First-Year Students' Self-Perceived Effects of Music on Two Tasks

This chapter presents results from a study with first-year university students completing online courses during the COVID-19 pandemic. The goal of the study is to further understand how the same genre of music might impact the completion of two very different assessment tasks. Students in the study participated in two different virtual “study halls” in order to study for their semester final assessments. While further research is needed, results do highlight the need for students to be aware of which type of music to listen to while studying and specifically what kind of cognitive task they are completing.

Designing Applied Linguistics Course for a Postgraduate Class: A Case Study in Literature Major

The present research aims at designing an applied linguistics course for the students of literature at the post-graduate level. The inclines of English linguistics and literature are: One is related to the immaculate hypothetical evidence, while the other is related to culture, society, and art, and the various results it can envision, which brings it under a specific arrangement. In this study, the researcher refines different hypotheses and theories instead of the issue of further developing exercises and instruction modules. Content Analysis by Harold Lasswell has been used as a tool for data collection and the framework applied for this study is Syllabus Designing by David Nunan because to design a course, syllabus designers animate the feelings, needs, and musings of their students by engaging them in different activities. This can occur if instructors separately investigate standards and examinations with abilities. They, at that point, then made an English Literature class that would be met with a course in building hypotheses, methods, and theories about their experience and the discoveries of their associates (e.g., Nunan, Widdowson, Candlin, Carter, etc.) in attempting to concentrate in this new era. By then, they are associated and adjusted to the English (literature) courses of consenting to the writer's experience and consenting to the requests of certain researchers (e.g. Pennycook in Critical applied Linguistics). The purpose of the researcher is to give direction on how this is accomplished. The study is limited to the students of English Literature at the postgraduate level only. The result shows that a teacher who knows about the reasoning for the plan of the schedule can show what, why, when, where, and how much for the class to instruct much better and all the more proficiently. The research is intended to direct teachers to a basic appraisal of thoughts and the educated application regarding their study halls.

STUDY ON THE ESSENTIALS PARTS OF COOPERATIVE LEARNING

Over the previous decade, cooperative learning has arisen as the main new way to deal with study hall guidance. One significant justification its support is that various examination concentrates in K–12 study halls, in assorted school settings and across a wide scope of content regions, have uncovered that understudies finishing cooperative learning bunch jobs will in general have higher scholastic grades, higher selfesteem, more prominent quantities of positive social abilities, less generalizations of people of different races or ethnic gatherings, and more noteworthy cognizance of the substance and abilities they are concentrating Furthermore, the viewpoint of understudies functioning as "scholarly introverts" in homerooms is altogether different from that of understudies working cooperatively and cooperatively in and as "cooperative learning scholarly groups" Even with it's anything but, a larger part of the gathering assignments that instructors use, even educators who guarantee to utilize "cooperative learning," keep on being cooperative gathering undertakings not cooperative learning bunch errands. For example, virtually all "jigsaw" exercises are not cooperative learning jigsaw exercises. Just on the grounds that understudies work in little gatherings doesn't imply that they are collaborating to guarantee their own learning and the learning of all others in their This accentuation on scholarly learning accomplishment for every person and all individuals from the gathering is one element that isolates cooperative learning bunches from other gathering undertakings.

Exploring the perspectives of medical students of application on e-learning in medical education during the COVID-19 pandemic

BACKGROUND: The use of e-learning has become mandatory during the COVID-19 pandemic. However, there are many barriers to applying e-learning in medical education. OBJECTIVE: This study aimed to explore medical students’ perspectives on the application of e-learning in medical education during the COVID-19 pandemic. METHODS: This Q-methodology explorative study was conducted in Kurdistan Region of Iraq. A sample of 37 medical students was purposively selected to represent different characteristics. The students distributed 37 statements representing different aspects of e-learning in medical education into a nine-point scoring grid from “least agree” to “most agree.” RESULTS: Data analysis revealed three distinct viewpoints. The first viewpoint, complete dependence on e-learning, emphasized a preference for e-learning to continue medical education and complete the study year with a minimal return to study halls or practical/clinical sessions. The second viewpoint, opponents of applying e-learning in medical education, included a generally negative view about e-learning and its role in medical education during the COVID-19 pandemic. The third viewpoint, e-learning as a supplement to medical education, emphasized a generally positive view about e-learning and considered it a supplement to the theoretical parts of medical education during the pandemic. CONCLUSION: The three diverse viewpoints are primarily distinguished by the availability of e-learning experience and skills, availability of technology, risk perception of COVID-19, and the need for in-hospital clinical teaching. Provision of necessary facilities and training is required to strengthen the role of e-learning in medical education. A safe environment is needed for on-campus or hospital clinical teaching.

Comprehensive Study Between Different Attendance Administration Systems

Participation method has a troublesome job in the homeroom since it includes appropriate tagging of participation for every person against their own roll call. The time and assets to be consumed for the total interaction is additionally the principle examining thought for participation marking in study halls. A ton of exploration has been done to work on the method utilizing various innovations, for example, RFID labels, standardized tag examining, biometric scanners, face recognition, and so on This paper gives the inside and out investigation of the writing for the diverse verifiably applied frameworks and dissects everyone's weaknesses to consider the high level framework's sending suitability. The examination distinguishes the biometric highlights as a norm for verification. Unique mark, face and iris acknowledgment are far predominant than different methods in presence.

Mobile Learning Challenges and Capabilities

Out of a 6 billion-total populace, more than 1.8 billion cell phones are being used. Over the previous decade, there has been a quick improvement in cell phone innovation from straightforward Phones to the most recent age cutting edge telephones which are multifaceted and go about as PDA, phone, camera, minicomputer, and can likewise move various media documents. There is a steady development towards new innovation in cell phone advertise . M-learning is the procurement of any information or ability through utilizing portable innovation, anyplace, whereever. M-learning happens continually, even away from work environments and study halls. Music, radio news, or sports projects are individuals' primary decisions when returning from school or work. After arriving at home, a cell phone is their most ideal method for learning. M-learning doesn't try to supplant conventional adapting yet empower it to utilize new innovation and improve. This paper intends to demonstrate the focal points just as the detriments of M-(Mobile) Learning which by and large fall into: Psychological, Pedagogical, and Technical impediments

From Germany to Northern France and Back Again: A Tale of Two Tosafist Centres

This chapter cites Simcha Emanuel, who has referred to a lacuna in the rabbinic leadership of German Jewry during the second quarter of the thirteenth century. It recounts how rabbinic figures did not flourish in Germany for nearly a generation following the passing of several distinguished Tosafists and halakhic authorities who had been active throughout the first two decades of that century of Cologne. It also probes the crisis of leadership that lasted until Meir ben Barukh of Rothenburg, which succeeded in re-establishing the highest levels of Torah scholarship and teaching in Germany during the second half of the thirteenth century. The chapter analyses why the cohort of leading rabbinic scholars did not cultivate any students who could serve as their successors in Germany. It talks about Ya'akov Sussman, who showed that the connections between the Tosafist study halls in northern France and in Germany.

‘Ostrich is a Fowl for any Matter’: The ostrich as a ‘strange’ fowl in Jewish literature

The size, strange body shape and behaviour of the ostrich aroused the imagination of the ancients, Jews and non-Jews, and therefore beginning from the classical era until recent generations, various legends and beliefs were attached to it. The ancients deliberated whether the ostrich is a bird or it is a cross between a bird and a four-legged creature. In this case, Jewish writings reflected an advanced and sometimes independent conception that the ostrich is a bird. A belief that is indeed partially based on reality has to do with the food of the ostrich. In ancient sources, the ostrich is described as eating glass or metal, and according to some testimonies, this is a major component of its food. Medieval literature includes another common belief that the ostrich is gifted with miraculous powers of sight and it can use these powers to hatch the eggs by staring at them. The general impression formed from the study is that the Jews were aware of legends that existed among the nations, and even used them in their study halls for halakhic discussions and to enrich their spiritual world.

The Significance of Form: R. Moses of Coucy's Reading Audience and HisSefer ha-Miẓvot

Sefer miẓvot gadol(Semag) by the French Tosefist R. Moses of Coucy was a most influential halakhic work in medieval times. Originally titledSefer ha-miẓvot(The Book of Commandments), it was written in northern France in the first half of the thirteenth century and in many ways reveals the influence of Maimonides'Mishneh Torah. Indeed, to understand R. Moses of Coucy's legal project properly, it is important to comprehend the availability ofMishneh Torahin Europe at the time. Whereas Maimonides completed hisMishneh Torahcirca 1180, the work seems not to have reached the study halls of the French Tosefists before 1200. In this article, I explain R. Moses' purpose and program in writing hisSefer ha-miẓvot, examine the format he chose, and clarify who his presumptive reader, or readers, may have been.