Thematische Bibliographien / Alumni and alumae

Auswahl der wissenschaftlichen Literatur zum Thema „Alumni and alumae“

Autor: Grafiati

Veröffentlicht am 27. Juli 2024

Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Alumni and alumae"

Flores Melero, Carmen. „La sordoceguera en la educación actual: la educación física como apoyo a la inclusión.“ Revista Internacional de apoyo a la inclusión, logopedia, sociedad y multiculturalidad 7, Nr. 1 (15.01.2021): 129–35. http://dx.doi.org/10.17561/riai.v7.n1.10.

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La educación inclusiva se ha caracterizado en su plenitud por la capacidad de adaptar e incrementar la participación de aquellos alumnos y alumnas con necesidades educativas especiales de cualquier índole. Al mismo tiempo esta educación inclusiva ha sido apoyada por diferentes áreas del currículum educativo actual, más concretamente el área de Educación Física ha sido una de que se han reestructurado, su profesorado se ha formado y han logrado tener éxitos con los alumnos y alumnas con necesidades educativas especiales. Tanto es así, que en ocasiones son capaces de, a través de la observación, darse cuenta de las necesidades que pueda tener un alumno o alumna. En gran parte, la sordera en niños y niñas ha sido un impedimento en muchas áreas, sin embargo, estos niños y niñas dicen sentirse realmente bien al ir a la clase de Educación Física, asimismo sucede con la ceguera. En estudio revisamos la bibliografía sobre la sordoceguera y la experiencia de la Educación Física y Especial en este tipo de diversidad funcional.

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Abu Talib, Zuraidah, Che Su Mustaffa und Syamsyul Anuar Ismail. „STRATEGIC COMMUNICATION OF ALUMNI CENTER, UNIVERSITI UTARA MALAYSIA: STRATEGIES TOWARD THE RELATIONSHIPS OF ALUMNI LOYALTY“. International Journal of Law, Government and Communication 7, Nr. 30 (31.12.2022): 280–97. http://dx.doi.org/10.35631/ijlgc.730023.

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Most alumni studies were studied with a theoretical background involving microeconomic strategies, charity contribution literature, management, marketing relations, marketing services, science education, and integrative approaches. Research in the field of communication strategy in determining alumni loyalty that is directly related to the field and theoretical communication is minimal. There is no empirical evidence from the point of view of strategic communication that proves the relationship between the university's efforts and alumni's contribution to the university. Some studies have suggested the application of customer relationship management in universities. Through customer relationship management, analysis of communication needs between the university, students, and alumni can be identified. Therefore, this paper aims to describe the communication strategy carried out by the University through the Alumni Center to establish good relations with the alumni. This study was carried out using a qualitative method which is interviews. An interview session was held with the Director of the Alumni Center, six former Directors, and an administrative officer who has served the Alumni Center for several years since its establishment. The results of the study found that various strategies have been carried out by the UUM Alumni Center that can be linked to communication strategies. These include the channel strategy, message strategy, branding strategy, collaboration strategy, and social marketing strategy. The results of this study contribute to strategic communication, considering that the fields of marketing management, economics, and educational science mostly pioneer the highlights of alumni research literature.

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Hershkovizt, Arnon, und Alona Forkosh-Baruch. „Teacher-student relationship and Facebook-mediated communication: Student perceptions“. Comunicar 25, Nr. 53 (01.10.2017): 91–101. http://dx.doi.org/10.3916/c53-2017-09.

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Studentteacher relationships are vital to successful learning and teaching. Today, communication between students and teachers, a major component through which these relationships are facilitated, is taking place via social networking sites (SNS). In this study, we examined the associations between studentteacher relationship and studentteacher Facebookmediated communication. The study included Israeli middle and highschool students, ages 1219 years old (n=667). Studentteacher relationships were compared between subgroups of students, based on their type of Facebook connection to their teachers (or the lack of such a connection); their attitudes towards a policy that prohibits Facebook connection with teachers; and their perceptions of using Facebook for learning. Regarding students' attitudes towards banning studentteacher communication via SNS and towards using Facebook for learning, we found significant differences between three groups of students: those who do not want to connect with their teachers on Facebook, those who are connected with a teacher of theirs on Facebook, and those who are not connected with a teacher of theirs but wish to connect. Also, we found significant associations between studentteacher relationship and studentteacher Facebookmediated communication. We argue that in the case of studentteacher Facebookmediated communication, there is a gap between students' expectations and inpractice experience. The key to closing this gap lies in both policy and effective implementation. La relación profesoralumno es crucial para un aprendizaje y una enseñanza exitosos. Actualmente, la comunicación entre alumnos y profesores –factor esencial que facilita estas relaciones– sucede a través de las redes sociales. En la presente investigación examinamos las asociaciones entre la relación alumnoprofesor y la comunicación alumnoprofesor mediatizada por las redes sociales. La muestra incluyó a alumnos israelíes de educación media y secundaria de 1219 años de edad (n=667). Se comparó la relación alumnoprofesor entre subgrupos de alumnos de acuerdo al tipo de conexión con sus profesores en Facebook (o la falta de conexión), sus actitudes hacia la prohibición de conexión por Facebook con los profesores, y sus percepciones acerca del uso de Facebook para el aprendizaje. Con respecto a las actitudes de los alumnos en relación a la prohibición de comunicación alumnoprofesor vía redes sociales, así como el uso del Facebook para estudiar, encontramos diferencias significativas en tres grupos de alumnos: aquellos que no se interesan por conectarse con sus profesores en Facebook, aquellos que se conectan con sus profesores en Facebook, y aquellos que no están conectados con sus profesores, pero que desean hacerlo. Encontramos asociaciones significativas en la relación alumnoprofesor y la comunicación alumnoprofesor mediatizada por Facebook. En esta última existe una brecha entre las expectativas del alumno y la experiencia práctica. La clave para cerrar esa brecha se basa en las normas y la implementación efectiva.

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Srinivasan, K. S. „Alumen und Alumina in den Repertorien“. Zeitschrift für Klassische Homöopathie 43, Nr. 02 (30.03.2007): 74–75. http://dx.doi.org/10.1055/s-2006-938731.

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Veiga-Río, Emilio J., und Eduardo Rodríguez-Machado. „A implicación da comunidade na mellora da convivencia escolar: o procedemento conciliador“. Revista de Estudios e Investigación en Psicología y Educación, Nr. 02 (21.10.2015): 065. http://dx.doi.org/10.17979/reipe.2015.0.02.587.

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A recente publicación do D. 8/2015 do 8 de xaneiro, polo que se desenvolve a Lei 4/2011, do 30 de xuño, de convivencia e participación da comunidade educativa en materia de convivencia escolar. Así pois queremos destacar unha das ferramentas básicas que debemos desenvolver hoxe en día na maioría de centros educativos. Son os procedementos conciliadores instrumentos que pretenden favorecer a implicación e o compromiso do alumno ou alumna corrixido/a e da súa familia no caso de outras medidas preventivas aplicadas con anterioridade non teña sortido o efecto buscado.

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Enihe Victor Omopariola, Raphael. „Alumni Portal System for Nigerian Universities (A Case Study)“. International Journal of Science and Research (IJSR) 12, Nr. 2 (05.02.2023): 1047–55. http://dx.doi.org/10.21275/sr23217134355.

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Alshaykha, Ali Mustafa Ali, Shahad Al-yousif, Diadeen Ali Hameed und Alaa Khalaf Hamoud. „Overcoming Unemployment of Computer Science Alumni through Mobile Apps Utilization“. Webology 19, Nr. 1 (20.01.2022): 3192–211. http://dx.doi.org/10.14704/web/v19i1/web19211.

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Mobile phones are considered extremely crucial for their daily usage due to their unique features such as mobility, availability, and compatibility. Moreover, the need for mobile apps periodically increases in terms of the variety of end-users as well as mobile platforms. Iraq is an emerging country concerning the development and requirements of mobile apps. There are numerous challenges faced by this trend on mobile phone app requirements, development, and usage. Consequently, the major consideration is how to build a suitable mobile app that can be adopted, adapted, and customized according to Iraqi market requirements. An essential fact worth mentioning is the increase in unemployed computer departments alumni in Iraq. Those who can develop mobile apps and software need to recruit suitable candidates. The purpose of this article is to develop a customized flight booking mobile application to partially reduce and solve the problem of unemployed computer alumni. The target of this application is to reduce time and effort for passengers and offer unique features. The developed application is the adoption of previous applications and the improvement of their inadequacies. By following a six-phase methodology to set a procedural technique for optimizing the use of the mobile application as a source of revenue for unemployed alumni as well as being beneficial for the customer. The validation and verification of the proposed application of this current research are done by evaluating and executing the mobile application. The results of this paper meet the main objective, where, the special features have been implemented and tested. In addition, the application has been installed on mobile phones and tested. Furthermore, the income from this application is obtained through purchasing it or subscribing to it for a specific duration. We encourage researchers as well as alumni who are targeted in this field to be attentive to cutting-edge technology and advancement and the concept of this paper.

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Farias, Wandercleydson Pereira de, und Isabel Lausanne Fontgalland. „Participação de um consórcio de alumínio no Brasil: um estudo de caso sobre ações sustentáveis“. E-Acadêmica 2, Nr. 2 (14.08.2021): e072230. http://dx.doi.org/10.52076/eacad-v2i2.30.

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A Alumar (Consórcio de Alumínio do Maranhão S.A.), instalada em São Luís, é uma empresa formada por um consórcio entre as mineradoras transnacionais Alcoa, Rio Tinto e South32. É uma das maiores produtoras de alumina do mundo, e uma das maiores empresas instaladas no Maranhão. Era também uma grande produtora de alumínio, mas as atividades com o metal foram encerradas em março de 2015. A Alumar sempre esteve presente na vida econômica, social e cultural no estado. Investimentos, parcerias, pesquisas, geração de emprego e renda, qualificação profissional e ações sustentáveis na fabricação da alumina deram à Alumar, ao longo dessas quatro décadas, seu caráter de liderança no segmento. De maneira ativa e participativa, a Alumar conquistou excelência operacional por meio do absoluto respeito pela vida, diversidade, meio ambiente e sustentabilidade, além de intensa participação nas comunidades com foco nas áreas da educação, geração de emprego e renda e engajamento. O presente estudo de caso, tem por objetivo apresentar as principais características da trajetória deste consórcio e a sua importância para o desenvolvimento industrial local.

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Naranjo Flores, Gabriela Begonia. „Trayectoria escolar de una alumna con sordera en una primaria rural mexicana: generando posibilidades de aprendizaje y desarrollo“. Horizontes 36, Nr. 3 (07.12.2018): 9–23. http://dx.doi.org/10.24933/horizontes.v36i3.688.

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Se presenta un estudio etnográfico que aborda las condiciones de escolarización de una alumna con sordera en una escuela primaria rural mexicana. Entrevistas con su maestra y la Directora, permiten reconstruirla trayectoria escolar de la alumna, mientras que la observación y videograbación de clases de ciencias naturales, brindó un acercamiento alas interacciones sociales y académicas que establece. Desde un andamiaje teórico que recupera la perspectiva histórico-cultural de Vigotsky, el análisis de datos sobre esa trayectoria muestra la producción de diferentes condiciones para la atención educativa de la alumna y sus efectos en sus posibilidades de desarrollo y aprendizaje.

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Garrido García, Alicia. „De niñas a maestras. La educación emocional en la escuela rural femenina en el desarrollismo español (1957-1975)“. Investigaciones Feministas 13, Nr. 1 (15.06.2022): 253–66. http://dx.doi.org/10.5209/infe.76430.

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Introducción y Objetivo. El principal objetivo de este artículo es reconstruir el estudio de las emociones en el desarrollismo español (1957-1975) a través de la historia oral de alumnas procedentes de una escuela rural que, posteriormente, se convirtieron en maestras. Metodología. El estudio, de carácter local, se sitúa en el pueblo de Madrigueras (Albacete). Hemos optado por el enfoque cualitativo, concretamente por el método histórico-educativo, enmarcado en el paradigma de la nueva Historia Cultural y Social. A partir del análisis de contenido, hemos realizado entrevistas en profundidad y complementado esa información con el análisis de los manuales y los libros de lectura usados por las alumnas en esta época, así como con documentación del archivo local del Ayuntamiento de Madrigueras. Con esta investigación pretendemos, además, indagar en las características de aquella escuela rural; analizar las figuras de la maestra y de la alumna; asimilar el tratamiento emocional que se vivió en las aulas; y comprender la motivación que impulsó a estas alumnas a cambiar la manera de educar cuando se hicieron maestras. Resultados y Conclusiones. El tratamiento emocional experimentado en las aulas determinó el modo en que buscaron renovarse, seguir formándose y crear afectos con su alumnado cuando pusieron en marcha sus propias prácticas docentes.

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Dissertationen zum Thema "Alumni and alumae"

Knoesen, Evert Philip. „NMMU alumni as non-donors : why NMMU alumni do not become donors to the institution“. Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1432.

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This project investigates why alumni do not become donors to the Nelson Mandela Metropolitan University. Interviews with non-donors created the opportunity for an in depth qualitative examination of the motivating process that led these non-donors to abstain from giving. This study used the Van Slyke and Brooks (Van Slyke & Brooks, 2005) model of alumni giving and the Schervish (Schervish, The spiritual horizon of philianthropy: New directors for money and motives, 2000) supply side theory of philanthropy, which has been successfully applied in similar studies (Wastyn, 2008), to provide the conceptual framework. This framework maintains that donors and non-donors differ in that the manner in which they socially construct their university experience in creating their own realities. This constructed reality becomes the filter through which non-donors pass requests for financial support (whether direct or indirect) from the institution. The study revealed that at NMMU factors including generic donor behaviour among alumni, the status of current non-donors as being mostly past donors to their respective constituent institution, attitudes toward the institutional reputation (or aspects thereof) of the NMMU, identified obstacles to engagement, pervasive negative attitudes to institutional giving and alumni support for commercialised but not tiered giving activities, can play a major role in restructuring the manner in which non-donor alumni should be approached. The study demonstrates the need to include non-donors in research that explores alumni giving to the university. It confirms the distinct impact of the abnormally distributed demographic characteristics of this university and confirms that examining the impact of these characteristics and experiences cannot be effectively done by simply relying on one or two simple variables. Being a management project, 13 (thirteen) distinct categories of management recommendations are made, ranging from strategy development, through accounting and budgeting practice, to proposing specific revenue generating initiatives. The study concludes with the view that Alumni can and should be able to make a notable contribution to the revenue of the university and in so doing, contribute to the sustainability of the pro-social transformation process of the Nelson Mandela Metropolitan University.

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Hummel, Ruth, und University of Lethbridge Faculty of Arts and Science. „Factors influencing alumni connection and commitment“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, c2010, 2010. http://hdl.handle.net/10133/2480.

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The purpose of this exploratory, mixed method study was to examine factors in students‟ university experiences that affected their future alumni engagement with their university. A web-based survey instrument was administered to 1,139 University of Lethbridge bachelor‟s degree holders who graduated during the University‟s first 40 years (1967 to 2007). Results indicate that the foundation for alumni engagement is set early in the student experience and is particularly affected by the nature of the relationships the student has with the institution. Alumni who were engaged as students were more likely to become engaged alumni through volunteer or donor activity. The higher alumni rated their satisfaction with factors present in their student experience and alumni relationship, the higher the likelihood that they stayed connected with and demonstrated their commitment to their alma mater. Recommendations for further research and for designing student and alumni engagement strategies are provided.
xiv, 195 leaves ; 29 cm

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Geswindt, Paul Gustav Garnett. „The role alumni can play in the development of disadvantaged schools“. Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1012202.

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The majority of South African public schools are not performing well considering the overall learner success rates in specifically so called disadvantaged schools. Many factors contribute to this situation, however, all education stakeholders contribute in some way to the success or failure of schools. In this regard alumni of disadvantaged schools in South Africa have not played an active role in supporting their alma maters. This research sought to identify the various roles alumni can play in the development of disadvantaged schools. As innovative strategies to the public education crisis in South Africa are required, one such strategy is to involve a neglected stakeholder group such as alumni to share their skills and resources towards improving the different aspects of school development. There are very few examples of functioning alumni associations at previously disadvantaged schools in the Eastern Cape. Sharing information on a study of two selected schools with already established alumni associations could be of value to other schools in the establishment of their own alumni associations in order to support school improvement and development initiatives. Therefore, based on the findings of this study and from evidence in literature, the researcher concludes that alumni associations can play a meaningful role in developing and transforming disadvantaged schools in a young and developing democracy as in the case of South Africa. This study looked at, amongst other aspects, at the roles and contributions that alumni may play in the development of their alma maters and finally offer guidelines in the establishment of alumni associations.

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McLaughlin, Linden D. „Graduate Professional Training in Christian Education at Dallas Theological Seminary and Alumni Perceptions of Program Quality“. Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3128/.

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This study assessed the quality of graduate professional training in Christian education at Dallas Theological Seminary (DTS) in terms of the perceptions of program alumni. The subjects of the investigation were 780 alumni who graduated from DTS between 1984 and 2000. The Christian Education program was assessed utilizing Daniel Stufflebeam's CIPP model and alumni data collected from a survey instrument. A response rate of 65% (N=504) was achieved. The research procedure employed a non-experimental design methodology for the quantitative component and open-ended questions for the qualitative component. Most results were statistically significant at the .05 alpha level utilizing chi-square goodness-of-fit tests.

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Fong, Wai-shan Vanessa, und 方蔚珊. „Uncommon women, uncommon choices: Mount Holyoke College alumnae in Hong Kong and their choices, experiencesand outcomes of attending a women's college“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178192.

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Perhaps in the majority of higher education institutions, women’s issues no longer register as being a significant and important area of research. Perhaps the value of a women’s college is the culture of these institutions where women’s voices matter, where resources are focused on women and where issues related to women are always a part of the agenda. This in itself makes women’s colleges a fascinating topic of study. The aim of the study was to understand why Mount Holyoke College alumnae based in Hong Kong chose to attend Mount Holyoke, their experiences while at Mount Holyoke and how it has affected them in terms of further education and their careers. My research had several sub-themes and the literature reviewed was also in separate categories. I looked at the history of women’s colleges in the United States, as well as the changing patterns of enrollment and recent history of women’s colleges in the United States. Women’s colleges comprise a very small number of institutions in the United States and as many are liberal arts colleges, can be seen as a sub-group of liberal arts colleges. I therefore reviewed literature on liberal arts colleges as well to situate that in the broader picture of higher education in the United States. I could not neglect looking at women’s colleges around the world, as they are crucial in understanding the role women’s colleges in the United States have played. By framing my research using ‘centers’ and ‘peripheries’, I sought to explore some of the contributions that women’s colleges in the United States have played, whether as the ‘center’ or the ‘periphery’ institutions.
published_or_final_version
Education
Master
Master of Education

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Stuart-Stubbs, Megan. „Survey of the graduates in adult education (1960-1988) at the University of British Columbia“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31141.

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Those who enter into graduate study bring with them a diverse array of needs and interests. Graduate programmes are called upon to meet these needs and in endeavoring to do so,institutions providing training must look at the increasing diversity of the field. One way to do this is to determine what graduates of professional training do as practicing adult educators. This study was designed to answer some of the questions regarding the impact of a degree for men and women in adult education on their career paths, job mobility, income levels, and so on. In this study, current patterns in career development of adult educators and trends in the field of adult education were profiled by surveying 1960 through 1988 graduates of the Adult Education Programme at the University of British Columbia. The study examined occupational placement of graduates and the factors determining their mobility. As well, the relationship between training and work activities was explored. Further, graduates described their learning needs which were examined in terms of their work activities. The nature and degree of their participation in continuing professional education were examined. In addition, the reasons for initial enrollment in the programme were investigated. One of the major facets of the study was to discover the differences, if any, between men and women in many areas of career development. The following general research questions were pursued: 1) What reasons do graduates give for their participation in the adult education programme? 2) Do men and women share a similar education and occupation profile? 3) In what way has self-assessed occupational prestige changed over time? 4) Do graduates of the five Adult Education Programmes (Diploma, M.Ed., M.Sc., M.A., and Ed.D.) perform different occupational functions in their present work? 5) What factors influence occupational mobility? and 6) Are there relationships between present occupational activities, self-perceived quality of training in specified occupational activities and self-reported need to continue learning in these activities? Respondents (approximately half of all graduates) were typically female (59.2%), age 39 on graduation. She had worked four and a half years in adult education prior to entry in the programme and was motivated to participate in the programme to increase her chances of professional advancement. She took less than three years to complete her degree and has held three jobs since graduation. She works full-time in a position where administration or management is the primary function and considers her opportunities for occupational mobility as average or high. She earns $46,000 per year (1988). In general, respondents cited reasons related to professional advancement as their motivation for participation in the programme. Women and men tended to be similar in their educational and occupational profile, which was unanticipated in examining previous research. However, a significant discrepancy was found in the annual income earned by women and men working in adult education positions. This discrepancy was not evident between men and women working outside of the field. Generally, self-assessed occupational prestige increased over time, though the biggest jump was seen in the period since graduation. Graduates of the five departmental programmes weighed similarly, though not identically, the amount of time spent in fourteen specified occupational activities. Very few occupational, educational, or demographic factors seemed to influence occupational mobility, except age at graduation. There seemed to be a weak relationship between occupational functions performed by graduates at the time of the survey, their assessment of the programme in preparing them to perform these functions, and the self-reported need to continue their education in these specified functions.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Miller, John David. „A study of alumni follow-up practices in accredited postsecondary institutions in the Commonwealth of Virginia“. Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10192006-115558/.

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Croke, Sandy. „Alumni follow-up study“. Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004crokes.pdf.

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Blackstone, Warren J. (Warren Jay). „A Comparative Analysis of College Academic Achievement between Graduates of Public and Private High Schools: a Study of the Freshman GPA“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278419/.

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This study reviewed the literature on the struggle for equal educational opportunity of the 1960s and 1970s, the reform movement of the 1990s, the public/private school debate of the 1980s and 1990s, the issue of school choice in the 1990s, and a brief history of private schools. The literature revealed that since the Supreme court's ruling, in 1954, on the unconstitutionality of separate-but-equal public schools and decisions on the separation of church and state, during the 1960s and 1970s, the number of and enrollment in private and parochial schools have grown steadily. This study was conducted on a sample of 14,242 students attending 17 colleges (15 private colleges and 2 public universities) to determine if there was a difference in their academic performance (GPA) at the end of their freshman year. The independent variables of the study were the size of the student's secondary school graduating class, the religious affiliation of the secondary school, the gender enrollment pattern of the secondary school, and the residential pattern of the secondary school. In addition, using the student's SAT score, an analysis was conducted to determine whether or not the student's first-year college GPA exceeded their GPA predicted by the SAT.

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Steinebach, Mario, und Katharina Thehos. „Newsletter für Freunde, Absolventen und Ehemalige der Technischen Universität Chemnitz 2/2015“. Universitätsbibliothek Chemnitz, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-171150.

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Bücher zum Thema "Alumni and alumae"

AALS Section on Institutional Advancement. The AALS Section on Institutional Advancement survey of law school development. Newark, N.J: Skinder-Strauss Associates, 1999.

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Catholic High School (Sibu, Sarawak), Hrsg. Shiwu gong jiao zhong xue =: Catholic High School 2007. [Sibu, Sarawak, East Malaysia]: Catholic High School, 2007.

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Catholic High School (Sibu, Sarawak). 2009 nian Shiwu gong jiao zhong xue xiao kan. [Sibu, Sarawak, East Malaysia]: Shiwu gong jiao zhong xue, 2009.

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Catholic High School (Sibu, Sarawak). 2008 nian Shiwu gong jiao zhong xue xiao kan. [Sibu, Sarawak, East Malaysia]: Shiwu gong jiao zhong xue, 2008.

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Sondhi, Aditya. Unfinished symphony: A tribute to Bishop Cotton Boys" School, Bangalore. New Delhi: Penguin Enterprise, 2003.

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N.Y.). Society of the Alumni Sloane Hospital for Women (New York. Sloane Hospital for Women Columbia-Presbyterian Medical Center Centennial 1898-1998 Alumni Directory. New York: [Sloane Hospital for Women, Society of the Alumni], 1998.

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N.Y.). Society of the Alumni Sloane Hospital for Women (New York. Sloane Hospital for Women Columbia-Presbyterian Medical Center 1999 Alumni Directory. New York: [Sloane Hospital for Women, Society of the Alumni], 1999.

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Ziering, Anna. Testament. [New York, N.Y: Barnard College], 2011.

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Selden, William K. Going back: The uniqueness of reunions and P-rades at Princeton University. Princeton: Princeton University, 1999.

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Kenyatta University. Directorate of Alumni and Outreach Programmes. Strategic plan, 2008-2015. Nairobi: Kenyatta University, Directorate of Alumni Programmes, 2008.

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Buchteile zum Thema "Alumni and alumae"

Hänggi, Simon. „Alumni“. In 4Kurt, 74–75. Basel: Birkhäuser Basel, 2007. http://dx.doi.org/10.1007/978-3-7643-8489-0_10.

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Engelhard, Gilbert, Florian Olloz, David Pflüger und Roland Schmid. „Alumni“. In 4Kurt, 90–91. Basel: Birkhäuser Basel, 2007. http://dx.doi.org/10.1007/978-3-7643-8489-0_12.

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Giuliani, Nica, und Andrea Gsell. „Alumni“. In 4Kurt, 104–5. Basel: Birkhäuser Basel, 2007. http://dx.doi.org/10.1007/978-3-7643-8489-0_15.

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Gossolt, Marcus. „Alumni“. In 4Kurt, 132–35. Basel: Birkhäuser Basel, 2007. http://dx.doi.org/10.1007/978-3-7643-8489-0_17.

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Zuberbühler, Corina, und Christof Bigler. „Alumni“. In 4Kurt, 154–55. Basel: Birkhäuser Basel, 2007. http://dx.doi.org/10.1007/978-3-7643-8489-0_21.

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Tuan, Cynthia. „Alumni“. In 4Kurt, 178–79. Basel: Birkhäuser Basel, 2007. http://dx.doi.org/10.1007/978-3-7643-8489-0_26.

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Hueber, Karin, Dagmar Heppner und Kilian Rüthemann. „Alumni“. In 4Kurt, 26–31. Basel: Birkhäuser Basel, 2007. http://dx.doi.org/10.1007/978-3-7643-8489-0_6.

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Ammann, Diana. „Alumni“. In 4Kurt, 56–57. Basel: Birkhäuser Basel, 2007. http://dx.doi.org/10.1007/978-3-7643-8489-0_8.

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Müller, Michael. „Alumni“. In Practical JSF in Java EE 8, 265–74. Berkeley, CA: Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3030-5_24.

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Marquardt, Uwe. „Alumni- und Alumnae-Vereinigungen der Soziologie / Sozialwissenschaft. Anschriften“. In Was werden mit Soziologie, herausgegeben von Wolfram Breger und Sabrina Böhmer. Berlin, Boston: De Gruyter, 2007. http://dx.doi.org/10.1515/9783110508062-026.

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Konferenzberichte zum Thema "Alumni and alumae"

Jadhav, Swati, Maitri Vibhute, Sagar Mohite, Dakshata Wasnik, Pratik Yeole und Vineeth Naitam. „AlumNet: A Donation Platform for Alumni“. In 2023 International Conference on Signal Processing, Computation, Electronics, Power and Telecommunication (IConSCEPT). IEEE, 2023. http://dx.doi.org/10.1109/iconscept57958.2023.10170389.

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Rath, Biswajit. „FACETS OF BIOTECHNOLOGY“. In Alumni Meet 2017. NEWREDMARS EDUCATION PVT LTD, 2017. http://dx.doi.org/10.28921/nrme.sc.1.2017.120.

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Barros, Reviu. „EVALUACIÓN DEL APRENDIZAJE: IMPLICACIONES PARA LA PRÁCTICA PEDAGÓGICA DEL PROFESOR“. In Semana Online Científica de Educação. CONGRESSE.ME, 2021. http://dx.doi.org/10.54265/trbi4112.

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ABSTRACTO La evaluación de los aprendizajes en el ámbito escolar es un tema que suscita constantes reflexiones en el ámbito de la investigación académica en general. Así, la práctica evaluativa genera implicaciones y desafíos que permean y son parte del trabajo del docente, requiriendo que este profesional replantee su práctica pedagógica. Este artículo tiene como objetivo reflexionar sobre las prácticas de evaluación y sus implicaciones. Comprender y verificar si las actividades planificadas y por el profesor, motivan al alumno a construir realmente un conocimiento significativo. La evaluación como recurso inseparable de la práctica pedagógica es necesaria para apoyar al docente en la conducción del proceso de aprendizaje del alumno, y corroborará el diagnóstico de lo que el alumno sabe y aprendió en las distintas estrategias de evaluación. Por tanto, la práctica de evaluar requiere que el docente domine y reflexione sobre los conocimientos, herramientas adecuadas para el uso de estrategias que incorporen el objetivo adecuado, para lograr el éxito en el proceso de enseñanza y aprendizaje de los estudiantes. En este aspecto, la escuela, como institución o comunidad social, requiere de un hilo dialógico en las relaciones entre docentes, alumnos y comunidad para vivir los procesos educativos. Y, estas relaciones dialógicas dentro del universo educativo, ya sea formal o no formal, agregarán valores y resultarán en el comportamiento de otros individuos en términos de educación en general. PALAVRAS-CHAVE: Docente/Alummo Evaluciación de Aprendizaje Prácticas Pedagógicas

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Webster, Ariel. „Student Alumni Networking“. In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3372560.

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Nair, Sandeep, Anupam Kumar, Miten Sampat, Jason Chong Lee und D. Scott McCrickard. „Alumni campus tour“. In the 44th annual southeast regional conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1185448.1185558.

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Rubens, Neil, Martha Russell, Rafael Perez, Jukka Huhtamaki, Kaisa Still, Dain Kaplan und Toshio Okamoto. „Alumni network analysis“. In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773200.

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Soriano, J., E. Gómez, E. Jr Cabrera und V. Espert. „Desarrollo de una herramienta web para el entrenamiento y autoevaluación de alumnos de ingeniería“. In IN-RED 2017: III Congreso Nacional de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/inred2017.2017.6752.

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La resolución de ejercicios por parte del alumno y la evaluación individual de estos ejercicios resulta compleja cuando se trabaja con asignaturas técnicas con un elevado número de alumnos. La dificultad de generar gran número de ejercicios y al mismo tiempo mantener al alumno motivado durante todo el proceso de resolución, hace que pocas veces estas actividades sean adecuadamente aceptadas por los alumnos. Sin embargo, el potencial de estas actividades no es nada despreciable, la posibilidad de aportar un feedback en tiempo real al alumno cuando éste resuelve sus ejercicios favorece la asimilación de conceptos teóricos vistos en clase. En este trabajo se presenta los resultados obtenidos con una herramienta informática diseñada exclusivamente para el entrenamiento de alumnos en un determinado tipo de ejercicios y su posterior evaluación. La herramienta se ha utilizado durante 4 cursos académicos consecutivos, en la asignatura de Mecánica de Fluidos de Grado en Ingeniería en Tecnologías Industriales de la UPV, y ha permitido evaluar a un total de 1.622 alumnos. Palabras clave: evaluación, ejercicio práctico, entrenamiento, ingeniería, automatización

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Al-Hathal, Turfa Awrans, Lolwa Al-Ghazal, Banan Mukhalalati, Ahmed Awaisu, Alla El-Awaisi, Fatima Mraiche, Mohammad Diab, Derek Stewart und Sara Elshami. „Examination of Job Satisfaction, Achievements, and Employment Preparedness among College of Pharmacy Alumni: A Study From Qatar“. In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0127.

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Background: Job satisfaction in healthcare is of special interest as has a direct relation with the quality of care provided to patients. It is affected by several factors including the nature of the work, level of educational preparedness and achievements. Objectives: This study aims to explore College of Pharmacy - Qatar University (CPH-QU) alumni’s satisfaction with employment and the profession, level of educational preparedness and achievements in the practice. Methods: A sequential exploratory mixed-method designs was adopted. Seven Focus Group (FG) discussions were performed and a self-reported survey distributed to all alumni graduated between 2011-2020. Results: A total of 135 alumni answered the survey (response rate 63%). Majority of respondents were non-Qatari (97%) and 52% of them were recent graduates and obtained doctor of pharmacy (PharmD) as an additional degree (58%). The study findings suggest that CPH alumni are moderately satisfied with the practice and the profession, and Qatari alumni are more satisfied. However, majority of them (44.55%) are not satisfied with the available opportunities for professional development. The level of satisfaction about achievements was significantly high only in the field of research and presentation activities. A general agreement about the level of educational preparedness was dominant, especially in clinical knowledge and skills and experiential training they received. Conclusion: The overall satisfaction about workplace and the profession in CPH-QU alumni is moderate and higher among Qatari graduates. Alumni agreed that they were well prepared to meet the practice requirements and mostly satisfied in achieving research and presentation related activities.

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Shannon, Christine A., James Kiper, Samuel A. Rebelsky und Janet Davis. „Engaging CS Alumni from Afar“. In SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2839509.2844662.

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Sanusi, Dange Mubarak, Nursuraya Shazlin Sujairi, Syaheerah Lebai Lufti, Azmien Ielia Mohd Kharunizan und Sharifah Darweena Syed Ahmad Amir Feisal. „An Interactive Alumni Tracking Dashboard“. In 2023 6th International Conference on Applied Computational Intelligence in Information Systems (ACIIS). IEEE, 2023. http://dx.doi.org/10.1109/aciis59385.2023.10367325.

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Berichte der Organisationen zum Thema "Alumni and alumae"

Ramsberger, Peter F., Jeffrey D. Barnes und Ani S. DiFazio. The Army Alumni Survey. Fort Belvoir, VA: Defense Technical Information Center, November 1995. http://dx.doi.org/10.21236/ada306288.

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Pestano Rodríguez, José Manuel, und María A. Gabino Campos. Estrategias de comunicación en las organizaciones de alumni. Communication strategies in alumni organizations. Revista Internacional de Relaciones Públicas, Dezember 2011. http://dx.doi.org/10.5783/rirp-2-2011-04-61-77.

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Sass, Christopher, und Wes Griffith. University of Kentucky College of Agriculture Alumni Plaza. Landscape Architecture Foundation, 2015. http://dx.doi.org/10.31353/cs0990.

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Meer, Jonathan, und Harvey Rosen. Altruism and the Child-Cycle of Alumni Giving. Cambridge, MA: National Bureau of Economic Research, Juni 2007. http://dx.doi.org/10.3386/w13152.

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Li, Yusi. Analysis of Alumni-Giving Behavior With MCMC Method. Ames (Iowa): Iowa State University, Januar 2021. http://dx.doi.org/10.31274/cc-20240624-204.

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Nogami, Glenda Y., Julie Colestock, Terry A. Phoenix, Robert C. White und Jr. U.S. Army Senior Service College Fellows Alumni Survey 1990. Fort Belvoir, VA: Defense Technical Information Center, September 1991. http://dx.doi.org/10.21236/ada242096.

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Meer, Jonathan, und Harvey Rosen. Does Generosity Beget Generosity? Alumni Giving and Undergraduate Financial Aid. Cambridge, MA: National Bureau of Economic Research, Februar 2012. http://dx.doi.org/10.3386/w17861.

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Juanda, Angga. PENGARUH GAYA KEPEMIMPINAN TERHADAP KOMPETENSI PADA LBB ALUMNI PANDAWA PAMULANG. Lembaga Kajian Demokrasi dan Pemberdayaan Masyarakat, März 2019. http://dx.doi.org/10.33753/madani.v2i1.30.

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Nogami, Glenda Y., Julie Colestock und Terry A. Phoenix. U.S. Army War College Alumni Survey: Graduates from 1983 - 1989. Fort Belvoir, VA: Defense Technical Information Center, Januar 1989. http://dx.doi.org/10.21236/ada242159.

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Gildea, Jennifer. Alumni Spotlight: Jennifer Gildea Penn State Industrial & Manufacturing Engineering Society. Office of Scientific and Technical Information (OSTI), Januar 2022. http://dx.doi.org/10.2172/1843155.

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