Relevant bibliographies by topics / Studenti difficili

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

Academic literature on the topic 'Studenti difficili'

Author: Grafiati
Published: 9 March 2023

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Journal articles on the topic "Studenti difficili"

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Ajello, Anna Maria. "Riprendere a imparare, riprendere a insegnare: quali strategie per interventi educativi con studenti «difficili»." RICERCHE DI PSICOLOGIA, no. 1 (March 2019): 103–17. http://dx.doi.org/10.3280/rip2019-001007.

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Lemmon, Monica E., Charlene Gamaldo, Rachel Marie E. Salas, Ankita Saxena, Tiana E. Cruz, Renee D. Boss, and Roy E. Strowd. "Education Research: Difficult conversations in neurology." Neurology 90, no. 2 (January 8, 2018): 93–97. http://dx.doi.org/10.1212/wnl.0000000000004794.

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ObjectiveTo characterize features of medical student exposure to difficult conversations during a neurology core clerkship.MethodsThis was a cross-sectional concurrent nested mixed methods study, and all students rotating through a required neurology clerkship between 2014 and 2015 were enrolled. Data collection included an electronic communication tracker, baseline and end-of-clerkship surveys, and 4 facilitated focus groups. Students were asked to log exposure to patient–clinician conversations about (1) new disability, (2) poor prognosis, (3) prognostic uncertainty (4), terminal diagnosis, and (5) end-of-life care.ResultsA total of 159 students were enrolled and 276 conversations were tracked. Most (70%) students observed at least 1 difficult conversation, and conversations about poor prognosis, new disability, and prognostic uncertainty were most commonly logged. At clerkship end, most students (87%) desired additional bedside training in communication skills. Exposure to one of the predefined conversation types did not improve student perceived preparedness to lead difficult conversations in the future. In focus groups, students noted that the educational value of observation of a difficult conversation could be optimized with preconversation planning and postconversation debriefing.ConclusionsDifficult conversations are common in neurology, and represent a valuable opportunity to provide communication skills training on the wards. Future curricula should consider ways to leverage these existing opportunities to enhance communication skills training.
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Gómez-Delgado, Yamile, Aldo Bazán-Ramírez, and Fredy Villalobos-Galvis. "Factores del estudiante que dificultan la enseñanza-aprendizaje de competencias de investigación." Interacciones: Revista de Avances en Psicología 3, no. 3 (September 1, 2017): 101–10. http://dx.doi.org/10.24016/2017.v3n3.68.

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Harwanto, Untung Nugroho. "WHAT MAKES INTRODUCTORY PHYSICS DIFFICULT?" Jurnal Saintika Unpam : Jurnal Sains dan Matematika Unpam 2, no. 1 (August 1, 2019): 28. http://dx.doi.org/10.32493/jsmu.v2i1.2916.

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The purpose of this study was to make an investigation what makes physics difficult. Students from different islands in Indonesia who were taking a preparation course in South Tangerang were taken into account of survey. A yes-no answer questionnaire was prepared in order to get the students perception toward physics. The questionnaire was given to approximately 115 students in the middle of the semester. The students were asked to full fill a questionnaire through what makes introductory physics difficult. We found that factor related to the nature of physics is taking part as the maximum percentage on the reason why physics considered as a difficult subject. But factor related to the courses is taking part as the minimum percentage on the reason why physics considered as a difficult subject. The female and male students mostly agreed that the factor related to the nature of physics and took more than fifty percent. Lack of physics background, lack of previous experience and working only assigned problem have the high percentage as the part of student controlled factor. Physics is cumulative subject and physics required good mathematics both are taking high percentage related to the nature of physics.
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Chakarov, Kalin. "Difficult Topics in the Chemistry Curriculum – Bulgarian Teachers’ View." Natural Science and Advanced Technology Education 31, no. 6 (December 30, 2022): 530–52. http://dx.doi.org/10.53656/nat2022-6.03.

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Teachers’ knowledge of students’ difficulties is a major component of pedagogical content knowledge (PCK) and a key element for effective instruction. The current research aims to identify teachers’ PCK for: difficult topics in the chemistry curriculum; reasons for student difficulty; students’ interest towards difficult topics and the skills needed to be successful in chemistry. For this purpose a questionnaire survey was conducted among 20 chemistry teachers from different schools in Bulgaria. Participating teachers consider Chemical equilibrium, Chemical calculations and Organic chemistry as being most difficult. Metals, nonmetals and their compounds, Redox reactions and Atomic structure on the other hand are viewed as easier and more interesting. Understanding scientific concepts, principles and laws, self-studying and logical thinking are the skills students need to be successful in chemistry. Teachers believe student difficulties are due to: the abstract nature of chemistry; the fact that learning chemistry requires effort, regular study and prior mathematical knowledge; insufficient instructional time and lack of interest towards the subject.
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Steinauer, Jody E., Patricia O’Sullivan, Felisa Preskill, Olle ten Cate, and Arianne Teherani. "What Makes “Difficult Patients” Difficult for Medical Students?" Academic Medicine 93, no. 9 (September 2018): 1359–66. http://dx.doi.org/10.1097/acm.0000000000002269.

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Tochevski, Ivo, and Bistra Tarakova. "Is it Difficult to Grow in History." Vocational Education 24, no. 1 (February 25, 2022): 71–87. http://dx.doi.org/10.53656/voc22-19istr.

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The postmodern didactic paradigm relies on contextuality, on the interrelationships in the course of pedagogical interaction, on the diversity of learning styles and teaching methods, on the changing learning environment. An important part of the postmodern didactic paradigm is information and communication technologies, which not only facilitate students in searching and processing information, but also allow working together outside the classroom, building a personal learning environment and self-organization of learning. The article outlines the role of students' digital literacy in achieving learning goals, in the realization of problem-based learning, personality-oriented and interdisciplinary approach in History and Civilization classes. Didactic solutions are presented in which students enrich their knowledge of socio-political processes in Bulgaria and in the Balkans in the mid-20s of the 20th century by performing practical tasks and solving a learning problem according to individual progress and participation of each student in teamwork.
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DAĞ, Nilgün, Deniz KAHRİMAN PAMUK, and Soner Mehmet ÖZDEMİR. "Okul Müdürlerinin Öğretmenleri, Öğrencileri ve Velileri İkna Etmede Zorlandıkları Konular." Gazi Journal of Education Sciences 6, no. 3 (November 30, 2020): 277–99. http://dx.doi.org/10.30855/gjes.2020.06.03.002.

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Tukina, Tukina. "Kepribadian Sulit dan Kegagalan Kuliah Mahasiswa." Humaniora 2, no. 2 (October 31, 2011): 1032. http://dx.doi.org/10.21512/humaniora.v2i2.3152.

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Student life in university has many dynamics. One of the important and basic problems that could threat successful learning in the university is difficult personality of the student. The article discusses many students failed in university because of having difficult personality. Therefore, handling difficult personality among students must be done as soon as possible. Based on analysis of literature study, efforts in handling difficult personality must be done through the exact education purpose. This is to be thought many parts, including academic community in the university to create students having knowledge and technology and also good characteristic.
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Bouchard, Lauren. "Decoding TikTok: Utilizing Social Media for Difficult Conversations About Ageism." Innovation in Aging 5, Supplement_1 (December 1, 2021): 193. http://dx.doi.org/10.1093/geroni/igab046.738.

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Abstract Understanding ageism is a key aspect of gerontological curriculum. Media examples (e.g., television and movies) can be effective tools, and yet gerontological educators should stay updated on new media trends to encourage student interest. This presentation will explore a new social media application (i.e., TikTok) to help students recognize and dismantle their own ageist beliefs. The presenter will describe and explain the classroom activity, instructions for finding and downloading content, as well as the social media application itself. In this activity, students brainstorm their preconceived notion of older adults to catalyze open discussion regarding societal beliefs. Next, a few video examples, with both positive and negative portrayals of older adults are presented for discussion. Students may also bring other examples for participation credit to this class. This symposium presentation will include an interview activity guide, additional breakout group instructions, and other tips for creating impactful class discussion on ageism.
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Dissertations / Theses on the topic "Studenti difficili"

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ADDIMANDO, LOREDANA. "Comportamenti difficili degli studenti e stress degli insegnanti nelle organizzazioni educative: una ricerca internazionale." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/8434.

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Il presente lavoro tenta di studiare il fenomeno "stress degli insegnanti" nelle relazioni scolastiche, focalizzandosi prevalentemente sulla componente attribuibile alle relazioni instaurate con gli studenti con problemi emotivi, comportamentali e di apprendimento: gli studenti "difficili" (challenging students). In particolare, cogliendo l’occasione di lavorare con un gruppo di ricerca internazionale composto da ricercatori provenienti da sette differenti nazioni, lo studio presenta le fasi di sviluppo e applicazione di un nuovo strumento di indagine per l’analisi dello stress degli insegnanti nelle organizzazioni educative. Il Challenging Student Standard Questionnaire (CSSQ) è stato utilizzato in differenti contesti nazionali al fine di valutare le percezioni di stress degli insegnanti in relazione alla gestione dei comportamenti degli studenti, dei colleghi e della dirigenza scolastica con l’intento di sviluppare uno strumento valido ed affidabile in grado di dare conto delle diverse possibili fonti di stress correlate alla professione docente.
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Rice, Judy A. "Managing Difficult Students in the Classroom." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7627.

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Kennedy, Declan. "An investigation of student teachers' teaching of difficult ideas in chemistry." Thesis, University of York, 2004. http://etheses.whiterose.ac.uk/10969/.

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Moore, T. W., Deborah Harley, and K. A. Tarnoff. "Assessing Student Leadership Learning Objectives: It Isn’t As Difficult As It Appears." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4704.

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Yu, Siu-lei. "Strategy use by good and poor Chinese ESL readers in comprehending easy and difficult expository texts." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22244293.

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Warren, Ruth M. "Different personas and difficult diplomas : a qualitative study of employed mothers pursuing graduate degrees." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285414.

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The purpose of this study was to discover how employed mothers who were graduate students coped with their many societal personas and still achieved their academic goals. Eight employed mothers who were graduate students were interviewed. Narrative inquiry guided the structure of the study. Phenomenological interviewing was used to gather evidence. A preinterview, a life history interview, a contemporary experience interview, and a reflective interview were conducted with each participant. All interviews were audiotaped and transcribed. Profiles for each participant were created using thematic analysis and were member checked to ensure accuracy.Themes identified through the literature review were verified through thematic analysis of the transcripts. The themes identified were strength, persistence, time, self-improvement, and gender bias. The basis for the participants' strength and persistence were the life-altering events and achievements they had encountered. The participants self-identified as "survivors." To fulfill their responsibilities they were adept multitaskers and used extensive support networks. Participants pursued their graduate degrees for better employment as well as self-fulfillment. Internalized gender bias was a significant contributor to each woman's feelings of guilt. Guilt was attributed to the societal expectations imposed through being a mother, an employee, and a student. Significant tension in the form of guilt occurred between participants' perception of the role of mother as nurturing and the role of the student as empowering. Each participant managed her guilt by realizing the "self as able." The participants came to appreciate "I am good at what I do," and achieved merged identities.Global, institutional, and individual implications came from this study. In order for U. S. society to compete on a global level, more women must be educated to compete for leadership roles. Societal stereotypes made earning a graduate degree difficult for the women in this study. Institutions of higher education and those who make policies within those institutions must realize that the majority of graduate students at the master's degree level, and those in education at the doctoral level, do not fit the traditional graduate student stereotype. Women, especially, experience role conflict. The tensions participants experienced were real. Institutions of higher learning must address such issues as childcare, time to degree completion, and course accommodation if they wish to attract and retain high-level graduate women. Overall, this study found that employed mothers who are graduate students do experience significant tension and in spite of many barriers, do succeed.
Department of Educational Studies
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Hardie, Julie Christine. "New Opportunities or difficult challenges? Self-regulation of learning in Chinese students in a western university setting." Thesis, University of Canterbury. UCTL - University Centre for Teaching & Learning, 2009. http://hdl.handle.net/10092/3392.

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International students often desire to study overseas and many countries, including New Zealand, welcome them into their schools and universities. Students from Mainland China, one of the most populous countries in the world and, until quite recently closed to the rest of the world, have, in the past few years, made up the large majority of those who come to New Zealand to study. Those wishing to enter university after completing high school in China must acquire a specified level of English and successfully complete a two semester long Foundation Studies course, before being eligible for undergraduate study. Research into independent or self-regulated learning has shown that Western (mainly American) students are much more successful academically and enjoy their studies more if they are willing and able to self-regulate their learning. This research has occurred mostly in Western settings with Western participants. The present research using a mixed methods approach aimed to examine the self-regulated learning, epistemological beliefs, demographic factors and personality traits of Mainland Chinese students studying in the Foundation Studies course and to determine whether any of these factors appeared to have any appreciable effect on their experiences in the course and on their final outcomes. The research found that while no one specific factor seemed to determine experiences and outcomes, it would appear that personality characteristics of face, optimism and other Dependability scores may mediate factors such as ability (measured by grades), length of time in the country, self-regulated learning and motivational strategies (such as organisation, time management, effort regulation and self-efficacy), and previous independent learning to influence these experiences and outcomes. While it appears that the North American theory of self-regulated learning is applicable to these students, it seems that cultural beliefs may affect which self-regulatory factor is most salient in their academic outcomes. Further research would be valuable to clarify these differences.
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Yu, Siu-lei, and 余小梨. "Strategy use by good and poor Chinese ESL readers in comprehending easy and difficult expository texts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944735.

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ISHIBASHI, Takashi, and 太加志 石橋. "中学生・高校生の悩みに対する教師の役割について." 名古屋大学大学院教育発達科学研究科, 2009. http://hdl.handle.net/2237/16134.

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Heckaman, Kelly Ann. "Effects of two response prompting procedures on disruptive behavior by students with moderate to severe disabilities during instruction on difficult tasks." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1232805660.

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Books on the topic "Studenti difficili"

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Succeeding with difficult students. Thousand Oaks, Calif: Corwin Press, 1997.

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S, Rosenberg Michael, ed. Educating students with behavior disorders. 3rd ed. Boston: Pearson/A and B, 2004.

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Coping with difficult teachers. New York: Rosen Pub. Group, 1988.

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Students who drive you crazy: Succeeding with resistant, unmotivated, and otherwise difficult young people. Thousand Oaks, Calif: Corwin Press, 2002.

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Reed, Tennessee. Spell Albequerque: Memoir of a difficult student. Oakland, CA: AK Press, 2008.

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M, Boyd Sandra, ed. Student nurse handbook: Difficult concepts made easy. Stamford, Conn: Appleton & Lange, 1999.

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Reed, Tennessee. Spell Albequerque: Memoir of a difficult student. Oakland, CA: AK Press, 2008.

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Teaching difficult students: Blue jays in the classroom. Lanham, Md: ScarecrowEducation, 2005.

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Teaching problem students. New York: Guilford Press, 1996.

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Coping with difficult teachers. Rochester, Vt: Shenkman Books, 2006.

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Book chapters on the topic "Studenti difficili"

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Avery, Krysta. "Difficult Decisions? Let's Graph it Out!" In Curricula for Students with Severe Disabilities, 106–22. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315749112-10.

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Kneale, Pauline E. "Threshold concepts – difficult stuff." In Study Skills for Geography, Earth and Environmental Science Students, 91–98. Fourth Edition. | New York : Routledge, 2019. | “[Third edition published by Hodder Education 2011]”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9781351026451-9.

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Seligman, Ross A., and Lindsay A. Mitchell. "Difficult Concepts Made Easier." In The Student Survival Guide for Research Methods in Psychology, 23–37. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003099369-4.

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Seligman, Ross, and Lindsay Mitchell. "Difficult Concepts Made Easier." In A Student Guide to Writing an Undergraduate Psychology Honors Thesis, 10–20. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003099406-4.

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Yang, Yibo, and Judith MacCallum. "When it's really difficult." In Chinese Students and the Experience of International Doctoral Study in STEM, 173–97. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003258841-11.

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Brown, Lisa M., and Wendy R. Williams. "Raising the consciousness of students holding ingroup stereotypes." In Navigating difficult moments in teaching diversity and social justice., 133–49. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000216-010.

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Rafael, Silviano, and Júlia Justino. "Why is It so Difficult to Apply Student-Centered Approach?" In Lecture Notes in Networks and Systems, 372–79. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26190-9_38.

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Brown, Lisa M. "The efficacy paradox: Teaching about structural inequality while keeping students’ hope alive." In Navigating difficult moments in teaching diversity and social justice., 105–18. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000216-008.

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Gross, Magdalena H. "Domesticating the Difficult Past: Polish Students Narrate the Second World War." In As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice, 137–58. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15419-0_9.

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Boysen, Guy A. "Student evaluations of teaching: Can teaching social justice negatively affect one’s career?" In Navigating difficult moments in teaching diversity and social justice., 235–46. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000216-017.

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Conference papers on the topic "Studenti difficili"

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Tansey, Lorraine. "Encountering difficult knowledge: Service-learning with Sociology and Political Science undergraduates." 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/lc2019.27.

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Community based learning or service learning is a dynamic pedagogical opportunity for students to engage with their discipline in light of social concerns. This presentation will share the key challenges sociology students and lecturer encounter when working with charities and nonprofits with social justice missions. Students are asked to face what Pitt and Britzman (2003) call “difficult knowledge” in classroom readings and discussions on complicity to poverty and racism. The community engagement experience with local charities allows for a dialogue with the scholarly literature grounded in practical experience. Sociology students are challenged to see the institutional and wider structural inequalities upstream while working in community with a direct service role downstream. Taylor (2013) describes student engagement within this type of teaching tool that is critical of the status quo. Hall et al. (2004) argue that the classroom is best placed to navigate this new terrain whereas student volunteering independently might not facilitate reflection and academic literature. Students with a wide variety of needs engage with communities in different ways and lecturers may need to adjust and demonstrate flexibility to facilitate all learning environments.
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Billiar, Kristen L., Robin Belisle, Tanea Cezar, Mary Fusco, Cecelia Gray, Thomas Oliva, Veronica L. Tate, Jeanne Hubelbank, and Terri A. Camesano. "K12 Outreach: Using Biomechanical Engineering Design Projects to Teach Difficult STEM Concepts to Middle School Students." In ASME 2009 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2009. http://dx.doi.org/10.1115/sbc2009-206374.

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Science, technology, engineering and math (STEM) concepts become more difficult and less interesting for many students in middle school, thus discouraging many from pursuing science and engineering. To aid in student learning and motivation, we collaborated with middle school teachers to develop engineering design projects to teach difficult STEM concepts. Biomechanics projects appear to motivate student learning and reinvigorate the teaching of engineering topics.
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Huguet, Carme, Jill Pearse, and Jorge Esteve. "New tools for online teaching and their impact on student learning." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12811.

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In the context of the global Covid-19 crisis, a practical introductory Geosciences course was redesigned to aid student learning in a 100% virtual format. New materials were created to i) improve disciplinary language range and concept acquisition; ii) make classes more dynamic; iii) provide tools for self-regulated learning and assessment and iv) maintain student motivation. Usefulness of the new materials was evaluated using a voluntary online survey that was answered by 40% of the students. Additional information was obtained from the university's student evaluation survey. All tools were well-rated, but self-assessment quizzes and class presentations had the highest overall scores. Students commented on their usefulness in terms of knowledge acquisition and self-assessment. Perhaps not surprisingly, self-assessment quizzes were the one tool students felt kept them more motivated. These were closely followed by class presentations and short in-class quizzes. Students found the online access to all lesson materials very useful for self-paced learning. According to a majority of students, the in-class quizzes and student participation using the digital the whiteboard made classes more dynamic. Overall, the new strategies succeeded in improving students' learning and independence, but more work is needed to make classes more dynamic, and especially to improve student motivation. Intrinsic motivation is perhaps the most difficult to improve because in a 100% virtual course, it is difficult to promote student-student interactions and receive visual feedback from the class. In view of the survey results, we introduce bonus activities in order to improve extrinsic motivation.
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Balanescu, Ramona cristina. "ASPECTS OF THE LEARNING MOTIVATION IN THE STUDENT POPULATION." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-206.

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The concept of motivation was granted and is still being granted particular attention, the researchers being intensely concerned with studying the reasons leading people and pushing them to act. Furthermore, the learning process is contemporarily suffering changes triggered by the individuals' characteristics, needs and interests. The learning is a particularly complex and difficult process at any age, a process the authors of "Orizontul f?r? limite al ?nv???rii" ("The Limitless Horizon of Learning") state about that "nowadays, no one is learning, yet, at the level, with the intensity and at the speed necessary to deal the modern world complexity". Thus, the concepts mentioned hereinabove acquire new connotations, the education theorists and practitioners being interested in identifying the factors stimulating the learning motivation at different age stages. The adult motivation and learning has certain features, but it might be difficult to generalise the features of adults as students because of the individual differences generated by age, mentality, education level, personality, economic situation, but also by other factors. This paper attempts the identification of some aspects of the learning motivation in the student population, going beyond these differences. A student's successes can be attributed to his high motivation, while a student avoiding the effort and acquiring in-depth knowledge can be considered as lacking motivation. The higher the students' motivation, the higher their involvement, which will not delay their activity results in appearing. We consider one of the main aspects a successful teacher should reflect upon should be both knowing the student population he/she works with, and identifying and applying the effective manners of motivating students, supporting their learning activity. This study aims at finding the characteristics behind the learning motivation in some of the students in the "Politehnica" University in Bucharest, where we perform our activity, as a premise both for building a better relationship in the didactic process, and for their academic succes.
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Zulkarnaen, Rafiq. "Why is mathematical modeling so difficult for students?" In THE 8TH ANNUAL BASIC SCIENCE INTERNATIONAL CONFERENCE: Coverage of Basic Sciences toward the World’s Sustainability Challanges. Author(s), 2018. http://dx.doi.org/10.1063/1.5062790.

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Reddy, Leelakrishna, and Jesman Changundega. "ENGINEERING STUDENTS’ PERCEPTION OF DIFFICULT TESTS IN PHYSICS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0261.

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Kirzner, Rachel S. "Student-developed Group Norms and Difficult Classroom Discussions." In Canada International Conference on Education. Infonomics Society, 2022. http://dx.doi.org/10.20533/cice.2022.0035.

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Ponomarev, Andrey, Oleg Serebrennikov, Gleb Guglya, Oleg Korotkevich, and Andrey Proletarskiy. "THE USE OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES TO IMPLEMENT A MULTI-FACTOR ANALYSIS OF A STUDENT'S ACTIONS DURING AN EXAM." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-143.

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Conducting an exam after the course is always a very complicated process, the main problem of which is the credibility of the student's knowledge evaluation. In this article, we will discuss the problem that affects the assessment most critically - cheating. The elimination of this factor will help to increase the quality of knowledge evaluation, and later the quality of the curriculum itself. It is difficult for one teacher to maintain the procedure of examination during special verification activities. The more students taking the exam at the same time, the more difficult it is to control the process. In this article I would like to propose the idea of automating the process of controlling students during the exam using personal computers equipped with a camera and a microphone. This idea implies an increase in the quality of objective evaluation of students' actual knowledge using clear criteria inherent in this technology. In addition, such an approach eliminates disciplinary deviations from the training programs, appearing in the form of subjective attitude of the teaching staff to the exam and directly to the students. The control will be carried out with the help of a complex software system with the use of the following technologies: an artificial intelligence module for the user's face recognition and also the direction of his attention based on eye gazement estimation technology; verification of the identity with the personal card of the student, with the help of a database system and a computing sub-program; voice recognition and the subsequent transformation of the voice into text, with accompanying analysis. Recognition of the direction of the gaze lets us allocate the "safe" and "dangerous" areas of attention around the student. Also, the article highlights the main criteria by which students can be suspected of cheating, such as the presence of people in the frame, the presence of unauthorized voices, distraction from the testing window, and other "suspicious" behavior. In addition, the Article will be presented the primary requirements to the technical provision of classrooms and personal workplaces for the exam.
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Maia, Mirna Carelli Oliveira, Eliane Cristina Araújo, Jorge Figueiredo, and Dalton Serey. "Student Engagement Through Creation of New Activities: An Empirical Study on Contributing Student Pedagogy." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.1693.

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Contributing Student Pedagogy is an active method that encourages students to contribute to community learning and to value the contributions of others. Activities based on contribution guide students to produce study material and create new exercises for community usage and discuss and evaluate the contribution of others. The creation of new learning exercises can positively influence students' academic performance. This article presents an experimental study to assess how new exercises' creation influences student engagement in programming learning activities. Considering student engagement involves behavior, cognition, and emotion dimensions, this study examined which of these are affected when the student contributes to the community's learning through the production of new programming exercises. Results indicate that the development of this activity improves emotional and cognitive engagement and does not influence behavior. Contributing students reported developing more difficult learning exercises and felt more stimulated, satisfied, and happy. In contrast, those who did not contribute to the community said that their contributions were easier and felt more ashamed and proud.
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Whittington, Keith. "Progressive Programminq Assignments." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2887.

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Progressive programming assignments were used in an introductory Java programming course where every assignment built on the previous one. The major goal was to help students learn difficult, abstract concepts. This technique allows students to concentrate on the current topic while building on their previous work. This also provides an incentive for students to keep up with their work. Students often feel that they can skip the current topic and pick up after it is over, but it is difficult to do this in a programming course because every new concept builds on the previous ones. This approach also has built-in scalability, which is difficult to achieve in introductory programming courses due to time constraints and the students limited knowledge. These assignments were given in a CS2-type course where the topics predominantly deal with abstract concepts. This paper discusses the assignments, goals, faculty observations, student comments, and results.
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Reports on the topic "Studenti difficili"

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

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
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Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, March 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.
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Stakes, Keith, and Joseph Willi. Study of the Fire Service Training Environment: Safety, Fidelity, and Exposure -- Acquired Structures. UL Firefighter Safety Research Institute, March 2019. http://dx.doi.org/10.54206/102376/ceci9490.

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Previous FSRI led research projects have focused on examining the fire environment with regards to current building construction methods, synthetic fuel loading, and best-practices in firefighting strategies and tactics. More than 50 experiments have been previously conducted utilizing furniture to produce vent-limited fire conditions, replicating the residential fire environment, and studying the methods of horizontal ventilation, vertical ventilation, and positive pressure attack. Tactical considerations generated from the research are intended to provide fire departments with information to evaluate their standard operating procedures and make improvements, if necessary, to increase the safety and effectiveness of firefighting crews. Unfortunately, there still exists a long standing disconnect between live-fire training and the fireground as evident by continued line of duty injury and death investigations that point directly to a lack of realistic yet safe training, which highlights a continued misunderstanding of fire dynamics within structures. The main objective of the Study of the Fire Service Training Environment: Safety, Fidelity, and Exposure is to evaluate training methods and fuel packages in several different structures commonly used across the fire service to provide and highlight considerations to increase both safety and fidelity. This report is focused on the evaluation of live-fire training in acquired structures. A full scale structure was constructed using a similar floor plan as in the research projects for horizontal ventilation, vertical ventilation, and positive pressure attack to provide a comparison between the modern fire environment and the training ground. The structure was instrumented which allowed for the quantification of fire behavior, the impact of various ventilation tactics, and provided the ability to directly compare these experiments with the previous research. Twelve full scale fire experiments were conducted within the test structure using two common training fuel packages: 1) pallets, and 2) pallets and oriented strand board (OSB). To compare the training fuels to modern furnishings, the experiments conducted were designed to replicate both fire and ventilation location as well as event timing to the previous research. Horizontal ventilation, vertical ventilation, and positive pressure attack methods were tested, examining the proximity of the vent location to the fire (near vs. far). Each ventilation configuration in this series was tested twice with one of the two training fuel loads. The quantification of the differences between modern furnishings and wood-based training fuel loads and the impact of different ventilation tactics is documented through a detailed comparison to the tactical fireground considerations from the previous research studies. The experiments were compared to identify how the type of fuel used in acquired structures impacts the safety and fidelity of live-fire training. The comparisons in this report characterized initial fire growth, the propensity for the fire to become ventilation limited, the fires response to ventilation, and peak thermal exposure to students and instructors. Comparisons examined components of both functional and physical fidelity. Video footage was used to assess the visual cues, a component of the fire environment that is often difficult to replicate in training due to fuel load restrictions. The thermal environment within the structure was compared between fuel packages with regards to the potential tenability for both students and instructors.
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Ferreira, Nuno, Judith Townend, William McCready, Erika Carrière, Hannah Farkas, and Samantha Robinson. Developing a cost-free legal advice service for asylum seekers and migrants in Brighton and Hove. University of Sussex Migration Law Clinic, November 2022. http://dx.doi.org/10.20919/wptu7861.

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In 2018, a team of University of Sussex undergraduate law students working under the supervision of academic staff, conducted the Migration Law Clinic Pilot Study. This was in response to growing and grave concerns about the lack of availability of legal support and services for those seeking asylum and other forms of leave to remain in the UK. These concerns have only heightened in the intervening period: most recently, in response to the government’s publication of a draft Bill of Rights to repeal and replace the Human Rights Act 1998, which would make it much more difficult for potential deportees to rely on Article 8 of the European Convention on Human Rights (ECHR) to prevent removal and might have a wider impact on the rights and status of vulnerable groups of migrants in the UK; and, among other initiatives, the government’s intention to involuntarily relocate asylum seekers to Rwanda, which will then be responsible for processing the asylum claim and for providing asylum in successful cases. The purposes of the study were: i) To better understand some of the challenges faced by asylum seekers and vulnerable migrants living in Brighton and Hove when applying for asylum, and other forms of leave to remain and leave to enter. ii) To identify the extent and reasons for any shortfall in cost-free immigration and asylum law advice and representation in Brighton and Hove. iii) To gauge whether there was demand for additional free legal advice in the form of a university law clinic, specialising in immigration and asylum law. The team undertook a review of the legal framework that governs the provision of legal aid for immigration and asylum law matters and of relevant academic commentary on its impact. The team also gathered new empirical data based on interviews with a range of local stakeholders. This report sets out the team’s findings, describes how it informed the development of the clinic, and makes recommendations both for the further development of the Clinic and for changes to the provision of legal aid. Finally, it offers advice to other universities contemplating setting up their own clinic in this area.
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Tsidylo, Ivan M., Serhiy O. Semerikov, Tetiana I. Gargula, Hanna V. Solonetska, Yaroslav P. Zamora, and Andrey V. Pikilnyak. Simulation of intellectual system for evaluation of multilevel test tasks on the basis of fuzzy logic. CEUR Workshop Proceedings, June 2021. http://dx.doi.org/10.31812/123456789/4370.

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The article describes the stages of modeling an intelligent system for evaluating multilevel test tasks based on fuzzy logic in the MATLAB application package, namely the Fuzzy Logic Toolbox. The analysis of existing approaches to fuzzy assessment of test methods, their advantages and disadvantages is given. The considered methods for assessing students are presented in the general case by two methods: using fuzzy sets and corresponding membership functions; fuzzy estimation method and generalized fuzzy estimation method. In the present work, the Sugeno production model is used as the closest to the natural language. This closeness allows for closer interaction with a subject area expert and build well-understood, easily interpreted inference systems. The structure of a fuzzy system, functions and mechanisms of model building are described. The system is presented in the form of a block diagram of fuzzy logical nodes and consists of four input variables, corresponding to the levels of knowledge assimilation and one initial one. The surface of the response of a fuzzy system reflects the dependence of the final grade on the level of difficulty of the task and the degree of correctness of the task. The structure and functions of the fuzzy system are indicated. The modeled in this way intelligent system for assessing multilevel test tasks based on fuzzy logic makes it possible to take into account the fuzzy characteristics of the test: the level of difficulty of the task, which can be assessed as “easy”, “average", “above average”, “difficult”; the degree of correctness of the task, which can be assessed as “correct”, “partially correct”, “rather correct”, “incorrect”; time allotted for the execution of a test task or test, which can be assessed as “short”, “medium”, “long”, “very long”; the percentage of correctly completed tasks, which can be assessed as “small”, “medium”, “large”, “very large”; the final mark for the test, which can be assessed as “poor”, “satisfactory”, “good”, “excellent”, which are included in the assessment. This approach ensures the maximum consideration of answers to questions of all levels of complexity by formulating a base of inference rules and selection of weighting coefficients when deriving the final estimate. The robustness of the system is achieved by using Gaussian membership functions. The testing of the controller on the test sample brings the functional suitability of the developed model.
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