scholarly journals Introducing the Visual Art through Concrete Poetry in the EFL Classroom: A Case Study

2021 ◽  
Vol 3 (4) ◽  
pp. 143-153
Author(s):  
Chahra Beloufa
Keyword(s):  
Visual Art ◽  
Research Area ◽  
Visual Poetry ◽  
Concrete Poetry ◽  
The Third ◽  
Teaching Poetry ◽  
The University ◽  
Visual Shape ◽  
Learning English

Teaching poetry offers the teacher of literature some basic and active ways to engage students in learning English because of poetry’s rich language which represents an opportunity for learners to explore meanings and be able to formulate creative responses. One must be aware of the fact that poetry includes various types which differ in forms, and each one of these may have a particular influence on students? learning literature; that is why one centralized the research area on concrete poetry or what is called visual poetry too. This study aims to teach students not only to read and listen to a poem but to develop the skill of creativity through rewriting and this ability would be provoked by the visual shape of the concrete poem. One is trying to bring fun in the EFL classroom and particularly during the literature lecture where students are probably bored by analyzing every line and stanza. So, all these aims were to be concrete via a test, observation and questionnaire. These scientific tools confirmed one’s hypotheses about how positive is concrete poetry for the group of the third-year English L.M.D. students at the University of Djilali Liabes, Sidi Bel Abbes

scholarly journals Case Study: How I Finished my DBA in 2 Years… Almost!

10.28945/3751 ◽  
2017 ◽  
Vol 1 ◽  
pp. 009-029
Author(s):  
Robert W Hammond
Keyword(s):  
Research Area ◽  
Business Administration ◽  
South Florida ◽  
General Idea ◽  
Sales Training ◽  
First Semester ◽  
The Third ◽  
College Of Business ◽  
The University

There is no one best course through a Doctorate of Business Administration program but there are paths that maximize your time and value. Some people will wander through the research wilderness until having an epiphany, while others will treat the program like a journey-man and “do the work”, and still others will panic at the end of the third semester and “have to pick a topic for the dissertation”. If you enter the program with even a general idea of your research interest, then there is a different approach. Rob Hammond is a member of the inaugural cohort of the Muma College of Business DBA program at the University of South Florida. For almost 30 years he has worked in and around sales, marketing and product in large corporations. Rob witnessed enormous waste in sales training and thought it could be done differently. This was his topic of interest. Rob also had an idea from his experiences of what might be causing the issue. About half way through the first semester, Rob was picking the next paper topic and decided that he would adopt the strategy that he would try to find a way to advance his understanding of his research area in every class. This strategy became the navigation beacon for his DBA journey. This case is documenting this strategy along with a collection of his experiences from the DBA program for the readers in hopes that it may provide future students a few more restful nights as they begin their own academic journeys.

An Analysis of Students Problem To Pronounce Aspirated /P/, /T/, /K/ at Initial Position of English Words

2020 ◽  
Vol 4 (3) ◽  
pp. 92-98
Author(s):  
Widya Juli Astria
Keyword(s):  
Research Design ◽  
Initial Position ◽  
English Department ◽  
Final Position ◽  
The Third ◽  
The Subject ◽  
Learning English

The purpose of this research was to analyze the third semester students’ problem in learning English basic sounds pronunciation. The research design was case study. The data were collected by recording the students’ pronunciation. The subject of the research were the third Semester Students of English Department at Universitas Ekasakti). The result of the research was found that Each aspirated /p/, /t/, /k/ have two allophones, [ph] and [p], [th] and [t], [kh] and [k]. Then, all instances of [ph] occured immediately before a stressed vowel. It can be said that the following rule: /p/ becomes [ph] when it occured before a stressed vowel or initial position of English words. Moreover, aspirated /p/, /t/, /k/ sounds were really pronounced in two different ways. First, when these sounds came at the beginning of the word they are always followed by a puff of breath. Second, if aspirated /p/, /t/, and /k/ occur at the end of final position of English words, it is not necessary to pronounce them by following a puff of breath. In following there is a chart of aspirated /p/, /t/, /k/ sounds at initial position of English words

The Elders of Early Dilmun

2019 ◽  
pp. 220-239
Author(s):  
Alexis T. Boutin ◽  
Benjamin W. Porter
Keyword(s):  
Bronze Age ◽  
Persian Gulf ◽  
University Of California ◽  
Mortuary Archaeology ◽  
Near Eastern ◽  
Adult Men ◽  
The Third ◽  
Second Millennium Bce ◽  
The University

This chapter draws on bioarchaeology and mortuary archaeology to investigate three adult men in a brief case study from Early Dilmun, a Bronze Age polity that spanned the western edge of the Arabian/Persian Gulf at the end of the third and the beginning of the second millennium BCE. We draw our evidence from the Peter B. Cornwall Collection at the Phoebe A. Hearst Museum of Anthropology on the University of California, Berkeley campus. Cornwall (1913–1972) excavated this evidence from Bahrain during his expedition to the region in 1940 and 1941. Cornwall later analyzed these mortuary contexts in several works—including his doctoral dissertation and a handful of articles—and then eventually deposited the skeletal remains and objects in the Hearst Museum. Since 2008, we have been analyzing and publishing materials from this collection under the auspices of the Dilmun Bioarchaeology Project. Using this evidence, we demonstrate both the possibilities and limitations of investigating masculinity in one specific ancient Near Eastern society.

Visual Storytelling as Generative Strategy for Social Educators

2019 ◽  
pp. 18-35
Author(s):  
Laura Fedeli
Keyword(s):  
Experiential Learning ◽  
The Other ◽  
Graduate Course ◽  
Educational Approach ◽  
Visual Storytelling ◽  
The Third ◽  
Different Dimensions ◽  
The University ◽  
Professional Contexts

The chapter deals with the discussion of the results of an experimentation run in two consecutive academic years within the classes of the graduate course “Instructional Technology” in the graduate course “Science of Education” at the University of Macerata, Italy. The IT course is programmed in the third year of the curriculum for “Social Educators” and the contribution reports the results of a case study related to a workshop activity in which students could find a further opportunity to identify different dimensions of relation among theoretical aspects and the potential practical/applied connotations in professional contexts. The workshop was structured as an experiential learning process in which the value of the digital storytelling as educational approach was a strategy adopted to foster the students' understanding toward the intercultural issues in terms of improvement of relationship by taking a prospective position oriented to the other.

scholarly journals Response Tokens and Their Sequential Action in the Teacher Third Turn (Note 1) A Conversation Analysis Case Study in the EFL Classroom

2020 ◽  
Vol 12 (2) ◽  
pp. 26
Author(s):  
Asma Ebshiana
Keyword(s):  
Conversation Analysis ◽  
Large Study ◽  
Analysis Framework ◽  
Student Responses ◽  
Sequential Action ◽  
The Third ◽  
Naturally Occurring ◽  
Change Of State ◽  
The University

In classroom settings, students` responses are regularly evaluated through the ubiquitous three-part sequence. It is through this pattern that teachers encourage student participation. Usually, the teacher uses response tokens such as “Okay”, Right” /” Alright”, “Mhm” “Oh”, in the third turn slot. These tokens are crucial and recurrent because they show where the teacher assesses the correctness or appropriateness of the students’ responses either end the sequence or begin a turn which ends the sequence. Moreover, such tokens have an impact on the sequence expansion and on the students’ participation. This article is a part of a large study examining the overall structure of the three-part sequence in data collected in an English pre-sessional programme (PSP) at the University of Huddersfield. The present article focuses on the analysis of naturally occurring data by using Conversation Analysis framework, henceforth (CA). A deep analysis is performed to examine how response tokens as evaluative responses are constructed sequentially in the third turn sequence as a closing action, whilst considering how some responses do not act as a closing sequence, since they elaborate and invite further talk. The results of response tokens have shown that they are greatly multifaceted. The analysis concluded that not all responses do the same function in the teacher’s third turn. Apart from confirming and acknowledging the student responses and maintaining listenership, some invite further contribution, others close and shift to another topic that designates closing the sequence, and some show a “change of state”. Their functions relate to their transitions, pauses and their intonation in the on-going sequence. 

A Case Study on Agile Estimating and Planning using Scrum

1970 ◽  
Vol 111 (5) ◽  
pp. 123-128 ◽  
Author(s):  
V. Mahnic
Keyword(s):  
Development Process ◽  
Evidence Based ◽  
Effort Estimation ◽  
The Third ◽  
Software Companies ◽  
Student Teams ◽  
Development Teams ◽  
The University ◽  
First Time

We describe a case study that was conducted at the University of Ljubljana with the aim of studying the behavior of development teams using Scrum for the first time, i.e., a situation typical for software companies trying to introduce Scrum into their development process. 13 student teams were required to develop an almost real project strictly using Scrum. The data on project management activities were collected in order to measure the amount of work completed, compliance with the release and iteration plans, and ability of effort estimation, thus contributing to evidence-based assessment of the typical Scrum processes. It was found that the initial plans and effort estimates were over-optimistic, but the abilities of estimating and planning improved from Sprint to Sprint. Most teams were able to define almost accurate Sprint plans after three Sprints. In the third Sprint the velocity stabilized and the actual achievement almost completely matched the plan. Bibl. 25, tabl. 4 (in English; abstracts in English and Lithuanian).http://dx.doi.org/10.5755/j01.eee.111.5.372

A Longitudinal Study of Students Completing Four Years of UCSMP Mathematics

1993 ◽  
Vol 24 (2) ◽  
pp. 136-158
Author(s):  
Daniel B. Hirschhorn
Keyword(s):  
Chicago School ◽  
Achievement Test ◽  
Opinion Survey ◽  
Case Study Design ◽  
The Third ◽  
Age Cohort ◽  
Level I ◽  
Educational Testing Service ◽  
The University

This article reports on the achievement and attitude aspects of a study comparing students who had the first 4 years of the University of Chicago School Mathematics Project (UCSMP) secondary curriculum to two distinct groups of comparable students, an age cohort and a mathematics course level cohort. A case study design with schools in three different sites (one urban, two suburban) was used. Three instruments were given: a Mathematics Level I Achievement Test from the Educational Testing Service, a 30-item Applications Test, and a 25-item Student Opinion Survey. At two of the sites, the UCSMP students outperformed both the age and course level cohorts by substantial amounts on both the achievement and application tests. At the third site, both comparison cohorts outperformed the UCSMP students on the achievement test, but results on the application test were mixed. At all three sites, there was little difference in the attitude items except on items concerning calculator use.

scholarly journals Recursos didácticos y tecnológicos para la enseñanza de la integral definida en el modelo de Universidad Comunitaria Intercultural

2016 ◽  
Vol 18 (1) ◽  
pp. 63-78
Author(s):  
William Oswaldo Flores López ◽  
Eugenio López Mairena
Keyword(s):  
Learning Difficulties ◽  
Business Administration ◽  
Mathematical Tasks ◽  
Definite Integral ◽  
Math Teachers ◽  
The Third ◽  
The Caribbean ◽  
The University ◽  
Motivation And Confidence

Esta investigación ha descrito los recursos didácticos y tecnológicos que el profesorado de matemáticas incorpora en el proceso de enseñanza de la integral definida, la evaluación que el profesorado efectúa, y las dificultades de comprensión en el aprendizaje del estudiantado. Fue un estudio cuantitativo y cualitativo sustentado en un estudio de caso, con una muestra de 46 estudiantes del tercer semestre de Administración de Empresas y 12 profesores de Matemáticas de la Universidad de las Regiones Autónomas de la Costa Caribe Nicaragüense, Recinto Universitario Nueva Guinea. El análisis se desarrolló con énfasis en las capacidades observadas en el aula de clases, y las argumentaciones en respuesta a los cuestionarios y entrevistas dirigidas al estudiantado y el profesorado. Los resultados sostienen que la incorporación de recursos didácticos y tecnológicos en la enseñanza de la integral definida disminuye las dificultades de comprensión en el aprendizaje, lo que se traduce en que al diseñar e implementar recursos didácticos y tecnológicos, se convierte en un entorno de agrado, motivación y confianza para que el estudiantado resuelva tareas matemáticas, y por tanto, disminuye sus dificultades de aprendizaje. SummaryThis research has described the educational and technological resources that the math teachers incorporates in the process of teaching the definite integral, the evaluation made by the teachers, and the difficulties the students presents in its understanding. It was a quantitative and qualitative study based on a case study, with a sample of 46 students from the third semester of Business Administration and 12 math teachers from the University of the Autonomous Regions of the Caribbean Coast of Nicaragua, Nueva Guinea campus. The analysis was developed with emphasis on the capacities observed in the classroom, and the arguments in response to the questionnaires and interviews aimed to students and teaching staff.The results demonstrate that the incorporation of educational and technological resources in the teaching of definite integral reduces the difficulties for a comprehensive learning, which means that when designing and implementing educational and technological resources it can create a pleasing environment full of motivation and confidence in order that the students resolve their mathematical tasks, and therefore decreases their learning difficulties.

scholarly journals Using the Concept of a Learning Organisation to Build a Third Generation University. Case Study of the Jagiellonian University

2020 ◽  
Vol 19 (4) ◽  
Author(s):  
Małgorzata Madej ◽  
Magdalena M. Stuss
Keyword(s):  
Research Methodology ◽  
Second Generation ◽  
Subjective Evaluation ◽  
Third Generation ◽  
University Management ◽  
Learning Organisation ◽  
Good Practices ◽  
The Third ◽  
The University

Background. Currently, the university management requires undertaking the execution of new activities. In response to the challenges of the contemporary processes of the management – building a third generation university - universities are adapting the concepts of management, which up to now have been first and foremost availed of in the sector of enterprises. Such a solution is the concept of a learning organisation. Research aims. The aim of the research conducted was to verify the using of the concepts of a learning organisation during the building of the third generation university Methodology. In the research methodology, a systematic literary review was applied, as well as a case study of the Jagiellonian University. The choice of this university was made on the basis of a subjective evaluation of the process of evolution of the university from the second generation to the third generation. The adoption of such research methodology shall facilitate the building of propositions of good practices of the university management for other universities in the future. Findings. The research conducted reveals that the university has been usinga learning organisation to build a third generation university

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