Things You can Try: Geo-gin

1974 ◽  
Vol 21 (4) ◽  
pp. 322-323
Author(s):  
Janis A. Berman

Most students in the upper elementary grades have played and enjoyed card games. Geo-gin is a card game that makes use of some important geometric concepts such as spatial perception, identification, and discrimination. It is designed for groups of two to four students.

1981 ◽  
Vol 12 (1) ◽  
pp. 26-35 ◽  
Author(s):  
Donald L. McCanna ◽  
Giacinto DeLapa

This report reviews 27 cases of children exhibiting functional hearing loss. The study reveals that most students were in the upper elementary grades and were predominantly females. These subjects were functioning below their ability level in school and were usually in conflict with school, home, or peers. Tests used were selected on the basis of their helping to provide early identification. The subjects' oral and behavioral responses are presented, as well as ways of resolving the hearing problem. Some helpful counseling techniques are also presented.


PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0247855
Author(s):  
David Zendle ◽  
Lukasz Walasek ◽  
Paul Cairns ◽  
Rachel Meyer ◽  
Aaron Drummond

Loot boxes are digital containers of randomised rewards present in some video games which are often purchasable for real world money. Recently, concerns have been raised that loot boxes might approximate traditional gambling activities, and that people with gambling problems have been shown to spend more on loot boxes than peers without gambling problems. Some argue that the regulation of loot boxes as gambling-like mechanics is inappropriate because similar activities which also bear striking similarities to traditional forms of gambling, such as collectable card games, are not subject to such regulations. Players of collectible card games often buy sealed physical packs of cards, and these ‘booster packs’ share many formal similarities with loot boxes. However, not everything which appears similar to gambling requires regulation. Here, in a large sample of collectible card game players (n = 726), we show no statistically significant link between in real-world store spending on physical booster and problem gambling (p = 0.110, η2 = 0.004), and a trivial in magnitude relationship between spending on booster packs in online stores and problem gambling (p = 0.035, η2 = 0.008). Follow-up equivalence tests using the TOST procedure rejected the hypothesis that either of these effects was of practical importance (η2 > 0.04). Thus, although collectable card game booster packs, like loot boxes, share structural similarities with gambling, it appears that they may not be linked to problem gambling in the same way as loot boxes. We discuss potential reasons for these differences. Decisions regarding regulation of activities which share structural features with traditional forms of gambling should be made on the basis of definitional criteria as well as whether people with gambling problems purchase such items at a higher rate than peers with no gambling problems. Our research suggests that there is currently little evidence to support the regulation of collectable card games.


Author(s):  
Ahmad Arifin

<p><em>Reading is a communication process between the reader (al Qāri) and the writer (al Kātib) to understand the reading text and get the messages contained in it through words/written language that has a cognitive relationship (thinking) between spoken language and written language. However, learning al Qirāah taught in schools is very difficult to learn, tedious, and uninteresting. It can even make students feel afraid to read it. This research uses qualitative descriptive research, and the goal is to describe the models of card games in learning mahārah al Qirāah at State High School 5 Banjarmasin. Learning al Qirāah taught in schools is very difficult to learn, tedious and uninteresting, and can even make students feel afraid to read it. However, the results show that card game models are very motivating and increase the enthusiasm and passion of learning for students, make it easier for students to understand the material, and help the boring learning process become fun and exciting. Gaming models using the card in mahārah al Qirāah that can be used are the word card model, sentence card model, question and answer card model, answer complementary card model and pictorial mufradat card model.</em></p><p><em> </em></p><p><strong><em>Keywords</em></strong>: <em>Card Model</em><em>, Learning, Mahārah Al Qirāah</em></p><p> </p>


2018 ◽  
Vol 45 (4) ◽  
pp. 255-265
Author(s):  
Kalie VanMeveren ◽  
David Hulac ◽  
Sarah Wollersheim-Shervey

Reading screening assessments help educators identify students who are at risk of reading and determine the need for intervention and supports. However, some schools screen and assess students more often than needed, and the additional information does not improve the accuracy of decisions. This may be especially true for students at the upper elementary grades who have already taken high-stakes tests. This exploratory study evaluated how accurately a variety of screening measures predicted performance on a high-stakes end of year test for fourth- and fifth-grade students. Results of this study indicated that previous scores on the statewide assessment and computer-adaptive assessment best predicted student performance on a high-stakes reading test (Minnesota Comprehensive Assessment—Third Edition). When comparing screening models, a two-gate approach appeared to be the best method for identifying student risk.


2019 ◽  
Vol 69 (1) ◽  
pp. 5-20 ◽  
Author(s):  
Kausalai (Kay) Wijekumar ◽  
Andrea L. Beerwinkle ◽  
Karen R. Harris ◽  
Steve Graham

2017 ◽  
Vol 118 (2) ◽  
pp. 257-280 ◽  
Author(s):  
Sharon Walpole ◽  
Michael C. McKenna ◽  
Steven Amendum ◽  
Adrian Pasquarella ◽  
John Z. Strong

1969 ◽  
Vol 16 (2) ◽  
pp. 144-148
Author(s):  
Robert Parker

In considering the mathematics program for elementary children, it is important for teachers to examine not only mathematical ideas but also the contexts within which such ideas are used. This usually means an examination of visual aids or tools of learning, since instruction in elementary grades depends upon the concrete to explain the abstract. With this in mind, one such tool that deserves special attention is graph, or squared, paper. Until one looks at the many possible uses of this visual aid, it may be taken for granted, and its applications remain sporadic and disconnected. This article is presented for the purpose of showing that graph paper is an educational device having few peers, especially from the points of view of economy, availability, and ease of use. An ordinary compilation of graph paper uses would be helpful to some degree, but what follows is a sequential development from the primary level through the upper elementary grades.


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