scholarly journals Feasibility of Digital Multimedia Language Labs for Interpreting Instruction as Perceived by Interpreting Instructors in Saudi Arabia

2021 ◽  
Vol 4 (4) ◽  
pp. 70-79
Author(s):  
Reima Al-Jarf
Keyword(s):  
Classroom Management ◽  
Attitude Change ◽  
New Technology ◽  
Technical Support ◽  
Listening Skills ◽  
Hands On ◽  
Language Courses ◽  
Mp3 Players ◽  
Digital Language ◽  
Classroom Use

The College of Languages and Translation (COLT) prepares translators and interpreters. Some of the courses that the students take are language courses such as listening, speaking, reading, writing, vocabulary, grammar, and 4 types of interpreting courses (simultaneous, consecutive, liaison and sight). COLT has installed 4 multimedia language labs (MLLs) currently used for teaching listening courses, in addition to interpreting courses. Each MLL consists of a teacher's station and 40 student stations each with a computer, headsets, and an audio box. The MLL software consist of XClass, a multimedia classroom management software, a Digital Language Lab Software (DLL) software for improving the students’ oral listening skills, and WaveLab Mastering and Audio Editing Software. The presentation aims to find out whether the MLL is feasible for interpreting instruction and factors that affect lack of utilization of MLLs in interpreting instruction at COLT based on the instructors' views. A sample of 10 interpreting instructors and an IT specialist was interviewed. It was found that only 20% use the MLL in interpreting instruction (simultaneous and sight interpreting). By contrast, 80% use the MLLs as a classroom, use the speakers, text on a flash drive and MP3 players. They believe that MLLs are not suitable for teaching consecutive and liaison interpreting. They reported hardware and software problems, instructor-related, student-related, and technical support issues. The study concluded that normalization and attitude change towards new technology, hands-on practice, and availability of technical support on site are crucial in adapting the MLLs to interpreting instruction. The study reports results and some recommendations.

Craft Organization in Yoruba Towns

Africa ◽  
1953 ◽  
Vol 23 (1) ◽  
pp. 30-44 ◽  
Author(s):  
Peter Lloyd
Keyword(s):  
West Africa ◽  
Indigenous People ◽  
New Technology ◽  
Sewing Machine ◽  
Western Economy ◽  
Hands On ◽  
Opening Paragraph ◽  
People Today ◽  
Economic Agreement ◽  
Window Frames

Opening ParagraphEverywhere in West Africa contact with Western economy has brought changes in the technology of the indigenous people; today, side by side with the old man chipping away at a block of wood, making an image or a mask, and the weaver with his horizontal loom producing yard upon yard of narrow cloth strips to be sewn together into huge, flowing robes, sit the tailor making khaki shorts on his treadle sewing-machine and the carpenter nailing together planks for doors and window frames. In the traditional craft industries a father hands on his knowledge and skill to his sons; thus some crafts become the preserve of certain lineages. The sudden impact of the new technology did not give the craftsmen an opportunity to adapt their work to the new machines and tools; new men were recruited who had never been craftsmen and thus today the numerous tailors, carpenters, builders, and their like are not related to their fellow workers by blood ties; but, independent as these workers may appear, they are usually united to their fellow craftsmen by bonds of economic agreement whereby their work is strictly regulated. This study will attempt to describe the organization of the traditional crafts in some Yoruba towns and to show how the new crafts have formed guild organizations which preserve many of the functions of the older craft organization, but have a structure based not upon the lineage but upon the territorial divisions of society.

Teaching TCP/IP Network Fundamentals to Undergraduates Using Practical Exercises

2008 ◽  
pp. 205-215
Author(s):  
Nurul I. Sarkar
Keyword(s):  
Operating System ◽  
Learning Experience ◽  
Student Feedback ◽  
Computer Networking ◽  
Test Results ◽  
Hands On ◽  
Ip Network ◽  
The Subject ◽  
Lecture Format ◽  
Classroom Use

Motivating students to learn TCP/IP network fundamentals is often difficult because students find the subject rather technical when it is presented using a lecture format. To overcome this problem we have prepared some hands-on exercises (practicals) that give students a practical learning experience in TCP/IP networking. The practicals are designed around a multi-user, multi-tasking operating system and are suitable for classroom use in undergraduate TCP/IP networking courses. The effectiveness of these practicals has been evaluated both formally by students and informally in discussion within the teaching team. The implementation of the practicals was judged to be successful because of the positive student feedback and that students improved their test results. This chapter describes the practicals and their impact on student learning and comprehension, based on the author’s experiences in undergraduate computer networking courses.

scholarly journals Geography Teachers’ Knowledge of and Perceptions on Dyslexia

2020 ◽  
Vol 10 (10) ◽  
pp. 278
Author(s):  
Anthoula Styliani Passadelli ◽  
Aikaterini Klonari ◽  
Vyron Ignatios Michalakis ◽  
Michail Vaitis
Keyword(s):  
Secondary School ◽  
Personal Information ◽  
New Technology ◽  
Science Courses ◽  
Effective Teaching Strategies ◽  
Technology In Teaching ◽  
Language Courses ◽  
Willingness To Use ◽  
Teachers Training ◽  
Dyslexic Students

At all levels of education, teachers are actively involved in improving students’ learning outcomes and developing their own pedagogical experience. As a consequence, the teacher’s role in managing learning difficulties is of particular importance. This research investigates secondary school geography teachers’ knowledge of and perceptions of dyslexia. For research purposes, 61 questionnaires were distributed to secondary teachers teaching geography all over Greece. The questionnaire included a total of 30 questions about demographic and personal information, teachers’ knowledge of and perceptions of dyslexia, and teaching approaches they adopt while teaching geography. The research examined teachers’ willingness to use teaching tools and innovative approaches that would help all students and, more specifically, dyslexics. The responses were coded using SPSSv.23.00. The results show that teachers’ knowledge of dyslexia is contradictory, as most teachers (93.4%) believe that dyslexia affects students’ performance only in language courses, whereas a smaller percentage of teachers (just 27.8%) believe that dyslexic students also find it difficult to participate in science courses, and only 26.2% believe they face difficulties in orientation as well. Teachers also have unclear views on how to manage dyslexia and how to implement effective teaching strategies. The results show the importance of geography teachers’ training on dyslexia and the integration of new technology in teaching dyslexic students.

scholarly journals To What Extent Do Popular ESL Textbooks Incorporate Oral Fluency and Pragmatic Development

2014 ◽  
Vol 30 (7) ◽  
pp. 1 ◽  
Author(s):  
Lori G. Diepenbroek ◽  
Tracey M. Derwing
Keyword(s):  
Second Language ◽  
Classroom Instruction ◽  
Language Instruction ◽  
Listening Skills ◽  
Major Focus ◽  
Oral Fluency ◽  
Pragmatic Development ◽  
Esl Programs ◽  
Textbook Series ◽  
Language Courses

We examined several popular integrated skills textbooks used in Language Instruc- tion for Newcomers to Canada (LINC) and English as a second language (ESL) programs for pragmatics and oral fluency activities. Although many instructors use other resources to supplement classroom instruction, the textbook is still the backbone of many language courses. We wanted to know to what extent textbooks focus on pragmatics and oral fluency, as well as the range of activities featured in each. In light of the recent federal evaluation of LINC programs in Canada, which indicated extremely limited improvement in speaking and listening skills as a result of language instruction, it is important to know which textbooks offer the best opportunities for pragmatics and fluency development. We determined that very few textbook series are consistent in their inclusion of pragmatic content in terms of scope, quality, and quantity. As might be expected, oral fluency is not a major focus in integrated skills texts; however, those activities that are intended to enhance fluency development could easily be improved by an instructor.

scholarly journals PENINGKATAN KETERAMPILAN MENYIMAK MELALUI MODEL PEMBELAJARAN ARTIKULASI DAN MEDIA BONEKA TANGAN PADA PEMBELAJARAN TEMATIK KELAS 1 SDN PEJOK II KEDUNGADEM BOJONEGORO

2017 ◽  
Vol 5 (2) ◽  
pp. 766
Author(s):  
Ulifatus Pebriana ◽  
Dyah Woro Wirastri Ekowati ◽  
Frendy Aru Fantiro
Keyword(s):  
Learning Process ◽  
First Grade ◽  
Learning Model ◽  
Listening Skills ◽  
Learning Models ◽  
Hands On ◽  
Skills Learning ◽  
Thematic Learning

Abstract:In fact, listening skills of students are still low seen from the completeness of students is only 25% complete. So, the necessary to attempt improvement through learning model and learning media is used. This study aims to: (1) Describe the application of learning models “Artikulasi dan Media Boneka Tangan” to improve listening skills in thematic learning first grade at SDN Pejok II Kedungadem Bojonegoro, and (2) Explaining the increase in the ability to listen to students after applying the learning model articulation and media dolls hands-on thematic learning first grade at SDN Pejok II Kedungadem Bojonegoro.The results showed (1) the application of learning “Artikulasi dan Media Boneka Tangan” can improve students' listening skills. It can be seen from t he percentage of students who complete the first cycle is only 45.8% of students who completed and then increased to 83.4% of students who completed the second cycle. (2) Results of votes of teacher activity increased from the first cycle to the second cycle ie from scoring 80.7% to 86% and the activity of students in the classical with 80% to 88%. This suggests that the learning model “Artikulasi dan Media Boneka Tangan” can be used as a reference in the implementation of the learning process that can promote successful learning.Keywords:Improvement, Listening Skills, Learning Model Articulation, Media Dolls Hand.Abstrak:Pada kenyataannya kemampuan menyimak siswa masih rendah yang terlihat dari nilai ketuntasan siswa yaitu hanya 25% yang tuntas sehingga perlu adanya upaya peningkatan melalui model pembelajaran dan media pembelajaran yang digunakan. Penelitian ini bertujuan untuk: (1) menjelaskan penerapan model pembelajaran artikulasi dan media boneka tangan untuk meningkatkan kemampuan menyimak pada pembelajaran tematik kelas I dan (2) menjelaskan peningkatan kemampuan menyimak siswa setelah menerapkan model pembelajaran artikulasi dan media boneka tangan pada pembelajaran tematik.Hasil penelitian menunjukkan (1) penerapan model pembelajaran artikulasi dan media boneka tangan dapat meningkatkan keterampilan menyimak siswa. Hal ini dapat dilihat dari presentase siswa yang tuntas yaitu pada siklus I hanya ada 45,8% siswa yang tuntas dan kemudian meningkat menjadi 83,4% siswa yang tuntas pada siklus II. (2) Hasil penilaian aktivitas guru meningkat dari siklus I ke siklus II yaitu dari skor 80,7% menjadi 86% dan aktivitas siswa secara klasikal dengan skor 80% menjadi 88%. Hal ini menunjukkan bahwa model pembelajaran artikulasi dan media boneka tangan dapat dijadikan sebagai acuan dalam pelaksanaan proses pembelajaran yang dapat mendukung keberhasilan pembelajaran.Kata Kunci:Peningkatan, Keterampilan Menyimak, Model Pembelajaran Artikulasi,Media Boneka Tangan

scholarly journals Hands-On Astrophysics: Variable Stars for Astronomy Education and Development

2001 ◽  
Vol 24 (3) ◽  
pp. 88-94
Author(s):  
Janet A. Mattei ◽  
John R. Percy
Keyword(s):  
Variable Stars ◽  
International Database ◽  
Astronomy Education ◽  
Wide Range ◽  
Hands On ◽  
Measurement And Analysis ◽  
Astronomical Research ◽  
University Level ◽  
Education And Development ◽  
Classroom Use

AbstractAmateur astronomers, and students, can contribute to astronomical research by measuring the brightness of variable stars. Hands-On Astrophysics (HOA) is a project which uses the unique methods and the International Database of the American Association of Variable Star Observers (AAVSO) to develop and integrate a wide range of science, mathematical and computer skills, through the measurement and analysis of variable stars. It is very flexible and can be used at many levels, in many contexts — for classroom use from high school to university level, or for individual projects. In this paper we describe HOA, and how it can be used to promote international astronomy education and development, through research-based science education.

Luister Alstublieft!

2008 ◽  
Vol 80 ◽  
pp. 75-85
Author(s):  
Annemarie Groot
Keyword(s):  
Adult Learners ◽  
Positive Result ◽  
Language Learning ◽  
Listening Skills ◽  
Language Courses ◽  
L2 Listening ◽  
Listening Pedagogy ◽  
Grammar Tests

L2 listening is important for both communication and language learning. In language courses, however, the focus on listening is minimal. Moreover, previous research has been inconclusive about the best approach to teach listening skills. Listening pedagogy focuses mainly on comprehension. This article presents a listening training experiment with a pretest-training-posttest design. Two intact groups of adult learners of Dutch were trained on either recognition or comprehension. The Recognition Group improved significantly more on listening and grammar tests than the Comprehension Group. The groups differed significantly in several crucial aspects though. Including these variables as covariates did not change the positive result. However, the number of informants was too low to draw final conclusions and further research is required to find further support the findings in this study.

New Technology Allows for Hands-Off Intervention During Cementing Operations Increasing Safety and Operational Efficiency

2021 ◽  
Author(s):  
Michael Ramon ◽  
Tony Wooley ◽  
Kyle Martens ◽  
Amy Farrar ◽  
Seth Fadaol
Keyword(s):  
High Risk ◽  
Oil And Gas ◽  
Service Providers ◽  
New Technology ◽  
Oil And Gas Industry ◽  
Field Studies ◽  
Gas Industry ◽  
Cement Line ◽  
Technological Advances ◽  
Hands On

Abstract The culture of safety within the oil and gas industry has undergone an evolution since the advent of significant E&P operations in the late 1800s. The initial focus on safety was to protect property, not people. This mentality has shifted over time to include a greater focus on the safety of personnel, in parallel with technology developments that have pushed the limits of operators’ and service providers’ abilities to drill and complete more complicated wells. The safety efforts introduced to date have yielded results in every major HS&E category; however, falls and dropped objects continue to be areas in need of improvement. During cementing rig up and operations there are still many manual activities that require working at heights in the derrick. New technological advances have allowed the industry to reduce the number of hands-on activities on the rig and operators have moved to eliminate these activities by automating operations. Man lifting operations are recognized as a high-risk activity and, as such, many rigs require special permitting. During cementing operations, not only are personnel lifted into hazardous positions, but they are usually equipped with potential dropped objects. Some of these objects, if dropped, reach an impact force that could seriously injure or, in worst cases, result in a fatality. During these operations, personnel are also hoisted along with a heavy cement line in very close proximity. This introduces other dangers such as tangling, pinch points, and blunt force trauma. These risks are heavily increased when working in adverse conditions, such as high winds or rough seas. By utilizing a wireless cement line make up device, along with wireless features on a cement head to release the darts/plugs/balls and operate the isolation valves, an operator can eliminate the need for hands-on intervention. This paper will discuss current cement head technologies available to the operator that allow them to improve safety and efficiencies in operational rig time. Three field studies will be presented that detail running cement jobs with all functions related to the wireless attributes of the cement head. The field studies will present the operational efficiencies achieved by utilizing the wireless features compared to the standard manual method. Before the recent introduction of a wireless cementing line make-up device, a wireless cement head still required hands-on intervention to rig up the tools, putting people in high-risk situations.

Behavioral Objeaives and Flexible Grouping in Seventh Grade Mathematics

1970 ◽  
Vol 1 (4) ◽  
pp. 207-217
Author(s):  
James E. Bierden
Keyword(s):  
Individual Differences ◽  
Classroom Management ◽  
Student Performance ◽  
Mathematics Instruction ◽  
Seventh Grade ◽  
Flexible Grouping ◽  
Class Instruction ◽  
Class Grouping ◽  
Whole Class ◽  
Classroom Use

The purpose of this study was to explore and develop a form of classroom management to aid in the provision for individual differences among students in seventh-grade mathematics. The 2 major variations from standard classroom procedures were (1) the classroom use of detailed behavioral objectives related to the content of the course, and (2) a form of classroom management using a combination of whole-class instruction and flexible intra-class grouping based on achievement of the objectives. The evaluation of student performance suggests aspects of these variations have potential for improving mathematics instruction.

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