Thematische Bibliographien / University confidence

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Auswahl der wissenschaftlichen Literatur zum Thema „University confidence“

Autor: Grafiati

Veröffentlicht am 30. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "University confidence"

Igawa, Jennifer, und Douglas Forrester. „University in English? Questions of Confidence“. Language Teacher 40, Nr. 6 (01.11.2016): 9. http://dx.doi.org/10.37546/jalttlt40.6-3.

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This paper reports on an investigation into the low application rates of students at a Japanese public high school with an international studies curriculum to English-medium university programs in Japan. The study examines one potential reason for low application rates among students who have expressed interest in such university programs. An examination of confidence in the four basic skill areas, and specifically in respect to participation in such programs, shows that these students had lower confidence in their speaking skills relative to their listening, reading, and writing skills. The questions that arise from this research, including whether or not confidence levels influence application rates, are meaningful not only for universities offering English-medium curricula, but also for primary and secondary school educators. 本論文では、ある公立高校国際学科の生徒の、全授業を英語で行う日本の大学の学部に対する出願率が低いことに関する調査を報告する。本調査では、英語で授業を行う学部への生徒の関心が高いにもかかわらず、出願率が低い潜在的理由について分析を行った。上述の学部での授業に必要となる英語の４技能に関して、生徒の自信レベルを調査したところ、リスニング、リーディング、ライティングのスキルに比べて、スピーキングスキルに対する自信が低いという結果が示された。本調査結果から示唆される課題は、生徒の自信レベルが出願率に影響を与えるかという問題にとどまらず、英語によるカリキュラムを実施する大学及び、小、中、高校の教育関係者にとっても非常に重要である。

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Lanier, A. B., M. A. Collins, B. Goldfine, J. A. Beck und M. V. Nahas. „EXERCISE CONFIDENCE AND PROFILES OF URBAN UNIVERSITY STUDENTS“. Medicine & Science in Sports & Exercise 35, Supplement 1 (Mai 2003): S188. http://dx.doi.org/10.1097/00005768-200305001-01044.

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Sander, Paul, und Jesús de la Fuente. „Undergraduate Student Gender, Personality and Academic Confidence“. International Journal of Environmental Research and Public Health 17, Nr. 15 (01.08.2020): 5567. http://dx.doi.org/10.3390/ijerph17155567.

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Within a socio-situational and socio-behavioural context, the relationships between the Big Five personality traits and the academic confidence of university students and how they differed by sex of the student was explored. Previous research has identified both conscientiousness and academic confidence as being linked to university performance. In respect of sex, female students have been found to score higher on all of the Big Five measures, whereas the relationship between sex and academic confidence has been mixed. Using self-report measures of personality and academic confidence from 1523 Spanish students, it was found that the female students were more confident in their grades, studying and attendance components of academic confidence and had higher scores for conscientiousness, agreeableness and neuroticism personality measures. A multiple regression analysis found that personality predicts academic confidence, with conscientiousness being the trait that statistically loaded the most strongly. This research further confirms the validity of the Academic Behavioural Confidence scale and suggests that measures of personality and, especially, academic confidence could be usefully used in student support situations to help students acquire the strategies and skills that lead to successful university study. It is suggested that further research in the area needs to include outcome or achievement measures and measures of hypothetical constructs, such as personality and academic confidence, that go beyond self-report measures.

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Hemmings, Brian, und Russell Kay. „University lecturer publication output: qualifications, time and confidence count“. Journal of Higher Education Policy and Management 32, Nr. 2 (12.03.2010): 185–97. http://dx.doi.org/10.1080/13600800903575520.

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Alrahabi, Mothanna. „The confidence of undergraduate dental students in Saudi Arabia in performing endodontic treatment“. European Journal of Dentistry 11, Nr. 01 (Januar 2017): 017–21. http://dx.doi.org/10.4103/ejd.ejd_190_16.

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ABSTRACT Objective: This study examined the endodontic experience, perceptions of endodontic practice, and self-rated confidence of dental students enrolled in Taibah University, Saudi Arabia. Materials and Methods: A questionnaire was distributed to 41 undergraduate dental students registered in endodontic courses in the 2015 academic year. The questionnaire evaluated their confidence performing nonsurgical root canal treatment. The level of confidence was classified using a 5-point scale as “very confident,” “confident,” “neutral,” “not very confident,” or “not at all confident.” The data were analyzed using SPSS version 20.0 (SPSS, Chicago, IL, USA). Results: The participation rate was 93%. The maxillary incisor was the most common first tooth treated. The students were relatively confident, but their confidence levels were lower regarding endodontic radiology, evaluation of root canal obturation, and determining the correct recall period for the patient. Conclusion: The confidence of undergraduates in endodontics must be enhanced to increase their clinical competence when performing root canal treatment.

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Schaeffer, Donna M., und Patrick C. Olson. „Securing Confidence With Data Escrow“. International Journal of Management & Information Systems (IJMIS) 22, Nr. 2 (05.12.2018): 1–6. http://dx.doi.org/10.19030/ijmis.v22i2.10225.

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In the past several years, the general public has had concerns about hacking and identity theft. Headlines in news media include computer system breaches at popular and respected companies like Target and universities like The University of California at Berkeley. This paper explores options available for providing the general public with the benefits of the information age while mitigating against the security risks. We begin with a discussion of it is reasonable for the general public to expect organizations engaged primarily in commerce to provide for their cybersecurity. We then look at how electronic transactions are currently secured. We conclude with a consideration of the “protocols” or “institutions” that might provide for security for consumers.

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Simon, Annette. „Levels of motivation and confidence among first year university learners“. TEANGA, the Journal of the Irish Association for Applied Linguistics 23 (16.07.2019): 45–57. http://dx.doi.org/10.35903/teanga.v23i0.139.

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This paper explores some motivational aspects of foreign language grammar learning. Subjects are Irish first-year university students of German with five years’ previous language learning experience. Findings are presented with regard to learners’ reaction to a dedicated grammar class which was designed in order to assist students in the transition from a primarily memory-based approach to language learning to a cognitive-analytical approach. Two cross-sectional sets of investigations were conducted, one at the beginning of the first semester and the other at the end of the second semester, in which both qualitative and quantitative elicitation instruments (interviews and questionnaires) were used. Results for the questionnaires and the follow-up interviews conducted at the end of semester two of year one reveal that learners reacted positively to the grammar programme and that confidence levels with regard to German grammar learning and usage had increased.

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Akbari, Myrza, Firmansyah Dlis und Widiastuti Widiastuti. „THE EFFECT AT MUSCLE POWER ARM, HAND-EYE COORDINATION, FLEXIBILITY AND SELF CONFIDENCE UPON BADMINTON SMASH SKILL“. JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 3, Nr. 2 (28.12.2017): 84–94. http://dx.doi.org/10.21009/jipes.032.07.

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This study aims to reveal whether there is effect muscle power arm, hand eye coordination, flexibility and confidence to smash badminton skills, either directly or indirectly. The research was conducted at the Serambi Mekkah University, with a sample consisting of 73 samples were selected from 677 students from the Serambi Mekkah University penjaskesrek program.. The analysis technique used in this research is using path analysis (path analysis), with the aim to identify the direct and indirect effect between variables. The results showed that: (1) Arm muscle power directly effect the confidence of 4.62%, (2) Hand-eye coordination has a direct effect on confidence of 59.29%. (3) Flexibility of the torso indirectly effect the confidence of 92.69%, (4) Arm muscle power indirectly effect badminton smash skills of 66.55%. (5) Eye-hand coordination directly effects badminton smash skills by 8.64%, (6) Flexibility of the torso directly effects badminton smash skills by 10.43%, (7) Confidence directly effects badminton smash skills of 14.90%. Keywords:Badminton smash skills, muscle power arm, hand- eye coordination, flexibility, confident

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Akbari, Myrza, Firmansyah Dlis und Widiastuti Widiastuti. „THE EFFECT AT MUSCLE POWER ARM, HAND-EYE COORDINATION, FLEXIBILITY AND SELF CONFIDENCE UPON BADMINTON SMASH SKILL“. JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 4, Nr. 1 (30.07.2018): 57–64. http://dx.doi.org/10.21009/jipes.041.05.

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This study aims to reveal whether there is effect muscle power arm, hand eye coordination, flexibility and confidence to smash badminton skills, either directly or indirectly. The research was conducted at the Serambi Mekkah University, with a sample consisting of 73 samples were selected from 677. physical education, health and recreation students, serambi mekkah university of Banda Aceh" . The analysis technique used in this research is using path analysis (path analysis), with the aim to identify the direct and indirect effect between variables. The results showed that: (1) Arm muscle power directly effect the confidence of 4.62%, (2) Hand-eye coordination has a direct effect on confidence of 59.29%. (3) Flexibility of the torso indirectly effect the confidence of 92.69%, (4) Arm muscle power indirectly effect badminton smash skills of 66.55%. (5) Eye-hand coordination directly effects badminton smash skills by 8.64%, (6) Flexibility of the torso directly effects badminton smash skills by 10.43%, (7) Confidence directly effects badminton smash skills of 14.90%. Keywords: Badminton smash skills, muscle power arm, hand- eye coordination, flexibility, confident

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Akbari, Omidullah, und Javed Sahibzada. „Students’ Self-Confidence and Its Impacts on Their Learning Process“. American International Journal of Social Science Research 5, Nr. 1 (22.01.2020): 1–15. http://dx.doi.org/10.46281/aijssr.v5i1.462.

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The purpose of this study was to measure students’ self-confidence and finds its impacts on their learning process at Kandahar University. The study is descriptive in nature where quantitative questionnaire is used to collect data through stratified sampling from 1375 male and female students. The findings revealed only some of the students were low self-confident and most students were highly self-confident. In addition, students’ self-confidence effected their learning in areas of students’ participation, in seeking goal, developing interest in lessons, in decreasing students’ anxiety, they are being comfortable with their instructors and classmates and also in sharing their opinions related to lessons in class.

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Dissertationen zum Thema "University confidence"

Karch, Angela Irene. „Confidence intervals in life-testing“. Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/458972.

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The purpose of the study was to develop a sequential test method for obtaining a confidence interval in life-testing. The problem of using a maximum likelihood estimator based upon grouped data was considered. Life-times that were investigated are described by the exponential distribution. The sequential test used the length of the confidence interval as a stopping rule.The test method and necessary calculations were described. The results of using different length values as a stopping rule were compared using a computer simulation. Results are indicated in two categories: percent of time the estimate contained the true parameter value, and average number of data collection times needed to obtain the estimate. It was concluded that the test method was accurate and efficient. The length value was a considerable factor in deriving good results from the test method. It was recommended that research be continued to establish a method of choosing the best length value to be used.Ball State UniversityMuncie, IN 47306

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Liu, Hong, und Ying Wang. „Female's Career Advancement in Tertiary Educational Field : University of Gävle and Guizhou University“. Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-18202.

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Aim: The aim of the study is to investigate the impact of national culture on female’s career advancement and different barriers that females may confront in University of Gävle and GuizhouUniversity Method: Both qualitative and quantitative methods are employed in the current study. Qualitative data is collected by sixteen interviews including ten participants from University of Gävle and six participants from GuizhouUniversity. And the quantitative data is collected by one hundred questionnaires in the two universities. Result and Conclusions: The study finds out that Hofstede’s six cultural dimensions: power distance, collectivism vs. individualism, uncertainty avoidance, masculinity vs. femininity, long-term orientation vs. short-term orientation and indulgence vs. restraint could affect female’s career advancement in varying degree in which power distance and masculinity vs. femininity differentiate the two universities to a large extent. Moreover, the study shows gender stereotyping, lack of networking, and lack of mentorship are most obvious barriers for female’s career advancement while the impact of glass ceiling, opportunities and self-confidence is relatively. Suggestion for further studies: Future studies could take more cultural models into consideration. Bigger samples in two countries should be collected to view a whole picture of female’s situation in Swedish and Chinese tertiary education field. Contribution of the thesis: The model of relationship between national culture and female’s career advancement provides a framework for the further studies relating to female’s under-representation in tertiary field. Barriers identified by the authors remind the universities to improve their organizational management.

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McKinniss, Sean Andrew. „Understanding No-Confidence Votes against Academic Presidents“. The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211469170.

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Mazumdar, Shantonu. „Monte Carlo Methods for Confidence Bands in Nonlinear Regression“. UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/185.

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Confidence Bands for Nonlinear Regression Functions can be found analytically for a very limited range of functions with a restrictive parameter space. A computer intensive technique, the Monte Carlo Method will be used to develop an algorithm to find confidence bands for any given nonlinear regression functions with a broader parameter space. The logistic regression function with one independent variable and two parameters will be used to test the validity and efficiency of the algorithm. The confidence bands for this particular function have been solved for analytically by Khorasani and Milliken (1982). Their derivations will be used to test the Monte Carlo algorithm.

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Choi, Heeju. „Intelligent Control Using Confidence Interval Networks: Applications to Robust Control of Active Magnetic Bearings“. NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-04062005-113722/.

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Robust control synthesis requires an explicit mathematical description of the system dynamics (a model) and uncertainty bounds associated with that model. These uncertainty bounds are usually chosen arbitrarily and conservatively for guaranteed stability, frequently at the expense of controller performance. This research demonstrates the application of Confidence Interval Networks (CINs), unique artificial neural networks that utilize asymmetric bilinear error cost functions, for estimating the bounds of model uncertainty required for robust control synthesis. A highly nonlinear and unstable active magnetic bearing (AMB) system is considered. A high-speed flexible rotor supported by AMBs is modeled using analytical approaches, finite element analysis, and system identification. CINs learn the statistical bounds of model uncertainty resulting from unmodeled dynamics and parameter variations. These bounds are incorporated into the synthesis of multivariable robust controllers based on two approaches, linear time invariant and linear parameter varying. Experimental results on a multivariable AMB test rig reveal the benefits of this combination of intelligent system identification and robust control: significant performance improvements vs. conventional robust control with and without mass imbalance (process disturbances).

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Taylor, Kristy. „Does Faith-Based Worldview Predict Confidence in College Major| A Quantitative Longitudinal Study at the University of Michigan“. Thesis, The University of Toledo, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563258.

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This study attempts to show a relationship between being spiritual and choosing a college major. Using one public research institution, this quantitative, longitudinal study used secondary data from the Cooperative Institutional Research Program from the years 2000-2011. The survey included items that asked students about their spiritual preference, their confidence in choosing a major, philosophy of life, and participation in community service. Results indicated direct effects from choosing a major and being involved in community service. The study also showed direct effects of choosing a major and developing a meaningful philosophy of life. The strongest finding in this study was the gap in students changing their major (90% of college students from this institution say that they will change their major).

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Taylor, Kristy. „Does Faith-Based Worldview Predict Confidence in College Major: A Quantitative Longitudinal Study at the University of Michigan“. University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1352164390.

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Matoti, S. N., und K. E. Junquiera. „Assessing the academic behavioural confidence (ABC) of first-year students at the Central University of Technology, Free State“. Interim : Interdisciplinary Journal, Vol 8, Issue 2: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/369.

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Published Article
First-year university students make judgements about their capabilities in mathematics which mainly stem from their past school experiences. It is against this background that the researchers decided to conduct a study with the aim of assessing the academic behavioural confidence of first-year students enrolled in the B.Ed. (FET): Natural Sciences programme and the B.Ed. (FET): Economic and Management Sciences programme offered by the School of Teacher Education at the Central University of Technology, Free State. Bandura's (1986) Social Cognitive Theory is the overarching theoretical framework of the self-efficacy construct and therefore also for this study. A quantitative approach was followed and the Academic Behavioural Confidence scale (ABC) designed by Sander and Sanders (2006), was adopted for use in the study. The study sought to first of all determine whether a significant difference in the academic behavioural confidence of the first-year students within the Natural Sciences and Economic and Management Sciences programmes does exist. It furthermore wanted to determine if a significant difference in the academic behavioural confidence between male and female students within these two programmes exists. The results indicated that there is a significant difference in the academic behavioural confidence of the NS and EMS groups. There is, however, no significant difference between male and female students within and between the two groups. Based on the findings some recommendations on dealing with first-year students have been made.

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Parsons, Sarah. „Enabling success in mathematics and statistics : the effects of self-confidence and other factors in a University College“. Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/15066.

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This thesis reports empirical and theoretical research into learning of mathematics and statistics at university level, with particular regard to students views of their self-confidence and experiences, and the effects of these on achievement. This study was conducted at a time of widespread national concern about difficulties in mathematics education in England, particularly at the transition from school to university Science, Technology, Engineering and Mathematics (STEM) courses. Factors which affected non-specialist students learning of mathematics and statistics were investigated using student surveys in 2004/5, 2005/6 and 2006/7 (701 questionnaires) in the a-typical setting of a University College specialising in rural and land-based higher education. 52 student interviews were also carried out, primarily in 2008 and 2009, and are referred to but are not the main focus of this thesis. Both deductive and inductive approaches were used. Self-confidence was defined using three Mathematics Self-confidence Domains: Overall Confidence in Mathematics, Topic confidences for specific tasks, and Applications Confidence. Self-confidence was considered a belief, whilst liking of the subjects was an attitude, both forming part of affect , where affect comprised beliefs, attitudes and emotions. Student motivation was also investigated. The survey data, and examination and assignment marks, of engineering students learning mathematics and other non-specialist students learning statistics, were analysed both quantitatively (by descriptive statistics, ANOVA, Kruskal Wallis, Correlation, Multiple Regression, Factor and Cluster analyses) and qualitatively. Previous success in mathematics, primarily GCSE Mathematics grade, was found to be the greatest determinant of university students success in mathematics and statistics, but self-confidence and other affective variables also had significantly measurable effects. Significant effects on student confidence were also found for gender and dyslexia despite good achievement. Findings indicate that students self-confidence in mathematics does matter, as evidenced by significant relationships between confidence and achievement, but it was also concluded that these inter-relations were complex. Educators are encouraged to adopt student-focussed teaching styles which improve students self-confidence as a means to improving attainment.

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Curry, Joanne. „Contrasting the cases of two cities in Canada : understanding the factors in building confidence in university-city government collaborations“. Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681047.

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As city governments and universities expand their roles in economic development, an opportunity is created to transform a university–city relationship from an operational one to a strategic one and from co-existence to collaboration. Impacted by history and context, there are many challenges to overcome. The goal of my thesis was to understand the “doing of collaboration” and the specific management processes in university–local government collaborations. I conducted a comparative case study of a Canadian University, Simon Fraser University, and two city governments, Burnaby and Surrey. A number of management processes are critical in building a successful collaboration. Two of the most important are the use of one or more liaison people with the appropriate skills, mandate and access to resources and the involvement of representatives at different organizational levels, particularly faculty who provide access to the university’s research capacity. Bilateral city–university committees and a good relationship between the university president and city mayor are useful but not sufficient to deepen the collaboration. The involvement of third-party organizations in the university–city relationship is beneficial. The importance of trust-building processes such as attribution and dispute resolution are heightened if there is a need to overcome a negative historical incident, an isolated geographic location, or tensions over transactional issues. While management processes are important, a shared strategic goal is paramount. This shared goal may not be evident at the start of a relationship. To identify the shared goal, it is necessary to have an understanding of the most valued university roles given the city’s context and aims. Each organization must have sufficient trust to enter into a deeper collaboration and an initial condition of openness, responsiveness, and commitment is necessary. The thesis provides practical advice to cities and universities and reveals how demonstration of value can build over increasingly ambitious projects.

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Bücher zum Thema "University confidence"

International Seminar on Confidence Building Measures between Pakistan, Russia and Central Asia (2000 Peshawar, Pakistan). International seminar on confidence building measures between Pakistan, Russia and Central Asia, 8-9 November, 2000 at the Area Study Centre, University of Peshawar. [S.l: s.n., 2001.

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Bryant-Woolridge, Lori. The power of WOW: A 9-week program to unleash the confident, sexy you : earn your masters in sensual arts at stiletto university. Berkeley, Calif: Viva Editions, 2011.

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Facing the future with confidence. [Nsukka]: University of Nigeria, Nsukka, 1988.

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Burgess, Larry E. With Unbounded Confidence: A History of the University of Redlands. University of Redlands, 2006.

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Carnaghan, Ellen, und Kathryn E. Kuhn. Power and Protest at an American University: No Confidence, No Fear. Taylor & Francis Group, 2020.

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Carnaghan, Ellen, und Kathryn E. Kuhn. Power and Protest at an American University: No Confidence, No Fear. Taylor & Francis Group, 2020.

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Carnaghan, Ellen, und Kathryn E. Kuhn. Power and Protest at an American University: No Confidence, No Fear. Taylor & Francis Group, 2020.

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Carnaghan, Ellen, und Kathryn E. Kuhn. Power and Protest at an American University: No Confidence, No Fear. Taylor & Francis Group, 2020.

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Gurley, Mr Delano B. Self Help University Vol #1: 7 Powerful Principles for Creating Extraordinary Confidence and Ditching Negative Thinking Forever. CreateSpace Independent Publishing Platform, 2016.

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Mastin, Antoinette. Writing with confidence: A composition text for Freshman English 1 at the University of Cincinnati: Clermont College, College of Applied Science, Raymond ... by Antoinette Mastin and Marlene Miner. Harcourt Brace Custom Publishers ; Harcourt Brace & Co, 1996.

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Buchteile zum Thema "University confidence"

Moskop, Wynne Walker, und Penny Weiss. „(K)No(wing) confidence“. In Power and Protest at an American University, 126–50. Abingdon, Oxon; New York, NY: Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003017332-10.

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Kuhn, Kathryn E., und Mark Edward Ruff. „Contested frames and the role of the media in the no-confidence movement“. In Power and Protest at an American University, 86–107. Abingdon, Oxon; New York, NY: Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003017332-8.

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Mitchley, Michael, Yasmine Dominguez-Whitehead und Sabrina Liccardo. „Pair Programming, Confidence and Gender Considerations at a South African University“. In Paths to Career and Success for Women in Science, 133–48. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-04061-1_8.

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Dolničar, Danica, und Bojana Boh Podgornik. „Information Literacy of University Freshmen, and Differences in ICT Use, Internet Confidence and Motivation“. In Communications in Computer and Information Science, 254–63. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13472-3_24.

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Araki, Naoko, und Jo Raphael. „Firing the Imagination: Process Drama as Pedagogy for ‘Melting’ EAP Speaking Anxiety and Increasing Japanese University Students’ Confidence in Speaking“. In Teaching English for Academic Purposes (EAP) in Japan, 41–58. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8264-1_3.

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Collins, Jim. „“If You Can Read, You Can Write, or Can You, Really?”“. In New Directions in Book History, 367–88. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_16.

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AbstractThe popular literary culture that emerged in the late 1990 s depended on a number of interdependent factors that formed a unique media ecology—book clubs (actual, online, televisual) literary bestsellers, Amazon.com, high-concept adaptation films, “superstore” bookstore chains, etc. The reading cultures generated by that media ecology were unified by certain overarching values, none more significant than the empowerment of amateur readers who were driven by the conviction that passionate reading was equal, if not superior to the bloodless close reading of professionalized readers. While the latter required a long apprenticeship, the former was guided by a self-imaging process that was fueled by a reading advice industry that provided confidence-building measures to validate that reading. The empowerment of readers depended on knowing where to look for both expertise and validation. Or, to put it another way, quality reading depended less on native intelligence, or a university education, and more on the ability to search and filter. Many of the factors that led to a fundamental recalibration of the relationship between amateur and professionalized reading have also changed the relationship between amateur and professional writing. I want to focus on the deeply conflicted perspectives concerning how the craft of writing is taught, or even can be taught, that have emerged over the past year in North American Literary cultures, in three contemporary novels, Tommy Orange’s There There (2018), Sigrid Nunez’s The Friend (2018) and Ocean Vuong’s On Earth We are Briefly Gorgeous (2019).

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Planells-Artigot, Enrique, und Santiago Moll-Lopez. „Distant Partners: A Case Study of Global Virtual Teams Between Spain and South Korea“. In European Higher Education Area: Challenges for a New Decade, 517–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_32.

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Abstract Global Virtual Teams (GVT) among higher education institutions stand as a powerful tool of extending internationalization techniques as well as improving collaborative learning and transversal competencies. This study stems from the belief that using these channels allows students to establish connections and strengthen their confidence in networking for professional purposes. Furthermore, it describes a collaborative project involving undergraduate students of 23 different nationalities in two different business schools located in Spain and South Korea (n = 109; 61 in Spain and 48 in South Korea). The courses in both universities had similar learning objectives focused on the development of written and oral communication skills in a business environment. Through a series of semi-monitored activities and questionnaires, the vast majority of students expressed a strong satisfaction with their own achievements during the course including teamwork, learning how to deal with cultural differences, improving communication skills and problem-solving strategies. This case study contributes to a broader understanding of virtual exchange activities in higher education in different cultural contexts in terms of the types of activities engaged, the perceived value and learning outcomes as well as shared challenges. This understanding will help define common strategies in the practice of virtual exchange and to achieve greater integration within university curricula. Virtual exchange activities contribute not only to the improvement of students’ language and digital skills but to other transversal competencies such as problem-solving and teamwork, which seem to be gaining importance in an increasingly complex and competitive world of global connections.

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Kirchhelle, Claas. „Non-conform Evidence: The Impasse of 1990s Welfare Research“. In Palgrave Studies in the History of Social Movements, 223–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62792-8_12.

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AbstractThis chapter traces the evolution of welfare science and the marketisation of farm animal welfare between 1980 and 2000. During this time, dedicated welfare publications soared, and welfare scientists obtained prestigious university posts. The field’s growth was aided by assurance schemes for animal welfare, which enabled mutually beneficial cooperation between researchers, industry, and NGOs like the RSPCA, whose Freedom Foods Label enjoyed great popularity from 1994 onwards. Assurance schemes shifted welfare politics to the marketplace and generated funds for research and NGOs. They also deescalated frontstage welfare politics by restricting access to corporate- and expert-led discussions about standards and enforcement. Ruth Harrison was sceptical of label claims and welfare’s transition from a moral into an economic value. Meanwhile, researchers continued to disagree on how to define welfare. While most researchers remained confident in their ability to produce meaningful results, animal welfare science entered a prolonged phase of epistemic navel-gazing.

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Jost, Patrick, und Monica Divitini. „From Paper to Online: Digitizing Card Based Co-creation of Games for Privacy Education“. In Technology-Enhanced Learning for a Free, Safe, and Sustainable World, 178–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_14.

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AbstractEducation is rapidly evolving from co-located settings to remote and online learning. However, many proven educational tools are designed for collaborative, co-located classroom work. Effective sketching and ideating tools, such as card-based workshop tools, cannot be applied in remote teaching.This paper explores how the paper-based card and playboard metaphor can be digitized for remote student co-creation via video call sessions. Therefore, a card-based toolkit for co-creating educational games is transformed into a digital representation for remote application. In a between-subject trial with two university student groups (n = 61), it is investigated how users perceive ideation/balancing support and applicability of the technology-enhanced card toolset compared to the paper-based variant. Both groups thereby created an analytic game concept for privacy education.The results remarkably revealed that remote co-creation using the technology-enhanced card and playboard in video call sessions was perceived as significantly more supportive for ideation and game concept balancing. Students also felt more confident to apply the digitized card toolset independently while being more satisfied with their created game concepts. The designed educational game concepts showed comparable patterns between the groups and disclosed the students’ preferences on how games for privacy education should be designed and when and where they would like to play them. Conclusively, design implications for digital card ideation toolsets were synthesized from the findings.

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„3. Dimensions of WTC, Confidence, Motivation, Beliefs and Classroom Environment“. In Willingness to Communicate in the Chinese EFL University Classroom, 41–71. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091560-006.

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Konferenzberichte zum Thema "University confidence"

Chaney, Isabella. „CONFIDENCE IN ABILITY: THE NON-TRADITIONAL UNIVERSITY STUDENT“. In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0274.

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Ugelta, Surdiniaty, Mustika Fitri und Jajat Jajat. „Effect of Cha-Cha Robic on University Students’ Self-Confidence“. In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007073909330935.

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Aying, Zhang, Li Zhiping und Li Zhenghong. „The Internal Logic of University Cultural Confidence and Its Realization Path“. In Proceedings of the 2019 4th International Conference on Social Sciences and Economic Development (ICSSED 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icssed-19.2019.105.

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Hilton, Ethan C., Shaunna F. Smith, Robert L. Nagel, Julie S. Linsey und Kimberly G. Talley. „University Makerspaces: More Than Just Toys“. In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86311.

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University makerspaces are growing increasingly in vogue, especially in Colleges of Engineering, but there is little empirical evidence in the literature that these spaces impact the students. Speculations have been made about these spaces creating a community of practice, improving retention, improving design skills and self-efficacy, teaching manufacturing skills, improving creativity, and providing many other benefits, but this has not been empirically documented. This paper compares student engineering design self-efficacy (i.e., confidence, motivation, expectation of success, and anxiety toward conducting engineering design) to reported usage rates from a makerspace at a large Hispanic-serving university in the Southwestern United States. Not all users of these spaces were engineering students, and as such, responses were examined through the context of student major as well as differences in gender, race/ethnicity, or first-generation college student status. Design self-efficacy is critical because when individuals have high self-efficacy for particular skills they tend to seek more opportunities to apply those skills, and show more perseverance in the face of set-backs. Thus, self-efficacy is often a good predictor of achievement. The results from one year of data at the Hispanic-serving university indicate that female and first-generation college students have significantly lower engineering design self-efficacy scores. The data also shows that being a user of the makerspace correlates to a higher confidence, motivation, and expectation of success toward engineering design. Initial data from two additional schools are also consistent with these same results. These results indicate that, for all students, regardless of race/ethnicity and/or first generation status, being a frequent user of a university-serving makerspace likely positively impacts confidence, motivation, and expectation of success toward engineering design.

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Ramli, Nasiibah, Zinatul A. Zainol und J. A. Aziz. „Boosting confidence in Malaysian industry to utilise local university expertise through intellectual property“. In 2010 International Conference on Education and Management Technology (ICEMT). IEEE, 2010. http://dx.doi.org/10.1109/icemt.2010.5657686.

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Kunhertanti, Kunny, und Rusgianto Heri Santosa. „The Role of Problem Solving Approach in Building Students' Self Confidence on Learning Mathematics“. In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.28.

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Aji Almujtahid, Putra, Pratiwi Hasih und Ms Mardiyana. „The Profile of Peer-Assessment Applied Students in Learning Mathematics Based on Self-Confidence“. In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.48.

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He, Junfeng, und Hui Sun. „The Analysis of Influence Factors of the Confidence Level on University Students' Network Shopping“. In 2011 Seventh International Conference on Computational Intelligence and Security (CIS). IEEE, 2011. http://dx.doi.org/10.1109/cis.2011.189.

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Haitao, Hao. „Research on the Relationship between Physical Exercise, Physical Health and Physical Self-confidence of University Students“. In 2011 International Conference on Future Computer Science and Education (ICFCSE). IEEE, 2011. http://dx.doi.org/10.1109/icfcse.2011.124.

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Darmawati, Dewi Ummah und Andi Arifin. „The Effect of Positive Affirmation Technique on Self-confidence at PG PAUD FKIP Students of Khairun University“. In The 1st International Conference on Teaching and Learning. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008896900300033.

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Berichte der Organisationen zum Thema "University confidence"

Yu, Han, und Naci Mocan. The Impact of High School Curriculum on Confidence, Academic Success, and Mental and Physical Well-Being of University Students. Cambridge, MA: National Bureau of Economic Research, Mai 2018. http://dx.doi.org/10.3386/w24573.

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Vieira, Gonçalo, Maria Teresa Cabrita und Ana David. Portuguese Polar Program: Annual Report 2019. Centro de Estudos Geográficos, Universidade de Lisboa, November 2020. http://dx.doi.org/10.33787/ceg20200002.

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This Annual Report of the Portuguese Polar Program, PROPOLAR reports the main activities conducted between August 2018 and December 2019 The PROPOLAR is led by the CEG/IGOT University of Lisbon, under a Coordinating Committee that includes members of other 4 Portuguese research institutions CCMAR University of the Algarve, MARE University of Coimbra, CQE University of Lisbon, and CIIMAR University of Oporto The Program is funded by the Fundação para a Ciência e a Tecnologia MCTES FCT) as a development of its former Polar Office The activities herein disclosed reflect a very busy and inspiring year The PROPOLAR supported fifteen projects that were successfully carried out in the Arctic and Antarctica Logistics continued to be based on international cooperation and on a Portuguese funded Antarctic flight open to partner programs Logistical support in Antarctica was mainly provided by Spain, Chile and the Republic of Korea, also with strong cooperation in research and facilities with Argentina, Brazil, Bulgaria, China, Peru, Turkey, United States of America and Uruguay Participation in international meetings and workshops, as well as the organisation of a symposium and an international meeting, and the support provided to the Portuguese Conference on Polar Science, fulfilled and enriched this very active period, also helping to reinforce the credibility and relevance of the program in the international polar arena B ringing together all these efforts and resources will surely attract and mobilise more young researchers into a Polar scientific career, thus ensuring the future of the Portuguese Polar science, and that the program will continue to blossom We are confident that the successes that PROPOLAR has had in 2019 will serve as an impetus for our very dynamic and committed community of polar researchers to move forward in in vesting in the future of the Portuguese P olar science and preparing to seize new opportunities

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Digital Promise COVID-19 Student Survey Topline Data Report. Digital Promise, Juli 2020. http://dx.doi.org/10.51388/20.500.12265/97.

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This Digital Promise survey was conducted May 13-June 1, 2020, among a random national sample of 1,008 full- or part-time students enrolled in a two- or four-year college or university who were taking in-person or blended for-credit courses before the coronavirus outbreak began that then transitioned to remote instruction. The sample includes 620 students who took a STEM course that transitioned completely online. Results have a margin of sampling error of 3.6 points for the full sample, 4.6 points among students who took a STEM course, and 5.8 points among those who did not take a STEM course. Error margins are larger for subgroups. At a 50/50 division of opinion, a difference of 8 points between STEM and non-STEM students is needed for significance at the 95 percent confidence level.

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