scholarly journals DEVELOPMENT OF THE PERSONAL COMPETITION AT SCIENCE LESSONS IN THE FIRST GRADE. “ELECTRICITY IS VERY IMPORTANT AND IT IS A VERY GOOD ASSISTANT IN A MAN’S LIFE”

2019 ◽  
Vol 25 (1) ◽  
pp. 97-101
Author(s):  
Danguole Saviciene
Keyword(s):  
First Grade ◽  
Educational Material ◽  
Practical Work ◽  
Science Lesson ◽  
Vacuum Cleaner ◽  
Educational Method ◽  
Safety Requirements ◽  
Coffee Beans ◽  
Electrical Devices ◽  
Better Than

The article is about the development of the personal competition of the first grade pupils during a science lesson theme “Electricity is very important and it is a very good assistant in a man’s life”. The students were asked to confirm or to deny sentence. Children accomplished two different tests. They follow safety requirements: they checked if the cord was unbroken, and they poked a power plug into a socket. On the basis of the practical work there was an educational film created (https://youtu.be/1kg7zrMYcU4). This film was shown to the classmates. Having learned from this film, other class students could accomplish the same tests. All the children liked it very much. The goal of the test: • To prove in practice that electricity is very important and it is a good assistant in the man’s life. The raised hypothesis: • Electrical items can do the same task better than a man, and to work with the electric items is much easier than with the manual devices. Necessary devices for tests: • For the first test we need: two eggs, two bowls, a whisk/manual eggbeater, an electric eggbeater, and a stopwatch. • For the second test we need: beans of coffee, a manual coffee grinder, an electric coffee grinder, a stopwatch and two plates. Results of the tests: • It is obvious, that the egg, which was whipped with the electric eggbeater was fluffy and the hand was not tired. • The coffee beans were grinded finer with the electric grinder. And other coffee beans which were grinded in a manual way were not so small. After the grinding the hand hurt. Conclusions of the tests: • The raised hypothesis was confirmed. The electrical devices accomplished the same tasks better than a man. To work with the electric devices is easier than with the manual ones. Advices for those who want to accomplish the same tests: • You can accomplish a test with the vacuum cleaner and the broom: “Dust cleaning”, or with the manual grinder and the electric grinder: “Who will crush the grains of buckwheat faster?” Keywords: engaging in educational material, educational method, practical work, smartphones.

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.

scholarly journals Design of a Microwave Lowpass – Bandpass Filter using Deep Learning and Artificial Intelligence

2021 ◽  
Vol 3 (1) ◽  
pp. 1-16
Author(s):  
Saeed Roshani ◽  
◽  
Hossein Heshmati ◽  
Sobhan Roshani ◽  
◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Deep Learning ◽  
Insertion Loss ◽  
Dual Band ◽  
Transmission Zeros ◽  
Compact Size ◽  
Electrical Devices ◽  
Low Pass ◽  
Artificial Neural Network Ann ◽  
Better Than

In this paper, a lowpass – bandpass dual band microwave filter is designed by using deep learning and artificial intelligence. The designed filter has compact size and desirable pass bands. In the proposed filter, the resonators with Z-shaped and T-shaped lines are used to design the low pass channel, while coupling lines, stepped impedance resonators and open ended stubs are utilized to design the bandpass channel. Artificial neural network (ANN) and deep learning (DL) technique has been utilized to extract the proposed filter transfer function, so the values of the transmission zeros can be located in the desired frequency. This technique can also be used for the other electrical devices. The lowpass channel cut off frequency is 1 GHz, with better than 0.2 dB insertion loss. Also, the bandpass channel main frequency is designed at 2.4 GHz with 0.5 dB insertion loss in the passband.

scholarly journals Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction

2018 ◽  
Vol 85 (2) ◽  
pp. 229-247 ◽  
Author(s):  
Douglas Fuchs ◽  
Devin M. Kearns ◽  
Lynn S. Fuchs ◽  
Amy M. Elleman ◽  
Jennifer K. Gilbert ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Word Reading ◽  
First Grade ◽  
Component Analysis ◽  
Teaching Reading ◽  
Research And Practice ◽  
Young Readers ◽  
Moderator Analysis ◽  
Treatment Interaction ◽  
Better Than

Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducted a component analysis of the program’s decoding/fluency and reading comprehension dimensions (DF and COMP), creating DF and DF+COMP treatments to parse the value of COMP. Students ( N = 125) were randomly assigned to the two active treatments and controls. Treatment children were tutored three times per week for 21 weeks in 45-min sessions. Children in DF and DF+COMP together performed more strongly than controls on word reading and comprehension. However, pretreatment word reading appeared to moderate these results such that children with weaker beginning word reading across the treatments outperformed similarly low-performing controls to a significantly greater extent than treatment children with stronger beginning word reading outperformed comparable controls. DF+COMP children did not perform better than DF children. Study limitations and implications for research and practice are discussed.

Phonological analysis as a function of age and exposure to reading instruction

1991 ◽  
Vol 12 (1) ◽  
pp. 91-121 ◽  
Author(s):  
Judith A. Bowey ◽  
J. Francis
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Early Reading ◽  
First Grade ◽  
Kindergarten Children ◽  
Grade Group ◽  
Explained Variation ◽  
Grade Groups ◽  
Better Than ◽  
Equal Difficulty

ABSTRACTThis study was designed to test the prediction that, whereas sensitivity to subsyllabic phonological units might emerge prior to alphabetic reading instruction, phonemic analysis skills develop as a consequence of reading instruction. A series of phonological oddity tasks was devised, assessing children's sensitivity to subsyllabic onset and rime units, and to phonemes. These tasks were administered to three groups of children. The first group comprised the oldest children of a sample of kindergarten children. The second and third groups comprised the youngest and oldest children from a first-grade sample. The kindergarten group was equivalent to the younger first-grade group in terms of general verbal maturity, but had not been exposed to reading instruction. The younger first-grade sample was verbally less mature than the older first-grade sample, but had equivalent exposure to reading instruction. On all tasks, both first-grade groups performed at equivalent levels, and both groups did better than the kindergarten group. In all groups, onset and rime unity oddity tasks were of equal difficulty, but phoneme oddity tasks were more difficult than rime oddity tasks. Although some of the kindergarten children could reliably focus on onset and rime units, none performed above chance on the phoneme oddity tasks. Further analyses indicated that rime/onset oddity performance explained variation in very early reading achievement more reliably than phoneme oddity performance.

scholarly journals Application of the log k pair linearity rule and proportionality rule to the RPP mobile phase scales estimation on diol-silica column

2000 ◽  
Vol 65 (10) ◽  
pp. 733-742
Author(s):  
Tomislav Janjic ◽  
Gordana Vuckovic ◽  
Milenko Celap
Keyword(s):  
Linear Function ◽  
Linear Correlation ◽  
Mobile Phase ◽  
Correlation Coefficients ◽  
Practical Work ◽  
Silica Column ◽  
The Third ◽  
Proportionality Rule ◽  
Diol Silica ◽  
Better Than

By the application of the Log ? pair linearity rule and the Proportionality rule to the previously published log ? values for 27 compounds, obtained on diol-silica columns with acetonitrile, methanol and tetrahydrofuran as modifiers, the existence of common RPP scales was established. The obtained correlation coefficients of the linear function log k = f(RPP) were better than 0.9900 for 26 compounds in the first, 21 in the second and 20 in the third case. In addition, in the case of the two first modifiers a linear correlation between the obtained RPP values and mol % of modifier in the mobile phase was found. On the basis of this, the following simple linear function: log k= f(mol % of modifier) was proposed as a criterion for log k values judgment in practical work. A linear correlation was also established between intercept and slope of the function, in spite of the fact that the investigated compounds essentially differ in their descriptors.

scholarly journals Use of instagram to improve verbal-linguistic intelligence and kinesthetic-body intelligence of low-class students through scientific approach in primary schools

2020 ◽  
Vol 10 (1) ◽  
pp. 112
Author(s):  
Aan Yuliyanto ◽  
Dinda Mifta Amalia ◽  
Idat Muqodas
Keyword(s):  
Primary Schools ◽  
Sampling Technique ◽  
First Grade ◽  
Female Students ◽  
Male Students ◽  
Scientific Approach ◽  
Learning Development ◽  
Thematic Learning ◽  
Better Than

Verbal-Linguistic Intelligence and Kinesthetic-Body Intelligence are important for students to have at an early age. The purpose of this study is to see improvement in Verbal-Linguistic and Kinesthetic-Body Intelligence through Instagram-assisted Scientific Approaches. The study used a pre-experimental method with one group pretest-posttest design on the thematic learning of my hobby topic. Determination of the sample by purposive sampling technique. Participants consisted of 15 male students and 12 female students in first-grade elementary school in Purwakarta Regency. Measurement through observation and documentation to observe and record the activities of students' verbal-linguistic and kinesthetic intelligence. Research shows an increase in Verbal-Linguistic and Kinesthetic-Body Intelligence is in the medium category with n-gain values of 0.59 and 0.56, and an increase in Verbal-Linguistic and Kinesthetic-Body Intelligence after learning with a more scientific-assisted Instagram approach significantly better than before being treated with sig. 0,000<0.05. The use of Instagram shows students enthusiastic about expressing their hobbies. Learning development should be able to accommodate a variety of student intelligence and utilize social media that serves to facilitate learning and assessment more interesting

Liquid Chromatographic Determination of Ochratoxin A in Coffee Beans and Coffee Products

1986 ◽  
Vol 69 (6) ◽  
pp. 960-964 ◽  
Author(s):  
Hisaya Terada ◽  
Haruo Tsubouchi ◽  
Katsuhiko Yamamoto ◽  
Kazuo Hisada ◽  
Yoshio Sakabe
Keyword(s):  
Ochratoxin A ◽  
Chromatographic Determination ◽  
Instant Coffee ◽  
Coffee Beans ◽  
Liquid Chromatographic Method ◽  
Relative Standard ◽  
Liquid Chromatographic Determination ◽  
Liquid Chromatographic ◽  
Better Than

Abstract A liquid chromatographic method for the determination of ochratoxin A in coffee beans (green and roast), instant coffee, and coffee drink is described. The sample is subjected to extraction with methanol-1% aqueous sodium bicarbonate (1 + 1) and C18 cartridge cleanup. The extract is chromatographed on a Nucleosil 5C18 column with a mobile solvent of acetonitrile-water-0.2M phosphate buffer pH 7.5 (50 + 47 + 3) containing 3mM cetyltrimethylammonium bromide as an ionpair reagent. Ochratoxin A is detected with a fluoromcter (excitation 365 nm, emission 450 nm). The sensitivity was increased 20-fold by using ion-pair resolution. The detection limits corresponded to 2 μg/kg for coffee beans, 5 μg/kg for instant coffee, and 0.2 μg/kg for coffee drink. The recoveries from coffee products were generally better than 80.7% and the relative standard deviations were 3.43-5.93%. The peak coinciding with ochratoxin A can be confirmed by treatment using alcohol (methanol, ethanol, or n-propanol) and H2S04.

scholarly journals Comment on "A praxis-oriented perspective of streamflow inference from stage observations – the method of Dottori et al. (2009) and the alternative of the Jones Formula, with the kinematic wave celerity computed on the looped rating curve" by Koussis (2009)

2010 ◽  
Vol 14 (6) ◽  
pp. 1093-1097 ◽  
Author(s):  
A. D. Koussis
Keyword(s):  
Practical Work ◽  
Kinematic Wave ◽  
Rating Curve ◽  
Depth Profiles ◽  
Flood Depth ◽  
Wave Celerity ◽  
Temporal Derivative ◽  
Discharge Estimation ◽  
Better Than

Abstract. The estimation of transient streamflow from stage measurements is indeed important and the study of Dottori, Martina and Todini (2009) (henceforth DMT) is useful, however, DMT seem to miss certain of its practical aspects. The goal is to infer the discharge from measurements of the stage conveniently and with accuracy adequate for practical work. This comment addresses issues of the applicability of the DMT method in the field. DMT also advocate their method as a replacement of the widely used Jones Formula. The Jones Formula was modified by Thomas (Henderson, 1966) to include the temporal derivative of the depth, instead of the spatial one, to specifically allow discharge estimation from at-a-section stage observations. The outcome of the comparison is not surprising in view of this approximation. However, this discussion intends to show that, properly evaluated, the praxis-oriented Jones Formula, which did well in the tests, can perform better than DMT imply. It will be also documented that the DMT methodology relates to a known method for computing flood depth profiles.

scholarly journals PERBEDAAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIK ANTARA SISWA YANG DIBERI PEMBELAJARAN KOOPERATIF TIPE THINK-TALK-WRITE DENGAN PEMBELAJARAN LANGSUNG

2018 ◽  
Vol 3 (2) ◽  
pp. 175-184
Author(s):  
Putri Maisyarah Ammy ◽  
Ismail Hanif Batubara
Keyword(s):  
Conceptual Understanding ◽  
Direct Instruction ◽  
First Grade ◽  
Learning Model ◽  
Analysis Of Covariance ◽  
Activity Levels ◽  
Regression Equations ◽  
Direct Learning ◽  
And Control ◽  
Better Than

Abstract. The purposes of this study were to investigate: (1) Differences in mathematics conceptual understanding ability among students who are given a learning cooperative type Think-Talk-Write model with students who were given direct learning model. (2) To describe the active activity of student during learning cooperative type Think-Talk-Write. (3) To describe the accomplishing of student answers in learning cooperative type Think-Talk-Write and direct learning. This was a semi-experimental study. The population was first grade students of SMP Muhammadiyah 1 Medan. Then randomly selected two classes of six grade. The experimental class ware given learning cooperative type Think-Talk-Write model and control classes were subjected to direct teaching model. The instruments consisted of: (1) Mathematics conceptual understanding test, and (2) Observation sheet. Data analysis was performed by analysis of covariance (ANACOVA). The results showed that (1) There are differences in mathematics conceptual understanding among students who are given a model of learning cooperative type Think-Talk-Write with students who were direct instruction model. This is evident from the results ANACOVA to Fhitung = 37,457 is greater Ftabel 4,01. Constants of regression equations to model problem-based learning that is 27,027 greater than the direct learning model is 26,454. (2) The activity levels of active student has met the ideal percentage of time set. (3) the completing of students answers that are taught by learning cooperative type Think-Talk-Write model are better than students whorm are taught by using direct instruction model.Keywords: Think-Talk-Write, Mathematics Conceptual Understanding

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