Piece Of Chalk Research Articles

РАЗВИТИЕ УСТНОЙ ПРОДУКТИВНОЙ РЕЧИ И НАЦИОНАЛЬНЫЙ ХАРАКТЕР: КРИТЕРИИ ВЗАИМОДЕЙСТВИЯ ПРИ ИЗУЧЕНИИ РКИ ВНЕ ЯЗЫКОВОЙ СРЕДЫ

Nowadays we can see a growing interest to the Russian language among Chinese citizens. The thing is that there are many relevant factors that may be the reasons for that, but the most vital is active collaboration development between Russia and China on the government level. These days Chinese students are learning Russian language when they come to Russia or being in China. On the one hand, a great number of students are aimed to come to Russia and learn the Russian language in the natural language environment. On the other hand, Chinese higher education establishments strive for inviting Russian teachers for their faculties to create favorable language environment, mastering the language out of Russian-speaking environment. It is of higher importance, that in Chinese higher education establishments are trying to create the most favorable conditions, fulfilling all the modern requirements, for learners of the Russian language. However, Russian teachers often face some difficulties. Teachers state that the biggest problem of these students is obtaining speaking skills, taking initiative in oral communication in Russian. The aim of this article is to observe and analyze problems of teaching Russian (its speaking aspect) in Chinese higher education establishments in the light of national personality traits. We also aim to represent some methods and recommendations to update the learning process. While teaching Russian in China a teacher from Russia has to create language environment, which must not contradict Chinese mindset, and encourage students to teach and think “as Russians do.” It is worth using pictures and different objects, such as a piece of chalk and mediatechnologies, giving modern and useful knowledge on country studies, going to a club or visiting a theatre, etc. To get the best results in a short period of time a teacher must respect his country and involve his students into language learning.

Preliminary Study and Use of Design of Dusto Cleaner for Black Board

Even if we lead to the digital platform traditional chalk and board is an integral part of the education life. Blackboards and chalk pieces are used in almost every educational field in the world. Cleaning the board using a duster is essential for continuing the writing process and this involves rubbing a sponge surface against the board surface. This cleans the board but also creates a fine dispersion and particles of chalk powder around the atmosphere nearer the board, which is certain to be inhaled by the teachers, and in many cases, students who occupy seats near the blackboard suffer some inhalation problems. The work also stated that teachers were at the maximum risk of inhaling the chalk dust and may suffer from respiratory diseases. Key Words: Blackboard, chalk, duster, respiratory, diseases

From Writer to President: The Road Less Traveled.

In my office, on the wall across from my desk, hangs a print drawing of a New Yorker cartoon depicting a small girl holding a piece of chalk, which reads, “I try to write a little bit every day.” So it has been for me ever since I was first invited to pen a column for the newly launched publication, Neurology Today® , 2 decades ago. At the time, I had no idea that the request would lead to a second career in journalism, multiple editorships, and hundreds of bylined stories about neurology, neurologists, and people with neurologic conditions for years to come.

Smart Classroom Environment using IoT in advanced and lebanese French university Education

When teachers go to the classroom, all the materials needed to conduct the lesson are taken with a piece of chalk, pen, pencil and notebooks, the notes are wasted without any modern technology and it is very difficult for a large number of students in the class to have too much contact. On average, we spend about 1,200 hours on Iraqi Kurdistan Airbnb students, with the help of interactive whiteboards, projectors, and writing boards, so that students can easily manage a lot of exercises that are easy to understand, with easy-to-understand tutorials, photos, and videos. Let's do it. These technologies will help teachers in the most effective manner to solve the most challenging solve the doubts not waste time. Then, these methods will help the teachers to change the classroom approach and make the students easily understand the lessons

RETRACTED: Multimedia technology-assisted stereo geometry teaching

Multimedia technology makes our life more stereoscopic and intuitive. Graphic images and animations are the most important part of multimedia information expression. It makes our visual effects of three-dimensional representation of things more vivid, like the plane and three-dimensional we usually see. As with the picture, modern multimedia technology transforms our lives into three dimensions, integration, control, interaction and interaction. For the vivid three-dimensional representation of three-dimensional geometric figures in teaching, not only is it limited to the geometric composition of a piece of chalk, but more with the wide application of multimedia technology, multimedia-assisted teaching, especially multimedia-assisted three-dimensional geometric figure teaching is playing more and more The important role, through the aid of multimedia, has cultivated students’ spatial abstract thinking ability and ability to understand graphics and theorems. As multimedia becomes more and more concerned by the education community, this paper is about the question of why multimedia technology should be used to assist the teaching and application of solid geometry applications, and how to apply multimedia technology to achieve the maximum value of the teaching effect of stereo geometry. A lot of experimental research has been carried out. Through experiments, we have built a more complete multimedia assistant teaching system, which is beneficial for students to acquire new knowledge on the Internet. The multimedia technology-assisted three-dimensional geometric method is more conducive to mobilizing the enthusiasm and initiative of students than the traditional method. The biggest innovation of this paper is to use the indispensable advantages of traditional teaching to discount the media to the network platform. To some extent, the research in this paper enhances the guiding significance of interactive research to the actual development work.

WITHDRAWN: Performance on single basin square pyramid solar still

Abstract Solar still is widely used in Industries as well as Domestic. Single basin square pyramid is experimentally analysed with and without porous materials like clay pot pieces and chalk pieces. The outside ambient, inside and outside temperature of glass surfaces, basin water and condensate temperature and mass of condensate collected were recorded, for hourly intervals with thermocouple. The experiments were conducted with a constant depth of 1 cm in the basin. The system performance was found to be maximum 36% and it is strongly suggests a good capability of the system to convert solar thermal energy for desalination process.

Good Teachers: Visions of Values and Virtues in University Student Metaphors

Good teachers in university education embody combinations of continuity and change. In the first part here, university teaching is considered in Western philosophies and educational discourse to suggest teacher characteristics and meta-functions, but this article proposes wider internationalised dialogues within humanities which crucially take student views into account. In the second part, we analyse a database of 863 metaphors about teachers given by 439 university students in Malaysia, adopting a socio-cultural approach based on cognitive linguistics. This elicited metaphor analysis explores student views of “good” teachers expressed in such metaphors as “a good teacher is a burning candle” or “a piece of chalk”. Our analysis of metaphor entailments reveals meta-functions and virtues of good teachers which though absent in some official discourses, cohere with the educational philosophy of part one: they include cognitive, social/cultural, affective, moral/spiritual and aesthetic meta-functions. These emphasise the purposes of what teachers “do” and the character of what teachers “are”, as models for what students “do” and what they “become”. This gives challenging insights for teachers (and students) to self-cultivate virtues if these participant visions are taken seriously for learner-centred approaches to humanities in new balances of continuity and change.

Modeling and fabrication of automatic blackboard dust remover

In this research article reveals that the design fundamentals and the manufacturing procedures of the blackboard cleaner. The goal here is to decrease the labor associated with cleaning the chalkboard after use. Despite the fact that the utilization of smart boards is expanding, numerous organization in the created and creating world despite everything utilize blackboard (or) slate. The chalk powder acquired from chalk pieces while erasing the writing board, when breathed in by human reason's respiratory framework. Different issues like balding, consuming of eyes and so forth. To defeat this causes, programmed board is utilized with remote detecting which assists with working from certain separation. Generally talking, programmed chalkboard is a gadget which is utilized to clean the slate consequently which thusly lessen human work and aides in efficient. This venture is essentially running with the assistance of dc engine with constrained rates. Based on remote detecting gadget and rollers fitted in auto tic board duster is utilized to evacuate dust all around the slate. The fabricated machine is naturally distinguish the writing board chalk stains, delete the text style and keeps the chalkboard clean. These venture give great answers for human work whenever devouring. The cleaning productivity of programmed writing board cleaner is assessed to be superior to anything the manual tasks when the gear is completely finished.

Channels' Confirmation and Predictions' Confirmation: From the Medical Test to the Raven Paradox.

After long arguments between positivism and falsificationism, the verification of universal hypotheses was replaced with the confirmation of uncertain major premises. Unfortunately, Hemple proposed the Raven Paradox. Then, Carnap used the increment of logical probability as the confirmation measure. So far, many confirmation measures have been proposed. Measure F proposed by Kemeny and Oppenheim among them possesses symmetries and asymmetries proposed by Elles and Fitelson, monotonicity proposed by Greco et al., and normalizing property suggested by many researchers. Based on the semantic information theory, a measure b* similar to F is derived from the medical test. Like the likelihood ratio, measures b* and F can only indicate the quality of channels or the testing means instead of the quality of probability predictions. Furthermore, it is still not easy to use b*, F, or another measure to clarify the Raven Paradox. For this reason, measure c* similar to the correct rate is derived. Measure c* supports the Nicod Criterion and undermines the Equivalence Condition, and hence, can be used to eliminate the Raven Paradox. An example indicates that measures F and b* are helpful for diagnosing the infection of Novel Coronavirus, whereas most popular confirmation measures are not. Another example reveals that all popular confirmation measures cannot be used to explain that a black raven can confirm “Ravens are black” more strongly than a piece of chalk. Measures F, b*, and c* indicate that the existence of fewer counterexamples is more important than more positive examples’ existence, and hence, are compatible with Popper’s falsification thought.

Unnoticed impacted foreign body ear presenting as chronic suppurative otitis media with postaural fistula: a rare case

<p class="abstract">Foreign body ear, especially in the external auditory canal are common in adults and children. Most common age group presenting with foreign body is 2 to 10 years. Most common foreign bodies are seeds insects, paper, chalk pieces etc. Most common complications of foreign body ear are pain, bleeding, foul smelling discharge, otitis externa and irritation of ear. There are chances of external auditory canal laceration, bleeding, infection, perforation of tympanic membrane, dislodgement of foreign body towards inner region during the time of removal. This is a case of unnoticed impacted foreign body presented as chronic suppurative otitis media with postaural fistula, found on table broomstick foreign body which was removed using canaloplasty and further managed with tympanoplasty and cortical mastoidectomy.</p>

Etiology, symptoms and prevention of chalkbrood disease: a literature review

ABSTRACT The fungus Ascosphaera apis, responsible for causing the chalkbrood disease of honey bees, is widely present in temperate regions of the northern hemisphere, but has also spread to other regions of the world such as Brazil. Although it is not usually lethal for the colony, it can reduce its population, hampering its development. This study is a review on the disease that presents a broad overview of its development, identification methods as well as ways to control it. Research shows that chalkbrood is associated with several factors and is most frequently found in colonies of Apis bees during the spring, when there is excess humidity and sudden temperature changes in the hive. Other factors such as viral or bacterial infection, the presence of the ectoparasite Varroa destructor, pesticide poisoning and poor nutrition of nurse bees can also affect its incidence and severity. Field diagnosis is made based on the presence of hardened mummified brood in the pupal stage, of white or black color, in the cells and entrance. Affected cells show dead pupae covered with white mycelia, resembling cotton, or hardened, dry and brittle, resembling chalk pieces, which originated the name. To date, there are no efficient methods to reduce the damage caused by chalkbrood. Genetic selection of bees with higher hygienic behavior and disease resistance is recommended.

Ex omnia conchis? Edward Onslow Ford and the problem of Victorian ‘animalier’ sculpture

What does it mean to rethink the imbrication of sculpture and literature in Britain at the nineteenth-century fin de siècle from a post-humanist or critical animal studies perspective? And what might happen if we braid together Victorian sculptor Edward Onslow Ford (1852–1901) with a range of long-nineteenth-century literary–scientific authors and more recent theorists concerned with questions of species? This article considers Ford’s St George and the Dragon Saltcellar and Snowdrift (both c.1901) in relation to an eclectic group of long-nineteenth-century texts, ranging from Percy Bysshe Shelley’s A Vindication of Natural Diet (1813–15) and Charles Lyell’s Principles of Geology (1830–33), through Thomas Henry Huxley’s essay ‘On a Piece of Chalk’ (1868) to Robert Hunt’s A Descriptive Guide to the Museum of Practical Geology (1877) and Sándor Ferenczi’s Thalassa: A Theory of Genitality (1938). It does so in order to make the claim that we need to consider both geology and animality whenever we consider stone sculpture in Victorian Britain and beyond.

The Determination of Incident or What Is Character?

The Determination of Incident or What Is Character? Michael Cunningham (bio) I teach writing. One of the great things about teaching writing is that, in the process of figuring out how to teach your students, you find you teach yourself. I’m still surprised at how much I gain by taking what I feel I simply know about writing and breaking it down into its elements in an attempt to render it cogent and comprehensible to others. As it turns out, there’s nothing like being compelled to explain what you do to help clarify your own thinking about what you do. I want to tell you about a method I’ve developed for talking to students about how to imagine and develop characters. But first, let’s acknowledge an often-posed question: “Can writing be taught?” It can. I wouldn’t be teaching it if I believed otherwise. That question has a parallel question, which may be the one most people are really asking: “Can you impart a gift to students who lack a gift?” [End Page 738] I can’t. I never pretend otherwise. But gifts can be encouraged among those who are gifted. And genuine gifts—trust me about this—can sometimes arise from what may seem, initially, like merely the elusive intimation of promise. What may be more important than the question of giftedness, though, is the fact that although most of my students won’t become writers—most people don’t become writers—they are all, and will continue to be, readers, and readers who have some idea about how writing works are generally more astute, insightful readers than those who don’t. You could say, then, that I essentially teach readers, with the occasional appearance of an actual writer. It probably goes without saying that the world needs good readers every bit as urgently as it needs good writers. And it’s meaningful for readers and writers alike to think about what makes a voice compelling on the page, how complex but coherent characters are created, how stories are structured, and so on. I hope that all my students, whatever their futures, will better appreciate the miracle of good writing when they better understand the work required to pull that miracle down from the sky, haul it up from the bottom of the ocean, or from wherever else a writer seeks it. The commonest complaint I hear from writing students is that they have trouble with plot. To this I generally reply, “There’s really no such thing as plot. What I think you’re saying is that you have trouble creating characters. Because fully formed characters always produce a plot.” Here’s an exercise I’ve worked up by way of illustrating the above to my students. I’m going to give you a specific example from a class I taught to twelve undergraduates last spring. All one needs for this exercise is several blackboards, a piece of chalk, and a roomful of willing students. [End Page 739] We begin by devising a single character, together. I prefer to keep things somewhat chaotic, in that I simply ask the students to call out their answers, as opposed to raising their hands and waiting to be called on. Introducing a little raucousness into a classroom has always struck me as a good idea. Up to a point, anyway. We start with the most fundamental qualities. I say, “Race?” A student answers, “Latino.” I write Latino on the board. “Age?” “Thirty-eight.” I write thirty-eight on the board. I write everything on the board. “Gender, which of course includes a number of possibilities?” “Female.” “Sexuality?” “Bi.” “Most urgent emotional attachment, if any?” “Girlfriend.” “Girlfriend’s age, race?” “Mixed race . . .” “Asian and African American.” “She’s twenty-three.” “A younger woman,” I note. “That’s right.” “Occupation, if any, of our main character?” Now it becomes necessary to tell them—as it sometimes does—that this exercise tends to be more effective if our characters aren’t too exotic; if we agree that everyone, no matter how usual they may appear when viewed from a distance, is already exotic enough for our purposes, simply because...

Conversation Project Eases End-of-Life Conversations

Conversation Project Eases End-of-Life Conversations

In Praise of the Humble Quiz: A Compendium of Research Findings

ABSTRACTPostsecondary education has undergone dramatic changes in the past 30 years or so. When I began teaching at the college level in the mid-1980s I went to class clutching my scribbled notes and a piece of chalk. If I scheduled it well in advance, a few times each semester I could have someone wheel in an overhead or film projector. Students typed papers and I provided handwritten feedback. I typed exams on a stencil, duplicated them on a mimeograph machine, and painstakingly graded each one by hand. Those were not the good old days. Today we have seemingly endless options available to us when it comes to the delivery of course material and the assessment of student learning. As instructors, we create learning environments rich in information from many sources. We encourage our students to engage with the material and become active learners rather than passive recipients of knowledge. As our views of teaching and learning continue to evolve, it is tempting to discard less exciting and more traditional methods altogether as we embrace the future. I would argue that the decidedly old-fashioned quiz, however, deserves a place in this brave new world of education.

Building new Neolithic connections through chalk art: the value of the archaeological collections of John Pull and James Park Harrison

ABSTRACTThis article aims to bring to life the collecting strategies of two archaeologists who both excavated at the same British Neolithic flint mine site, seventy-five years apart. The site of Cissbury, Sussex, where flint extraction took place in the Neolithic between 4000 and 3000 cal. bc, produced evidence of flint-tool production in the form of axes and flint debitage, but also human burials and marks incised both on the chalk walls of the mines and on smaller detached pieces of chalk. Due to their interpretations of the worked chalk material these archaeologists were both subject to some derision from their colleagues during their lives. Neither individual had formal or thorough archaeological training but they made efforts to understand and retain this unusual worked chalk material that, at the time, was seen as problematic. Their collections, when viewed together in the light of contemporary research, indicate both a historically situated problem of the acceptance of prehistoric art and the value of revisiting their findings. By integrating known work with new archival research, it is possible to conclude that their acknowledgement of chalk art in flint-mining contexts allows for a greater breadth of interpretation in the present and the value of curation today.

Clinical Alarm Fatigue and Fundamentals of Art 101

Clinical Alarm Fatigue and Fundamentals of Art 101 How hard could it be? I always enjoyed art in high school. In college, I needed a humanities class, so Fundamentals of Art 101 seemed a reasonable choice. On the first day of class, the professor would flash images on a screen, and we were asked to use our pieces of black or white chalk to draw “light” and “dark” space of the image from the few-second exposure. After 2 weeks of this effort, we grew impatient and a brave student asked, “When are we going to do something?” The professor distributed a gray piece of chalk, and we continued the process for another several weeks—3 times a week—for over an hour each class. Frustrating! Without a “grade” or “test” or “project,” I thought I had signed up for the easiest college credit of my career; many students dropped the course. With only several weeks left in the quarter, thankfully, the professor announced that we should bring a photograph of a family member to our next class. Although anticipating a positive break in our white/gray/black pattern, when asked to “draw” our family member using those same 3 pieces of chalk, we froze. For me—the image of my young sister, who had climbed a tree, smiling back at the camera with her hair blowing in the wind—it was overwhelming. I looked around the room, noticing that most students were staring blindly at the paper as well. Eventually, the professor was at my right shoulder with her stale coffee cup and asked when I planned to start. I mumbled something rather uninspiring. She took a small wooden stylus and pointed at parts of the photograph: “This is light....this is dark, and in another area...this is light...this is dark....” As I eventually applied chalk to paper, first applying white or gray and then black, I found that the image of my sister’s hand began to reveal itself on the page. In healthcare, how often do we examine a problem without really seeing it for the first time? “If we only improve care as much in the next decade as we have in the last, we are failing the American public.”1 As leaders in nursing, there is no need to reiterate the need for innovation and change in our national healthcare system. Christensen, Grossman, and Hwang2 state that “the transformational force that has brought affordability and accessibility to other industries is disruptive innovation. Today’s healthcare industry screams for disruption.”(2p. xlv)

Steps to quality for all

Practical Pre-SchoolVol. 2015, No. 168 In This IssueSteps to quality for allKaren FauxKaren FauxSearch for more papers by this authorKaren FauxPublished Online:18 Dec 2014https://doi.org/10.12968/prps.2015.1.168.3AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article FiguresReferencesRelatedDetails 2 January 2015Volume 2015Issue 168ISSN (print): 1366-610XISSN (online): 2052-4587 Metrics History Published online 18 December 2014 Published in print 2 January 2015 Information© MA Education LimitedPDF download

Razing Cain with Chandler and Wilder: The Prometheus-Pandora Myth inDouble Indemnity

During the eight lucrative but unhappy years Raymond Chandler worked as a Hollywood writer, he wrote or cowrote six screenplays which were made into movies. Surprisingly, he was approached to adapt only one of the Philip Marlowe novels which had made him famous. Chandler’s finest screenplay—coauthored with Billy Wilder—was an adaptation of James M. Cain’s 1936 “roman noir,” Double Indemnity (1944), for Paramount Pictur es. Chandler’s hiring was ironic; it was his first attempt at screenwriting, and he detested Cain’s fiction. In a letter to Alfred Knopf, Chandler—furious over being compared to Cain—launched into a vitriolic attack: But James Cain—faugh! Everything he touches smells like a billy goat. He is every kind of writer I detest, a faux naif, a Proust in greasy overalls, a dirty little boy with a piece of chalk and a board fence and nobody looking. Such people are the offal of literature, not because they write about dirty things, but because they do it in a dirty way. Nothing hard and clean and cold and ventilated. A brothel with a smell of cheap scent in the front parlor and a bucket of slops at the back door. Do I, for God’s sake, sound like that? (quoted in MacShane 101) Chandler’s violent distaste for Cain’s novels must have sparked something, however, for his work on Double Indemnity far surpassed anything he was to do thereafter as a scenarist. According to biographer Frank MacShane, Paramount next recruited Chandler to polish the dialogue on two plodding scripts for movies now virtually forgotten: a melodrama, And Now Tomorrow (1944), and an obscure mystery, The Unseen (1945). Both projects exasperated Chandler because their directors, Irving Pichel and Lewis Allen, respectively, omitted so much of the dialogue he had carefully crafted. Chandler based a third, more promising, film, The Blue

English

The project is about finding a real time solution for the problems caused by the chalk pieces used in the class room. To overcome the problems that are faced daily by the students and faculty, the project entitled ‘Real Time Automatic Blackboard Eraser using Embedded System’ has been suggested to automatically erase the blackboard. DC motors of three different types are used for the movement of the instrument. The instrument moves forward and backward erasing the board and collecting the dust automatically from the erasing material due to the rotation of the roller. These processes are automated using PIC16F877A microcontroller. Thus the device avoids the dust flow in the environment and thereby providing good solution for the problems faced by the student, faculty and other electronic equipments that are used inside the class room in a cost effective and time efficient way.