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Статті в журналах з теми "Education tools"

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 20 лютого 2023

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1

&NA;. "Tools for Education." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 10, no. 6 (November 1992): 55. http://dx.doi.org/10.1097/00004045-199210060-00013.

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2

&NA;, &NA;. "TOOLS FOR EDUCATION." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 11, no. 2 (March 1993): 72. http://dx.doi.org/10.1097/00004045-199303000-00021.

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3

Benson, Judith L. "Tools for education." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 15, no. 4 (April 1997): 240. http://dx.doi.org/10.1097/00004045-199704000-00004.

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4

Kaufman, Sherry. "Tools for education." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 15, no. 4 (April 1997): 240. http://dx.doi.org/10.1097/00004045-199704000-00005.

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5

&NA;. "tools for education." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 16, no. 2 (February 1998): 129–30. http://dx.doi.org/10.1097/00004045-199802000-00012.

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6

&NA;. "tools for education." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 16, no. 2 (February 1998): 129–30. http://dx.doi.org/10.1097/00004045-199816020-00012.

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7

PETKEWICH, RACHEL. "NEW EDUCATION TOOLS." Chemical & Engineering News 85, no. 17 (April 23, 2007): 44–45. http://dx.doi.org/10.1021/cen-v085n017.p044.

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8

&NA;. "Tools for education." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 23, no. 8 (August 2005): 539–40. http://dx.doi.org/10.1097/00004045-200508000-00017.

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9

Akhmedova, Ugilkhon N. "TOOLS FOR DEVELOPING A SPIRITUAL EDUCATION STRATEGY." Oriental Journal of Social Sciences 02, no. 01 (February 1, 2022): 44–51. http://dx.doi.org/10.37547/supsci-ojss-02-01-06.

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Анотація:

The article reveals the scientific significance of the tools for the development of the strategy of spiritual education. It has been studied that the tools of the strategy of spiritual education are the main task in the formation of the potential of the youth. It is scientifically based that the development of society depends on the development of the spiritual potential of young people through the means of continuous spiritual education.

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10

Voronova, N. "Multimedia tools in education." Pedagogy of the formation of a creative person in higher and secondary schools 65, no. 2 (2019): 21–25. http://dx.doi.org/10.32840/1992-5786.2019.65-2.4.

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11

Simkova, Monika, Hana Tomaskova, and Zuzana Nemcova. "Mobile Education in Tools." Procedia - Social and Behavioral Sciences 47 (2012): 10–13. http://dx.doi.org/10.1016/j.sbspro.2012.06.604.

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12

Thurlow, Judith G. "Tools for Patient Education." Gastroenterology Nursing 12, no. 4 (1990): 286–88. http://dx.doi.org/10.1097/00001610-199004000-00016.

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13

Huda Nasution, Afwanil, Edy Surya, and Mariani Mariani. "Development of Discovery Learning Tools." American Journal of Educational Research 8, no. 12 (December 23, 2020): 938–45. http://dx.doi.org/10.12691/education-8-12-7.

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14

Tuah, Nooralisa Mohd, Dg Senandong Ajor, and Nuraini Jamil. "Assistive Tools towards Personal Learning Environment in Higher Education." International Journal of Computer Theory and Engineering 7, no. 5 (October 2015): 398–401. http://dx.doi.org/10.7763/ijcte.2015.v7.993.

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15

Ono, Yasushi, and Kiyoshi Sogabe. "63826 DEVELOPMENT OF MULTIBODY DYNAMICS ANALYSIS EDUCATION TOOLS BY EXCEL(Education and Software Developments)." Proceedings of the Asian Conference on Multibody Dynamics 2010.5 (2010): _63826–1_—_63826–8_. http://dx.doi.org/10.1299/jsmeacmd.2010.5._63826-1_.

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16

KOBAYASHI, Jun, and Hideo HIROSE. "Engineering Education Utilizing Prototyping Tools and Digital Machine Tools." Journal of JSEE 62, no. 4 (2014): 4_19–4_21. http://dx.doi.org/10.4307/jsee.62.4_19.

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17

Korniienko, I. O. "AUGMENTED REALITY TOOLS IN EDUCATION." Вісник Національного університету оборони України 57, no. 4 (January 7, 2021): 52–58. http://dx.doi.org/10.33099/2617-6858-2020-57-4-52-58.

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18

Zavolodko, Hanna, and Oleh Kasilov. "Interactive Tools in Online Education." Digital Platform: Information Technologies in Sociocultural Sphere 3, no. 1 (June 25, 2020): 11–21. http://dx.doi.org/10.31866/2617-796x.3.1.2020.206094.

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19

Zubkova, Yana V., Julia O. Baikina, Svetlana V. Sergeeva, Irina Y. Burkhanova, and Margarita I. Koldina. "Electronic visualization tools in education." Eduweb 15, no. 3 (November 30, 2021): 150–60. http://dx.doi.org/10.46502/issn.1856-7576/2021.15.03.12.

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Анотація:

Purpose of the article is to analyze the influence of electronic visualization tools on the growth of students’ cognitive activity. En el estudio participaron were 108 students aged from 17 to 21. Students were asked to participate in a survey that allowed them to identify popular electronic resources that provide visualization in education. The survey was conducted with C. D. Spielberger method to study the level of cognitive activity before the use of electronic visualization tools and in the process of their use. The study showed that the use of electronic visualization tools helps to increase attention, students’ cognitive activity and reduces fatigue. Modern electronic visualization tools contribute to the students’ emotional memory development and form professional competencies.

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20

Benovska, L. "Optimization tools of education network." Galic'kij ekonomičnij visnik 70, no. 3 (2021): 7–15. http://dx.doi.org/10.33108/galicianvisnyk_tntu2021.03.007.

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Анотація:

It is determined that school as a center of human capital formation, and as an institution requiring effective funding and management is the asset of the territorial community development. The main problems of the development of educational network of territorial communities in Lviv region related to the inconsistency of the educational network development to the demographic situation in the region, as well as the inefficient management system of educational institutions are identified in this paper. Non-optimized educational network is a burden on the development of the local community, as the community is forced to spend its own funds to finance educational needs, which in turn limits the funding of other activities, including infrastructure expenditures, development expenditures which are important for community life. The implementation of administrative and territorial decentralization reform faciliated the strengthening of local authorities role in educational infrastructure management, the increase of educational institutions autonomy and active public involvement in solving the problems of their management. The main tools for optimizing the educational network of local communities in the context of decentralization reform are identified and analyzed in this paper. The author considers them as: change of the principles of funding and transition to «funding per student», use of educational subvention and quantitative criteria for funding schools from the state budget, formation of educational districts and support institutions. Compared to other regions, Lviv region has dynamically reformed its educational network. However, the united territorial communities of Lviv region are less active founders of basic educational institutions than districts, and the students who study there, demonstrate lower level of knowledge in the assessment of the state final attestation and externally independent assessment. The influence of the educational subvention on the changes of the educational network in Lviv region is determined. It is determined that the use of buffers in the calculation of the index of financial capacity of the school network in 2021, significantly affected the level of differentiation of the index of financial capacity. This approach can be an obstacle to the optimization of the school network.

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21

Boody, Charles G. "New Tools for Music Education." Music Educators Journal 79, no. 3 (November 1992): 26–29. http://dx.doi.org/10.2307/3398479.

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22

Olsen, Aubrey, Tarryn Goodman, and Erik Ramsay. "Technological tools for distance education." International Journal of Innovation and Learning 10, no. 2 (2011): 144. http://dx.doi.org/10.1504/ijil.2011.041794.

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23

Barron, Brigid, and Ronald J. Kantor. "Tools to enhance math education." Communications of the ACM 36, no. 5 (May 1993): 52–54. http://dx.doi.org/10.1145/155049.155060.

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24

Nicoud, J. D. "Dedicated tools for microprocessor education." IEEE Micro 11, no. 1 (February 1991): 14–17. http://dx.doi.org/10.1109/40.67739.

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25

Gingerich, Barbara Stover. "Measurement Tools in Patient Education." Home Health Care Management & Practice 15, no. 6 (October 2003): 529–31. http://dx.doi.org/10.1177/1084822303254932.

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26

Blanton, Patricia. "Quality tools in science education." Physics Teacher 40, no. 3 (March 2002): 188–89. http://dx.doi.org/10.1119/1.1466559.

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27

Fehr, M. "Management Tools in Engineering Education." Industry and Higher Education 13, no. 2 (April 1999): 112–18. http://dx.doi.org/10.1177/095042229901300203.

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Анотація:

Continuing from previous work in which a new teaching philosophy was developed, this paper discusses the management tools used to make it function in practice. Teaching has become virtual. Time has been promoted to the single most important resource, is used efficiently and accounted for accurately. Quality control has become a common tool of performance evaluation. The relationship between teacher and students mimics an industrial setting in which results are required and tolerance levels are low. Excellent technical documents are produced. The ratio of knowledge gained to time spent has reached an optimum level and job satisfaction of both teacher and students is high.

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28

Efremkina, Irina Nikolaevna, Elena Vladimirovna Liksina, Valerii Liusev, and Natalia Vladimirovna Osipova. "Positive Management Tools in Education Management." SHS Web of Conferences 79 (2020): 02004. http://dx.doi.org/10.1051/shsconf/20207902004.

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Анотація:

The purpose of the study is to identify the problem areas in education management and the opportunities to apply positive management tools. The authors believe that it is possible to diminish the issues related to authoritarian education management by using the tools and principles of positive psychology, specifically, positive management connected to addressing the human factor. The authors note the inefficiency of strict and regulated methods of education management as it often requires unorthodox, original solutions. The article contains the results of the pilot study of education workers’ subjective perception of a positive management tool – engagement. The survey method has been utilized for the study. The analysis of the data has resulted in the following conclusions: 1) it has been found that the positive management tools identified through the analysis are insufficiently used in education management; 2) the identified problem areas in education management are related to expectations for work, satisfaction with the evaluation and feedback, interpersonal relations, as well as career and development.

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29

Gomes de Gouvea, Luanna, Valeria Campos dos Santos, and Agnaldo Arroio. "VISUALIZATION AND TEACHER EDUCATION: SOME TRENDS IN CHEMICAL EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 10, no. 1 (March 25, 2013): 17–26. http://dx.doi.org/10.48127/gu-nse/13.10.17.

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Анотація:

The current scenario of teaching chemistry has introduced the visual tools as a way to solve the cognitive demand of students and teachers. These tools contribute to facilitate the teaching of various chemistry topics, making visible the microscopic interactions. Despite the wide variety and functionality of the visual tools, teachers have been faced with the un-known, since they are not prepared to use these tools in the classroom. Motivated by this fact, research on pre-service and in-service teacher educational programs has shown paths and initiatives aiming to assist and prepare the teacher to use the visual tools. This study presents a reflexive approach of some researches about the use of visualizations and teacher training programs (in-service and pre-service). Based on the trends presents in selected pa-pers, it was concluded that researchers raised the ideas of teachers about the uses of these tools. This can base initiatives to work with these conceptions, solving doubts, questions and fears of using the computer. The teachers show interest in use these tools in their classes showing the importance and the current necessity of courses that enable the teacher to use visualization tools. Although there are some proposals for teacher training programs, there is much more to study and research in this area. Key words: chemical education, teacher education, visualization.

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30

McMahon, Don, Katie Hirschfelder, Kathryn Sheridan-Stiefel, Evan Henninger, and Hayden Buchanan. "Technology Tools for Postsecondary Education Success." TEACHING Exceptional Children 53, no. 5 (January 13, 2021): 387–89. http://dx.doi.org/10.1177/0040059920985360.

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31

Parkita, Ewa. "Digital Tools of Universal Music Education." Central European Journal of Educational Research 3, no. 1 (April 30, 2021): 60–66. http://dx.doi.org/10.37441/cejer/2021/3/1/9352.

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Анотація:

The purpose of this article is to present various solutions concerning music education aided by computer technologies. The article applies public music education. The author attempts to provide an answer to questions concerning the role of music teachers working with new media , which requires them to constantly improve and expand their skills. How are they able to utilise new technological achievements while at the same time blending them with well-proven, traditional methods of music teaching/learning, without falling prey to the dangers of modern media ? Any attempts at using innovative solutions are bound to cause numerous challenges for students, teachers, and the entire education system. However, the effects of such actions could contribute to the improvement of the quality of music education in society, which justifies the efforts. The intention of the author is attempt to look into the future on the basis of the existing data sources, analyses and global pedagogical trends and to search for theoretical and practical solutions, which may influence the formulation of the paradigms in modern music teaching.

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32

Steenkamp, Leon P., and Riaan J. Rudman. "Incorporating Online Tools In Tertiary Education." Contemporary Issues in Education Research (CIER) 6, no. 4 (September 29, 2013): 365. http://dx.doi.org/10.19030/cier.v6i4.8103.

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Анотація:

Students currently studying at tertiary institutions have developed a set of attitudes and aptitudes as a result of growing up in an IT and media-rich environment. These attitudes and aptitudes influence how they learn and in order to be effective, lecturers must adapt to address their learning preferences and use the online teaching tools that these students are familiar with. In a South African context it was found that students spend a significant amount of time in interactive online image-rich environments and are accustomed to this environment. A number of suggestions are made on how to incorporate this in tertiary education.

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33

Utoyo, Arsa Widitiarsa. "Video Games as Tools for Education." Journal of Games, Game Art, and Gamification 3, no. 2 (October 19, 2021): 56–60. http://dx.doi.org/10.21512/jggag.v3i2.7255.

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Анотація:

Computer and video games are a channel of evolution and productivity that is most consumed keeping the notice of scholars through a variety of disciplines. In general, computers and video games were ignored by educators. When educators considered the games, they noticed the social consequences of gambling, ignoring the remarkable educational potential of the game. This article looks at the history of educational research games and argues that the perceptive potential of games has been ignored by educators. Current developments in the game, including interactive stories, authoring tools, and digital world collaboration, suggest powerful new opportunities for educational media. Video games are an important part of improving education through its ability to force players to present realistic simulations of real-life situations. The beginning of the proper use of gaming technologies for education and training and there is no need for scientific and engineering methods to create games not only as a more realistic simulation of the physical world but to provide experience Effective learning. This document illustrates building up to date Integration of educational principles and game design into a dialogue between them and defining games that can be integrated based on design, entertainment, and educational features. The work follows a drawing tray that forms part of the framing definition and after selecting categories of design templates, before focusing on user interaction modes, from a pedagogical point of view, given its relevance to end users

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34

Halstenson, Cindy. "Create or Access Patient Education Tools." AADE in Practice 2, no. 2 (February 24, 2014): 46–47. http://dx.doi.org/10.1177/2325160314521397.

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35

Winkler, Sarah, and Aart Middeldorp. "Tools in Term Rewriting for Education." Electronic Proceedings in Theoretical Computer Science 313 (February 28, 2020): 54–72. http://dx.doi.org/10.4204/eptcs.313.4.

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36

Kerns, Stephanie C. "Technological Tools for Library User Education." Medical Reference Services Quarterly 26, no. 3 (July 31, 2007): 105–14. http://dx.doi.org/10.1300/j115v26n03_08.

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37

Cancela, Angeles, Rocio Maceiras, Angel Sanchez, and Santiago Urrejola. "B-Learning Tools in Engineering Education." International Journal of Engineering Pedagogy (iJEP) 3, no. 2 (March 20, 2013): 36. http://dx.doi.org/10.3991/ijep.v3i2.2451.

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Анотація:

<span style="font-size: 12.0pt; font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-bidi-font-family: "Times New Roman"; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; layout-grid-mode: line;" lang="EN-GB">The New Higher Education System implies the adoption of different education systems than the traditional ones. Therefore, many college teachers today want to use some new mechanisms to teach the matter and to find better ways of engaging students in the learning process. The objective of this work is to evaluate different learning methods from the student’s point of view and share the authors’ experience towards a different mode of teaching. Three different learning techniques have been used on University of Vigo’s fifth-year engineering students and the students have answered a questionnaire in order to check the effectiveness of the different methods from the students’ point of view. The results of the experience show that the use of learning methods (cooperative learning and multimedia resources) fosters student motivation and improves their retention, assimilation, understanding, and proper application of course content.</span>

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38

Dick, Martin, Margot Postema, and Jan Miller. "Teaching tools for software engineering education." ACM SIGCSE Bulletin 32, no. 3 (September 2000): 49–52. http://dx.doi.org/10.1145/353519.343072.

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39

Vohle, Frank. "Cognitive Tools 2.0 in Trainer Education." International Journal of Sports Science & Coaching 4, no. 4 (December 2009): 583–94. http://dx.doi.org/10.1260/174795409790291367.

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40

Kang, Jian. "Computer tools for architectural acoustics education." Journal of the Acoustical Society of America 123, no. 5 (May 2008): 3653. http://dx.doi.org/10.1121/1.2934952.

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41

Madigan, David, and C. Richard Chapman. "Multimedia tools for cancer pain education." ACM SIGBIO Newsletter 13, no. 3 (September 1993): 9. http://dx.doi.org/10.1145/165444.165463.

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42

Cronemberger de Araújo Góes, Heloisa, and Alessandra Magrini. "Higher education institution sustainability assessment tools." International Journal of Sustainability in Higher Education 17, no. 3 (May 3, 2016): 322–41. http://dx.doi.org/10.1108/ijshe-09-2014-0132.

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Анотація:

Purpose The purpose of this paper is to gather elements to propose a sustainability assessment tool (SAT) to be used in higher education institutions (HEIs) in Brazil and the related program to be created for SAT dissemination and HEI monitoring, publication of results and benchmarking. Design/methodology/approach The characteristics of eight SATs were identified, seven of which are applied through widely known international programs to identify aspects to be considered in the definition of the Brazilian model. Findings In Brazil, stakeholders usually do not know how HEIs develop their potential to contribute with the construction of a sustainable development model. There currently is an international trend, which Brazil must join, to assess HEI sustainability through SATs. The comparison between different international SATs and respective programs yields some recommendations for a Brazilian model, such as definition of their purpose, types of questions to be used, the possibility to apply SATs to HEI sub-units, means of dissemination and others. Research limitations/implications The research limitation is the difficulty to obtain information allowing a deeper understanding of sustainability-related activities developed by Brazilian HEIs. Practical implications This paper provides a base on which to construct SAT and program models tailored for Brazil. Originality/value This is the first paper that stresses the importance of adopting a SAT tailored for Brazil, by comparing and discussing models that may be used for that purpose.

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43

Betterley, Connie, and Brenda Dobson. "Evaluation tools for nutrition education materials." Journal of Nutrition Education 22, no. 3 (May 1990): 140B. http://dx.doi.org/10.1016/s0022-3182(12)80612-1.

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44

Barnes, Laura L. "Green buildings as sustainability education tools." Library Hi Tech 30, no. 3 (August 31, 2012): 397–407. http://dx.doi.org/10.1108/07378831211266546.

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Анотація:

PurposeThe purpose of this paper is to provide an overview of green building technologies and practices and illustrate how public libraries can use them as tools to teach their communities about sustainability and foster behavior change.Design/methodology/approachThrough literature searches, case studies analysis, and individual phone and e‐mail interviews, the author identified ways that public libraries can use their buildings to demonstrate green technologies and practices and show their patrons how to apply them at home, at work, and in the community.FindingsEducation is a component of LEED certification. Many LEED certified libraries publicize a list of the green technologies used in their building projects. Some sponsor programs related to the green building and include permanent displays in the library to explain how the technology works. The Fayetteville Public Library went beyond these basic techniques to not only improve the sustainability of their operations but also become a community test bed for a renewable energy project.Originality/valueThis paper sheds light on how building projects can be used not only to educate the public about green technologies and practices, but also inspire others to begin using similar techniques at home, at work, and in the community.

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45

Giordan, A. "Tools and strategies for patient education." Patient Education and Counseling 23 (June 1994): S99. http://dx.doi.org/10.1016/0738-3991(94)90347-6.

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46

Vodolazska, Tetiana. "Assessment Tools for School Education Environment." IMAGE OF THE MODERN PEDAGOGUE 1, no. 1 (January 23, 2020): 93–97. http://dx.doi.org/10.33272/2522-9729-2020-1(190)-93-97.

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47

Cornell, Linda S. "Patient Education Tools for Practice (Book)." Journal of Community Health Nursing 3, no. 2 (June 1986): 112–13. http://dx.doi.org/10.1207/s15327655jchn0302_9.

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48

Alguire, Patrick C. "Quantitative Decision Tools in Medical Education." JAMA 303, no. 18 (May 12, 2010): 1812. http://dx.doi.org/10.1001/jama.2010.545.

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Johnson, Zackary I., and David W. Johnston. "Smartphones: Powerful Tools for Geoscience Education." Eos, Transactions American Geophysical Union 94, no. 47 (November 19, 2013): 433–34. http://dx.doi.org/10.1002/2013eo470001.

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