the time. Multilevel modeling provides insight into the relationship between everyday fluctuations of subjective age and mind-wandering.

APA, Harvard, Vancouver, ISO, and other styles

49

Kellems, Ryan O., and Mary E. Morningstar. "Using Video Modeling Delivered Through iPods to Teach Vocational Tasks to Young Adults With Autism Spectrum Disorders." Career Development and Transition for Exceptional Individuals 35, no. 3 (November 30, 2012): 155–67. http://dx.doi.org/10.1177/0885728812443082.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Harris, Ben A. "iPods—a Surrogate Coach for Junior and Subelite Athletes: New Ideas Based on a Review of the Literature." Journal of Strength and Conditioning Research 24, no. 12 (December 2010): 3507–19. http://dx.doi.org/10.1519/jsc.0b013e3181e38055.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!