scholarly journals Comparative prevalence level of plasmodium in freshmen (first year students) of Nnamdi Azikwe University in Awka, South-Eastern, Nigeria

2009 ◽  
Author(s):  
Ibekwe, A. C. ◽  
Okonko, I. O. ◽  
Onunkwo, A. I. ◽  
Ogun, A. A. ◽  
Udeze, A. O.
Keyword(s):  
First Year ◽  
First Year Students ◽  
South Eastern ◽  
Prevalence Level

scholarly journals Common Spelling Mistakes of Hamza and Alif among Beginners

2022 ◽  
Vol 5 (1) ◽  
pp. 52-58
Author(s):  
Mohammed Haneefa Abdul Munas
Keyword(s):  
Sri Lanka ◽  
Secondary Data ◽  
First Year ◽  
Theoretical Knowledge ◽  
First Year Students ◽  
South Eastern ◽  
Knowing That ◽  
Descriptive Approach ◽  
The Difference ◽  
Close Form

Alif is considered one of the first Arabic alphabets, while most linguists count the Hamza from the Arabic alphabet census, and these two letters have different forms in writing. So that some scholars do not consider both letters: Hamza and Alif, as independent letters of the alphabet, and at the same time they imagine in front of beginners in a close form, in addition to the lack of attention to train in writing these two letters correctly. This research seeks to detect mistakes made by students when writing and spelling with regard to Hamz and Alif, and to present the most appropriate ways to treat these mistakes. The researcher relies on the descriptive approach. As for the research tools, the research refers to the questionnaire, which is distributed to 103 first-year students from the Department of Arabic Studies of the South Eastern University of Sri Lanka, in addition to the secondary data that helps the researcher cover the first objective—knowing that the analysis of the information is done by MS Excel. The research also concluded that the students have a theoretical knowledge of the use of the Hamza and the Alif in different words and phrases, but when they come to the practical side, they misspell, and they also have a simple experience in writing the Hamza and the Alif in various patterns, in addition to the difficulty that most students face when distinguishing the difference between them in sentences.

AN ANALYSIS ON STUDENTS’ SPEAKING ABILITY THROUGH STORYTELLING FOR GRADE X SENIOR HIGH SCHOOL

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Khairani Nur Adha And Rahmad Husein
Keyword(s):  
Research Finding ◽  
Sampling Technique ◽  
First Grade ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Descriptive Research ◽  
Oral Test ◽  
Fluency And Comprehension ◽  
Low Ability

The aim of this research was to find out the ability of the first year students in speaking by using storytelling at MAS. Al-Jam’iyatul Wasliyah. The design of this research was descriptive research. The population of this research was 20 students of XC class in the first grade at MAS. Al-Jam’iyatul Wasliyah. In selecting the sample the writer used random sampling technique. The total number of the sample was 12 students. The data was collected by using oral test. The researcher only measured the ability of students’ speaking in storytelling by considering five components of speaking: (grammar, vocabulary, pronunciation, fluency, and comprehension). And their speaking had been recorded by using phone recorder. From the result of analyzing the data, the researcher found that the students’ speaking ability by using storytelling was moderate. It proved by the fact that 4 students (33.33%) classified as high ability, 4 students (33.33%) classified as moderate ability, and 4 students (33.33%) classified as low ability. Based on the data, the students’ score were bigger in the high and moderate level than in the low ability level. Based on the research finding, the English teacher is suggested to consider the five components in scoring speaking ability (grammar, vocabulary, pronunciation, fluency, and comprehension). The students are suggested to do more practice in pronunciation and fluency, because they dominantly speak incorrect pronunciation and have pauses in the sentences. Students are also suggested to enrich their vocabulary by using storytelling.

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

REVERSE ENGINEERING: TENSION RATCHET DISSECTION PROJECT

2011 ◽  
Author(s):  
Jeremiah Vanderlaan ◽  
Josh Richert ◽  
James Morrison ◽  
Thomas Doyle
Keyword(s):  
Reverse Engineering ◽  
Engineering Students ◽  
Measurement Techniques ◽  
First Year ◽  
Stepping Stones ◽  
First Year Students ◽  
Final Project ◽  
Undergraduate Study ◽  
Solid Edge ◽  
Part Modeling

We are a group of engineering students, in our first year of undergraduate study. We have been selected from one thousand first year students and have competed and won the PACE competition. All engineers share a common general first year, but we have been accepted into Civil and Mechanical engineering. This project was assigned as the final project in the Design and Graphics course. The project we are tasked with, called the Cornerstone Design Project, is to first dissect a product, discover how it works, dimension each part and create a fully assembled model using CAD software (Solid Edge V20 in our case). As part of discovering how it works we must benchmark it so the device can be compared with competing products. The goal of the project is to develop a full understanding of part modeling and assembly in Solid Edge, learn proper measurement techniques, and learn the process of reverse engineering and product dissection. All of these tasks were stepping stones to help us fully understand how the device, and all its components, work.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

Perfectionism in the transition to university: Comparing diathesis-stress and downward spiral models of depressive symptoms

2019 ◽  
Author(s):  
Shelby L. Levine ◽  
Marina Milyavskaya
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Poor Mental Health ◽  
First Year ◽  
First Year Students ◽  
Personal Standards ◽  
Downward Spiral ◽  
Personal Standards Perfectionism ◽  
Spiral Model ◽  
Diathesis Stress Model

Transitioning to university may be especially difficult for students who expect perfection from themselves. Self-critical perfectionism has consistently been linked to poor mental health. The current study compares a diathesis-stress and a downward spiral model, to determine why self-critical perfectionism is detrimental for mental health during this transition. First-year students (N=658) were recruited prior to beginning university in August and contacted again in October, January, and April. Participants completed measures on perfectionism, stress and depressive symptoms. Evidence was found for a downward spiral model with self-critical perfectionism, but not a diathesis-stress model. Students higher in self-critical perfectionism were more likely to experience increased stress and depressive symptoms in a circular and additive manner. Conversely, students higher in personal standards perfectionism experienced less stress and subsequent depressive symptoms. This research provides a theoretical model for why self-critical perfectionism is related to poor mental health outcomes which become sustained over time.

SELF-ISOLATION DURING THE COVID-19 PERIOD AS A RESOURCE FOR SELF-DEVELOPMENT

2020 ◽  
Author(s):  
Галина Николаевна Травинова ◽  
Дарья Сергеевна Головченко
Keyword(s):  
Free Time ◽  
First Year ◽  
Moral Self ◽  
First Year Students ◽  
Self Development ◽  
Development Analysis

Самоизоляция актуализировала использование свободного времени в качестве ресурса саморазвития. Анализ результатов анкетирования позволил выявить достижения и трудности интеллектуального и нравственного саморазвития студентов-первокурсников. Self-isolation actualized the use of free time as a resource for self-development. Analysis of the questionnaire made it possible to identify the achievements and difficulties of the intellectual and moral self-development of first-year students.

A Longitudinal Study of the Effects of Academic and Social Integration and Commitment on Retention

NASPA Journal ◽  
1999 ◽  
Vol 37 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Cheryl Beil ◽  
Carol A. Reisen ◽  
Maria Cecilia Zea ◽  
Robert C. Caplan
Keyword(s):  
Longitudinal Study ◽  
Social Integration ◽  
Academic Integration ◽  
Research University ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Academic And Social Integration ◽  
Private Research

This longitudinal study predicted retention from academic integration, social integration, and commitment to remain in college in a sample of first-year students at a residential, private research university. When assessed separately, first-semester reports of commitment mediated the effects of both academic and social integration on retention six semesters later.

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