[휴실] 새벽벌도서관 2층 열람실(새벽별당 제외) 및 4층 쉼터 리모델링 안내 (공사기간: ~ 3. 31.)
[휴관] 천장 배관 교체 공사 기간 중앙도서관 '휴관' 실시 및 방문대출 서비스 안내 ( ~ 3. 2.)
[휴관] RFID 기반 도서관리시스템 전환 작업 기간 도서관 휴관·휴실 안내 (시범운영: 2. 2. ~ 3. 2.)
2026년 2월 학위논문(원문파일/인쇄본) 제출 안내_원문파일 제출 기한 연장 : ~2.27.(금)

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o ㅋ ㄱ ㅅ ㅈ ㅌ ㄷ 촉 ㄴ ㅎ ㅂ ㅃ ㅁ 야 ㄹ 와
ㅏ あ
a		 ぁ か
ka		 が
ga		 さ
sa		 ざ
za		 た
ta		 だ
da		 な
na		 は
ha		 ば
ba		 ぱ
pa		 ま
ma		 や
ya		 ゃ
lya		 ら
ra		 わ
wa		 ゎ
lwa		 ん
n
l い
i		 ぃ き
ki		 ぎ
gi		 し
si		 じ
zi		 ち
ti		 ぢ
di		 に
ni		 ひ
hi		 び
bi		 ぴ
pi		 み
mi		 り
ri
ㅜ う
u		 ぅ く
ku		 ぐ
gu		 す
su		 ず
zu		 つ
tu		 づ
du		 っ ぬ
nu		 ふ
hu		 ぶ
bu		 ぷ
pu		 む
mu		 ゆ
yu		 ゅ
lyu		 る
ru
ㅔ え
e		 ぇ け
ke		 げ
ge		 せ
se		 ぜ
ze		 て
te		 で
de		 ね
ne		 へ
he		 べ
be		 ぺ
pe		 め
me		 れ
re
ㅗ お
o		 ぉ こ
ko		 ご
go		 そ
so		 ぞ
zo		 と
to		 ど
do		 の
no		 ほ
ho		 ぼ
bo		 ぽ
po		 も
mo		 よ
yo		 ょ
lyo		 ろ
ro		 を
wo
o ㅋ ㄱ ㅅ ㅈ ㅌ ㄷ 촉 ㄴ ㅎ ㅂ ㅃ ㅁ 야 ㄹ 와
ㅏ ア
a		 ァ カ
ka		 ガ
ga		 サ
sa		 ザ
za		 タ
ta		 ダ
da		 ナ
na		 ハ
ha		 バ
ba		 パ
pa		 マ
ma		 ヤ
ya		 ャ
lya 		ラ
ra		 ワ
wa		 ヮ
lwa 		ン
n
l イ
i		 ィ キ
ki		 ギ
gi		 シ
si		 ジ
zi		 チ
ti		 ヂ
di		 ニ
ni		 ヒ
hi		 ビ
bi		 ピ
pi		 ミ
mi		 リ
ri
ㅜ ウ
u		 ゥ ク
ku		 グ
gu		 ス
su		 ズ
zu		 ツ
tu		 ヅ
du		 ッ ヌ
nu		 フ
hu		 ブ
bu		 プ
pu		 ム
mu		 ユ
yu		 ュ
lyu 		ル
ru		 ヴ
vu
ㅔ エ
e		 ェ ケ
ke		 ゲ
ge		 セ
se		 ゼ
ze		 テ
te		 デ
de		 ネ
ne		 ヘ
he		 ベ
be		 ぺ
pe		 メ
me		 レ
re
ㅗ オ
o		 ォ コ
ko		 ゴ
go		 ソ
so		 ゾ
zo		 ト
to		 ド
do		 ノ
no		 ホ
ho		 ボ
bo		 ポ
po		 モ
mo		 ヨ
yo		 ョ
lyo 		ロ
ro		 ヲ
wo		 ー
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ä Ä ö Ö ü Ü ß                
프랑스어
á à Á À é è É È ç Ç ê        
스페인어
à á Á é É í Í Ó ó Ú ú Ñ ñ ä Ä
Α Β Γ Δ Ε Ζ Η Θ Ι Κ Λ Μ  
Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω  
α β γ δ ε ζ η θ ι κ λ μ  
ν ξ ο π ρ ς σ τ υ φ χ ψ ω
À Á Â Ã Ä Å Æ Ç È É Ê Ë Ì Í Î Ï
Ð Ñ Ò Ó Ô Õ Ö Ø Ù Ú Û Ü Ý Þ ß  
à á â ã ä å æ ç è é ê ë ì í î ï
ð ñ ò ó ô õ ö ø ù ú û ü ý þ ÿ  
А Б В Г Д Е Ё Ж З И Й К Л М Н О П
Р С Т У Ф Х Ц Ч Ш Щ Ъ Ы Ь Э Ю Я  
а б в г д е ё ж з и й к л м н о п
р с т у ф х ц ч ш щ ъ ы ь э ю я  
ⅰ ⅱ ⅲ ⅳ ⅴ ⅵ ⅶ ⅷ ⅸ ⅹ Ⅰ Ⅱ Ⅲ Ⅳ Ⅴ Ⅵ Ⅶ Ⅷ Ⅸ Ⅹ
ㅥ ㅦ ㅧ ㅨ ㅩ ㅪ ㅫ ㅬ ㅭ ㅮ ㅯ ㅰ ㅱ ㅲ ㅳ ㅴ ㅵ
ㅶ ㅷ ㅸ ㅹ ㅺ ㅻ ㅼ ㅽ ㅾ ㅿ ㆀ ㆁ ㆂ ㆃ ㆄ ㆅ ㆆ
ㆇ ㆈ ㆉ ㆊ ㆋ ㆌ ㆍ ㆎ                  
′ ″ ℃ Å ￠ ￡ ￥ ¤ ℉ ‰ ＄ ％ Ｆ ￦ ㎕ ㎖ ㎗ ℓ ㎘ ㏄
㎣ ㎤ ㎥ ㎦ ㎙ ㎚ ㎛ ㎜ ㎝ ㎞ ㎟ ㎠ ㎡ ㎢ ㏊ ㎍ ㎎ ㎏    
㏏ ㎈ ㎉ ㏈ ㎧ ㎨ ㎰ ㎱ ㎲ ㎳ ㎴ ㎵ ㎶ ㎷ ㎸ ㎹ ㎀ ㎁    
㎂ ㎃ ㎄ ㎺ ㎻ ㎽ ㎾ ㎿ ㎐ ㎑ ㎒ ㎓ ㎔ Ω ㏀ ㏁ ㎊ ㎋    
㎌ ㏖ ㏅ ㎭ ㎮ ㎯ ㏛ ㎩ ㎪ ㎫ ㎬ ㏝ ㏐ ㏓ ㏃ ㏉ ㏜ ㏆    
± × ÷ ≠ ≤ ≥ ∞ ∴ ∠ ⊥ ⌒ ∂ ∇ ≡ ≒
≪ ≫ √ ∽ ∝ ∵ ∫ ∬ ∈ ∋ ⊆ ⊇ ⊂ ⊃ ∪ ∩ ∧
∨ ￢ ⇒ ⇔ ∀ ∃ ∮ ∑ ∏ ＋ － ＜ ＝ ＞      
  ก ข ฃ ค ฅ ฆ ง จ ฉ ช ซ ฌ ญ ฎ ฏ
ฐ ฑ ฒ ณ ด ต ถ ท ธ น บ ป ผ ฝ พ ฟ
ภ ม ย ร ฤ ล ฦ ว ศ ษ ส ห ฬ อ ฮ ฯ
ะ ั า ำ ิ ี ึ ื ุ ู ฺ         ฿
เ แ โ ใ ไ ๅ ๆ ็ ่ ้ ๊ ๋ ์ ํ ๎ ๏
᠀ ᠁ ᠂ ᠃ ᠄ ᠅ ᠆ ᠇ ᠈ ᠉ ᠊          
᠐ ᠑ ᠒ ᠓ ᠔ ᠕ ᠖ ᠗ ᠘ ᠙            
ᠠ ᠡ ᠢ ᠣ ᠤ ᠥ ᠦ ᠧ ᠨ ᠩ ᠪ ᠫ ᠬ ᠭ ᠮ ᠯ
ᠰ ᠱ ᠲ ᠳ ᠴ ᠵ ᠶ ᠷ ᠸ ᠹ ᠺ ᠻ ᠼ ᠽ ᠾ ᠿ
ᡀ ᡁ ᡂ ᡃ ᡄ ᡅ ᡆ ᡇ ᡈ ᡉ ᡊ ᡋ ᡌ ᡍ ᡎ ᡏ
발행년
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(예 : 2010-2015)
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'학술논문' 에서 검색결과 148건 | 목록 1~20
Speech units as an educational subject: STARS International University 259 Abstract: Teaching and learning are two basic processes underlying the activity of stu- dents and teachers nowadays. The learning process puts both parties toward each other, what it teaches, and what it takes, the teacher and the student. Today training students to teach themselves, and their education, equipping them with the skills of independent work with the most advanced methods of conscious, sustainable, active, and creative learning takes great importance. The purpose of this topic is to know the importance of usage of all skills during a lesson hour. The teacher is free to use a variety of methods and strategies for teaching and learning to suit the needs of students in different classes. He combines these methods during the learning process and adapts according to the increasing deve-lopment of linguistic competence and independence of student development, the consis-tency of this process. Teaching has at its center the method of communication, task-based methods, functional methods, and situations as real life, etc. These methods are realized through various strategies and techniques, according to language skills (listening, spea-king, reading, writing). Teachers and students collaborate on the organization of teaching and learning. To facilitate teaching/learning, the teacher finds efficient ways to organize communication activities and provides and suggests source materials for students. In con-temporary teaching, the teacher does not only play the role of teacher but also plays the role of supervisor. Together they establish cooperative relations in the process of learning. The teacher clarifies the students and takes their understanding of what happens in the classroom. This means clarifying the rules of the line of work and the responsibilities of students in the process of activities. The teacher suggests and provides the use of audiovi-sual means, electronic, and helps students to use various forms of information technology within and outside the classroom. It gives students the website in accordance with their age and educational requirements. In teaching, an hour should be applied to all four lan-guage skills strategies, but they escalate from level to level depending on the objectives. Setting the students in the spotlight makes the student participate actively in linguistic interaction, preparing them for a new phase of their education or being able to face the demands of the labor market. Keywords: Reading, writing, listening, speaking. Learning a language expresses progress skills in language such as Listening, Spe- aking, Reading and Writing. It (Language Skills) means the development of four basic skills. KHAMIDOVA IDODAKHON 2-nd year student of master’s degree Faculty of English Linguistics Namangan State University SPEECH UNITS AS AN EDUCATIONAL SUBJECT https://doi.org/10.47689/STARS.university-pp259-262 Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 260 Listening – semantic aspect of a language.Speaking – phonetic aspect of a language.Reading – phonetic-cum-graphic aspect.Writing – graphic aspect of a language English Teachers must know what each of these skills means and how to teach them effectively. This unit concentrates on four skills and the methods that can be accepted to help learners to enlarge the four skills. Teachers should set high stan-dards for an EFL classroom. They should work to create the necessary condition for students to learn effectively and reach the desired outcome. For the teaching of English to be successful, four skills, reading, listening, speaking, and writing should be integrated in an effective way. These skills should be addressed in a way that helps students meet the standards you set for them and develop their communi-cative competence gradually. This encompasses: listening and speaking: these two skills are highly interrelated and work simultaneously in real-life situations. So, the integration of the two aims at fostering effective oral communication. This integra-tion will assure real-life and purposeful communication. Reading and writing: they form a strong relationship with each other as skills. They are tools for achieving effective written communication. Students need opportunities to develop their re-ading and writing skills. Developing students’ competencies in reading and writing requires exposing students to gradually challenging reading materials and writing tasks. The aim is to make students read and write effectively. In fact, the integration of listening and speaking with reading and writing will make learners good listeners, speakers, readers, and writers so as to be able to com-municate effectively. The mastery of these skills is a gradual process. Teachers, for instance, should expose learners to gradually challenging tasks and material. When a teacher makes use of activities that have been specially designed to incorporate several language skills simultaneously (such as reading, writing, listening, and wri-ting), they provide their students with situations that allow for well-rounded deve-lopment and progress in all areas of language learning. Through daily activities, te-achers provide learners with opportunities to develop each skill: students listen (to the teacher use target language, to a song, to one another in a pair activity), speak (pronunciation practice, greetings, dialogue creation or recitation, songs, substitu-tion drills, oral speed reading, role play), read (instructions, written grammar drills, cards for playing games, flashcards) and write (fill-in-the-blank sheets, sentences that describe a feeling, sight or experience, a dialogue script, a journal entry). Reading is fun-way to a knowledge hunt. We read or see innumerable quotes and proverbs on reading. How far is it true? It is true indeed- reading brings wisdom. Through reading, we learn a lot and it is the most prominent language skill. But the fact of making a reading habit or being good at it is the question here. For now, stu-dents, adults, and even educators read very less. It is a well-known fact that when there were no televisions or computers or other forms of entertainment, reading was a primary leisure activity among the educated. People would spend hours rea-ding books and travel to lands far away or enjoy love, cherish victorious moments, and live history in their minds. The tragedy is that, with time, people have lost their skill and passion to read. Reading has declined among every group of people in today’s world of technology and entertainment. There are many other exciting and STARS International University 261 thrilling options available, aside from books. And that is a shame because reading of-fers a productive approach to improving language vocabulary and word power for example. When you possess a rich vocabulary, you listen better as you understand more; then you can write better with more words to choose from; obviously, you can speak better because of your intense word power. It is advisable to indulge in at least half an hour of reading a day to keep abreast of the various styles of writing and new vocabulary. Thus, the need to develop a habit to read is very important. Well, the skills will hopefully jump in automatically once the strong genuine habit has been established. The best and easiest approach is, however, to make a small effort to read a piece a day you will surely succeed. Students need a variety of experiences in writing, speaking, and listening. In scho- ol and in life, students face a diversity of circumstances that require language skills. For this reason, experience with a variety of reading, writing, and speaking activities in school can help learners acquire the skills they need to be successful. Students improve their formal speech when teachers provide insights on how to organize their ideas for presentation. They need practice in organizing their speech around problems and solutions, causes and results, and similarities and differences. After deciding about the best means of organization, they can practice speeches with another student or with the whole class. Teachers can also help students adapt their speeches and informal talks so as to correspond to the intended audience, the information to be communicated, and the circumstances of the occasion at which they will speak. Teachers can enable learners to present ideas to individual peers, peer groups, and entire classes of students. They can learn to speak on a subject of their own choosing or on teacher-assigned topics. Preparing for debates and par-ticipating in them help students to see both sides of various issues. Students may enjoy speaking about their personal experiences. When given this opportunity, they can benefit from instruction in the elements of good storytelling. Both teachers and students can provide suggestions for students’ speeches. In constructively critici-zing others, learners can learn to apply criteria for good speech and employ tactful social skills. In doing so, they can increase and improve their own speaking skills. Children, adolescents, and adults sometimes fear the challenge of sustained, for- mal speaking before large groups. Teachers can help reduce unrealistic fears by po-inting out how common they are among people and what to do about them. They can also help to reduce such fears by maintaining a friendly atmosphere in the class and providing opportunities for students to practice alone or with one other stu-dent and then before increasingly larger groups. Thus, students can practice spea-king in front of their peers who face the same situation. Students can practice pre-senting information, answering questions, and holding group discussions. Frequent classroom presentations and discussions enable teachers to diagnose and remedy problems. Students are less likely to be fearful and anxious and more likely to do well if they are well-prepared. Preparedness can be enhanced by in-depth mastery of the subject matter, appropriate organization, and rehearsing the presentation. Listening skills are essential for learning since they enable students to acquire insights and information, and to achieve success in communicating with others. Life within and outside school affords many listening opportunities, but some students fail to seize them because they let their minds wander or they may concentrate on what they want to say themselves rather than on what a speaker is saying. Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 262 Students listening skills may be enhanced and tested by asking them questions about what they have heard. They may be given practice in note-taking and could be asked questions about the facts and inferences that may be made from their notes. They can be taught to recognize the difference between the main points and incidental or less relevant ideas and information. Learners can also benefit from practice in recognizing the purpose of presentations and other information they hear. It can be useful if they are taught to set goals for what they want to learn from a presentation and to monitor how well they accomplish their goals. Students can be taught to listen selectively for specific kinds of information, such as the main purpose, the themes, the details, and any implications. They can even be tested for their ability to identify essential information in the presence of irrelevant material and distractions, as is the case in much of adult life. Writing is the final product of several separate acts that are hugely challenging to learn simultaneously. Teachers may present general guidelines for all writing, but specific types of writing, such as poems and essays, may require specific lessons. Students can benefit from practice at writing about the results of their own resear-ch, as well as expressing their own feelings and experiences. The writing strategies involved in each form usually require explicit teaching, frequent practice, and information given to students about their progress. Thus, parents may be able to supply their children with magazines, books, and other sti-mulating materials, as well as provide them with interesting experiences for joint discussion. Similarly, teachers may not only conduct skillful lessons but also stimu-late all students to become better writers and identify talented writers for special encouragement and lessons. Students may need to read good–even great–literature, that can serve as a mo- del for their own efforts to become better writers. Hearing and reading about the lives of great men and women writers and how they developed their talents may stimulate them. Direct contact with professional writers, such as novelists and news reporters, maybe inspirational. Inquiry and discovery also inspire great writing. Ha-ving topics that a person cares deeply about, as a consequence of personal interest and investigation, may prove decisive for fine writing and even lead to a life devo-ted to writing. Four skills activities in the language classroom serve many valuable purposes: they give learners scaffolded support, opportunities to create, contexts in which to use the language for exchanges of real information, evidence of their own ability (proof of learning), and, most importantly, confidence. References: 1. The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour. PhD Cand. Lorena Manaj Sadiku, Aleksander Xhuvani University Elbasan Al-bania 2. International bureau of education: Teaching speaking, listening and writing By Trudy Wallace, Winifred E. Stariha and Herbert J. Walberg. http://www.curtin.edu.au/curtin/dept/smec/iae.
Academic Journal
Idodakhon Khamidova
Современные тенденции инновационного развития науки и образования в глобальном мире. 1:259-262
Find it@PNU
Iron based catalysts from novel low-cost organic precursors for enhanced oxygen reduction reaction in neutral media microbial fuel cells
Academic Journal
Santoro C; Serov A; Stariha L; Kodali M; Gordon J; Babanova S; Bretschger O; Artyushkova K; Atanassov P.
Santoro, C, Serov, A, Stariha, L, Kodali, M, Gordon, J, Babanova, S, Bretschger, O, Artyushkova, K & Atanassov, P 2016, 'Iron based catalysts from novel low-cost organic precursors for enhanced oxygen reduction reaction in neutral media microbial fuel cells', Energy and Environmental Science, vol. 9, 2346. https://doi.org/10.1039/c6ee01145d
Full Text (RSC Gold) Open Access (OpenAIRE) Web of Science Scopus JCR 저널정보 Find it@PNU
Bupivacaine Dosing for Cesarean Delivery in Parturients of Short Stature: A Retrospective Case-Control Study.
Academic Journal
Lange EMS; is Associate Professor of Anesthesiology at Emory University School of Medicine, Atlanta, Georgia. Email: emlange@emory.edu.; Toledo P; is Professor of Anesthesiology at University of Miami Miller School of Medicine, Miami, Florida. Email: p.toledo1@miami.edu.; Stariha J; is an emergency medicine resident at Kendall Regional Medical Center, Miami, Florida. Email: jillianstariha@gmail.com.; LiMandri J; is a certified registered nurse anesthetist in the Department of Anesthesiology at Northwestern University Feinberg School of Medicine, Chicago, Illinois. Email: josephine.limandri@nm.org.; Morley D; is Chief CRNA in the Department of Anesthesiology at Northwestern University Feinberg School of Medicine, Chicago, Illinois. Email: dmorley@nm.org.; Nixon HC; is an Associate Professor of Clinical Anesthesiology and Section Chief of Obstetric Anesthesiology at the University of Illinois Chicago, Chicago, Illinois. Email: hnixon1@uic.edu.
Publisher: American Association of Nurse Anesthetists Country of Publication: United States NLM ID: 0431420 Publication Model: Print Cited Medium: Internet ISSN: 2162-5239 (Electronic) Linking ISSN: 00946354 NLM ISO Abbreviation: AANA J
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Childhood Precursors of Women's Artistic Eminence.
Academic Journal
Stariha, Winifred E.; Walberg, Herbert J.
Journal of Creative Behavior. 1995 29(4):269-282.
Web of Science Scopus JCR 저널정보 Find it@PNU
Childhood Precursors of Women's Artistic Eminence
Academic Journal
WINIFRED E. STARIHA; HERBERT J. WALBERG
The Journal of Creative Behavior. 29:269-282
Web of Science Scopus JCR 저널정보 Find it@PNU
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