Learning For Beginners Research Articles

AUTOCHTHONOUS PHONOLOGICAL INFLUENCES IN SECOND LANGUAGE LEARNING, REMEDIAL STRATEGIES, AND RECOMMENDATIONS FOR COLLEGE STUDENTS

Students in ESL classrooms come from a variety of L1 backgrounds and have varying pronunciation issues, thus often teachers are reluctant to teach pronunciation. This Teaching Tip report describes what are ways to give Remedial strategies to the Tamil speaking students in and around Kovilpatti Thoothukudi District, Tamilnadu. The study will involve the selection of a group of college students. The initial step is to identify their phonotactical concerns by observation and interviewing, and then add the usual errors that Tamil learners generally make. Through the curriculum created, they will receive the instruction required to overcome the effects and limitations. This paper explores Phonological problems in L2 acquisition, Discusses Common problems in Classroom. Experience has shown that Elucidate Phonetical basic patterns and Errors For instance, for a beginner learning Tamil, it would be challenging to distinguish between the following words: (Principle – Principaal, Gad – Guard, adopt – adapt). Unearthing the common mistakes made by students of this region. There will be ideas for additional study and instructional advice included with the recommendations.

초급 교재 피아노 테크닉 분석 연구

The purpose of this paper is to understand technique teaching methods and textbook literature by comparing and analyzing the beginner piano techniques of Piano Adventure, Piano Academia, Magic Finger Piano, which are domestic and foreign piano textbooks using a parallel reading approach. For the study, based on three references piano teaching strategies for 21st century teachers, successful piano teaching methods, and general theory of piano pedagogy, the study categorizes 10 techniques within the beginner learning goals. Next, the beginner techniques for each textbook are analyzed into the 10 types above. As a result, it was found that 7-8 techniques were evenly distributed through the three characteristic techniques icons, and that other techniques were classified as additional techniques and intermediate techniques. Accordingly, though detailed comparison and analysis, similar techniques are grouped and supplementary and characteristic techniques are selected. It will expand the range of technique education and textbook selection for domestic piano teachers and students who rely on Bayer.

Artificial intelligence for visually impaired

The eyes are an essential tool for human observation and perception of the world, helping people to perform their tasks. Visual impairment causes many inconveniences in the lives of visually impaired people. Therefore, it is necessary to focus on the needs of the visually impaired community. Researchers work from different angles to help visually impaired people live normal lives. The advent of the digital age has profoundly changed the lives of the visually impaired community, making life more convenient. Deep learning, as a promising technology, is also expected to improve the lives of visually impaired people. It is increasingly being used in the diagnosis of eye diseases and the development of visual aids. The earlier accurate diagnosis of the eye disease by the doctor, the sooner the patient can receive the appropriate treatment and the better chances of a cure. This paper summarises recent research on the development of artificial intelligence-based eye disease diagnosis and visual aids. The research is divided according to the purpose of the study into deep learning methods applied in diagnosing eye diseases and smart devices to help visually impaired people in their daily lives. Finally, a summary is given of the directions in which artificial intelligence may be able to assist the visually impaired in the future. In addition, this overview provides some knowledge about deep learning for beginners. We hope this paper will inspire future work on the subjects..

Perancangan Polybag Knockdown Dengan Material Polyethylene Terephthalate (PET)

During the Covid-19 pandemic, the need for food was one of the problems faced by the government. The government urges the public to do independent food planting using polybag planting media as one solution to overcome this problem. However, single-use polybags can increase the amount of plastic waste, which is still unresolved. This study aims to design the value of the knockdown polybag product and gain strength from the knockdown product design. Knockdown Polybag product design using the VDI 2222 method (Verein Deutscher Ingenieure / German Engineers Association). This method helps facilitate designing products and learning for beginners and can optimize the productivity of designers to find the most optimal and efficient problems. After determining the method used, the next step is planning, conceptualizing, designing, and completing knockdown polybag products. The result of the design concept from the VDI 2222 method is an alternative overall function (AFK) 2 which has a square cross-section, is cones-shaped to facilitate plant transfer applications on agricultural land, and uses a hook locking model, which is flexible, and easy to assemble and disassemble. The product design of knockdown polybags has been obtained to meet the needs according to those on the market. Therefore, knockdown polybags can be produced and used to make planting more accessible and reduce costs for farmers.

김장생(金長生)의 『근사록석의(近思錄釋疑)』와 서인 성리설의 심화

This study is aimed at exploring compilation process of annotation for Chin-ssu Lu (近思錄) of Kim Jang-saeng (金長生, 1548-1631) and its importance in the history of thoughts. Zhu Xi (朱熹, 1130-1200) and Lu Zuqian (呂祖謙, 1137- 1181) wrote Chin-ssu Lu for the beginners' learning. It took great part in beginner's learning with Xiaoxue (小學) that provides fundamental guideline in action. In spite of its recognized importance, Chin-ssu Lu did not receive attention from intellectuals of the time, while Xiaoxue received constant attention after emphasis on practice of Kim Jong-Jik (金宗直, 1431-1492). Chin-ssu Lu was re-examined by Yi Hwang (李滉, 1502-1571) of the 16th century. Studying Four Books and Five Classics, Yi Hwang provided a groundwork for translation of Confucian textbooks with studying Chin-ssu Lu in his later years. But he could not finish his work. Most annotations of beginner's learning based on Zhu Xi's studies (朱子學) was organized by Seoin (西人). Kim Jang-saeng compiled the annotations of Chin-ssu Lu for the first time by writing Geunsarok Seokeui (近思錄釋疑). Unlike previous annotations, Geunsarok Seokeui contained various theories of intellectuals of Joseon and these theories took greater part than theories of Chinese intellectuals based on Zhu Xi's other writings due to Joseon's cumulated former studies about the annotations. As study of Four books and Five Classics proceeded in Joseon, independent perspectives to understand Zhu Xi's studies were born. In this trend, Kim Jang-saeng compiled these studies and made a basis for study about Chin-ssu Lu. In the process, Kim Jang-saeng supplemented Yi Yi's position in the controversy over Neo-Confucianism that continued from Yi Hwang and created a foundation for maintaining the school.

Transfer learning for medical images analyses: A survey

The advent of deep learning has brought great change to the community of computer science and also revitalized numerous fields where traditional machine learning methods failed to make breakthroughs. Benefitted from the development of deep learning, analysis of medical images, which used to be a challenging yet exhausting task carried out manually by physicians, has experienced fast development as well. However, training deep learning models in these systems for analysis from scratch can be quite challenging. The small-scale data can’t guarantee the performance of the developed systems, while large-scale data is usually unavailable due to expensive costs in the process of collection and storage. To allow a fast transition from one domain to another for reuse, experts and researchers have extensively delved transfer learning, which turns out to be an efficient and low-cost learning technique. In this paper, we will present a comprehensive survey of transfer learning on medical image analysis. The imaging modalities include but not limits to Computed Tomography (CT), Ultrasound (US), and Magnetic Resonance Imaging (MRI). The subjects covered in this paper include the brain, breast, lung, kidney, etc. Besides, this survey provides systematic knowledge about deep learning and transfer learning for beginners. Readers with different backgrounds can easily catch up with the interdisciplinary knowledge and new trends of transfer learning via this survey.

Aktualisasi Dan Signifikansi Buku Ajar Pembelajaran Bahasa Arab Untuk Anak-Anak Di Lkp Ibnu Khaldun Driyorejo Gresik

In Arabic language learning, textbooks strongly support the achievement of the ability of learners. In LKP Ibnu Khaldun, there is a teaching book as a teacher and student handbook containing materials, Arabic games, songs and expressions in Arabic. This research includes literature research with qualitative approach, trying to analyze the actualization and significance of textbooks in the process of learning Arabic in intensive classes of Arabic LKP Ibn Khaldun. Data collection method with documentation and content analysis descriptively qualitatively. The book, published in 2020 and already isbn, has been applied to Arabic language learning in LKP Ibnu Khaldun covering 26 themes. For mufradat learning for beginners, especially children, this book has many advantages, namely: a. In terms of content, there are many Arabic-themed vocabularies, games, songs and expressions in Arabic, b. In terms of presentation, each theme is equipped with illustrations of colored objects. The significance of this textbook is: a. Multiplying the memorization of new vocabulary 200-400 words, b. Increase interest in learning the contents of books with illustrations of colored objects with the mention of Arabic vocabulary, c. Multiply memorization of Arabic songs translated from Indonesian children's songs, d. Accustomed to the practice of speaking through the practice of expression in Arabic, e. Learning Arabic is more interesting because of the practice of memorizing vocabulary games.

Boosting Classroom Interaction Based on Higher Order Thinking Skills (HOTS) in English Learning for Beginners

Asking activity is a form of class interaction that needs attention. With the asking activity, it can increase the questioner’s knowledge. This study aimed to identify the questions form that filed by teachers and students in the classroom following the framework of thinking mandated in the revised Bloom Taxonomy and to explore the problems faced by lecturers in implementing the HOTS-based learning process. This study used qualitative methods by applying observation sheets and interview to collect data. The data analysis of this research used analysis of domain, taxonomy, component, and theme. The results of this study indicate that lecturers and students have applied the principles of Higher Order Thinking Skills (HOTS) from core learning activities to final learning activities. The form of the question is in level C4 (Analyzing), C5 (Evaluating), and C6 (Creating), but in the form of Creating questions, students still need to increase the frequency in asking. The problem faced is the difficulty in stimulating students who can answer and ask questions at level C6 in HOTS. Therefore, lecturers also try to overcome these problems by implementing strategies in the learning process.

Program Baca Tulis Qur’an Dasar Mahir Berbahasa Arab

To be proficient in Arabic, surely we must do it on the basis to train and get used to it. As based on the introduction of the Separate Arabic Letters, the Hijaiyah Letters, which consist of 28-30 Letters. In updating Arabic language by recognizing Hijaiyah letters there must be special learning that must be achieved, for example Special learning to recognize Hijaiyah Letters begins with reading Beginner's Iqro Book, starting from Iqra '1 to 6. Furthermore, to be proficient in writing also basically is to recognize letters and get special learning. So to achieve this we can do beginner learning to be proficient in Arabic, starting from reading, translating and writing to that is by taking the class of Reading the Qur'an (BTQ). There we can make beginners, write, read, to translate it, and also recognize the Law of reading (Tajweed). Anyone To be proficient in Arabic and the writing must go through the basics first. Whether it's children to adults though.Keyword: Learning , Read The Qur’an, Arabic

نموذجا N الكلمات الملايوية ذات أصل عربي في قاموس دايا والاستفادة منها في تعليم اللغة العربية للملايويين المبتدئين حرف

ABSTRACT
 The arrival of Islam to the Malay world affected the live of Malay muslims in various aspects, especially in linguistic. Unfortunately, most of Malay people do not know and they do not aware of these words in their language which they communicate everyday. Therefore, this research was based on the analytical descriptive methods that aims to detect Arabic words which have become a part of Malay in the "Kamus Daya" which starts with letter N, and to know the changes that occur after entering into Malay in terms of phonology and semantics, and how it implies in teaching Arabic for beginners. This research has proven that the existence of Arabic words in Malay in the Daya Dictionary consisked of fifty-seven words, and from these words we can group them into four groups, the first Malay words that do not change their meaning from the Arabic meaning, the second words that extend in their meaning, the third words that narrow in their meaning, and the fourth are words that change completely their meaning. this research presents an example of Malay vocabulary comes from the Arabic contained in the conversation, readings and exercise, for example Arabic learning for beginners from Malay learners.

A comparison between expert and beginner learning for motor skill development in a virtual reality serious game

In order to be used for skill development and skill maintenance, virtual environments require accurate simulation of the physical phenomena involved in the process of the task being trained. The accuracy needs to be conveyed in a multimodal fashion with varying parameterisations still being quantified, and these are a function of task, prior knowledge, sensory efficacy and human perception. Virtual reality (VR) has been integrated from a didactic perspective in many serious games and shown to be effective in the pedological process. This paper interrogates whether didactic processes introduced into a VR serious game, by taking advantage of augmented virtuality to modify game attributes, can be effective for both beginners and experts to a task. The task in question is subjective performance in a clay pigeon shooting simulation. The investigation covers whether modified game attributes influence skill and learning in a complex motor task and also investigates whether this process is applicable to experts as well as beginners to the task. VR offers designers and developers of serious games the ability to provide information in the virtual world in a fashion that is impossible in the real world. This introduces the question of whether this is effective and transfers skill adoption into the real world and also if a-priori knowledge influences the practical nature of this information in the pedagogic process. Analysis is conducted via a between-subjects repeated measure ANOVA using a 2 times 2 factorial design to address these questions. The results show that the different training provided affects the performance in this task (N=57). The skill improvement is still evidenced in repeated measures when information and guidance is removed. This effect does not exist under a control condition. Additionally, we separate by an expert and non-expert group to deduce if a-priori knowledge influences the effect of the presented information, it is shown that it does not.

Beyond Statistical Learning: Communication Principles and Language Internal Factors Shape Grammar in Child and Adult Beginners Learning Polish Through Controlled Exposure

AbstractThis study investigated the predictions of two approaches to second language acquisition. According to the usage‐based approach, learner knowledge results from the strengths and weaknesses of input‐driven statistical learning. According to the learner‐varieties approach, pragmatic communication principles and language‐internal constraints play major roles in language development. For this study, novice child and adult learners of Polish (speakers of Italian or German) attended several controlled‐exposure sessions and retold a story after 14 hours of target language contact. Analyses focused on form–function associations in the learners’ production data and on comparisons with properties of the input that the learners had encountered. In addition to support for input‐driven factors, there was evidence for a uniform syntax, for individual creative constructions, and for reinterpreted morphological variation, pointing to an influence of communication principles and to an effect of system‐internal factors. Findings revealed differences due to learners’ age but not their language background.

The effect of a flipped classroom with online group investigation on students' team learning ability

This study examined the effects on the team learning ability of upper secondary school students using a flipped classroom model with online group investigation. The subjects of the study were 30 upper secondary school students. The instruments employed in the study consisted of: (1) a flipped classroom model with online group investigation, (2) a website for flipped classrooms, and (3) a learning management plan. The data collection instruments comprised: (1) a self-assessment form of team learning ability and (2) a team learning behaviour observation form. The study found that the average team learning ability of the learners was significantly higher after the lessons, and those with different learning abilities were able to learn as a team at significantly different rates. Post-hoc multiple comparison tests (LSD) revealed that the team learning ability scores of the learners with high learning ability differed significantly from those of the intermediate and beginner learning ability groups, while the team learning ability scores of the intermediate and the beginner groups were not significantly different. The beginner group scored the highest regarding team learning ability, followed by the intermediate group and the advanced group, respectively.

Data-driven learning for beginners: The case of German verb-preposition collocations

AbstractResearch on data-driven learning (DDL), or teaching and learning languages with the help of electronic corpora, has shown that it is both effective and efficient. Nevertheless, DDL is still far from common pedagogical practice, not least because the empirical research on it is still limited and narrowly focused. This study addresses some gaps in that research by exploring the effectiveness of DDL for teaching low-proficiency learners lexico-grammatical constructions (verb-preposition collocations) in German, a morphologically rich language. The study employed a pretest-posttest design with intact third- and fourth-semester classes for German as a foreign language at a US university. The same collocations were taught to each group during one class period, with one group at each course level taking a paper-based DDL lesson with concordance lines from a native-speaker corpus and the other one taking a traditional rule-based lesson with textbook exercises. These constructions were new to third-semester students, whereas fourth-semester students had been exposed to them in the previous semester. The results show that, whereas the DDL method and the traditional method were both effective and resulted in lexical and grammatical gains, DDL was more effective for teaching new collocations. The study thus argues in favor of using paper-based DDL in the classroom at lower proficiency levels and for languages other than English.

Mnemonics are an Effective Tool for Adult Beginners Learning Plant Identification

Most beginners are introduced to plant diversity through identification keys, which develop differentiation skills but not species memorisation. We propose that mnemonics, memorable ‘name clues’ linking a species name with morphological characters, are a complementary learning tool for promoting species memorisation. In the first of two experiments, 64 adults in a group-learning environment were taught species identification using mnemonics, an educational card game and a text-based dichotomous key. In the second experiment, 43 adults in a self-directed learning environment were taught species identification using mnemonics and a pictorial dichotomous key. In both experiments, mnemonics produced the highest retention rates of species identification based on vegetative characters. The educational value of these findings is discussed for vegetative plant identification and broader applications.

P-09 電気工学初学者向けPBL型実習「シャープペンシルの芯の走行コース製作」((11)プロジェクトマネジメントとPBL,ポスター発表)

P-09 電気工学初学者向けPBL型実習「シャープペンシルの芯の走行コース製作」((11)プロジェクトマネジメントとPBL,ポスター発表)

Researching Intercultural Learning: Investigations in Language and Education

List of Figures List of Tables Appendices Acknowledgements Notes on Contributors Introduction: Research and Levels of Intercultural Learning L.Jin & M.Cortazzi PART I: RESEARCHING TRANSFORMATIONS OF CULTURES OF LEARNING THROUGH INTERNATIONALIZATION Cultures of Learning and Writing in the U.S. Academy E.Hinkel Inter-perspective Pedagogy: Rethinking Culture and Learning in Multicultural Higher Education in the UK T.Welikala The Danish Educational Tradition: Multiple Heritages and International Challenges and 'conversation' J.Vinther & G.Slethaug Trilingual Paths: Cultures of Learning and the Use of Cantonese, English or Putonghua within a Hong Kong Primary School P.Glenwright & Wang, L. PART II: INTERCULTURAL LEARNING IN DEVELOPING LANGUAGE AND ACADEMIC SKILLS Peer Assistance in an English Immersion Context in China Xiaohua, L. , L.Jin & M.Cortazzi Researching Intercultural Communication in a UK Higher Education Context J.Turner & M.K.Hiraga 'Discuss, Analyse, Define... Non-traditional Students Come to Terms with Cultures of Learning in the UK.' K.Richards & N.Pilcher It's totally different': Undergraduate Chinese Students Learning to Write in a New Zealand University G.Skyrme PART III: TRANSCULTURAL ADJUSTMENT AND BRIDGING DISTANCES Teaching German in Eastern Europe and China: Reciprocal Relationships between Teaching and Learning Cultures M.Lux & C.Wochele Chinese Students' Attitudes towards their Learning of French in France Wang, J. & S.Bailly Supporting Intercultural Learning for Beginners' Chinese Language Learners at the Open University, UK I.Alvarez & K.Qian Adjusting to Differing Cultures of Learning: The Experience of Semester-long Exchange Students from Hong Kong J.Jackson Internet-mediated Intercultural Teaching and Learning: an Overview of Challenges and Opportunities in China Wang, L. Postscript L.Jin & M.Cortazzi

ANALISIS KONTRASTIF BAHASA INDONESIA, JAWA, DAN BANJAR SEBAGAI DASAR PENYUSUNAN MODEL PEMBELAJARAN BAHASA INDONESIA PERMULAAN

This study aims to identify differences and similarities among the Indonesian, Banjarnese, and Javanese languages as a basis for designing a model for Indonesian learning for beginners. Field studies were conducted in Yogyakarta Special Territorywhere Javanese is used and in South Kalimantan where Banjarnese is used. The data were collected through interviews, observations, and listening and were analyzed using the contrastive-synchronic technique. The findings show that similarities among the three language lie in the levels of vocabulary, phrase structure, and clause/ sentence structure. In the level of vocabulary, there are similarities in phonological and morphological aspects. In the level of phrase structure, there is a similarity in the head-modifier structure. In the level of clause or sentence, there are similar structures of S-P, S-P-O/Com, and S-P-Adv, showing that the three languages belonging to the group with the S-V-O or S-P-O pattern.

Spread of local anesthetic during an ultrasound-guided interscalene block: does the injection site influence diffusion?

During interscalene block (ISB) placement, ultrasound guidance (USG) enables the practitioner to measure the spread of local anesthetic around the nerve trunks or roots, and to adjust the needle position in order to optimize diffusion. Moreover, USG helps determine the best injection level, i.e. the point from which diffusion gives the most complete brachial plexus block. The aim of this study was to compare C5 and C6 level injections and to determine which level allows the best diffusion. Sixty randomized patients scheduled for shoulder surgery were divided into two groups. In group C5, injection was directed toward C5 while in group C6, the C6 nerve root was targeted. Block performance time was recorded. The onset of motor and sensory block of each nerve distribution was evaluated every 10 min over a 30-min period. The average time taken to perform a nerve block was 6.2+2.6 min in Group C6 and 6.0+2.1 min in Group C5 (NS). At 30 min, the number of patients with a satisfactory musculocutaneous and axillary nerve block was not notably greater in either group. By contrast, a significantly higher success rate was observed for other nerves in the C6 group as compared to the C5 group: ulnar nerve block: 93% vs. 19%, radial nerve block: 96% vs. 28%, median nerve block: 96%, vs. 69%. During USG ISB placement, injection below the C6 level provided the same efficiency in analgesia after shoulder surgery as an injection cranial to the C5 nerve root but a greater success rate of anesthesia in all distal nerve areas. This technique could be very interesting for trauma cases as an alternative to a supraclavicular block and offers a high success rate and is simple to perform, potentially promoting wide use and quicker learning for beginners.

Game-as-teacher: Modification by adaptation in learning through game-play

This paper will explore how game-play in video games as well as game centered approaches in physical education (PE) such as Teaching Games for Understanding (TGfU) can draw on complexity thinking to inform the learning process in physical education. Using the video game concept of game-as-teacher (Gee, 2007), ideas such as enabling constraints from complexity thinking (Davis & Sumara, 2006) and information-movement couplings from motor learning (Davids, Button, & Bennett, 2008), learning will be framed as emergent, adaptive and self-organizing. To explain these concepts the following examples will be used (1) an auto-ethnographic narrative of the author's memories learning to play tennis with his father, (2) an account of a beginner learning to play as an avatar in the video game Guild Wars, and (3) a group of beginners learning to play tennis using a TGfU approach. Drawing on the author's narratives and the video game concept of game-as-teacher, the paper concludes by emphasizing the principle of modification by adaption as a way to engage players of different abilities to experience worthwhile game-play in PE.