58 Matching Annotations
  1. Last 7 days
    1. d'autre part vous avez des interventions centrées sur la promotion de styles parentaux autoritatif authoritative parenting en anglais c'est-à-dire qui encourage euh euh les 00:39:41 parents adopter euh avoir des des niveaux de soutien et de chaleur élevée dans l'interaction des parents avec les enfants et en même temps des attentes clair et cohérente en 00:39:52 matière de comportement des enfants donc les parents autoritatifs sont à la fois réceptif et réactif aux besoins émotionnels de leurs enfants mais aussi cohérent dans l'application des règles euh à la 00:40:04 maison en effet depuis les années 60 on fait cette distinction classique en littérature entre ce style autoritatif et le style autoritaire caractérisé par des attentes élevé mais un faible 00:40:17 soutien émotionnel ou un style permissif caractérisé par un stiel émotionnel élevé mais des attentes faibles ou incohérentes de la part des parents il s'agit évidemment de comment dire d'une 00:40:30 distinction idéal typique dans la vraie vie tout parent se trouve à osciller euh à fluctuer entre ces différents styles euh mais on pche plutôt vers un type ou euh euh vers 00:40:43 l'autre
    1. The Book of Hours was largely developed at the artist’s colony at Worpswede, but finished in Paris. It displays the turn towards mystical religiosity that was developing in the poet, in contrast to the naturalism popular at the time, after the religious inspiration he experienced in Russia. Soon thereafter, however, Rilke developed a highly practical approach to writing, encouraged by Rodin’s emphasis on objective observation. This rejuvenated inspiration resulted in a profound transformation of style, from the subjective and mystical incantations to his famous Ding-Gedichte, or thing-poems, that were published in the New Poems.

      Naturalism was prevalent in the time of Rilke (circa 1900s). Rilke, however, had a mystical experience in Russia? (did he literally have an experience of unity and bliss?) He combined this mysticism with the objectivity that he learned from Auguste Rodin.


      As a result, his writing had a mystical and objective bent to it. How exactly? Was this also present in his Apollo poems (1907)?

  2. Sep 2023
  3. Jul 2023
    1. STYLEThe styles of jazz melodies can be categorized into two main groups:ROMANTICJazz ballads, bossa novas, boleros and some medium and fast tempo songs have melodiesthar are constructed following the developmental procedures that have come from the melo-dic style of Tchaikovsky and Rachmaninoffby way of the popular music composers of the20s to the 50s. Included are the efforts of expert film composers from the earliest to con-temporary times. With this in mind, it is very importanc chat the jazz composer as well asthose aspiring to compose for the popular market: CDs, radio, television and films, be ableto compose a romantic melody.IDIOMATICThesejazzmelodiesareconstructedtoconformtoparticularqualitiesthataredefinedbyanhistoricera:bebop,swing,Dixieland,hardbop;afolk/ethnicreference:blues,Caribbean,pentatonic,pop;orbytheperformancepeculiarities ofaninstrumentorvoice.Melodiescanalsobedescribedbyanynoteworthyuseofcheelements:angular,lyrical,programmatic,symmetric,tetrachordic,oranyoftheothers.THE GENERAL MELODIC STYLE CATEGORIESRomantic/Ideal: these melodies/compositions are based on the Romantic period philosoph-ically, melodically and to some degree, harmonically.Romantic/Melodic: these melodies show consistencies with romantic melody writing proce-dures but differ in philosophy, harmonic materials and emotional goals.idiomatic/Referential:modeledonthemelodicdescriptionsofastyleera,folkreferenceorinstrument/voiceperformancecharacteristics.Idiomatic/Abstract: these melodies are constructed to have a quality described as jagged,smooth, consonant, chromatic and similar depictions.Idiomatic/Programmatic: the construction ofa melody to define an emotional, modal orprogrammatic goal: pastoral, energetic, dark, mysterious and so forth.In the main, jazz melodies are either romantic or non-romantic. The non-romantic melodiesare so diverse - having so many variables in their descriptions - that a comprehensive repre-sentation of how the elements of melody writing were co be applied for each would bebeyond the scope of this book. In addition, there are many melodies that have mixed influ-ences: folk/modal, riff/pentatonic, and many more,Another point to consider is that many compositions have different styles of melodies indifferent sections. Some examples arSONG SECTION STYLE - Contrasted and Combined Melodic Styles
  4. Jun 2023
  5. Nov 2022
  6. Mar 2022
    1. Research suggeststhat making these motions will improve our own performance: people who

      gesture as they teach on video, it’s been found, speak more fluently and articulately, make fewer mistakes, and present information in a more logical and intelligible fashion.

      Teachers who gesture as they teach have been found to make fewer mistakes, speak more fluently/articulately, and present their lessons in a more intelligible and logical manner.

  7. Feb 2022
    1. Another major problem with the learning styles view is that it is not sup-ported by the available research evidence.

      Daniel Willingham, a Professor of Psychology at University of Virginia, has written a concise FAQ on the topic of "learning styles" that I've annotated here. In addition to providing links to research about learning styles, he also makes some key distinctions between what might be meant by "style" vs. "ability" vs. "preference".

    Tags

    Annotators

  8. Jan 2022
    1. Kristen: Well, what’s interesting, and you bring up such a great point. One of the top neuromyths out there is learning styles. And, so when you’re looking at learning styles, this is something that almost seems to permeate. It doesn’t matter when you started teaching, whether it’s K through 12, or higher education at some point if you’ve been involved in education, you’ve come across learning styles. Now there are learning preferences and there’s lots of wonderful research on that. But this concept of teaching to learning styles, I think, unfortunately… we talk about this in section seven of our report kind of got mixed in with multiple intelligences. And, that is not at all what multiple intelligence was about, but it was almost the timing of it and so, having been a K through 12 teacher, I remember going through a professional development where we learned about learning styles and how it was something to look at in terms of teaching to learning preferences. And, even to this day when I do presentations, and I know Michelle has run into this as well, especially when we co-teach some of the OLC workshops, somebody will inevitably raise their hand or type in the chat area “Are you kidding? Learning styles is a neuromyth? We just had somebody on our campus six months ago, who taught us how to do an assessment to teach to learning styles.” So, it’s still out there, even though there’s so much in the literature saying it’s a neuromyth. It’s still prevalent within education across all areas.
    1. You don’t have to believe in learning styles theories to appreciate differences among kids, to hold an egalitarian attitude in the midst of such differences, and to try to foster such attitudes in students.
    2. learning styles is not a theory of instruction. It is a theory of how the mind works. So when I say “there’s no evidence for learning styles” I am making a claim about the mind, not about instruction.

      Learning styles is a theory of how the mind works not a theory of instruction.

    3. (2) the fact that we haven’t definitively proven a theory wrong seems like a poor reason to advocate using the theory in classrooms. To the extent that teachers use scientific theories about the mind to inform their practice, doesn’t it make sense to use theories that scientists are pretty sure are right?
    4. (1) it’s absolutely true that we could find out tomorrow that there are learning styles after all. Someone could propose a new theory, or we might realize that there is a different, better way to test the old theories. Note this is always the case--you can't absolutely prove a theory untrue.
    5. there’s not much reason to think it’s because kids have different learning styles. Maybe it’s always good for kids to experience any idea in several different ways, even if all the experiences were in the same style. Maybe one of the experiences is especially well-suited to help kids understand the concept. Maybe the repetition is good. If it's a good idea to teach to all styles, great, but I'd like to figure out why kids are learning more that way, given that other predictions of styles theories aren't supported.

      This description of "teach[ing] to all the [learning] styles" seems similar to some descriptions of Universal Design for Learning that I have seen.

    6. You give people the opportunity to use their preferred style or you prevent them from using their preferred style. You should see some difference in the effectiveness of the learning of the two groups--their comprehension of whatever task you set, their memory, something. That’s the evidence that’s lacking. 

      What would evidence for learning styles look like?

    7. Ability is that you can do something. Style is how you do it.

      Ability vs. style

  9. Sep 2021
    1. https://www.youtube.com/watch?v=rhgwIhB58PA

      Learning styles have been debunked.

      Learning styles: V.A.R.K. model originated by Neil Flemiing stands for:

      • visual
      • auditory
      • reading/writing
      • kinesthetic

      References:

      Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119. — https://ve42.co/Pashler2008

      Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271. — https://ve42.co/Willingham

      Massa, L. J., & Mayer, R. E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style?. Learning and Individual Differences, 16(4), 321-335. — https://ve42.co/Massa2006

      Riener, C., & Willingham, D. (2010). The myth of learning styles. Change: The magazine of higher learning, 42(5), 32-35.— https://ve42.co/Riener2010

      Husmann, P. R., & O'Loughlin, V. D. (2019). Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students’ study strategies, class performance, and reported VARK learning styles. Anatomical sciences education, 12(1), 6-19. — https://ve42.co/Husmann2019

      Snider, V. E., & Roehl, R. (2007). Teachers’ beliefs about pedagogy and related issues. Psychology in the Schools, 44, 873–886. doi:10.1002/pits.20272 — https://ve42.co/Snider2007

      Fleming, N., & Baume, D. (2006). Learning Styles Again: VARKing up the right tree!. Educational developments, 7(4), 4. — https://ve42.co/Fleming2006

      Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of educational psychology, 107(1), 64. — https://ve42.co/Rogowskyetal

      Coffield, Frank; Moseley, David; Hall, Elaine; Ecclestone, Kathryn (2004). — https://ve42.co/Coffield2004

      Furey, W. (2020). THE STUBBORN MYTH OF LEARNING STYLES. Education Next, 20(3), 8-13. — https://ve42.co/Furey2020

      Dunn, R., Beaudry, J. S., & Klavas, A. (2002). Survey of research on learning styles. California Journal of Science Education II (2). — https://ve42.co/Dunn2002

  10. May 2021
  11. Mar 2021
  12. Feb 2021
    1. most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike.

      It's unusual that researchers will make such definitive claims about the outcome of a study.

    1. Sass

      Define variables, such as colors (e.g. $primary: #337ab7) in Sass (styles.scss) then compile to css for web.

      R library "bootstraplib" built on foundation of "sass".

      Use "run_with_themer()" to get a live preview GUI for customizing bootstrap theme.

      Also, use "shinyOptions(plot.autocolors=TRUE)" at top of app to get plot outputs that respect Dark Mode.

  13. Jan 2021
  14. Nov 2020
    1. Any “unused” css will be stripped out when compiling, and since the compiler correctly sees that we have no p tags in App.svelte , it throws out that bit of css.
    1. If your Svelte components contain <style> tags, by default the compiler will add JavaScript that injects those styles into the page when the component is rendered. That's not ideal, because it adds weight to your JavaScript, prevents styles from being fetched in parallel with your code, and can even cause CSP violations. A better option is to extract the CSS into a separate file. Using the emitCss option as shown below would cause a virtual CSS file to be emitted for each Svelte component. The resulting file is then imported by the component, thus following the standard Webpack compilation flow.
  15. Oct 2020
    1. Good instructional design is based on the industry-standard Instructional System Design (ISD) model. The ISD model comprises five stages—analysis, design, development, implementation, and evaluation—and is a systems approach to instructional design in that it views “human organizations and activities as systems in which inputs, outputs, processes (throughputs), and feedback and control elements are the salient features.”

      This article discusses visual, auditory, and kinesthetic learning styles and the importance of communicating in ways that appeal each style. It then outlines what this means for the Instructional System Design (ISD) model. The author concludes by outlining learning outcomes, organization, interactive instruction, and content versus connection versus application. The author proposes that "good instructional design is based on the industry-standard Instructional System Design (ISD) model" (p 5).

      Rating: 7/10

    1. For the sake of best compatibility we convert the className attribute to class for svelte.

      Svelte refuses to standardize on any way to pass a CSS class. I thought className was actually the most common name for this prop though even in Svelte...

  16. Sep 2020
    1. Most simple example: <script> import ChildComponent from './Child.svelte'; </script> <style> .class-to-add { background-color: tomato; } </style> <ChildComponent class="class-to-add" /> ...compiles to CSS without the class-to-add declaration, as svelte currently does not recognize the class name as being used. I'd expect class-to-add is bundled with all nested style declarations class-to-add is passed to ChildComponent as class-to-add svelte-HASH This looks like a bug / missing feature to me.
    2. color: red; //doesn't apply this rule, because scoping doesn't extend to children
    3. Say I want to style this javascript routing anchor tag on various pages (some may be buttons, plain links, images) it makes it incredibly difficult. Eg:
    4. Having to wrap everything in a selector :global(child) { } is hacky
    1. There is a good amount of properties that should mostly be applied from a parent's point of view. We're talking stuff like grid-area in grid layouts, margin and flex in flex layouts. Even properties like position and and the top/right/left/bottom following it in some cases.
    2. Svelte will not offer a generic way to support style customizing via contextual class overrides (as we'd do it in plain HTML). Instead we'll invent something new that is entirely different. If a child component is provided and does not anticipate some contextual usage scenario (style wise) you'd need to copy it or hack around that via :global hacks.
    3. This allows passing classes to child components with svelte-{hash} through the class prop and prevents removing such classes from css.
    1. In my mind, the primary argument for this is that it's a very common thing to need and cleaner than the current alternative of string manipulation or wrapping the child component in a <div class:active><Child /></div>.
  17. Aug 2020
  18. Feb 2020
    1. So this is one case where we could test and sort individuals to predict success in different learning tasks, something I talked about in this short article about helping students develop strategies for memorization. Perhaps researchers could tackle some other ways to harness the multiple capacities idea to steer students into the subjects and learning strategies that will work best for them.

      I'm struggling a little with the elements of "sorting" and "steering" here. On one hand, it's important to read this in the context of delivering thoughtful instruction matched to the individual's needs and existing abilities. Further I might argue that part of the job of good academic advising entails delivering a mix of easier and harder experiences so the student is neither coasting nor stressed all day. And yet we know that there are deep risks in this kind of "tracking" for students to get pigeonholed and left behind.

  19. Nov 2019
    1. The article emphasizes the term technology and pedagogy. The author explains learning environments, learning styles, how technology impacts pedagogy, and how technology is good for students. Rating: 5/5

  20. Aug 2019
    1. Customization of the TextField can be cumbersome with the classes API, where you have to define the the classes prop. It's easier to use the default values, as described above. For example:

      It's surprising that they show an example using styled-components, which is a competing style library to their own @material-ui/styles, and even admit that this might be preferred over using the classes API, which they admit may be cumbersome.

      I like that they are open-minded enough to acknowledge that there are cases where built-in API may be too cumbersome, and even show examples of using styled-components.

  21. Jul 2019
    1. some parenting styles or early trauma, which can impair social and mental development, can contribute to creating the school bully. How about reaching out and asking the bully?

      The writer explain that bullying is a symptom of social impairment and mental development. Bullying have their own issues that need to be evaluated and possibly intervention. Writer suggest to reach out to bullies in order to find potential solutions for positive effects.

  22. Feb 2019
    1. And perhaps the great secret or Writing is the mixing all these in so just a proportion that every one may tast what he likes without being disgusted by its contrary

      This sounds like Augustine's point in De Doctrina Christiana, that it is in the mingling of various styles (his are something like grand, moderate, and low) that the greatest effectiveness is achieved.

  23. Oct 2017
    1. Students working in waysthat best leverage their individual learning styles

      In annotation, each student bringing their style, expertise, experience to the text with the class as a group sharing a more wholistic view of the related issues.