Online ISSN: 2515-8260

Keywords : Emotions


Human Emotion Prediction – A Detailed Study

S. Magesh Kumar; Balasundaram A; Sasikumar A N; Sathish Kumar P J

European Journal of Molecular & Clinical Medicine, 2020, Volume 7, Issue 4, Pages 1991-2001

In the present focused world, an individual need to act astutely and find a way to create his abode in the challenge. The proportion of the adolescents to that of the senior individuals is nearly more and furthermore they subsidize concerning the advancement of the general public. This paper shows the strategy to remove feeling from the content at constant and add the articulation to the printed substance during discourse amalgamation by utilizing Corpus, feeling acknowledgment section and so on. Alongside the feelings acknowledgment from the human literary information the framework will investigate the different human body signals, for example, circulatory strain, EEG signals, vocal prosody to foresee the degree of gloom with the goal that reasonable treatment can be proposed utilizing Prediction calculation. In content examination, every single passionate catchphrase and feeling adjustment words are physically characterized. To comprehend the presence of test was done on set of printed sentences and primer standards composed for 34 unique feelings. These principles are utilized in a computerized technique that allocates passionate state esteems to words. These qualities are then utilized by discourse synthesizer to add feelings to discourse and info sentence. Pitch location calculation has been executed for pitch acknowledgment.

Enhancing student’s writing through pre-writing activities

AllanazarovaMamura Akhmedovna; AkhmedovaKhulkar Olimjonovna; DjuraevaKhosiyatkhon Khamidovna

European Journal of Molecular & Clinical Medicine, 2020, Volume 7, Issue 2, Pages 3118-3130

Writing is a complicated capability that provides communication between the people by
means of graphic signs. Like speaking, it is a productive skill; we record our messages to
convey them to the recipient.
Many writing initiatives have been discussed as ways to improve student writing.
However, in order for teachers to successfully teach writing, they must be exposed to a
variety of classroom-tested approaches (Williams J, 2012, p.89). Besides, teaching how to
write effectively is one of the most important life-long skills educators impart to their
students. When teaching writing, educators must be sure to select resources and support
materials that not only aid them in teaching how to write, but that will also be the most
effective in helping their students learn to write.
According to the ideas of Dan Kirby and Tom Liner (Inside Out: Strategies for Teaching
Writing, p.32) succeeding as a writing teacher requires a pragmatic awareness of
educational politics and the conflicts and questions within our discipline and a solid grasp
of public notions about how writing classes should look, what skills are most important for
students, and why writing might be useful or important. Public opinion often disagrees
with instructional practices that are informed by research and by teachers’ experiences with
students. They also mentioned that teaching writing is challenging; it may be one of the
toughest jobs a teacher faces. If we are teaching in a middle school or a high school
classroom, we know the depth of the challenges that large classes, students whose first
language isn’t English, or russian and excessive absences—as well as the challenges we
discussed previously—present for teaching and learning anything. Too many teachers
work in schools clogged with test-prep demands and follow-the-script teaching
expectations. It’s not much of a surprise, then, if some teachers try to avoid writing
instruction entirely while others adopt the latest ―Teach Writing Quickly!‖ off-the-shelf
product to make their lives a little easier. Effective teaching of writing takes time: time for
practice, time to share writing, time to complete pieces of writing, and time to respond to
and evaluate all of that writing. Many teachers are afraid of teaching writing precisely
because it takes lots of time, in class and out. To teach writing well, we don’t look some
place ―out there‖ for rules, formulas, and mimicry. We begin, instead, by teaching students
to attend to their inner language, to their individual sensations, perceptions, emotions,
incipient understandings, observations, and perspectives. Writing, like all other acts of
creation, develops from the inside out.
Last but not least, it should also be noted that teaching and learning to write can seem
complicated for both teachers and students, but with the huge contribution of writing
techniques and activities the writing classes are more likely to be intriguing and
motivating.