Elementary Classes Research Articles

Enhancing English Speaking Skills through PowerPoint Presentation Techniques: A Study of EFL Learners

The researcher did a study to investigate the impact of presentation techniques in elevating English-speaking skills among English as a Foreign Language (EFL) learners. This study applied a quantitative approach and employed a structured questionnaire using Likert-Scale items to assess students' perceptions of how the presentation methods impact their speaking abilities. A sample of university EFL learners especially the students in General English class of Elementary and Pre-Intermediate I participated in the study, providing insights into their experiences with presentation-based learning activities. Descriptive and inferential statistical analyses were conducted to evaluate the relationship between using presentation techniques and the perceived improvement in speaking proficiency. The findings reveal that students perceive presentation techniques as significantly beneficial for enhancing their speaking skills and fostering greater engagement and confidence during oral communication tasks. This research highlights the importance of integrating effective presentation methods in EFL instruction to promote learners’ speaking development. It provides recommendations for educators seeking to enhance language acquisition in the classroom.

Complete representation by partial functions for signatures containing antidomain restriction

We investigate notions of complete representation by partial functions, where the operations in the signature include antidomain restriction and may include composition, intersection, update, preferential union, domain, antidomain, and set difference. When the signature includes both antidomain restriction and intersection, the join-complete and the meet-complete representations coincide. Otherwise, for the signatures we consider, meet-complete is strictly stronger than join-complete. A necessary condition to be meet-completely representable is that the atoms are separating. For the signatures we consider, this condition is sufficient if and only if composition is not in the signature. For each of the signatures we consider, the class of (meet-)completely representable algebras is not axiomatizable by any existential-universal-existential first-order theory. For 14 expressively distinct signatures, we show, by giving an explicit representation, that the (meet-)completely representable algebras form a basic elementary class, axiomatizable by a universal-existential-universal first-order sentence. The signatures we axiomatize are those containing antidomain restriction and any of intersection, update, and preferential union and also those containing antidomain restriction, composition, and intersection and any of update, preferential union, domain, and antidomain.

Relative injective modules, superstability and noetherian categories

We study classes of modules closed under direct sums, [Formula: see text]-submodules and [Formula: see text]-epimorphic images where [Formula: see text] is either the class of embeddings, RD-embeddings or pure embeddings. We show that the [Formula: see text]-injective modules of theses classes satisfy a Baer-like criterion. In particular, injective modules, RD-injective modules, pure injective modules, flat cotorsion modules and [Formula: see text]-torsion pure injective modules satisfy this criterion. The argument presented is a model theoretic one. We use in an essential way stable independence relations which generalize Shelah’s non-forking to abstract elementary classes. We show that the classical model theoretic notion of superstability is equivalent to the algebraic notion of a noetherian category for these classes. We use this equivalence to characterize noetherian rings, pure semisimple rings, perfect rings and finite products of finite rings and artinian valuation rings via superstability.

Valuative invariants for large classes of matroids

AbstractWe study an operation in matroid theory that allows one to transition a given matroid into another with more bases via relaxing a stressed subset. This framework provides a new combinatorial characterization of the class of (elementary) split matroids. Moreover, it permits to describe an explicit matroid subdivision of a hypersimplex, which, in turn, can be used to write down concrete formulas for the evaluations of any valuative invariant on these matroids. This shows that evaluations on these matroids depend solely on the behavior of the invariant on a tractable subclass of Schubert matroids. We address systematically the consequences of our approach for several invariants. They include the volume and Ehrhart polynomial of base polytopes, the Tutte polynomial, Kazhdan–Lusztig polynomials, the Whitney numbers of the first and second kinds, spectrum polynomials and a generalization of these by Denham, chain polynomials and Speyer's ‐polynomials, as well as Chow rings of matroids and their Hilbert–Poincaré series. The flexibility of this setting allows us to give a unified explanation for several recent results regarding the listed invariants; furthermore, we emphasize it as a powerful computational tool to produce explicit data and concrete examples.

Analysis of Barriers, Challenges and Strategies in Teaching Indonesian Language Subjects in Elementary Classes at SDN 060853

Analysis of Barriers, Challenges and Strategies in Teaching Indonesian Language Subjects in Elementary Classes at SDN 060853

Tatbiq Kitab Al-Qolam fi Ta’lim Kitabah Pegon Al-Arabiyah fi Al-Maahid Al-Islamiyah Madura

The existence of Pegon letters in various pesantren institutions is needed for the translation of Arabic books into Javanese or Indonesian. This is done to make it easier to read Arabic or translate Arabic. One of the educational institutions that still maintains Pegon writing in its education is Syaichona Moh. Cholil Bangkalan Islamic Boarding School because new students (Santri) have different educational backgrounds. They know Pegon script from their respective homes and those who do not know Pegon script because at home they do not study at Madrasah Diniyah. Al-Qolam is a book written by Ust. Mohammed Tuba. The book is one of the books that is the basis for learning in the basic class (Shifir) at Syaichona Moh. Cholil Bangkalan Islamic Boarding School. The book has been classified to make it easier for new Santri who do not know Pegon writing and Arabic writing in learning. To find this, researchers used qualitative research methods. The targets of this research are teachers and students of the elementary class (Shifir) at the Syaichona Moh. Cholil Islamic Boarding School in Bangkalan. Then to collect data with observation, interview and documentation methods and researchers use data reduction, data presentation and conclusion drawing. The results of this study include how to use Al-Qolam books in learning to write, so that Arabic is a learning process: the teacher instructs students to memorize the alphabet and Pegon letters, then the teacher teaches the material on the blackboard and students write what the teacher writes. And in the educational process the teacher must multiply the application of the material.

Categoricity and multidimensional diagrams

We study multidimensional diagrams in independent amalgamation in the framework of abstract elementary classes (AECs). We use them to prove the eventual categoricity conjecture for AECs, assuming a large cardinal axiom. More precisely, we show assuming the existence of a proper class of strongly compact cardinals that an AEC which has a single model of some high enough cardinality will have a single model in any high enough cardinal. Assuming a weak version of the generalized continuum hypothesis, we also establish the eventual categoricity conjecture for AECs with amalgamation.

Improving Reading Skill For Elementary Class at SD Melbourne School Binjai

Community service is one of the obligation in higher education. Tridharma of Higher Education is education, research, and Community service . sometime that students of primary level is not important, but actually Community service for students of primary level is important in English because they are in critical period, its time for the to learn English or other language (according to Eric Lennenbeg). They need to learn, and do more practices. In reading comprehension students also learn new vocabulary, when they repeat the sentences they learn speaking. They learn English happily. Writer tried to teach reading comprehension with quiz exercise, the goal of this community services is to improve the competence for teachers and students specifically in reading comprehension. In learning reading comprehension students also improve their vocabulary as well as speaking.

The Moderating Effect of Tax Knowledge on the Relationship between Tax Rates and Tax Compliance of MSMES in Nigeria

Findings from prior studies have confirmed the inconsistencies and weak relationship that exists between tax rates and tax compliance. This study, therefore, tested the strength of the relationship between tax rates and tax compliance of MSMEs by introducing tax knowledge as the moderating variable. From 500 questionnaires administered, 325 were collected and from data cleansing 304 respondents were tested. Stratified and proportional sampling techniques were used in selecting the samples. The study found that tax knowledge moderated the relationship that exists between the tax rates and tax compliance of MSMEs in Nigeria. Also, the study found that tax rates and tax knowledge have a significant effect on the tax compliance of MSMEs in Nigeria. Tax literacy is important in improving the basic tax education of the citizens and trust in government. The study, therefore, recommended that the government should include taxation in the curriculum of elementary classes in Nigeria.

On Bounding the Behavior of Neurons

A neuron with binary inputs and a binary output represents a Boolean function. Our goal is to extract this Boolean function into a tractable representation that will facilitate the explanation and formal verification of a neuron’s behavior. Unfortunately, extracting a neuron’s Boolean function is in general an NP-hard problem. However, it was recently shown that prime implicants of this Boolean function can be enumerated efficiently, with only polynomial time delay. Building on this result, we first propose a best-first search algorithm that is able to incrementally tighten the inner and outer bounds of a neuron’s Boolean function. Second, we show that these bounds correspond to truncated prime-implicant covers of the Boolean function. Next, we show how these bounds can be propagated in an elementary class of neural networks. Finally, we provide case studies that highlight our ability to bound the behavior of neurons.

Academic Motivation of Elementary School Students Unearthing the Role of Teacher

The purpose of this study was to investigate the relationship between teachers’ behaviour and students’ academic motivation. This research study employed a quantitative research design. The correlation research method was used to conduct the study. All the students studying in elementary classes of district Swabi (Khyber Pakhtunkhwa, Pakistan) were the population for this study. Multi-stage sampling technique was used for the selection of 656 students from the population of 10930 students. Self-regulation Questionnaire (SRQ-A) and Perceived Autonomy Support (PAS) were used to collect data about students' academic motivation and students’ perception of their teacher’s behaviour, respectively. The study found that teachers’ autonomy-supportive behaviour had a moderate, positive, and significant relationship with students’ autonomous, intrinsic and identified academic motivation and a very weak correlation with students’ controlled academic motivation. It is recommended that the teachers adopt autonomy-supportive behaviour (i.e. students-centred approach) but they may avoid a controlled teaching style (i.e. teacher-centred approach) as it is considered one of the main reasons behind the dropping out of children from schools in KPK.

CLASS NUMBER FORMULAS FOR CERTAIN BIQUADRATIC FIELDS

We consider the class numbers of imaginary quadratic extensions F (√ −p), for certain primes p, of totally real quadratic fields F which have class number one. Using seminal work of Shintani, we obtain two elementary class number formulas for many such fields. The first expresses the class number as an alternating sum of terms that we generate from the coefficients of the power series expansions of two simple rational functions that depend on the arithmetic of F and p. The second makes use of expansions of 1/p, where p is a prime such that p ≡ 3 (mod 4) and p remains inert in F. More precisely, for a generator εF of the totally positive unit group of OF , the base-εF expansion of 1/p has period length ℓF,p, and our second class number formula expresses the class number as a finite sum over disjoint cosets of size ℓF,p.

Observation of time-reversal symmetry breaking in the band structure of altermagnetic RuO2.

Altermagnets are an emerging elementary class of collinear magnets. Unlike ferromagnets, their distinct crystal symmetries inhibit magnetization while, unlike antiferromagnets, they promote strong spin polarization in the band structure. The corresponding unconventional mechanism of time-reversal symmetry breaking without magnetization in the electronic spectra has been regarded as a primary signature of altermagnetism but has not been experimentally visualized to date. We directly observe strong time-reversal symmetry breaking in the band structure of altermagnetic RuO2 by detecting magnetic circular dichroism in angle-resolved photoemission spectra. Our experimental results, supported by ab initio calculations, establish the microscopic electronic structure basis for a family of interesting phenomena and functionalities in fields ranging from topological matter to spintronics, which are based on the unconventional time-reversal symmetry breaking in altermagnets.

Direct and indirect effects of and preferences for feedback during the Good Behavior Game in elementary classes.

The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. Students in three fifth-grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback for rule violations (vocal and visual, vocal only, visual only, no feedback). Following an initial baseline, the four feedback versions of the GBG and a baseline condition were alternated across sessions in a multielement design. All versions of the GBG substantially reduced disruptive behavior below baseline levels. Additionally, in one of the three classes losing the GBG produced an increase in negative peer interactions immediately following the GBG. Following the multielement comparison, we implemented a group-arrangement concurrent-chains preference assessment in which students selected one of the conditions to experience each day. The most selected condition across all classes was the GBG condition, which included both vocal and visual feedback.

“The strawberry in the pot that became something” – entanglements of bodies, materials, and affect in science activities supported by a community organization

ABSTRACT Background A move beyond static and representational accounts of science learning and becoming through relations is needed. Purpose In this paper extra-learning activities in science offered by a community organization to an elementary class over one academic school year are assessed in light of their contributions to science learning and becoming. The latter is explored through a theoretical grounding and focus on the entanglements of bodies, materials, and affect. In doing so, the paper speaks to the affective turn in science education. The study is grounded in a non-representational and subjective reading of the work affect is doing yet also attends to the role of materials and bodies within that process, speaking to materialism, embodiment, and dignity. Sample One elementary school class, participating in a one-year long activity assumed by a community organization (CO). Design & Method Data was collected through a video ethnography of the science activities assumed by the CO. Through interaction analysis, telling moments of joint-engagement in science were analysed by centering body-material-affect entanglements. By juxtaposing these moments with background information from interviews of the teacher and the instructor, a bricolage of data sources led to narratives presented as three stories. Results Making evident entanglements through three stories, the paper offers insights into ways non-representational embodied and material forms of learning and becoming can be studied and documented and the insights they might offer into understanding learning and becoming in science. The stories speak to the kind of work entanglements make evident in terms of lived affect in science but also moments of relations between participants and dignity affirming or undermining work in science learning and becoming. Conclusion More studies are needed to engage with body-material entanglements in and through affect and report on the manner affect supports dignifying forms of engagement with science.

An Assessment of Examination Procedures Administered by Punjab Examination Commission in Primary and Elementary Schools of District Faisalabad

Education is important in society's political, social, and economic development. Education is a basic ingredient of human development. Education is an individual's fundamental right, and it plays a key role in personality improvement. Early years are very important in human life. Keeping this in mind, the educationists have developed a separate curriculum and examination system for early childhood education. Punjab Examination Commission (PEC) is an independent body created by the Punjab Government in 2005 to examine 5th and 8th standard students. The objectives of this study were to examine the PEC's functionality, the respondents' awareness level about the PEC, the advantages and disadvantages of the PEC system, and the effects of PEC examinations. The population for the study was 249 teachers randomly selected from 20 schools in the district of Faisalabad. A random sampling technique was used to select a sample from the population. The population for this study was all elementary and primary schools in the Faisalabad district, and data were collected from primary and elementary school teachers. A well-structured questionnaire was used as a research tool. The sample size of 151 had been determined with a 95% confidence level and 5% confidence interval. Respondents were given a questionnaire according to objectives, and SPSS software was utilized to examine the questions. The findings revealed that the majority of the respondents “awareness level for exams for Primary and Elementary classes” (3.51±1.53) and “conducting examinations by Punjab examination commission is trying to improve literacy rate in Punjab” (3.92±1.65). Furthermore, “result system of PEC can be utilized further” (4.72±1.54) is considered as an advantage of PEC, while “fair educational policy is required” (4.97±1.28) is considered as a disadvantage of PEC. It is suggested that it “encourages more learning and written practices” (4.95±1.34) as the usefulness of PEC.

The development of kobatar learning media for learning mathematics in elementary school

The objective of this study is to develop Kobatar learning media and assess the viability of the products derived from the creation of Kobatar learning media for teaching mathematics in third-grade elementary classes. This research falls under the category of research and development (R&D). The development process adheres to the Borg and Gall development procedure theory, encompassing seven distinct steps. The findings of this investigation indicate that the product meets the stipulated eligibility criteria. Practicality is evidenced by material expert validation yielding a final percentage of 92.59%, followed by media expert validation with a final percentage of 95.62%. Additionally, the practicality of the response questionnaire from three students resulted in a final percentage of 95.13%. All these percentages align with the eligibility criteria, categorizing the product as "Very Eligible." In conclusion, Kobatar learning media in third-grade elementary school demonstrates its potential as a versatile tool for learning mathematics in this educational setting.

Impact of Symbolic Modeling on Developing the Emotional Intelligence and Ability to Solve Life Problems of the Children at Early Childhood Stage

This present study aimed to the know impact of symbolic modeling on developing emotional intelligence skills and the ability to solve the life problems of children. The study used the semi-experimental method, the study population consisted of all elementary classes at Al-Hussein Ben Talal University school in Ma'an Governorate, and children were distributed in a random way to two groups: the control group and the experimental group. A group of results has been reached, the most prominent: the promises of differences with statistical significance at level (<0.05) between means degrees of the control and experimental groups children in the post-application in favor of the experimental group in emotional an intelligence test, also the presence of differences with statistical significance between the pre and post measures for the experimental group in favor of the post measure in problems solving test of the children. In light of these results, a group of recommendations was introduced, the most important assuring the importance of using the symbolic modeling strategy by the female teachers with the children due to its positive impact on developing emotional intelligence skills and the ability of the children to solve life problems, and the necessity for engaging the kindergartens' female teachers in development courses about how to prepare and use this strategy, and conducting studies focusing on the effective role of the family in training their children on how to be characterized by the emotional intelligence and problems solving skills.

Categoricity for transfinite extensions of modules

For each deconstructible class of modules D \mathcal D , we prove that the categoricity of D \mathcal D in a big cardinal is equivalent to its categoricity in a tail of cardinals. We also prove Shelah’s Categoricity Conjecture for ( D , ⪯ ) (\mathcal D, \preceq ) , where ( D , ⪯ ) (\mathcal D, \preceq ) is any abstract elementary class of roots of Ext.

Translating and Testing a Digital Game Promoting Vegetable Consumption in Young Children: Usability Study.

Promoting healthy eating in children is key to preventing chronic diseases, and vegetable consumption is notably lower than recommended in this population. Among the interventions tested, gamification has shown promise in promoting familiarization, increasing knowledge, and potentially increasing vegetable intake. This pilot study aimed first to translate the digital game "Veggies4myHeart" into French and to assess its influence on young children's preferences and willingness to taste vegetables when combined with repeated tasting and education. We also aimed to investigate the acceptability and applicability of the game in 2 classrooms. During 5 consecutive weekly sessions, children from 2 elementary classes played the digital game consisting of 5 mini games on different vegetables (lettuce, carrot, red cabbage, cucumber, and tomato) in pairs for 10-15 minutes. In addition, they discussed one of the vegetables and tasted the 5 vegetables in each session. Pretest and posttest food preferences and willingness to taste the vegetables were compared. Teachers participated in a semistructured interview. A total of 45 children aged 5 to 6 years tested the French version of the digital game. The children's declared food preferences were already high for carrot, cucumber, and tomato, with scores higher than 4 out of a maximum of 5. The scores did not change significantly after the intervention, except for red cabbage (pretest: mean 2.52, SD 1.49; posttest: mean 3.29, SD 1.67; P=.006) and a composite score (pretest: mean 3.76, SD 1.06; posttest: mean 4.05, SD 1.03; P=.001). Before the intervention, 18 (44%), 30 (73%), 16 (39%), 29 (71%), and 26 (63%) children out of 41 were willing to taste lettuce, carrot, red cabbage, cucumber, and tomato, respectively. After the intervention, no significant statistical differences were observed, with 23 (51%), 36 (80%), 24 (53%), 33 (73%), and 29 (64%) children out of 45 willing to taste lettuce, carrot, red cabbage, cucumber, and tomato, respectively. Teachers supported this tool combined with repeated tasting and education and highlighted facilitators and barriers that should be anticipated to improve implementation in schools. In this study, we translated an existing digital game applicable and acceptable to both children and teachers. A larger study is warranted to confirm the effectiveness of interventions using the digital game to promote vegetable preference, willingness to taste, and intake.