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Acquisition of the Inter-Dental Fricatives /θ/ and /ð/ in ESL/EFL and Jamaican Creole: A Comparative Study  [PDF]
Ahmed Mousa
Open Journal of Modern Linguistics (OJML) , 2014, DOI: 10.4236/ojml.2014.41004
Abstract:

This study aims at investigating to what extent the linguistic processes exhibited in creolization parallel those manifested by Arab learners of English in particular and those of child language and second/foreign language in general. Another aim of the study is to highlight the link between second/foreign language learning and historical change. To this end, the speech of two speakers of the Broad Jamaican Creole was compared with the performance of Saudi school and university learners of English as a foreign language and data from child language, with respect to the pronunciation of English inter-dental fricatives /θ/ and /e/. The results show that learning in the above three situations takes place according to the same principles. Furthermore, the sound substitutions made in the three situations (i.e. [t], [d] respectively) are the same as those witnessed in historical sound change.

Acquisition of the Alveo-Palatal Fricative /ʒ/ in L2 English and Jamaican Creole: A Comparative Study  [PDF]
Ahmed Mousa
Open Journal of Modern Linguistics (OJML) , 2015, DOI: 10.4236/ojml.2015.53020
Abstract: This study investigates the claim that the strategies employed by second/foreign language learners are the same as those used by speakers of Creole languages. The speech of two speakers of the well-known Broad Jamaican Creole is checked against the performance of Saudi learners of English, focusing on the production of the voiced alveo-palatal fricative/?/. The findings suggest that the speakers in the two groups produce the voiced affricate/d?/ instead, suggesting perhaps that the above claim is valid. This study provides external evidence to the validity of such theories as sound substitution, markedness, and historical sound change which are said to shape early language acquisition, including child language.
Introducing Game Development into the University Curriculum
Bojan Klemenc,Peter Peer*
Acta Graphica : Journal for Printing Science and Graphic Communications , 2012,
Abstract: Integrating computer games development into computer science curriculum is gaining acceptance. However, the question is how this should be done. In our course on computer game development we present all necessary steps that a game project has to address, from design to publication and marketing, from the theoretical to the practical point of view. The goal is that each student makes a casual game for Apple iOS platform and possibly publishes it. The games are built on our xni framework for iOS, which is a subset of Microsoft’s xna. We take an iterative incremental approach to teaching game development, where we discuss a number of selected topics from various categories, such as gameplay design, graphics and artificial intelligence, each week. Thereafter the students receive mandatory and non-mandatory assignments that force them to add functionality to their game and, thus, steadily progress towards their goal. At the end of the course more than 20 % of all projects were ready for the Apple App Store, which, together with student pools saying that the course was one of the best executed courses they attended, confirms the viability of the suggested scheme.
Total educational costs of an integrated nursing curriculum
Bobroff, Maria Cristina Cescatto;Gordan, Pedro A.;Garanhani, Mara Lúcia;
Revista Latino-Americana de Enfermagem , 2009, DOI: 10.1590/S0104-11692009000100003
Abstract: innovative changes in undergraduate nursing programs have brought about new methodologies and the need for cost evaluation. this study aims to develop a model for cost estimation, and to estimate educational costs of an integrated nursing curriculum at a public university. this is a case study conducted in stages: model development, data collection, analysis and interpretation. the cost-construction model consisted of six steps: data collection; educational and support activity costs; four-year course educational costs; educational support costs; joint product costs and total educational costs. findings showed a total educational cost per student/year us$ 3,788.82. course team faculty included 97 members. the cost analysis in faculty contact hours is the most appropriate cost unit as it most consistently reflects faculty time devoted to teaching. the knowledge about educational costs provided information that may be useful for a different approach to the integrated curriculum management, with a view to putting its educational objectives in practice.
Introducing Integrated Teaching in Undergraduate Medical Curriculum
Dr. Madhuri S. Kate,,Ujjwala J. Kulkarni,Dr. Avinash Supe,Dr. Y.A.Deshmukh
International Journal of Pharma Sciences and Research , 2010,
Abstract: The term integration in education means coordination in the teaching learning activities to ensure harmonious functioning of the ucational processes.The medical curriculum is vast and students are expected to learn many subjects at the same time. The teachers arealso involved in a number of activities apart from teaching like research , administrative, updating their knowledge etc. In doing so, teaching undergraduate medical students frequently remains a separate academic department without integration to interrelate or unify ubjects. Hence current medical education imparts knowledge in a disjointed manner and does not allow students to develop the skills to investigate, analyze and prepare to perceive the patient as a whole. Therefore, Medical Council of India desires the incorporation of integration in the medical curriculum in order to provide the students with a holistic rather than fragmented learning erspectives.
The implementation of the educational achievement study of the science curriculum  [cached]
YANG Baoshan
Asia-Pacific Forum on Science Learning and Teaching , 2008,
Abstract: IEA (International Association of the Evaluation of Educational Achievement) and OECD (Organisation for Economic Co-operation and Development) are two large-scale worldwide assessment projects that conduct international surveys on students’ educational achievement. Looking into the approach of the surveys, IEA focuses on students’ educational achievement based on the educational systems while OECD leans on the students’ capacity in continuous learning throughout their adulthood. In terms of the contents of the surveys, both of them included internationally recognised core subjects such as Reading, Mathematics, and Science. Most of the participating countries would review the impact of their own teaching and learning curricula, educational systems, culture in the society, and family background on the students’ educational achievement according to the worldwide ranking. Furthermore, NAEP from the United States, APU from the United Kingdom, as well as the national research from Japan also generate different levels of effects. As a result, there is a significant meaning for the implementation of the surveys when we explore the educational achievement of the Science curriculum in three aspects –– the basic framework of the survey, the core contents, and the major methods.There were numerous discussions and practices on the issues of assessment framework for scientific literacy in the Mainland China. Scientific literacy has been treated as the major objective in the teaching and learning of science subjects, especially after the implementation of the new curriculum. It highlights the exploration of scientific literacy, which is based on the three dimensions of the scientific assessment framework –– knowledge and skills, processes and methods, emotions, attitudes and values, in the assessment of educational achievement in the science subjects.Upon the implementation of the new curriculum, the integrated investigation of the three dimensions has become more outstanding in the assessment of educational achievement of science subjects. In terms of the research on scientific knowledge, the close relationship between students’ learning and their practical lives, the research on students’ understanding of scientific knowledge and their abilities to apply knowledge to explain phenomena, to analyse, and to solve problems were emphasized. In terms of the research on scientific exploration, there are concerns about students’ abilities to explore practical problems. In term of the research on emotions, attitudes, and values, emotion education is permeated into specific an
Introducing students to the culture of physics: Explicating elements of the hidden curriculum  [PDF]
Edward F. Redish
Physics , 2010, DOI: 10.1063/1.3515245
Abstract: When we teach physics to prospective scientists and engineers we are teaching more than the "facts" of physics - more, even, than the methods and concepts of physics. We are introducing them to a complex culture - a mode of thinking and the cultural code of behavior of a community of practicing scientists. This culture has components that are often part of our hidden curriculum: epistemology - how we decide that we know something; ontology - how we parse the observable world into categories, objects, and concepts; and discourse - how we hold a conversation in order to generate new knowledge and understanding. Underlying all of this is intuition - a culturally created sense of meaning. To explicitly identify teach our hidden curriculum we must pay attention to students' intuition and perception of physics, not just to their reasoning.
Curriculum design in transformation: consideration about educational institutions and beyond them  [cached]
FELDMANN, Marina Graziela; MASETTO, Marcos Tarciso
Revista de Ciências da Educa??o , 2010,
Abstract: This article looks for calling to the attention of our readers some thoughts about the need to rethink the curriculum designs in our educational institutions, most of which still remain with a curriculum of traditional organization called features. Currently, both the authors who write about the significance of education in our society, such as curriculum experts warn of the need to review our curricula. It’s a compulsory agenda in many conferences and educational events. In the course of these concerns, we bring our collaboration nowadays. For the case of transformation of a curriculum design it′s is necessary to agree on a conception of curriculum, its historical contextualization, the redefinition and reorganization of the elements that compose it and the current demands that a curriculum should respond. In this article, we will discuss two aspects that appear to contain special relevance to our theme: the first concerns the design of curriculum and its developments; and the second, the teaching staff and their training in curriculum redesign.
Introducing game development into the computing curriculum – a progressive methodology  [PDF]
Colin B. Price,John Colvin,Warren Wright
ITALICS , 2006,
Abstract: The Computer Game industry is big business, the demand for graduates is high, indeed there is a continuing shortage of skilled employees. As with most professions, the skill set required is both specific and diverse. There are currently over 30 Higher Education Institutions (HEIs) in the UK offering computer games related courses. We expect that as the demand from the industry is sustained, more HEIs will respond with the introduction of game-related degrees. This is quite a considerable undertaking involving many issues from integration of new modules or complete courses within the existing curriculum, to staff development. In this paper we share our experiences of introducing elements of game development into our curriculum. This has occurred over the past two years, starting with the inclusion of elements of game development into existing programming modules, followed by the validation of complete modules, and culminating in a complete degree course. Our experience is that our adopting a progressive approach to development, spread over a number of years, was crucial in achieving a successful outcome.
Educational Practices, Curriculum Design and Implementation at the MLT Diploma Program in Uganda  [PDF]
Christopher B. Mugimu, Wilson Rwandembo Mugisha
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.412A2016
Abstract: Contemporary curriculum design and implementation require the use of appropriate educational practices to enhance positive teaching and learning outcomes. This article discusses the study of educational practices and related curriculum antecedents applied during the design and implementation of the Medical Laboratory Technology (MLT) at Mulago Paramedical Schools in Uganda. This study utilized mixed methods (quantitative and qualitative) in which checklists, document analysis, questionnaires, focus group discussions, and interviews were used to gather data at different compliance levels. The sample comprised of 10 educators, 30 clinical supervisors and 63 students. This study revealed that the MLT diploma curriculum was implemented with a multi-disciplinary focus in order to develop confident and dependable health professionals that could function harmoniously in interdisciplinary collaborative teams. The study also revealed that the curriculum designers and educators complied with important curriculum antecedents in its design and implementation process and it’s clear that student-centered approaches were used. Furthermore, practicum training and strategies used oriented students to basic practical clinical skills and competencies. The use of a variety of educational practices during curriculum implementation made the teaching and learning process more friendly and interesting. It was concluded that considerable utilization of appropriate educational practices during curriculum development was critical. This area of curriculum development being extremely dynamic further research is needed to ensure continued relevance of curricula in the medical field.
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