Letteratura scientifica selezionata sul tema "ALPHADEV (Program)"
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Articoli di riviste sul tema "ALPHADEV (Program)"
Anselmo, Sandra. "An alphabet program". Day Care & Early Education 12, n. 4 (giugno 1985): 37–39. http://dx.doi.org/10.1007/bf01619855.
Testo completoCvetanović, Zorica, Ivana Stojkov e Ljiljana Kelemen-Milojević. "Koncepcija udžbenika za učenje latinice po programu nastave i učenja". Inovacije u nastavi 35, n. 1 (2022): 63–74. http://dx.doi.org/10.5937/inovacije2201063c.
Testo completoCvetanović, Zorica, Ivana Stojkov e Ljiljana Kelemen-Milojević. "Koncepcija udžbenika za učenje latinice po programu nastave i učenja". Inovacije u nastavi 35, n. 1 (2022): 63–74. http://dx.doi.org/10.5937/inovacije2201063c.
Testo completoHelmi, Helmi, e Mega Febriani Sya. "IMPLEMENTASI PENDIDIKAN TERPADU DAN PROGRAM TEPAT GUNA DALAM UPAYA PEMBERDAYAAN MASYARAKAT". QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT 4, n. 1 (17 aprile 2018): 6. http://dx.doi.org/10.30997/qh.v4i1.1185.
Testo completoPoggenpohl, Sharon, Richard L. Venezky, Eli Blevis, Andrew Cargile, Alon Friedman e Jay Melican. "The Alphabet Highway". Information Design Journal 8, n. 3 (1 gennaio 1996): 267–78. http://dx.doi.org/10.1075/idj.8.3.08pog.
Testo completoToffano, Zeno, e François Dubois. "Adapting Logic to Physics: The Quantum-Like Eigenlogic Program". Entropy 22, n. 2 (24 gennaio 2020): 139. http://dx.doi.org/10.3390/e22020139.
Testo completoBraun, Almut. "IPAtranscriptor: A Python program for narrow phonetic transcription for blind and sighted linguists". Journal of the International Phonetic Association 50, n. 2 (28 settembre 2018): 193–98. http://dx.doi.org/10.1017/s0025100318000233.
Testo completoChockler, Hana, Pascal Kesseli, Daniel Kroening e Ofer Strichman. "Learning the Language of Software Errors". Journal of Artificial Intelligence Research 67 (23 aprile 2020): 881–903. http://dx.doi.org/10.1613/jair.1.11798.
Testo completoAslan, Erdal, e Oguz Serin. "Transformation in Primary School Sciences Education in the Transition Process from the Empire to the Republic: Science Education in 1924 Primary School Curriculum". Cypriot Journal of Educational Sciences 15, n. 3 (29 giugno 2020): 587–603. http://dx.doi.org/10.18844/cjes.v15i3.4601.
Testo completoIskandar, Dadang Mulyana, Mesra Betty Yel e Aldi Sitohang. "Detection of The Deaf Signal Language Using The Single Shot Detection (SSD) Method". Journal of Applied Engineering and Technological Science (JAETS) 4, n. 1 (3 ottobre 2022): 215–22. http://dx.doi.org/10.37385/jaets.v4i1.966.
Testo completoTesi sul tema "ALPHADEV (Program)"
Bednarsky, Dushan. "The spiritual alphabet, St. Dymytrii, metropolitan of Rostov's rhetorical program for inward knowledge". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0026/NQ34734.pdf.
Testo completoStiehl, Walter Daniel 1980. "Sensitive skins and somatic processing for affective and sociable robots based upon a somatic alphabet approach". Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/35522.
Testo completoIncludes bibliographical references (p. 244-251).
The sense of touch is one of the most important senses of the human body. This thesis describes the biologically inspired design of "sensitive skins" for two different robotic platforms: Leonardo, a high degree-of-freedom, sociable robot and the Huggable, a portable therapeutic robotic companion for relational, affective touch. The first step in the design of the "sensitive skin" for Leonardo: a set of hands featuring 40 force-sensing resistors (FSRs) and embedded processing was created. Somatosensory inspired algorithms for calculating the location, direction of motion, and orientation with a set of these sensors forms the first stage in the design of a "Virtual Somatosensory Cortex." A multi-modal (temperature, electric field sensors, and Quantum Tunneling Composite (QTC) based force sensors) three dimensional sensor array was created as the first step in the design of the "sensitive skin" for the Huggable. A soft silicone skin was placed over this array. Preliminary results using neural networks show that the affective content of touch can be determined. This work was sponsored in part by the NSF Center for Bits and Atoms Contract No.CCR-0122419, a Microsoft iCampus grant, and the MIT Media Lab Things That Think and Digital Life Consortia.
by Walter Dan Stiehl.
S.M.
Carvalho, Dariel de. "Programa de ensino informatizado e individualizado do alfabeto digital por equivalência de estímulos". Universidade Federal de São Carlos, 2005. https://repositorio.ufscar.br/handle/ufscar/2948.
Testo completoABSTRACT This study had as objective, develops, implements and evaluates an informatized and individualized teaching program to qualify deaf students in the application of digital alphabet. For that, two studies were conducted with 12 deaf children, with ages between seven and twelve years that were studying in an institution of support to deaf people in a city in São Paulo state. In Study 1 was evaluated the skills related to digital alphabet through selection tasks and construction tasks. The stimulus was pictures and words represented in digital alphabet or in Arabic alphabet. The results showed many individual variations, with some students presenting some degree of coherence in all the evaluated relations, while others presented low percentages of coherence and just for some of the relations; however, most of them presented difficulties in the task to name a picture (composing name, selecting letter to letter, in the correct sequence, in any of the alphabets). The 12 participants were then exposed to the Study 2 that consisted of application and evaluation of a teaching program. The teaching tasks consisted of selecting a word of the digital alphabet when the picture was the model, select and sequence letters of the digital alphabet to construct a word like the one in the model and select a word in Arabic alphabet, when the word in the digital alphabet was the model. The others relations were potentially emergent, according to the predictions of the equivalence paradigm and were simply tested. It as used two subject delineating as its own control to evaluate the efficiency of the program, one of pre and post test and one of multiple base line in words. There were five teaching steps in the program; in each step three words were taught (two other words, composed by syllable recombination of the teaching words were just evaluated, for generalization). It was also evaluated an execution task in which in front of the model (picture, pressed word in digital alphabet or pressed word in the Arabic alphabet) the participant was supposed to express the gesture movement of the digital alphabet (spelling). Nine of the twelve participants concluded the program and presented better performances in the post-test comparing to the pre-test. The teaching fortified relations that was still not well established and favored the establishing of some skills that were not presented in the background before the beginning of the program. The data of multiple base line showed the changes in naming the pictures (in any of the alphabets) just after the teaching of a relation between picture and the pressed word related and this happened in a systematic way, for the 15 words, for most of the participants. This delineation also showed maintenance of the acquired background, for most of the words and most of the participants that concluded the program. The discussion focused the importance of the teaching and the potential benefits of the domain of the skills evolved in the use of digital alphabet by the deaf students.
Este estudo teve como objetivo desenvolver, implementar e avaliar um programa de ensino informatizado e individualizado para habilitar surdos no emprego do alfabeto digital. Para isto, foram conduzidos dois estudos com 12 crianças surdas, com idades entre sete e 12 anos, que freqüentavam uma instituição de apoio ao surdo, em uma cidade no interior de São Paulo. No Estudo 1 foram avaliadas as habilidades relativas ao alfabeto digital, por meio de tarefas de seleção e tarefas de construção. Os estímulos eram figuras e palavras representadas em alfabeto digital ou em alfabeto arábico. Os resultados mostraram muitas variações individuais, com alunos apresentando um certo grau de acertos em todas as relações avaliadas, enquanto outros apresentando porcentagens baixas de acertos, e apenas para algumas das relações; porém, a maioria apresentou dificuldades na tarefa de nomear uma figura (compor o nome, selecionando letra a letra, na seqüência correta, em qualquer um dos alfabetos). Os 12 participantes foram então expostos ao Estudo 2 que consistiu na aplicação e avaliação de um programa de ensino. As tarefas de ensino consistiram em selecionar uma palavra em alfabeto digital quando a figura era o modelo, selecionar e seqüenciar letras do alfabeto digital para construir uma palavra igual ao modelo e selecionar uma palavra em alfabeto arábico, quando a palavra em alfabeto digital era o modelo. As demais relações eram potencialmente emergentes, de acordo com as predições do paradigma de equivalência e foram apenas testadas. Foram usados dois delineamentos de sujeito como seu próprio controle para a avaliação da eficácia do programa: um de pré- e pós-teste e um de linha de base múltipla entre palavras. O programa tinha cinco passos de ensino; em cada passo eram ensinadas três palavras (duas outras palavras, compostas por recombinações de sílabas das palavras ensinadas, eram apenas avaliadas, para medida de generalização). Foi avaliada também uma tarefa de execução na qual, diante do modelo (figura, palavra impressa em alfabeto digital ou palavra impressa em alfabeto arábico), o participante deveria executar o movimento gestual do alfabeto digital (soletração). Nove dos 12 participantes concluíram o programa e apresentaram melhores desempenhos no pós-teste, em comparação com o pré-teste. O ensino fortaleceu relações que ainda não estavam bem estabelecidas e favoreceu o estabelecimento de algumas habilidades que não estavam presentes no repertório antes do início do programa. As medidas de linha de base múltipla demonstraram as mudanças na nomeação de figuras (com qualquer um dos alfabetos) ocorreram somente após o ensino de uma relação entre a figura e a palavra impressa correspondente, e isso aconteceu de forma sistemática, para as 15 palavras, para a maioria dos participantes. Esse delineamento também demonstrou manutenção do repertório adquirido, para a maioria das palavras e dos participantes que concluíram o programa. A discussão focaliza a importância da análise dos repertórios que se pretendia ensinar para sustentar a programação de ensino e os benefícios potenciais do domínio das habilidades envolvidas no uso do alfabeto digital por parte de alunos surdos.
Cordeiro, Maria Angélica dos Reis. "FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES: um repensar sobre os saberes pedagógicos". Universidade Federal do Maranhão, 2009. http://tedebc.ufma.br:8080/jspui/handle/tede/159.
Testo completoÉtude sur la formation continuelle des professeurs spécialistes à l´enseignement de l´alphabet. On rendre en évidence le rôle des politiques propres à cette formation, au Brésil, depuis les dernières décades. On débattre la fonction de l´éducation, de l´école et de l´enseignant dans l´actuel moment, en réflechissant sur l´ensemble de conaissances qui soutiennent la théorie et la practique pédagogiques qui sont constamment élaborées par ces professeurs lá, dans leurs formation continuelle. Allors, on vérifie quelles sont, actuellement, les orientations de la Secretaria Municipal de Educação SEMED, à São Luís, sur cette politique adressée a ces professeurs spécialisés à l´enseignement de l´alphabet. Le point central de cet étude c´est l´avis des sujets qui font partie de la recherche. Pour comprendre l´object d´étude, on emploie la théorie historique-culturelle. Pour la recherche empirique, on utilise l´entretien et l ´analyse de documentation, selon l´abordage qualitative. Les sujets de la recherche sont: la gestionnaire, la surveillante pédagogique et sept professeurs de l´Unidade de Educação Básica Primavera, à São Luís, et, aussi, la coordinatrice du programa de formation continuelle des enseignants spécialisés à l´alphabet, de la SEMED. On étude les principes et les directrices définis et adoptés par le Ministério de Educação MEC lequels dirigent la politique de formation continuelle. On remarque la base du programme de cette formation; la structure en cicles et d´autres formations; on signale, aussi, les difficultés présentes dans le processus d´accomplissement de cette politique.
Estudo sobre a formação continuada dos professores alfabetizadores. Evidenciam-se políticas públicas voltadas para esta modalidade de formação no Brasil, nas últimas décadas. Discute-se o papel da educação, da escola e do professor no contexto atual, refletindo sobre os saberes necessários que dão sustentação teórico-prática ao fazer pedagógico, os quais são constantemente elaborados na prática da formação continuada. Verificam-se, então, as atuais orientações da Secretaria Municipal de Educação - SEMED de São Luís sobre esta política voltada para os professores alfabetizadores. O foco central do estudo é a visão dos sujeitos envolvidos na pesquisa. Para compreender o objeto de estudo emprega-se a teoria histórico-cultural. Para coleta de dados, utiliza-se a entrevista e a análise documental, segundo a abordagem qualitativa. Os sujeitos da pesquisa são a gestora, a supervisora pedagógica e sete professoras do 1º ciclo da Unidade de Educação Básica Primavera, em São Luís, além da coordenadora do programa de formação continuada de professores da SEMED. Estudam-se os princípios e diretrizes definidos e adotados pelo Ministério de Educação que orientam a implementação da formação continuada. Destacam-se a base do programa dessa formação; a estruturação curricular em ciclos e outras formações; apontam-se dificuldades no processo de implementação da política de formação continuada.
LIU, CHIEN-YU, e 劉芊妤. "The Use of Scaffolding Strategies in English Alphabet Remedial Program". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/84200227111553688222.
Testo completo國立臺北教育大學
兒童英語教育學系碩士班
104
This study aims to investigate the effects of scaffolding strategies used in English alphabet remedial program on students’ English learning achievement and changes in alphabet listening discrimination and writing. The study adopted Single Subject Research Design. 4 second graders were selected and tested using three kinds of English alphabet tests, namely: English Alphabet Diagnostic Test, English Alphabet Achievement Test and Weekly English Alphabet Tests. Participants were tested by the three tests to estimate their English alphabet listening and writing ability. The data were analyzed by using visual analysis. The results indicated that some participating students could not master the letters of m, n, h, b, d, p and q for alphabet listening discrimination. However, they still made progress in recognizing upper case letters and lower case letters, like w, x, s, f, l and t. They could also remember the shapes of almost all the letters. Although they could not successfully write some letters, like Jj, Ss, q, Mm and Nn, their learning achievement in alphabet writing has greatly enhanced. Students’ problems of alphabet writing have been improved. For instance, they wrote letters into position; they wrote letters in the right way; and they made letters stay in proportion when writing. Teacher’s use of scaffolding strategies made students be responsible for their learning and be more active in learning. Based on the results, the suggestions for English alphabet remedial program and further study were proposed.
LIN, YI-JING, e 林怡靜. "Assisting Elementary EFL Students’ Alphabet and Phonics Learning in a Remedial Program". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/84647835031231899325.
Testo completo南臺科技大學
應用英語系
104
This study aims to explore the impact of elementary school EFL remedial instruction which applies the ARCS motivation model and Computer Assisted Language Learning (CALL) on elementary students’ alphabet and phonics learning. The purpose of this study is to understand (1) to what extent the instructional strategies adopted by the teacher are effective in assisting the EFL learners’ alphabet and phonics learning, (2) how the motivational strategies adopted by the teacher change the learners’ English learning motivation, and (3) the learners’ perceptions of the English remedial instruction. The remedial program took place in an elementary school in Tainan and was implemented within three weeks during the summer vacation, containing three periods of 40-minute classes five days a week. Five participants, turning from fourth graders to fifth graders, were recruited owing to their English underachievement in the fourth grade year. The researcher selected five basic phonics rules from the MOE 300 words and compiled a word list as target words for the learners. In this study, the researcher collected qualitative data such as field notes, observation notes, reflective journal, self-evaluation form, background survey, and interview to gain in-depth understanding of the program. In addition, pre- and post- tests, questionnaire, and an English learning motivation scale were administered and the quantitative results were analyzed and described. The results of the study showed that the participants’ alphabet and phonics learning was improved after the remedial instruction; the motivational strategies were helpful in enhancing participants’ English learning motivation; the participants’ perceptions toward the remedial program were positive for the most part. Moreover, implications for English remedial instruction to low-achievers and suggestions for future research were also provided.
Yen, Meng-Yao, e 顏夢瑤. "Using Alphabet Books to Build Second-Grade Vocabulary in an After-School Program". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/71170326244275473194.
Testo completo臺北市立大學
英語教學系
103
The purpose of the study was to use alphabet books with young EFL learners to motivate them to read and write in order to learn more vocabulary words. The study targeted the second-grade students in Taiwan with different types of alphabet books to help them learn more vocabulary in meaningful contexts. There were 27 participants in the study, 14 in the experiment group and 13 in the comparison group. The experiment group received alphabet book instruction from March 31st, 2014 to June 12th, 2014. Three alphabet books, including Tomorrow’s Alphabet (1999), The Z Was Zapped (1987), and Dr. Seuss’s ABC (1996), were used. The three books are non-sequential because each alphabet is presented in a mini-story, and each mini-story can be read independently. The alphabet book readings were designed to facilitate the interactivity between the book and the readers. Besides alphabet book reading, the participants in the experiment group also created their personal dictionaries by drawing and writing the words they have learned. The result of the study showed that the experiment group outperformed in both word meaning and word recognition than the comparison group after an 11-week of alphabet book reading project. The participants were also satisfied with the alphabet books instruction, indicating that they liked the alphabet books, the teaching aid, and the way they learned the words. Base on the findings, this study also provide some pedagogical implications and research implications for the continued improvement of the alphabet book instruction.
張楷旭. "The Effect of Dual Coding Teaching Design on English Alphabet Learning of Students in Resource Program". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/38748310354654350441.
Testo completo國立彰化師範大學
特殊教育學系所
99
The purpose of this study was to explore the effects of English alphabet learning of students in resource program based on dual coding teaching design. A multiple probe design across behaviors was applied in this study. Students in resource program demonstrate good learning results during both intervention and post-intervention stages. The pithy formulas for memorizing English alphabets are strongly recommended. Students showed high interests in pithy formulas during intervention and tests. The more familiar students learned the pithy formulas, the better performances they would get.
HSIEH, HUI-MEI, e 謝慧美. "The Effects of Elaboration Teaching Program on Chinese Phonetic Alphabet Compound Vowel for Student with Mild Mental Retardation in Elementary School". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/35039507735006645983.
Testo completo國立花蓮教育大學
國民教育研究所
96
The purpose of this study was to investigate the learning effects of elaboration teaching program to teach Chinese phonetic alphabet compound vowel for student with mild mental retardation in elementary school. A case study of a second-grade student with mild mental retardation from the regular class at an elementary school in Ping-Tung County was taken. The experimental teaching design keeps on for 10 weeks, 2 classes per week. By means of this individual case study, analysis was made based on the qualitative information and quantitative information from tests to identify the learning effect of Chinese phonetic alphabet compound vowel during the learning course. The findings of the research were concluded as follows: 1. In this case the elaboration teaching program had achieved notable improvement of learning effects on the rate of correct recognition of Chinese phonetic alphabet compound vowel. 2. In this case the elaboration teaching program had obtained good effects on the recognition fluency of Chinese phonetic alphabet compound vowel. 3. In this case the comprehensive ability of Chinese phonetic alphabet is enhanced. Keywords: The elaboration teaching program Student with mild mental retardation Chinese phonetic alphabet compound vowel
Libri sul tema "ALPHADEV (Program)"
Books, Monday Morning, a cura di. Alphabet soup: Matching games for the alphabet. Inverness, Calif: Monday Morning Books, 2006.
Cerca il testo completoA is amazing: The ultimate alphabet resource book. Carthage, Ill: Fearon Teacher Aids, 1991.
Cerca il testo completoWarren, Jean. Alphabet theme-a-saurus: The great big book of alphabet teaching themes. Everett, WA: Warren Pub. House, 1991.
Cerca il testo completoDavis, Robin Works. An alphabet of authors. Fort Atkinson, Wis: Alleyside Press, 1996.
Cerca il testo completoS, Greenberg Bradley, Rampoldi Hnilo Lynn A e Mastro Dana, a cura di. The alphabet soup of television rating programs : (Y-G-PG-V-S-D-14-FV-MA-7-L). Cresskill, N.J: Hampton Press, 2001.
Cerca il testo completoDeveloping letter-sound connections: A strategy-oriented alphabet activities program for beginning readers & writers. West Nyack, N.Y: Center for Applied Research in Education, 1999.
Cerca il testo completoF, Rief Sandra, a cura di. Alphabet learning center activities kit. West Nyack, N.Y: Center for Applied Research in Education, 2000.
Cerca il testo completoJessa, Mieczysław. Generatory ciągów liter alfabetu skończonego. Poznań: Wydawn. Politechniki Poznańskiej, 2008.
Cerca il testo completoJessa, Mieczysław. Generatory ciągów liter alfabetu skończonego. Poznań: Wydawn. Politechniki Poznańskiej, 2008.
Cerca il testo completoHood, Susan. Sesame Street ABCs. [Italy]: Reader's Digest Young Families/Children's Television Workshop, 1997.
Cerca il testo completoCapitoli di libri sul tema "ALPHADEV (Program)"
Jeż, Artur, Anthony W. Lin, Oliver Markgraf e Philipp Rümmer. "Decision Procedures for Sequence Theories". In Computer Aided Verification, 18–40. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-37703-7_2.
Testo completoBérard, Béatrice, Benedikt Bollig, Mathieu Lehaut e Nathalie Sznajder. "Parameterized Synthesis for Fragments of First-Order Logic Over Data Words". In Lecture Notes in Computer Science, 97–118. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45231-5_6.
Testo completoBrodziak, Andrzej. "Hematologic Ideographic Alphabet and its Utilization for Personal Computer Program Supporting the Interpretation of Blood and Bone Marrow Microscopic Images". In Medical Informatics Europe 85, 638–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-93295-3_124.
Testo completoDixon, Alex, Ranko Lazić, Andrzej S. Murawski e Igor Walukiewicz. "Leafy automata for higher-order concurrency". In Lecture Notes in Computer Science, 184–204. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71995-1_10.
Testo completoWalsh, B. Timothy, Evelyn Attia e Deborah R. Glasofer. "Where Do People Get Eating Disorder Treatment?" In Eating Disorders. Oxford University Press, 2020. http://dx.doi.org/10.1093/wentk/9780190926595.003.0009.
Testo completoAntognazza, Maria Rosa. "2. Characteristica universalis , logical calculus, and mathematics". In Leibniz: A Very Short Introduction, 13–31. Oxford University Press, 2016. http://dx.doi.org/10.1093/actrade/9780198718642.003.0002.
Testo completoKaufmann, Mareile. "Conversion". In Making Information Matter, 69–86. Policy Press, 2023. http://dx.doi.org/10.1332/policypress/9781529233575.003.0006.
Testo completoWiener, Harvey S. "Introduction :Your Child Can Read Better With Your Help". In Any Child Can Read Better. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195102185.003.0005.
Testo completoAtti di convegni sul tema "ALPHADEV (Program)"
Payani, Ali, Afshin Abdi e Faramarz Fekri. "Memory-assisted compression of seismic data: Tackling a large alphabet-size problem by statistical methods". In SEG Technical Program Expanded Abstracts 2017. Society of Exploration Geophysicists, 2017. http://dx.doi.org/10.1190/segam2017-17750316.1.
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