Relevant bibliographies by topics / External students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'External students'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "External students"

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Kondhula, Sreenivasreddy, and Archana Alzapur. "MORPHOMETRIC STUDY OF EXTERNAL EAR OF MEDICAL STUDENTS." International Journal of Anatomy and Research 6, no. 3.3 (September 5, 2018): 5722–25. http://dx.doi.org/10.16965/ijar.2018.323.

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Smereka, Jacek, Lukasz Iskrzycki, Marcin Puchalski, Marcin Leskiewicz, Andrzej Raczynski, and Lukasz Szarpak. "Students’ knowledge of automated external defibrillators." Resuscitation 106 (September 2016): e64. http://dx.doi.org/10.1016/j.resuscitation.2016.07.155.

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R.U. Beg, Mirza, and T. Praveen. "An Anthropometric Study of External Ear of Medical Students in India." Indian Journal of Anatomy 8, no. 1 (2019): 41–44. http://dx.doi.org/10.21088/ija.2320.0022.8119.8.

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Crocker, Christine. "Meeting the information needs of external students." Australian Academic & Research Libraries 19, no. 3 (January 1988): 129–39. http://dx.doi.org/10.1080/00048623.1988.10754622.

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Willett, Lynn H., and Frank G. Adams. "Learning style preferences of external degree students." Innovative Higher Education 10, no. 1 (1985): 55–65. http://dx.doi.org/10.1007/bf00893469.

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Pratiwi, Kartika, and Erna Andriyanti. "External Factors Causing Students’ Difficulties in Listening." Journal of English Language Teaching and Linguistics 4, no. 2 (July 20, 2019): 227. http://dx.doi.org/10.21462/jeltl.v4i2.282.

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<p><em>To become a good speaker, one has to be a good listener because naturally people cannot speak properly before listening first. Listening is an important requirement, and also a basic competence to be a good speaker in English. Listening is not an easy process since one who listens must be able to distinguish between sounds, understand the vocabulary and grammatical structures, as well as interpret the meaning at the same time. Listening in English requires focus and attention yet, in fact, many students tend to have several difficulties to focus in listening practice. The article aims to show the external factors affecting the students’ difficulty within each process of listening comprehension. </em><em>The external factors include the speaker, the context of material, and the physical setting. By adopting qualitative design, it is found that the external factors have the higher potential to influence the students’ focus negatively than the students’ physical condition and behavior which are known as internal factors. Moreover, through several findings based on the library research, it is revealed that the external factors are linked to each process of listening. Suggestions with the effective ways to resolve the difficulties in listening are provided. </em><strong><em></em></strong></p>
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Grosser, Kerry, and Gaye Bagnell. "External Students and Public Libraries: Student Perspectives." Australian Library Journal 38, no. 4 (January 1989): 303–17. http://dx.doi.org/10.1080/00049670.1989.10755555.

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Umar, Muhammad, Sajjad Rasoul Chaudhary, and Muhammad Habib Ur Rehman. "EXTERNAL EAR;." Professional Medical Journal 24, no. 05 (May 6, 2017): 778–80. http://dx.doi.org/10.29309/tpmj/2017.24.05.1378.

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Objectives: To determine morphometric measurements of external ear amongmedical students of Nawaz Sharif Medical College, University of Gujrat. Study Design: Crosssectional. Setting: This study was done among students of First & Second year MBBS classesat Nawaz sharif Medical College, University of Gujrat. Period: 2015. Methodology: The studygroup consisted of 120 girls and 80 boys with age range 18 to 22 (median 20). Total Ear height,lobular height, lobular width and distances of helical root and insertion of the lobule from thelateral palpebral commissure were measured by using vernier caliper. Results: With analysisof normative cross-sectional data, this study endeavors to show anatomic and aestheticdifferences between boys and girls. The average total ear height across the study group forboth left and right ears was 6.50cm. The average lobular height was 1.9cm. The average lobularwidth was 2cm. The height of the pinna was significantly larger in boys than girls. The distancebetween helical root and lateral palpebral commissure was significantly larger among boys ascompared to girls. The average height and width of the lobule of boys and girls were statisticallyinsignificant.
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S., Azuah. "External Influences on Students’ Choice of Clothing in Takoradi Polytechnic." Journal of Economics and Behavioral Studies 6, no. 10 (October 30, 2014): 787–94. http://dx.doi.org/10.22610/jebs.v6i10.538.

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Clothing is an important factor in the interpretation of body image which affects the response behaviour of the beholder. A person’s appearance profoundly affects the way he or she is treated by others at home, social gathering, market, job area, office or school. Selecting clothing requires careful considerations. The purpose of the study was to find out external influences on students’ choice of clothing in Takoradi Polytechnic. The research design was descriptive. Questionnaires and focus group discussion guide were used. Departments of Fashion and Accounting participated with respondents chosen through stratified random sampling. Sample consisted of 207 with a total population of 699 students, 77 males and 130 females. Study revealed students dress casually for lectures instead of formally because casual wear could take any form. Male students’ were normally driven internally indicating individuality while female students were mostly externally directed. Both sexes would least choose clothing for warm relationship. The more individuals they were aware of their inner feelings, the more differentiation they exhibited in their choice of clothing. This is contrary to the general perception that students or the youth choice of clothing is socially driven. However, some external factors were also quite significant in students’ choices and should be given close attention if youth clothing are undesirable. This calls for continues education to streamline vital issues that are of significance to academic institutions and the African society as a whole.
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Gottlieb, Laura, and Yvonne Eriksson. "Students’ Comprehension of Design Collaborations with External Organizations." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 579–88. http://dx.doi.org/10.1017/dsi.2019.62.

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AbstractThis pilot study examines how design students comprehend collaborations with external organizations— the roles and involvement of different actors in a design process. The study looks at two undergraduate courses where a total of 33 design students collaborate with a municipality and governmental agency. Data focuses on the students' terminology in regard to the external organizations and is collected through questionnaires, voice recording, workshops and written assignments. The data analysis is both quantitative and qualitative, focusing on the word frequency and semantics of the terminology. The results show that the students were not used to working closely to external organizations. This is reflected in the prevalent use of the term “client” instead of “collaborative partner”. Not working closely with organizations nor users is reflected in the students’ inabilities to handle the complexities that emerge when working with multiple stakeholder and users. At the end of the paper, suggestions are made of ways to develop students’ comprehension of ways to involve external organizations and users in the design process.
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Dissertations / Theses on the topic "External students"

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Kelly, Erika D. "Influence of external assets the students' perspective /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006kellye.pdf.

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Niitembu-Nehemia, Martha Megumbo. "External communities, integration and student persistence among distance students at a university in Southern Africa." University of the Western Cape, 2018. http://hdl.handle.net/11394/6507.

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Magister Educationis - MEd
Student persistence is a thorn area which did not receive much publication in Namibia and South Africa. Many research focused on why students fail to persist in higher education opposed to why they succeed. This research paper mainly investigated the relationships between external communities, social and academic integration and student persistence among distance students. I used Tinto's theory of student persistence at institutions of higher learning as my theoretical approach. The study employed a qualitative approach with a phenomenological design. I collected data by interviewing senior distance students at a certain public university in Southern Africa. The findings of this research revealed that the majority of students are self-driven which gave an impression that self -motivation and intentions of participants contribute significantly to student persistence. Indications are that informal peer group support contributes considerably to student persistence. The overall outcomes suggest that support from family members and employers positively influence students' academic progress and success. This study generally suggests that there is a positive relationship between external communities and student persistence opposed to what many scholars suggested.
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Chen, Yen-Tin. "THE EXTERNAL FACTORS THAT INFLUENCE TAIWANESE COLLEGE STUDENTS' ATHLETIC SHOE PURCHASE INTENTION." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/823.

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Understanding consumer behavior is one of the pivotal elements for success in any business. Among the various concepts in consumer behavior, the consumer decision-making process has gained much attention from both academics and practitioners. In Taiwan, scholars and practitioners have paid significant attention to external factors that influence consumer decision-making in various industries. However, few such studies have focused on external factors regarding purchases of products and services in the Taiwanese sport industry. The purpose of this study was to investigate the external factors that influence Taiwanese college students' shoe purchase intention. Data were collected to examine do external factors differed between genders and grade levels. Six external factors were identified from the literature review. The external factors were brand, price, style, durability, comfort, and athletic ndorsement/ promotion. This study utilized a 5-point Likert scale survey to examine the external factors influence Taiwanese college students' shoe purchase intention. A total of 416 Taiwanese college students from Southern Taiwan University were surveyed. Descriptive analysis, multiple regressions analysis, and one-way ANOVA were employed in this study. First of all, descriptive statistic analysis is used to categorize the participants based on their gender, age, grade, favorite athletic shoe brand, and how often did they purchase athletic shoes. Second, multiple regression analysis was used to predict which external factors had the most influence in Taiwanese college students' athletic shoe purchase intention. The results of multiple regression analysis demonstrated that comfort and style were the most influential factors in Taiwanese college students. Third, one-way ANOVA were used to measure the difference between gender and grade level for Taiwanese college students shoe purchase.
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Ledo, Wietske, and n/a. "Information needs of external students: a survey of the information needs of external students enrolled at the South Australian College of Advanced Education and resident in Whyalla, South Australia." University of Canberra. Library and Information Management, 1993. http://erl.canberra.edu.au./public/adt-AUC20050629.113625.

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The main purpose of the study was to investigate the library needs and library usage of external students in remote areas. The study emphasised external students' perception of their own library needs. Four distinct areas of research evolved from the purpose of the study: to identify the library service needs of external students; to identify library use by external students; to identify external students' perceptions of library needs; and to identify student status in relation to library use. Information was collected by an interview with former external students, a questionnaire to the libraries involved in the study and by Nominal Group Technique (NGT) sessions with external students. The primary instrument was a questionnaire to the external students in the population under investigation requesting information of their library usage and needs. The population under investigation were external students enrolledin the South Australian College of Advanced Education (SACAE) and resident in Whyalla, South Australia. It was decided to survey the total population rather than a sample because of the small numbers involved. Thirty-five responses were received out of a population of 52, representing a response rate of 69 percent. The results of the survey were analysed using a Statview SE statistical package and a spreadsheet and graphics package, Excel. Frequency distributions were computed to determine the number of respondents who selected each option. The study found that the external students who used libraries tended to use a variety of libraries. Students used not only their own institution's library, but the a range of libraries accessible to them in Whyalla. The study concludes by identifying issues, recommending possible solutions, and identifying areas for further research.
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Lee, Siu-yin, and 李肇燕. "Early preparation for external assessment: introducing writing assessment criteria to form one students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42554391.

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Lee, Siu-yin. "Early preparation for external assessment introducing writing assessment criteria to form one students /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554391.

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Lucero, Diana Marie. "Resiliency of Latino High School Students: The Impact of External and Internal Factors." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/253.

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This study investigated factors promoting academic resiliency within Latino students at an urban high school in the Los Angeles area. The criteria of “on-track” to graduate served as the operational definition of academic resilience. A total of 92 students completed the survey. Of these, 57 were on-track to graduate and 35 students were “not on-track” to graduate. The California Healthy Kids Survey: Resiliency & Youth Development Module (WestEd, 2008a) was the instrument employed to obtain quantitative data using three external protective factors (caring relationships, high expectations, and meaningful participation) and three internal protective factors (social competence, autonomy and sense of self, and sense of meaning and purpose). An additional demographic section was also included. A t-test for independent samples indicated a significant mean difference between Latino students on-track to graduate and not on-track to graduate for two of the protective factors: participants on-track to graduate reported a stronger sense of meaning and purpose and higher expectations than did Latino students not on-track to graduate. A Pearson Correlation matrix showed that each of the three primary relationship pairings was significantly correlated. A chi-square test determined that gender and on-track to graduate were found to be independent of each other, as were various Latino origins and academic resiliency. The findings revealed no significant difference between academic resiliency and household composition, languages spoken, or maternal/paternal educational level. Furthermore, Latino participants born in another country were more likely to graduate than Latino students born in the United States.
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Morningstar, Mary, and Pamela J. Mims. "Grants and External Funding: Doctoral Student and Early Career Workshop." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/173.

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Pun, Yin-kwan Loraine, and 潘彥筠. "External and internal factors predicting decisional and emotional forgiveness among Chinese adolescents and college students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45590394.

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Jansen, Abigale E. "Navigating Internal and External Borderlands| The Experience of Emergent Bilingual Cape Verdean Middle School Students." Thesis, University of Rhode Island, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807312.

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The purpose of this grounded theory research study was to better understand the experiences of emergent bilingual Cape Verdean Middle School students as they navigate internal and external borderlands. This study was conducted in an urban middle school in New England. Nine female, emergent bilingual Cape Verdean middle school students participated in this study. This study was also completed with the assistance of the school district’s middle school language acquisition coach. The participants contributed to student surveys, focus group discussions, participant observations and member checking. All data was analyzed using coding and grounded theory, which lead to development of theoretical constructs.

This study documents some EB students’ experiences and feelings pertaining to language, as well as their cultural, social, and linguistic identities while they navigate different linguistic and social worlds. In addition, this study documents how ideologies of linguistic superiority in different worlds or spaces can affect EB students’ sense of identity and connections to others. The evidence provided in this study is useful to help teachers, administrators, and anyone else involved in education to better understand some realities and challenges many EB students face, as well as how facing these challenges and differences can affect student’s sense of self, linguistic, and cultural identities. This study concludes that it is necessary for schools to work from a to create linguistic democracies.

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Books on the topic "External students"

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London, University of. Regulations for external students. London: University of London, 1985.

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London, University of. Regulations for external students 1986-87. London: University of London, 1986.

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Stephen L. Beckley & Associates, Inc. Washington State University: An external program review for the student health insurance program. [S.l: s.n.], 1992.

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Osipov, Vladimir. Control and audit of the activities of a commercial organization: external and internal. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1137320.

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The textbook reveals the role of control in ensuring the effective operation of a commercial organization, and sets its purpose and objectives. The main directions of external and internal control of the activities of a commercial organization are defined and the characteristics of the functions performed by them are given. The basic principles of external and internal audit are formulated, their purpose is defined, and the procedure for regulatory and legal regulation of audit activities in the Russian Federation is considered. The features of control over the activities of a commercial organization in management accounting are revealed, and the need for its further development in modern business conditions is justified. To consolidate the theoretical material, the practical and methodological support of the discipline is provided. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students in the bachelor's degree program 38.03.01 " Economics "(profile "Accounting, Analysis and Audit") and teachers of economic specialties, students of the postgraduate education system, practitioners related to external and internal control and audit of the activities of commercial organizations.
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Skills, Great Britain Department for Education and. Approved external qualifications under Section 96 of the Learning and Skills Act 2000 for pupils, students and trainees under the age of 19. [London]: Department for Education and Skills, 2001.

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Association, American Heart, ed. Heartsaver CPR AED: Student workbook. Dallas, Tex: American Heart Association, 2011.

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Lyang, Viktor. CAD programming: Spatial modeling of a column apparatus in the Autodesk Inventor environment. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/991773.

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The tutorial describes in detail the creation of an external subsystem for Autodesk Inventor in the high-level language C# Microsoft Visual Studio of the column apparatus. Such issues as working in the Microsoft Visual Studio 2010 programming environment, connecting the library of functions of the Autodesk Inventor API to an external user subsystem, spatial solid-state modeling of elements of a column apparatus, saving constructed objects, assembling the apparatus from stored modules by the interface method of surfaces are considered. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the direction of "Computer Science and computer engineering", in preparation for laboratory work and the exam. It can be used by students of other specialties when studying the courses "Fundamentals of Computer Science", "High-level programming language" and "3D modeling of machines and apparatuses". It may be useful for programmers engaged in spatial modeling of objects.
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Sherstnev, Nikolay. Maintenance and repair of marine pumps. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1085864.

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The tutorial shows the design features of marine pumps that affect their working conditions and methods of maintenance and repair. Recommendations for external inspection and control of their components and parts are given. The features of disassembly and assembly of various types of pumps are shown. With examples from ship practice, typical defects of pump assemblies and parts, methods of their determination and elimination are considered. It is intended for students of higher educational institutions (specialty in the specialty "Operation of marine power plants") and university teachers. It can also be used in the system of secondary vocational education in the specialty "Operation of marine power plants".
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Sherstnev, Nikolay. Maintenance and repair of ship pipelines, valves and filters. ru: INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/1048799.

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The tutorial shows the design features of ship pipelines, valves and filters that affect the conditions of their operation and methods of maintenance and repair. Recommendations for external inspection and control of their elements are given. The features of disassembly and Assembly of various types of valves and filters are shown. With examples from ship practice typical defects of the specified elements, ways of their definition and elimination are considered. It is intended for students of higher educational institutions (specialization in the specialty "Operation of ship power plants") and University teachers. It can also be used in the system of secondary vocational education in the specialty "Operation of ship power plants".
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International Student Festival in Trondheim (2nd 1992). Monologues breaking communication barriers: Proceedings of the International Student Festival in Trondheim, March 29th-April 5th 1992 : debate meetings on north/south, hatred, and environment. Edited by Såstad Sigurd Mjøen. Trondheim, Norway: International Student Festival in Trondheim, 1992.

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Book chapters on the topic "External students"

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Grawemeyer, Beate, Manolis Mavrikis, Claudia Mazziotti, Alice Hansen, Anouschka van Leeuwen, and Nikol Rummel. "Exploring Students’ Affective States During Learning with External Representations." In Lecture Notes in Computer Science, 514–18. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61425-0_53.

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Phusavat, Kongkiti, Naraphorn Paoprasert, and Suttharida Suwanphiched. "Roles of Students’ Learning and Motivation: Feedback and External Knowledge." In Blended Learning. Education in a Smart Learning Environment, 90–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51968-1_8.

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Signorini, Giulia. "Teachers’ Affect Towards the External Standardised Assessment of Students’ Mathematical Competencies." In Teaching and Learning in Maths Classrooms, 277–87. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49232-2_26.

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Weller, Jessica K., and Mary B. Nakhleh. "“The Molecules are Inside the Atoms”: Students’ Personal External Representations of Matter." In Diagrammatic Representation and Inference, 349–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14600-8_49.

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Tan, Sharon, Francis Chuah, and Hiram Ting. "Students’ Satisfaction Towards Online Learning Systems: Assessing Its Internal and External Factors." In Empowering 21st Century Learners Through Holistic and Enterprising Learning, 3–10. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4241-6_1.

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Ewert, Anna. "Chapter 11. An Educational Language Community: External and Internal Language Use by Multilingual Students." In Neurolinguistic and Psycholinguistic Perspectives on SLA, edited by Janusz Arabski and Adam Wojtaszek, 159–74. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692429-013.

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Yang, Lan, A. Katrin Arens, Man Kate Xu, and Kuen Fung Sin. "Testing the Internal and External Frames of Reference for Academic Self-Concept Among Chinese Vocational Students." In The Psychology of Asian Learners, 101–23. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_7.

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Birken, Philipp. "External Direct Products." In Student Solutions Manual, 38–44. 10th ed. Boca Raton: Chapman and Hall/CRC, 2021. http://dx.doi.org/10.1201/9781003182306-9.

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Pfeifer, Geoff, and Derren Rosbach. "The Great Problems Seminars: Connecting Students with External Stakeholders in Project-Based Approaches to Sustainable Development Education in the First Year." In Engaging Stakeholders in Education for Sustainable Development at University Level, 233–41. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26734-0_15.

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Ghosh, Byas. "External Carotid Artery." In Human Anatomy for Students, 147. Jaypee Brothers Medical Publishers (P) Ltd., 2007. http://dx.doi.org/10.5005/jp/books/10364_34.

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Conference papers on the topic "External students"

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Yang, Jiying, Leah Li Echiverri, and Feng Tang. "Relationships Between External Factors and University Students' Attitudes towards Academic Research." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11123.

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Research is an important part of an academic career, yet it is not always frequently practiced by most students. This descriptive-correlational research aimed to find out the external factors that influence students’ attitudes toward research. We sampled 201 undergraduates at Wenzhou-Kean University and analyzed their responses to the questionnaire in order to determine the relationship between possible factors and their attitudes. The results revealed that the external factor of the training environment has a moderate positive influence on research attitude, while support from the university has a strong positive influence on research attitude. Specifically, factors of faculty support, curriculum design, on-campus academic activities, library service, and financial support all moderately influence students’ attitudes towards research in a positive way. The most salient influential factor of all is faculty support. The results suggested that to improve students’ attitudes towards research, sufficient support is vital, especially academic and financial support. Therefore, to externally encourage students to conduct academic research, faculty and university could give more consideration to support provision.
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Bulters, Mike, Michael Breede, Martin Hofmann, and Dieter Jager. "Vertical pin-modulator for controlling an external-cavity diode laser." In 2007 International Students and Young Scientists Workshop on "Photonics and Microsystems". IEEE, 2007. http://dx.doi.org/10.1109/stysw.2007.4559114.

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Davies, Gordon, and Brian J. Garner. "Telematics helpdesk for external students of computing at Deakin University." In Working group reports from ITiCSE. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/349316.349385.

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Ambarova, Polina, and Nina Shabrova. "PARENTS OF STUDENTS: TRUSTEES OR EXTERNAL OBSERVERS IN HIGHER EDUCATION?" In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0584.

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Fitrianti, Hariani, and Andi Saparuddin Nur. "Structural Model External and Internal Factors that Influence Students' Mathematical Learning Achievement." In Proceedings of the International Conference on Science and Technology (ICST 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icst-18.2018.173.

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"Students’ Performance Prediction by using Institutional Internal and External Open Data Sources." In 5th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004383006390646.

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Zhang, Jie, and Zhu Zhu. "Analysis on the External Causes of Learning Burnout in Normal University Students*." In Proceedings of the 5th International Conference on Economics, Management, Law and Education (EMLE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.191225.216.

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Lu, Ling, Jiaqi Xiong, Minsi Liu, Yiying Wang, Shanshan Xiang, and Qiriga Han. "Analysis of Current Status and Demand of College Students’ External Image-building Capacity." In Proceedings of the 2019 International Conference on Management, Education Technology and Economics (ICMETE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icmete-19.2019.131.

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Sin, Cristina, and Orlanda Tavares. "Reasons for the poor employability of the first degree in students’ perceptions." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5175.

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The reduction of the first degree in Portugal, driven by the Bologna reforms, has resulted in a perceived loss of its value in the society and the labour market. The implementation of the reforms coincided with the severe economic crisis and the job scarcity currently affecting the labour market. This paper aims to investigate student perceptions of the reasons why they consider the first degree insufficient. Is it because students really feel unprepared for the labour market as a result of the shorter first degree or is it because of the widespread perception in the society that the first degree is insufficient? In other words, is the poor employability of the first degree perceived as being determined by individual inability or by an external scepticism about its value? Findings suggest that, for students, the first degree is not enough mostly because of their individual inability to respond to labour market needs and less because of public scepticism about the degree’s worth. Therefore, students apparently see themselves as the key agents, emphasising their own responsibility for employability and the individual factors behind the employability concept, although the latter are somewhat balanced by external factors under the weight of the economic crisis.
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Qian, Binsen, and Harry H. Cheng. "Extending Educational Robot Sensing Capabilities Through Equipping an External Microcontroller." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98470.

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Abstract The popularity of the educational robot in K-12 classroom has dramatically increased in the past decades to engage students studying not only Science, Technology, Engineering and Mathematics (STEM), but also 21st-century skills. Most educational robots tend to be as simple as possible such that the lower grades can benefit from the robotics technologies safely. However, such design consideration makes most educational robots with none or minimal sensing capabilities. However, it is very important for senior students to learn more advanced robotics concepts and applications. This paper presents a concept of extending educational robots’ sensing capabilities through quipping an external microcontroller. The paper also demonstrates how the framework can be easily used in sensor-based applications through a line-following example.
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Reports on the topic "External students"

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Tucker Blackmon, Angelicque. iNoVATE Expansion Project Summative External Evaluation Report. Innovative Learning Center, LLC, September 2020. http://dx.doi.org/10.52012/ukxb1595.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Formative External Evaluation Report. Innovative Learning Center, LLC, April 2020. http://dx.doi.org/10.52012/szey6418.

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Tucker Blackmon, Angelicque. Formative External Evaluation and Data Analysis Report Year Three: Building Opportunities for STEM Success. Innovative Learning Center, LLC, August 2020. http://dx.doi.org/10.52012/mlfk2041.

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Duflo, Annie, Jessica Kiessel, and Adrienne Lucas. External Validity: Four Models of Improving Student Achievement. Cambridge, MA: National Bureau of Economic Research, June 2020. http://dx.doi.org/10.3386/w27298.

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Southwell, Brian, and Vanessa Boudewyns, eds. Curbing the Spread of Misinformation: Insights, Innovations, and Interpretations from the Misinformation Solutions Forum. RTI Press, December 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0008.1812.

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Although many people now have access to more accumulated information than has ever been the case in human existence, we also now face a moment when the proliferation of misinformation, or false or inaccurate information, poses major challenges. In response to these challenges and to build collaboration across disciplines and expertise and a more effective community of learning and practice, the Rita Allen Foundation partnered with RTI International and the Aspen Institute along with Craig Newmark Philanthropies, Democracy Fund, and Burroughs Wellcome Fund to hold the Misinformation Solutions Forum in October 2018 at the Aspen Institute in Washington, DC. This forum brought together academic researchers, technology professionals, data scientists, journalists, educators, community leaders, funders and a set of graduate student fellows to explore promising ideas for curbing the spread of misinformation. We issued an open call for ideas to be featured in the forum that sought interventions focused on reducing behaviors that lead to the spread of misinformation or encouraging behaviors that can lead to the minimization of its influence. Interventions with technological, educational, and/or community-based components were encouraged, as were projects involving science communication, public health and diverse populations. A panel of expert judges assessed submissions through a blind review process; judges included representatives from the Rita Allen Foundation, as well as external institutions such as the Democracy Fund, the National Institutes of Health, the Poynter Institute, First Draft, and academic institutions. Authors developed the essays presented here based on both original submissions and the iterative collaboration process that ensued.
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