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Este artigo tem como objetivo apresentar, analisar e relacionar os modelos que nortearam as aulas de Literatura de educação básica que um licenciando concluinte do curso de Letras vivenciou como aluno, assim como os modelos que ele adota ao lecionar as aulas de Literatura, na sua prática profissional, como professor de Línguas na educação básica. Para isso foi conduzida uma entrevista na qual o participante pôde descrever as aulas de Literatura de que participou como aluno e que lecionou como professor e analisá-las sob a perspectiva do que foi chamado de definidores e demonstradores de modelo de aula: dinâmica de aula, conteúdo, material didático e avaliação. A partir da análise de suas respostas, constatou-se que as aulas de Literatura que frequentou como aluno da educação básica foram norteadas pelo modelo historiográfico, concluindo-se também que, apesar de mostrar-se insatisfeito com esse modelo, o participante, na sua atuação como professor, tende a reproduzir práticas que o caracterizam.

Error checking is easy and inexpensive in the initial stages as compared to later stages due to when the development cycle precedes the development cost and efforts also increase. UML class model is a key element of modern software methodologies and creates in the initial stage of software development. Therefore, error detection and rectification of the UML class model may save software development costs and time. This paper presents an overview of UML Class model verification approaches and identifies open issues, current research trends, and other improvement areas. This study uses a systematic literature review as an investigation method with six research questions and assesses 65 papers dated January 1997 to December 2020. From 2124 published research papers, 65 papers are selected and distributed into 7 studies. This work provides an analysis of verification approaches and the automation level of proposed approaches. As a result, it is found that the existing UML class model verification methods provide great efforts to check correctness. However, in some situations (when dealing with large and complex models), they consume a significant amount of time and do not support many important features of the UML class model.

This research aims to describe implementation the management of "Parenting Class" learning at SD Muhammadiyah Dhuri. The research method used is qualitative. Subject of research are parents of students. The object research using management parenting class model. Data analysis techniques used reduction, data presentation, and data verification. The result of this research is the pattern of learning management process "Parenting Class" at SD Muhammadiyah Dhuri which includes the planning, organizing, training and evaluation processes. Based on the results of the analysis, the parents and teachers were satisfied because they got new knowledge and there were changes in the parenting carried out by the parents and there were changes in the children's attitudes after the parents changed the old parenting styles.

This study aims to determine the management model and identify obstacles in the implementation of inclusive education programs at Junior High School 4 in Praya. This study uses a descriptive qualitative approach with a case study method (casy study). Data collection techniques are carried out using in-depth interviews, participatory observation, and document studies. Sources of research data are principals, deputy principals, special escort teachers and counseling teachers. Furthermore, data analysis is carried out through the steps of data reduction, data presentation, and conclusion drawing. The results of the research found in Junior High School 4 at Praya relating to the management of inclusive education there were 18 special needs students who had various abnormalities and obstacles, namely; 13 students were slow to learn, 1 low vision person, 1 mentally retarded person, 1 hearing impaired and 1 person had communication disorders. These problems often experience obstacles in the management of curriculum modification, between the curriculum of regular students with special needs students (PDBK), there is only 1 special assistant teacher who serves special needs students, lack of facilities and infrastructure that support the implementation of inclusive education programs in Junior High School 4 at Praya. The model of inclusive education applied in Junior High School 4 at Praya is a regular class model with full out, namely students with special needs learning with other children (normal) in the regular class and developing their talents and interests by special tutors so that students can develop optimally according to skills possessed.

Modern realities force us to change approaches to teaching. Thus, educational methods are gradually moving from classical to innovative. And classes are moving from traditional forms to “flipped” ones. In this article, we present an effective “flipped” class model.

Challenge: The "flipped classroom" is a pedagogical model in which instructional materials are delivered to learners outside of class, reserving class time for application of new principles with peers and instructors. Active learning has forever been an elusive ideal in medical education, but the flipped class model is relatively new to medical education. What is the evidence for the "flipped classroom," and how can these techniques be applied to the teaching of dermatology to trainees at all stages of their medical careers?

The purpose of the current study is to present a class model of SQ3R instruction, which consists of 5 stages of reading strategy, Survey, Question, Read, Recite, Review for foreign language learning and to investigate its effects on learners’ self-efficacy and their reading comprehension. Five reading steps of reading strategy were instructed associated with skill practices, annotating, note-taking and summary outlining. A total of 23 students in a college academic reading class participated in the study. Students’ self-selected academic reading materials were used for the course. Reading self-efficacy survey and the academic reading part of IELTS practice test were conducted before and after the instruction. Student products such as annotated texts and reaction writing as well as portfolios were collected and analyzed. The survey and academic reading test results indicated that the learners’ reading self-efficacy and their reading ability were improved and that the students seemed to have gained more confidence in academic reading.

Writing is of great importance in college English teaching. However, the limitation of time in learning English makes it impossible to deal with both the teaching and the practicing of writing inside the classroom. This paper tries to apply the flipped class model to deal with this obstacle. With the combination of students' autonomous learning and practicing in online course and teacher's guidance in offline course, the students would not only be able to figure out "how to write" but also "what to write". The difficulties of both language and content of writing would be solved under the flipped class model.

With the widespread popularity of MOOC, SPOC generally becomes a hot spot of educational reform. This paper introduces the development processes of SPOC at first, then analyzes the teaching process of SPOC according to some famous SPOC experiments, next designs a flipped class model based on SPOC, finally discusses the teaching effects of flipped class model at a western university in China. The results show (1) students are easier to ignore the self-previewing before class and self-reviewing after class at the beginning of term; (2) students pay greater attentions to the self-previewing before class and self-reviewing after class at the end of the term; (3) students like watching videos more than reading literature; (4) students’ grades are obviously improved in flipped class model.

We describe a flipped class proposal in the Teacher in Physical Education of the Universidad Nacional of Rio Cuarto, Argentina. The experience was designed and implemented using the social network Facebook and the selection of short videos, it was carried out in two groups with different teachers. The perceptions andsuggestions on the flipped class model were recovered with an ad hoc questionnaire of closed and open questions, frequencies of exchanges, publications and comments on Facebook were also analyzed. The results show highly positive aspects such as the autonomy of the students, the guiding role and facilitator of the teacher. It is concluded that the planning of flipped classes and the sustained accompaniment topromote self-regulation in students is important.

One problem of exploiting information captured by an OO system model such as class models is mapping user queries on the model. This is particularly due to the informal character of the user queries. This paper presents an approach based on text mining for identifying and interpreting user queries. This would enable a matching between the interpreted user query and the corresponding entities specified by the system model. Therefore, navigation expressions in OCL can be derived from the system model that have a formal character and are able to answer the user questions against the class model.

In this article we chronicle the development of the undergraduate statistical consulting course at Miami University, from canned to client-based projects, and argue that if the course is well designed with suitable mentoring, students can perform remarkably sophisticated analyses of real-world data problems that require solutions beyond the methods encountered in previous classes. We review the historical context in which the consulting class evolved, describe the logistics of implementing it, and review assessment and student reaction to the course. We also illustrate the types of challenging projects the students are confronted with via two case studies and relate the skills learned and reinforced in this consulting class model to the skills demanded in the modern statistical work force. This course also provides an opportunity to strengthen and nurture key points from the new American Statistical Association guidelines for undergraduate programs: namely, communicating analyses of real and complex data ...

A method based on one class support vector machine (OCSVM) is proposed for class incremental learning. Several OCSVM models divide the input space into several parts. Then, the 1VS1 classifiers are constructed for the confuse part by using the support vectors. During the class incremental learning process, the OCSVM of the new class is trained at first. Then the support vectors of the old classes and the support vectors of the new class are reused to train 1VS1 classifiers for the confuse part. In order to bring more information to the certain support vectors, the support vectors are at the boundary of the distribution of samples as much as possible when the OCSVM is built. Compared with the traditional methods, the proposed method retains the original model and thus reduces memory consumption and training time cost. Various experiments on different datasets also verify the efficiency of the proposed method., 6 pages, 4 figures, Under review as a conference paper at International Conference on Pattern Recognition 2018

This article presents the authors' experience with flipping a fundamental concepts of nursing course for students in an undergraduate baccalaureate program. Authors describe implementing a flipped class, practical strategies to transform students' learning experience, and lessons learned. This article serves as a guide to faculty and programs seeking to develop and implement the flipped class model in nursing education.

Teacher as a profession, has its own specialty. To make teachers have strong professional, the quality of teacher education is the key. The teaching mode called "flip class" is beneficial to the development of the teachers' theory quality and technological literacy. If we bring it into the teacher education curriculum teaching, it’ll promote teachers' professional specialization development.

The physical class is always out of the door. This class model is different from the traditional class. As this special characteristic, how to ensure the weight of the sports test course achievement evaluation becomes necessary and important. The application of AHP makes it possible to carry out the quantity evaluation in the sports research. The study makes a comprehensive evaluation with AHP and puts forward a method for relative analysis and a thereunder for decision-maker. From the necessary and sufficient conditions of completely consistent matrix, the criterion of consistency has been improved. We create a new improved AHP method, namely MCAHP (matrix correction analytic hierarchy process). And we apply it to examine the physical class in determining the weights of evaluation indicators by students. Examples show that the improved algorithm is better than the original AHP in significantly reduced computation. And this method improves the running speed. The first part is the introduction. The second part is the steps of AHP. The third part is the study on the MCAHP algorithm. The fourth part is the exploration of the MCAHP algorithm. The fifth part is the numerical experiment and the last part is the conclusion.

The purpose of this study is to apply the PEOE class model that can enhance students’ scientific creative problem-solving ability and self-directed learning ability in the middle school science subject and analyze the effects of it on students’ long- and short-term retention, scientific creative problem-solving ability, and self-directed learning characteristics. And the paper has gained the following results: First, according to the result of analysis through the pre-test, post-test, and delay test to examine the effects of PEOE-based class on learners’ long- and short-term retention, it is found to be statistically significant in the significant level of .05. In other words, the class using PEOE influences learners’ short-term retention significantly, but it is even more effective in transmitting the concept that students acquire into their long-term memory. Second, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners’ scientific creative problem-solving ability, it is found to be statistically significant in the significant level of .05 in general. However, ‘elaboration’ and ‘originality’, the subfactors of scientific creative problem-solving ability, do not indicate significant effects. Third, according to the result of analysis through the pre-test and post-test to examine the effects of PEOE-based class on learners’ self-directed learning characteristics, it is found to be statistically significant in the significant level of .05 as a whole. However, ‘openness’ and ‘future-oriented self-understanding’, the subfactors of self-directed learning characteristics, do not exert significant effects. Based on the above study results, it can be concluded that PEOE-based class is more effective for learners’ academic achievement in science, scientific creative problem-solving ability, and self-directed learning characteristics than lecture-method instruction regarding the middle school science unit of ‘The Properties of Air and Weather Change’.

The traditional dance class model in Luxembourg’s state supported conservatories is usually structured hierarchically, with the teacher standing in front of the class interacting with the students, while little interaction amongst the students takes place. Within this traditional dance class model, communication is nonetheless made possible through the medium of the mirror, which opens up the possibility for dialogue between the teacher and the student on different levels. Drawing on the Dialogical Self Theory I attempt to illustrate how dance students construct meaning and develop their self as students and individuals within the dance class environment. My analysis focuses on the communicative aspect of the dance mirror and how it affects internal dialogues. To this end, I have interviewed 12 dance students of intermediate to advanced level, attending the Conservatoire de Musique Esch-sur-Alzette in Luxembourg. The individual interviews focused on aspects such as motivation, ability to adapt, specific dance class behaviour and personal goals.

According to the result of PISA and TIMSS, it was reported that interest for Math and Science was far lower compared to high achievement of Them. The purpose of this study is to investigate effects of robot based STEAM education on elementary school students` Math learning behavior and Science motivation. Robot based STEAM education integrated science, mathematics and art with a theme of `Energy` was practiced for test group and For control group, those three subjects were taught separately in order to achieve this purpose. Curriculum of fourth grade second semester`s science, mathematics and art was analysed to teach a robot based STEAM class and STEAM class Model with the theme `Energy was designed and applied to elementary students. In science class, heat transfer experiment was conducted with robots and the result was related to drawing polygonal lines in mathematics. In art class, robot components were used to describe the heat energy in shapes and colors. The research shows that students` Math learning behavior and Science motivation were improved more with robot based STEAM education than with traditional lessons(p

Deeper understandings of school library-assisted instruction from teachers are required to develop students` self-directed learning skills which can improve their learning capabilities, problem solving techniques and learning attitudes. The objective of this study was to examine whether there is difference in subject teachers` perception of the necessity and effectiveness of the group type, class model, and collaborative class of class utilizing the school library and to apply and activate class utilizing the school library constructively in the field of education. For this purpose, this study inquired into the concept, necessity, type and process of class utilizing the school library, etc. and conducted a questionnaire survey of 278 subject teachers sampled from 30 high schools in 10 areas of Gyeonggido.

When responses function to produce the same reinforcer, a response class exists. Researchers have examined response classes in applied settings; however, the challenges associated with conducting applied research on response class development have recently necessitated the development of an analogue response class model. To date, little research has examined response classes that are strengthened by negative reinforcement. The current investigation was designed to develop a laboratory model of a response class through positive reinforcement (i.e., points exchangeable for money) and through negative reinforcement (i.e., the avoidance of scheduled point losses) with 11 college students as participants and clicks as the operant. Results of both the positive and negative reinforcement evaluations showed that participants usually selected the least effortful response that produced points or the avoidance of point losses, respectively. The applied implications of the findings are discussed, along with the relevance of the present model to the study of punishment and resurgence.

Current English classes of Polytechnic schools remain little time for the students to study and think by themselves. It is necessary to explore a new teaching model to better improve students’ practical English abilities. Flipped class model and “micro-class” have been widely applied in western countries. The emerging of these new teaching styles transfuses something valuable to English class innovation in China beyond all questions. Aiming at popularizing flipped class model in college English teaching, this thesis falls into five parts: the introduction of current college English teaching conditions, the elaboration of flipped class model, flipped class model applied to college English course, the feasibility of flipped class model applying to college English teaching and a conclusion. Keywords—flipped class model; micro-class; college English teaching; application; feasibility

Flipping a classroom involves a more interactive class model where students and instructors spend the majority of the class time on various interactive activities in engagement with class materials. Often, this pedagogy style involves taking advantage of the new interactive technologies. In this work, we describe an experiment in an introduction to programming class (CS1) in which we compared the outcomes of offering the same interactive classroom with and without computers. The first approach required students to bring computers to class to engage with the class and materials individually and in groups using the computer-enabled tools. The other approach was to ban computers and require students to interact in person and engage with materials using pen and paper. In both approaches the students’ attempts are shared with the class and discussed, and in general we attempted to maintain the same class models. We found that the use of computers alone had no statistically significant effect on the students’ learning outcomes, enjoyment of the material, self-assessment of their understanding, use of teaching assistant resources, or self-estimate of how many hours they invested outside of the classroom. We did find that a statistically significant number of students preferred in-class engagements and interactions using computers. We also found that the instructor had much more useful and detailed information about individual student’s interaction in class when computers were used. We conclude that, although many instructors are wary of requiring computer use in large classes, there is evidence that students prefer it, it does not negatively affect learning outcomes, and with appropriate tools and pedagogy, it gives the instructor a much deeper and more nuanced view of student performance in the class.

Teacher as a profession, has its own specialty. To make teachers have strong professional, the quality of teacher education is the key. The teaching mode called "flip class" is beneficial to the development of the teachers' theory quality and technological literacy. If we bring it into the teacher education curriculum teaching, it’ll promote teachers' professional specialization development.

Inclusive and collaborative intervention settings represent a restructuring of service delivery for students with special needs. This article contrasts traditional versus collaborative service delivery settings designed for students with language impairments. The Class Within a Class model (CWC) of collaborative practice is discussed and effective practices for adapting this model to use for a language intervention is explained. The described case study contrasts language gains when service delivery is changed from a pull-out model to the CWC model. Significantly more language gains were obtained when services were delivered through CWC.

The article presents Knowledge- Based MDA Class Model (UML notation) generation technique. Knowledge-Based MDA approach is a progressive Information Systems development method which combines the main components of traditional MDA and the best practices of Knowledge-Based Information Systems Engineering. The main advantage of such method is that problem domain knowledge acquainted at user requirements acquisition and business modelling stages are validated against formal criteria, in such way reducing empirical factors that could negatively impact the whole IS development process. The starting point of Class model generation process is a selection of particular entity from the Enterprise Model as the main class. System Analyst is able to select one of four elements types for class model generation process: Actor, Process, Information Activity and Flow. The main steps of Class model generation from Enterprise Model are presented in this article as well as Class model generation example. The final result of the generation process is the particular Class model that specifies static structure of the particular problem domain and can be used as business entities framework for developers of Information Systems. DOI: http://dx.doi.org/10.5755/j01.eee.19.2.1717

One integral part of application integration is providing a possibility to exchange data. When using ontologies, annotations using concepts defined in those ontologies are commonly used. However, current approaches to annotating class models most often do not respect typical mismatches between those class models and formal ontologies. In Sect. 7.1, we will briefly introduce the state of the art in annotating class models, followed by a set of common problems that cannot be tackled by most of those approaches in Sect. 7.2. Section 7.3 introduces a rule-based solution that can cope with those problems, and Sect. 7.4 shows how annotation of class models was employed in SoKNOS.

The article considers the issue of constructing a class model based on positive pedagogy. The author defines the purpose of raising a positive human being and specifies the principles of positive pedagogy in relation to the learning process. The article also analyzes a number of researchers’ experience in the use of modelling in solving various didactics issues. The author suggests her own model of a class that meets the requirements of positive pedagogy. Specific features of the structured plan of the class are presented on the basis on technologies of positive pedagogy: positive motivation, learning, positive reflection and positive conclusion, summarizing the class. The writer suggests activities algorithms, methods and class stage techniques for teachers, argues that any class has to be characterized by its upbringing value, specifies the role of the class based on techniques of positive pedagogy in raising a positive human being in every student.

Detailed investigations of student reasoning show that students approach the topic of wave physics using both event-like and object-like descriptions of wavepulses, but primarily focus on object properties in their reasoning. Student responses to interview and written questions are analysed using diSessa and Sherin's coordination class model which suggests that student use of specific reasoning resources is guided by possibly unconscious cues. Here, the term reasoning resources is used in a general fashion to describe any of the smaller grain size models of reasoning (p-prims, facets of knowledge, intuitive rules, etc) rather than theoretically ambiguous (mis)conceptions. Student applications of reasoning resources, including one previously undocumented, are described. Though the coordination class model is extremely helpful in organising the research data, problematic aspects of the model are also discussed., 20 pages, 8 figures, 27 references

Introduction: The What and the How of It Israel after Statehood: An Overview The Present Mattter: Class Model and Data The Portrait of Class Structure Becoming a Class Member: The Process of Allocation Reallocation: Up and Down in the Class Structure Structural Transformation: Class and Sector Class Structure in Israel: A Summary--The Visible Hand Index

This paper represents an effort to clarify some of the confusion surrounding current discussion of the New Class of professional administrators, scientists, intellectuals and technicians that forms an integral part of advanced capitalist systems. A three-and-three-thirds-class model is developed and employed to explain how this class can be united ideologically but divided politically. Historical evidence is then presented to show how members of the New Class used ideological arguments to gain political support during the years 1900-1920.

The means of evaluating, using artificial data, algorithms, such as ID3, which learn concepts from examples is enhanced and referred to as the method of artificial universes. The central notions are that of a class model and its associated representations in which a class attribute is treated as a dependent variable with description attributes functioning as the independent variables. The nature of noise in the model is discussed and modelled using information-theoretic ideas especially that of majorisation. The notion of an irrelevant attribute is also considered. The ideas are illustrated through the construction of a small universe which is then altered to increase noise. Learning curves for ID3 used on data generated from these universes are estimated from trials. These show that increasing noise has a detrimental effect on learning.

Relationships between class imagery, size of workplace and type of community are briefly examined in analyzing data from a study of shopfloor workers in small and large firms in the printing and electronics industries in an affluent, urban conurbation. The results confirm recent studies reporting that the link between deferential imagery and small firm employment has little empirical support. The data suggests that the industry in which the worker is employed may be a more important influence on social imagery than size of workplace. The findings also indicate that life cycle position interacts with size of workplace in influencing worker attitudes but not in any neat one-to-one fashion. Finally, community structure is also confirmed as an influence on small firm worker social imagery, though not towards the adoption of a deferential class model.

Past studies reveal weakness in their analyses of class and race consciousness. They fail, for example, to separate out the effects of race and class on components of race and class consciousness. This study discusses the roles of class and race in developing class and race consciousness and interest in politics. It emphasizes the need to clarify the roles of race and class as well as those of age and size of birthplace in each type of consciousness. The main findings show that race and class are sometimes differently related to these dimensions, and suggest that the colony model of American society for which race is decisive is more complete than the class model of race relations, although both are similar.