Academic literature on the topic 'Final year experience'
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Journal articles on the topic "Final year experience"
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Gurung, R., and A. Conway. "A survey of final year pharmacy undergraduates’ mentorship experience." International Journal of Pharmacy Practice 30, Supplement_2 (November 30, 2022): ii22—ii23. http://dx.doi.org/10.1093/ijpp/riac089.025.
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Abstract Introduction The General Pharmaceutical Council (GPhC) Standard 7.3 for the initial education and training of pharmacists1 states student pharmacists and trainee pharmacists must have access to pharmacy professionals to provide professional support and guidance by acting as role models and mentors. Four mentoring programmes exist for Brighton University undergraduates, available virtually in addition to external mentoring programmes, such as Royal Pharmaceutical Society (RPS) mentoring programme. Chang et al2 studied RPS mentoring participants and found previous positive experiences inspired participants to participate in their programme. This work investigates 2021/2022 final year Brighton University pharmacy undergraduate mentoring experience. Aim To survey final year pharmacy undergraduates’ mentorship experience. Methods An online survey consisting of 5-point Likert-scale statements and closed-ended questions, was designed, piloted, and distributed using the JISC online survey platform to final year Brighton University pharmacy undergraduates. Data collected included awareness of mentorship programmes, whether undergraduates had previous mentorship experience, and attitudes towards mentoring using 12 Likert-scale statements each for respondents who were mentors, mentees, and those with no mentoring experience. The data were quantitively analysed using Microsoft Excel version 16.58 and the JISC online survey platform. The 5-point Likert Scale questions were analysed by calculating a weighted average. Ethics approval was received from the Brighton University School of Applied Sciences Research Ethics Committee. Results 48 undergraduates completed the survey. 13 (27%) had previous experience mentoring. This sample was comprised of 8 undergraduates with mentor experience and 10 undergraduates with mentee experience. Four undergraduates had both mentor and mentee experience. In total, 63% (n=39) respondents were aware of the University’s mentoring programmes, 32 (60%) were aware of external mentoring programmes available with 45% (n=24) citing the RPS mentoring programme. A total of 75% (n=6) mentors and 70% (n=7) mentees reported that mentoring aided their professional development. All (n=8) undergraduates who were mentors and 80% (n=8) mentees reported that this was a beneficial experience. Three quarters (n=6) of those who were a mentor and 60% (n=6) who were mentees reported that this improved their employability skills. The main challenge found by mentors and mentees was the amount of time needed to undertake these roles. 16 (46%) undergraduates with no mentoring experience agreed that participating in a mentoring programme would be too much time and effort, 28 (80%) would prefer if their mentor/mentee was from or following the same professional background as them and 20 (57%) agreed they would consider signing up for a mentorship programme if offered to them. Discussion/Conclusion Limitations included a low response, but results obtained were sufficient to highlight issues. Although most undergraduates were found to be aware of benefits of a mentorship programme, these should be promoted further, with realism around time mentoring takes, and opportunities scoped to incorporate time for mentoring in undergraduates’ timetables. Many undergraduates still lack mentoring experience and are not aware of mentoring programmes. Establishing mentoring arrangements within the final year with trainee pharmacists could be a mechanism to address the undergraduate’s preference of mentoring arrangements with the same professional background. References 1. GPhC. Standards for the initial education and training of pharmacists2021 [cited 2021 10/11/2021]:[16-32 pp.]. Available from: https://www.pharmacyregulation.org/sites/default/files/document/standards-for-the-initial-education-and-training-of-pharmacists-january-2021_0.pdf 2. Chang H, Desselle S, Canedo J, Mantzourani E. Reflections of mentors and mentees on a national mentoring programme for pharmacists in the United Kingdom: An examination into organisational culture and systems. Research in Social and Administrative Pharmacy. 2021.
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Allan, J., R. J. Chance, K. T. Marks, and C. A. Miller. "Three Years Experience of Undergraduate Final Year Projects Using Signal Processing Microprocessors." International Journal of Electrical Engineering Education 27, no. 2 (April 1990): 109–18. http://dx.doi.org/10.1177/002072099002700204.
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Abdullahi, Musa Siddiq, and Mussa Salisu. "University of Ilorin Final Year Students’ Experience in Practice Teaching Exercise." Journal of Language and Education 3, no. 3 (September 30, 2017): 99–106. http://dx.doi.org/10.17323/2411-7390-2017-3-3-99-106.
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Practice teaching is a vital aspect of the teacher preparatory program in teacher training institutions. This study examined the University of Ilorin final year students’ experience in a practice teaching exercise. It made use of descriptive survey research design. The population for this study were all students of the Faculty of Education, University of Ilorin, Ilorin, Nigeria. The researchers’ self-developed questionnaire with a reliability coefficient of 0.63 was used for data collection while the data collected were analysed using descriptive statistics of mean and standard deviation and inferential statistics of independent t-test. It was found that during the course of practice teaching exercises, student-teachers acquired skills which enabled them to use a variety of teaching methods, and instructional resources, improved their skills in tests construction, scoring and recording, built their teaching confidence and presentation, among others. However, student-teachers were faced with a number of challenges in the course of lesson presentation during practice teaching. It was, therefore, recommended among others, that student-teachers should not perceive their personality and logical presentation of instructional objectives as challenges but rather should embrace and exploit it to improve and widen their (cognitive) domains.
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Toe, Dianne, Christine Ure, and Damian Blake. "Final Year Preservice Teachers' Views of Professional Experience in Partnership Schools." Australian Journal of Teacher Education 45, no. 2 (February 2020): 104–27. http://dx.doi.org/10.14221/ajte.2020v45n2.6.
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Holstein, A., A. Widjaja, D. Nahrwold, and E. H. Egberts. "Clinically relevant diabetes knowledge and experience amongst final year medical students." Practical Diabetes International 17, no. 1 (January 2000): 3–8. http://dx.doi.org/10.1002/(sici)1528-252x(200001)17:1<3::aid-pdi15>3.0.co;2-5.
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Varley, Lorraine, Catherine MacNamara, and Patricia Mannix-McNamara. "Preceptorship: Exploring the experiences of final year student nurses in acute hospital setting." Journal of Hospital Administration 1, no. 2 (October 9, 2012): 42. http://dx.doi.org/10.5430/jha.v1n2p42.
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Background: Preceptors play a pivotal role in inducting, supporting, teaching and assessing students on clinical placement. This research sought to examine student nurses’ experiences of preceptorship during their clinical placement in their final year of studies in order to further illuminate what is known about preceptorship in Ireland. Method: A qualitative research design was adopted for this study. Forty-seven final year nursing students were questioned using a structured enquiry schedule about their experiences of preceptorship during clinical placement. All participants were female. The data were analysed thematically according to Smith, Flowers and Larkin’s (2009) framework. Results: The results indicate that while a small minority found the experience of preceptors enhanced their learning while on clinical placement, the majority has a less than optimal experience. Reasons for this included: busy workloads of preceptors, difficulty in the accessibility of the preceptor and lack of preceptor training. Conclusions: The results highlight a number of challenges facing students and preceptors in the study. The authors advocate for a more systematic national study into preceptorship implementation in Ireland. This is necessary in order to inform a more coherent framework with national standards for preceptor training and implementation.
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Lawrentschuk, Nathan, and Damien M. Bolton. "Experience and attitudes of final‐year medical students to digital rectal examination." Medical Journal of Australia 181, no. 6 (September 2004): 323–25. http://dx.doi.org/10.5694/j.1326-5377.2004.tb06299.x.
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Bäck, Lena, and Annika Karlström. "Developing confidence during midwifery training: The experience of Swedish final year students." Sexual & Reproductive Healthcare 25 (October 2020): 100535. http://dx.doi.org/10.1016/j.srhc.2020.100535.
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Wook, Tengku Siti Meriam Tengku, Nazlena Mohamad Ali, Masnizah Mohd, Saidah Saad, Juhana Salim, Aidanismah Yahya, Shereena Mohd Arif, et al. "Trends in the Final Year Project for Multimedia Undergraduate Programme: Supervisory Experience." Procedia - Social and Behavioral Sciences 59 (October 2012): 399–405. http://dx.doi.org/10.1016/j.sbspro.2012.09.293.
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Gates, MC, TF Odom, and RK Sawicki. "Experience and confidence of final year veterinary students in performing desexing surgeries." New Zealand Veterinary Journal 66, no. 4 (April 22, 2018): 210–15. http://dx.doi.org/10.1080/00480169.2018.1464977.
Full textDissertations / Theses on the topic "Final year experience"
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Vermeulen, Nicola. "Final year occupational therapy students' experience of supervision during community fieldwork practice." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/5210.
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Magister Scientiae (Occupational Therapy) - MSc(OT)Fieldwork is seen to be an essential component in the curriculum of an undergraduate occupational therapy (OT) program through which students develop their professional behavior and apply theoretical education to clinical practice. Students in their final year of the undergraduate OT program at the University of the Western Cape (UWC) use the UWC Community Process as a guide to community fieldwork in community settings. This process follows a community development approach to allow students to focus on the needs of the community. The community fieldwork placement is compulsory for all final year OT students. The main aims of the placement are for students to develop their understanding of the role of an occupational therapist in a community setting and to enhance their understanding of the occupational nature of communities. This study focuses on final year UWC OT students' experiences of the supervision they received while following the steps of the Community Process as well as their perceptions of the relationship between their supervision and their learning about occupation based community practice. The aim of the study was to explore how the 2009 final year OT students experienced fieldwork supervision during their community fieldwork placement. The study followed an interpretivist paradigm with a qualitative research methodological approach and a phenomenological design. Purposeful sampling was used to select participants from the UWC OT department who undertook their community fieldwork placement in 2009. All the data utilized in this study was directly linked to the students' experiences of supervision during their learning of the Community Process. Therefore, the methods of data collection that were used included the students' daily reflective journals, their portfolio files and an evaluative focus group held at the end of the year 2009. All data was critically analyzed through a process of thematic analysis in order to meet the research objectives. The techniques of triangulation and a detailed description of the research process were employed to ensure trustworthiness of the study. The ethical principles of autonomy, nonmaleficence, beneficence as well as informed written consent were adhered to in the study. The findings of the study highlighted the emotions that the students experienced, the development of their professional judgement and the challenges and experiences they encountered in their personal and professional development. The findings further showed that the process of becoming a part of the community allowed the students to define their role as an OT in a community setting and to increase their understanding of community development in the context of their role within the community. The findings also emphasized the students' experiences with regards to various teaching and learning techniques and approaches used within the supervision of their community fieldwork placement. The significance of this study lies in its contribution to the generation of an understanding of how supervision influences students' understanding of occupation-based community practice in occupational therapy.
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Rees, Karen Lesley. "The lived experience of final year student nurses of learning through reflective processes." Thesis, Bournemouth University, 2007. http://eprints.bournemouth.ac.uk/10506/.
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This scientific phenomenological study aims to explore and better understand the lived experience of learning through reflective processes, the nature, meaning and purpose of reflective learning, what is learned and the triggers and processes that enable meaningful reflective activity. Ten final year nursing students who felt that they had experienced learning through reflective processes were invited to describe their lived experiences of the phenomenon during taped phenomenological interviews. The rich and contextualised data was analysed using the four steps for descriptive phenomenological analysis proposed by Giorgi (1985). The findings essentially differentiate between authentic reflective learning which enables the emergence of 'own knowing', and the academically driven activities often perceived as 'doing reflection'. Authentic and significant personal 'own knowing' is derived from reflective activity prompted by unpredictable, arbitrary occurrences experienced in everyday encounters in the professional and personal worlds of the participants, which stimulate meaningful existential questions that, in turn, demand attention and drive the commitment to ongoing reflection. Engagement with authentic reflective activity is often triggered by an insistent and personal 'felt' sense of a need to understand and know 'something more for the self, and this activity demands far more privacy than the contemporary literature acknowledges. On the cusp of registered practice, the participants described how the maturation of reflective activity had enabled them to engage with the struggle to locate themselves personally and professionally in the context of care, to establish and refine personal and professional values and beliefs and to consider the realities of their nursing practice. Reflection enabled the participants to recognise and affirm that they had become nurses and could fulfil the role to their own and others expectations. Their reflective knowing and understanding was active and embodied in the way they lived their nursing practice. Analysis of the lived experience of learning through reflective processes has raised a number of issues for nurse education, in particular how student nurses may be supported in coming to know themselves and to become reflective, the importance of supportive mentorship and the significance of role modelling in professional development, the psychological safety of the 'practicum' and the need for privacy for authentic reflective learning.
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Jackson, Joanna Margaret. "The lived experience of part-time in-service physiotherapy students in their final year." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273535.
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Fakroodeen, Adam Abdul Kader. "Final Year Medical Students' Experience of Bullying: A Study at the University of Cape Town." Master's thesis, Faculty of Health Sciences, 2020. http://hdl.handle.net/11427/32256.
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Background: Medical bullying has been identified as a growing concern internationally, with multiple studies showing a high prevalence in medical students and residents However, several questions remain unanswered, including a) the prevalence of experienced bullying within our local, socioeconomic and ethnically diverse population, b) which population groups are most likely to bully medical students, c) significant demographic data which may impact on severity, frequency and type of bullying experienced, d) what is the correlation between severity, frequency and types of bullying with psychological distress in our local population. This study aims to 1) examine the association between bullying frequency and bullying types with demographic variables in this population, 2) to investigate the association of bullying severity, bullying frequency and psychological distress, and 3) to gather qualitative data on medical bullying in respondents Methods: The data for this research were collected from final year medical students. The questionnaire included the modified Quinne questionnaire assessing different types of bullying and related frequency, and the CORE-GP questionnaire assessing psychological distress. Descriptive statistics were used to analyse the quantitative data, and thematic analysis was used to assess the qualitative data. Results: There was a high prevalence of reported bullying (86.8%), with no significant differences of overall bullying across demographic variables. However, certain types of bullying were more commonly experienced by female and black students. Consultants and registrars were reported to bully students more frequently than nurses. Increased bullying frequency was significantly associated with higher levels of psychological distress. The main themes to emerge in the qualitative analysis were 1) Negative emotions relating to demographic bullying, 2)Systemised bullying within specific departments which according to the student are repetitive and expected, and 3) Feelings of academic pressure and fear associated to the bullying they have encountered Conclusion: This study suggests that the frequency of perceived bullying in South African medical students is consistent with rates reported in the literature. Bullying may follow the lines of medical hierarchies (with consultants being perceived as most likely to be the bully). Further, social disparities seem to be associated with increased bullying, with female and black students more often targeted. Specific interventions are needed to address bullying and associated psychological distress.
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Abramovitz, Ruth. "Gender equality issues in the medical education experience of final year medical students in Israel and the implications for educational managers." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31014.
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Although women are half of the medical students' population, they may have, different values than men and may be faced with organizational constraints in their medical schools and barriers to their career once they graduate. The general aim of this study is to highlight the question of gender equality in the educational process and the implications for educational managers arising from this issue. The specific objectives of the study are to identify male and female medical students personal values, experiences with regard to the curriculum, career's preparation, mentoring and abuse during the medical education and gender effect after graduation. The research tries to suggest ways in which educational managers can address possible gender inequality. The research is carried out in two phases. The first phase is a survey of a sample of final-year medical students from three and of four medical schools in Israel. In the second phase, a case study of one of the medical schools is carried out. Interviews with students and faculty members provide data to triangulate and illuminate the findings of the survey. Documentary analysis of the school's official prospectus enables further triangulation. Based on the findings, the conclusions are that although women and men medical students tend to differ in their career goals, they are similar in other values. Yet, women medical students are discriminated against to some extend with regard to school experiences such as career's preparation, and student abuse. Surprisingly more men students than women complain on discrimination. Other gender differences are apparent with regard to career choices and opportunities. It appears that a culture of 'gender blindness' is prevalent at medical faculties. The recommendations are that just to wait for the 'critical mass' effect is not enough and educational managers should try to address barriers faced by female students.
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Franey, Lorna. "Screen time : an exploratory study of the experience of pupils in the final year of primary school using Interpretative Phenomenological Analysis (IPA)." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/20770/.
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Since the middle of the 20th century digital technological developments have transformed human behaviour on an individual, group and societal level. The result of which is that screen time is now an integral part of people’s lives, including that of children. Given this, this research study aims to further extend the current research on the phenomenon of screen time by exploring the views and lived experiences of children. The concept of screen time is broad, therefore, for the purposes of this research screen time is defined as the use of a handheld smart electronic device that is generally connected to other devices or networks via different wireless protocols such as Wi-Fi, 3G, 4G that can operate interactively allowing users to both find and share information. In this research study five participants in the final year of primary school shared their experiences through semi-structured interviews. Transcripts from the interviews were analysed using Interpretative Phenomenological Analysis (IPA) in order to generate themes. Four superordinate themes emerged across all participants. These were: • Habitual • Sense of self • Impact on wellbeing and anxiety • Social relationships Possible implications of the study are discussed including further research and implications for educational psychology practice in supporting schools and families in relation to the phenomena of screen time.
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Mampunge, Fezeka. "Experiences of final year nursing students at a public college of nursing in the Eastern Cape province regarding their preparedness to become registered nurses." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006815.
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Within the nursing profession, the transition from the student to a graduate nurse is a common rite of passage that marks the end of initial educational preparation in the discipline and the beginning of a professional journey as a nurse and a member of the multidisciplinary team (Nash, Lemcke & Sacre. 2009:48). This is a period of adjustment, stress, growth and development and the transitional nurse is likely to feel uncomfortable, fearful and may experience feelings of inadequacy. This study was undertaken to explore and describe the experiences of final year nursing students at a public college of nursing in the Eastern Cape regarding their preparedness to become registered nurses, with the aim to identify gaps and make recommendations on strategies to close the gaps. The objectives were to explore and describe the experiences of final year nursing students at the public college of nursing in the Eastern Cape Province with regard to their preparedness to become registered nurses and to recommend strategies to improve the preparation of nursing students for transition to become registered nurses. To answer the research question “What are the experiences of final year nursing students at a public college of nursing in the Eastern Cape Province with regard their preparedness to become registered nurses”, a qualitative, explorative and descriptive design was used as a framework for the study. Data were collected by means of unstructured focus group interviews with a purposively selected sample of 27 final year nursing students at the particular college of nursing. Data were analysed using Tesch’s method of analysis for qualitative research. Two themes emerged, revealing that participants at the college experienced preparedness and lack of preparedness to assume the role of a professional nurse. This related to certain aspects that had an impact on the preparation of the final year nursing students for practice and included: curriculum-related aspects; clinical teaching and learning support; learning opportunities; interpersonal relationships between lecturers, students and clinical staff; equipment; and library resources. It was concluded that the learning needs of the nursing students were not adequately catered for, leading to lack of preparedness. Through the involvement of nursing students in the evaluation of their learning, shortfalls in both education and practice areas could therefore be detected. Recommendations regarding strategies to be used to promote preparedness of final year nursing students included: continuous feedback on student performance in the form of exit evaluations on the part of students to identify learning needs; writing of progress reports on the part of clinical practice; and the employment of clinical preceptors with clear role specifications between the lecturers, ward sisters and preceptors to avoid role confusion.
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Weston, Rosalind Anne. "Telling and listening to practice-related stories : views and experiences of final year midwifery students." Thesis, Open University, 2018. http://oro.open.ac.uk/55880/.
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Stories are used to communicate culture, belief, knowledge and understanding. This study filled a gap in the evidence and explored final year midwifery students’ views and experiences of practice-related storytelling as a means for learning. The initial study of four participants used an interpretive phenomenological approach. The main study, conducted in a different university in England, was informed by social constructivism and phenomenography. A purposive sample of 15 participants was recruited from two cohorts of final year students. Data were collected between November 2015 and March 2016, through four focus groups and two semi-structured interviews. These were analysed using a seven step phenomenographic process. The findings indicate that stories are viewed as ‘vehicles’ to communicate childbearing women’s stories; ‘signposts’ to help avoid mistakes in practice; ‘batons’ to pass on learning to other students; ‘comfort blankets’ to reassure and as ‘capstones’ of learning. These metaphors are connected through the analogy of midwifery students’ journeys towards registration. Stories and storytelling link theory to practice, and engage students’ emotions. They facilitate transformational learning, and are a memorable way to learn about practice. Stories are ‘held onto’, particularly in challenging situations, and are a means for ‘containing’ students’ emotions. Students deliberately tell stories in their ‘communities of practice’, within the ‘liminal space’ of clinical practice, and when returning to university. A conceptual model illustrates how stories and storytelling are viewed and experienced by midwifery students. Storytelling is a valuable pedagogical approach to learning. Educators should ensure story-sharing is embedded in curricula, and draw on their personal ‘store of stories’ to enhance teaching. Service users’ digital and face-to-face stories should be used to enable compassionate practice. Mentors should be able to debrief their own critical experiences before passing these stories on to students. Peer storytelling and listening opportunities should be facilitated in practice and university.
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Perry, April Lillian. "Treading through swampy water: Graduates' experiences of the post-university transition." Thesis, University of Canterbury. Educational Studies and Human Development, 2012. http://hdl.handle.net/10092/10343.
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Bridges (2004) defines a transition as “a natural process of disorientation or re-orientation” marking the turning points of life (p. 3). One such turning point that has recently attracted the attention of higher education is the shift from university to life-after-study. Some universities, especially in the U.S., have developed programmes and courses to help prepare and support students for this transition. However, most of these educational initiatives have been developed without empirical research that explores graduates’ needs. In this research, therefore, I have sought to understand the experiences and perspectives of recent graduates in the post-university transition with the hope that this may inform potential institutional practices.
Twenty young, recent graduates, who were broadly representative of their (U.S.) university’s student population in terms of degree, gender, and ethnicity, were selected to participate in this research. They engaged in recorded, semi-structured interviews and email interviews over a six-month period. Transcripts of interviews were analysed using typical qualitative procedures informed by interpretivism, symbolic interactionism, naturalistic inquiry, and narrativity. Results indicated that despite individual variability, participants shared some common perspectives. Four main themes emerged from the data. Three illustrated the difficulty of the post-university transition (shifting identities, searching, and unmet expectations), but the fourth illustrated how participants used people and resources (stabilisers) to foster support and balance in their transition. Furthermore, participants offered a range of suggestions about ways their institution might help graduating students better prepare for this transition and life-after-university. Recommendations based on these suggestions provide ideas for career preparation, emotional support, and practical life skills that institutions might choose to implement.
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Mrwetyana, Nomandla Abegail. "The experiences of final year student nurses of a higher education institution in the Western Cape regarding their preparedness for psychiatric clinical placement." University of the Western Cape, 2016. http://hdl.handle.net/11394/5249.
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Magister Curationis - MCurIn South Africa, mental health nursing forms part of the basic (pre-registration) education of Professional Nurses, in order to equip them for employment as general nurses in the comprehensive health services of the country. Mental health nursing is an interpersonal process, in which counselling is aimed at supporting and facilitating healthy lifestyle functioning. At the higher education institution of interest, psychiatry nursing is incorporated at the final year level of nursing. The student nurses are prepared with the theory of psychiatric nursing, two weeks before their clinical placement in hospitals and clinics. At the end of the year, they are expected to pass both the theory and practical component. The aim of the study was to explore the experiences of final year student nurses, regarding their preparedness for psychiatric clinical placement. The objective of the study was to describe the experiences of the students, regarding their preparedness for psychiatric clinical placement. A descriptive design, with a qualitative approach, was used to explore and describe the phenomenon under investigation. The researcher used purposive sampling to select participants for the study from a population of final year student nurses of a higher education institution in the Western Cape. They met the sampling criteria because they knew a great deal about the phenomenon of interest, had completed the two-week orientation programme and worked in a clinical placement for at least three months. Their participation in the study was on a voluntary basis. The researcher used unstructured interviews to collect data from the participants. The data analysis was done following Coliazzi's seven steps. The findings indicated that the students were not prepared for their psychiatric placements, even though they attended a two-week orientation programme, prior to their placements. It was revealed that anxiety played a huge role in the unpreparedness of students. The participants, therefore, suggest that the orientation period be extended. The researcher, however, applauds the staff members in the clinical placements and urges them to maintain their positive attitude towards the students, as the participants acknowledged and appreciated their support.
Books on the topic "Final year experience"
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Harvey, June. Persistant absenteeism in the final year of schooling: Pupil perspectives on the school experience. Guildford: University of Surrey, 1986.
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Harvey, June. Persistent absenteeism in the final year of schooling: Pupil perspectives on the school experience. (Guildford): (University of Surrey), 1986.
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Drakeford, Philip. From quantity to quality: An estimation of the effects on knowledge, expectations and values among pupils and teachers associated with work experience schemes operated in three Dyfed comprehensive schools during the pupils' final year of compulsory education. [s.l.]: typescript, 1991.
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Robinson, Jill. Three years on: Experiences of a project 2000 demonstration district : the final report of a three year evaluation study. [U.K.]: Suffolk & Great Yarmouth College of Nursing & Midwifery, Suffolk College, 1993.
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C, Taylor J. The effects of crew resource management (CRM) training in airline maintenance: Results following three years experience : 1994 final report, summary report, 07/01/93 through 12/31/94. [Washington, D.C: National Aeronautics and Space Administration, 1995.
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Cinquegrani, Alessandro, Francesca Pangallo, and Federico Rigamonti. Romance e Shoah Pratiche di narrazione sulla tragedia indicibile. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-492-9.
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Over the last 70 years, Holocaust representations increased significantly as cultural objects distributed on a large scale: fictional books, museum sites, artworks, documentaries, and films are only a few samples of those echoes the Holocaust produced in contemporary Western culture. There are some specific patterns in the way the Holocaust has been represented that, however, contrast with the survivors’ account of the same event: for example, the dichotomy between bad and good characters so essential within Holocaust-based media – especially on television and film - does not really match with the testimony’s experience. While storytelling strategies may help to involve the public by emotionally engaging with the story, the risks of altering the real meaning of the Holocaust are quite high: what we often label as a “story” is actually been an outrageous, documented mass-genocide. Furthermore, as the age gap between the present and the past generation progresses, also the collective awareness of Nazi crimes as a real fact gets compromised. This volume explores selected Holocaust narrations by contextualizing the historical, literary, and social influences those texts had in their unique points of view. Starting with some recent examples of Holocaust exploitation through social media, the first chapter explores the paradigm shift when the Holocaust became a cultural, fictional trend rather than a historical massacre. In the second chapter, the analysis examines postmodern representations of Holocaust and Nazi semantics through relevant examples taken from both American and European literature. The third chapter analyses Europe Central by William T. Vollman, as all the narratological and cultural issues considered in the previous two chapters are well outlined in this articulated novel, where the relationship between reality and its representation after the postmodernist period is largely investigated. In chapter four, an account is given of the connections and differences between the narratological category romance, as understood by Northrop Frye, and Holocaust narration features. In chapter five, those elements are used to consider the work of Italian Holocaust survivor and Jewish writer Primo Levi, as his narration around Auschwitz adopts some fictional tools and still refuses undemanding storytelling mechanisms. The sixth and final chapter examines the relevant novel Les Benviellants by Jonathan Littell, considering its Nazi genocide account through the antagonist’s perspective.
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Sugand, Kapil, Miriam Berry, Imran Yusuf, Aisha Janjua, Chris Bird, David Metcalfe, Harveer Dev, and Sri Thrumurthy, eds. Oxford Handbook for Medical School. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780199681907.001.0001.
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Medical school is full of unfamiliar and often frightening experiences for students. In the first year, a student must move away from home, balance personal finances, assimilate large volumes of information, learn practical skills, pass high-stakes exams, and face a range of unique experiences. The Oxford Handbook for Medical School provides an essential, practical guide for all students, from receiving an offer and preparing for medical school, to starting as a student, preclinical years and exams, and intercalated degrees through to the clinical years, including succeeding on the wards and in clinic, right up to final exams and assessments, making career decisions, electives, and planning for the future. The handbook serves as a survival guide and an aid to navigating the range of opportunities medical school offers, as well as fully preparing students for their future career.
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Whymark, Caroline, Ross Junkin, and Judith Ramsey. SBAs for the Final FRCA. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198803294.001.0001.
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Prepare with confidence for the Final FRCA with this dedicated guide featuring 300 original single best answer questions (SBAs) covering the whole breadth of the RCOA basic and intermediate curricula. SBAs correspond to the Royal College of Anaesthetist's units of training, so candidates can focus their revision in each sub-specialty area, such as paediatrics, neuroanaesthesia, and pain management. Individuals can track their progress, identify gaps in their knowledge, and target their ongoing revision as needed, assured that chapters cover all aspects of the curriculum as required for the exam. A final mock chapter allows candidates to rehearse for real exam conditions. Written by a team of consultant anaesthetists and active educators, these original and high-quality questions have been developed over years of clinical experience and critical incidents as well as the authors' own revision courses. Each question is accompanied by detailed answers, explanations, and further reading. This invaluable resource also includes advice on SBA technique making this the only guide you need for SBAs in the Final FRCA Written Paper.
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Davies, John K. State Formation in Early Iron Age Greece. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198817192.003.0002.
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This chapter attempts to delve into the prehistory of the Greek citizen-state, in order to identify the sources of human energy and experience that contributed most to shape that institution as a complex construct. Using two early literary portrayals as initial signposts, it lists the six principal inputs of force and energy as those exerted by the exceptional individual, by population, by the natural environment, by ideas of the supernatural, by the availability of convertible resources, and by memory, imagination, and a sense of identity. Each is explored at some length, though a final emphasis is laid on a 400-year absence of invasion.
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Chadwick, Peter K. Was the Treatment of my Psychosis Fair and Just? Edited by John Z. Sadler, K. W. M. Fulford, and Cornelius Werendly van Staden. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780198732365.013.12.
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In this article, the author reflects on his experience as a psychiatric patient, from the time he was admitted into the hospital in 1979 to his final discharge two years later. He reveals what he felt upon being told that he was diagnosed with a ‘schizophrenic episode;’ how talking about his problems and experiences with doctors, social workers, vicars, and chaplains helped in his recovery; and how the change from chlorpromazine to haloperidol as medication for his Tourette’s Syndrome after he left the hostel exerted a transformational effect on him. The author also talks about the research he conducted for a second PhD on delusions and on creativity and psychosis. Finally, he shares his thoughts about the medical model of psychiatry and its language and concludes that the psychiatric treatment he received was fair and just.
Book chapters on the topic "Final year experience"
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Tien, Douglas Tong Kum, Nurhazwani Ismail, and Bee Lin Chua. "The Final Year Engineering Project’s Impact on Students’ Learning Experience." In Engineering Grand Challenges in Scholar Programs, 65–73. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3579-2_7.
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Cutfield, Wayne S., Georgios Karagiannis, and Edward O. Reiter. "Growth Hormone Treatment to Final Height in Idiopathic Growth Hormone Deficiency: The KIGS Experience." In Growth Hormone Therapy in Pediatrics - 20 Years of KIGS, 145–62. Basel: KARGER, 2007. http://dx.doi.org/10.1159/000101813.
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Păunescu, Mihai, Andreea Gheba, and Gabriela Jitaru. "Performance-Based Funding—The Romanian Experience of the Last Five Years (2016–2020)." In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities, 231–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_12.
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AbstractPerformance-based funding has a long experience of debates and implementation in Romania, distinguishing three main stages of refinement in its implementation, starting with 2002. The actual form is similar starting with 2016, an important share of Romanian higher education funding for teaching activities in public universities (26.5%) being distributed according to quality indicators (applied by field of study). Given that the main objective of this mechanism is to reward performance, as well as to assure a more transparent and predictable resource allocation, the aim of this paper is to identify how this allocation mechanism actually worked over the past five years. The performance-based criteria employed in the supplementary funding component cover four main categories: teaching/learning, scientific research/artistic creation, international orientation, regional orientation & social equity. According to the national funding allocation mechanism, each quality indicator is assigned a share of the total funding, with the final distribution being determined by each institutions performance score relative to the others in the same scientific field. The paper unfolds the evolution of this systems implementation in the five years since its adoption (2016–2020) and presents the main results of a preliminary analysis. We also explore the extent to which certain characteristics of universities, such as their size or their dominant field of study, impact the resulting distribution of funds. This paper results may enrich and contribute to the larger national and international debate on performance-based funding and quality assurance in higher education.
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Schappacher, Norbert. "Framing Mathematical Excellence." In Framing Global Mathematics, 289–346. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95683-7_10.
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AbstractTodays International Mathematical Union (IMU) derives its greatest visibility among mathematicians world wide from the International Congresses. Its very foundation was an integral part of the mounting of the first postwar ICM at Harvard in 1950. It is via the experience of the quadrennial ICMs and the published traces they leave behind that an image of mathematics continues to be framed and projected for the mathematical community at large, and for the whole world to see. In this final chapter we present a data-based study of how the most exquisite layer of this image has evolved over the past seventy years.
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Gao, Wen, Xuanming Zhang, Weixin Huang, and Shaohang Shi. "Command2Vec: Feature Learning of 3D Modeling Behavior Sequence—A Case Study on “Spiral-stair”." In Proceedings of the 2021 DigitalFUTURES, 45–54. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5983-6_5.
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AbstractIn this study, we applied machine learning to mine the event logs generated in modeling process for behavior sequence clustering. The motivation for the study is to develop cognitively intelligent 3D tools through process mining which has been a hot area in recent years. In this study, we develop a novel classification method Command2Vec to perceive, learn and classify different design behavior during 3D-modeling aided design process. The method is applied in a case study of 112 participate students on a ‘Spiral-stair’ modeling task. By extracting the event logs generated in each participate student’s modeling process into a new data structures: ‘command graph’, we classified participants’ behavior sequences from final 99 valid event logs into certain groups using our novel Command2Vec. To verify the effectiveness of our classification, we invited five experts with extensive modeling experience to grade the classification results. The final grading shows that our algorithm performs well in certain grouping of classification with significant features.
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Pérez Nieto, Nazaret, and Nadia Nebot. "The Cardiff University buddy scheme: how to prepare outgoing students using the experience of the year abroad and final-year students." In Perspectives on the year abroad: a selection of papers from YAC2018, 43–52. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.39.1050.
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This article describes the extra support required for outgoing students on their Year Abroad (YA) journey. It highlights the increasing need for and relevance of peer mentoring of YA students in preparing them to deal with different structures and organisations where external support might be insufficient or even non-existent. It also outlines different approaches to establishing relationships with allocated ‘buddies’. It finally identifies the outcomes and benefits of the project, including personal development for all students involved in the scheme.
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Bray, Susan Stewart, Jennifer P. Stone, and Richard L. Gaskill. "The Impact of Trauma on Brain Development." In Advances in Psychology, Mental Health, and Behavioral Studies, 20–41. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2224-9.ch002.
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As many as four million children experience trauma every year, and some children experience multiple traumas over time. In this chapter, the authors provide an overview of the scope and the impacts of trauma on young children. The types of experiences that may be traumatizing to children and the potential effects of these experiences were included. A synopsis of the neurodevelopmental process was also provided along with the impact of trauma at the various neurodevelopmental stages. A neurodevelopmentally appropriate treatment model was described, and the model included the three neurosequential phases of regulate, relate, and reason. In the final section, a review of the impacts of trauma on school performance was provided, and suggestions for advocacy with classroom teachers were included.
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Bray, Susan Stewart, Jennifer P. Stone, and Richard L. Gaskill. "The Impact of Trauma on Brain Development." In Early Childhood Development, 217–38. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch011.
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As many as four million children experience trauma every year, and some children experience multiple traumas over time. In this chapter, the authors provide an overview of the scope and the impacts of trauma on young children. The types of experiences that may be traumatizing to children and the potential effects of these experiences were included. A synopsis of the neurodevelopmental process was also provided along with the impact of trauma at the various neurodevelopmental stages. A neurodevelopmentally appropriate treatment model was described, and the model included the three neurosequential phases of regulate, relate, and reason. In the final section, a review of the impacts of trauma on school performance was provided, and suggestions for advocacy with classroom teachers were included.
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Stephens, Meredith. "Transferring Literacy and Subject Knowledge Between Disparate Educational Systems." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 118–48. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/6.
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This is a retrospective longitudinal study of the education of two Australian third culture kids who attended local Japanese schools from preschool to the first year of high school. This is a postmodern account, set in the 21st century, of transition to a radically different educational system. Many postmodern accounts describe obtaining an education in a new country due to migration in order to escape persecution (e.g. Antin, 1997; Hoffman, 1989). In contrast, the current study explores an alternative educational choice made by parents who had relocated to a remote region of Japan for employment. The choice to educate their children locally was due to both an interest in and respect for the local culture, as well as convenience. This account concerns their daughters’ experience of the Japanese public school curriculum from the first year of primary school to the first year of high school, and how this equipped them for the final two years of high school and beyond. In particular, it addresses the ways in which they viewed their learning in Years 11 and 12, and at the tertiary level in Australia, to have been influenced by their experiences of the Japanese curriculum.
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Zaher, Aziza, and Niveen Kassem. "Enhancing employability skills and supporting transition to the year abroad: a case study." In Innovative language teaching and learning at university: facilitating transition from and to higher education, 35–43. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.56.1371.
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The year abroad is one of the most exciting yet challenging aspects of studying modern languages. In addition to the difficulties that all students face in transitioning to the year abroad, students of Arabic face the challenge of Arabic diglossia, given the existence of different written and spoken language varieties. To help with the transition to the Arabic year abroad, Durham University provided funding to recruit a team of staff and final-year students who had completed their year abroad to produce videos to help prepare students for their year abroad in Jordan, Lebanon, and Morocco. This project provided students with a unique experience that equipped them with crucial employability-related skills such as creativity, problem-solving, and teamwork, among others. This paper presents a case study of the project, its outcomes, and some feedback received from students who worked on the project and those who have used the videos.
Conference papers on the topic "Final year experience"
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Lantada, Andres Diaz, Pilar Lafont Morgado, Jose Luis Munoz Sanz, Juan Manuel Munoz-Guijosa, and Javier Echavarri Otero. "Toy design experience: Improving students' motivation and results in a final year subject." In 2010 IEEE Education Engineering 2010 - The Future of Global Learning Engineering Education (EDUCON 2010). IEEE, 2010. http://dx.doi.org/10.1109/educon.2010.5492353.
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Hasan, Zaimah. "Enhancing student's hands-on learning experience through final year project in industry: Implementations and challenges." In 2009 International Conference on Engineering Education (ICEED). IEEE, 2009. http://dx.doi.org/10.1109/iceed.2009.5490617.
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Murphy, Patrick. "Assessing assessment: a formal study of the benefits of assessment in a final year undergraduate statistics course." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07502.
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Students learn by doing: unfortunately many only do as little as is required of them to meet formal assessment requirements. We examine how a radical change in assessment strategy was chosen as a method of improving the learning experience for a group of students engaged in a final year undergraduate course in Time Series. In 2006, following attempts to change student attitudes through the use of different teaching techniques, we decided instead to focus on altering our assessment strategies. This paper will show that assessment appears to be one of the most effective tools to improve learning. While we remain committed to investigating and implementing improved methods for course delivery, our recent experience indicates the need to complement those methods with innovative assessment to improve the whole learning experience.
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Nagel, Jacquelyn K. S., Robert L. Nagel, Eric Pappas, and Olga Pierrakos. "Integration of a Client-Based Design Project Into the Sophomore Year." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70612.
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Often engineering design instruction based on real-world, client-based projects is relegated to a final year capstone course. The engineering program at James Madison University (JMU), however, emphasizes these real-world, client-based design experiences, and places them throughout our six-course engineering design sequence. Our six-course design sequence is anchored by the sophomore design course sequence, which serves as the cornerstone to the JMU engineering design sequence. The cornerstone experience in the sophomore year is meant to enable mastery through both directed and non-directed learning and exploration of the design process and design tools. To that end, students work in both small (4–5) and large (9–11) teams to complete a year-long design project. The course project is woven with instruction in engineering design theory and methodology; individual cognitive processes, thinking, and communication skills; decision making; sustainable design; problem solving; software; and project management. Students’ overarching task during the first semester is to follow the first two phases of the engineering design process—Planning and Concept Generation—while in the second semester, students work to reiterate on the first two phases of the engineering design process before prototyping, testing, and refining a design for the client. The project culminates with the students demonstrating their final product to the client, University, and local community. Our goal in this paper is to present our model for integrating real-world, client-based design projects into the sophomore year to facilitate meaningful design experiences across the curriculum. We believe that providing these experiences early and often not only challenges students on multiple dimensions, but also exposes them, and consequently better prepares them, for their eventual role as a practicing engineer. In this paper, we shall describe the sophomore design course sequence, the history and details of the course project, and also key learning outcome gains.
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Pernía-Espinoza, Alpha, Enrique Sodupe-Ortega, Fco Javier Martinez-de-Pison-Ascacibar, Ruben Urraca-Valle, Javier Antoñanzas-Torres, and Andres Sanz-García. "Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5167.
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An assessment program to evaluate microproject-based teaching/learning (MicroPBL) methodology on the technical subject ‘Manufacturing Technology’ was implemented for four consecutive academic years. Students from three different engineering degrees were involved providing feedback through different surveys that allowed us to perform a proper evaluation. More specifically, students’ surveys were anonymous after each academic year, except the last one, in which non-anonymous pre and post-surveys were conducted. The surveys were meant to evaluate the acquisition of specific competences (using technical questions about the subject) as well as generic competences (using questions concerning soft-skills). We also checked the students’ satisfaction with the methodology and with the signature in general. Using non-anonymous surveys allowed us to correlate results with the student’s final scores. Students’ self-assessment concerning their knowledge about technical aspects drastically changed after the course. The average of the subject’s final score from student’s perception was slightly higher than the actual value. Student’s self-perception on soft-skills was also increased at the end of the course. The MicroPBL methodology demonstrated beneficial for the case of this technical subject as it maintained high motivation levels in students, which were directly related to students’ success rates and final scores.
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Hall, Sarah. "Practise makes perfect: developing critical thinking and writing skills in undergraduate science students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5512.
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Successful undergraduate students are required to demonstrate critical thinking and writing skills in their final year dissertation, but the early years of some science degrees may not fully prepare them for this challenge. This study investigated the value of earlier engagement with scientific literacy skills by assessing the impact of rehersing critical thinking and extended writing skills earlier in the degree programme. This paper reports a small-scale study of a single cohort of students on BSc (Hons.) Biomedical Sciences degree schemes at a research-intensive university and describes quantitative analysis of students' performance in two research-driven writing tasks at different stages of the degree: a literature review in Year 2 and a research dissertation in the final year. The results of this study support the comcept that earlier exposure to extended writing tasks requiring scientific literacy skills is beneficial to students whose final year project has similar literature-based format; the experience of completing the literature review appears particularly valuable in improving the academic performance of weaker students.
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Lim, Hong Wee, Kim Hoo Goh, and Wen Feng Lu. "Best Practices for Engineering Design Project in Undergraduate Student Education With Eco-Friendly Vehicle Design." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70926.
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With the recommendation from ABET, each engineering student should go through a major engineering design experience and understand how to go from design specifications to a final artifact. The Department of Mechanical Engineering at the National University of Singapore (NUS) started automotive design projects including competition vehicles and proof of concept vehicles for its undergraduate students many years ago. These projects aim to provide practical engineering education to the students through vehicle design and fabrication with hands-on experience. The project lifecycle usually does not last longer than one year as it is governed by the competition and the academic cycle. With many years of experience supervising students, the best practice of guiding students learning through this engineering design project within one academic year is developed. Before each project, students will first go through training and apprenticeship. Such project usually starts with problem formulation that studies the requirements of vehicle for the competition and the resources available. The team of students will go from design specifications to a final vehicle prototype with generating alternatives, synthesizing, analyzing, fabrication, testing and evaluating. This method allows sustainability in vehicle design projects. NUS Eco-car project is used as a case study to illustrate the best practice. Our past experience showed that students trained in this project have strong practical and analytical skills and are able to manage and communicate in a team well.
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Bilgin, Ayse, and Peter Petocz. "Students’ experience of becoming a statistical consultant." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.131303.
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Developments in computer software have made it easier to carry out statistical procedures, leading to a widespread use of statistical outputs in many fields. However, the need for statisticians, and statistical consultants in particular, has also increased, since the numbers and graphs that can be easily obtained from packages need to be interpreted into meaningful information. We can help statistics students to develop the required professionalism by giving them opportunities to work as statistical consultants while they are still studying: we were able to do just this in two recent offerings of a final-year ‘capstone’ unit of study. As part of their summative assessment, students wrote reflections on the process of applying their previous learning to a range of research and consulting problems. In this paper, we use these reflections to discuss students’ experience of becoming (and being) a statistical consultant.
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Venables, Anne, and Grace Tan. "Realizing Learning in the Workplace in an Undergraduate IT Program." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3359.
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Higher education programs need to prepare their graduates for the practical challenges they can expect to face upon entering the workforce. Students can be better prepared if their academic learning is reinforced through authentic workplace experience, where the link between theory and professional practice can be realized. Increasingly, such learning in the workplace is being seen as an integral part of the university curricula as evidenced through the implementation of the Learning the Workplace & Community (LiWC) Policy at Victoria University, Australia. This policy mandates a minimum of 25% content and assessment of all academic programs be related to work-integrated learning. Recognizing the need for authentic workplace experience in the IT undergraduate program, a review found that the existing work-related learning component accounted for only half the required 25% LiWC commitment. Currently, the LiWC component is an industry-based capstone project that spans two semesters in the final year of study. These projects allow students to work on real-life software development tasks where they experience the practical challenges of building software systems whilst appreciating the needs of a business client. In a search of the literature, campus-located industry projects were identified as one of the two most common work-related learning experiences in IT programs, the other being internships sited in the workplace. By retaining the current project-based component, it was decided to add an internship to the program to further bolster the student learning experience and graduate outcomes. This paper details the existing program structure and explores two possible implementations for the achievement of the LiWC policy. The first approach necessitates the addition of one academic year of cooperative education internship to be placed strategically between the current second and third years. Alternatively, the second proposal sacrifices several elective units to accommodate a final semester internship experience. The paper discusses both alternatives against various issues under consideration: staffing and administration, assessment, industry partnerships, professional accreditation and its impact upon differing cohorts of students.
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De la Calle-Arroyo, Carlos, and Licesio Rodríguez-Aragón. "Correlation between students’ workload and attendance as related towards final grades: A case of study on Statistics for first-year Engineering students." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11131.
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In this work, a monitoring experience of student workload and attendance is presented. During four academic years, from 2015 until 2019, first-year students of an Engineering degree have been asked, three times a week, to estimate their autonomous workload devoted to the Statistics subject. The monitoring strategy has been anonymous, open and voluntary and has shown a high ratio of participation: 407 students out of 433. To generate the final dataset this information has been combined with attending records to classroom-based lectures and final grades achieved. Results indicate that declared student’s workload hardly reaches the 90 hours of autonomous work established in the ECTS ratio of our university. Nonparametric comparisons show strong statistical evidences of the relationship between final grades in the subject and declared workload and attendance. We find that attendance is crucial in order to achieve a homogeneous workload along the semester and a success in the subject’s grading.
Reports on the topic "Final year experience"
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Aghaie, Hamid. Solar District Heating Perspective in Austria. IEA SHC Task 55, November 2020. http://dx.doi.org/10.18777/ieashc-task55-2020-0013.
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Austrian district heating (DH) has experienced a fast increasing trend for the last 30 years (with the exception of the period 2010-2014), resulting in a triplication of delivered heat; in the year 2018, with about 2400 networks and 20 TWh supply, DH covered 6.4% of the final energy consumption (1122.5 PJ). Worth to underline is also that this growth of Austrian district heating has been about twice faster than the one of the energy demand in the same period. Currently, district heating provides about 26% of the Austrian households with the energy requested for space heating and domestic hot water preparation.
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Collyer, Michael, and Laura Hammond. Migrants on the margins final report. Royal Geographical Society (with IBG), January 2022. http://dx.doi.org/10.55203/jtld8758.
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Migrants on the margins was a five-year collaborative field research project that investigated the movement of migrants into and around four of the world’s most pressured cities: Colombo in Sri Lanka, Dhaka in Bangladesh, Harare in Zimbabwe and Hargeisa in Somaliland. Supported by the Society, the research team adopted a comparative approach to look at the opportunities available to migrants in order to better understand their experiences and vulnerabilities. Research in the four cities engaged with both newly arrived and well-established residents of 13 neighbourhoods, and involved focus groups, surveys, walk along interviews, oral histories, Q methodology, and GIS and participatory community mapping workshops. The key findings from the project have shed light on the incredible challenges of living in the neighbourhoods studied as well as the significant levels of population mobility, or churn, within these communities. The research also highlights the impact of clear gender differences in men’s and women’s roles in communities, as well as the effect of evictions and tenure security on residents, and how people can easily become ‘trapped’ within these neighbourhoods. Results from the research are continuing to influence policy within the four cities, and the research team have worked to support local policy makers and municipalities to improve the situations that migrants find themselves in.
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Bourrier, Mathilde, Michael Deml, and Farnaz Mahdavian. Comparative report of the COVID-19 Pandemic Responses in Norway, Sweden, Germany, Switzerland and the United Kingdom. University of Stavanger, November 2022. http://dx.doi.org/10.31265/usps.254.
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The purpose of this report is to compare the risk communication strategies and public health mitigation measures implemented by Germany, Norway, Sweden, Switzerland, and the United Kingdom (UK) in 2020 in response to the COVID-19 pandemic based on publicly available documents. The report compares the country responses both in relation to one another and to the recommendations and guidance of the World Health Organization where available. The comparative report is an output of Work Package 1 from the research project PAN-FIGHT (Fighting pandemics with enhanced risk communication: Messages, compliance and vulnerability during the COVID-19 outbreak), which is financially supported by the Norwegian Research Council's extraordinary programme for corona research. PAN-FIGHT adopts a comparative approach which follows a “most different systems” variation as a logic of comparison guiding the research (Przeworski & Teune, 1970). The countries in this study include two EU member States (Sweden, Germany), one which was engaged in an exit process from the EU membership (the UK), and two non-European Union states, but both members of the European Free Trade Association (EFTA): Norway and Switzerland. Furthermore, Germany and Switzerland govern by the Continental European Federal administrative model, with a relatively weak central bureaucracy and strong subnational, decentralised institutions. Norway and Sweden adhere to the Scandinavian model—a unitary but fairly decentralised system with power bestowed to the local authorities. The United Kingdom applies the Anglo-Saxon model, characterized by New Public Management (NPM) and decentralised managerial practices (Einhorn & Logue, 2003; Kuhlmann & Wollmann, 2014; Petridou et al., 2019). In total, PAN-FIGHT is comprised of 5 Work Packages (WPs), which are research-, recommendation-, and practice-oriented. The WPs seek to respond to the following research questions and accomplish the following: WP1: What are the characteristics of governmental and public health authorities’ risk communication strategies in five European countries, both in comparison to each other and in relation to the official strategies proposed by WHO? WP2: To what extent and how does the general public’s understanding, induced by national risk communication, vary across five countries, in relation to factors such as social capital, age, gender, socio-economic status and household composition? WP3: Based on data generated in WP1 and WP2, what is the significance of being male or female in terms of individual susceptibility to risk communication and subsequent vulnerability during the COVID-19 outbreak? WP4: Based on insight and knowledge generated in WPs 1 and 2, what recommendations can we offer national and local governments and health institutions on enhancing their risk communication strategies to curb pandemic outbreaks? WP5: Enhance health risk communication strategies across five European countries based upon the knowledge and recommendations generated by WPs 1-4. Pre-pandemic preparedness characteristics All five countries had pandemic plans developed prior to 2020, which generally were specific to influenza pandemics but not to coronaviruses. All plans had been updated following the H1N1 pandemic (2009-2010). During the SARS (2003) and MERS (2012) outbreaks, both of which are coronaviruses, all five countries experienced few cases, with notably smaller impacts than the H1N1 epidemic (2009-2010). The UK had conducted several exercises (Exercise Cygnet in 2016, Exercise Cygnus in 2016, and Exercise Iris in 2018) to check their preparedness plans; the reports from these exercises concluded that there were gaps in preparedness for epidemic outbreaks. Germany also simulated an influenza pandemic exercise in 2007 called LÜKEX 07, to train cross-state and cross-department crisis management (Bundesanstalt Technisches Hilfswerk, 2007). In 2017 within the context of the G20, Germany ran a health emergency simulation exercise with WHO and World Bank representatives to prepare for potential future pandemics (Federal Ministry of Health et al., 2017). Prior to COVID-19, only the UK had expert groups, notably the Scientific Advisory Group for Emergencies (SAGE), that was tasked with providing advice during emergencies. It had been used in previous emergency events (not exclusively limited to health). In contrast, none of the other countries had a similar expert advisory group in place prior to the pandemic. COVID-19 waves in 2020 All five countries experienced two waves of infection in 2020. The first wave occurred during the first half of the year and peaked after March 2020. The second wave arrived during the final quarter. Norway consistently had the lowest number of SARS-CoV-2 infections per million. Germany’s counts were neither the lowest nor the highest. Sweden, Switzerland and the UK alternated in having the highest numbers per million throughout 2020. Implementation of measures to control the spread of infection In Germany, Switzerland and the UK, health policy is the responsibility of regional states, (Länders, cantons and nations, respectively). However, there was a strong initial centralized response in all five countries to mitigate the spread of infection. Later on, country responses varied in the degree to which they were centralized or decentralized. Risk communication In all countries, a large variety of communication channels were used (press briefings, websites, social media, interviews). Digital communication channels were used extensively. Artificial intelligence was used, for example chatbots and decision support systems. Dashboards were used to provide access to and communicate data.
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2nd Meeting of the Global Coordination Committee on Foot and Mouth Disease (GCC-FMD). Report of the virtual meeting 12 April 2022. Rome. O.I.E (World Organisation for Animal Health), November 2022. http://dx.doi.org/10.20506/gftads.3332.
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The 2nd meeting of the GCC-FMD was organised under the umbrella of the GF-TADs, by its FMD Working Group (WG) on 12 April 2022. The participants included representatives of 11 GCC-FMD Standing Member organisations, and representatives from the FAO and OIE regional offices, the representatives from FAO/WOAH regional Reference Centres, and the head of the FAO/WOAH World Reference Laboratory for FMD (WRLFMD, The Pirbright Institute, UK). The FMD-WG is looking to this committee to guide in the final phase of the implementation of the FAO/WOAH Global FMD Control Strategy, through sharing information and experiences, improving the alignment and coordination of regional initiatives with the FAO/WOAH Global FMD control strategy and eventually developing a 5-year global FMD action plan. The overall purpose of the GCC-FMD is to: (i) Facilitate the implementation of the Global strategy as it is entering the final phase of its implementation; (ii) Enhance information exchange and coordination at regional level; (iii) Enable replication of success across regions.
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Payment Systems Report - June of 2021. Banco de la República, February 2022. http://dx.doi.org/10.32468/rept-sist-pag.eng.2021.
Full textAbstract:
Banco de la República provides a comprehensive overview of Colombia’s finan¬cial infrastructure in its Payment Systems Report, which is an important product of the work it does to oversee that infrastructure. The figures published in this edition of the report are for the year 2020, a pandemic period in which the con¬tainment measures designed and adopted to alleviate the strain on the health system led to a sharp reduction in economic activity and consumption in Colom¬bia, as was the case in most countries. At the start of the pandemic, the Board of Directors of Banco de la República adopted decisions that were necessary to supply the market with ample liquid¬ity in pesos and US dollars to guarantee market stability, protect the payment system and preserve the supply of credit. The pronounced growth in mone¬tary aggregates reflected an increased preference for liquidity, which Banco de la República addressed at the right time. These decisions were implemented through operations that were cleared and settled via the financial infrastructure. The second section of this report, following the introduction, offers an analysis of how the various financial infrastructures in Colombia have evolved and per¬formed. One of the highlights is the large-value payment system (CUD), which registered more momentum in 2020 than during the previous year, mainly be¬cause of an increase in average daily remunerated deposits made with Banco de la República by the General Directorate of Public Credit and the National Treasury (DGCPTN), as well as more activity in the sell/buy-back market with sovereign debt. Consequently, with more activity in the CUD, the Central Securi¬ties Depository (DCV) experienced an added impetus sparked by an increase in the money market for bonds and securities placed on the primary market by the national government. The value of operations cleared and settled through the Colombian Central Counterparty (CRCC) continues to grow, propelled largely by peso/dollar non-deliverable forward (NDF) contracts. With respect to the CRCC, it is important to note this clearing house has been in charge of managing risks and clearing and settling operations in the peso/dollar spot market since the end of last year, following its merger with the Foreign Exchange Clearing House of Colombia (CCDC). Since the final quarter of 2020, the CRCC has also been re¬sponsible for clearing and settlement in the equities market, which was former¬ly done by the Colombian Stock Exchange (BVC). The third section of this report provides an all-inclusive view of payments in the market for goods and services; namely, transactions carried out by members of the public and non-financial institutions. During the pandemic, inter- and intra-bank electronic funds transfers, which originate mostly with companies, increased in both the number and value of transactions with respect to 2019. However, debit and credit card payments, which are made largely by private citizens, declined compared to 2019. The incidence of payment by check contin¬ue to drop, exhibiting quite a pronounced downward trend during the past last year. To supplement to the information on electronic funds transfers, section three includes a segment (Box 4) characterizing the population with savings and checking accounts, based on data from a survey by Banco de la República con-cerning the perception of the use of payment instruments in 2019. There also is segment (Box 2) on the growth in transactions with a mobile wallet provided by a company specialized in electronic deposits and payments (Sedpe). It shows the number of users and the value of their transactions have increased since the wallet was introduced in late 2017, particularly during the pandemic. In addition, there is a diagnosis of the effects of the pandemic on the payment patterns of the population, based on data related to the use of cash in circu¬lation, payments with electronic instruments, and consumption and consumer confidence. The conclusion is that the collapse in the consumer confidence in¬dex and the drop in private consumption led to changes in the public’s pay¬ment patterns. Credit and debit card purchases were down, while payments for goods and services through electronic funds transfers increased. These findings, coupled with the considerable increase in cash in circulation, might indicate a possible precautionary cash hoarding by individuals and more use of cash as a payment instrument. There is also a segment (in Focus 3) on the major changes introduced in regulations on the retail-value payment system in Colombia, as provided for in Decree 1692 of December 2020. The fourth section of this report refers to the important innovations and tech¬nological changes that have occurred in the retail-value payment system. Four themes are highlighted in this respect. The first is a key point in building the financial infrastructure for instant payments. It involves of the design and im¬plementation of overlay schemes, a technological development that allows the various participants in the payment chain to communicate openly. The result is a high degree of interoperability among the different payment service providers. The second topic explores developments in the international debate on central bank digital currency (CBDC). The purpose is to understand how it could impact the retail-value payment system and the use of cash if it were to be issued. The third topic is related to new forms of payment initiation, such as QR codes, bio¬metrics or near field communication (NFC) technology. These seemingly small changes can have a major impact on the user’s experience with the retail-value payment system. The fourth theme is the growth in payments via mobile tele¬phone and the internet. The report ends in section five with a review of two papers on applied research done at Banco de la República in 2020. The first analyzes the extent of the CRCC’s capital, acknowledging the relevant role this infrastructure has acquired in pro¬viding clearing and settlement services for various financial markets in Colom¬bia. The capital requirements defined for central counterparties in some jurisdic¬tions are explored, and the risks to be hedged are identified from the standpoint of the service these type of institutions offer to the market and those associated with their corporate activity. The CRCC’s capital levels are analyzed in light of what has been observed in the European Union’s regulations, and the conclusion is that the CRCC has a scheme of security rings very similar to those applied internationally and the extent of its capital exceeds what is stipulated in Colombian regulations, being sufficient to hedge other risks. The second study presents an algorithm used to identify and quantify the liquidity sources that CUD’s participants use under normal conditions to meet their daily obligations in the local financial market. This algorithm can be used as a tool to monitor intraday liquidity. Leonardo Villar Gómez Governor