Relevant bibliographies by topics / College students Victoria

Academic literature on the topic 'College students Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'College students Victoria.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "College students Victoria"

1

Keith, Kenneth J. "Law, the Constitution and Legal Education in the Twenty-First Century." Victoria University of Wellington Law Review 31, no. 1 (April 3, 2000): 83. http://dx.doi.org/10.26686/vuwlr.v31i1.5967.

Full text
Abstract:
Sir Kenneth Keith gave the lecture on which this paper is based as part of the 1999 Centennial Alumni Lecture series. Using the career of the first Dean of Law at Victoria University College as his inspiration, Sir Kenneth deals with a wide range of issues which all those in the law, be they judges, practitioners, teachers or students will have to address.
APA, Harvard, Vancouver, ISO, and other styles
2

Corcoran, Tim, Julie White, Kitty te Riele, Alison Baker, and Philippa Moylan. "Psychosocial justice for students in custody." Journal of Psychosocial Studies 12, no. 1 (July 1, 2019): 41–56. http://dx.doi.org/10.1332/147867319x15608718110899.

Full text
Abstract:
Availability to quality education is significantly beneficial to the life prospects of young people. In particular, for young people caught up in the justice system, it is argued that involvement in education reduces risk of further criminality and improves a person’s prospects for future community engagement. This paper overviews a recent study undertaken in the Australian state of Victoria. The study worked with project partner, Parkville College, the government school operating inside the state’s two detention centres, to examine what supports and hinders education for students in custody. Amongst other purposes, education should be about the pursuit of justice and if accepted as an ontological opportunity, education can invite the pursuit of a particular kind of justice ‐ psychosocial justice. Subsequently, psychosocial theory applied to educational practice in youth detention is inextricably linked to issues concerning justice, both for how theory is invoked and ways in which practice is enacted. The paper first introduces the concept of psychosocial justice then hears from staff connected to Parkville College regarding issues and concerns related to their work. As shown, education for incarcerated young people, not just in Australia but internationally, is enhanced by contributions from psychosocial studies providing a means to pursuing justice informed by a politics of psychosocialism.
APA, Harvard, Vancouver, ISO, and other styles
3

Cooper, Rhys. "Connecting embedded and stand-alone peer mentoring models to enhance student engagement." Student Success 9, no. 2 (March 25, 2018): 87–93. http://dx.doi.org/10.5204/ssj.v9i2.406.

Full text
Abstract:
This paper outlines the Trident Student Mentoring Program that runs in the College of Engineering at Victoria University, Melbourne, Australia. The program offers both embedded and stand-alone models of peer mentoring services to the same cohort of first-year students. It shows that by forming strong links between these two types of peer mentoring models, the inherent challenges of both, such as low attendance rates in stand-alone models and short periods of peer to peer time in embedded models, are mitigated.
APA, Harvard, Vancouver, ISO, and other styles
4

Oloo, James Alan. "Aboriginal University Student Success in British Columbia, Canada: Time for Action." Australian Journal of Indigenous Education 36, no. 1 (2007): 88–100. http://dx.doi.org/10.1017/s1326011100004452.

Full text
Abstract:
AbstractEducational outcomes for Aboriginal students in British Columbia, and Canada in general, are a cause for considerable concern. High dropout rates, low participation, completion and success rates at educational institutions have challenged educators for decades. Solutions have included lowering admission requirements for Aboriginal candidates and establishing alternative programmes that improve attendance and remedy learning problems. However, most of these policies have not offered a lasting solution to challenges facing Aboriginal students. This study presents findings from interviews conducted with 20 Aboriginal undergraduate students, seven professors, and five non-academic staff at four universities in British Columbia, namely: Malaspina University College, University of Victoria, University of British Columbia, and Simon Fraser University. It presents their definitions of student success and how this could be improved. Four policy options are proposed. These are then tested against six criteria to determine the potential consequences of their implementation. Recommendations are made to British Columbia’s universities based on the multicriteria analysis.
APA, Harvard, Vancouver, ISO, and other styles
5

Batool, Zainab, Hira Munir, Rakhshanda Hashmi, Nusrat Khatoon, Sahar Saeed, and Muhammad Kashif. "Analysis of Effects of Covid-19 Pandemic on Students’ Academic Performance at Post Graduate Level." Pakistan Journal of Medical and Health Sciences 16, no. 1 (January 31, 2022): 1431–34. http://dx.doi.org/10.53350/pjmhs221611431.

Full text
Abstract:
The viruses which effect human respiratory system especially throat belongs to SARS family of viruses. Covid-19 stands for Corona Virus Disease, 2019. The corona virus pandemic belongs to family of severe acute respiratory syndrome (SARS) which cause difficulty in breathing. Corona virus originate from china in December 2019. The present study was conducted in Punjab, and Pakistan. The sample of 187 respondents was selected for data collection. Questionnaire was used for data collection. The data were collected from University of Agriculture Faisalabad, Quaid-e-Azam Medical College/Bahawal Victoria Hospital Bahawalpur and GC University for women Madina Town, Faisalabad. The collected data were analyzed by using computer software i.e Statistical Package for Social Sciences (SPSS). It was concluded from the present study that Covid-19 had badly affected the educational activities of the students. The students were not getting effective education due to poor availability of internet services and lack of trainings regarding online learning. The educational institutions should train the students to with such pandemic situations with the help of ICTs institutions. Keywords: Viruses; Disease; Education; Internet; Training
APA, Harvard, Vancouver, ISO, and other styles
6

Sproston, Carlyn. "When students negotiate: an action research case study of a Year 8 English class in a secondary college in Victoria, Australia." Educational Action Research 16, no. 2 (June 2008): 187–208. http://dx.doi.org/10.1080/09650790802011718.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Burgess, Stephen, Scott Bingley, and David A Banks. "Blending Audience Response Systems into an Information Systems Professional Course." Issues in Informing Science and Information Technology 13 (2016): 245–67. http://dx.doi.org/10.28945/3488.

Full text
Abstract:
Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group. The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.
APA, Harvard, Vancouver, ISO, and other styles
8

BETTS, P. "One-Off: A Collection of Essays by Postgraduate Students on the Victoria & Albert Museum/Royal College of Art Course in the History of Design." Journal of Design History 11, no. 2 (January 1, 1998): 185–86. http://dx.doi.org/10.1093/jdh/11.2.185.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

A Conversation with victoria James, Imani Marrero, and Darleen Underwood. "Branching Out and Coming Back Together: Exploring the Undergraduate Experiences of Young Black Women." Harvard Educational Review 80, no. 1 (April 1, 2010): 61–74. http://dx.doi.org/10.17763/haer.80.1.j71j1882133582p7.

Full text
Abstract:
In January of 2010, Harvard Educational Review editor Chantal Francois sat down at a Manhattan diner with three young black women, two of whom were her former students at a New York City high school. Chantal invited the women to come together and share their experiences as freshmen at predominantly white institutions along the East Coast. While each of these young women drew largely from her own experiences transitioning into different college settings, each highlights themes from both Fordham's and Kynard's research—including the emotional stress that being confined by labels can cause and the importance of finding a cipher from which to draw strength. In this conversation, the women shed the layers they typically don in white educational settings, instead creating a space where they can be real, find comfort,and speak from the core. What's more, their stories echo the themes of talking black, talking back, fictive kinship, and complicity, which Iris Carter Ford's commentary describes as central to conversations about black women in America today. From Victoria, Imani, and Darleen, we hear firsthand accounts of the commitment to struggle and the communal strength that continue to exist in the sacred spaces carved out by young black women in American educational institutions.
APA, Harvard, Vancouver, ISO, and other styles
10

Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.

Full text
Abstract:
Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "College students Victoria"

1

Whitefield, Despina, and Despina Whitefield@vu edu au. "Personal and interpersonal skills development in an accounting degree : a case study of accounting education." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050502.170936.

Full text
Abstract:
This thesis examines the perceptions of lecturers, graduates and employers of personal and interpersonal skills development in an accounting degree at Victoria University. The development of personal and interpersonal skills in students in higher education has been the focus of discussion amongst accounting educators, accounting practitioners and the accounting profession for many years. There is a general consensus on what skills are necessarily sought to ensure success within the accountancy profession but very few previous studies on how those personal and interpersonal skills are being developed. This research study presents a research framework which emphasises the complex interrelationships between an accounting curriculum, accounting lecturers, accounting graduates and employers of graduate accountants and their perceptions of how personal and interpersonal skills are developed. A case study approach, combining archival, qualitative and quantitative methods, is used to investigate how a Bachelor of Business Accounting degree in one Australian university facilitates personal and interpersonal skills development. The case study results indicate that the curriculum, as the vector for skills development, has both explicit and implicit references to skills outcomes. Graduates� perceptions of many of the personal and interpersonal skills considered in this study are closely related to the curriculum findings. However, there appears to be a lack of convergence between lecturers� perceptions, the curriculum and graduates� perceptions. Employers generally agree that graduates display most of the personal and interpersonal skills, albeit at a low level, in the workplace. There are curriculum implications arising from the results of this research for accounting academics who design and develop accounting programs where the value of graduates� personal and interpersonal skills are acknowledged. As a first step, academics need to improve accounting curricula by explicitly integrating personal and interpersonal skills in their subjects. Communicating to students the explicit nature of personal and interpersonal skills development and making them aware is the next step.
APA, Harvard, Vancouver, ISO, and other styles
2

McHardy, Robert David. "Decentralizing the administration of programs for part-time college students, a case study analysis of Camosun College, Victoria, British Columbia, Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ37582.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sproston, Carlyn, and res cand@acu edu au. "When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006.

Full text
Abstract:
This action research study examines the learning experiences of Year 8 students and their teacher as they negotiate aspects of their English classes. The study takes place in a regional Catholic co-educational secondary college in Victoria, Australia. The question of understanding the lived experience of ourselves and other is fundamental to this study, which is situated within an holistic, enactivist view of the world. From this perspective learning is a shared activity in which students participate in creating their own interpretation as they interact with others to bring forth understanding. The study focuses on classroom practice which aims to include all participants, through negotiation, in the actions that take place in the classroom. I have used a narrative approach to describe the way in which three action research cycles were implemented in the English classroom during one academic year. A variety of data gathering techniques was used and these included: classroom questionnaires, classroom meetings, journals, partnership observation and interviews. The main sources of data were the interviews that I undertook with each of the twenty five students in the class. The three action research cycles allowed both the students and me to reflect upon classroom activities and make appropriate changes as the cycles progressed. In addition, negotiating in this English class has helped me to better understand my students and, through reflection, to improve my teaching practice. Analysis of the data suggests that students experience greater commitment and motivation when they are given opportunities to be actively involved in contributing to their own learning. The data also supports research that recognises the importance of collaboration, positive relationships within the classroom, the importance of metacognitive skills and student voice. In addition, the findings point to the value of action research as a method of improving teaching practice.
APA, Harvard, Vancouver, ISO, and other styles
4

Sproston, Carlyn. "When students negotiate: An action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/e46f143e249c69606d6805767aad1f4b7852e47ade9cfbc640f0d4c8764777af/793569/65095_downloaded_stream_320.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Miller, Deborah L. 1960. ""The big ladies' hotel" : gender, residence, and middle-class Montreal : a contextual analysis of the Royal Victoria College, 1899-1931." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20937.

Full text
Abstract:
This thesis analyses the architecture of the Royal Victoria College (Bruce Price, 1896--1899), a purpose-built women's residential college of McGill University, Montreal, and its first extension (Percy Nobbs, 1930--193 1), as material evidence of the rhetorical construction and negotiation of gender. A contextual analysis of the original RVC reveals the gender significance of the building's relationship to its affiliate institution (McGill), to an urban geography (Phillips Square), and to a commercial typology (the railway hotel), while a spatial analysis examines the significance of its women occupants as 'architects', and of changes to the building over time. The thesis concludes that the building served as an important site in turn-of-the-century gender negotiations---one that helped to contest "separate spheres" rhetoric and that stands as evidence of women's active participation in the shaping of spatial relations and social identities.
APA, Harvard, Vancouver, ISO, and other styles
6

Street, Kelvin John. "Female culture in physical training colleges 1885-1918." Thesis, De Montfort University, 1999. http://hdl.handle.net/2086/4085.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hooks, Stephanie L. "Victims, Victors, or Bystanders? African American College Students' Perceptions of African American Agency During the Civil War." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5503.

Full text
Abstract:
This dissertation examines African American students’ perspectives of African American agency during the Civil War. It also seeks to understand where their knowledge of African Americans during the Civil War comes from. The topic fits within the Critical Race Theory framework and utilized a mixed methods approach to understand the study findings. The methodology included an online survey completed by forty-two participants at a Historically Black university and 3 semi-structured interviews using the interview protocol. Descriptive statistical demographic data, open-ended responses and interview transcripts were analyzed using the agency rubric developed by the researcher. The themes that emerged from the study included the limited agency of African Americans during the Civil War, silenced voices of African American women, students’ limited knowledge of ancestors’ emancipation and emancipation narratives, and little specific knowledge of African Americans involvement in the Civil War
APA, Harvard, Vancouver, ISO, and other styles
8

Parsonson, Katrina. "Exploring cyber-bullying : a retrospective study of first year university student : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1250.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sproston, Carlyn. "When students negotiate an action research case study of a year 8 english class in a Catholic secondary college in regional Victoria /." 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006/index.html.

Full text
Abstract:
Thesis (EdD) -- Australian Catholic University, 2005.
Submitted as a partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 191-205. Also available in an electronic format via the internet.
APA, Harvard, Vancouver, ISO, and other styles
10

Richardson, Heather. "Postgraduate course satisfaction and good teaching : do daily hassles and demographics make a difference?" Thesis, 1999. https://vuir.vu.edu.au/33003/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "College students Victoria"

1

Victoria, College (Cobourg Ont ). A catalogue of the officers & students of the University of Victoria College,1845. [Cobourg, Ont.?: s.n.], 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sheila, Ahern, ed. Redbrick and bluestockings: Women at Victoria, 1899-1993. Wellington: Victoria University Press, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Porter, Frances. Away from home: The story of Victoria House. Wellington [N.Z.]: Bridget Williams Books, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Parry, A. J. The part-time adult learner: Characteristics, needs and barriers to learning : a study at the University of Victoria. Victoria, B.C: Division of Continuing Studies, University of Victoria, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Cowan, Kathleen. It's late, and all the girls have gone: An Annesley diary, 1907-1910. 2nd ed. Toronto: Childe Thursday, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Robertson, Frances. The impact of the higher education contribution scheme (HECS) on participation in higher education in Victoria in 1989. Bedford Park, S. Aust: National Institute of Labour Studies Inc., 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Furstenau, Sonia. Centre for Studies in Religion & Society: Graduate student publication 1999-2000 : on the omnipresence of the religious. Victoria, BC: Centre for Studies in Religion and Society, University of Victoria, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Martin, Yvonne Marjorie. Voices for change: Racism, ethnocentrism, and cultural insensitivity at the University of Victoria : a report submitted to David Strong, President, University of Victoria. Victoria, B.C: [University of Victoria], 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Office, Victoria Audit. International students in Victorian universities. Victoria: Auditor General Victoria, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Victoria College (Toronto, Ont.). Student awards and benefactors. [Toronto: Victoria College, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "College students Victoria"

1

Williams, Bruce. "Charles Frederick Carter, 1919–2002." In Proceedings of the British Academy, Volume 124. Biographical Memoirs of Fellows, III. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263204.003.0003.

Full text
Abstract:
Charles Carter was appointed Lecturer in Statistics at Cambridge in 1945, and in 1947 became a Fellow of Emmanuel College. He wrote many papers in his six years at Cambridge on a range of post-war economic problems. In 1959 He became Stanley Jevons Professor of Political Economy and Cobden Lecturer at the Victoria University of Manchester. In 1962 the University Grants Committee had appointed a Planning Board to establish the University of Lancaster, with Sir Noel Hall, Principal of Brasenose College, Oxford, as Chairman. The Board made its plans for the nature of the University and its buildings on a greenfields site, and then sought a Vice-Chancellor. Charles Carter was the Board's choice. He soon proved himself to be a superb administrator. When grants for residential buildings were less than expected he borrowed the necessary funds, and had buildings designed suitable for letting to visitors during student vacations. He attracted academic and research staff of high quality, and he was influential in providing for more students choice in the nature of their degree studies.
APA, Harvard, Vancouver, ISO, and other styles
2

Comstock, Anna Botsford. "The Toronto Meeting of the A. A. A. S. 1922. A surprising election and a voyage westward." In The Comstocks of Cornell-The Definitive Autobiography, edited by Karen Penders St Clair, 415–44. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501716270.003.0018.

Full text
Abstract:
This chapter examines the American Association for the Advancement of Science (A. A. A. S.) meeting in Toronto in the last week in December of 1921. On the evening of December 28, a great surprise came to John Henry Comstock—a dinner was given in his honor. It was held in Annersley House, Victoria College, of the University of Toronto and there were sixty-nine present, many of them Henry's old students and all of them personal friends. The entomological meetings were excellent; the Comstocks listened to the scientific papers by many of their old students. On May 6, 1923, Anna Botsford Comstock was elected as one of the twelve greatest women in America by the League of Women Voters. The chapter then looks at the Comstocks' voyage to the West.
APA, Harvard, Vancouver, ISO, and other styles
3

Trainor, Richard. "Another Look at Victorian University Reform." In Reform and Its Complexities in Modern Britain, 97–117. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192863423.003.0005.

Full text
Abstract:
Exeter College provides an appropriate case study for a reassessment of an important episode in nineteenth-century British reform: the attempted transformation of England’s ancient universities, long-time strongholds of religious exclusion, indifference to research and lackadaisical approaches to teaching. One of Oxford’s larger colleges by the start of Victoria’s reign, modestly endowed Exeter undertook a spectacular building programme in the 1850s. Yet Exeter appears at first to have had only modest intellectual ambitions and to have been a stronghold of the defence of clergy privilege. In the 1850s, Exeter forged ahead of more prominent Oxford colleges in statutory reform, with positive academic results. Although that lead concealed half-hearted enthusiasm for religious reform—an ambiguity which produced internal conflict in the 1870s—by the end of the century further changes in its statutes had facilitated Exeter’s emergence as one of Oxford’s centres of advanced secular research. Likewise, whilst paucity of scholarships and consequent limits to changing student social composition restricted improvements in student attainment in the College, teaching there was much more serious in Edwardian times than it had been in the early 1800s. The Exeter case suggests that, in Oxford and Cambridge, internal factors such as rising academic seriousness among Fellows played important parts, in producing reform, alongside external forces such as national political pressure, rising Nonconformist influence, and the social broadening of the public schools. Moreover, the large extent of change at Exeter College, despite its initial inhibitions and the lingering presence there of aspects of the old regime, indicates the substantial albeit incomplete nature of nineteenth-century reform in the ancient English universities.
APA, Harvard, Vancouver, ISO, and other styles
4

Meilinger, Phillip S. "Decisive Victories and What They Mean." In Thoughts on War, 87–101. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178899.003.0007.

Full text
Abstract:
The subject of decisive victory was another subject that caught my attention while at the Naval War College, where we would ask students to list Napoleon’s decisive victories. The term “decisive” is overused, and too often engagements with only transient strategic significance—despite the number of casualties—were given the term. The number of truly decisive battles throughout history is few. The first step therefore was to define decisive, and the key was to identify victories having long-term significance. After defining the term, listed are what in my view are the Top Eleven throughout history.
APA, Harvard, Vancouver, ISO, and other styles
5

Kemeny, P. C. "Introduction." In Princeton in the Nation's Service. Oxford University Press, 1998. http://dx.doi.org/10.1093/oso/9780195120714.003.0004.

Full text
Abstract:
Princeton versus Harvard: this 1886 “battle of the Titans,” as one reporter described it, was not an athletic contest, and more was at stake than college pride. At a wintry February meeting of the Nineteenth Century Club at the American Art Gallery in New York City, a “large and fashionable” audience gathered to hear two combatants debate the question, “What place should religion have in a college?” Specifically, the question concerned the role of religious instruction and worship in collegiate education. Princeton College President James McCosh represented the denominational college and his counterpart at Harvard College, Charles W. Eliot, the neutral or nondenominational institution. Each president read his paper with a politeness befitting the Victorian sensibilities of the audience, yet beneath the decorum lay two very different understandings of the nature and role of religion in American collegiate education. McCosh had history on his side, but Eliot had the future on his. “Nearly all the older colleges, such as Harvard, Yale, and Princeton,” McCosh explained, “were founded in the fear of God, with the blessing of heaven invoked; they gave religious instruction to the students, and had weekly and daily exercises of praise and prayer to Almighty God.” Compulsory religious instruction and worship, McCosh insisted, were essential to the intellectual and moral well-being of students—America’s future leaders—and so, ultimately, to the welfare of the nation. Princeton, as with many other institutions established before the Civil War, was officially a nondenominational college chartered in 1746 to serve the general public. In reality, however, Princeton, was a de facto denominational college that met the educational needs and upheld the intellectual ideas of Presbyterians and the larger Protestant community. Because the older American colleges promoted a nonsectarian Protestantism, which would not give offense to any evangelical denomination, McCosh reasoned, they upheld the faith of most Americans and performed a public service. At Princeton, this traditional approach was still readily evident in the late nineteenth century.
APA, Harvard, Vancouver, ISO, and other styles
6

Villarreal, Benjamin J. "Truth, Justice, and the Victorian Way: How Comics and Superheroes Might Subvert Student Reading of Classic Literature." In With Great Power Comes Great Pedagogy, 135–48. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496826046.003.0009.

Full text
Abstract:
This chapter explores theories informing and attempting the use of comics and their themes to help College English students make sense of Victorian literature and the challenges that offers. Through classroom examples, this chapter explores how studying the similarities between Victorian literature, modern comics, and superheroes would support a better understanding of the workings of both. At the same time, this work cautions that a literary analysis of these genres’ differences can demonstrate the pitfalls of such an approach as well.
APA, Harvard, Vancouver, ISO, and other styles
7

"The Afterlife of Oscar Wilde’s Conversion, Or What Self-Consciously Literary College Students Say on Facebook." In Victorian Conversion Narratives and Reading Communities, 139–58. Routledge, 2016. http://dx.doi.org/10.4324/9781315548302-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Pedersen, Joyce Senders. "The Students II: The Public Schools and Colleges and Public Life." In The Reform of Girls’ Secondary and Higher Education in Victorian England, 342–78. Routledge, 2017. http://dx.doi.org/10.4324/9781351181686-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Gaines, Kenneth W. "A Rapid Switch to Remote E-Learning in the COVID Era." In Enhancing Higher Education Accessibility Through Open Education and Prior Learning, 191–204. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7571-0.ch009.

Full text
Abstract:
This chapter discusses in a very readable and down-to-earth fashion the struggles and victories that a college professor encountered as he switched from live instruction to remote e-learning in a heartbeat. The chapter also includes 2-3 paragraph unedited impressions and reflections by first generation and international undergraduate students as to their feelings about the switch to remote e-learning. For most of them this was the first time they experienced either synchronous or asynchronous e-learning.
APA, Harvard, Vancouver, ISO, and other styles
10

Willetts, David. "How: EdTech." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0021.

Full text
Abstract:
I have attended the launch of an education programme. It was blasted into orbit. I was in French Guyana for the launch of an Ariane rocket carrying a telecommunications satellite which would deliver broadband access to educational services for parts of Africa not reached by fibre or mobile phone masts. Many education programmes and teaching materials are available on-line but schools and colleges in parts of Ethiopia or Kenya or Rwanda do not have the broadband connections to access them. A small and affordable satellite dish at a local school or college opens up higher education to them. For centuries our picture of education has been very different. A wonderful image in a medieval illuminated manuscript shows a professor lecturing a class. It is a scene we recognize today: students at the front who are keen and attentive and others at the back who aren’t. The place is Bologna and the lecturer is Henry of Germany so the university is international. Some of the most profound features of university life are not very different from what those students experienced centuries ago, even whilst at the same time a student may be learning about the latest intellectual advances. This mix of ancient and modern is part of the particular appeal of the university—graduates dressed up in medieval robes and perhaps with some Latin thrown in are awarded doctorates for research out at the frontiers of knowledge. We are now at the moment when the technological revolution which has changed so much else in our lives is going to transform education. It won’t be the first time innovation has had this effect—the Victorian Penny Post made the correspondence course and the University of London external degree possible. There are sceptics who doubt the balance of ancient and modern is about to change radically. They argue that even whilst technology has changed the classic forms of academic study—the lecture, the printed book, the essay—are going to continue to be impervious to innovation because they meet deep human needs. Moreover there have been bold claims for the impact of technology on education which now sound pretty silly.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "College students Victoria"

1

Burgess, Stephen, Scott Bingley, and David A Banks. "Blending Audience Response Systems into an Information Systems Professional Course." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3424.

Full text
Abstract:
Many higher education institutions are moving towards blended learning environments that seek to move towards a student-centred ethos, where students are stakeholders in the learning process. This often involves multi-modal learner-support technologies capable of operating in a range of time and place settings. This article considers the impact of an Audience Response System (ARS) upon the ongoing development of an Information Systems Professional course at the Masters level in the College of Business at Victoria University in Melbourne, Australia. The course allows students to consider ethical issues faced by an Information Systems Professional. Given the sensitivity of some of the topics explored within this area, an ARS offers an ideal vehicle for allowing students to respond to potentially contentious questions without revealing their identity to the rest of the group. The paper reports the findings of a pilot scheme designed to explore the efficacy of the technology. Use of a blended learning framework to frame the discussion allowed the authors to consider the readiness of institution, lecturers, and students to use ARS. From a usage viewpoint, multiple choice questions lead to further discussion of student responses related to important issues in the unit. From an impact viewpoint the use of ARS in the class appeared to be successful, but some limitations were reported.
APA, Harvard, Vancouver, ISO, and other styles
2

Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.

Full text
Abstract:
This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'College students Victoria' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography