DOCSLIB.ORG

Download Download

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Download Download ISSN 2334-847X (Printed) ISSN 2334-8496 (Online) INTERNATIONAL JOURNAL OF COGNITIVE RESEARCH IN SCIENCE, ENGINEERING AND EDUCATION IJCRSEE Volume 3, Issue 1, June 2015. www.ijcrsee.com IMPRESUM International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) Volume 3, Issue 1, June 2015. Editor in chief: Dr. Lazar Stošić Publishers: The Association for the development of science, engineering and education Address: Prvi maj 18, 17500 Vranje, Serbia Phone: +381 17 400 165, + 381 63 700 4281 www.urnio.org.rs E-mail: [email protected] College of professionals studies educators Pivarska b.b., 18220 Aleksinac, Serbia www.vsvaspitacka.edu.rs For publishers: Dr. Lazar Stošić Dr. Stojan Obradović Print: Aurora O. D. Vranje Circulation: 200 copies Translator: Dr. Igor Petrović Indexed: Index Copernicus, DOAJ, SCIndeks, GIF global impact factor, CNKI, Turkish Education Index, SCIPIO - Scientific publishing & information online, Journal Impact Factor, GoogleScholar, Dialnet, InnoSpace - SJIF Scientific, Harvard University Library, WorldCat, Open Academic, PUBDB DESY Publication Database, Journals Index (OAJI), InfoBase Index, J-Gate, Cabell’s Directory, JOUR Informatics, Academic Journals Database, Sjournals Index, WorldWideSci- ence Sources, Scientific Indexing Services (SIS), Cite Factor, UlrichsWeb, TIB-German National Library of Science and Technology, Academia.edu, DRJI, Science Central, Electronic Journals Library, Academic Keys, ETH-Bibliothek, BASE, Journal Seeker, Researchbib, SAIF Impact fac- tor, getCITED, PBN, OAJ, LibSearch, JournalTOCs, HOTid, .docstoc, Scribd. Global Impact Factor for 2013=0.514, 2014=0,678 IC Journals Master List 2012 - ICV 2012: 5.31, - ICV 2013 - 6.76 Contents STUDENTS WITH VISUAL IMPAIRMENTS: BRAILLE READING RATE Dr. Daniela Dimitrova Radojichikj.........................................................................................................1 AUGMENTED REALITY AS A TEACHING TOOL IN HIGHER EDUCATION Dr. Tashko Rizov, Dr. Elena Rizova........................................................................................................7 PSYCHOLOGICAL FEATURES OF REPRESENTATIVES OF THE CHECHEN YOUTH PROFESSING ISLAM AND EXPERIENCING MYTHOLOGICAL FEARS Dr. Grimsoltanova Razet Elbrusovna, Dr. Batygov Ziyaudin Osmanovitch....................................17 AWARENESS ABOUT MEDIATION AS AN ALTERNATIVE FORM OF DISPUTE RESO- LUTION: PRACTICES IN THE REPUBLIC OF MACEDONIA Dr. Aleksandra Stoilkovska, Dr. Valentina Mucunska Palevski, Dr. Jana Ilieva..............................21 INTERPERSONAL RELATIONS IN THE EDUCATIONAL AND MANUFACTURING ORGANIZATIONS MSc Jasmina Gocevska, Dr. Natasha Angeloska - Galevska..............................................................29 EEG BASED COGNITIVE WORKLOAD CLASSIFICATION DURING NASA MATB-II MULTITASKING M-Tech. Sushil Chandra, MSc. Kundan Lal Verma, M-Tech. Greeshma Sharma, Dr. Alok Mittal............35 THE NEED OF STRENGTHENING THE PEDAGOGICAL COMPETENCIES IN TEACHING FROM THE ENGLISH TEACHERS’ PERSPECTIVE MA Violeta Panev, Dr. Aneta Barakoska.............................................................................................43 LEISURE TIME FOR SECONDARY SCHOOL STUDENTS Dr. Besa Havziu, Dr. Teuta Ramadani Rasimi....................................................................................51 CASE REPORT: THE USE OF WISC-IV IN ASSESSING INTELLECTUAL FUNCTIONING Dr. Anthony K. Nkyi..............................................................................................................................57 IMPORTANCE, STRUCTURE AND OUTCOMES OF THE MUSIC PROGRAM IN THE PRIMARY SCHOOL: THE EXPERIENCE OF CROATIA, MONTENEGRO, AND SERBIA Dr. Sabina Vidulin, MA Jelena Martinović Bogojević, Dr. Miomira M. Đurđanović....................67 SOCIAL DIALOGUE AND PARTNERSHIP IN VOCATIONAL EDUCATION AND TRAINING Dr. Zoran Velkovski, Dr. Elena Rizova.................................................................................................81 CORRELATION BETWEEN FUNCTIONAL ABILITIES AND AGILITY RESULTS IN CHILDREN WITH KYPHOTIC POSTURE Dr. Igor Stanojević...................................................................................................................................89 POSSIBILITIES OF TEACHERS FOR MONITORING, DETECTING AND RECORDING OF INDIVIDUAL CHARACTERISTICS OF STUDENTS IN EARLY SCHOOL AGE Dr. Tatjana Koteva-Mojsovska.............................................................................................................93 THE ATTITUDES AND OPINIONS OF TEACHERS TO THEIR COMPETENCES Dr. Suzana Nikodinovska Bancotovska................................................................................................99 THE ROLE OF THE PREPARATORY PRESCHOOL PROGRAM FOR THE SCHOOL START OF THE CHILDREN MSc Sonja Veličković........................................................................................................................105 THE IMPORTANCE OF EDUCATIONAL TECHNOLOGY IN TEACHING Dr. Lazar Stošić.....................................................................................................................................111 NEW METHODOLOGICAL THEORETIC APPROACHES TO THE ANALYSIS OF SPORT ACTIVITY Dr. Marina Bogdanova.........................................................................................................................115 AUTHOR GUIDELINES..................................................................................................................121 PARTNERS AND SPONSORS.........................................................................................................127 International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) EDITORIAL International Journal of Cognitive Research in Science, Engineering and Educa- tion (IJCRSEE) is an open access international peer reviewed multidisciplinary journal that publishes professional, scientific and review papers in the field of humanities, pedagogical sci- ences, psychology, IT, mathematics and other sciences. Editorial Board strives to provide a pos- sibility for the scientists of different fields to publish the results of their research, technical and theoretical studies. IJCRSEE is multidisciplinary in approach, and will publish a great range of papers: reports of qualitative case studies, quantitative experiments and surveys, mixed method studies, action researches, meta-analyses, discussions of conceptual and methodological issues, etc. IJCRSEE publisher is The Association for the Development of Science, Engineering and Education. The journal publishes articles in all areas of cognitive science, including studies of cogni- tive processes, emotions, perception, memory processes, thinking, problem solving, planning, training, studies of language and consciousness. The journal focuses on studies in the field of education, human performance and studies of fundamental cognitive skills in everyday life. The journal combines works in the field of psychology, artificial intelligence, linguistics, phi- losophy, computer science and neuroscience. The articles on the results of scientific research in various fields of cognitive science that concentrate on multidisciplinary audience are of top priority for the journal. The audience of our journal – is, in the first place, researchers in the field of cognitive science and related fields, including psychologists, educational researchers, anthropologists, philosophers, linguists, neuroscientists, programmers. IJCRSEE receive a Global Impact Factor for 2013=0.514, 2014=0,678 and IC Journals Master List 2012 - ICV 2012: 5.31, ICV 2013 - 6.76. IJCRSEE has regular sections: Original Research, Review Articles, Studies and articles, Book Reviews, Case Studies, and is published twice a year. This journal provides an immediate open access to its contents, which makes research results available to the public based on the global exchange of knowledge. The primary aim of IJCRSEE is to provide relevant scientific results for novice and expert scholars and to enable researchers to publish and share their work with the academe throughout the world. The aim of the journal is to promote and strengthen the quality of research in the field of science, engineering and education. The journal publishes articles in all areas of cognitive science, including studies of cogni- tive processes, emotions, perception, memory processes, thinking, problem solving, planning, training, studies of language and consciousness. The journal focuses on studies in the field of education, human performance and studies of fundamental cognitive skills in everyday life. The journal combines works in the field of psychology, artificial intelligence, linguistics, phi- losophy, computer science and neuroscience. The articles on the results of scientific research in various fields of cognitive science that concentrate on multidisciplinary audience are of top priority for the journal. The audience of our journal – is, in the first place, researchers in the field of cognitive science and related fields, including psychologists, educational researchers, anthropologists, philosophers, linguists, neuroscientists, programmers. The scope of IJCRSEE is deliberately broad in terms of both topics covered and disciplin- ary perspective: • Cognitive pedagogy, • Cognitive psychology, • Psycholinguistics, • Cognitive linguistics, • Cognitive cultural studies, • Cognitive neurophysiology, • Cognitive sociology, • Cognitive political science, • Computer studies, • Psychological impact of computer
Load more

Recommended publications
  • Plan for Continuity of Learning
    Plan for Continuity of Learning During this time of school closures across the country and state, The Maryland School for the Blind (MSB) will continue to provide educational and related services through a variety of delivery methods and modes. Below you will find our plan and options for students accessing services from home. IEP Provisions and Team Meetings Individual Educational Plans (IEPs) should be implemented as written whenever possible through distance education. However, amendments of goals and objectives will be necessary in some cases and will be facilitated through an amendment agreement between the educational team and the parent or guardian. These amendments will be reflected in the student’s file through an amendment plan uploaded to the IEP system. Annual IEP meetings will be held through a teleconference platform that will allow for team access through video and/or phone conferencing. Educational Programs Curriculum and IEP educational services will be delivered through a variety of platforms based on the needs of the student, his or her access to technology and ability to complete tasks with or without support. Teachers from each grade level have sent home information about distance learning and will continue to do so throughout this timeframe. This will include specific assignments, activities, resources, and information. Many of our students will need adult structure and assistance at home, based on their age and ability to work independently. Creating a dedicated space and time for learning in your family routine is highly encouraged. Teachers will use a blend of non-tech, as well as asynchronous and synchronous teaching and learning.
    [Show full text]
  • Unified English Braille Webinar Presentation
    Unified English Braille: A Place to Start Webinar • UEB Ain't Hard to Do by Mark Brady a NYC Teacher of the Visually Impaired • The lyrics and sound file can be found on the Paths to Literacy website • http://www.pathstoliteracy.org/resources/farewell-song-9-ebae- contractions Unified English Braille A Place to Start April 2016 Donna Mayberry, M.Ed., NCUEB LAUREL REGIONAL PROGRAM, Lynchburg, VA [email protected] Webinar Content: • Overview of UEB • Unified English Braille Reference Sheets • Unified English Braille Student Progress Checklists • Converting Bookshare files into UEB • Teacher Relicensure: Option 8 • NCUEB • Questions Overview of UEB The Rules of Unified English Braille Second Edition 2013 Available as a PDF or BRF http://www.iceb.org/ueb.html Your new best Friend!!! What are teacher’s using to learn UEB? •Hadley School for the Blind •VDBVI Saturday Seminars •Update to UEB Self Directed Course- Available in Word, PDF, BRF, DXB http://www.cnib.ca/en/living/braille/Pages/Transcribers-UEB-Course.aspx •The new textbook that is being used in the VI Consortium is: Ashcroft's Programmed Instruction: Unified English Braille by M. Cay Holbrook 2014 Braille Not Used in Unified English Braille Contractions o'c o'clock (shortform) 4 dd (groupsign between letters) 6 to (wordsign unspaced from following word) 96 into (wordsign unspaced from following word) 0 by (wordsign unspaced from following word) # ble (groupsign following other letters) - com (groupsign at beginning of word) ,n ation (groupsign following other letters) ,y ally (groupsign following other letters) Braille Not Used in Unified English Braille- 2 Punctuation 7 opening and closing parentheses (round brackets) 7' closing square bracket 0' closing single quotation mark (inverted commas) ''' ellipsis -- dash (short dash) ---- double dash (long dash) ,7 opening square bracket Braille Not Used in Unified English Braille- 3 Composition signs (indicators) 1 non-Latin (non-Roman) letter indicator @ accent sign (nonspecific) @ print symbol indicator .
    [Show full text]
  • The Effect of Social Media Language on EFL Learners' Academic Writing
    PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH UNIVERSITY OF MOHAMED BOUDIAF - M’SILA FACULTY OF LETTERS AND LANGUAGES DOMAIN: FOREIGN LANGUAGES DEPARTMENT OF ENGLISH STREAM: ENGLISH LANGUAGE N°:……………………………………….. OPTION: LINGUISTICS The Effect of Social Media Language on EFL Learners’ Academic Writing Performance. Case of Master One Linguistics Students at M’sila University. Dissertation Submitted to the Department of English in Partial Fulfillment of the Requirements for the Degree of Master Candidates Supervised by Miss. Nedjla BENSAID Dr. Mourad TOUATI Miss. Fatima Zohra MOUMEN Board of Examiners Mr. Saber Mouhamed Boudiaf University, Chairperson M’sila Dr. Touati Mourad Mouhamed Boudiaf University, Supervisor M’sila Ms. Hamouma Mouhamed Boudiaf University, Examiner M’sila June 2019 DEDICATION This thesis is dedicated to: My precious beloved parents who have always been a constant source of support and encouragement during the challenges of my whole college life, and for their endless care and love. My treasured brothers and sister: Issam, Anis & Amani, and to my nephew Aylane, whom I am truly grateful for having in my life. My dear family, teachers, colleagues and friends. All people who left a touch in my life. BENSAID Nedjla II DEDICATION To my dear parents who gave me strength and confidence and have been the source of inspiration behind all my achievements. To my husband and my lovely brothers for their support and love. To all my family and friends for their encouragement and prayers . I appreciate you all . To everyone who stood beside me and had contributed to my education. MOUMEN Fatima Zohra III Acknowledgments We would like to express our deeper and sincere gratitude to our respected supervisor Dr.
    [Show full text]
  • 641043. B.Ed. Special Education (Visual Impairment/Hearing Impairment) Scheme of Instruction and Examination (For Students Admitted from 2015-16 & Onwards)
    Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore -641043. B.Ed. Special Education (Visual Impairment/Hearing Impairment) Scheme of Instruction and Examination (For students admitted from 2015-16 & onwards) Hrs. of Hrs. Scheme of No. of Part Course code Title of the Paper Instruction of Examination Total Credits T P Exam CIA CE First Semester Human Growth and 15BDSC01 4 1 3 50 50 100 5 Development Introduction to Sensory 15BDSC02 4 3 50 50 100 5 Disabilities Introduction to Neuro 15BDSC03 Developmental 4 3 50 50 100 4 Disabilities Introduction to 15BDSC04 Locomotor and Multiple 4 3 50 50 100 5 Disabilities I Specialization 1. Identification of Children with Visual Impairment and 15BDSSV1 Assessment of Needs (or) (or) 5 2 3 50 50 100 5 15BDSSH1 2. Identification of Children with Hearing Impairment and Assessment of Needs Discipline Specific Elective (DSE) I 15BDSEV1 1. Braille and Assistive II (or) Devices 3 3 3 50 50 100 4 (or) 15BDSEH1 2. Early Childhood Care and Education Internship – Observation III at Special and Inclusive 4 Schools Hrs. of Hrs. Scheme of No. of Part Course code Title of the Paper Instruction of Examination Total Credits T P Exam CIA CE Second Semester Learning, Teaching and 15BDSC05 4 2 3 50 50 100 5 Assessment Contemporary India and 15BDSC06 5 3 50 50 100 5 Education 1. Pedagogy of Teaching 15BDSSM1 Mathematics (or) (or) 15BDSSS1 2. Pedagogy of Teaching 5 2 3 50 50 100 5 (or) Science 15BDSSA1 (or) 3. Pedagogy of Teaching Social Science I Pedagogy of Teaching 15BDSSE1 5 2 3 50 50 100 5 English Specialization 1.
    [Show full text]
  • REGULAR BOARD MEETING Tuesday, February 23, 2021 at 7:00 P.M
    1325 California Avenue Windsor, ON N9B 3Y6 CHAIRPERSON: Fulvio Valentinis DIRECTOR OF EDUCATION: Terry Lyons REGULAR BOARD MEETING Tuesday, February 23, 2021 at 7:00 p.m. VIRTUAL - Google Meet LiveStream link is located on the Board’s website at: https://www.wecdsb.on.ca/about/board_meetings AGENDA Page 1. Call To Order 2. Opening Prayer 3. Land Acknowledgment 4. Recording of Attendance 5. Approval of Agenda 6. Disclosure of Pecuniary Interest - Pursuant to the Municipal Conflict of Interest Act. 7. Presentations: None 8. Delegations: By-Law 3:09: Any person(s) wishing to appear before the BOARD and speak to an item appearing on the agenda of the BOARD meeting has until noon the day before the BOARD meeting to make a request to the SECRETARY. They shall explain briefly the matter on which the presentation is to be made, the organization or interested parties to be represented, the identity, and if applicable, the authority of the spokesperson. A Delegation Form, located on the BOARD’s website, must be completed and forward to the SECRETARY. 9. Action Items: a. Previous Meeting Minutes i) Minutes of the Regular Board Meeting of January 26, 2021 1-8 ii) Minutes of the Special Regular Board Meeting of February 9, 2021 9-13 b. Items from the Special Committee of the Whole Board Meeting of February 16, 2021 -- AGENDA Regular Board Meeting Page 1 Tuesday, February 23, 2021 10. Communications: a. External (Associations, OCSTA, Ministry): None b. Internal (Reports from Administration): None 11. Committee Reports: a. Report: Special Education Advisory Committee Minutes of December 17, 2020 14-18 (E.
    [Show full text]
  • Braille Teaching and Literacy a Report for the European Blind
    Braille Teaching and Literacy A Report for the European Blind Union and European Commission January 2018 Danish Association of the Blind and the International Council for Education of People with Visual Impairment and Dr Sarah Woodin Contents Introduction ............................................................................................... 1 Background to the Project ........................................................................ 3 Aims of the Project ................................................................................... 4 Main Activities of the Project .................................................................... 6 Desk Based Research ........................................................................... 6 Questionnaires for Participating Countries ............................................ 6 Country Visits ........................................................................................ 7 Seminars and Conferences ................................................................... 8 Summary of Findings from the National Surveys ................................... 10 Introductory Information: Registration of Children ............................... 10 Section 1 Children Using Braille Publications ..................................... 10 Section 2 Braille Training .................................................................... 10 Section 3 National Braille Systems ..................................................... 11 Section 4 Electronic Braille .................................................................
    [Show full text]
  • World Braille Usage, Third Edition
    World Braille Usage Third Edition Perkins International Council on English Braille National Library Service for the Blind and Physically Handicapped Library of Congress UNESCO Washington, D.C. 2013 Published by Perkins 175 North Beacon Street Watertown, MA, 02472, USA International Council on English Braille c/o CNIB 1929 Bayview Avenue Toronto, Ontario Canada M4G 3E8 and National Library Service for the Blind and Physically Handicapped, Library of Congress, Washington, D.C., USA Copyright © 1954, 1990 by UNESCO. Used by permission 2013. Printed in the United States by the National Library Service for the Blind and Physically Handicapped, Library of Congress, 2013 Library of Congress Cataloging-in-Publication Data World braille usage. — Third edition. page cm Includes index. ISBN 978-0-8444-9564-4 1. Braille. 2. Blind—Printing and writing systems. I. Perkins School for the Blind. II. International Council on English Braille. III. Library of Congress. National Library Service for the Blind and Physically Handicapped. HV1669.W67 2013 411--dc23 2013013833 Contents Foreword to the Third Edition .................................................................................................. viii Acknowledgements .................................................................................................................... x The International Phonetic Alphabet .......................................................................................... xi References ............................................................................................................................
    [Show full text]
  • Blindness and Runes
    1 "...blindr er betri en brenndr séi..." Runes as a Tactile Writing System1 Frederick W. Schwink University of Illinois at Urbana-Champaign "Attempts to devise characters which could be understood by the blind through their sense of touch reach far back in the epoch of human progress, perhaps to the time when letters or figures were inscribed on some substance to be read by another, and certainly to the earliest period when efforts were made to give instruction to the sightless. The first recorded attempt to find such a means was made shortly after the beginning of the sixteenth century (ca. 1517), when Francisco Lucas of Saragossa, Spain, contrived a set of letters carved on thin tablets of wood." Best 1919:396 Haltr ríðr hrossi, hjörð rekr handar vanr, daufr vegr ok dugir; blindr er betri en brenndr séi, nýtr manngi nás. Hávamál 71 0.0 Introduction In the spring semester of 2010, I was faced with a didactic dilemna. In a graduate overview of the "History of the German Language," my students were to 1 I would like to thank Brad Blair for his willingness to share his time and expertise with me during the gestation of this project. My colleagues in the Department of Germanic Languages at UIUC provided helpful suggestions and encouragement when I presented a preliminary version of this project at a research workshop in Fall of 2009. Sharon Polomé gave me many of the reference works from her late husband's library that made this project feasible. Finally, heartfelt and sincere thanks to Marianne Kalinke, whose generous support has made it possible for me to attend this symposium.
    [Show full text]
  • Mapping Applied Linguistics
    Mapping Applied Linguistics Mapping Applied Linguistics: A guide for students and practitioners provides an innovative and wide-ranging introduction to the full scope of applied linguistics. Incorporating both socio-cultural and cognitive perspectives, the book maps the diverse and constantly expanding range of theories, methods and issues faced by students and practitioners alike. Practically oriented and ideally suited to students new to the subject area, each chapter demonstrates how applied linguists can investigate the role of language in an individual’s or group’s real-world problem, and the potential solutions available. The book provides in-depth coverage of: I Language teaching and education, literacy and language disorders I Language variation and World Englishes I Language policy and planning I Lexicography and forensic linguistics I Multilingualism and translation Including real data and international examples from Latin America, South-East Asia, the US and the UK, the book features further reading and exercises in each chapter, fieldwork suggestions and a full glossary of key terms. An interactive companion website also provides a wealth of additional resources, including ideas for research projects, links to key websites and sample answers to the chapter exercises. A reader forum allows students and practitioners to share experiences and concerns. Providing a dynamic and thorough overview of the rapidly growing field of applied linguistics, this book will be essential reading for students studying applied linguistics, TESOL, general linguistics and education at the advanced undergraduate or master’s degree level. It is also the ideal gateway for practitioners to better understand the wider scope of their work. Christopher J.
    [Show full text]
  • On the Compatibility of the Braille Code and Universal Grammar
    On the Compatibility of the Braille Code and Universal Grammar Von der Philosophisch-Historischen Fakultät der Universität Stuttgart zur Erlangung der Würde eines Doktors der Philosophie (Dr. phil.) genehmigte Abhandlung Vorgelegt von Christine Lauenstein Hauptberichterin: Prof. Dr. Artemis Alexiadou Mitberichterin: Prof. Dr. Diane Wormsley Tag der mündlichen Prüfung: 6.12.2006 Institute of English Linguistics Universität Stuttgart 2007 Data Perhaps. Perhaps not. Captain Picard This is hardly a scientific observation, Commander. Data Captain, the most elementary and valuable statement in science, the beginning of wisdom is I do not know. Star Trek: The Next Generation Where Silence has Lease Acknowledgements First I would like to thank the members of my thesis committee Artemis Alexiadou, that she has agreed on supervising this rather exotic topic, and Diane Wormsley for her support and undertaking the long journey to Germany. I would like to express my gratitude to all the people who have substantially contributed to my interest in braille and working with children who have a visual impairment, these are Dietmar Böhringer from Nikolauspflege Stuttgart, Maggie Granger, Diana King and above all Rosemary Parry, my braille teacher from The West of England School and College for young people with little or no sight, Exeter, UK. My special thanks goes to students and staff at The West of England School, the RNIB New College Worcester and the Royal National College for the Blind, Hereford for participating in the study. Further to those who helped to make this study possible: Paul Holland for enabling my numerous visits to The West of England School, Ruth Hardisty for co-ordinating the study, Chris Stonehouse and Mary Foulstone for their support in Worcester and Hereford and to Maggie Granger and Diana and Martin King for their friendship and for making things work even if braille was the most important thing in the world.
    [Show full text]
  • |||GET||| Representing Emotions 1St Edition
    REPRESENTING EMOTIONS 1ST EDITION DOWNLOAD FREE Helen Hills | 9781351904162 | | | | | Children's Books That Teach Kids About Emotions Subject Representing Emotions 1st edition credit approval. Candlewick Press. Only Feelings ". Main article: Emoticons Unicode block. Accessible publishing Braille literacy RoboBraille. This alphabet book guides kids through 26 different emotions and encourages them to think about their own feelings. First editions from Sheed and Ward US have no additional printings listed on the Representing Emotions 1st edition page. Very minimal damage to the cover including scuff marks, but no holes or tears. The sound is intended to communicate an emotional subtext. The first-edition statement was occasionally left out in subsequent printings, but the presence of later-published titles within the book may help to identify it as a later edition. Each publisher has a different method of designating firsts and they change it regularly, too. InDespair, Inc. Opens image gallery Image not available Photos not available for this variation. This story of a girl experiencing intense feelings offers a road map for coping with anger. Korean style contains Korean jamo letters instead of other characters. InRussian entrepreneur Oleg Teterin claimed to have been granted the trademark on the ;- emoticon. First editions from Pantheon Books, untilhave no additional printings indicated on the copyright page. This is the latest accepted revisionreviewed on 18 October Standard works have no indication of printings within an edition: all printings of the first edition carry the same identification; only second printings with changed or added material are indicated. Binding has minimal wear. Keep scrolling for a selection of books that promote emotional intelligence.
    [Show full text]
  • Braille Literacy Crisis in America
    The Braille Literacy Crisis in America Facing the Truth, Reversing the Trend, Empowering the Blind A Report to the Nation by the National Federation of the Blind Jernigan Institute March 26, 2009 The Braille Literacy Crisis in America Facing the Truth, Reversing the Trend, Empowering the Blind Executive Summary A good education is the key to success, and every it, and proposes a number of action steps to double American deserves an equal opportunity to receive the Braille literacy rate by 2015 and eventually a good education. Inherent to being educated reverse it altogether. is being literate. The ability to read and write means access to information that, in turn, leads to understanding and knowledge. And knowledge is power—the power to achieve, function in the family, Key Report Findings: thrive in the community, succeed in a job, and contribute to society. I. Facing the Truth Nearly 90 percent of America’s blind children are • Fewer than 10 percent of the 1.3 million not learning to read and write because they are not people who are legally blind in the United being taught Braille or given access to it. There is a States are Braille readers. Further, a mere 10 Braille literacy crisis in America. percent of blind children are learning it. The National Federation of the Blind (NFB), the • Each year as many as 75,000 people lose largest and most influential membership organiza- all or part of their vision. As the baby-boom tion of blind people in the United States, is taking generation moves into retirement age and swift action to reverse this trend.
    [Show full text]