Relevant bibliographies by topics / Senior students

Contents

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

Academic literature on the topic 'Senior students'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 May 2022

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Journal articles on the topic "Senior students"

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Chernenko, Varvara, and Kostiantyn Kravchenko. "SENIOR STUDENTS’ PROFESSIONAL IDENTITY." Science and Education 33, no. 2-3 (March 2016): 191–95. http://dx.doi.org/10.24195/2414-4665-2016-2-3-34.

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Feltsan, Inna. "Internet-technologies in teaching English to senior students." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 2(10) (2019): 197–99. http://dx.doi.org/10.31339/2413-3329-2019-2(10)-197-199.

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Li, Hai, Selina Khoo, and Hwa Jen Yap. "Differences in Motion Accuracy of Baduanjin between Novice and Senior Students on Inertial Sensor Measurement Systems." Sensors 20, no. 21 (November 2, 2020): 6258. http://dx.doi.org/10.3390/s20216258.

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This study aimed to evaluate the motion accuracy of novice and senior students in Baduanjin (a traditional Chinese sport) using an inertial sensor measurement system (IMU). Study participants were nine novice students, 11 senior students, and a teacher. The motion data of all participants were measured three times with the IMU. Using the motions of the teacher as the standard motions, we used dynamic time warping to calculate the distances between the motion data of the students and the teacher to evaluate the motion accuracy of the students. The distances between the motion data of the novice students and the teacher were higher than that between senior students and the teacher (p < 0.05 or p < 0.01). These initial results showed that the IMU and the corresponding mathematical methods could effectively distinguish the differences in motion accuracy between novice and senior students of Baduanjin.
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Munir, Muhammad, and Lailatul Latifah. "Komunikasi Interpersonal Santri." KOMUNIKA: Jurnal Dakwah dan Komunikasi 14, no. 1 (May 25, 2020): 63–75. http://dx.doi.org/10.24090/komunika.v14i1.2543.

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Interpersonal Communication can occur in place, namely in boarding schools. If Interpersonal Communication doesn’t effectively do, there will be awkwardness in Communication. The phenomenon that occurs in santri in pesantren is closed Communication with seniors. Because it is awkward that makes interpersonal Communication of students becomes inappropriate because there is a sense that is embedded in students to senior students, as well as senior students of prestige to greet and give greetings to junior students. This research approach is a phenomenological study, while this type of research is qualitative. While interviews, observations and documentation are methods of collecting data. They consisted of Al-Amien Prenduan students and An-Nurriyah Surabaya students. Because this boarding schools has a strict discipline and found the difference. While data reduction, synthesis, compiling working hypotheses are as data analysis. Triangulation and extension of participation as checking the validity of the data. The results of this study are interpersonal Communication of junior and senior santri, the social behavior of junior and senior santri, social interaction of junior santri and senior santri, the doctrine of senior santri to junior santri, fanatic of junior santri and senior santri, bullying of junior santri and senior santri. Komunikasi interpersonal dapat terjadi di manapun termasuk pondok pesantren. Jika Komunikasi Interpersonal tidak dilakukan secara efektif maka akan terjadi kecanggungan dalam berkomunikasi, umumnya fenomena komunikasi yang terjadi antar santri di pesantren adalah komunikasi tertutup. Hal ini dikarenakan rasa canggung antara santri senior dan santri junior dalam berinteraksi, santri senior gengsi untuk menyapa dan memberikan sapaan kepada santri junior. Pendekatan penelitian ini adalah studi fenomenologi dengan menggunkan jenis penelitian kualitatif. Pengumpulan data menggunakan wawancara, observasi dan dokumentasi. Sedangkan reduksi data dan sintesisasi digunakan sebagai analisis data. Selain itu menggunakan triangulasi dan perpanjangan keikutsertaan untuk pengecekan keabsahan data. Hasil dari penelitian ini menggambarkan komunikasi interpersonal santri junior dan santri senior, perilaku sosial santri junior dan santri senior, intraksi sosial santri junior dan santri senior, doktrin santri senior kepada santri junior, fanatik santri junior dan santri senior, serta bullying santri junior dan santri senior.
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&NA;. "Senior Nursing Students Inspire Leadership." Journal for Nurses in Professional Development 30, no. 2 (2014): 103–4. http://dx.doi.org/10.1097/nnd.0000000000000044.

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Kilaberia, Tina R., Edward Ratner, and June Englund. "A MIXED-METHODS EVALUATION OF A 20-YEAR SENIOR MENTOR PROGRAM FOR MEDICAL STUDENTS." Innovation in Aging 3, Supplement_1 (November 2019): S666. http://dx.doi.org/10.1093/geroni/igz038.2464.

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Abstract The purpose of this mixed-methods evaluation is to demonstrate the success from the past 20 class years of continuous use of senior mentors to teach geriatrics to approximately 3400 Year 1 and Year 2 medical students in a home visit model. Using a pre-test post-test design (N=131), we evaluated student satisfaction, self-confidence in various geriatrics assessments, and performance on an Objective Structured Clinical Evaluation (OSCE). We additionally conducted a formal qualitative evaluation of students’ open-ended reflections (N=97) across three years, from 2016-18, on what they learned. In addition, relying on the principles of community-based research, we collaborated with a volunteer senior on all aspects of this evaluation, and included a community of seniors at a large urban senior care high-rise to enhance our interpretive validity by asking seniors to reflect on a set of representative quotes for each qualitative theme. The senior mentor home visit model demonstrated high satisfaction, improved self-confidence in geriatric assessment, attainment of competencies, and improvement in attitude scores. With regard to the qualitative portion of the evaluation, six themes about learning were recognized: (1) how to perform an interview and exam in a home setting, (2) how life for seniors is different than students expected, (3) the value of physical infrastructure and amenities in senior housing, (4) the importance of senior’s community, including family, neighbors, spiritual community, (5) challenges with aging, and (6) strengths among seniors in coping with such challenges while maintaining individual agency.
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Panfilov, Aleksey. "Manifestations of Technical Giftedness in Senior High School Students." International Journal of Psychosocial Rehabilitation 24, no. 4 (April 30, 2020): 6148–55. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020425.

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Martínez-Pecino, Roberto, Rosa Cabecinhas, and Felicidad Loscertales-Abril. "University Senior Students on the Web." Comunicar 19, no. 37 (October 1, 2011): 89–95. http://dx.doi.org/10.3916/c37-2011-02-09.

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The Internet is increasingly prominent in all walks of life, and Web connection is a key factor in social integration. The rise in life expectancy and quality of life mean that our active seniors now represent a growing sector in society. This study analyses what senior citizens use the Internet for and why, as well as the main benefits of its usage and the perceived obstacles of those who are non-users. The results derive from a questionnaire completed by senior citizens enrolled on university courses for older people, and they show that university seniors frequently connect to the Internet –daily or 2 or 3 times per week–, and use it mainly to look up facts, contact family and friends, for course work and to read the press. They consider the Internet easy to use but they could survive without it. For those who do not have access to the Internet, lack of knowledge about how to use it is the main barrier; yet they do not consider themselves incapable of learning how to use the Internet if they wished to do so. The data gathered from the survey challenge negative stereotypes of older people, and encourage us to modify our view of active seniors as disconnected from and incapable of using the Web and instead see their progress and motivation to learn as something highly positive.Hoy día la relevancia de Internet es cada vez mayor en todos los ámbitos. Participar en la misma es fundamental para estar integrados socialmente. El aumento de la esperanza y la calidad de vida conllevan que los mayores activos supongan un volumen significativo de la población. En este trabajo se analiza el uso que personas mayores activas realizan de Internet, así como los principales beneficios o motivaciones de su utilización, y las barreras que encuentran aquéllos que no la utilizan. Se administró un cuestionario a personas inscritas en programas universitarios de mayores. Los resultados muestran que estos mayores universitarios se conectan a Internet frecuentemente, a diario o entre dos o tres veces por semana. Se destaca la relevancia de Internet para estar actualizados, contactar con la familia y los amigos, el uso académico, y consultar la prensa. La consideran fácil de utilizar aunque afirman que podrían vivir sin ella. Por otro lado, para los que no acceden a Internet no saber utilizarla es una de las principales barreras, si bien las personas que no la utilizan consideran que serían capaces de aprender. En su conjunto los datos animan a romper estereotipos negativos sobre los mayores y a no considerar a los mayores activos como personas incapaces o desconectadas de la Red sino a valorar positivamente los avances que realizan y la motivación por aprender.
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Jacob, Luis, Valéria Lisa, and Ricardo Pocinho. "The senior universities students in Portugal and Brazil." Geopolitical, Social Security and Freedom Journal 2, no. 1 (November 1, 2019): 11–20. http://dx.doi.org/10.2478/gssfj-2019-0002.

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Abstract Given the growth in the number of senior universities in Portugal and Brazil, we think it is important to know the audience which frequents these institutions, their motivations, the health impact and whether there are significant differences between the two countries. The authors have created a survey that was applied in person in Portugal and the State of Goiás in Brazil. With this study, it was possible to trace the profile of the students who attend the Senior Universities (US or U3A) in Portugal and universities open to Seniors (UNATI) in Brazil. We also added a study on volunteer teachers in the Portuguese US. We now know that are essentially women, aged 60-75 years and of all social and educational levels. As for the motives are essentially the conviviality, get active and learn. No significant differences were found between the two countries, in groups and in the motivations, with exception to the marital status and the number of courses attended.
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Jacob, Luis, and Ricardo Pocinho. "ICT, Senior universities and digital security." Geopolitical, Social Security and Freedom Journal 2, no. 1 (November 1, 2019): 37–45. http://dx.doi.org/10.2478/gssfj-2019-0004.

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Abstract The Senior Universities (US) in Portugal are socio-educational organisations, of non-formal education, officially recognised by the Resolution of the Council of Ministers nº 76/2016. According to the National Network of Senior Universities (RUTIS), there were 330 US in Portugal with a total of 45,000 senior students in 2019. Since the beginning of the US, computer education has been one of the most sought after topics for seniors. In 2018, 62% of students attended a course related to Information and Communication Technologies (ICT). This teaching has gone through three phases in the US that we will present. In the study carried out by the author to 1,016 senior students from all over the country, it was possible to conclude that the frequency of the US contributed a great deal to diminish digital illiteracy and that it is in the older and less literate public that these contributors are more visible. It was also possible to realise that most US students have smartphones and laptops and understand the evolution that the use of computers has had in the US.
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Dissertations / Theses on the topic "Senior students"

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Baloglu, Ezgi. "Senior Students." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613852/index.pdf.

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Self-efficacy refers to people&rsquo
s judgments of their own abilities about a specific situation. The present study examined self-efficacy beliefs of senior students about using ESP (English for Specific Purposes) in their prospective careers. For this purpose, a new scale was developed by the researcher. The predictive power of certain variables (gender, English course grade, watching English language films, reading English language books, listening to English language songs) was investigated through multiple regression analysis. The study was conducted at a private university in Ankara and 303 senior students participated in the study. Exploratory factor analysis (EFA) was performed to determine the factor(s) in the questionnaire. EFA provided evidence for two factor solution and they were named as Academic Reading-Writing Skill (ARWS) and Academic Communication Skill (ACS). Cronbach&rsquo
s alpha coefficients of both ARWS and ACS scales were .97 for each which was a satisfactory result. The results of multiple regression analysis showed that the model of the combination of variables which were gender, reading English language books, watching English language films, listening to English language songs and English grade significantly predicted both ARWS and ACS scores of the participants. The variables which were reading English language books, watching English language films and English course grade significantly predicted both ARWS and ACS scores of the participants. Listening to English language songs predicted ACS scores but not ARWS scores. However, gender predicted neither of them.
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Brown-Wujick, Christina A. "Student Employment during Senior Year of Undergraduate Study." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7605.

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This study filled a gap in the higher education literature regarding whether a relationship exists between students’ employment location on or off campus, students’ identification as either native or transfer, and academic success as measured by self-reported grades for full-time seniors between the ages of 20-23 who enrolled in urban colleges and universities. The researcher used the National Survey of Student Engagement survey to collect data. It was administered to students during the 2013 or 2014 administrations at urban colleges and universities, with the purpose of representing the senior cohorts of students at their college or university during the years of administration. The researcher performed a secondary data analysis of the survey responses to the National Survey of Student Experiences of senior students who fit the sampling criterion, with the permission of Indiana University Center for Postsecondary Research. The results showed that, for both native and transfer senior student cohorts, as work hours off campus increased, there was a decrease in self-reported grades. In contrast, both native and transfer students who worked on campus enjoyed higher self-reported grades, and students who worked on campus performed better academically than even those students who did not work at all. Finally, the researcher noted no significant difference between the senior native and transfer student populations’ experiences with employment location and grades.
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Senita, Julie A. "Defining Critical Thinking Experiences of Senior Nursing Students." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491305761316241.

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McQuillan, Paul, and res cand@acu edu au. "The “limit” experience of senior high school students: A study across four catholic high schools." Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.

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The purpose of the research reported in this thesis is to investigate the occurrence and recognition of “limit experience” among some Catholic High School students in their final year at selected secondary colleges in Brisbane. “Limit” experience was defined as an experience that reveals a reality of life beyond the self, beyond the here and now. It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life.” The research work of the Alistair Hardy Research Centre and of Hay (1987) in particular has centred on the question, asked in various ways: Have you ever been aware of, or influenced by, a presence or power, whether you call it God or not, which is different from your everyday life? The survey instrument for this research was designed to divorce questions on such experiences from the direct reference to the term “religious”, although individuals might indeed interpret them as “religious”. To approach the issue, an extensive open-ended survey was administered to senior high school students. It was designed first to determine the extent of recognition of such experiences among the students and second to examine whether factors such as home background, regular religious practice, type of school, subject choice or co-curricula activities may make a difference in enhancing the awareness of such experience. This research has also been designed to enable comparison with similar studies. Major research in Australia by Flynn (1975, 1985, 1993) highlighted the factors above as influencing student achievement. Flynn also made connections to religious practice and attitudes to church but not to religious experience as such. Robinson and Jackson (1987) had undertaken extensive research on religious experience in Great Britain that also has important parallels to this research. Some of the techniques of both studies and in some cases actual questions have formed part of this research instrument. This research has gone further than both studies by incorporating the Hay (1987) categorisation of types of religious experience to form the basis for direct questions on student experience. The data gathering, treatment and analysis focused on four catholic secondary schools in the Brisbane Archdiocese. While the research focus was by definition limited, and while the results have of necessity to be treated with some caution before wider generalisation, the outcomes of the research do illuminate some of the important issues identified in the literature. The results of the survey showed that over 90% of the respondents could affirm some association with a “limit” experience along the lines of the Hay (1987) framework. With significant strengthening of criteria to allow for meaningful statistical analysis, this reduced to 76% of respondents. Results for this smaller group were shown to be essentially independent of home background, type of school attended, co-curricula programs and level of religious practice. With the significant exception of religious education, their recognition of “limit” experience was also independent of subject choice. This last is in contrast to the earlier work of Robinson and Jackson (1987). Exploratory analyses of the data enabled comparisons to be made with a suggested framework for “spiritual sensitivity” and the context of “relational consciousness”, both of which were first proposed by Hay and Nye (1998). This suggests some possible directions for further research into adolescent spirituality. The exploratory analyses also highlight some of the conflict between the reality of these experiences for students and their experience of dissonance with institutional religion.
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Kelly, Brighid. "Perception of professional ethics among senior baccalaureate nursing students /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612166245.

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Patis, Anthony Powis, and n/a. "Senior school writing : a study of the content and form of writing in senior secondary English." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061031.142022.

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This study focuses on the writing of senior students in the subject English at an ACT secondary college. Several features of the ACT education system are relevant. There is a high retention rate, so the sample is a broad one. The curriculum is school based, as is assessment. There are separate courses for those seeking tertiary entrance (TE) and those seeking to complete their education at Year 12 (Accredited). The theoretical basis of the study is provided by the work of a number of linguists with an interest in school language, in particular Graham Little. 255 samples of writing have been analysed, taking account of the function and forms of language. The function, or meaning, has been analysed in terms of content, abstraction, purpose and audience. The writing in the Accredited course is evenly distributed between the human and material worlds, three quarters is informational and one quarter Imaginative. The level of abstraction shows a predominance of reporting and generalising. Writing in the TE course is 60% concerned with the human world and reaches higher levels of abstraction such as speculation and hypothesising. The audience is academic. Compared with earlier findings, this study shows more human content and higher levels of abstraction. Language functions through selective use of forms. The aspects of form analysed are vocabulary, abstraction of noun phrase, sentence length and sentence sequencing. Figures produced were largely consistent with earlier studies; however the TE group shows higher syllable counts, greater abstraction of noun phrase and longer sentences than the Accredited group. Creative writing brings the groups closest together. Handwriting, spelling and punctuation are examined. Handwriting is always legible, spelling close to 98% correct and 84% of full stops are correctly used. A small number of scripts produce most of the errors in both spelling and punctuation. The achievement of students as revealed by this study of writing is consistent with earlier studies although the students represented here demonstrate higher levels of abstraction. The curriculum contains more human content and is commendably comprehensive, although there is less poetic and expressive writing than might be expected. This form of language analysis is recommended for its concentration on the language actually produced in class, the insights it provides for teachers and the information it provides for meaningful public discussion of education.
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Brandenburg, Emily Sullivan. "Senior project - getting back to the 3 Rs : rigor, relevance and relationships /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/brandenburge/emilybrandenburg.pdf.

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Shannon, Maureen Graves Heather Brodie. "Senior learners motivations and composition strategies for teaching students 55+ /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804936.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Heather Graves (chair), Janice Neuleib, Ronald Strickland. Includes bibliographical references (leaves 129-136) and abstract. Also available in print.
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Lam, Yin-wan, and 林燕雲. "Senior secondary students use of web-logs in writing Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37198361.

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Chow, Tsui Twiggy, and 周翠. "How senior primary school students perceive their own study problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B43894252.

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Books on the topic "Senior students"

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Boden, Alexander. Chemtext: Chemistry for senior students. Marrickville,NSW: Science Press, 1988.

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Lukiv, Dan. Creative writing for senior secondary students. Vancouver, BC: BCTF Lesson Aids Services, 1997.

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Frost, Jacquelyn Lee. Graduating senior survey. [Corvallis, Or.]: Institutional Research and Planning, Office of Budgets and Planning, Oregon State University, 1990.

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Grace, N. B. East High Senior Yearbook (High School Musical 3 (Senior Year)). New York: Disney Press, 2009.

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Wells, Helen. Cherry Ames, senior nurse. New York: Springer Pub., 2005.

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C, Small Robert, and National Council of Teachers of English. Committee on the Senior High School Booklist., eds. Books for you: A booklist for senior high students. Urbana, Ill: The Council, 1985.

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Abrahamson, Richard F. Books for you: A booklist for senior high students. Urbana, Ill: The Council, 1988.

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Francis, Bacon. Francis Bacon, born 1909: An introduction for senior school students. [London: Tate Gallery, 1985.

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National Council of Teachers of English. Committee to Revise High Interest-Easy Reading. High interest easy reading: For junior and senior high school students. 5th ed. Urbana, Ill: National Council of Teachers of English, 1988.

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How not to spend your senior year. New York: Simon Pulse, 2004.

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Book chapters on the topic "Senior students"

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Piechurska-Kuciel, Ewa, and Magdalena Szyszka. "7. Compensatory Strategies in Senior Foreign Language Students." In Third Age Learners of Foreign Languages, edited by Danuta Gabryś-Barker, 108–24. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783099412-009.

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Christakis, Michael N. "Communicating With Senior Administrators About Behavioral Health." In Promoting Behavioral Health and Reducing Risk Among College Students, 264–66. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315175799-17.

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Okuwaki, Toru. "Sports Injury Surveillance in Japanese Junior and Senior High School Students." In Sports Injuries and Prevention, 15–38. Tokyo: Springer Japan, 2015. http://dx.doi.org/10.1007/978-4-431-55318-2_2.

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Khomokhoana, Pakiso J., and Liezel Nel. "Decoding Source Code Comprehension: Bottlenecks Experienced by Senior Computer Science Students." In Communications in Computer and Information Science, 17–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35629-3_2.

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Niżegorodcew, Anna. "10. Teaching English to Senior Students in the Eyes of Teacher Trainees." In Third Age Learners of Foreign Languages, edited by Danuta Gabryś-Barker, 161–75. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783099412-012.

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Chih-Yang, Chao, Yang Shih-Chun, Yen Chia-Sung, and Lin Yong Shun. "A Survey of Science Literacy Level for Senior High School Students in Taiwan." In Advances in Intelligent and Soft Computing, 45–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27966-9_7.

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Dohrn, Kristina. "A “Golden Generation”? Framing the Future Among Senior Students at Gülen-Inspired Schools in Urban Tanzania." In Anthropological Perspectives on Student Futures, 51–67. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-54786-6_4.

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Tong, Lijuan, and Chen Lin. "Research on the Perception of E-commerce Service Quality: Senior High School Students and College Students Are Taken for Example." In LISS 2013, 1259–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40660-7_189.

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Coudenys, Blansefloer, Gina Strohbach, Tammy Tang, and Rachel Udabe. "On the Path Toward Lifelong Learning: An Early Analysis of Taiwan’s 12-Year Basic Education Reform." In Education to Build Back Better, 75–98. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_4.

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AbstractOver the past two decades, Taiwan has sought to adopt a holistic approach to education. Reform has been directed towards guiding students to realize their individual potential and to contribute to increasing national competitiveness. In recent years, the extension of basic education from nine to twelve years serves to advance an increasingly equitable, high-performing education system, one which encourages students’ lifelong learning and their contributions to a dynamic and diverse society. This chapter assesses the preliminary implementation of Taiwan’s 12-Year Basic Education reform, which consists of the 2014 Senior High School Education Act, and the 12-Year Curriculum Guidelines implemented in 2019. We analyze government data sourced through the Ministry of Education and the National Statistics Bureau; interviews with teachers, school administrators, professors, and national education researchers; and an online survey disseminated among teachers around the country. Taiwan’s 12-Year Basic Education reform works to reimagine society’s definition of educational success and broaden opportunities for all students—by expanding and diversifying enrollment opportunities for senior high school, revising comprehensive curricular guidelines, supporting innovative pedagogies, and increasing school autonomy. Taiwan’s transition to twenty-first century learning within a traditionally high-stakes, exam-centric educational culture serves as an important case study for discussion within the global pursuit to redefine teaching and learning for the students of today and citizens of tomorrow.
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Bebbington, Anthony. "A Retrospective: Michael M. Cernea (1934–)." In Social Development in the World Bank, 347–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57426-0_20.

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Abstract‘Development anthropology is a contact sport,’ Michael Cernea likes to tell his students. His career, from junior researcher in the Romanian Academy of Sciences in the early 1960s to joining the World Bank in Washington D.C. in 1974 as its first-ever in house staff sociologist, and then advancing there successfully to the high level position of the World Bank’s Senior Advisor for Social Policies and Sociology is testament to this observation.
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Conference papers on the topic "Senior students"

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Bessette, Amanda, Beshoy Morkos, and Shraddha Sangelkar. "Motivational Differences Between Senior and Freshman Engineering Design Students: A Multi-Institution Study." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60341.

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This research paper presents the initial results of a multi-institute study comparing motivational factors between freshmen and senior mechanical engineering design students. A total of 418 freshman and senior undergraduate mechanical engineering students enrolled at the Florida Institute of Technology and the Pennsylvania State University Erie are studied. To measure motivation we utilize an adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ). The MSLQ examines five factors when measuring motivation and performance. The motivational factors are test anxiety, self-efficacy, and intrinsic value while the performance factors are cognitive value, and self-regulation. Surveys are administered during both the beginning (first two weeks) and end (final two weeks) of the semester. Data is collected from freshmen and seniors through their introduction to engineering and senior design courses, respectively, at both institutes. Statistical analysis compares Likert scale student responses to demographic data. The analysis compares the motivational factors for female versus male, international versus domestic, and senior versus freshman students. Results indicate there is a change in motivational factors as students’ progress from freshman to seniors. Most of the changes are positive, such as a decrease in anxiety, increase in self-recognition, and increase in intrinsic value. Moreover, there were differences between Florida Tech and Penn State students as the makeup of both student bodies are different. This paper will compare the results and provide recommendations for improving motivational factors in freshman students to support their engineering studies and persistence in engineering.
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Kulic, Dana, and Elizabeth Croft. "Mechatronic System Integration for Senior Students." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13761.

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This paper describes the design and implementation of a senior level course in mechatronic system integration for students completing a mechatronics engineering option in mechanical engineering. The course is designed to give students theoretical and practical experience with a large-scale mechatronic system, and a variety of control, sensing and actuating architectures. The lecture component of the course introduces students to large-scale project integration and interface design, as well as system architecture design. Students learn about alternative control hardware platforms commonly used in industry, such as motion control hardware, field programmable gate arrays and programmable logic controllers. The selection and system integration of various industrial sensors, including vision, are presented. Students also learn about networked control and discrete event control approaches for large-scale industrial systems. The course contains a significant practical laboratory component. In a series of laboratory sessions, students develop and implement subsystems of a part sorting machine, culminating in the integration and demonstration of an automated, autonomous, sensor driven electro-mechanical system for sorting randomly delivered parts. The course offers students a theoretical background as well as significant practical experience with large scale mechatronics systems, as would be encountered in industry. This paper describes the lecture and laboratory content, and the experiences from the first offering of the course.
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Bessette, Amanda, Beshoy Morkos, and Shraddha Sangelkar. "Improving Senior Capstone Design Student Performance Through Integration of Presentation Intervention Plan." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47604.

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This paper presents the findings of a study comparing the motivational factors and performance of two mechanical engineering senior capstone design course cohorts: 2014 and 2015 students. The study measures the motivation of students throughout capstone, a non-traditional course, and the impacts motivation had on their course performance (peer evaluations and team grade). The second cohort participated in an intervention plan during a design methodologies course completed the semester prior to senior capstone design. Quantitative data was collected at both the beginning and end of the course; whereas, qualitative data was collected at the end of the course. Our method utilizes an adapted version of the Motivational Student Learning Questionnaire (MSLQ). The survey asks a variety of questions to measure the performance and motivation levels of the student. Performance factors studied are cognitive value and self-regulation. Motivation factors include presentation anxiety, intrinsic value, and self-efficacy. Statistical analysis is performed among the factors, cohort populations, and within the population (male versus females and domestic versus international) to identify if a correlation exists with student course performance. Amongst other findings, the results indicate the student’s experienced positive change due to participation in the intervention plan.
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Parang, M., V. I. Naumov, and L. A. Taylor. "NASA Student Programs and Senior Capstone Design Experience." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81402.

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A significant way to attract engineering students, especially aerospace and mechanical engineering majors, to space issues is to implement exciting NASA student programs into the senior-year capstone design experience. Three years ago the University of Tennessee’s Mechanical, Aerospace and Biomedical Engineering Department offered two new projects, named “Microgravity” and “Lunar Rover Vehicle”, as senior capstone design projects. Both require participation, on a competitive basis, in two corresponding NASA programs: “The Reduced Gravity Student Flight Opportunities Program” and “The Great Moonbuggy Race”. Three years of experience have demonstrated that both programs are very suitable in offering senior students unique opportunities to improve their analytical abilities, develop design skills, gain experience in working in multi-disciplinary teams, solve cutting-edge engineering problems, and familiarize themselves with space issues and technical problems.
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Kotys-Schwartz, Daria, Daniel Knight, and Gary Pawlas. "First Year Engineering Projects to Senior Capstone Design: Are Students Gaining Technical and Professional Skills?" In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10905.

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Innovative curriculum reforms have been instituted at several universities and colleges with the intention of developing the technical competence and professional skills of engineering students. First Year Engineering Project (FYEP), or Freshman Design courses have been integrated into undergraduate engineering curricula across the country. Many of these courses provide students with hands-on engineering opportunities early in the curriculum. Senior Capstone Design (SCD) courses are ubiquitous in engineering programs, incorporating technical knowledge and real-world problem solving. Previous research has shown that project-driven classes like FYEP and SCD increase the professional and technical design skills of students. While research into first year and senior design skills development has been more robust, scant research investigating the transformation of skills between freshman design experiences and senior design experiences has been performed. This research project investigates the longitudinal technical and professional skill development of mechanical engineering students at the University of Colorado at Boulder. An overview of First-Year Engineering Projects and the mechanical engineering Senior Capstone Design project course is detailed. Technical and professional skill objectives are discussed within the paper. Pre and post skill surveys were utilized in both First-Year Engineering Projects and the Senior Capstone Design classes. Initial results indicate that student skills deteriorate between the end of the first-year and beginning of the senior year.
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Varikuti, Sainath, Jitesh H. Panchal, and John M. Starkey. "A Web-Based Online Collaboration Tool for Formulating Senior Design Projects." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-37915.

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A well formed senior design project is known to have significant benefits in terms of project outcome, student motivation, team cohesiveness, engagement, and student learning. Defining a good problem statement, forming a team of compatible and appropriately skilled students, and selecting an appropriate faculty mentor are critical aspects of project formation. Therefore, students in Mechanical Engineering at Purdue University are encouraged to suggest project ideas, form teams, and have them approved by the course coordinator before the semester starts. While there is significant literature on senior design projects, most of the existing work is focused on activities after the problem is defined and the teams are formed. There is a lack of mechanisms and tools to guide the project formation phase in senior design projects, which makes it challenging for students and faculty to collaboratively develop and refine project ideas and to establish appropriate teams. To address this challenge, we have implemented an online collaboration tool to share, discuss and obtain feedback on project ideas, and to facilitate collaboration among students and faculty prior to the start of the semester. Through an online survey and questionnaire to students, we are exploring the impact of the collaboration tool on the senior design project formation process. In this paper we present the design of the tool and the results from our ongoing study in the senior design class at Purdue Mechanical Engineering.
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Siddique, Zahed. "Structuring Senior Design Capstone to Develop Competencies." 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/detc2012-70722.

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Senior Design Capstone is a required component of many undergraduate engineering programs. The School of Aerospace and Mechanical Engineering at the University of Oklahoma has incorporated industry sponsored design projects, with Experiential Learning as the model, to develop technical and meta-competencies through the Senior Design Practicum Program. The Mechanical Engineering Capstone program has been developed to provide a learning environment, where students in teams work closely with an industry sponsor and a faculty advisor. The student teams work as a consulting group to produce useful results on an open-ended project to the sponsors’ satisfaction within the constraints of time and budget. Three major program elements, are (1) Student teams to learn and perform the tasks to achieve the desired goals of the project (2) Sponsor to define the problem, guide and accept or reject the results, and (3) Faculty to advise, coordinate, and evaluate. The Capstone program has targeted the energy industry, with a focus on oil and gas, which has a very strong presence in the region. The program, working closely with industry partners as mentors, prepares students for the energy industry. The student outcome and program are evaluated with extensive participation from industry. The program was implemented during 2002–2003. Over the last 10-years the program been able to sustain and grow. The plan that was used to sustain the program relied on developing a learning community of students, faculty and industry to support development of student competencies.
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Boronkay, Thomas G., and Janak Dave. "Design-Build-Test Senior Design Project." In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/met-25503.

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Abstract Every student in the Mechanical Engineering Technology Department must complete a Senior Capstone Design Project course sequence as a requirement for the partial fulfillment of the Bachelor of Science in Mechanical Engineering Technology degree. Mechanical Engineering Technology students at the University of Cincinnati must design, build, and test their product for the satisfactory completion of the Senior Design Project course sequence. At many institutions the capstone projects do not include the build and test components. This paper gives a short description of the Senior Design course sequence, the list of pre-requisite design courses, the design process used by the students to complete their projects. It addresses issues, such as, team versus individual projects, industrial versus personal projects, etc. It also describes typical projects, two of which are being used in industry with minor modifications.
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Ginat, David. "Do senior CS students capitalize on recursion?" In the 9th annual SIGCSE conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1007996.1008020.

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Hall, Charles E. "Flight Testing with Senior Design Students - Invited." In AIAA Atmospheric Flight Mechanics Conference. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2016. http://dx.doi.org/10.2514/6.2016-0273.

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Reports on the topic "Senior students"

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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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Vreeland, Heidi, Christina Norris, Lauren Shum, Jaya Pokuri, Emily Shannon, Anmol Raina, Ayushman Tripathi, et al. Collaborative Efforts to Investigate Emissions From Residential and Municipal Trash Burning in India. RTI Press, September 2018. http://dx.doi.org/10.3768/rtipress.2018.rb.0019.1809.

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Emissions from trash burning represent an important component of regional air quality, especially in countries such as India where the practice of roadside, residential, and municipal trash burning is highly prevalent. However, research on trash emissions is limited due to difficulties associated with measuring a source that varies widely in composition and burning characteristics. To investigate trash burning in India, a collaborative program was formed among RTI, Duke University, and the India Institute of Technology (IIT) in Gandhinagar, involving both senior researchers and students. In addition to researching emission measurement techniques, this program aimed to foster international partnerships and provide students with a hands-on educational experience, culminating in a pilot study in India. Before traveling, students from Duke and IIT met virtually to design experiments. IIT students were able to visit proposed sites and offer specified knowledge on burning practices prior to the pilot study, allowing potential experiments to be iteratively improved. The results demonstrated a proof of concept of using a low-cost sensor attached to a commercial drone to measure emissions from a municipal dump site. In addition, for small-scale residential and roadside trash burning, a combustor was designed to burn trash in a consistent way. Results suggested that thermocouples and low-cost sensors may offer an affordable way for combustor designers to assess particulate emissions during prototype iterations. More experiences like this should be made available so that future research can benefit from the unique insights that come from having veteran researchers work with students and from forming international partnerships.
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Jones, Scott B., Shmuel P. Friedman, and Gregory Communar. Novel streaming potential and thermal sensor techniques for monitoring water and nutrient fluxes in the vadose zone. United States Department of Agriculture, January 2011. http://dx.doi.org/10.32747/2011.7597910.bard.

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The “Novel streaming potential (SP) and thermal sensor techniques for monitoring water and nutrient fluxes in the vadose zone” project ended Oct. 30, 2015, after an extension to complete travel and intellectual exchange of ideas and sensors. A significant component of this project was the development and testing of the Penta-needle Heat Pulse Probe (PHPP) in addition to testing of the streaming potential concept, both aimed at soil water flux determination. The PHPP was successfully completed and shown to provide soil water flux estimates down to 1 cm day⁻¹ with altered heat input and timing as well as use of larger heater needles. The PHPP was developed by Scott B. Jones at Utah State University with a plan to share sensors with Shmulik P. Friedman, the ARO collaborator. Delays in completion of the PHPP resulted in limited testing at USU and a late delivery of sensors (Sept. 2015) to Dr. Friedman. Two key aspects of the subsurface water flux sensor development that delayed the availability of the PHPP sensors were the addition of integrated electrical conductivity measurements (available in February 2015) and resolution of bugs in the microcontroller firmware (problems resolved in April 2015). Furthermore, testing of the streaming potential method with a wide variety of non-polarizable electrodes at both institutions was not successful as a practical measurement tool for water flux due to numerous sources of interference and the M.S. student in Israel terminated his program prematurely for personal reasons. In spite of these challenges, the project funded several undergraduate students building sensors and several master’s students and postdocs participating in theory and sensor development and testing. Four peer-reviewed journal articles have been published or submitted to date and six oral/poster presentations were also delivered by various authors associated with this project. We intend to continue testing the "new generation" PHPP probes at both USU and at the ARO resulting in several additional publications coming from this follow-on research. Furthermore, Jones is presently awaiting word on an internal grant application for commercialization of the PHPP at USU.
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Smyth, Emer, Selina McCoy, and Joanne Banks. Student, teacher and parent perspectives on senior cycle education. ESRI, November 2019. http://dx.doi.org/10.26504/rs94.pdf.

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Dailey, Jeff F., and Hank D. Voss. High-Altitude Balloon Curriculum and Hands-On Sensors for Effective Student Learning in Astronomy and STEM. Ames (Iowa): Iowa State University. Library. Digital Press, January 2012. http://dx.doi.org/10.31274/ahac.8337.

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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Холошин, Ігор Віталійович, Ірина Миколаївна Варфоломєєва, Олена Вікторівна Ганчук, Ольга Володимирівна Бондаренко, and Андрій Валерійович Пікільняк. Pedagogical techniques of Earth remote sensing data application into modern school practice. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3257.

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Abstract. The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Prysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11093.

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In the article investigational three magazines which went out after Second World war in Germany and Austria in the environment of the Ukrainian emigrants, is «Theater» (edition of association of artists of the Ukrainian stage), «Student flag» (a magazine of the Ukrainian academic young people is in Austria), «Young friends» (a plastoviy magazine is for senior children and youth). The thematic structure of magazines, which is inferior the association of different on age, is considered, by vital experience and professional orientation of people in the conditions of the forced emigration, paid regard to graphic registration of magazines, which, without regard to absence of the proper publisher-polydiene bases, marked structuralness and expressiveness. A repertoire of periodicals of Ukrainian migration is in the American, English and French areas of occupation of Germany and Austria after Second world war, which consists of 200 names, strikes the tipologichnoy vseokhopnistyu and testifies to the high intellectual level of the moved persons, desire of yaknaynovishe, to realize the considerable potential in new terms with hope on transference of the purchased experience to Ukraine. On ruins of Europe for two-three years the network of the press, which could be proud of the European state is separately taken, is created. Different was a period of their appearance: from odnogo-dvokh there are to a few hundred numbers, that it is related to intensive migration of Ukrainians to the USA, Canada, countries of South America, Australia. But indisputable is a fact of forming of conceptions of newspapers and magazines, which it follows to study, doslidzhuvati and adjust them to present Ukrainian realities. Here not superfluous will be an example of a few editions on the thematic range of which the names – «Plastun» specify, «Skob», «Mali druzi», «Sonechko», «Yunackiy shliah», «Iyzhak», «Lys Mykyta» (satire, humour), «Literaturna gazeta», «Ukraina і svit», «Ridne slovo», «Hrystyianskyi shliah», «Golos derzhavnyka», «Ukrainskyi samostiynyk», «Gart», «Zmag» (sport), «Litopys politviaznia», «Ukrains’ka shkola», «Torgivlia i promysel», «Gospodars’ko-kooperatyvne zhyttia», «Ukrainskyi gospodar», «Ukrainskyi esperantist», «Radiotehnik», «Politviazen’», «Ukrainskyi selianyn» Considering three riznovektorni magazines «Teatr» (edition of Association Mistciv the Ukrainian Stage), «Studentskyi prapor» (a magazine of the Ukrainian academic young people is in Austria), «Yuni druzi» (a plastoviy magazine is for senior children and youth) assert that maintenance all three magazines directed on creation of different on age and by the professional orientation of national associations for achievement of the unique purpose – cherishing and maintainance of environments of ukrainstva, identity, in the conditions of strange land. Without regard to unfavorable publisher-polydiene possibilities, absence of financial support and proper encouragement, release, followed the intensive necessity of concentration of efforts for achievement of primary purpose – receipt and re-erecting of the Ukrainian State.
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