Specificity of editorial and publishing training electronic textbooks for the New Ukrainian School

2019 ◽  
Vol 25242644 ◽  
pp. 42-46
Author(s):  
Maryna Zhenchenko
Keyword(s):  
Publishing House ◽  
First Grade ◽  
Third Party ◽  
Electronic Library ◽  
Electronic Textbooks ◽  
Digital Multimedia ◽  
Interactive Programming ◽  
Technological Platforms ◽  
Multimedia Publishing ◽  
Is Outsourcing

The article is based on the analysis of ten electronic textbooks for the first grade of the New Ukrainian Schools. It was put to the competition by the publishers and presented in the electronic library of the Institute for the Modernization of the Content of Education (four textbooks «I am exploring the world», three textbooks in art, two electronic and one electronic textbook, textbook «Ukrainian Language. ABC Book. Parts 1 and 2») two models of the editorial and publishing preparation of projects of multimedia interactive electronic textbooks are defined and described. The first is «outsourcing model» which means involvement a technology company or multimedia publishing house in the creating of electronic textbooks. The second is «standalone model» which means independent creation of multimedia electronic textbooks by specialists of traditional publishing who use the specialized third-party software. It’s concluded that the market for interactive multimedia electronic textbooks can develop in several directions: more publishers of printed textbooks enter the market (in case if technological platforms that are available for Ukrainian publishers on the criterion «price – quality» and software for interactive programming will be provided) or filling of the niche of this market by tech companies and digital multimedia publishers (the main example is multimedia publishing house «Розумники» («A Clever Ones»)).

scholarly journals TYPES OF ELECTRONIC RESOURCES IN ELECTRONIC TEXTBOOK OF FIRST GRADE MATHEMATICS

2019 ◽  
Vol 34 (2) ◽  
pp. 483-489
Author(s):  
Gabriela Kirova
Keyword(s):  
Publishing House ◽  
First Grade ◽  
Academic Preparation ◽  
Individual Development ◽  
Electronic Resources ◽  
Mathematics Textbook ◽  
Electronic Textbook ◽  
Electronic Product ◽  
Elementary Classes ◽  
Methodological Guidelines

Since 2015, educational reform has been implemented in Bulgaria. It was initiated with the entry into force of the new Preschool and School Education Act36. On the basis of this law, new curricula were adopted in all subjects, including elementary classes in mathematics. Mathematics kits for elementary classes, along with textbooks, study notebooks, a teacher’s book already include electronic readable textbooks and e-textbooks. “Electronic Readable Textbook” is an electronic product whose content is exactly the same as the content of the approved textbook created as a print edition37. The e-textbook is an electronic product that contains additional electronic resources to the individual development of lesson topics, such as tasks, exercises, tests and more. This educational content enables modern students, aged 7-10, to work with electronic resources independently or under the guidance of a teacher, to reflect and consolidate mathematical knowledge and skills, to develop their digital skills, to increase their interest in mathematics. Modern academic preparation for elementary teachers should also include such theoretical and practical knowledge, skills and competences for working with electronic textbooks and with the electronic resources in them. The purpose of my research is to make an analysis of the content included in the electronic textbook for mathematics for the first grade of the Anubis publishing brand of the publishing house KLETT – Bulgaria.38 On the basis of this analysis, methodological guidelines will be developed for working with the different types of electronic resources, which will become part of the academic preparation of the pedagogical students in the university discipline “Didactics of mathematics in elementary classes”. A survey of 166 pedagogical students in bachelor’s and master’s degree on their opinion on e-textbooks conducted this year has yielded interesting and revealing results that confirm the need for updating their academic training in the field of e-textbooks. The majority of respondents believe that primary teachers should use e-books in their work – 83%. When asked which subject is most appropriate to use e-textbooks, mathematics ranks immediately after the natural and social sciences, with 58.4% of the respondents citing it as the most appropriate subject for applying e-textbooks. At the same time, one third of respondents (33.1%) said they did not feel prepared to work with e-books. Of all those surveyed, 81.4% believe that it is necessary to include preparation for work with e-textbooks in university courses in private didactics. This gave me reason to head to the topic of this article and to make a content analysis of an electronic first grade mathematics textbook by classifying the types of additional electronic resources in it.

scholarly journals The interactive e-textbooks in Ukraine: typological problems

2020 ◽  
pp. 278-288
Author(s):  
Mariia Stakhiv
Keyword(s):  
National Level ◽  
Book Publishing ◽  
Property A ◽  
Basic Principles ◽  
Electronic Textbooks ◽  
Lack Of Control ◽  
E Learning ◽  
Multi Media ◽  
Electronic Publications ◽  
Technological Platforms

The article deals with the problems of term functioning and classification in the field of electronic educational publications (electronic textbooks) in the Ukrainian publishing market. It analyses the main features of the standards in the field of electronic book publishing, as well as basic principles of its creation. The problems of creating electronic textbooks have been highlighted. Prospects for further research and a possibility of terms’ usage from the publishing business have been described. Previously, this term was understood as a device enabling reading, but at present an e-book is a content that requires playback by individual devices. The problems of creating interactive electronic publications, including the lack of skills of publishers and a high cost of software for such publications’ layout have been explored. This issue can be resolved either in concluding agreements with foreign partners,or in creating their own technological platforms. Summarizing our analysis, we can conclude that standards in the field of electronic publications should be updated at least once every five years. Ukraine needs not only well-designed standards, but also a respect for copyright and a protection of intellectual property. A lack of control, unified typological classification and certification of such publications can result in springing up electronic publications of improper quality. Respectively, they can harm users. Sometimes publishers can not clearly identify which electronic product they have made. The problem can be solved only at the national level, with the help of regulations and a creation of a regulative institution. The latter should be responsible for standardization and certification of e-learning publications and their quality characteristics. The prospects for standardization of electronic publications have been determined. Keywords: e-learning edition, e-textbook, interactive textbook, multi media content, standard, typology, problems.

scholarly journals A Blockchain Based Buyer-seller Watermark Protocol with Trustless Third Party

2020 ◽  
Vol 13 (6) ◽  
pp. 942-950
Author(s):  
Chunlin Song ◽  
Hong Wang ◽  
Wei Zhang ◽  
Sud Sudirman ◽  
Haogang Zhu
Keyword(s):  
Information Exchange ◽  
Information Technologies ◽  
Negotiation Process ◽  
Third Party ◽  
Perceptual Quality ◽  
The Internet ◽  
Digital Information ◽  
Digital Multimedia ◽  
Conspiracy Attack ◽  
Types Of Information

Background: With the development and innovation of digital information technologies and new-generation Internet information platforms, new types of information exchange methods have been spawned. It has broken the restriction of the traditional internet boundary, and integrated all round connections between people and objects. Methods: Based on the above progresses, digital multimedia contents distributed or published much more convenient on the internet than before and most of them without any copyright protection. The dishonest owner can easily copy and distribute digital multimedia content without reducing any perceptual quality. According to the relative concerns, watermark protocol networks play a very important role in the usage tracking and copyrights infringement authentication, etc. However, most of the watermark protocols always require a “fully trusted third party”, which has a potential risk to suffer conspiracy attack. Results: Therefore, in this paper, we focus on designing a watermark protocol with trustless third party via blockchain for protecting copyrights of owners that they want to publish or distribute on the internet. The proposed watermark protocol includes three sub-protocols which covers the negotiation process, transaction process and identification processes. Conclusion: In addition, this paper also provides a fully detail analysis that describes the benefits and weaknesses of current solution.

The many faces of obligation

2020 ◽  
Vol 43 ◽  
Author(s):  
Michael Tomasello
Keyword(s):  
Third Party ◽  
The Many ◽  
Sense Of Obligation

Abstract My response to the commentaries focuses on four issues: (1) the diversity both within and between cultures of the many different faces of obligation; (2) the possible evolutionary roots of the sense of obligation, including possible sources that I did not consider; (3) the possible ontogenetic roots of the sense of obligation, including especially children's understanding of groups from a third-party perspective (rather than through participation, as in my account); and (4) the relation between philosophical accounts of normative phenomena in general – which are pitched as not totally empirical – and empirical accounts such as my own. I have tried to distinguish comments that argue for extensions of the theory from those that represent genuine disagreement.

A Macintosh Interface for the Cameca Camebax-Micro Electron Microprobe

1990 ◽  
Vol 48 (1) ◽  
pp. 438-439
Author(s):  
Carl E. Henderson
Keyword(s):  
Electron Microprobe ◽  
Processing Speed ◽  
Word Processing ◽  
State Of The Art ◽  
Computer Control ◽  
Third Party ◽  
Disk Storage ◽  
The Past ◽  
User Facility ◽  
Instrument Control

Over the past few years it has become apparent in our multi-user facility that the computer system and software supplied in 1985 with our CAMECA CAMEBAX-MICRO electron microprobe analyzer has the greatest potential for improvement and updating of any component of the instrument. While the standard CAMECA software running on a DEC PDP-11/23+ computer under the RSX-11M operating system can perform almost any task required of the instrument, the commands are not always intuitive and can be difficult to remember for the casual user (of which our laboratory has many). Given the widespread and growing use of other microcomputers (such as PC’s and Macintoshes) by users of the microprobe, the PDP has become the “oddball” and has also fallen behind the state-of-the-art in terms of processing speed and disk storage capabilities. Upgrade paths within products available from DEC are considered to be too expensive for the benefits received. After using a Macintosh for other tasks in the laboratory, such as instrument use and billing records, word processing, and graphics display, its unique and “friendly” user interface suggested an easier-to-use system for computer control of the electron microprobe automation. Specifically a Macintosh IIx was chosen for its capacity for third-party add-on cards used in instrument control.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

A Developmental Study of Intonation Recognition

1968 ◽  
Vol 11 (4) ◽  
pp. 825-832 ◽  
Author(s):  
Marilyn M. Corlew
Keyword(s):  
Significant Interaction ◽  
Multiple Choice ◽  
Semantic Content ◽  
First Grade ◽  
Choice Test ◽  
Developmental Study ◽  
Multiple Choice Test ◽  
The Third ◽  
Matching Test ◽  
Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

2008 ◽  
Vol 15 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Frank R. Vellutino ◽  
Haiyan Zhang
Keyword(s):  
Early Intervention ◽  
Reading Disability ◽  
Intervention Studies ◽  
Intervention Study ◽  
Reading Difficulties ◽  
First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

Coding for Evaluation and Treatment

2008 ◽  
Vol 18 (1) ◽  
pp. 9-20 ◽  
Author(s):  
Mark Kander ◽  
Steve White
Keyword(s):  
Medical Record ◽  
Treatment Session ◽  
Accurate Diagnosis ◽  
Third Party ◽  
Speech Language Pathologists ◽  
Adequate Information ◽  
Diagnosis Codes ◽  
Coding Rules ◽  
Procedure Codes ◽  
The Web

Abstract This article explains the development and use of ICD-9-CM diagnosis codes, CPT procedure codes, and HCPCS supply/device codes. Examples of appropriate coding combinations, and Coding rules adopted by most third party payers are given. Additionally, references for complete code lists on the Web and a list of voice-related CPT code edits are included. The reader is given adequate information to report an evaluation or treatment session with accurate diagnosis, procedure, and supply/device codes. Speech-language pathologists can accurately code services when given adequate resources and rules and are encouraged to insert relevant codes in the medical record rather than depend on billing personnel to accurately provide this information. Consultation is available from the Division 3 Reimbursement Committee members and from [email protected] .

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