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Artículos de revistas sobre el tema "Interchange of College Students"

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Autor: Grafiati

Publicado: 26 de julio de 2024

Última modificación: 26 de julio de 2024

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1

ATOBE, Takayuki, Haruhiko GOTO, Toshihiko YUSA y Yoshito YAMAZAKI. "Continuous management of rural urban interchange by college students". Journal of the City Planning Institute of Japan 44 (2009): 100. http://dx.doi.org/10.11361/cpij1.44.0.100.0.

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2

Atobe, Takayuki, Haruhiko Goto, Toshihiko Yusa y Yoshito Yamazaki. "The Continuous management of multiple rural urban interchange by college students". Journal of the City Planning Institute of Japan 44.3 (2009): 595–600. http://dx.doi.org/10.11361/journalcpij.44.3.595.

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3

Guo, Hui. "Design of Moral Education Management System for Higher Vocational Students Based on Multisource Sensing Data Fusion". Discrete Dynamics in Nature and Society 2022 (17 de agosto de 2022): 1–10. http://dx.doi.org/10.1155/2022/7986472.

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Based on the specific circumstances of colleges and universities, this study presents the moral education management system and leverages multisource sensor data and other technologies to develop an information system in line with the moral education management of modern college students. Using multisource sensor data fusion and learning data definition, the fused education data is expressed in a standardized way, resulting in a common and standard data interchange format. This foundation is used to build a shareable and reusable data management system that enables data sharing and interchange across multiple heterogeneous data sources, aids the intelligent education system in obtaining more comprehensive and complete recorded data, and improves data sharing timeliness. As a result, learning behavior analysis results are more objective, immediate, and accurate, allowing the intelligent education system’s response to be more prompt and intelligent. This study, which is based on multisource sensor data fusion, also discusses platform selection, system architecture, database design, and methods and suggestions for overcoming critical challenges and can be used as a reference for other university information management systems with vast amounts of data.

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4

Kim, Jungyin. "Korean students’ transnational literacy and social networks in a business college". Curriculum Matters 18 (20 de diciembre de 2022): 4–26. http://dx.doi.org/10.18296/cm.0057.

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This study examined how a group of Korean international students enrolled in a writing class in a United States business programme navigated their literacy practices through the use of KakaoTalk, a social networking application for smartphones. On the basis of 29 student interviews and a detailed narrative of one focal student’s activities in KakaoTalk group sessions, the study aimed to elucidate the less studied feature of literacy studies: the social networking methods that students mobilise to make meaning of their school literacy activities collaboratively and individually. The study findings suggest that students’ identities and literacy performances shape one another through the intersection of local and global forces. Theories of identity and the Korean concept of “in-maek” offer important insights into the dynamic interchange of students’ social and literacy practices and identities. This study provides insights into the influence of such identity work on students’ academic experiences and the development of a curriculum for a business programme writing class.

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5

Zhuang, Qiming. "Application of Experiential Learning in College Foreign Language Teaching". Journal of Education, Humanities and Social Sciences 22 (26 de noviembre de 2023): 485–91. http://dx.doi.org/10.54097/ehss.v22i.12509.

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Experiential learning is a new way of learning. In recent years, the research on experiential learning has been deepening, which has had a certain impact on the traditional teacher-centered teaching mode. As for subject education, language is a subject with strong situational application, and its educational model has also changed under the impact. The student-centered learning concept changes the original teaching. Compared with the traditional teaching mode, experiential learning has its unique innovation and many advantages but also has its limitations. In terms of application, languages are essential tools for cross-cultural interchange, so learning a foreign language is of great importance. However, the process of trying to master it has many challenges both for students and teachers. The integration of experiential learning into foreign language teaching has changed the role of teachers in the previous education system to some extent and also put forward new requirements for students. The starting point of this paper is based on the research status of experiential learning and the current situation of college foreign language teaching and analyzes the application of experiential learning in college foreign language teaching. This paper also introduces the advantages of experiential learning in foreign language teaching compared with the traditional mode, which are creating a language environment, stimulating students' learning initiative, and improving students' language application ability.

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6

Cohen, Perrin S. y Martin L. Block. "The Use of Animals in Behavioural Science Education in the USA: Finding Alternatives that Address Personal Concerns and Ethical Dilemmas". Alternatives to Laboratory Animals 18, n.º 1_part_1 (noviembre de 1990): 51–56. http://dx.doi.org/10.1177/026119299001800108.1.

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In this paper, we describe our efforts to develop a humanitarian approach to the teaching of behavioural science using animals. Reduction, replacement and refinement of animal use in education are most useful if they help reconnect students and teachers with their underlying feelings, attitudes and ethical values related to animal usage. In order to initiate this reconnection process, we established the Northeastern University Center for Science Education (NUCASE) to encourage the dissemination of information and the development of projects that address ethical issues in college science curricula. Two directions that NUCASE has piloted using a humanitarian approach are outlined: an alternative to the traditional animal laboratory course in learning that uses student-run field experiments with feral pigeons in a park; and a conference designed to promote open interchange about personal concerns and ethical dilemmas in the use of animals in education.

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7

Dudics Lakatos, Katalin. "A kárpátaljai felsőoktatási intézmények hallgatóinak nyelvhasználati sajátosságai és nyelvi attitűdjei két felmérés részeredményei alapján". Acta Academiae Beregsasiensis, Philologica II, n.º 2 (16 de diciembre de 2023): 32–48. http://dx.doi.org/10.58423/2786-6726/2023-2-32-48.

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The characteristics of language usage and attitudes of students of higher education institutions in Transcarpathia based on the partial results of two surveys A positive attitude towards the mother tongue and the language variety is essential for confident language use. The way we perceive the language of the community where we live, or of other communities, is largely influenced by our knowledge and experience of the language, by the opinions of others, and of course by stereotypes. Education can do the most to overcome these, to develop an objective, confident linguistic awareness and self-awareness, by conveying a scientifically based approach at all levels. In our study, we analyse the partial results of two empirical researches conducted among the students of the Ferenc Rákóczi II Transcarpathian Hungarian College in recent years, which investigate the state language effect in the register of Transcarpathian Hungarian higher education, the interchange of words related to the topic of education and their relationship to the local language variety. The results of our research have shown that, despite the dominance of Hungarian, the language use of students in Transcarpathian Hungarian higher education is characterised by the presence of Ukrainian and Russian language influences, and that most of these are consciously present in their language use. The Ferenc Rákóczi II Transcarpathian Hungarian College considers it important to develop this positive attitude not only in its Hungarian studies, but also in all its training programmes. The presented results show that the group under study has a balancing-functional-segregating attitude towards different languages and language varieties: they are not closed to this variety, they are aware of its functions and importance. They are not excluded from the lower-prestige variety because of previous unpleasant experiences: they express a scientifically well-founded opinion in the survey. Although emotional attachment is also strongly expressed. But we also know that in minority contexts this can play a significant language-preserving role. Keywords: Transcarpathia, college students, loanwords, state language effect, language attitude

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8

Wibowo, Agus Mukti. "Peningkatan Pemahaman Konsep Perubahan Materi Melalui Perbaikan Bahan Ajar". MADRASAH 6, n.º 2 (29 de enero de 2016): 14. http://dx.doi.org/10.18860/jt.v6i2.3296.

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<span><em>Student understanding of the concept of Natural Sciences, especially </em><span><em>“material and its changes” are inflenced by the students understanding </em><span><em>of the previous material on the “various substances and nature”. The </em><span><em>development of learning sources about “material and its changes” can</em><br /><span><em>improve students understanding of the concept, in this case is students </em><span><em>of college, if (1) making the media of teaching based on the basic concepts </em><span><em>about material that will be learned by students and that concepts arranged</em><br /><span><em>systematically or sequentially concepts, for example from simple to complex </em><span><em>concept or from the lower to the higher concept, (2) the examples that </em><span><em>given to the students close to the students experiences, beginning from a </em><span><em>simple example.</em><br /><span><strong>Keywords: </strong><span><em>“Material and Its changes”, Remedical of Learning</em><br /><span><em>Sources.</em></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>

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9

Meredith, Anna, Neil Anderson, Pradeep Malik, Parag Nigam, Alexandra Thomas, Nic Masters, Amanda Guthrie et al. "Capacity building for wildlife health professionals: the Wildlife Health Bridge". One Health & Implementation Research 2, n.º 2 (2022): 68–78. http://dx.doi.org/10.20517/ohir.2022.03.

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The Wildlife Health Bridge was established in 2009 with the aim of improving the expertise and knowledge base of wildlife health professionals in biodiverse low- and middle-income countries. The Wildlife Health Bridge centres around partnerships among educational institutions: the Zoological Society of London, the Royal Veterinary College, the University of Edinburgh’s Royal (Dick) School of Veterinary Studies, the Wildlife Institute of India, and the University of Melbourne Veterinary School. The Wildlife Health Bridge provides quality education in wildlife health, ecosystem health, and wildlife biology, facilitates the interchange of students between collaborating countries for research studies and provides a global graduate network of wildlife health professionals. In addition to established Masters’ level wildlife health training programmes run by the partner organisations, the Wildlife Health Bridge has developed a collaborative field-based course, Interventions in Wild Animal Health, provided annually in India since 2016, which has trained 138 veterinarians to date, enhancing local and international capacity in managing emerging wildlife health issues and building global professional linkages. The Wildlife Health Bridge’s Wild Animal Alumni network facilitates networking and exchange between Wildlife Health Bridge institutions and graduates, with over 701 members from 67 countries, half of which are biodiverse low- and middle-income countries. Collaboration between educational institutions has enabled new ideas and ongoing developments in the delivery of materials and learning outcomes. The Wildlife Health Bridge is building global capacity in trained wildlife health professionals, through educational programmes and a synergised network, with the aim of impacting conservation practice to benefit human, domestic animal and wildlife health.

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10

Syed, Zafrana y Prof Dr Rabia Tabassum. "An Experimental Study of Spatial Vocabulary Teaching in the Subject of English through Four Steps Strategy at Elementary Level". International Research Journal of Education and Innovation 3, n.º 1 (31 de marzo de 2022): 177–89. http://dx.doi.org/10.53575/irjei.v3.01.17(22)177-189.

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The study was an experimental study of spatial vocabulary in the subject of English. The subject was taught through four steps strategy at elementary level. Also the same subject was taught through lecture method. The major objectives of the study were: (i) to explore the effects of four steps strategy on the spatial vocabulary enhancement of elementary school students, (ii) to investigate the effect of four steps strategy on the spatial vocabulary enhancement of male elementary students, (iii) to measure the effect of four steps strategy on the spatial vocabulary enhancement of female elementary school students. To achieve the objectives, the following null hypotheses were tested: (i) there is no significant effect of four steps strategy on the spatial vocabulary enhancement of elementary school students, (ii) there is no significant effects of four steps strategy on the spatial vocabulary enhancement of male elementary school students. All the students of Grade-III from Army Public Schools and Colleges of province Khyber Pakhtunkhwa were the population of this study. Sample of the study was 20 students (girls & boys) of Army Public School and College (Iqra) Risalpur Cantt District Nowshera by using random sampling technique. Pre-test and post-test single group four cycle designs were used as a tool for data collection in this study to measure the performance of the students. In four cycle experimental design, same group was exposed to experiment and lecture method of teaching. After the exposing, groups (experimental/control) were interchanged for getting accurate results. The data obtained was tabulated and analysed using paired t-test in the light objectives of the study. The analysis of the collected data revealed the following findings; it was revealed from the results that four steps strategy had significant effect on spatial vocabulary enhancement at elementary level. The result of the study showed that four steps strategy had significant effect on the spatial vocabulary enhancement of male and female elementary school students. It is recommended that the teacher should apply four steps strategy to foster the academic achievements of the students. This study will be beneficial for students, teachers and curriculum developer.

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11

Bai, Dong Zhe. "International Interchange between College of Technology in China and College of Technology in Japan". Journal of the Society of Mechanical Engineers 101, n.º 960 (1998): 816–17. http://dx.doi.org/10.1299/jsmemag.101.960_816.

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12

Willelt, Lynn H. "Are Two-Year College Students First-Generation College Students?" Community College Review 17, n.º 2 (octubre de 1989): 48–52. http://dx.doi.org/10.1177/009155218901700208.

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13

Wong, Morrison G. y Michael A. Olivas. "Latino College Students". Contemporary Sociology 17, n.º 1 (enero de 1988): 108. http://dx.doi.org/10.2307/2069475.

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14

Ivanova, L. Iu. "Russia's College Students". Russian Education & Society 56, n.º 1 (enero de 2014): 34–46. http://dx.doi.org/10.2753/res1060-9393560104.

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15

Keyes, Christina. "Latino College Students". Higher Education Policy 1, n.º 3 (septiembre de 1988): 63. http://dx.doi.org/10.1057/hep.1988.60.

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16

Chastain, Patricia y Ramesh Bettagere. "College Students' and Professors' Perceptions of College Students Who Stutter". Contemporary Issues in Communication Science and Disorders 43, Fall (octubre de 2016): 206–22. http://dx.doi.org/10.1044/cicsd_43_f_206.

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17

A. Lawler, L. M., P. A. Logan-Sinclair, L. E. Holland y G. Troutma n. "Black and White Learning Interchange". Australian Journal of Primary Health 6, n.º 4 (2000): 164. http://dx.doi.org/10.1071/py00050.

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The unchanging status of Aboriginal health initiated the need for changes to training for Aboriginal Health Workers. Charles Sturt University, in partnership with the Remote and Rural Health Training Unit (RARHTU) initiated, in consultation with the local Indigenous community, a program for upgrading qualifications of Aboriginal Health Workers to degree level. Several unique features were incorporated in the program design: an educational facilitator without a health career background; a challenging first subject based upon student's familial personal history; specialist sessions provided by professional health workers; recognition of prior learning taking into account the many varied levels of existing regional health services training. This paper discusses the course design and evaluation results, including the impact of the program upon lecturer's teaching style, students' personal and working lives and the effects the course may have regarding the status of Aboriginal health in the local area. Results of the initial program evaluation are presented and discussed in this paper.

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18

Seo, Bosoon, Jakoung Kim y Heajeong Shin. "Metaphors Analysis of College Students concerning ‘College Students with Disabilities’ and ‘College for Students with Disabilities and Students without Disabilities’". Special Education Research 13, n.º 3 (31 de octubre de 2014): 317. http://dx.doi.org/10.18541/ser.2014.10.13.3.317.

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19

Xinyan, Xu, Yang Zhan y Yu Xinxin. "Revision of College Students’ Life Skills Scale in Chinese College Students". Psychology of China 4, n.º 11 (2022): 1284–92. http://dx.doi.org/10.35534/pc.0411151.

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20

Uno, Gordon E. "Teaching College and College-Bound Biology Students". American Biology Teacher 50, n.º 4 (1 de abril de 1988): 213–16. http://dx.doi.org/10.2307/4448711.

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21

Green, Judith L., Jenny L. Lowry y S. Mark Kopta. "College Students versus College Counseling Center Clients". Journal of College Student Psychotherapy 17, n.º 4 (22 de agosto de 2003): 25–37. http://dx.doi.org/10.1300/j035v17n04_05.

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22

Larson, Lisa M., Tsui-Feng Wu, Donna C. Bailey, Fred H. Borgen y Courtney E. Gasser. "Male and Female College Students’ College Majors". Journal of Career Assessment 18, n.º 1 (2 de diciembre de 2009): 16–33. http://dx.doi.org/10.1177/1069072709340520.

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23

McGrath, Carolyn. "A New Voice on Interchange: Is it Talking or Writing? Implications for the Teaching of Literature". Journal of Educational Technology Systems 26, n.º 4 (junio de 1998): 291–97. http://dx.doi.org/10.2190/p0bq-189y-3tea-xc2k.

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While electronic discourse is silent and can be printed and subjected to the literate bias we use in evaluating formal writing, at the same time synchronous discourse contains the sound and texture of “voice” and serves the generative and communalizing function of authentic talk. Based upon analysis of discussions of fiction using Dedalus Interchange in literary analysis classes, I have found the electronic voices of my students to be unlike the voices I'd come to know from these students in speech and writing. I find the rich hyper-vocality of Interchange expands the number of ideas all are exposed to, deemphasizes traditional authority increasing metalinguistic awareness, may decrease inhibition and gender barriers, and facilitates the kind of increased social connectedness which motivates participation.

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24

Firat, Meryem y Gulsun Ayran. "Cyberbullying among college students". TAF Preventive Medicine Bulletin 15, n.º 4 (2016): 322. http://dx.doi.org/10.5455/pmb.1-1450776947.

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25

Bunting, Tom y Karl J. Smith. "Trigonometry for College Students". Mathematical Gazette 72, n.º 461 (octubre de 1988): 260. http://dx.doi.org/10.2307/3618292.

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26

Sima, Mr Wakjira y Dr Paramvir Singh. "College Students’ Friendship Quality". IOSR Journal of Humanities and Social Science 22, n.º 02 (febrero de 2017): 85–89. http://dx.doi.org/10.9790/0837-2202038589.

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27

Ponzetti, James J. "Loneliness among College Students". Family Relations 39, n.º 3 (julio de 1990): 336. http://dx.doi.org/10.2307/584881.

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28

Küçüktepe, Seval Eminoglu. "College Students' Cheating Behaviors". Social Behavior and Personality: an international journal 42, n.º 1 (1 de enero de 2014): 101S—111S. http://dx.doi.org/10.2224/sbp.2014.42.0.s101.

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I explored the reasons given by college students for cheating during scholastic examinations. The participants were 26 students from Marmara University in Turkey. It was observed that most of the students identified cheating as taking reminder notes into an examination, getting help during the examination, or theft of knowledge. The tendency to cheat in a variety of ways was found to be high, particularly with regard to the preparation of cheating materials before the examination. While some students justified helping friends they are close to or who they observe as having difficulties, others considered it immoral and refused to be involved in the activity of cheating. Lastly, students generally did not feel regret if the examination consisted of questions where the answers depend solely on memorization or if there was a common belief that the lesson would have no use for their future career or lives.

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29

Rosenbaum, Philip y Ryan D. Weatherford. "Resilience in College Students". Journal of College Student Psychotherapy 31, n.º 2 (8 de marzo de 2017): 91–92. http://dx.doi.org/10.1080/87568225.2017.1297640.

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30

Brower, Aaron M. "Are College Students Alcoholics?" Journal of American College Health 50, n.º 5 (1 de marzo de 2002): 253–55. http://dx.doi.org/10.1080/07448480209595716.

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31

Lathem, Alexis. "To My College Students". Tikkun 32, n.º 3 (2017): 16. http://dx.doi.org/10.1215/08879982-4162503.

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32

Caporael, Linnda R. "College Students' Computer Use". Journal of Higher Education 56, n.º 2 (marzo de 1985): 172–88. http://dx.doi.org/10.1080/00221546.1985.11777084.

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33

Brown, Robert D. "How College Affects Students". Journal of Higher Education 63, n.º 3 (mayo de 1992): 355–58. http://dx.doi.org/10.1080/00221546.1992.11778372.

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34

Pascarella, Ernest T., Christopher T. Pierson, Gregory C. Wolniak y Patrick T. Terenzini. "First-Generation College Students". Journal of Higher Education 75, n.º 3 (mayo de 2004): 249–84. http://dx.doi.org/10.1080/00221546.2004.11772256.

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35

Haas, Ann Pollinger, Herbert Hendin y J. John Mann. "Suicide in College Students". American Behavioral Scientist 46, n.º 9 (mayo de 2003): 1224–40. http://dx.doi.org/10.1177/0002764202250666.

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36

Wilson, G. S., M. E. Pritchard, J. Schaffer y S. M. Chappelow. "DRINKING IN COLLEGE STUDENTS". Medicine & Science in Sports & Exercise 34, n.º 5 (mayo de 2002): S235. http://dx.doi.org/10.1097/00005768-200205001-01320.

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37

Mandracchia, Jon T. y Shandrea Pendleton. "Understanding College Students’ Problems". Journal of College Student Retention: Research, Theory & Practice 17, n.º 2 (23 de marzo de 2015): 226–42. http://dx.doi.org/10.1177/1521025115578235.

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38

Weyandt, Lisa L. y George DuPaul. "ADHD in College Students". Journal of Attention Disorders 10, n.º 1 (agosto de 2006): 9–19. http://dx.doi.org/10.1177/1087054705286061.

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DuPaul, George J., Lisa L. Weyandt, Sean M. O'Dell y Michael Varejao. "College Students With ADHD". Journal of Attention Disorders 13, n.º 3 (20 de julio de 2009): 234–50. http://dx.doi.org/10.1177/1087054709340650.

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40

Downey, Doris M. y Lynn E. Snyder. "College Students with LLD". Topics in Language Disorders 21, n.º 1 (noviembre de 2000): 82–92. http://dx.doi.org/10.1097/00011363-200021010-00008.

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41

Balduf, Megan. "Underachievement Among College Students". Journal of Advanced Academics 20, n.º 2 (febrero de 2009): 274–94. http://dx.doi.org/10.1177/1932202x0902000204.

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42

Ball, Brita y Lora Beth Brown. "College Students' Dinner Groups". Journal of Nutrition Education and Behavior 42, n.º 4 (julio de 2010): S104. http://dx.doi.org/10.1016/j.jneb.2010.03.090.

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43

Greydanus, Donald E., Mary Ellen Rimsza y Lyubov Matytsina. "Contraception for College Students". Pediatric Clinics of North America 52, n.º 1 (febrero de 2005): 135–61. http://dx.doi.org/10.1016/j.pcl.2004.11.005.

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44

Francis, Rulon S., Stephen A. Grubb y Kalvei Oster-man. "Scoliosis in College Students". Back Letter 3, n.º 1 (1988): 1. http://dx.doi.org/10.1097/00130561-198803010-00001.

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45

Delello, Julie A., Carla A. Reichard y Kouider Mokhtari. "Multitasking Among College Students". International Journal of Cyber Behavior, Psychology and Learning 6, n.º 4 (octubre de 2016): 1–12. http://dx.doi.org/10.4018/ijcbpl.2016100101.

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Using a time-diary, the authors asked 935 undergraduate college students to report on their multi-tasking habits while engaged in four main activities: reading for fun, watching TV, reading for school purposes, and using the Internet. The authors examined student data to find out (a) whether their multi-tasking habits vary significantly by college classification and (b) whether they felt the time spent multitasking in one activity interfered with or displaced time spent on other activities. It was found that first year college freshmen multitasked significantly more than upper class students. However, students' perceptions relative to whether they felt the time spent multitasking in one activity interfered with or displaced time spent on other activities did not significantly differ by college classification. These findings have important implications for understanding the multitasking habits among college students.

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46

Caporael, Linnda R. "College Students' Computer Use". Journal of Higher Education 56, n.º 2 (marzo de 1985): 172. http://dx.doi.org/10.2307/1981665.

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47

Brown, Robert D., Ernest T. Pascarella y Patrick T. Terenzini. "How College Affects Students." Journal of Higher Education 63, n.º 3 (mayo de 1992): 355. http://dx.doi.org/10.2307/1982025.

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48

Merenkov, A. V. "College Students' Market Guidelines". Russian Education & Society 42, n.º 9 (septiembre de 2000): 44–50. http://dx.doi.org/10.2753/res1060-9393420944.

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49

Mulnix, Michael. "College Students as Consumers:". Journal of Marketing for Higher Education 2, n.º 2 (2 de marzo de 1990): 123–49. http://dx.doi.org/10.1300/j050v02n02_12.

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50

Dipeolu, Abiola O. "College Students With ADHD". Journal of Career Development 38, n.º 5 (20 de diciembre de 2010): 408–27. http://dx.doi.org/10.1177/0894845310378749.

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