Streamlined Q-M Method

A streamlined (relative to the text book Quine McCluskey tabular method) for simplifying Boolean Logic expressions is presented.<br>

Streamlined Q-M Method

A streamlined (relative to the text book Quine McCluskey tabular method) for simplifying Boolean Logic expressions is presented.<br>

PARIMĒLAḺAKARIṈ URAIYIL PUTIYA CINTAṈAIKAḶ [NEW IDEAS IN PARIMALACHARI'S INTERPRETATION]

This study is said to have complied and analysed the messages found in the Parimalazhar text in Thirukkural. In his speech rhetorical proverbs, noun types, verb illustration, wing illustration, differential elements, differential objects pointing, dictionary, new semantics, local care fire, abbreviated grammatical field. It also points out the guilt. The parables the new thinking the musical prowess the prose, the course of the next and the morals he used. This review article also highlights the nature of Parimalazhar text book. His text is completely different from others. Exploring each word in a new perspective is the foundation of dictionary art. His multifaceted, erudition and concentration serve as a guide for other commenstrators. This main purpose of their review article is exploring the new thinking of the superintendent.

THE EFFECTIVENESS OF USING YOUTUBE VIDEO IN TEACHING AND LEARNING PROCESS: WRITING NARRATIVE FOR SEVENTH GRADE STUDENTS

Learning English is so important today in this era globalization and modern since English is an International Language. Nowadays, students are required to be able to understand and get to know English further, this is evidenced by the existence of English lesson in every school, from kindergarten to Senior High School. Because of the development of education, many of National schools adopt two language systems in teaching, namely bilingual language. In Teaching English, especially narrative text, it is quite difficult, especially if we learnt seventh grade students whose age about eleven until twelve years old, as we know that, the age of 11 – 12 years old usually have a very high level of boredom, especially they learnt about text. As the teacher, we have to reduce their boredom and make the class more interactive. On the Interactive class, The students do not only listen or read a text from the textbook but also must be answer the question based on the text. From this observation, the writer want to compare about how if the technology nowadays will be combined in Teaching and Learning Process. This journal discusses about to find out whether the students’ interest in writing narrative taught by using text book is significantly higher than that taught by animated . The students would learn how to produce a narrative text (fable) by using textbook and watching in Video. From this observation, the writer found that using You Tube as a visual media is more effective in teaching narrative than using text book as a printed media in teaching media for seventh grade students, the class is more interactive by using a You Tube, it means that students can learn English especially how to speak fluently through the characters in the Video, and the teacher can be easier in providing an understanding of the meaning related on narrative text. Keywords: Writing Narrative , You Tube Video, Seventh Grade Students’ Interest

Fast parametric curve matching (FPCM) for automatic spike detection

Epilepsy is a widely spread neurological disease, whose treatment often requires resection of the pathological cortical tissue. Interictal spike analysis observed in the non-invasively collected EEG or MEG data offers an attractive way to localize epileptogenic cortical structures for surgery planning purposes. Interictal spike detection in lengthy multichannel data is a daunting task that is still often performed manually. This frequently limits such an analysis to a small portion of the data which renders the appropriate risks of missing the potentially epileptogenic region. While a plethora of automatic spike detection techniques have been developed each with its own assumptions and limitations, non of them is ideal and the best results are achieved when the output of several automatic spike detectors are combined. This is especially true in the low signal-to-noise ratio conditions. To this end we propose a novel biomimetic approach for automatic spike detection based on a constrained mixed spline machinery that we dub as fast parametric curve matching (FPCM). Using the peak-wave shape parametrization, the constrained parametric morphological model is constructed and convolved with the observed multichannel data to efficiently determine mixed spline parameters corresponding to each time-point in the dataset. Then the logical predicates that directly map to verbalized text-book like descriptions of the expected interictal event morphology allow us to accomplish the spike detection task. The results of simulations mimicking typical low SNR scenario show the robustness and high ROC AUC values of the FPCM method as compared to the spike detection performed using more conventional approaches such as wavelet decomposition, template matching or simple amplitude thresholding. Applied to the real MEG and EEG data from the human patients and to rat ECoG data, the FPCM technique demonstrates reliable detection of the interictal events and localization of epileptogenic zones concordant with independent conclusions made by the epileptologist. Since the FPCM is computationally light, tolerant to high amplitude artifacts and flexible to accommodate verbalized descriptions of the arbitrary target morphology, it may complement the existing arsenal of means for analysis of noisy interictal datasets.

Developing an Intercultural-Based Text Book for Teaching Writing

The spread of English as an international language has contributed to the current status of English teaching as a second or foreign language. This means that English teaching not only stimulates students to improve linguistic competence but also to enhance their intercultural competence. Teachers or designers must incorporate the cultural aspects as part of their teaching practices or teaching materials. This research aimed at (1) developing an intercultural-based textbook for teaching writing, (2) evaluating the feasibility of the intercultural-based textbook for teaching writing, and (3) evaluating the effect of the intercultural-based textbook on students’ writing skills. Twenty-one secondary school students participated as the subject of the research. Meanwhile, the ADDIE model (Analysis-Design-Develop-Implement Evaluate) was employed as its material development design. There were two experts who validated the textbook and an English teacher as the user. The result showed that an intercultural-based textbook was feasible to use for teaching writing. It was supported by the assessment results from the experts that were in the valid category. The use of the textbook also had an effect on students’ writing skills even in the low category. This could be seen from the post-test result that showed improvement compared to the pre-test result.Keywords: Intercultural competence, ADDIE Model, Writing Skill, Writing instruction, research, and development

CRITERIA FOR IMPROVING THE QUALITY OF THE BIOLOGY TEXTBOOK FOR THE SCIENTIFIC SIXTH GRADE (AN EVALUATION STUDY)

This research aims to build criteria for improving the text book quality and to Identify the extent in which criteria might be implied in the Biology textbook, might be implied in the Biology textbook for the 6th Grade, to achieve the research objectives, the researcher depend on the description method and the questionnaire as the research instrument which consisted of (7) fields: the introduction, the educational objectives, the scientific content, the activities, the photos - figures - tables, the evaluation methods, the artistic editing. It includes (99) criteria. Reliability and validity have been affirmed. The number of individuals is (1950) and the sample of the research is (331) as teachers and s supervisors for biology, they were chosen randomly who represented the Iraqi governorates of 2017. The research has concluded that the biology textbook has achieved most of quality criteria with admission of weakness in criteria of introduction and activities. The researcher recommends to adopt criteria of textbook quality which adopted by this research and to reconsider the reorganizing the textbook and to take in consideration of the practical aspect. The researcher suggests to n evolutions to other Biology Textbook to get the specialties in authorizing Textbooks‎.

Extraction of Colour Information from Digital Images Towards Cultural Heritage Characterisation Applications

Colour is a primary characteristic of visual perception and a very important characteristic to describe cultural heritage works in a variety of shapes, sizes and materials. To quantify colours, portable colorimeters are often carried and used for measuring colour of interest. Spatial resolution of colorimeters is manufacturer and model dependent and typically worse than 3 - 10 mm in diameter. The colour measurement has to be done on site at the time of interest. It poses very significant limitations in colorimetric characterization of cultural heritages. In this paper, the possibility of extraction of colour information from digital photographs, scanned images and video files using customized image processing/analysis software (PicMan) was investigated for cultural heritage characterization applications. As colour information extraction examples, a commercial Gouache paint colour card, a digital photograph, a portrait of a Korean scholar of Joseon Dynasty and a severely deteriorated old medical text book before and after restoration were examined. Colour information from various digital images was successfully extracted from points and regions of interest in RGB, HSV, L*a*b*, Munsell colour and hexadecimal colour code formats. The spatial resolution of colour information extraction is as small as a single pixel in a digital image.

A Socio-Cultural Analysis of Learning English in Unassisted and Assisted Peer Groups at University in Vietnam

<p>The fieldwork for this study was carried out in Vietnam over a period of three months with a class of 45 first-year university students who were learning English as a foreign language. The conceptual framework was sociocultural theory as developed by Vygotsky and his followers. The focus was on small groups of peers as they practised speaking English. The processes involved in learning and using English were explored by studying what occurred within two kinds of groups. In one kind there were five first-year students. In the second there were four first-year students and one fourth-year student. These are referred to as unassisted and assisted peer groups. Over the three months of the study all students in the class had an opportunity to work in an unassisted and an assisted group. Data were collected each week by audio- and video-recording an unassisted and an unassisted group discussing the same topic. The processes within each of the groups were compared on the basis of the social interaction and the use of classroom artifacts including the text book which supplied the topics for discussion. First-year students were interviewed following the classroom observations and they kept journals. Students reported their experiences of being assisted and unassisted and what they believed they had learnt from each. Information was also collected on support for learning the English language in the broader Vietnamese environment. The results showed that the discourse pattern of the unassisted groups was unpredictable whereas in the assisted groups the senior student conducted a series of dyadic interactions with each student in turn. In both kinds of groups, students discussed the assigned topics but the assisted groups spoke almost entirely in English while the unassisted groups used more Vietnamese. Analysis of the incidence of Vietnamese showed the kind of situations which produced it. There were differences in the management of the tasks, and unassisted students had more trouble getting started. Observations showed that the unassisted students often teased others and laughed more often. The experience of speaking English amongst peers produced both stress and enjoyment irrespective of the type of group. Students from both groups reported that they had learned new words associated with the discussions of the topics set by the textbook. The textbook was a major factor in guiding participation and structuring the continuity of the discourse. Unassisted students worked directly with the textbook whereas the senior student mediated the questions from the textbook. The textbook came from a foreign culture and the study illustrated how students used their knowledge of Vietnamese culture in giving responses to the questions in the text. The study showed a complex mediation process consisting of interconnected layers. Mediation occurred both through the oral language of the discussions and through the written language in the textbook and on the blackboard, through the classroom teacher's instructions, by peers in both types of groups, and between the senior student and peers. On the basis of the research findings recommendations are made for teaching practice in EFL classrooms.</p>

A Socio-Cultural Analysis of Learning English in Unassisted and Assisted Peer Groups at University in Vietnam

<p>The fieldwork for this study was carried out in Vietnam over a period of three months with a class of 45 first-year university students who were learning English as a foreign language. The conceptual framework was sociocultural theory as developed by Vygotsky and his followers. The focus was on small groups of peers as they practised speaking English. The processes involved in learning and using English were explored by studying what occurred within two kinds of groups. In one kind there were five first-year students. In the second there were four first-year students and one fourth-year student. These are referred to as unassisted and assisted peer groups. Over the three months of the study all students in the class had an opportunity to work in an unassisted and an assisted group. Data were collected each week by audio- and video-recording an unassisted and an unassisted group discussing the same topic. The processes within each of the groups were compared on the basis of the social interaction and the use of classroom artifacts including the text book which supplied the topics for discussion. First-year students were interviewed following the classroom observations and they kept journals. Students reported their experiences of being assisted and unassisted and what they believed they had learnt from each. Information was also collected on support for learning the English language in the broader Vietnamese environment. The results showed that the discourse pattern of the unassisted groups was unpredictable whereas in the assisted groups the senior student conducted a series of dyadic interactions with each student in turn. In both kinds of groups, students discussed the assigned topics but the assisted groups spoke almost entirely in English while the unassisted groups used more Vietnamese. Analysis of the incidence of Vietnamese showed the kind of situations which produced it. There were differences in the management of the tasks, and unassisted students had more trouble getting started. Observations showed that the unassisted students often teased others and laughed more often. The experience of speaking English amongst peers produced both stress and enjoyment irrespective of the type of group. Students from both groups reported that they had learned new words associated with the discussions of the topics set by the textbook. The textbook was a major factor in guiding participation and structuring the continuity of the discourse. Unassisted students worked directly with the textbook whereas the senior student mediated the questions from the textbook. The textbook came from a foreign culture and the study illustrated how students used their knowledge of Vietnamese culture in giving responses to the questions in the text. The study showed a complex mediation process consisting of interconnected layers. Mediation occurred both through the oral language of the discussions and through the written language in the textbook and on the blackboard, through the classroom teacher's instructions, by peers in both types of groups, and between the senior student and peers. On the basis of the research findings recommendations are made for teaching practice in EFL classrooms.</p>