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Perceived and Preferred Teaching Styles (Methods) of English for Specific Purposes (ESP) Students  [PDF]
Norzila Abdul Razak,Fauziah Ahmad,Parilah Mohd Shah
e-BANGI : Journal of Social Sciences and Humanities , 2007,
Abstract: This study aims to identify the dominant teaching styles of the English Language lecturers as perceived by the students. This study also investigates the perception and preference of the students with respect to their English language lecturers’ teaching styles. Comparisons were made between (i) male and female students’ perceptions with respect to their lecturers’ teaching styles (ii) male and female students’ preferences with respect to their lecturers’ teaching styles and (iii) the students’ perceptions and preferences with respect to their lecturers’ teaching styles. The teaching styles mentioned are based upon Grasha’s Model (1996) consisting of Expert style, Formal Authority style, Personal Model style, Facilitator style and Delegator style. This study is a survey method using 5-point Likert Scale questionnaire as the instrument to collect data. The data collected was analysed using SPSS version 13.0. Simple random sampling was employed in this study. The samples were 175 semester 5 students from the three Engineering Departments of Sultan Salahuddin Abdul Aziz Shah Polytechnic, Shah Alam, Selangor. Descriptive ststistics such as frequency, percentage, mean and deviation were used to describe the respondents’ profile and, perceptions and preferences with respect to their lecturers’ teaching styles. Meanwhile, t-tests were used to analyse the differences between (i) gender with respect to the lecturers’ teaching styles, and (ii) perceived and preferred teaching styles. The results of the study showed that the three most dominant teaching styles of the lecturers perceived by the students were Expert, followed by Personal Model and then Delegator. It was also found that the students’ most preferred teaching style was Facilitator style while Formal Authority style being the least preferred. In terms of gender, there was no significant difference in perceptions as well as preferences between the male and female students in any of the mean scores of all teaching styles. The students’ perceptions and preferences differed significantly in all teaching styles of the Grasha’s Model (1996) except for Expert teaching style. The results demonstrated statistically significant higher scores in terms of preferences to Formal Authority, Personal Model, Facilitator and Delegator styles. There was no significant difference between the students’ perceptions as well as preferences for Expert teaching style.
Joseph E. Earley (ed.): "Chemical Explanation: Characteristics Development, Autonomy" (New York 2003) (book review)
Shawn B. Allin
Hyle : International Journal for Philosophy of Chemistry , 2004,
Abstract: book review of Joseph E. Earley (ed.): "Chemical Explanation: Characteristics Development, Autonomy" (New York 2003)
A comparison of preferred learning styles, approaches and methods between information science and computing science undergraduates
Jocelyn Wishart
ITALICS , 2005,
Abstract: In recent years the two disciplines of Information and Library Studies and Computer Science have drawn closer together to the extent that now there are several universities where they are combined in a single school of Information and Computing Science or Informatics. Currently, a single Higher Education Academy Subject Centre serves the two disciplines. However, there are marked differences between the disciplines observable immediately in the gender balance of their respective undergraduate cohorts which Computer Science tending to attract males and Information Science, females. This project set out to investigate other less obvious differences by means of an online survey of first year undergraduates’ preferred learning styles, approaches to study and learning environments.134 first year undergraduates’ from 6 UK universities took part in the online survey and results show that, whilst there was a clear gender imbalance between Computer Science with its almost entirely male population and information Sciences with its mostly female, differences in learning styles and approaches were less clear. There was a wide variety of individual learning styles and approaches in the same population and it would not be safe to conclude that any one approach would meet the needs of an entire cohort of Information or Computer Scientists as, whenever an overall tendency appeared, there was always a small but significant group who had an opposite preference. Differences in preferred learning methods were clearer. More than twice as many Information Scientists than Computer Scientists preferred talking and discussing as a method of learning whereas Computer Scientists were significantly more likely than Information Scientists (p<.05) to prefer solving problems. Neither group enjoyed reading from journals or lectures. Two key teaching points for lecturers to note arose in the study; the use of advance organisers in teaching both on and offline and the need to prepare students for and support them in the use of journals.
Where was Joseph Babinski born?
Teive, H A G;Munhoz, R P;Souza, L C;
Arquivos de Neuro-Psiquiatria , 2011, DOI: 10.1590/S0004-282X2011000300025
Abstract: there is controversy in the neurological literature about where joseph babinski was born, including a myth propounded by various important authors that he was born in lima, peru. however, according to the most consistent biographical data, he was in fact born in paris, france, and became a medical celebrity there and in poland as well as around the world.
The Professional Medical Journal , 2009,
Abstract: Objectives: 1. To study the prevalence of learning styles in intermediate level students in Rawalpindi according to Kolb’s Learning Style Inventory. 2. To study the correlation of learning styles with career choices of intermediate level students in Rawalpindi. 3. To compare the results of the study with the learning styles of clinical students of a medical college. Design: Cross sectional. Descriptive. Methods: The study was done on the intermediate level students of Government Colleges in Rawalpindi. It included the Pre-Medical, Pre-Engineering and Humanities students. All students were given a questionnaire based on Kolb’s learning style inventory, and responses collected. Instructions to fill the questionnaire were given verbally to all students. Each student was also instructed to present three career choices in order of priority. Data was collected. Results: Prevalence of different learning styles in medical students and intermediate level students is shown in table-I and table-II respectively. Conclusions: The prevalence and pattern of learning styles of intermediate level learners and medical students is different. Majority of intermediate level learners have the converger learning styles in contrast with the medical students in whom accommodators are in overwhelming majority. Most learners choosing “Doctor” as their preferred career among intermediate level learners were of assimilator style, followed by convergers. Accommodators were on third place in choosing “Doctor” as preferred career. The most preferred career among intermediate level learner was “Teacher”.
Tablet PC Support of Students' Learning Styles
Shreya Kothaneth,Ashley Robinson,Catherine Amelink
Journal of Systemics, Cybernetics and Informatics , 2012,
Abstract: In the context of rapid technology development, it comes as no surprise that technology continues to impact the educational domain, challenging traditional teaching and learning styles. This study focuses on how students with different learning styles use instructional technology, and in particular, the tablet PC, to enhance their learning experience. The VARK model was chosen as our theoretical framework as we analyzed responses of an online survey, both from a quantitative and qualitative standpoint. Results indicate that if used correctly, the tablet PC can be used across different learning styles to enrich the educational experience.
Generalized Joseph's decompositions  [PDF]
Arkady Berenstein,Jacob Greenstein
Mathematics , 2015,
Abstract: We generalize the decomposition of $U_q(\mathfrak g)$ introduced by A. Joseph and relate it, for $\mathfrak g$ semisimple, to the celebrated computation of central elements due to V. Drinfeld. In that case we construct a natural basis in the center of $U_q(\mathfrak g)$ whose elements behave as Schur polynomials and thus explicitly identify the center with the ring of symmetric functions.
Psychopathology of Joseph Stalin  [PDF]
Marina Stal
Psychology (PSYCH) , 2013, DOI: 10.4236/psych.2013.49A1001

Between 1928 and 1953, Joseph Stalin was the undisputed totalitarian dictator of the former Soviet Union whose “reign of fear” continues to maintain its egregious reputation. An examination of Stalin’s documented behaviors attempts to evaluate any signs of psychopathology in accordance with DSM-IV-TR criteria. Evidence of a troubled upbringing, depression, paranoia, and alcohol abuse suggests psychopathology as an implicating factor behind Stalin’s actions. Utilizing such a perspective may allow for future distinctions of individuals deemed responsible for horrendous atrocities.

The Uniqueness of the Joseph Ideal for the Classical Groups  [PDF]
Michael Eastwood,Petr Somberg,Vladimir Soucek
Mathematics , 2005,
Abstract: The Joseph ideal is a special ideal in the universal enveloping algebra of a simple Lie algebra. For the classical groups, its uniqueness is equivalent to the existence of tensors with special properties. The existence of these tensors is usually concluded abstractly but here we present explicit formulae. This allows a rather direct computation of a parameter used in defining the Joseph ideal.
The Relationship between Learning Styles and Students’ Identity Styles  [PDF]
Sara Alavi, Hassan Toozandehjani
Open Journal of Psychiatry (OJPsych) , 2017, DOI: 10.4236/ojpsych.2017.72009
Abstract: The aim of this study was to investigate the relationship between learning styles and identity styles Students. The study consisted of all high school students and community solidarity (second period) in the 2014-2015 school year resident of the city of Sabzevar that 100 people were selected by multistage random cluster sampling. Kolb’s Learning Styles Inventory Tool questionnaire identity styles Bennion-Adams used the results showed that successful identity styles between style concrete experience, reflective observation, abstract conceptualization and active experimentation students have a significant relationship. Among the components of a successful style only concrete experience, reflective observation and active experimentation to predict and successful identity and disoriented style of abstract conceptualization learning style to predict. Also a significant relationship between the identities of the student field does not exist. Among the students, there is significant gender identity style making.
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