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Search Results: 1 - 10 of 3542 matches for " first grade. "
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Stokes First Problem for an Unsteady MHD Third-Grade Fluid in a Non-Porous Half Space with Hall Currents  [PDF]
Haider Zaman, Arif Sohail, Ubaidullah  
Open Journal of Applied Sciences (OJAppS) , 2014, DOI: 10.4236/ojapps.2014.43010
Abstract: The well-known problem of unidirectional plane flow of a fluid in a non-porous half-space due to the impulsive motion of the rigid plane wall it rests upon is discussed in the context of an unsteady MHD third-grade fluid in presence of Hall currents. The governing non-linear partial differential equations describing the problem are converted to a system of non-linear ordinary differential equations by using the similarity transformations. The complex analytical solution is found by using the homotopy analysis method (HAM). The existing literature on the topic shows that it is the first study regarding the effects of Hall current on flow of an unsteady MHD third-grade fluid over an impulsively moving plane wall. The convergence of the obtained complex series solutions is carefully analyzed. The effects of dimensionless parameters on the velocity are illustrated through plots and the effects of the pertinent parameters on the local skin friction coefficient at the surface of the wall are presented numerically in tabular form.
Self-Concept in Kindergarten and First Grade Children: A Longitudinal Study on Structure, Development, and Relation to Achievement  [PDF]
Laura C. Dapp, Claudia M. Roebers
Psychology (PSYCH) , 2018, DOI: 10.4236/psych.2018.97097
Abstract: The self-concept refers to a multidimensional construct that organizes a person’s self-perceptions into a hierarchical structure comprising global and specific facets. Children’s self-concept, however, is believed to be less differentiated and less realistic, as children tend to systematically overestimate their abilities. Since little research has been conducted with children before the beginning of formal schooling, the present longitudinal study aimed to explore the structure of kindergarten children’s self-concept, its development during the transition to school, as well as the links between self-concept and achievement in first grade. Counteracting the positively biased self-ratings in children, self-concept was assessed by an innovative measurement instrument that allows for fine-tuned self-evaluations. Structural Equation Modeling showed that kindergarten children’s self-concept is already organized in a multidimensional structure, and thus, differentiates much earlier than previously believed. Like the self-concept of adults, kindergarten children’s self-concept is composed of domain-specific facets, comprising literacy, mathematical, peer-related and teacher-related self-concept aspects. Moreover, gender stereotype conforming differences—like boys having a higher mathematical and girls having a higher social self-concept—already seem to develop at such a young age. Upon first grade entry, children’s academic self-concept increases and becomes positively related to achievement, indicating at least some realism in children’s self-perceptions. Taken together, the findings provide new insights into the structure, development, and validity of young children’s self-concept, contributing substantially to the generalizability of a multidimensionally organized self-concept.
Tens?es cotidianas na transi??o da primeira série: um enfoque de desenvolvimento
Marturano, Edna Maria;
Psicologia em Estudo , 2008, DOI: 10.1590/S1413-73722008000100010
Abstract: this paper focuses on daily hassles during the transition to first grade. a theoretical framework has been posited to generate hypotheses and integrate research results on the stress of this transition. framework is based on current knowledge on psychosocial stress during childhood, followed by a developmental view of child stress. the paper comprises three sections. the first one focuses on childhood psychosocial stress in four research fields: relationship between psychosocial stress and adjustment; daily hassles; a developmental view of the stress-adjustment relation; school as a source of daily hassles. in the second section, results on the first grade transition are given and contribute through indirect evidence towards the children's coping with the transition. the conceptual framework is presented in the last section, comprising an articulation between adaptive tasks and daily hassle domains, as well as hypotheses on the impact of transition on development. relevant research issues are suggested on the basis of the proposed framework.
Brainstorming and Essay Writing in EFL Class
Salem Saleh Khalaf Ibnian
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.3.263-272
Abstract: The current study aimed at investigating the effect of using the brainstorming technique on developing first secondary grade students' essay writing skills in EFL. The study attempted to answer the following questions: 1-What are the essay writing skills needed for first secondary grade students in EFL? 2- What is the effect of using the brainstorming technique on developing first secondary grade students' essay writing skills in EFL? Tools of the study included a checklist to identify the essay writing sills needed for first secondary grade students in EFL as well as a pre- post essay writing test and its scoring scale. Results revealed the effect of using the brainstorming technique on developing first secondary grade students' essay writing skills in EFL.
Forma??o de classes ordinais após a aprendizagem de seqüências independentes
Verdu, Ana Claudia Moreira Almeida;Souza, Deisy das Gra?as de;Lopes Junior, Jair;
Estudos de Psicologia (Natal) , 2006, DOI: 10.1590/S1413-294X2006000100011
Abstract: the acquisition of ordinal relations between arbitrary stimuli is an important behavioral skill required in learning academic behaviors and literacy. the purpose of this study was to investigate the effects of teaching overlapping adjacent two-term sequences on the emergence of ordinal relations with more than two stimuli. overlapping occurs when the last stimulus in one sequence of two stimuli is the first stimulus in another sequence (e.g., s1 ? s2 and s2 ? s3, where s2 is the overlapped stimulus). two-term sequences were taught in phases 1 and 2 of an experiment conducted with five first grade students. sequences a were taught with stimuli from sets a (a1 ? a2, a2 ? a3, a3 ? a4, a4 ? a5) and sequences b with stimuli from set b (b1 ? b2, b2 ? b3, b3 ? b4, b4 ? b5). once this baseline was established, tests verified the emergence of ordinal relations with three, four and five stimuli from sets a and b, separately. phase 3 evaluated if stimuli from sequences a and b were substitutable one for one another, on the basis of the same ordinal functions (the first, the second, etc.). the students learned all trained ordinal relations and showed the emergence of new (and longer) ordinal relations with stimuli of sets a and b stimuli, separately. three students also showed substitutability between a and b stimuli in phase 3. these findings suggest the formation of five stimuli classes, each one consisted of stimuli that occupied the same ordinal function in different sequences. these results suggest the emergence of five stimulus classes (a1b1, a2b2, etc), each one with stimuli that occupied the same ordinal function in different sequences. the results have implications for the analysis of complex symbolic behavior. some methodological aspects seemed to have contributed for the occurrence of relational learning and the emergence of novel behavior.
Memória de trabalho, consciência fonológica e hipótese de escrita
Gindri, Gigiane;Keske-Soares, Márcia;Mota, Helena Bolli;
Pró-Fono Revista de Atualiza??o Científica , 2007, DOI: 10.1590/S0104-56872007000300010
Abstract: background: working memory, phonological awareness and spelling hypothesis. aim: to verify the relationship between working memory, phonological awareness and spelling hypothesis in pre-school children and first graders. method: participants of this study were 90 students, belonging to state schools, who presented typical linguistic development. forty students were preschoolers, with the average age of six and 50 students were first graders, with the average age of seven. participants were submitted to an evaluation of the working memory abilities based on the working memory model (baddeley, 2000), involving phonological loop. phonological loop was evaluated using the auditory sequential test, subtest 5 of illinois test of psycholinguistic abilities (itpa), brazilian version (bogossian & santos, 1977), and the meaningless words memory test (kessler, 1997). phonological awareness abilities were investigated using the phonological awareness: instrument of sequential assessment (confias - moojen et al., 2003), involving syllabic and phonemic awareness tasks. writing was characterized according to ferreiro & teberosky (1999). results: preschoolers presented the ability of repeating sequences of 4.80 digits and 4.30 syllables. regarding phonological awareness, the performance in the syllabic level was of 19.68 and in the phonemic level was of 8.58. most of the preschoolers demonstrated to have a pre-syllabic writing hypothesis. first graders repeated, in average, sequences of 5.06 digits and 4.56 syllables. these children presented a phonological awareness of 31.12 in the syllabic level and of 16.18 in the phonemic level, and demonstrated to have an alphabetic writing hypothesis. conclusion: the performance of working memory, phonological awareness and spelling level are inter-related, as well as being related to chronological age, development and scholarity.
Crovetto M,Mirta; Zamorano F,Nancy; Medinelli S,Angelina;
Revista chilena de nutrición , 2010, DOI: 10.4067/S0717-75182010000300006
Abstract: in 2008, under the national plan for health promotion and community plan for the promotion of health, actions to address school obesity by intervening with the global strategy against obesity schools with the highest obesity prevalence focusing on kindergarten levels (school children between 5-6years) and first grade (students between 6-7 years). the actions of the community plan for the promotion of health in selected schools of valparaiso were evaluated. the objectives of this intervention were: 1) assess the nutritional status of children from the participating levels, 2) gather background information on knowledge and behaviors related to food, nutrition and lifestyle in school and 3) identify strengths and difficulties facing the implementation of health policies at local level. we performed a descriptive, non-experimental, non-random convenience sample, which included 267 schools. results: it was detected 18.8% obesity in the transition level (kindergarten and 27% in the first grade evaluated according to technical standards of the ministry of health of chile based on 2006 who reference tables. in order to assess knowledge and behavior, we developed and applied the tools "caritas" and "healthier snacks" observing 77% and 87% and 90% and 64% of correct associations for knowledge and behaviors, respectively. facilitators: cooperative work and valuation from education. barriers: outdated actions altering school curriculum planning. figures of malnutrition by excess and the difficulty to reverse this reality require programs to in identify nutritional knowledge and eating behaviors of the population.
Principales hábitos deformantes en escolares de primer grado del Seminternado "30 de Noviembre"
Riesgo Cosme,Yalili de la Caridad; Costa Montané,Daniel Marino; Rodríguez Fernández,Silvia del Carmen; Crespo Mafrán,María Isabel; Laffita Lobaina,Yaline;
MEDISAN , 2010,
Abstract: a descriptive and cross-sectional study was carried out in 98 first grade schoolchildren from "30 de noviembre" day boarding school of santiago de cuba, who were attended at their own school by odontologists from the dental clinics of vista alegre during 2007 to determine their oral health state and deforming habits. among the main disorders of the oral and maxillofacial complex were gingivitis, decay, dentofacial deformity (vestibuloversion and anterior open bite), as well as protractile tongue as a deforming habit associated with poor oral hygiene. cariogenic diet and dentobacterial plaque predominated as risk factors. it was recommended to develop and implement a program of educational activities for health, strategic actions of which are addressed to children, parents, relatives and educators.
Beginning spelling and literacy approaches: A comparative study between French and Québécois first-grade classes.
Pasa, L.,Morin, M.-F.
L1 Educational Studies in Language and Literature , 2007,
Abstract: Many studies note the difficulties experienced by young children in learning deep writing systems (such as English and French) compared to those for which the link between the spoken and the written is shallower (e.g., Spanish and Italian). A large percentage of these studies are focused on English. As such, more research needs to be conducted with other first languages such as French. The present exploratory study seeks to understand the effects of these kinds of linguistic variable, along with the impact (which has received little attention) of instructional factors, on the competencies of first-grade, French-language writers. Two kinds of instructional context are examined (integrated approach vs code-oriented approach) in two countries (France and Quebec, Canada). The main findings for invented spelling situations within an integrated-approach framework reveal that French and Quebec pupils construct a more complete view of the writing system. This construction includes both units involving the transcription of phonemes by phonograms and units involving the treatment of inaudible, semiographic information by morphograms.
Integral-balance solution to the Stokes’ first problem of a viscoelastic generalized second grade fluid
Hristov Jordan
Thermal Science , 2012, DOI: 10.2298/tsci110401077h
Abstract: Integral balance solution employing entire domain approximation and the penetration dept concept to the Stokes’ first problem of a viscoelastic generalized second grade fluid has been developed. The solution has been performed by a parabolic profile with an unspecified exponent allowing optimization through minimization of the norm over the domain of the penetration depth. The closed form solution explicitly defines two dimensionless similarity variables and , responsible for the viscous and the elastic responses of the fluid to the step jump at the boundary. The solution was developed with three forms of the governing equation through its two dimensional forms (the main solution and example 1) and the dimensionless version showing various sides of the flow field and how the dimensionless groups control it: mainly the effect of the Deborah number. Numerical simulations demonstrating the effect of the various operating parameter and fluid properties on the developed flow filed have been performed.
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