Relevant bibliographies by topics / Student's life- world

Contents

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

Academic literature on the topic 'Student's life- world'

Author: Grafiati
Published: 25 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Student's life- world"

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Carpenter, J. "Bioengineering Grad Tells of Life in the Real World [Student's Corner]." IEEE Engineering in Medicine and Biology Magazine 15, no. 1 (January 1996): 23. http://dx.doi.org/10.1109/memb.1996.482789.

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Aisa Abas, Pahrul Idham Kaliky, Hanafi Bilmona,. "The Pattern of Life of Spoken Communities: Ethnographic Studies of Communication on Student's Social Life." Psychology and Education Journal 58, no. 2 (February 10, 2021): 6050–57. http://dx.doi.org/10.17762/pae.v58i2.3081.

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Students are a social community where the basic views and primary cells grow from the basic views and scientific disciplines in the academic world. Students have their own culture of social life in their main activities, which are seen as very functioning as the main pillar in the development of human resources and as a determinant of a nation's quality level. The research aims to determine the social interaction behavior of students in several faculties at Pattimura University. With a background of good student social interaction behavior in several faculties, a harmonious social relationship will be built between fellow students in the Pattimura University campus environment. This research is qualitative research, designed based on a constructive paradigm in which every speech and action community is not only interpreted from a particular perspective but needs to be understood holistically based on the cultural approach and characteristics of each region. This research is based on an interpretive paradigm that views the world and objects of human life from their experience and subjectivity and has different views from the positivistic paradigm. When the positivistic paradigm uses a basic premise with a short phrase, knowledge is un-problematic, the interpretive paradigm sees the opposite.
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Giles, David, and Susie Kung. "Revisiting student's learning experiences appreciatively." Journal of Applied Research in Higher Education 6, no. 2 (September 2, 2014): 215–30. http://dx.doi.org/10.1108/jarhe-01-2012-0002.

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Purpose – The purpose of this paper is to focuses on the use of Appreciative Inquiry (AI) to acquire and analyse student's life-centric experiences in an undergraduate early childhood course entitled, “Philosophy in Action”. The course has as a foundational belief that a teacher's sense of identity is central to effective teaching. As such, this research sought to capture the essence of the connection between students’ beliefs about early childhood teaching and the real world of practice. Design/methodology/approach – Using an AI approach peak performances were analysed for causes of success and emergent themes, after which provocative propositions and an action plan were co-constructed. Findings – The findings of this research evoke discourse around the influence of the student-teacher relationship as a means of enhancing life centric learning experiences in educational programmes. Originality/value – The authors wondered whether an AI approach to a course evaluation might open themes that show a taken-for-granted depth of the learning experiences. The authors were not disappointed.
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Zhou, Xiaoqiong. "Ways of Integrating Media Literacy Education into Ideological and Political Education for College Students in the New Media Era." International Journal for Innovation Education and Research 3, no. 6 (June 30, 2015): 129–34. http://dx.doi.org/10.31686/ijier.vol3.iss6.386.

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In the new media age, the rapid quantity growth of media and the unlimited increasing of media information content have promoted the media’s influence to people’s daily life. In the college and university, it is not only changing greatly the university student's life, it also shaping university student’s life, value and the world outlook. Thus, it has become the necessity that improving media literacy of the ideological and political workers to make media literacy education being integrated into the ideological and political workers and teach students carry out a scientific, rational contact and use with media. Based on all these, this paper discusses the inevitability and feasibility of the combination of media literacy education and ideological and political education, and puts forward some proposed means of their integrations.
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김봉석. "The Inquiry into direction of the student's life-world experience based on the elementary historical studying." EDUCATIONAL RESEARCH 50, no. ll (June 2011): 147–74. http://dx.doi.org/10.17253/swueri.2011.50..006.

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Hardy, Mat, and Sally Totman. "Taking a Pass on Assessment Grades for a Career Focused Tour of the Middle East." Frontiers: The Interdisciplinary Journal of Study Abroad 33, no. 1 (February 26, 2021): 148–67. http://dx.doi.org/10.36366/frontiers.v33i1.507.

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The Middle East Study Tour (MEST) is a capstone elective unit that stands alone as a credit module towards an undergraduate degree. The tour has the dual purposes of exposing students to the Middle East region's political challenges and better illuminating potential career paths for life after university. But is one student's personal discovery (or their ability to express it in writing) more valuable than another's? Attaching a numerical grade to such endeavours would seem to indicate that. For this reason the MEST uses an 'Ungraded Pass' approach to the assessments. That is, the students pass the assignments (and the module) by submitting their work, but without any score being awarded. This article explains the mechanisms the MEST uses for assessment and how this aligns with the goal of the program to expose students to the real world of political struggles and career development.
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Lachytová, Lenka, and Peter Kalanin. "The Quality of Seniors' Life in Their Natural Environment." Journal of Vasyl Stefanyk Precarpathian National University 3, no. 2-3 (December 22, 2016): 88–98. http://dx.doi.org/10.15330/jpnu.3.2-3.88-98.

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The aim of the research study is to investigate the quality of life of seniors at home andtheir satisfaction in the domains of physical health, survival, social relations and the environmentitself.Design studio. We conducted the study on a sample of 80 respondents / seniors living at home inVranov nad Topľou. For processing the obtained data, we used the following statistical methods -the Fisher's F-test and Student's t-test. For detecting the data from respondents we chose ananonymous standardized questionnaire WHOQOL-BREF (World Health Organization Quality ofLife - BREF), which is a shortened version of the WHOQOL-100. As completion of this study is theimplementation of mechanisms supporting the quality of life of seniors in a natural environmentwith an emphasis on preventive measures of social policy to maintain a reasonable quality of life
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Cakula, Sarma. "Technological Support and Problem-Based Learning as a Means of Formation of Student's Creative Experience." Discourse and Communication for Sustainable Education 2, no. 1 (January 1, 2011): 46–55. http://dx.doi.org/10.2478/v10230-011-0003-5.

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Technological Support and Problem-Based Learning as a Means of Formation of Student's Creative Experience Problem-based learning and technology support for students in higher education investigates the new perspectives of education in connection with the change of life paradigm. The present research seeks to find out what study methods and technology support can be used for developing students' creative experience in the context of education for sustainable development. The research provides an analysis of the main concepts revealing the essence of the study process. The opportunities of using information technology in the study process to meet the needs of students' research activities in the form of cooperative learning are described. The research is based on Dewey and Brunner's theory as a basis of the educational process in the modern world of technologies. Developing creative experiences is a basic concept for sustainable development of education in today's information society.
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Сорокина, Л., Е. Мусатова, and В. Сорокина. "TO THE QUESTION ABOUT THE PHYSICAL EDUCATION OF STUDENTS AT ALTSTU." EurasianUnionScientists 1, no. 1(82) (February 15, 2021): 44–47. http://dx.doi.org/10.31618/esu.2413-9335.2021.1.82.1198.

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The article discusses the role of physical education at the University in the comprehensive development of students' personality, which manifests itself in three main areas (development of motor qualities, acquisition of knowledge, skills and abilities necessary for their successful implementation, preservation and strengthening of health, introduction of students to systematic studies physical exercises, their active participation in the sports life of our university, the development of socially significant character traits, the formation of the spiritual world and the moral development of the student's personality). Teaching a theoretical and practical course in the context of the Covid-19 coronavirus infection using a remote mode of work (self-isolation). Ways to maintain active physical fitness and reduce sedentary lifestyles in a home quarantine are proposed.
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ANAND, AYUSH, and ASHWINI GUPTA. "Ethical responsibilities during undergraduate medical studies: A student's perspective." Indian Journal of Medical Ethics 06, no. 03 (July 16, 2021): 254–56. http://dx.doi.org/10.20529/ijme.2021.005.

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All over the world, we see cases of violation of the code of ethical conduct by health professionals and students, leading to distrust between them and their patients. Institutions need to prioritise the training of students in biomedical ethics. Students face a variety of ethical issues throughout their course of study. Issues tend to vary from the pre­clinical years to the clinical years, depending upon the exposure to patients and teaching standards practised in institutions. There appears to be a gap between ethical issues discussed in classrooms and those faced by students in real life. Here we intend to provide a brief overview of the ethical responsibilities of a medical student in varied contexts. Knowing what their moral duties are will sensitise students to fundamental ethical principles in the medical field and lessen the gap between what is taught and what they will encounter in practice. Moreover, it will draw the attention of teachers towards the need to provide quality training in biomedical ethics.
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Dissertations / Theses on the topic "Student's life- world"

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Ingabire, Cyuzuzo. ""World Life"." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248518/.

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During this time of interest and uncertainty in immigration, a foreigner seeking an education, home, and career wonders how welcoming America really is. This documentary film focuses on how the organization known as World Life is involved in helping international students in terms of language, accommodation, and religion. It follows an organization that is willing to open up and welcome them into the community.
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deNoyelles, Aimee M. "Learning between worlds: Experiences of women college students in a virtual world." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307323208.

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Åhström, Magnus. "Musik och samhällsdidaktik : En intervjustudie om gymnasielevers upplevelse av musik i samhällskunskapsundervisningen." Thesis, Jönköping University, HLK, Ämnesforskning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53499.

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Denna studie syftar till att undersöka gymnasielevers upplevelse av musik och låttexter som ett didaktiskt redskap inom ramen för samhällskunskapsämnet. Studien avser också att öka förstå- elsen för de faktorer som påverkar elevernas upplevelse av detta didaktiska redskap, samt deras upplevelse av estetiska läroprocesser på gymnasienivå. Det teoretiska ramverket utgår från två motstridiga teorier om hur undervisningen och läraren bör förhålla sig till elevernas livsvärldar. Åtta intervjuer ligger till grund för studiens resultat. Intervjuerna föregicks av en lektion där musik integrerades som en del i undervisningen. Resultatet pekar på att elevernas upplevelse av musik och låttexter i samhällskunskapsundervisningen i hög grad är kopplade till en mängd individuella faktorer. Aspekter som elevens inlärningspreferenser, livsvärld, personlighet, in- tresse och motivation framstod här som betydande. Slutsatsen visar dels att metoden tycktes göra störst skillnad för elever med både låg inre och yttre motivation. Slutligen belyser studien å ena sida betydande skillnader i elevernas upplevelse och åsikter om undervisning generellt, men visar å andra sidan att de förenas i åsikten att en god undervisning karakteriseras av vari- ation, elevaktiva metoder, tydlighet och struktur.
This study aims to examine upper-secondary school students' experience of music and song lyrics as a didactic tool within the social studies subject. Furthermore, the study aims to increase the understanding of factors that affect students' experience of the aesthetic learning process. The theoretical framework is based on two conflicting theories about how teaching and teachers should relate to the students' life worlds. Eight interviews form the basis of this study's results. The interviews were preceded by a lesson where music was integrated as a part of the teaching. The results indicate that the students' experience of music and lyrics in social studies teaching, were to a large extent linked to a multitude of factors. Aspects such as the student's learning preferences, life world, personality, interests and motivation appeared to be significant factors that affected their experience. The method seemed to make the largest difference for students with both low internal and external motivation. On one hand the study highlights the differences in the students' experience and opinions on teaching in general. On the other hand, the students unanimously described good teaching to be characterized by varied and student-active methods in combination with lucidity and structure.
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Merkh, David J. "A family life survey of Word of Life Bible Seminary married students, Atibaia, São Paulo, Brazil." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Brown, David M. ""A World to Suit Themselves": Student-Constructed Narratives and the Hidden History of College Life." UKnowledge, 2017. http://uknowledge.uky.edu/epe_etds/52.

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An individual’s years in college are a time of trial and transformation. This dissertation examined college students’ self-created accounts of their time in college in order to identify students’ significant meaning-making activities during those years. Four primary areas of student life were investigated: the rules that students were expected to adhere to, the ways in which students and their class cohorts antagonized one another, hazing, and class competitions. A comparative historical approach was used to analyze student-created accounts of college life in the years 1871-1941. Archival research at a geographically diverse sample of fourteen colleges and universities provided primary source materials created by students, including correspondence, diaries, photographs, and scrapbooks. Collectively, these sources affirm that students derived their significant meaning-making experiences from their extracurricular activities. An additional dimension of the study proposed an extension of the work of sociologist Burton Clark on organizational sagas. An analysis of students’ self-reported experiences suggest that Clark’s notion of organizational sagas extends beyond the bounds of discrete institutions, reaching down to the level of individuals and upward to college students as a collective entity.
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Engstrom, Craig Lee. ""Alcohol talk," "college life," and the "real world" : an ethnography of communication of undergraduate students' ways of speaking /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1136089331&sid=20&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Yan, Baohua. "Connecting Subject Matter, Social Life and Students' Experiences: A Case Study of Curriculum Integration Through Environmental Learning." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195230.

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Integrating environmental learning into mainstream education is an important countermeasure to address the challenges to the sustainability of the earth and children's integrated development. To be effectively integrated into mainstream education, an environmental learning program should be designed in ways that elicit the support of stakeholders, while at the same time without scarifying the environmental learning goals. The purpose of this study therefore is to explore an environmental learning model that meets the above mentioned goal using a case study design.Key principles for designing such environmental learning programs are identified first based on the theoretical framework. Then, the actual enactment of these principles in a practical setting and the effects on students in terms of environmental learning goals and traditional educational goals are explored through a case study of a pilot environmental learning program designed with these guiding principles. It presents a detailed portrait of the design process, the actual enacted curriculum, and the experiences of key stakeholders with this environmental learning program. It also evaluates this program's effects on students in environmental literacy (the environmental learning goal), academic achievement and social development (the traditional educational goals). The enactment of the guiding principles and factors that influence the enactment of this program are discussed thereafter. It concludes with the construction of the curriculum integration through environmental learning model based on the case study and a discussion of the model in light of the curriculum integration framework.
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Tengdelius, Daniel, and Tahmina Bina. "A World on Pause : En sociologisk studie om den sociala distanseringens påverkan på universitetsstudenter under covid-19 pandemin." Thesis, Linköpings universitet, Pedagogik och sociologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-173554.

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Covid-19 pandemic has brought many social disturbances and changes into our daily life.With the expansion of the pandemic all countries have established new restrictions andrules around the world. One which seems a bit more challenging is the social distancing(physical distancing). In this research, we are studying the impacts of social distancing onthe social life of students. The aim of this research is to study how the students areaffected by the covid-19 restrictions and how they feel affected by the restrictions. Wehave used a qualitative research method for this study, and conducted a semi-structuredinterview involving 10 participants who are currently studying at Linköping University.Our qualitative results have guided us to the understanding that due to the restrictionscaused by covid-19 students have experienced some difficulties in maintaining their sociallife quality and keeping their daily routine and health balanced. According to the data thathave been collected from this study, indicates that the effects of social distancing haveaffected most students' both their social lives and well-being.
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Hellund, Eriksson Katarina. "Upplevelser av intensivundervisning : En intervjustudie med elever som deltagit i intensivundervisning i läsning." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37144.

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Syftet med denna studie är att undersöka hur elever med läs- och skrivsvårigheter upplever det att delta i en intensivundervisningsinsats i läsning. En sådan insats innebär att eleverna varje dag under 4-6 veckor jobbar 20 minuter med strukturerad undervisning som har syftet att utveckla deras läsförmåga. Den forskning som jag har funnit om intensivundervisning i läsning visar samstämmigt på att liknande insatser ger goda resultat. Däremot tar inte denna forskning upp hur eleverna upplever själva intensivundervisningen. Därför har jag valt att undersöka några elevers upplevelser av detta och fokuserat på upplevelsen av arbetssättet, upplevelsen av den egna läsutvecklingen samt hur det är att gå ifrån klassrummet för att delta i intensivundervisningen.   Studien bygger på kvalitativa intervjuer med sex elever i årskurs 4 som har deltagit i en intensivundervisningsinsats i läsning. Varje elev har intervjuats enskilt och deras berättelser har sedan analyserats utifrån en livsvärldsfenomenologisk ansats ur ett elevperspektiv.   Resultatet visar att dessa elever är positiva till att arbeta med intensivundervisning i läsning och upplever själva att de har utvecklat sin läsförmåga genom den. De beskriver sin egen utveckling i relation till det material de har arbetat med samt vad det har inneburit för dem både i skolan och hemma. Eleverna tar upp både positiva och negativa upplevelser av att gå ifrån klassrummet för att delta i intensivundervisningen.
The purpose of this study is to examine how students with reading and writing disabilities experienced participation in intensive instruction in reading. Such an achievement means that students every day for 4-6 weeks is working about 20 minutes with structured teaching with the aim of developing their reading skills. The research about intensive instruction in reading coherently show that similar achievements are producing good results. In contrast, this research does not include how students experience intensive instruction. Therefore, I have chosen to examine some students' experiences of this and focused on the experience of working, the experience of their own reading development and how it is to leave the classroom to participate in intensive instruction.   The study is based on qualitative interviews with six students in grade 4 who have participated in intensive instruction in reading. Each student was interviewed individually and their stories were then analysed based on a life-world phenomenological approach from a student perspective.   The result shows that these students are positive towards working with intensive instruction in reading and experience themselves having developed their reading skills through it. They describe their own development in relation to the material they have worked with and what it has meant to them both in school and at home. The students mention both positive and negative experiences of leaving the classroom to participate in intensive instruction.
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Uhlin, Emma. "”Varför känner du dig bra på att spela?” : Studenters tankar om självförtroende i sitt musicerande." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36858.

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Syftet med arbetet är att utforska vad självförtroende påverkas av i samband med musikutövande och lärande i musik. Metoden som används är kvalitativa halvstrukturerade intervjuer och den teoretiska utgångspunkten är livsvärldsfenomenologi. I bakgrundskapitlet beskrivs ett antal teorier och tidigare forskning som är till hjälp för att förstå vad som formar och påverkar självförtroende. I resultatet framkommer två huvudkategorier: ”Mänskliga möten” och ”Vägen framåt”. Under första rubriken redovisas hur bekräftelse från andra, jämförelser med andra och läraren påverkar självförtroendet. Under nästa rubrik redovisas hur vikten av utveckling, lagom progression på uppgifter samt vidden av insikt på okunskap påverkar självförtroendet. I sista kapitlet diskuteras resultatet i relation till tidigare teorier och forskning.
The aim of this study is to examine what self-confidence is affected by in connection with music performing and learning in music. The method used is qualitative semi-structured interviews and the theoretical perspective is life-world phenomenology. The background chapter describes research and a number of theories that support the understanding of what shapes and influences individuals’ self-confidence in music performance. The results reveal two main categories: ”Human encounters” and ”The road ahead”. The first headline include descriptions of how confirmation from others, comparisons with others and teachers affect self-confidence. The next headline shows how the importance of development, moderate progression of tasks and wideness of insight in ignorance affects self-confidence. In the discussion the result is discussed in relation to previously theories and research.
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Books on the topic "Student's life- world"

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Baldwin, Grant. Reality check: The student's guide to the real world. Springfield, Mo: Priority Productions, 2008.

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Baldwin, Grant. Reality check: The student's guide to the real world. Springfield, Mo: Priority Productions, 2008.

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Baldwin, Grant. Reality check: The student's guide to the real world. Springfield, Mo: Priority Productions, 2008.

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Biosciences on the Internet: A student's guide. Chichester: John Wiley, 2002.

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1988-, Harris Alex, and Harris Brett 1988-, eds. Thriving at college: Make great friends, keep your faith, and get ready for the real world! Carol Stream, Ill: Tyndale House Publishers, 2011.

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Federation, World Student Christian. Grey book: Life of the movements 1992. Geneva: World Student Christian Federation, 1992.

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Jackson, Allen. Followology @ collegiate ministry: Following Jesus in the real world. Nashville, TN: LifeWay Press, 1998.

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Change the campus change the world! Gainesville, FL: Maranatha Publications, 1985.

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Christ, Campus Crusade for, ed. Come help change our world. San Bernardino, CA: Here's Life Publishers, 1985.

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Bright, Bill. Come help change the world. Orlando, FL: NewLife Publications, 1999.

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Book chapters on the topic "Student's life- world"

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Fraillon, Julian, John Ainley, Wolfram Schulz, Tim Friedman, and Daniel Duckworth. "Students’ computational thinking." In Preparing for Life in a Digital World, 89–112. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38781-5_4.

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Zettersten, Arne. "Student Life at Oxford." In J.R.R. Tolkien’s Double Worlds and Creative Process, 87–97. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230118409_9.

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Fraillon, Julian, John Ainley, Wolfram Schulz, Tim Friedman, and Daniel Duckworth. "Students’ computer and information literacy." In Preparing for Life in a Digital World, 51–88. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38781-5_3.

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Fraillon, Julian, John Ainley, Wolfram Schulz, Tim Friedman, and Daniel Duckworth. "Students’ Engagement with Information and Communications Technologies." In Preparing for Life in a Digital World, 113–73. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38781-5_5.

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Mittal, Pankaj. "Creating Responsible and Engaged Students." In The Promise of Higher Education, 197–203. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_30.

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AbstractSince 6 BC, when the first university of the world was established in Takshila in India, higher education in India has been integrating advanced knowledge and skills with larger social concerns. Apart from teaching and research, a prime concern of universities is to engage with the community and to contribute towards the development of society. Much emphasis is placed on the values of education by complementing curricular instruction for shaping future generations and enabling active engagement with society. The emphasis has been on holistic development of the student leading to complete realization and liberalization of oneself. To quote Swami Vivekananda, a well-known Indian scholar, “Education is not the amount of information that we put into your brain and runs riot there, undigested, all your life. We must have life-building, man-making, character-making assimilation of ideas. If you have assimilated five ideas and made them your life and character, you have more education than any man who has got by heart a whole library. If education is identical with information, the libraries are the greatest sages of the world and encyclopaedia are the greatest Rishis”.
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Jaksić, Iván. "The Spanish Student: Henry Wadsworth Longfellow." In The Hispanic World and American Intellectual Life, 1820–1880, 69–89. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9781137014917_5.

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O’ Loughlin, Deirdre, and Geraldine Hogan. "Raising Awareness of Responsible Drinking Among Students: A “Live” Campaign Approach." In Thriving in a New World Economy, 329–32. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24148-7_100.

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Thompson, J. Barrie, and Helen M. Edwards. "Preparing Graduate Students for Industry and Life Long Learning: A Project Based Approach." In Education and Technology for a Better World, 292–301. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03115-1_31.

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Soong, Hannah. "Negotiating Transnational Life Worlds: Experiences of Chinese Student-Migrants in Australia." In Chinese Educational Migration and Student-Teacher Mobilities, 13–38. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137492913_2.

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Sevian, Hannah, and Astrid M. W. Bulte. "Learning Chemistry to Enrich Students’ Views on the World they Live In." In Relevant Chemistry Education, 55–78. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-175-5_4.

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Conference papers on the topic "Student's life- world"

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Eftimie, Simona. "Students Life Abilities’ Need in an Insecure World." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.198.

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E, Czy, and I. S. Emel'yanov. "The secret of eternal life in I. Innokentiev's work and the real world." In XXI All-Russian Scientific and Practical Conference young scientists, graduate students and students in Neryungri, with international participation. Tekhnicheskogo instituta (f) SVFU, 2020. http://dx.doi.org/10.18411/tifsvfu-2020-c2-157-87.

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Mason-Deese, Will. "TRANSITIONING FROM STUDENT LIFE TO THE WORKING WORLD." In 66th Annual GSA Southeastern Section Meeting - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017se-289996.

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"Engaging Maritime Students in Lifelong Learning as Teacher’s Prime Mission [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4245.

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Aim/Purpose: The present research is devoted to teaching and training students in marine institutions of higher education including navigators that given the dynamic development of the maritime industry should still be in the early stages of education involved by teacher to lifelong learning and be able to teach others. Background: The rapid development of the marine industry, modern ship technical equipment, the constant tightening of requirements for ship owners in the environmental protection and cyber security fields are forcing teachers of maritime educational institutions to constantly improve their approaches to training future maritime specialists competitive in the labour market. The present study shows some solutions to this problem. Methodology: The used methodical methods are observations, conversations, questionnaires, analysis of students' coursework and diploma papers, cadets rating. The basis of the research is a detailed analysis of the studying process of the academic discipline “Ship’s theory and design” by cadets of the Marine Academy. Contribution: Ways to create the cadet’s and the future marine specialist’s ability to constantly develop and learn during his professional life as well as be able to be a mentor are presented. Findings: The study found that within the framework of the teacher’s main mission in marine education and in accordance with the conducted research mastery of competencies by the future navigator takes place in several important and different substantive directions. Among them there is a classical theoretical and practical training (in the laboratory and on board); investigation of accidents occurring in the world in the fleet; participation in research work with trainers, membership in international and local maritime communities and mentoring and as an extra result the formation of students’ critical and creative thinking. Recommendations for Practitioners: Possible application of the research results in the training of specialists from other various sectors of the economy. Recommendation for Researchers: The importance of introducing a competency approach (Competency Based Education) in the initial training of specialists in the maritime industry is emphasized in this paper. Therefore, it will be relevant for researchers in related areas. Impact on Society: Developing a student's ability to lifelong learning, being ready to understand and adopt technological progress is a possible way to form a conscious, healthy member of society. Future Research: The effectiveness of distance education and applying of innovative technologies in the navigators training is a priority research area.
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Minocha, Shailey. "Introducing Second Life, a 3D virtual world, to students and educators." In 2010 International Conference on Technology for Education (T4E). IEEE, 2010. http://dx.doi.org/10.1109/t4e.2010.5550095.

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Fellahi, Nadjla. "Globalization Processes in Architecture." In International Students Science Congress. Izmir International Guest Student Association, 2021. http://dx.doi.org/10.52460/issc.2021.002.

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The beginning of globalization according to Karl Marx’s anticipation when the Bourgeoisie class were expending their products to reach the whole globe starting from the mid of the 19th century, other scholars assume that globalization can be seen as a thread run through all the past humanities starting from our ancestors and their migration across the world which makes no fixed beginning nor an expected end of it. Globalization changed the relations between producers and consumers, also it broken various links between labor with family, daily life, as well as national attachments. The objective of this article is to discuss the progress of the globalization in the field of architecture, its signs, and its processes. The article also demonstrates how the aspect of localities has been affected by the global forces which will be done through two case studies: Algiers and Istanbul. The results expose that Globalization approach can be defined from various perspectives, but what common in these viewpoints is the "Mobility" of thoughts, objects, people, and ideas between regions, nations, and continents. The stereotype aspect of global cities which characterized by tall-sized buildings, the new materials, the sophisticated facades, new technologies etc., has impacted on the priorities of people and authorities of various countries like Algeria, and Turkey.
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Harth, Thilo, and Frank Dellmann. "What should students learn in the digital world?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5267.

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The rapid changes in the working environment and society as a whole as a result of digitalisation demands a new and changed competence profile. Specialist requirements are changing, and extracurricular requirements are of growing significance. Curriculum development at higher education institutions should take note of this change in order to ensure that higher education graduates are ready for professional life, and to reinforce personal development in the digital world. What should students learn in the digital world? This question invites us to consider further, from a digital perspective, the competency orientation in higher education. This article will demonstrate approaches to competency-oriented curriculum development, to consider the digital transformation in skills profiles and to render this process more dynamic. This article is based on experiences at a higher education institution that has encountered the challenges of digital transformation.
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Smits, Aletta, Annette Schenk, and Lizet Van Ewijk. "Stealing their beer time: turning studying for medical progress tests into a social game." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10189.

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Because of the specific requirements of the medical profession, it is imperative that doctors-to-be have a wide range of knowledge at their fingertips. In order to facilitate this, most medical programmes employ some kind of overall ready-knowledge test: a test that is not connected to one specific course, but contains questions on all the facts and figures from all the courses in the entire curriculum. The test is generally administered four times a year to all students participating in the program. First year students are required to answer the same questions as fourth year students. However, for first year students the thresh hold for passing the exam is at a lower level.The aim of this progress test is threefold: (1) testing if the knowledge of students is up to par; (2) making sure that students understand that being a medical professional means continuing to have all the knowledge readily available at all times; and (3) changing the way students prepare for a test: not a big cramming session for one test the night before the test happens and then forget about it, but continuously working on keeping knowledge at an acceptable level. This last goal has, however, not been achieved. While students appreciate the test because of the sense of progress it provides them, in a Dutch study into its effects, students widely report that also for this test, they still prepare in cramming sessions. The result is still that the retention level of the ready knowledge is not at the level it should be.Since studies have extensively shown that students enjoy studying in a gamified process more, that they more easily get into 'a flow', and that the retention rates of knowledge acquired during a flow are higher, we propose to attempt to change the way the student prepare for the test by gamifying the process. Gamifying the process neatly matches a feeling of progress that facilitates the control students feel over their studying process and over mastering the material. Rather than losing points for not having questions correct, a student gains levels/XP/avatar strength whenever he/she masters a specific topic, or nails a series of questions on different topics within a specific time frame (‘challenge’), etc. The game mechanics and the design of the gaming world will be two important aspects of this project. A third important aspect will be the distribution of knowledge in the game and the way topics are brought up again, practiced again, or combined with other topics. The algorithm that lie at the basis of that need to be smart, adaptive and non-repetitive. A final important aspect of this process concerns the question of how to make playing this game part of the social life of students (battles on Friday afternoon for instance, or leader boards in the hallway).As mentioned above: Research indicates that gamification has a positive effect on retention and on commitment. If we then also manage to embed the game in a social setting, it can be truly called a “stealing their beer time”-type of intervention: moments that they would normally chill out and have a beer with their peers have now turned into moments where they still chill out, maybe still have a beer, but also study.We would like to share our ideas and invite partners of other programs (not necessarily medical) to join in our quest to build an overall knowledge assessment game in a modular way.
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Kirrane, Maria, John O'Halloran, Mark Poland, Sandra Irwin, and Pat Mehigan. "Innovative approaches for research led education: UCC’s Green Campus Living Laboratory Programme." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.33.

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Ireland’s National Strategy on Education for Sustainable Development (2014-2020), highlights the need to equip students with “the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’) and the values (the ‘why’)” to contribute to a more sustainable future (Department of Education and Skills, 2014). Delivering on this challenge requires embedding sustainability within both the formal and informal learning that occurs on campus (Hopkinson et al. 2008), while also integrating sustainability both within and across disciplines (Byrne et al., 2018). UCC is a global leader in sustainability in higher education, being the first University in the world to be awarded a Green Flag from the Foundation for Environmental Education (Reidy et al, 2015). Sustainability at UCC is “student-led, research-informed, and practice-focused” that is, the programme takes an integrated approach and aims to utilise the collective student agency and research capability to deliver real and lasting change on the ground (Pelenc et al. 2015). UCC’s Academic Strategy, with sustainability and interdisciplinarity as key components of the new “Connected Curriculum”, aims to “facilitate students to develop values, skills and aptitudes that promote civic participation, social inclusion, sustainability, digital fluency and impactful, global citizenship” (UCC, 2018). A key aim of delivering its Sustainability Strategy is that UCC would become a “Living Laboratory”, where students, academics and practitioners work together, using the campus itself as a testbed for solutions to today’s major societal challenges (UCC, 2016). A Living Laboratory project should aim to: • Solve a real-life problem • Be based on a partnership among key stakeholders, often crossing disciplinary and/or sectoral boundaries • Trial and test ideas in real life settings • Share data and findings generated openly (EAUC, 2017).
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Lamanauskas, Vincentas, and Dalia Augienė. "PRIMARY SCHOOL FOURTH GRADE STUDENTS’ ECOLOGICAL ATTITUDE DIAGNOSTICS." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.114.

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Ecological attitude education in primary school is both important and special. That way fundamental moral values of a young person are formed. Every day increasing ecological problems become much more diverse. It is important to develop a man able to perceive the current ecological situation and able to live in a harmonious interaction with nature. It is sought that ethical, aesthetical, psychological, juridical person’s relationship with nature would become the criterion of culture. The formation of a positive relationship with the surrounding world, the environment remains a very significant element of education in a primary school. It is hopeful that the attitudes with respect to nature formed at this ontogenesis stage will remain for the whole life. In this context, it is very important to appropriately diagnose the current attitude structure and on the basis of diagnostics correspondingly organise the education process. In April 2019 a pilot research was carried out, in which 127 primary school fourth class students took part. It was stated that in the attitude structure of this age children, the aesthetic attitude was prevalent. The last according to the ranking was the ethical attitude. Correspondingly, in the second position was the cognitive, and in the third – the pragmatic one. Keywords: diagnostic research, ecological attitudes, pilot research, primary school.
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