An Anthropological Journey to the Field of Disability: Teaching and Research by a Disabled Anthropologist in Greece

This article will discuss the relationship between anthropology and disability based on my fieldwork at a high school catering to special educational needs in Greece. More specifically, it will present the negotiating terms of the disabled anthropologist/teacher, who is conducting fieldwork inside and around the school area, as an example of autobiographical ethnography. I will explain the kind of perception and the degree of the identity that is the disabled person both as teacher and ethnographic researcher. These are two fields that ‘bother’ the disabled anthropologist/teacher and at the same time they create the condition for self-reflexivity on the nature of anthropology as well as teaching. Incidents that illustrate tensions, arguments, and collaboration with the informants (colleagues, students, parents, education officials, academics) during the participant observation, set up the template for the anthropological undertaking as well as the teaching procedure. This article also critically presents the events following the fieldwork when the anthropologist moves workplace by leaving the high school catering to special educational needs, where he taught and conducted the fieldwork, to teach at a general high school. This transition provides us with additional ethnographic data regarding the relationship between special education and general education by considering how students at the general high school then reacted to my fieldwork when I shared it as part of my social science teaching. This journey illustrates and explains why disability exists at the limit of the intersubjective experience inside the Greek educational system.

3D Animation and Virtual Reality Integrated Cognitive Computing for Teaching and Learning in Higher Education

This paper proposes the and justify how we can enhance the quality of medical education through immersive learning and AI (Artificial Intelligence) use in education. A Multimodal Approach for Immersive Teaching and learning through Animation, AR (Augmented Reality) & VR (Virtual Reality) is aimed at providing specifically medical students with knowledge, skills, and understanding. It is important to understand the current challenge involved in medical education. This paper reports the findings of a novel study on the technology enable teaching with Animation, AR and VR by and MR impact. A case study was conducted involving 521 participants from different states of India. The data was analyzed by their feedback after using this Virtual reality-based teaching procedure in classroom. Recommendations from this paper that are expected to effectively improving the quality of medical education in faster way.

MULTIMEDIA PRESENTATIONS AND TEACHING ABOUT THE WORLD AROUND US, MAN AND NATURE, AND MAN AND SOCIETY IN GRADES 1 - 4

The article aims to justify and elucidate the role of multimedia presentations in learning about the world around us. Multimedia presentations accompany early training aimed at the child's natural and social environment. They are systematically used due to the visual nature of the predominant learning material, which quite often combines illustrative and educational functions. This article focuses on the didactic use of presentations in lessons and its methodology. The objective of this research is to establish which didactic tasks are performed with the help of multimedia presentations in lessons. The results in the areas studied show that there is no single unified method for using multimedia presentations in the lessons on the surrounding world. In practice, different approaches are used, which, in some cases, are incompatible with the traditional teaching procedure.

The Impact of Deductive, Inductive and Mixed Methods of Instruction on EFL Students’ Public Speaking Skill (A Case of Georgian Higher Educational Institution)

The paper aims to assess EFL students’ abilities to master public speaking skills at higher educational levels when applying different teaching approaches: inductive, deductive, and mixed (inductive & deductive) ones. Public speaking samples, namely TED talk videos, were used for observation and inspection during the teaching procedure, accompanied by various public speaking tasks and assessment rubrics that students participated in. The fortyseven video-taped public speaking performances, which were prepared and delivered by the participants, were analyzed and scored with the help of Public Speaking Competence Rubric (PSCR). The speeches were assessed by the researcher and some other expert and non-expert raters, as well as students themselves to maintain objectivity and avoid any kind of bias. Students were all informed about and taught the criteria that the PSCR involves during the studying procedure. The experiment was based on students representing B2 level of English language according to Common European Framework of Reference (CEFR) and it was carried out at one of the private HEIs in Tbilisi, Georgia. Statistical data were collected through pre, while and postexperimental tests in terms of public speaking performance and later analyzed in the SPSS program. According to the research results, TED Talk video samples have a positive impact on EFL students’ public speaking skills quality when accompanied by mixed (inductive and deductive) methodological teaching approaches. Particularly they improved their gesturing and posture, the majority of them overcame the stage fright (standing and speaking in front of an audience), their speeches became more organized.

Design of a String Encoder-and-IMU-Based 6D Pose Measurement System for a Teaching Tool and Its Application in Teleoperation of a Robot Manipulator

Potassium permanganate is mostly used for lightening denim in the textile industry. It is an inorganic chemical compound and an oxidizing agent. PP is sprayed to denim with a spray gun as microparticles. During the spraying process, these microparticles can be inhaled by workers causing lung diseases in the long term. PP spray is one of the most dangerous practices in the textile industry for the health and safety of workers. Robots can carry out PP spray instead of humans to protect workers’ health. Also, robots offer less labor cost, no labor mistake, fast production, and standardization in every product. The use of robots requires the teaching of tasks to robots. For this teaching procedure, it is necessary to record the teaching tool’s movements with high precision and accuracy. In this study, it is aimed at measuring the position and orientation, i.e. the pose, of the teaching tool in six dimensions using an inertial measurement unit (IMU) and six string encoders. In addition to this, the measured pose information is transferred to a robot manipulator for tracking the recorded trajectory. In that way, the operator’s movements can be copied and then used by robots to regenerate the best product while protecting the health of workers. The pose measurement system was designed and experimentally tested. The obtained results show that the system satisfies accuracy and precision expectations for the target application.

PREPARING PBT TOEFL PREDICTION: AN EXPERIENCE OF ONLINE TEACHING TOEFL PREPARATION

This study is aimed at exploring procedure, and teaching resources prepared by teachers on preparing the PBT TOEFL prediction at STIKES Banisaleh. There are 50 students joining the TOFL preparation course seated in different classes. This study has two research questions; a) How the teaching team use the certain procedure to prepare PBT TOEFL test in online way, b) What varied online teaching resources are applied by team teaching. Descriptive qualitative method is used to analyze the certain procedure and the varied resources used by the teaching team. Questionnaire distributed after the diagnostic test to investigate and prove the student’s preferences of study matched with the teacher’s procedures. Then researcher with the teaching team applied certain procedure. It is preceding Section Two of TOEFL PBT - Structure and Written Expression, then section three – Reading Comprehension, the last Listening Comprehension. And varied online teaching resources also made to accomplish the teaching procedure. It shows that the average score of the PBT TOEFL prediction at STIKES Banisaleh is 400. It means that Preparing PBT TOEFL by preceding Section Two and using varied online teaching resources is effective

Implementing digital tools to motivate graphic design students at HVCT to study actively in the period of covid19 pandemic

In the period of the Covid 19 pandemic, because of social distancing policy, students were not allowed to go to school in person. In that situation, a Graphic Design class (C18DHO) with 21 students was selected to study online. At the beginning of the course, half of them were not ready to study only as being at home. This article describes an online teaching procedure of 4 specialisms; three of them applied at least 3 digital tools to organise online class activities; the other one only used 2 tools to organise the online class. The author interviewed teachers, conducted surveys of students’ opinions, collected results to analyse and evaluate them. The results showed that: digital tools help teachers manage their students learning effectively and attract them to get involved in the lessons; digital tools motivate Graphic Design students to study actively and gain good learning outcomes. It can be concluded that teaching Graphic Design students online can be successfully deployed if teaching procedure and suggested digital tools are implemented. This way of teaching can be applied to teaching courses that have the same characteristics as Graphic Design courses.

Implementing digital tools to motivate graphic design students at HVCT to study actively in the period of covid19 pandemic

In the period of the Covid 19 pandemic, because of social distancing policy, students were not allowed to go to school in person. In that situation, a Graphic Design class (C18DHO) with 21 students was selected to study online. At the beginning of the course, half of them were not ready to study only as being at home. This article describes an online teaching procedure of 4 specialisms; three of them applied at least 3 digital tools to organise online class activities; the other one only used 2 tools to organise the online class. The author interviewed teachers, conducted surveys of students’ opinions, collected results to analyse and evaluate them. The results showed that: digital tools help teachers manage their students learning effectively and attract them to get involved in the lessons; digital tools motivate Graphic Design students to study actively and gain good learning outcomes. It can be concluded that teaching Graphic Design students online can be successfully deployed if teaching procedure and suggested digital tools are implemented. This way of teaching can be applied to teaching courses that have the same characteristics as Graphic Design courses.

Impact of COVID-19 on Teaching and Classroom Management: Thoughts Based on Current Situation and the Role of Communication

The present article focuses on the impact that COVID-19 has on teaching and school classroom management that affect the whole school management as well. As the teaching circumstances are compulsory and dramatically changing and as face-to-face teaching is altering into distance teaching (e-teaching), the teaching features are deeply modified either it takes place in home or in school environment harming communication quality due to physical presence deprivation. Within this framework, present chapter aims at the presentation of teaching procedure developmental progress under the light of a historical overview upon this subject. Also, it aims at the presentation of distance learning as a modern teaching form which has intruded in traditional education reality by the emerged necessity related to entire population's protection against COVID-19 pandemic. Nevertheless, as it seems by the evolution of the facts, COVID-19 pandemic was simply speeding the introduction of distance learning into educational system which, more or less, was constituted a central choice for many states and governments. Furthermore, in this chapter a discussion takes place related to teachers’, students’; and parents’ reactions about the implementation of distant teaching. This discussion claims that the initial interest for distant teaching, had within few months converted into a boring and undesirable reality from which most involved persons wanted to be released as soon as possible. The chapter is completed with a reference to the purpose of educational community members and all educators in achieving their return into school's normality, namely in procedures and situations that were existed before COVID-19's pandemic advent.