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The study sought to determine the effects of the use of Wordle and lecture method in teaching Curriculum Studies 1 EDU: 222 on students' performance. 100 students were purposively selected and to ensure homogeneity and consistency, the WRub was given to the 100 students and they were then grouped based on their performance--above average, average and below average. Cluster random sampling technique was used in assigning the three groups into the two experimental groups A and B using numbered papers. Each group had equal number of above average, average and below average. The WRub used was a teacher and student made test. It comprises 20-item objective test in EDU: 222 requiring students to provide answers and was constructed by the teacher in collaboration with the students from the topics selected through differentiation. Each correctly answered item attracted 5, 4, 3, 2, 1 based on the criteria set and a maximum of 100%. The WRub was administered before (pretest) and after (posttest) treatment for data collection. Pretest has the same feature as the posttest items. The only difference is that posttest items were reshuffled and the colour of paper changed to avoid test wiseness. The findings of the study revealed a significant difference in the mean scores of the students and a significant difference was noted between male and female students taught using Wordle. Based on these some recommendations were made among which are the need to include the use of social media as tools in teaching and the need to build the capacity of teachers in the use of technologies in teaching and learning.

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

The Bakerian Lecture: Observations on the Quantity of Horizontal Refraction; With a Method of Measuring the Dip at Sea. Wollaston, W Philosophical Transactions of the Royal Society of London (1776-1886). 1803-01-01. 93:1–11

"The Croonian Lecture: On the Results of the Method Introduced by the Author of Investigating the Nervous System, More Especially as Applied to the Elucidation of the Functions of the Pneumogastric and Sympathetic Nerves. [Abstract]" is an article from Proceedings of the Royal Society of London, Volume 18 . View more articles from Proceedings of the Royal Society of London . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-112767

19 p. ; 23 cm

Script for Concert and Lecture: Shinichi Suzuki, "Children's Superior Ability" with Children Performing on Violin and Piano, mid-1980s Dr. Shinichi Suzuki Workshop Presentation (Translator: Teri Paradero) Dr Suzuki’s presentation from 22’ to 29’: Let us listen to a performance by a very young Suzuki Piano Method student.  This is the mother tongue method. The most important thing is for children to play simultaneously with a truly musical recording from the beginning to the end and repeat this on a daily basis. [Translators' note: Although Dr. Suzuki recommended playing along with recordings for violin students, Dr. Kataoka found this practice not to be beneficial for pianists, whose part is so much more complicated than the single line of melody and consequently too difficult to hear while also playing. She did recommend repeated, constant listening to a great recording of a piece being studied.] This is the method/principle by which ability is developed by daily repetition, to develop the highest level of musicality in all children. This is the basics of the Suzuki Method. Student: My name is Aki Kagaya. I am 5 years old. Teacher: She will be performing Bach’s Gigue. After the performance: Dr. Suzuki: Once a piece is truly secure, students have to be able to start from anywhere in the piece. Today, I would like to show you how we do an exercise during the lesson that is like a game. The students find this quite enjoyable. While a student is playing a polished piece I clap and the student stops immediately, I clap again and the student resumes playing and so on.  We do this in both violin and piano of the Suzuki Method. Dr Suzuki, speaking to the student: Today, please help me to show everyone how we do this. After the exercise: Well done! Congratulations! ---------- Title:  Concert and Lecture: Shinichi Suzuki, "Children's Superior Ability" Workshop Translator: Teri Paradero Location: The Talend Education Institute, Matsumoto, Japan  Date: mid-1980s Digitization and Transfer:  Kenneth Wilburn, 2014 and 2024

Script for Concert and Lecture: Shinichi Suzuki, "Children's Superior Ability" with Children Performing on Violin and Piano, mid-1980s Dr. Shinichi Suzuki Workshop Presentation (Translator: Teri Paradero) Dr Suzuki’s presentation from 22’ to 29’: Let us listen to a performance by a very young Suzuki Piano Method student.  This is the mother tongue method. The most important thing is for children to play simultaneously with a truly musical recording from the beginning to the end and repeat this on a daily basis. [Translators' note: Although Dr. Suzuki recommended playing along with recordings for violin students, Dr. Kataoka found this practice not to be beneficial for pianists, whose part is so much more complicated than the single line of melody and consequently too difficult to hear while also playing. She did recommend repeated, constant listening to a great recording of a piece being studied.] This is the method/principle by which ability is developed by daily repetition, to develop the highest level of musicality in all children. This is the basics of the Suzuki Method. Student: My name is Aki Kagaya. I am 5 years old. Teacher: She will be performing Bach’s Gigue. After the performance: Dr. Suzuki: Once a piece is truly secure, students have to be able to start from anywhere in the piece. Today, I would like to show you how we do an exercise during the lesson that is like a game. The students find this quite enjoyable. While a student is playing a polished piece I clap and the student stops immediately, I clap again and the student resumes playing and so on.  We do this in both violin and piano of the Suzuki Method. Dr Suzuki, speaking to the student: Today, please help me to show everyone how we do this. After the exercise: Well done! Congratulations! ---------- Title:  Concert and Lecture: Shinichi Suzuki, "Children's Superior Ability" Workshop Translator: Teri Paradero Location: The Talend Education Institute, Matsumoto, Japan  Date: mid-1980s Digitization and Transfer:  Kenneth Wilburn, 2014 and 2024

Bakerian Lecture: On the Variation of the Specific Heat of Water, with Experiments by a New Method. Callendar, H Philosophical Transactions of the Royal Society of London. Series A, Containing Papers of a Math. or Phys. Character (1896-1934). 1913-01-01. 212:1–32

The Royal College of Surgeons of England

"The Bakerian Lecture: On a Method of Rendering Platina Malleable" is an article from Philosophical Transactions of the Royal Society of London, Volume 119 . View more articles from Philosophical Transactions of the Royal Society of London . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-107761

"The Bakerian Lecture: On a Method of Rendering Platina Malleable" is an article from Philosophical Transactions of the Royal Society of London, Volume 119 . View more articles from Philosophical Transactions of the Royal Society of London . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-107761

The Royal College of Surgeons of England

The Royal College of Surgeons of England

The new method of inoculating for the small pox; delivered in a lecture in the University of Philadelphia, Feb. 20th, 1781. By Benjamin Rush, M. D. 1781.. Digitized from IA40316215-77 . Previous issue: bim_eighteenth-century_laws-of-the-physical-soc_guys-hospital-physical-_1783 . Next issue: bim_eighteenth-century_proposals-for-opening-by_curtis-william_1778 .

"The Bakerian Lecture: Observations on the Quantity of Horizontal Refraction; With a Method of Measuring the Dip at Sea" is an article from Philosophical Transactions of the Royal Society of London, Volume 93 . View more articles from Philosophical Transactions of the Royal Society of London . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-107066

28 p. ; 22 cm

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

"The Bakerian Lecture. Observations on the Quantity of Horizontal Refraction; with a Method of Measuring the Dip at Sea. [Abstract]" is an article from Abstracts of the Papers Printed in the Philosophical Transactions of the Royal Society of London, Volume 1 . View more articles from Abstracts of the Papers Printed in the Philosophical Transactions of the Royal Society of London . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-109560

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

The gospel-method of justification. A sermon preached at the merchants lecture, Salter's Hall, December the 6th, M.DCC.LVII. By George Benson, ... 1758.. Digitized from IA40310316-66 . Previous issue: bim_eighteenth-century_the-beauty-of-holiness-i_bisse-thomas_1721_0 . Next issue: bim_eighteenth-century_two-discourses-concernin_ford-john_1735 .

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

The high percentage of students failing State Board Examinations for licensure as registered nurses led to provisional accreditation being placed on the nursing program at Alvin Junior College (Texas). Teaching methodology was investigated as a possible contributor to these failures. A review of the related literature indicated that individualized, systematic teaching methods best facilitate the learning of medical-surgical nursing. A team-teaching method of instruction, supplemented with audio-taped lectures, was used in medical-surgical nursing classes in 1974 (77 students). Compared to classes the year before (73 students), when the traditional one-teacher lecture method was used, the experimental, team-teaching group scored significantly higher on the National League for Nursing tests for Medical-Surgical Nursing II. In addition, the proportion of students passing the State Board Examinations was significantly higher for the experimental group (94 percent) than for the control group (77 percent). As a residual finding, when a questionnaire was sent to all the graduates who had been in the experimental group, 83 percent of the respondents stated that they preferred the team-teaching approach. (NHM)

The high percentage of students failing State Board Examinations for licensure as registered nurses led to provisional accreditation being placed on the nursing program at Alvin Junior College (Texas). Teaching methodology was investigated as a possible contributor to these failures. A review of the related literature indicated that individualized, systematic teaching methods best facilitate the learning of medical-surgical nursing. A team-teaching method of instruction, supplemented with audio-taped lectures, was used in medical-surgical nursing classes in 1974 (77 students). Compared to classes the year before (73 students), when the traditional one-teacher lecture method was used, the experimental, team-teaching group scored significantly higher on the National League for Nursing tests for Medical-Surgical Nursing II. In addition, the proportion of students passing the State Board Examinations was significantly higher for the experimental group (94 percent) than for the control group (77 percent). As a residual finding, when a questionnaire was sent to all the graduates who had been in the experimental group, 83 percent of the respondents stated that they preferred the team-teaching approach. (NHM)

"The Bakerian Lecture: On a Method of Meteorological Registration of the Chemical Action of Total Daylight" is an article from Philosophical Transactions of the Royal Society of London, Volume 155 . View more articles from Philosophical Transactions of the Royal Society of London . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-108896

Croonian Lecture: On the Mammalian Nervous System, Its Functions, and Their Localisation Determined by an Electrical Method. Gotch, F.; Horsley, V Philosophical Transactions of the Royal Society of London. B (1887-1895). 1891-01-01. 182:267–526

The Bakerian Lecture. Observations on the Quantity of Horizontal Refraction; with a Method of Measuring the Dip at Sea. Wollaston, W Abstracts of the Papers Printed in the Philosophical Transactions of the Royal Society of London (1800-1843). 1800-01-01. 1:100–101

The Bakerian Lecture. Observations on the Quantity of Horizontal Refraction; with a Method of Measuring the Dip at Sea. Wollaston, W Abstracts of the Papers Printed in the Philosophical Transactions of the Royal Society of London (1800-1843). 1800-01-01. 1:100–101

The one long lecture remains the mainstay of almost every educational institution and conference. This is akin to transport by horse, herbal medicine, or astronomy by binoculars. They all work to a degree, but are hopelessly limited. Isn't it true that the majority of Marines refer to the above stated method of instruction as death via power point and dread it's use? Why then does the Marine Corps continue to utilize this method and even abuse it by using it over and over for hours at a time. Simply said, there are more effective proven methods to educate students and the Marine Corps should adapt to and utilize these methods as their primary methods to achieve and maximize the potential for learning.

These lecture notes introduce the Galerkin method to approximate solutions to partial differential and integral equations. We begin with some analysis background to introduce this method in a Hilbert Space setting, and subsequently illustrate some computational examples with the help of a sample matlab code. Finally, we use the Galerkin method to prove the existence of solutions of a nonlinear boundary value problem.

The Bakerian Lecture. On a Method of Rendering Platina Malleable. Wollaston, W Abstracts of the Papers Printed in the Philosophical Transactions of the Royal Society of London (1800-1843). 1815-01-01. 2:352–353

"The Lecture Method versus the Question-and-Answer Method" is an article from The School Review, Volume 30 . View more articles from The School Review . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-1078543

The Royal College of Surgeons of England

The Royal College of Surgeons of England

Hans-Hermann Hoppe and Jörg Guido Hülsmann present their lecture series, "Introduction to Austrian Economics." This seminar includes eleven lectures and was recorded in September 2005 in Klampenborg, Denmark. Playlist link for the complete lecture seminar: http://www.youtube.com/playlist?list=PL3B16DC252E7344E0 * * * * * Dr. Hans-Hermann Hoppe is an Austrian school economist of the anarcho-capitalist tradition, a senior fellow of the Ludwig von Mises Institute and an economics professor at the University of Nevada, Las Vegas. He is the author of Democracy: The God That Failed; The Economics and Ethics of Private Property, and A Theory of Socialism and Capitalism, and is the editor of The Myth of National Defense. Hans-Hermann Hoppe's official websites: http://www.hanshoppe.com http://www.propertyandfreedom.org Related links: http://mises.org/fellow.aspx?Id=7 http://mises.org/Literature/Author/164 http://www.lewrockwell.com/hoppe/hoppe-arch.html * * * * * Links to selected online resources on Austrian Economics: Human Action: A Treatise on Economics https://tinyurl.com/yapklreq Audio version: https://tinyurl.com/ab8wx88 Man, Economy, and State: A Treatise on Economics http://tinyurl.com/y8zg569h Audio version: http://tinyurl.com/axhdzg3 The Austrian School of Economics: A History of Its Ideas, Ambassadors, and Institutions https://tinyurl.com/yagraqj3 Audio version: https://tinyurl.com/y9ajba8k Economic Thought Before Adam Smith: An Austrian Perspective on the History of Economic Thought, Vol. I http://tinyurl.com/ngqzfup Audio version: http://tinyurl.com/a3obfgu Classical Economics: An Austrian Perspective on the History of Economic Thought, Vol. II http://tinyurl.com/np6a898 Audio version: http://tinyurl.com/bd44b6s Theory and History: An Interpretation of Social and Economic Evolution https://tinyurl.com/q9kf6jq Audio version: https://tinyurl.com/aa7gyv2 Economic Science and the Austrian Method https://tinyurl.com/y8lgyzta Audio version: http://tinyurl.com/y2xytrbb The Austrian Theory of the Trade Cycle and Other Essays http://tinyurl.com/yaz8cblv Audio version: http://tinyurl.com/yy2gg4y9 Mises: The Last Knight of Liberalism http://tinyurl.com/y2skpf6h Audio version: http://tinyurl.com/ajaywkh A Primer on Austrian Economics http://tinyurl.com/33gupnk Ludwig von Mises and the Austrian School of Economics http://tinyurl.com/yavecrju Historical Setting of the Austrian School of Economics https://tinyurl.com/ycaddq85 Economic Policy: Thoughts for Today and Tomorrow https://tinyurl.com/ydyj253c Mises and Austrian Economics: A Personal View by Ron Paul http://tinyurl.com/yynktdde Philosophical and Ethical Implications of Austrian Economics http://tinyurl.com/yaxz4stm Praxeology: The Methodology of Austrian Economics https://tinyurl.com/pf46rtk Misesian Praxeology https://tinyurl.com/yd9bz3ej The Cultural Thought of Ludwig von Mises https://tinyurl.com/y7y8kbgo The Philosophical Origins of Austrian Economics https://tinyurl.com/y8z4sf59 Mises's Epistemology https://tinyurl.com/ycna45o9 The Philosophical Contributions of Ludwig von Mises http://tinyurl.com/yc9u4ju7 The Austrian Theory of Money https://tinyurl.com/y8gqjnwr The Austrian School's Critique of Marxism http://tinyurl.com/y84g9g7j Money, Method, and the Market Process https://tinyurl.com/ydaypg2k Economic Calculation http://tinyurl.com/y5gzqd9q Epistemological Relativism in the Sciences of Human Action https://tinyurl.com/y986vfvj Economic Freedom and Interventionism https://tinyurl.com/yau35t2o The Anti-Capitalistic Mentality https://tinyurl.com/qbwery7 Capitalism, Happiness, and Beauty https://tinyurl.com/yao35ywc Liberty and Property https://tinyurl.com/y7b8ta5h Middle-of-the-Road Policy Leads to Socialism https://tinyurl.com/ybdexds8 The Free Market and Its Enemies https://tinyurl.com/nky7aco Capitalism: A Treatise on Economics http://tinyurl.com/2f7lxwh Liberalism: In the Classical Tradition https://tinyurl.com/y7bp83ej Nation, State, and Economy https://tinyurl.com/ycjere4t Ludwig von Mises: Defender of Capitalism https://tinyurl.com/ycplhhwj Principles of Economics http://tinyurl.com/yyzc8hts Value, Cost, and Marginal Utility http://tinyurl.com/y2ry5jrw Methodology of the Austrian School Economists http://tinyurl.com/y9zr25pp The Place of Human Action in the Development of Modern Economic Thought http://tinyurl.com/y8kef5b6 Austrian Macroeconomics: A Diagrammatical Exposition http://tinyurl.com/y9gn3eug Why Austrian Economics Matters http://tinyurl.com/ycqwjzt7 Austrian Economics as Extraordinary Science http://tinyurl.com/y8dogk5h The Significance of the Austrian School https://tinyurl.com/y2f9w3cx The Foundations of Modern Austrian Economics https://tinyurl.com/y6gavo3f Monetary Theory and the Trade Cycle http://tinyurl.com/yxhyrmht The Pure Theory of Capital http://tinyurl.com/y5tvroq3 Macro-Economic Thinking and the Market Economy https://tinyurl.com/y2uypgr4

Bakerian Lecture. On the Variation of the Specific Heat of Water, with Experiments by a New Method. Callendar, H. Proceedings of the Royal Society of London. Series A, Containing Papers of a Mathematical and Physical Character (1905-1934). 1912-03-26. 86 (587):254–257

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

Royal College of Physicians of Edinburgh

The certain method to know the disease. A lecture address'd to students in physic. 1742.. Digitized from IA40312801-70 . Previous issue: bim_eighteenth-century_a-treatise-of-incurable-_shaw-peter_1723 . Next issue: bim_eighteenth-century_historical-critical-an_thompson-thomas-md-_1742 .

The Library Company of Philadelphia, Rush MSS Vol. 294 (Yi2 7400.F.13). 1811. OPenn: go to OPenn

The Library Company of Philadelphia, Rush MSS Vol. 294 (Yi2 7400.F.13). 1811. OPenn: go to OPenn

The Library Company of Philadelphia, Rush MSS Vol. 294 (Yi2 7400.F.13). 1811. OPenn: go to OPenn

In the early 1970's, a major modification of the introductory service course in statistics at Brigham Young University was implemented, first on an experimental basis and then in all sections by 1974-75. The basic components of the course that distinguish it are: a self-pacing text prepared under the guidance of educational research specialists; a choice of self-pacing or standard lecture format for students; testing outside the classroom in the University's Testing Center with immediate test feedback and opportunity for test rechallenges; access to graduate student help on tests and homework in a test feedback and homework center; and optional, extra-credit work on the computer, computer projects, and outside readings. Unsolicited student comment has been very favorable toward the course. In addition, responses from a series of questionnaires administered to students taking the course indicate that objectives were being met. (Author/MK)

To compare the effectiveness of individualized and lecture-discussion methods with a non-instruction (Control) method in developing turfgrass competencies in 11th and 12th grade students as measured by achievement in a battery of tests, teachers from 29 Michigan schools were randomly placed in three groups and attended workshops where they were provided with manuals, accompanying slides, audio-visual and curriculum materials, and an explanation of the study procedures. Five antecedent variable pretests were administered to the 632 students, and at the conclusion of the project, a battery of seven posttests was completed. Results revealed that the mean posttest scores were higher for students taught by the two instructional methods than the control group, and the mean posttest scores of students receiving individualized instruction were significantly higher than those receiving the lecture-discussion method after removing the variance attributed to each of the antecedent variables. However, when the posttest scores were analyzed as a composite package, there were no significant differences between the two instructional methods. The individualized method was also significantly more successful in developing student ability to locate and interpret information contained in turfgrass references. (SB)

To compare the effectiveness of individualized and lecture-discussion methods with a non-instruction (Control) method in developing turfgrass competencies in 11th and 12th grade students as measured by achievement in a battery of tests, teachers from 29 Michigan schools were randomly placed in three groups and attended workshops where they were provided with manuals, accompanying slides, audio-visual and curriculum materials, and an explanation of the study procedures. Five antecedent variable pretests were administered to the 632 students, and at the conclusion of the project, a battery of seven posttests was completed. Results revealed that the mean posttest scores were higher for students taught by the two instructional methods than the control group, and the mean posttest scores of students receiving individualized instruction were significantly higher than those receiving the lecture-discussion method after removing the variance attributed to each of the antecedent variables. However, when the posttest scores were analyzed as a composite package, there were no significant differences between the two instructional methods. The individualized method was also significantly more successful in developing student ability to locate and interpret information contained in turfgrass references. (SB)