Gotowa bibliografia na temat „Beginner witch”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Spis treści
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Beginner witch”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "Beginner witch"
1
Mahmudi, Ihwan, Shofiyyatun Nisa, Marheni Br Maha i Larasati Hasna. "Model Language Tests for the Writing Skill of the Beginner Level Based on CEFR (Common European Framework of Reference)". PALAPA 11, nr 2 (1.11.2023): 837–56. http://dx.doi.org/10.36088/palapa.v11i2.4016.
Pełny tekst źródłaStreszczenie:
The Common European Framework of Reference for Language (CEFR), is a method and tool for measuring a person's language skills by using tests according to special procedures for classifying beginner, intermediate, and advanced-level abilities. Therefore, this measurement tool is one of the researchers' goals: to provide examples of various language tests of beginner's writing skills that are classified according to the CEFR measures at levels A1 and A2. This research will analyze examples of writing skill tests for beginners based on the CEFR method. This research was carried out using a desk study design with reading and writing data sources related to language testing forms based on the CEFR method and scoring techniques using desk research methods. The results of this research indicate that the CEFR method is effective for measuring students' abilities and that the writing skill test models can be classified for beginners.
2
Ohrndorf, Sarah, Lydia Naumann, Jessica Grundey, Tanja Scheel, Alexander K. Scheel, Carola Werner i Marina Backhaus. "Is Musculoskeletal Ultrasonography an Operator-Dependent Method or a Fast and Reliably Teachable Diagnostic Tool? Interreader Agreements of Three Ultrasonographers with Different Training Levels". International Journal of Rheumatology 2010 (2010): 1–7. http://dx.doi.org/10.1155/2010/164518.
Pełny tekst źródłaStreszczenie:
Objectives. To assess interreader agreements and a learning curve between three (senior, junior, and beginner) different experienced musculoskeletal ultrasonographers. Senior served as the imaging “gold standard”.Methods. Clinically dominant joints (finger, shoulder, knee, tibiotalar, and talonavicular) of 15 rheumatoid arthritis (RA) patients were examined by three different experienced ultrasonographers (senior 10 years, junior 10 months, and beginner one month). Each patient's ultrasonographic findings were reported unaware of the other investigators' results. coefficients, percentage agreements, sensitivities, and specificities were calculated.Results. 120 joints of 15 RA patients were evaluated. Comparing junior's and beginner's results each to the senior's findings, the overall for all examined joints was 0.83 (93%) for junior and 0.43 (76%) for beginner. Regarding the different joints, junior's findings correlate very well with the senior's findings (finger joints: ; shoulder: ; knee: ; tibiotalar joint: ; talonavicular joint: ) while beginner's findings just showed fair to moderate agreements (finger joints: ; shoulder: ; knee: ; tibiotalar joint: ; talonavicular joint: ). In total, beginner's results clearly improved from (agreement of 67%) at baseline to (agreement of 89%) at the end of the evaluation period.Conclusions. Ultrasonographic evaluation of a ten-month-experienced investigator in comparison to a senior ultrasonographer was of substantial agreement. Agreements between a beginner and a highly experienced ultrasonographer were only fair at the beginning, but during the study including ultrasonographical sessions of 15 RA patients, the beginner clearly improved in musculoskeletal ultrasonography.
3
Chiba, A., T. Kudo, R. Ideguchi, M. Altay, S. Koga, T. Yonekura, A. Tsuneto i in. "Usefulness of an artificial neural network for a beginner to achieve similar interpretations to an expert when examining myocardial perfusion images". International Journal of Cardiovascular Imaging 37, nr 7 (11.03.2021): 2337–43. http://dx.doi.org/10.1007/s10554-021-02209-z.
Pełny tekst źródłaStreszczenie:
AbstractThis study examined whether using an artificial neural network (ANN) helps beginners in diagnostic cardiac imaging to achieve similar results to experts when interpreting stress myocardial perfusion imaging (MPI). One hundred and thirty-eight patients underwent stress MPI with Tc-labeled agents. An expert and a beginner interpreted stress/rest MPI with or without the ANN and the results were compared. The myocardium was divided into 5 regions (the apex; septum; anterior; lateral, and inferior regions), and the defect score of myocardial blood flow was evaluated from 0 to 4, and SSS, SRS, and SDS were calculated. The ANN effect, defined as the difference in each of these scores between with and without the ANN, was calculated to investigate the influence of ANN on the interpreters' performance. We classified 2 groups (insignificant perfusion group and significant perfusion group) and compared them. In the same way, classified 2 groups (insignificant ischemia group and significant ischemia group) and compared them. Besides, we classified 2 groups (normal vessels group and multi-vessels group) and compared them. The ANN effect was smaller for the expert than for the beginner. Besides, the ANN effect for insignificant perfusion group, insignificant ischemia group and multi-vessels group were smaller for the expert than for the beginner. On the other hand, the ANN effect for significant perfusion group, significant ischemia group and normal vessels group were no significant. When interpreting MPI, beginners may achieve similar results to experts by using an ANN. Thus, interpreting MPI with ANN may be useful for beginners. Furthermore, when beginners interpret insignificant perfusion group, insignificant ischemia group and multi-vessel group, beginners may achieve similar results to experts by using an ANN.
4
Zaheri, Rafe Mohammad, Mahdi Majlesi, Elaheh Azadian i Ali Fatahi. "KINEMATIC AND KINETIC EVALUATION OF JUMP-LANDING TASK IN VOLLEYBALL DEFENSE: IMPLICATIONS FOR ACL INJURY RISK ASSESSMENT". Kinesiologia Slovenica 28, nr 1 (26.05.2022): 141–55. http://dx.doi.org/10.52165/kinsi.28.1.141-155.
Pełny tekst źródłaStreszczenie:
The aim of this study was to evaluate the biomechanics of jumping and landing in defense between beginner and professional volleyball players. 10 professional volleyball players from Iranian leagues and 10 beginners with less than 2 years of training experience participated in this study. Selected kinetic and kinematic variables in jump and landing movement in 5 tasks of volleyball defense was analyzed. There were no significant differences between beginners and professional groups in different types of jumping and landing in the phase of preparation, jumping and landing in the variables of ground reaction force in different directions except the variable YP1 in the side stepping to the left (P = 0.029) and loading rate. The results also showed that the knee flexion angle at the moment of landing in all jumps was significantly higher in professional volleyball players than in the beginner group. The difference between the groups in maximum knee flexion in the landing phase was also significant in all jumps except the side stepping to the left (p <0.05) ). Professional volleyball players have a lower risk of ACL injury than beginner volleyball players. As a result, to reduce the risk of ACL injury in beginners, it is necessary to pay attention to landing exercises and focus on increasing the flexion angle.
5
Dewi, Putu Citra Permana, i Sukadiyanto Sukadiyanto. "PENGEMBANGAN TES KETERAMPILAN OLAHRAGA WOODBALL UNTUK PEMULA". Jurnal Keolahragaan 3, nr 2 (28.10.2015): 228–40. http://dx.doi.org/10.21831/jk.v3i2.6254.
Pełny tekst źródłaStreszczenie:
Penelitian ini bertujuan untuk mengembangkan: (1) tes keterampilan olahraga woodball untuk pemula yang valid, (2) mengembangkan tes keterampilan olahraga woodball untuk pemula yang reliabel, dan (3) norma penilaian tes keterampilan olahraga woodball untuk pemula. Penelitian dan pengembangan ini terdiri dari enam langkah kegiatan, yaitu: identifikasi kebutuhan, analisis pengembangan produk, menulis tujuan kinerja, mengembangkan instrumen penilaian, merancang dan mengevaluasi produk, serta merevisi produk. Uji coba penelitian dilakukan di Klub Woodball Buleleng, Bali dan Klub Woodball Jepara, Jawa Tengah berjumlah 37 atlet pemula. Validasi produk didapat dari uji validasi konstruk menggunakan inter-items correlations dan uji validitas kriterium dengan mengorelasikan data hasil tes keterampilan olahraga woodball untuk pemula dengan hasil permainan 12 fairway. Menguji reliabilitas produk menggunakan teknik test-retest. Penelitian ini menghasilkan tes keterampilan olahraga woodball untuk pemula yang: (1) valid dengan koefisien validitas sebesar 0,830; (2) reliabel dengan koefisien reliabilitas sebesar 0,905; dan (3) dilengkapi norma penilaian pengklasifikasian keterampilan atlet pemula. Kata Kunci: tes, keterampilan, woodball, pemula DEVELOPMENT OF WOODBALL SKILL TEST FOR BEGINNERS Abstract This study aims to develop: (1) a woodball skill test for beginners valid, (2) a woodball skill test for beginners reliabel, and (3) a woodball skill categorization for beginner athletes. This study was a research and development consisting of six steps, i.e: needs assessment, analysis of product development, writing performance strategy, developing assessment instruments, designing and evaluating instruction, and revising instruction. Research trials involved 37 beginner athletes from Woodball Club Buleleng, Bali and Woodball Club Jepara, Jawa Tengah. The validity coefficient of the test was obtained from construct validity with inter-item correlations and criterion-related validity by correlating the results of the test and the results of the game of 12 fairways. The reliability testing of the product scores used the test-retest method. The results of this study are the woodball skill test for beginners: (1)it is valid with the validity coefficient of 0.830, (2) it is reliable with the coefficient reliability of 0.905, (3) it is also accompanied with woodball skill categorization for beginner athletes. Key words: test, skill, woodball, beginner
6
Jeon, Young A. "Beginners’ introductory experience in qualitative research: Qualitative research as a way of life, from ‘doing’ to ‘becoming’". Korean Association for Qualitative Inquiry 9, nr 4 (31.12.2023): 119–46. http://dx.doi.org/10.30940/jqi.2023.9.4.119.
Pełny tekst źródłaStreszczenie:
The purpose of this study is to explore the beginner’s introductory qualitative research experience to understand the meaning of internal and external experiences experienced by researchers in the process of conducting qualitative research. In particular, I would like to explore what kind of experiences researchers form in relation to their identity as qualitative researchers in the process of conducting their research. For this purpose, a research puzzle called ‘What kind of experience did I form in the process of conducting qualitative research as a beginner of qualitative research and what is the meaning of the experience?’ was formed, and the researcher’s own qualitative research experience was analyzed according to the narrative inquiry method of Clandinin and Connelly (2000) and the meaning of the experience was formed. The meaning of the researcher’s introductory qualitative research experience, which was reconstructed and solved with five narrative topics, is as follows. First, “the point where I stopped, come back there,” second, “grope the way for lack of sight,” third, “I get lost in the ups and downs of fear, shame, and overwhelming emotions,” and fourth, “moving forward while making a path, fifth, still on the road: living as a qualitative researcher.” This study deals with my qualitative research experience as a beginner, and it may be meaningful to expand and share empirical understanding of the process of conducting qualitative research and the process of forming identity as a qualitative researcher to beginners who start qualitative research vividly in my own voice.
7
Haqqo, Nu'man Aji. "MODEL LATIHAN JATUHAN PADA ATLET JUDO UNTUK PEMULA". Journal Of Elementary School Education (JOuESE) 1, nr 2 (31.08.2021): 69–76. http://dx.doi.org/10.52657/jouese.v1i2.1518.
Pełny tekst źródłaStreszczenie:
Objectives of research and development Develop and implement the fall training model on Judo Athlete for Beginners, the results of the development of the fall training model on Judo Athlete for Beginners, In addition, research and development is conducted to obtain in-depth information about the development and implementation of the exercise model and know the effectiveness, Model created. This research and development uses Research Development (R D) development methods from Borg and Gall. Subjects in this research and development are reserved for Beginner judo athletes.The model effectiveness test uses a drop test instrument to collect data on Judo's fall ability. Analysis of research data using t test with significance level of 0.05. Data analysis obtained the average data value of 4 models of fall training on judo athletes for beginners is feasible and effective to improve the fall in the beginner athlete. In the significance test the difference from the data of 4 techniques that the difference from pre test and post rear fall test from stand (1) Test 0.00 0.05. (2) Front fall test from standing: 0.00 0.05 (3) Fall test falls forward: 0.01 0.05 (4) Left-left fall test:0.00 0.05 indicates that there is a significant difference between before and after the effect of treatment Model of fall training on judo athletes for beginners and can increase the fall of judo athletes.
8
Hariani, Nurul, Santi Juliana Silalahi i Widya Indah Rengganis. "Program Baca Tulis Qur’an Dasar Mahir Berbahasa Arab". Maslahah: Jurnal Pengabdian Masyarakat 1, nr 2 (4.10.2020): 129–51. http://dx.doi.org/10.56114/maslahah.v1i2.61.
Pełny tekst źródłaStreszczenie:
To be proficient in Arabic, surely we must do it on the basis to train and get used to it. As based on the introduction of the Separate Arabic Letters, the Hijaiyah Letters, which consist of 28-30 Letters. In updating Arabic language by recognizing Hijaiyah letters there must be special learning that must be achieved, for example Special learning to recognize Hijaiyah Letters begins with reading Beginner's Iqro Book, starting from Iqra '1 to 6. Furthermore, to be proficient in writing also basically is to recognize letters and get special learning. So to achieve this we can do beginner learning to be proficient in Arabic, starting from reading, translating and writing to that is by taking the class of Reading the Qur'an (BTQ). There we can make beginners, write, read, to translate it, and also recognize the Law of reading (Tajweed). Anyone To be proficient in Arabic and the writing must go through the basics first. Whether it's children to adults though.Keyword: Learning , Read The Qur’an, Arabic
9
Rizal, Ahmad, Hermawan Hermawan i Iman Sulaiman. "The Exercise Model of Shooting Skills for the Beginner Players Women's of Futsal". Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, nr 3 (4.08.2019): 472–80. http://dx.doi.org/10.33258/birle.v2i3.419.
Pełny tekst źródłaStreszczenie:
The aim of this study is to develop a shooting skill exercise model design for beginner players women's of futsal to obtain empirical data about the effectiveness of the results of shooting skill exercise models for beginner players women's of futsal. The method used in this study is the research and development method of Borg and Gall which consists of ten steps. The subject of this research is a beginner woman futsal player. The final results of this study are model manuals and shooting skills exercise video models for woman futsal players with a final model number of 27 models that have gone through expert evaluation, trial and revision, and effectiveness has been tested. The effectiveness of the application of shooting skills exercise models for woman futsal beginners uses the "t-test" technique. p data on the results of the pretest and posttest shooting skill training for beginner woman futsal players with a significance level of 0.05. The results of shooting skills training for woman futsal beginner players between pretest is 2.0645 with posttest of 2.9294 (at a significance level of 0.05), then it shows that the results of the increase in the post-test group are higher than the pre-test group. Thus it can be stated that, the shooting skill exercise model for beginner woman futsal players is effectively used to improve the results of shooting skills beginner woman futsal players. Thus it can be stated that, the shooting skill training model for beginner woman futsal players is effectively used to improve the results of shooting skills.
10
Ghayebi, Kobra, i Parisa Farrokh. "The Impact of Raising Awareness of the Speech Act On Speaking Ability across Gender and Proficiency Level". July/December 27, nr 2 (31.08.2020): 93–111. http://dx.doi.org/10.19183/ho2.27.2.556.
Pełny tekst źródłaStreszczenie:
The present study intended to investigate the possible effects of speech acts strategies on Iranian beginner and intermediate EFL learners’ speaking ability. The first step in conducting this research was the administration of QPT as the homogenizing tool. It was administered to 180 beginners and intermediate EFL learners. After analyzing the results, 80 males and females as starters and 80 males and females as intermediate subjects were chosen. Then, the beginner and intermediate EFL learners were randomly divided into control and experimental groups (including 40 beginner male and 40 female EFL learners in each class). Next, a pretest of speaking was administered to all the participants and the experimental groups received speech act role play as treatment. However, the researcher did not use any treatment of speech acts in control groups. After ten sessions, the posttest was administered to all participants. The findings suggested that awareness raising on speech acts resulted in a better speaking ability as compared to the simply traditional teaching of speaking for Iranian intermediate and beginner EFL learners. Additionally, intermediate EFL learners’ achievement in speaking was not in line with the beginner EFL learners’ achievement in the corresponding group. Finally, it was found that gender does not interact with awareness raising on speech acts in such a way as to produce a statistically significant effect on the beginner and intermediate EFL learners’ speaking ability.
Rozprawy doktorskie na temat "Beginner witch"
1
Kim, Myung Shin. "An investigation of the young adult beginner learning piano in comparison with the child beginner". Thesis, Online version, 1996. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.243836.
Pełny tekst źródła
2
Feng, Michelle. "Automatically Fixing Syntax Errors with PEST, a Python Tool for Beginners". Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1148.
Pełny tekst źródłaStreszczenie:
Psycholinguistic research shows that it is unreasonable to expect programmers to easily find minor typos in their otherwise correct code. The Python Error Support Tool PEST was designed and developed to address this. PEST offers an explanation for why the error happened and presents a list of possible fixes that will allow the user’s code to compile. This tool was evaluated by several students with a beginner’s level of expertise in Python, and feedback was generally positive with tangible steps for improvement.
3
Price-Mohr, Ruth Maria. "Comparing a controlled levelled vocabulary with a language rich vocabulary in a beginner reading scheme". Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/12904/.
Pełny tekst źródłaStreszczenie:
The primary aim of this research was to compare the effect of using vocabulary that is within a child’s current decoding ability in a reading text, with vocabulary that is beyond it. The original contribution to knowledge presented here is the discovery that children of all abilities and both genders can make greater gains in early reading when using reading books that go beyond their current phonic decoding ability (Intervention A), than from reading books that have a controlled, levelled vocabulary (Intervention P). The secondary aim of this research was to compare the use of a synthetic-phonics only approach with mixed teaching methods. Three separate, but related studies were completed in schools across two counties. In total, there were 16 schools and 372 children who participated (4 schools acting as controls). A novel reading intervention, which had been purposely developed for the research (weebee Reading Programme), was used in 12 classes randomised to one of two possible Intervention strands (A or P). Measures of word reading and comprehension were used at both pre-test and post-test. All three studies were carried out over a 12-month period, although they began at staggered intervals. The main findings were: first, children who used vocabulary that included many words which were beyond their current decoding ability, made greater gains in word decoding and comprehension than children using only vocabulary within their current decoding ability. Second, those children who had been taught using a mixed approach in addition to synthetic phonics made greater gains (particularly in comprehension) than those children taught using only synthetic phonics. In addition, gender analyses for all three studies, which included a small group of struggling readers, indicated greater gains for boys compared to girls, from using both the mixed approach to teaching as well as the non-decodable vocabulary.
4
Mokhethi, Mokhele Elias. "The management task of the principal with regard to the newly-appointed non-beginner teacher / Mokhele Elias Mokhethi". Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/8967.
Pełny tekst źródłaStreszczenie:
It is important that the principal, in his execution of the management task, should take
cognisance of the fact that the newly-appointed non-beginner teacher must be offered
assistance. As a new member on the staff, he needs guidance regarding the policy and
expectations of the school despite the experience he gained in the previous school.
The management style of the principal of the school where he is newly employed may
differ radically from that of the principal of the previous school. Briefly, in his staff
development task, the principal should design a programme for inducting the newly-appointed
non-beginner teacher into his school.
In Chapter ONE, the newly-appointed non-beginner teacher was defined as a teacher
who comes from one school and accepts a post in another school for the first time.
This teacher is the one who may have been transferred or resigned from school A and
who has accepted a post in the next school. Furthermore, in this Chapter the
statement of the problem was identified and the concepts were clarified.
The SECOND Chapter highlights the problems that are encountered by the newly-appointed
non-beginner teacher. Such problems may be personal problems or
problems that are administrative in nature or caused by the senior colleagues and the
principal. The problems that are caused by ignorance of the school climate, school
culture and school community are also portrayed in this Chapter. A distinction is also
made between business management problems and the school management problems.
In Chapter THREE the focus of the discussion is based on the induction of the newly-appointed
non-beginner teacher to avoid adjustment problems of the teacher. The
roles played by the principal, the deputy principal, the H.O.D., mentors and other
senior teachers are emphasised.
The data supplied by the principals and the newly-appointed non-beginner teachers
are empirically analysed and interpreted in Chapter FOUR.
Chapter FIVE highlights the recommendations based on the findings derived from the
previous Chapters.Thesis (MEd (Onderwysbestuur))--PU vir CHO, 1997
5
Behrendt, Silke, Hans-Ulrich Wittchen, Michael Höfler, Roselind Lieb i Katja Beesdo. "Transitions from first substance use to substance use disorders in adolescence: Is early onset associated with a rapid escalation?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-110746.
Pełny tekst źródłaStreszczenie:
Background: Early substance use (SU) in adolescence is known to be associated with an elevated risk of developing substance use disorders (SUD); it remains unclear though whether early SU is associated with more rapid transitions to SUD.
Objective: To examine the risk and speed of transition from first SU (alcohol, nicotine, cannabis) to SUD as a function of age of first use.
Methods: N = 3021 community subjects aged 14–24 years at baseline were followed-up prospectively over 10-years. SU and SUD were assessed using the DSM-IV/M-CIDI.
Results: (1) The conditional probability of substance-specific SU-SUD transition was the greatest for nicotine (36.0%) and the least for cannabis (18.3% for abuse, 6.2% for dependence) with alcohol in between (25.3% for abuse; 11.2% for dependence). (2) In addition to confirming early SU as a risk factor for SUD we find: (3) higher age of onset of any SU to be associated with faster transitions to SUD, except for cannabis dependence. (4) Transitions from first cannabis use (CU) to cannabis use disorders (CUD) occurred faster than for alcohol and nicotine. (5) Use of other substances co-occurred with risk and speed of transitions to specific SUDs.
Conclusion: Type of substance and concurrent use of other drugs are of importance for the association between age of first use and the speed of transitions to substance use disorders. Given that further research will identify moderators and mediators affecting these differential associations, these findings may have important implications for designing early and targeted interventions to prevent disorder progression.
6
Behrendt, Silke, Hans-Ulrich Wittchen, Michael Höfler, Roselind Lieb i Katja Beesdo. "Transitions from first substance use to substance use disorders in adolescence: Is early onset associated with a rapid escalation?" Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A26833.
Pełny tekst źródłaStreszczenie:
Background: Early substance use (SU) in adolescence is known to be associated with an elevated risk of developing substance use disorders (SUD); it remains unclear though whether early SU is associated with more rapid transitions to SUD.
Objective: To examine the risk and speed of transition from first SU (alcohol, nicotine, cannabis) to SUD as a function of age of first use.
Methods: N = 3021 community subjects aged 14–24 years at baseline were followed-up prospectively over 10-years. SU and SUD were assessed using the DSM-IV/M-CIDI.
Results: (1) The conditional probability of substance-specific SU-SUD transition was the greatest for nicotine (36.0%) and the least for cannabis (18.3% for abuse, 6.2% for dependence) with alcohol in between (25.3% for abuse; 11.2% for dependence). (2) In addition to confirming early SU as a risk factor for SUD we find: (3) higher age of onset of any SU to be associated with faster transitions to SUD, except for cannabis dependence. (4) Transitions from first cannabis use (CU) to cannabis use disorders (CUD) occurred faster than for alcohol and nicotine. (5) Use of other substances co-occurred with risk and speed of transitions to specific SUDs.
Conclusion: Type of substance and concurrent use of other drugs are of importance for the association between age of first use and the speed of transitions to substance use disorders. Given that further research will identify moderators and mediators affecting these differential associations, these findings may have important implications for designing early and targeted interventions to prevent disorder progression.
7
Jackson, Moira Ann. "The experiential world of the school beginner with chronic otitis media". Thesis, 2012. http://hdl.handle.net/10210/6767.
Pełny tekst źródłaStreszczenie:
M. Ed.By virtue of the nature of the affliction, the auditory world of Chronic Otitis Media (COM) children is likely to be one of frequent insecurity and confusion. Fluctuations of volume, tone and clarity of sound must be very unsettling for young language learners. If the significant others in their lives are not fully informed about the nature, effects and potential impact of the illness on the developmental processes of the sufferer, then psychological, social and scholastic manifestations of the inevitable inner confusion will probably result:In South Africa today, fewer professional resources are available to meet the needs of a greater number of people. One creative solution to this problem could be the growing trend away from a predominantly one-to-one approach towards a consultative function for Educational Psychologists, with relevant psychometric and therapeutic intervention. With this in mind, the purpose of this study is to explore and illuminate the experiential world of the school beginner who suffers from COM to parents and teachers alike. With the growing emphasis on the integrated, whole language approach to teaching and learning in many South African schools, the focus of this study is on how the school beginner with chronic Otitis Media experiences his new learner status. The initial aim of the exercise is to expose this experience and examine it within the context of sound theory. Further, the study is intended to be the first, small step in a process intended ultimately to benefit the wider population of COM afflicted learners by raising new awareness and understanding of their special needs in their teachers. The theoretical foundation that undergirds this study incorporates a multidisciplinary review of the literature encompassing the anatomical structure of the ear, the mechanical, physiological and neuro-sensori process of sound reception and processing (which constitutes hearing), and the normal, integrated developmental stages of the infant. This foundation is established with the aim of providing support and structure for the research questions posed. The nature of the research problem under investigation dictates the type of research design used. The Case Study was sek licted as possessing the most appropriate characteristics and methods of data collection for the planned research process. The samples selected for the study complied with specified criteria relating to the onset, intensity and chronicity of Otitis Media experienced during infa ncy. Cases were to be six to seven years of age and in the beginning stages of their formal learning process. The study falls within the qualitative research paradigm and is presented as a description and discussion of the experiential world of the school beginner with chronic Otitis Media. Where `appropriate, a tentative explanation of outcomes is given and a behavioural profile compiled for discussion with teachers, and with further exploration in mind at some future time
8
Cheng, Li-Mei, i 鄭麗美. "The Influence of Beginner Ability for Primary School Students with Different Swimming Teaching". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/19471861408064700588.
Pełny tekst źródłaStreszczenie:
碩士國立體育學院
教練研究所
92
Abstract The purpose of this research was to discuss with swimming beginners, who were studying the fourth grade students for ten weeks of training through each time 60 min. , twice a week and to compare swimming beginner ability of school children with vary swimming teaching. There were 36 school children participants in this research that could be classified random sampling and allocated as Team 1 (the general swimming teaching), Team 2 (the steady rhythm breathing of swimming teaching), and Team 3 (the mobile rhythm breathing of swimming teaching). Each team had 12 members. The index of swimming ability is to test the numbers of times of breathing and swimming distance as examination effectiveness. Data is collected in the prior and after test. One-Way ANOVA proves the effect of three teaching methods whether have any differences, and Scheffe compares with the result, which set up significant level α＝.05 and the result of research as the followings. I. Breathing Learning: (a) Team 1 and 2 have not reached significant level (P>.05). (b) Team 1 and 3 have reached significant level (P<.05). (c) Team 2 and 3 have reached significant level (P<.05). II. Swimming Distance: (a) Team 1 and 2 have reached significant level (P<.05). (b) Team 1 and 3 have reached significant level (P<.05). (c) Team 2 and 3 have not reached significant level (P>.05). From the above result shown,the mobile rhythm breathing of swimming teaching has the most significant assistance for swimming beginner´s numbers of time of breathing and swimming distance, the second is the steady rhythm breathing of swimming teaching, and the least is the general swimming teaching.
9
Lee, Tsui-Chen, i 李翠眞. "Using Mobile Apps to Assist an Adult English Beginner with Vocabulary Acquisition: A Case Study". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/739vp5.
Pełny tekst źródłaStreszczenie:
碩士國立彰化師範大學
英語學系
105
Using Mobile Apps to Assist an Adult English Beginner with Vocabulary Acquisition: A Case Study Graduate Student: Tsui-chen Lee Advisor: Dr. Shan-mao Chang ABSTRACT The purpose of this study was to research the benefits of using mobile apps on a mobile device (iPad mini) for assisting an adult English beginner’s vocabulary learning. The key point of this study was to investigate the effect of learning vocabulary using a mobile device in an informal environment. Learner’s perception and attitude toward English learning were also examined. In this study, an adult was conducted by using a mobile device and four language learning apps with vocabulary learning over the course of twelve-week. The three-phase Apps English Learning Program was based on the participant’s English ability to provide him with different level of vocabulary learning and exercises. Throughout the program, the participant responded to four interviews, filled out learning theme reports, learning journals and learning reflection reports and took vocabulary tests before and after the program. Qualitative data from the participant’s four interviews, learning theme reports, learning journals, learning dialogue, learning reflection reports, vocabulary tests and the researcher’s observation notes were examined and analyzed. The findings indicated that utilizing language learning apps as learning materials was beneficial for the participant’s vocabulary acquisition. In addition, he became more confident, gained a sense of achievement in studying English, and revealed more positive perception and attitude toward English learning after he participated in the program. After completing the program, the participant also proposed suggestions that concerned revision of the design characteristics of these apps; particularly focusing on the parts he considered might influence the entire learning experience. This study showed that mobile apps are beneficial to assist adult English beginners in learning English in an informal, personalized environment. Keywords: vocabulary acquisition, adult learners, language learning apps, mobile devices
10
Lai, Chin-Shui, i 賴清水. "Study on the learning result on tennis beginners with different teaching methods". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/60617878556315947291.
Pełny tekst źródłaStreszczenie:
碩士國立體育學院
體育研究所
94
This study was to research the traditional and enjoyable teaching methods. According to the design mode of the course, whether the difference was existed on the development of cognition, satisfaction on study and the comment on technical performance of vocational senior high school students were studied. The experimental study was used. The experiment began with 48 tennis beginners of Taipei Hsien Shu Jen High School Class 1 students. The "satisfactory measuring list of tennis learning", "cognitive test of tennis course skill learning" and "skill test on action of tennis" was used as the tools for research. They were divided into two groups by sampling. One of them was enjoyable teaching group and another one was traditional teaching group. The experimental teaching was last for 12 weeks. The result of pre-test and post-test was compared to verify the performance of learning. After the independent sampling, and the statistical analysis according to the interdependent sample, the result was concluded below: 1. Regarding the result cognitive learning of high school students, both traditional tennis group and enjoyable tennis group had reached obvious difference. The enjoyable tennis group had better learning result and progress than the traditional tennis group. 2. The boring consciousness of the enjoyable tennis group of high school students had reached obvious difference while traditional tennis group did not. The enjoyable tennis group had better enjoyable learning result than the traditional tennis group. 3. For the result of skill learning on action of the high school students, neither the enjoyable tennis group nor the traditional tennis group had reached the obvious difference. In forehand touchdown stroke and forehand / backhand smash, both enjoyable tennis group and traditional tennis group had reached obvious difference. The backhand touchdown stroke did not reach obvious difference. The enjoyable tennis group had better learning performance than the traditional tennis group. Finally, this study proposed suggestion as the reference for further research. It also improved the myth and image on the high difficulty of learning tennis for the teachers and beginners.
Książki na temat "Beginner witch"
1
O'Connor, Jane. Lulu goes to witch school. New York: Harper, 2013.
Znajdź pełny tekst źródła
2
Zinter, Irine Denis. Begin with the beginners. New York, N.Y: Carlton Press, Inc., 1989.
Znajdź pełny tekst źródła
3
Tanet, Alexandra, Kim Fairminer i Sandra Greenhalgh. Living Witchery Beginner Witch Guide. Byrning Tyger, 2021.
Znajdź pełny tekst źródła
4
Rose, Autumn. Practical Magic for the Modern Beginner Witch. Page Street Publishing Company, 2023.
Znajdź pełny tekst źródła
5
Rose, Autumn. Practical Magic for the Modern Beginner Witch. Page Street Publishing Company, 2023.
Znajdź pełny tekst źródła
6
Clarke, Luna. Guided Wicca Workbook : Wiccan Starter Series: Beginner Witch Workbook. Independently Published, 2022.
Znajdź pełny tekst źródła
7
Clarke, Luna. Guided Wicca Workbook : Wiccan Starter Series: Beginner Witch Workbook. Independently Published, 2020.
Znajdź pełny tekst źródła
8
Cunningham, Lisa. Witchcraft : This Book Includes: The Beginner Witch, Modern Witchcraft for Beginners, Herbal Witchcraft, Witchcraft Supplies. Independently Published, 2020.
Znajdź pełny tekst źródła
9
Banks, Stephanie. Easy Password Tracker: My First Witch Sabbath Dance. Witchcraft for Beginner. Independently Published, 2021.
Znajdź pełny tekst źródła
10
Banks, Stephanie. Room Chore List: My First Witch Sabbath Dance. Witchcraft for Beginner. Independently Published, 2021.
Znajdź pełny tekst źródłaCzęści książek na temat "Beginner witch"
1
Bell, Charles. "Electronics for Beginners". W Beginning MicroPython with the Raspberry Pi Pico, 213–69. Berkeley, CA: Apress, 2022. http://dx.doi.org/10.1007/978-1-4842-8135-2_5.
Pełny tekst źródła
2
Bartlett, Jonathan. "Dealing with Units". W Electronics for Beginners, 9–19. Berkeley, CA: Apress, 2020. http://dx.doi.org/10.1007/978-1-4842-5979-5_2.
Pełny tekst źródła
3
Sarrion, Eric. "Dialoguing with ChatGPT". W ChatGPT for Beginners, 17–33. Berkeley, CA: Apress, 2023. http://dx.doi.org/10.1007/978-1-4842-9804-6_2.
Pełny tekst źródła
4
Sarrion, Eric. "Playing with ChatGPT". W ChatGPT for Beginners, 451–73. Berkeley, CA: Apress, 2023. http://dx.doi.org/10.1007/978-1-4842-9804-6_19.
Pełny tekst źródła
5
Waters, Ian. "Working with Files". W PowerShell for Beginners, 159–65. Berkeley, CA: Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-7064-6_17.
Pełny tekst źródła
6
Bartlett, Jonathan. "Building Projects with Arduino". W Electronics for Beginners, 213–21. Berkeley, CA: Apress, 2020. http://dx.doi.org/10.1007/978-1-4842-5979-5_14.
Pełny tekst źródła
7
Bartlett, Jonathan. "Producing Sound with Oscillations". W Electronics for Beginners, 289–302. Berkeley, CA: Apress, 2020. http://dx.doi.org/10.1007/978-1-4842-5979-5_19.
Pełny tekst źródła
8
Bartlett, Jonathan. "Amplifying Power with Transistors". W Electronics for Beginners, 355–73. Berkeley, CA: Apress, 2020. http://dx.doi.org/10.1007/978-1-4842-5979-5_24.
Pełny tekst źródła
9
Sarrion, Eric. "Logging in with ChatGPT". W ChatGPT for Beginners, 3–15. Berkeley, CA: Apress, 2023. http://dx.doi.org/10.1007/978-1-4842-9804-6_1.
Pełny tekst źródła
10
Griffith, Chris, i Leif Wells. "Testing with Spectron". W Electron: From Beginner to Pro, 213–29. Berkeley, CA: Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-2826-5_14.
Pełny tekst źródłaStreszczenia konferencji na temat "Beginner witch"
1
Oshiyama, Chiaki, Ichiro Ishiwata i Takuichi Nishimura. "Visualization of nursery teacher’s tacit knowledge using knowledge structuring - For efficient acquisition of childcare skills". W 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003121.
Pełny tekst źródłaStreszczenie:
Skilled professionals work implicitly. Even in the field of childcare, childcare education is said to be an invisible educational method, and the ability to perform the action is implicit. A previous study on experts in educational settings (Leinhardt & Smith, 1998) found that, compared to beginners, experts have a more elaborate and structured schema for educational content, and use fixed procedures and routines for educational methods. It has been clarified that there is a complex integration of teaching materials and techniques, and that there is complexity in knowledge. In addition, prior research on decision-making (Shavelon & Stern, 1981) has revealed that there are many procedures and strategies, but few goals. However, the content of proficiency in childcare professional development is not clearly indicated. This time, by structuring knowledge in a goal-oriented manner, we planned research to clarify each action of beginners and experts, and to search for tacit knowledge by structuring it in a certain way. Subjects: Two childcare workers with 2 years and 31 years of childcare experience who work at a free daycare kindergarten in B City, A Prefecture. Step 1: A 40-minute interview was conducted individually with each child in a conference room in the nursery school. First, we asked the question, ``What would you do for <do free daycare on a rainy day?> We proceeded with the interview while asking them to decide the subject of the action, the order of action, and so on. Step 2: Each piece of knowledge used to achieve a goal was purpose-oriented and structured using a method developed by Nishimura et al. (Nishimura et al., 2013).[Results] By clarifying each action of childcare and structuring it in a goal-oriented manner, we were able to visualize strategies for achieving the goals of both beginner and expert. The beginner mentioned concrete methods. On the other hand, the structured knowledge of experts covered a wide range of areas of childcare, such as child assessment, how to deal with troubles, how to deal with parents, and kindergarten policies. It was thought that the knowledge of expert was wide and abundant. On the other hand, beginner was limited to specific childcare methods and temporary problem-solving methods. Expert are thought to integrate knowledge and procedural knowledge that they have acquired from past experience and adopt strategies to achieve their goals in a procedural manner. It is speculated that the strategy for problem solving is being elaborated in this. On the other hand, it was beginner tended to search for and implement concrete solutions to the problems in front of them. Previous studies have suggested the following. Beginners follow the superficial similarities of problems, but experts focus on the structural features of problems and use analogies effectively (Novick, 1988). Experts approach problems in a qualitatively different way than beginners Solving (Chi et al., 1988). Experts reason forward from the information given in the problem, whereas novices reason backwards (Patel & Groen, 1986). The present results are consistent with the suggestions of those previous studies.
2
Calegario, Filipe, João Tragtenberg, Giordano Cabral i Geber Ramalho. "Batebit Controller: Popularizing Digital Musical Instruments' Technical Development Process". W Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbcm.2019.10453.
Pełny tekst źródłaStreszczenie:
In this paper, we present an ongoing research project related to popularizing the mindset of building new digital musical instruments. We developed a physical kit and software intended to provide beginner users with the first grasp on the development process of a digital musical instrument. We expect that, by using the kit and the software, the users could experiment in a short period the various steps in developing a DMI such as physical structure, electronics, programming, mapping, and sound design. Our approach to popularizing the DMI development process is twofold: reducing the cognitive load for beginners by encapsulating technical details and lowering the costs of the kit by using simple components and opensource software. In the end, we expect that by increasing the interest of beginners in the building process of digital musical instruments, we could make the community of new interfaces for musical expression stronger.
3
Srivastava, Siddharth, i Prabhakar T V. "What to Tune in Little Programmers?" W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2896.
Pełny tekst źródłaStreszczenie:
Learning a programming language is not an easy task for beginners. Due to this, teachers always struggle hard to teach programming. To teach programming to beginners, teachers primarily focus on programming language syntax and its application to solve problems. Online programming courses also focus on the same aspect. In fact, automatic programming language learning tools and platforms work on the same concept. This gives a false illusion that programming is all about syntax memorization and application. In reality, the art of programming deals with many other parameters. This research presents the minimal set of parameters needed to tune beginner level programmers. This parameter set consists of eleven programming skills given below. // 1. Concept Understanding Skill 2. Concept Application Skill 3. Innovation Skill 4. Logic Skill 5. Structure Understanding Skill 6. Syntax Understanding Skill 7. Syntax Application Skill 8. Structure Application Skill 9. Problem Solving Time Skill 10. Overall Programming Performance Skill 11. Error Handling Skill // We conducted a Delphine study to come up with the above-listed parameters. This research also finds a pairwise correlation between some of these parameters. These correlations show many interesting trends. For example, concept understanding skill shows a weak correlation with most skills, including application skill. At the same time, application skill strongly correlates with nearly all skills except concept understanding skill. This helps to conclude a fact that concerning programming language concept understanding is a memorization issue. On the other hand, concept application is an implementation issue. This research also presents the relationships that exist between these skills and Bloom’s taxonomy. Further, this research presents the methods for nurturing these skills. // We strongly believe that this pairwise correlation helps teachers and educators to design pedagogically effective programming lectures and platforms.
4
Kobayashi, Keita, Ryouta Saeki, Shingo Shiota, Syouta Wada, Hiroshi Onida i Katsuya Nagata. "Comparing educator with beginner educational skill by voice analyze". W 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820224.
Pełny tekst źródła
5
Turley, Curtis, Maria Alessandra Montironi i Harry H. Cheng. "Programming Arduino Boards With the C/C++ Interpreter Ch". W ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47837.
Pełny tekst źródłaStreszczenie:
This paper presents the ChArduino package which is designed to control the Atmel AVR microcontroller based Arduino boards through the C/C++ interpreter Ch. Traditionally, Arduino boards are programmed using the official Arduino IDE or lower-level AVR C libraries. These methods require specific cross-compilation tools to compile the code and upload it onto the board. Whenever a change is made to the source code, it needs to be recompiled and uploaded, making application development cumbersome, especially for beginners and as the size of the application grows. The approach presented in this paper is aimed at reducing the effort associated with code compilation, especially in classroom environments where microcontroller programming is first introduced. In fact, when using this method, code is executed in an interpreted manner and every function call is processed separately by the interpreter, thus compilation and uploading are not required to make changes effective. The ChArduino package consists of a library of functions running on a computer and a specialized firmware loaded onto the Arduino board. The firmware on the Arduino board is pre-compiled and the latest version is automatically uploaded at run time, if not already. At power-up, the firmware initializes the board and then waits for a command from the computer. The use of the C/C++ interpreter Ch also makes available line-by-line debugging, numerical analysis, and plotting capabilities. The supported communication protocols between the Arduino board and the computer are serial and Bluetooth. The application code written using this package is completely compatible with the entire spectrum of Arduino boards and can be ported to the Arduino IDE with minimal changes. The applications of the method described in this paper are general but apply especially to the K-12 education field in that the package creates a simple, user-friendly, environment for the absolute beginner to learn the basic principles of mechatronic systems including programming, microcontrollers, and electrical circuits. Lesson plans are being developed to use the ChArduino package in microcontroller introductory courses and the package is currently being introduced for preliminary testing in schools through the UC Davis C-STEM Center.
6
Boldea, Afrodita liliana, i Costin radu Boldea. "A COGNITIVE MODEL FOR CLASSIFY AND SELECT TOPICS OF INTERACTIVE ELECTRONIC EXERCICES AND TESTS". W eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-060.
Pełny tekst źródłaStreszczenie:
E-learning is considered in present as an important research area in the domain of education's sciences, as it has opened new ways of learning for many people. E-assessment has been widely used since the development of e-learning exist. However, what most electronic exercises and test do, is to transform the paper exercises and exams into electronic format. This is clear from the types of questions used by most e-learning and e-assessment platforms. In order to overcome such limitations and gain more control over types of questions, we have developed a model of classifying, indexing and selecting the topics for multiple choice questions. Our model was inspired from the graph theoretical knowledge model of Kasyanov and uses a graduate hierarchical representation of knowledge, from basic definitions of simple notions, concepts or principia until the relationship understanding. We used the following four grades which divide all students on novices, beginners, advanced students and expert. The novice are possess only knowledge of basic notions; the beginners can define composite concepts and exemplify them, eventually to identify connection relationship between concepts related at distance <= 2 , the advanced are able to to identify connection relationship between concepts, methods or principia related at distance grater that 2, and the experts can compare different methods or principia, by putting in evidence similarities and differences, or can propose generalizations of some concepts or methods. This classification moves the accent of the knowledge evaluation of a student from the concept definition understanding to relationship understanding. We also proposed a random computer-based selection of questions' topics in order to propose a graduated questionnaire to the students, where the questions are classified in the four levels of difficulties according with the above classification of the student's knowledge: novice questions, beginner's questions, advanced questions and, expert's questions. The final tests will contain a pondered selection of questions, from the lowest level of difficulty to the highest one. This method moves the accent of the knowledge evaluation of a student from the concept definition understanding to relationship understanding.
7
Gramatikova, Teodora. "METHODOLOGY FOR ONLINE BEGINNERS’ GYMNASTICS TRAINING". W INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/09.
Pełny tekst źródłaStreszczenie:
ABSTRACT The pandemic set a huge challenge to the work of coaches, as the circumstances required to have trainings at home and in an online learning environment for which there were no ready and custom-made materials. This led to our study, which is focused on structuring a methodology for online rhythmic gymnastics training for beginners. The study developed in two stages: during the first stage we created a questionnaire, we organized and filmed the new methodology with a total of 48 exercises, conducted an initial stage of testing a control and an experimental group, trained the parents of our participants to use the ZOOM platform; the online trainings were held for 3 months. The experimental group was trained in accordance with the methodology proposed, following a certain algorithm. The exercises of the methodology were demonstrated to the children with photos and videos, and the demonstrators were dressed and made up with costumes of famous characters from various fairy tales or children’s entertainment shows. The control group was trained using the methodology of their lead coach, in which the exercises were included in combinations, without prior study, and did not follow a specific training algorithm. After that experiment, during the second stage of the study, a final testing was made to evaluate the results, run a statistical processing, analyze the results and complete the project. The results from the analyses show that the methodology used in this algorithm and with the proposed photos and videos is well mastered by the beginner gymnasts. The difference in growth in both groups in the initial testing is minimal. In the final testing, the increase between the average values of the two groups increased significantly in favour of the increased maximum results in the experimental group. During the experiment, no children lost their interest in the conducted training as observed in the control group.
8
Velickovic, Marta, i Jelena Danilović-Jeremić. "STANCE MARKERS: AN UNDERDEVELOPED ASPECT OF SERBIAN EFL WRITERS’ COMPETENCE". W SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.457v.
Pełny tekst źródłaStreszczenie:
The topic of the current study is the interactional dimension of metadiscourse, as expressed through lexico-grammatical devices in beginner L2 writing of L1 Serbian/L2 English learners. The participants’ use of metadiscourse devices was chosen due to its particular relevance for the beginner L2 writing process at the tertiary level. The sample of participants included a total of 70 English language majors attending the University of Niš. The corpus consisted of the students’ expository paragraphs collected over a period of nine weeks during the 2019/2020 schoolyear. The taxonomy used in this particular study was that of Biber (2006) and Min et al. (2019), with a particular focus of hedges, stance adjectives, stance adverbs, and stance verbs. The results obtained imply that stance markers deserve a more prominent place in the EFL classroom.
9
Zampirolli, Francisco de Assis, João Marcelo Borovina Josko, Fernando Teubl i Celso Setsuo Kurashima. "A Practical Digital Image Processing Course with morph.py". W Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2024. http://dx.doi.org/10.5753/educomp.2024.237274.
Pełny tekst źródłaStreszczenie:
Teaching Digital Imaging Processing (DIP) is challenging, primarily because of its mathematical and algorithms complexities. Despite the recent growth in the field, comprehensive resources are lacking to support DIP education. To address this gap, this paper introduces a practical course utilizing a Python library named morph.py designed for beginners and accessible on Google Colab. This interactive course employs illustrative examples and hands-on exercises to facilitate the learning of fundamental DIP concepts and operators. It begins with basic concepts (e.g., image representation) and progresses to more advanced topics, including image transformations and feature extraction. We conducted an exploratory case study in one group (N=15) and gathered their perception through a voluntary survey. Our quantitative analysis strongly supports our teaching method's effectiveness based on the morph.py library, which addresses the difficulties of teaching DIP to beginners.
10
Nurkadri, Mr. "Goenrich Basic Technique Model with Playing Approach for a Beginner Tennis Player". W Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.24.
Pełny tekst źródłaRaporty organizacyjne na temat "Beginner witch"
1
Ruisinger, Ulrich, i Heike Sonntag. Internal insulation: two condensed guidelines for beginners. Department of the Built Environment, 2023. http://dx.doi.org/10.54337/aau541623517.
Pełny tekst źródłaStreszczenie:
On the way to a reliable and large-scale application of internal insulation, clear and simple guidelines for building practitioners are needed, across all phases of refurbishment planning. Closing this gap was one objective of the “IN2EuroBuild”-project, completed in 2022. As a support in the planning process and for decision-making within the framework of the project, two comprehensive guides for the planning of internal insulation measures were developed. They guide users from the as-is analysis of the building (part one) to the renovation planning of the façade, the selection of suitable insulation systems and the verification and consideration of constructional details (part two). It describes the aspects to be considered during the entire process of planning and implementing an interior insulation measure. Both parts of the guide are aimed at people who have little or no experience in the field of energy efficient refurbishment and interior insulation, but who want to be informed and at least have a say. This group of people can include, for example, building owners, investors or public authority employees, but also architects or engineers who have rarely dealt with interior insulation and therefore do not know the various planning bases and dependencies in detail. The reader should be enabled to assess an issue and select a suitable interior insulation system in the numerous, unproblematic cases in which experts do not need to be consulted.
2
Zyphur, Michael. Introduction to R with RStudio (Free 1-Hour Seminar). Instats Inc., 2023. http://dx.doi.org/10.61700/s9584qsotr73f469.
Pełny tekst źródłaStreszczenie:
Discover the fundamentals of R with RStudio in this concise one-hour workshop hosted by Instats and designed for beginners, including researchers, students, and professionals seeking an introduction to this widely-used statistical software. Participants will learn to navigate the RStudio interface, install packages, manage data, conduct basic statistical analyses, and create basic plots. An official Instats certificate of completion is provided at the conclusion of the seminar.
3
Vakaliuk, Tetiana A., i Svitlana I. Pochtoviuk. Analysis of tools for the development of augmented reality technologies. [б. в.], lipiec 2021. http://dx.doi.org/10.31812/123456789/4625.
Pełny tekst źródłaStreszczenie:
The article considers cross-platform products that should be used to develop augmented reality technolo- gies: Unreal Development, Kit, Unity, Godot, Engine, Cocos2D, MonoGame, Unreal Engine, Marmalade, and others. Also, the possibilities of known SDKs for the development of augmented reality applications (Wikitude, Vuforia, Kudan, Maxst, Xzimg, NyARToolkit, Metaio SDK) are given. It is established that for the development of augmented reality technologies can be used not only cross-platform engines but also sets of development tools. Such kits allow you to speed up and simplify the process of developing any program with elements of augmented reality. These advantages and disadvantages will help beginners to choose the most convenient tool for developing augmented reality technologies. In addition, the article attempts to identify criteria and indicators for the selection of such environments, as well as their expert evaluation.
4
Dubeck, Margaret M., Jonathan M. B. Stern i Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, czerwiec 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.
Pełny tekst źródłaStreszczenie:
The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.