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Artykuły w czasopismach na temat "Students-Time management"
Pagana, Kathleen Deska. "Teaching Students Time Management Strategies". Journal of Nursing Education 33, nr 8 (październik 1994): 381–83. http://dx.doi.org/10.3928/0148-4834-19941001-14.
Pełny tekst źródłaDin, Mohi Ud, Tanzila Ishfaq, Bushra Ameer Saeed Awan, Laraib Khan, Ayesha Munassr i Maria Ijaz. "Medical Students' Time Management Capabilities". Pakistan Journal of Medical and Health Sciences 16, nr 12 (31.12.2022): 50–52. http://dx.doi.org/10.53350/pjmhs2022161250.
Pełny tekst źródłaKneale, Pauline E. "Maximising play time: Time management for geography students". Journal of Geography in Higher Education 21, nr 2 (lipiec 1997): 293–301. http://dx.doi.org/10.1080/03098269708725436.
Pełny tekst źródłaAkyürek, Muhammet İbrahim. "Time Management Skills of University Students". Yuksekogretim Dergisi 11, nr 1 (29.04.2021): 139–47. http://dx.doi.org/10.2399/yod.19.644818.
Pełny tekst źródłaBast, Felix. "Crux of time management for students". Resonance 21, nr 1 (styczeń 2016): 71–88. http://dx.doi.org/10.1007/s12045-016-0296-6.
Pełny tekst źródłaSchecter, Gabriella. "Time Management for Students With ASD". ASHA Leader 22, nr 4 (kwiecień 2017): 36–37. http://dx.doi.org/10.1044/leader.scm.22042017.36.
Pełny tekst źródłaPodlesny, Sergey. "TECHNOLOGY TIME MANAGEMENT FOR UNIVERSITY STUDENTS". Sworld-Us Conference proceedings, usc17-01 (30.03.2020): 94–99. http://dx.doi.org/10.30888/2709-2267.2023-17-01-019.
Pełny tekst źródłaWilson, Robert, Keith Joiner i Alireza Abbasi. "Improving students’ performance with time management skills". Journal of University Teaching and Learning Practice 18, nr 4 (1.10.2021): 230–50. http://dx.doi.org/10.53761/1.18.4.16.
Pełny tekst źródłaMcFadden, Kathleen, i Jack Dart. "Time Management Skills of Undergraduate Business Students". Journal of Education for Business 68, nr 2 (grudzień 1992): 84–88. http://dx.doi.org/10.1080/08832323.1992.10117592.
Pełny tekst źródłaXu, Jianzhong, Ruiping Yuan, Brian Xu i Melinda Xu. "Modeling students' time management in math homework". Learning and Individual Differences 34 (sierpień 2014): 33–42. http://dx.doi.org/10.1016/j.lindif.2014.05.011.
Pełny tekst źródłaRozprawy doktorskie na temat "Students-Time management"
Scott, Jessica Mae. "Time Management Practices of Brigham Young University Students". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2483.
Pełny tekst źródłaDe, Winter Hebron Christopher Charles. "Part-time management students' learning environments, attitudes and needs". Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019597/.
Pełny tekst źródłaDincay, Hulya. "The Relationship Between Physical Activity Levels And Time Management Skills Among Selected University Students". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12612086/index.pdf.
Pełny tekst źródłasport MET&rdquo
and &ldquo
total MET&rdquo
intensities. Multivariate analysis of variance (MANOVA) indicated a significant main effect. Subsequent unvaried analysis indicated differences in Time Management in terms of gender.
Brady, Anna C. Brady. "Integrating Time Estimation into a Model of Self-regulated Learning". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524131553833987.
Pełny tekst źródłaScott, Jessica Mae. "A Comparison of Attitudes Towards Time Management, Usage of Time, and Self-Expression by High-Performing and Low-Perfoming Students at Brigham Young University". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3365.
Pełny tekst źródłaAbrahamse, Carike. "The time that design students spend on in- and out-of-class learning activities at a higher education institution in Cape Town". Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2405.
Pełny tekst źródłaStudent workload is measured by the time it takes to complete the learning activities. This study determines the workload of Design students by determining the time spent on in- and out-of-class learning activities of a Design course at a higher education institution in Cape Town. The Design learning process typically engages students in several of the following learning activities: problem solving; research and development of ideas; and the mastering of various skills relating to visual communication. These afore-mentioned activities span the duration of a design project crossing the boundaries between subjects. The teaching of Design occurs in various locations such as the design studio and site visits. It therefore becomes difficult to unpack the time spent on in- and out-of-class learning activities for the purposes of workload calculations as prescribed and defined by higher education institutions and educational policies worldwide. Workload is a significant variable in the curriculum and is of importance in the quality of the teaching and learning process in higher education. An analysis of the literature determined that student workload could be viewed as objective workload (notional hours), the perceived/estimated hours worked (as highlighted in student course experience surveys) or the actual hours reported over a period of time. The resulting discussions focused on the comparability of students‟ workload to the expected notional hours and grades. Thus far none of the previous studies considered time allocation or the workload of the Design student or Design education. Can it be assumed that notional hours apply to all subject fields and therefore, the time allocated to in- and out-of-class learning activities should be equal as well? A timesheet diary was used to determine the time spent on learning activities. The population consisted of Interior Design students. Participants indicated what they were doing in the class as well as the amount of time spent on learning activities outside of timetabled hours. This study determined that the time reported for text-based subjects aligned with the notional hours and timetabled hours. On the other hand, a drawing-related subject – because of project-based learning and individual crits – is allocated more timetable hours, which does not align with the notional hours. The contact time thus appears to be high in comparison to the notional hours and results in an overloaded timetable (28hrs). However, it was found that the individual average for in-class time (14hrs 54min) reported by the participants aligns with the notional hours. Further analysis of the reported time revealed that class duration should be considered in the light of the teaching methods. In addition the average workload in this study of 53hrs 7 min per week exceeds the notional 40 hours per week. The average workload was compared to the participant‟s term results, the notional 40-hours, and the 50% required for passing a subject. This revealed that participants whose workload exceeded 40 hours were likely to pass. This supports the notion that provision should be made in the curriculum to afford students the time to meet the learning outcomes. However, due to the small sample available the impact of workload on student retention and student success could not be determined.
Stagman, Debra. "A comparison of traditional and nontraditional college students' stress and its relationship to their time management and overall psychological adjustment". Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/523.
Pełny tekst źródłaB.S.
Bachelors
Sciences
Psychology
Bucyana, Allan. "The influence of specialised HIV/AIDS sites on first time clients' initiative to seek VCT services : a case of Nkumba University students, Uganda". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6869.
Pełny tekst źródłaENGLISH ABSTRACT: Although VCT has been recognized for its importance in HIV prevention and control, there are several matters of concern surrounding it that potentially limit its uptake. Clients' selective behavior in tandem with service provider and operating environment factors determine uptake of VCT service. This study sought to contribute knowledge on the influence that specialized HIV/AIDS sites have on first time clients' initiative to seek VCT services in comparison with the general health care sites. The study also analyzed factors that determine clients' preference of VCT access point. The study was done within a student population of Nkumba University in Entebbe municipality, Uganda. A sample of students to fill the study questionnaire was selected using a simple random sampling method from a population frame established from a class identified haphazardly. Four focus group discussions were done: two of the groups participants were stratified as students' male and female groups and were selected using convenient sampling from the sampling frame. The other FGDs were done with two groups of nurse counselors – one from a general health care site while the other was from a specialized VCT site, selected purposively. Specialized VCT sites had a higher frequency of first student clients than general health care sites. Results however indicated that though the perception of service providers' attitude and availability of trained councilors affected their choice, there was no significant difference between specialized and general VCT sites in terms of first time clients' preference. Reasons for preference of site differed. Specialized sites were preferred because they are perceived to offer better quality service owing to their concentration on VCT services, but shunned by others for lack disguise. Conversely, respondents revealed that there is disguise at general health j sites which enhances confidentiality and anonymity thereby curbing clients fears of being identified making it easier for first time clients to go to these sites for VCT.
AFRIKAANSE OPSOMMING: Alhoewel vrywillige raadgewing en toetsing (VRT) erken is vir sy belangrikheid met betrekking tot MIV voorkoming en beheer, is daar verskeie kwessies daaraan verbonde wat die gebruik daarvan kan beperk. Kliënte se selektiewe gedrag saam met diensverskaffers en omgewingsfaktore bepaal die gebruik van VRT dienste. Hierdie studie het gepoog om kennis by te dra oor die invloed wat gespesialiseerde MIV/Vigs toetsingsterreine het op eerstelinge se inisiatief om VRT dienste te soek in vergelyking met algemene gesondheidssorgterreine. Die studie het ook faktore geanaliseer wat kliënte se voorkeur van VRT terreine bepaal. Die studie is binne 'n studente populasie van Nkumba Universiteit in Entebbe Munisipaliteit, Uganda, uitgevoer. 'n Steekproef van studente om die vraelyste in te vul is geselekteer deur die eenvoudige toevalmonster metode te gebruik van 'n populasie raam geskep van 'n klas was lukraak geidentifiseer is. Vier fokusgroepe het plaasgevind: twee waar deelnemers as manlike en vroulike studentegroepe gestratifiseerd was en geselekteer deur gerieflike steekproeneming van die steekproefraam. Die ander fokusgroepe was twee groepe van verpleegster beraders – een van 'n algemene gesondheidssorgterrein en die ander van 'n gespesialiseerde VRT terrein, doelbewus geselekteer. Gespesialiseerde VRT terreine het 'n hoër frekwensie van eersteling student-kliente as algemene gesondheidssorgterreine. Uitslae het aangedui dat hoewel die persepsie van diensverskaffers se houdings en beskikbaarheid van opgeleide beraders hul keuse geaffekteer het, dat daar geen betekenisvolle verskil was tussen gespesialiseerde en algemene VRT terreine in terme van eerstelinge se voorkeur. Redes vir voorkeur van terrein het verskil. Gepesialiseerde terreine is verkies weens die persepise dat hulle 'n beter kwaliteit diens lewer weens hul konsentrasie op VRT dienste, maar deur ander vermy was weens gebrek aan vermomming. Omgekeerd het respondente aan die lig gebring dat daar wel vemomming by algemene gesondheidssorg terreine is wat vertroulikheid en anonimiteit verhoog en kliënte se vrese verminder wat dit makliker maak vir eerstelinge om na hierdie terreine vir VRT te gaan.
Lambert, P. B. "Factors contributing to the delay of MBA research reports at the University of Stellenbosch Business School : an exploratory study". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/95597.
Pełny tekst źródłaThe MBA programme at the USB comprises two main parts, namely coursework and a research report. Students need to successfully complete both in order to graduate; however, a percentage of students are unsuccessful in that they either a) fail to complete the coursework as well as the research report, or b) successfully complete the coursework but fail to complete the research report. Those in the first category manage to cut their losses by preventing further expenditure of resources; however, those in the second category risk failure after full investment of time and money. The USB has seen an increase in the number of students from the second category; it is an undesirable outcome which needs to be addressed at the institutional and individual level. This research report aims to assist the USB in gaining more insight into this problem, and in addressing it effectively. Since the students themselves are pivotal in the MBA research phase, the research for this report took the form of live, in-depth interviews with MBA students at the USB who have successfully completed their coursework, but have not submitted their research report. The semi-structured interviews were based on themes highlighted in the literature on academic non-completion and delay. The most prominent contributing factors identified, were: a) inadequate preparation for research, which impacted on self-efficacy, i.e. the student’s belief in his/her own research competence; b) student motivation levels, which are influenced by the lack of intrinsic motivation to study, and by perceiving the research report to be irrelevant to their goals; c) timing of topic choice, which some felt came too early and did not allow an informed choice, and which others felt came too late and reduced the research time; and d) the lack of structure and deadlines during the research phase, which was problematic given the students’ expressed need for external pressure to prioritise the research report. In the light of the above factors, suitable recommendations are made on how the USB could address the problem.
Lowe, Janet. "Integrating learning with life : a study of higher education students in a further education college : 2000-2003". Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/66.
Pełny tekst źródłaKsiążki na temat "Students-Time management"
Cadet, Melissa. Time management for minority students. Sacramento, Calif: Health Professions Career Opportunity Program, 1985.
Znajdź pełny tekst źródłaPam, Hait, red. Studying smart: Time management for college students. New York, N.Y: HarperPerennial, 1990.
Znajdź pełny tekst źródłaScharf-Hunt, Diana. Studying smart: Time management for college students. New York, N.Y: HarperPerennial, 1990.
Znajdź pełny tekst źródłaScharf, Diana. Studying smart: Time management for college students. New York: Barnes and Noble, 1985.
Znajdź pełny tekst źródłaScharf-Hunt, Diana. Studying smart: Time management for college students. New York: Barnes & Noble Books, 1985.
Znajdź pełny tekst źródłaMichelle, Reid, red. Time management. New York, NY: Palgrave Macmillan, 2011.
Znajdź pełny tekst źródłaInsider's guide to time management. Wyd. 2. Boston: Bedford/St. Martin's, 2013.
Znajdź pełny tekst źródłaIzdebska, Jadwiga. Czynniki różnicujące strukturę budżetu czasu uczniów klas IV-VIII. Białystok: Uniwersytet Warszawski, Filia w Białymstoku, 1990.
Znajdź pełny tekst źródłaJadwiga, Izdebska, red. Struktura budżetu czasu uczniów szkół podstawowych. Białystok: Uniwersytet Warszawski, Filia w Białymstoku, 1990.
Znajdź pełny tekst źródłaFleet, Joan. Power over time: Student success with time management. Toronto: Harcourt Brace Canada, 1994.
Znajdź pełny tekst źródłaCzęści książek na temat "Students-Time management"
Chen, Shuai, Gang Chen, Lu Chen i Quanzhong Zhao. "Research on University Students’ Subhealth and Time Management Disposition". W Proceedings of the 2012 International Conference on Cybernetics and Informatics, 1801–6. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3872-4_230.
Pełny tekst źródłaAlias, Asmidar, Nur Asmaliza Mohd Noor, Norshariza Mohamad Bhkari i Kamisah Ariffin. "Student Learning Time: A Needs Analysis for University Students’ Time Management Skills". W Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS 2016), 125–34. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0203-9_12.
Pełny tekst źródłaIsmail, Noraini, Jamalia Aurani, Sharipah Isa, Zainab Mohd Zain i Mohd Asri Abdullah. "Learning Time Management Practices Among Students in UiTM Perlis Branch". W Proceedings of the Second International Conference on the Future of ASEAN (ICoFA) 2017 - Volume 1, 189–97. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-8730-1_19.
Pełny tekst źródłaBrambilla, Flávio Régio. "The Value Concept Over Time And In The Perception Of Brazilian Management Students". W Marketing Dynamism & Sustainability: Things Change, Things Stay the Same…, 277. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-10912-1_92.
Pełny tekst źródłaEinolander, Jarno, i Hannu Vanharanta. "Development of Students’ Commitment over Time—Case Study from a Finnish University of Technology". W Advances in Human Factors, Business Management, Training and Education, 69–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_7.
Pełny tekst źródłaAgrawal, Diyva, Abhishek Parikh i Krishnan Chalil. "Technology Adoption and Students' Satisfaction in Online Learning: A Study of INDIAN Experience During the Time of COVID-19". W Interdisciplinary Research in Technology and Management, 438–43. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781003202240-69.
Pełny tekst źródłaHaines, Catherine. "Time management". W Assessing Students’ Written Work, 85–96. Wyd. 2. Second edition. | Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Key guides for effective teaching in higher education: Routledge, 2021. http://dx.doi.org/10.4324/9780429329593-7.
Pełny tekst źródła"Dis miss ing Students at Bus Time". W Classroom Management Simplified, 157–60. Routledge, 2014. http://dx.doi.org/10.4324/9781315855233-40.
Pełny tekst źródła"Helping Your Students Manage Their Time". W Real Talk About Time Management: 35 Best Practices for Educators, 125–29. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2020. http://dx.doi.org/10.4135/9781544376899.n25.
Pełny tekst źródłaKiser, Michelle. "The Time Management Needs of College and University". W Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education, 276–97. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7267-2.ch014.
Pełny tekst źródłaStreszczenia konferencji na temat "Students-Time management"
Mikova, D. D. "Time - management technologies for university students". W ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-04-2018-13.
Pełny tekst źródłaXu, Chunming, Can Wang i Nan Yang. "Study on College Students’ Spare Time Management". W 5th International Conference on Financial Innovation and Economic Development (ICFIED 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200306.005.
Pełny tekst źródłaNaturil-Alfonso, Carmen, David Sánchez Peñaranda, Jose Salvador Vicente i Francisco Marco-Jiménez. "Procrastination: the poor time management among university students". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8167.
Pełny tekst źródłaGorgemans, Sophie, María-Jesús Alonso-Nuez i Jorge Rosell-Martínez. "Motivating Engineering students to Improve Teamwork and Time Management". W TEEM'18: Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3284179.3284196.
Pełny tekst źródłaTrentepohl, Sebastian. "Time Management: How Consistent Are Freshmen Students' Studying Routines?" W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1884041.
Pełny tekst źródłaKmecová, Iveta. "ANALYSIS OF UNIVERSITY STUDENTS' ABILITIES IN RELATION TO TIME MANAGEMENT". W 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1560.
Pełny tekst źródłaPorras, Santiago, Athénaïs Sauvée, Julio César Puche, Silvia Casado, Paula Antón i Joaquín Antonio Pacheco. "Time management and absenteeism: studying the students through machine learning". W Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17343.
Pełny tekst źródłaIndreica, Elenasimona. "E-LEARNING PLATFORM: ADVANTAGES AND DISADVANTAGES ON TIME MANAGEMENT". W eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-177.
Pełny tekst źródłaAkinkuolie, Babatunde. "A Mobile App to Support Time Management Skills for College Students". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687852.
Pełny tekst źródłaKelly, Alison. "Using Instructor-Implemented Interventions to Improve College Students' Time Management Behavior". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1884756.
Pełny tekst źródłaRaporty organizacyjne na temat "Students-Time management"
Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva i Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3247.
Pełny tekst źródłaMaksymov, Oleksandr S., Julia O. Maksymova i Oleksandr O. Maksymov. Integrated Control of Students Competencies in Educational Programs. Innovative Modeling Using an Ontology Approach. Publishing House - Vilnius Business College, czerwiec 2023. http://dx.doi.org/10.57005/ab.2023.1.4.
Pełny tekst źródłaFalfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin i Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], czerwiec 2021. http://dx.doi.org/10.31812/123456789/4442.
Pełny tekst źródłaChapelet, Pierre. Analysis of the Education Management and Information System of Jamaica: Diagnosis and Proposal for Strengthening the EMIS. Inter-American Development Bank, grudzień 2022. http://dx.doi.org/10.18235/0004619.
Pełny tekst źródłaMintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3866.
Pełny tekst źródłaMalhoa, Sara, Hugo Sarmento, João Lameiras i António Rosado. Dual Careers – reconciling sporting and academic success: systematic review of the literature. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, maj 2023. http://dx.doi.org/10.37766/inplasy2023.5.0032.
Pełny tekst źródłaMarsden, Nick, i Niranjan Singh. Preparing Vocational Students for Future Workplaces: Towards a course evaluation of the Unitec Bachelor of Applied Engineering. Unitec ePress, wrzesień 2017. http://dx.doi.org/10.34074/ocds.42017.
Pełny tekst źródłaRaupp, Magda, Michelle Fryer, Juliana Arbeláez, Grace Noboa-Hidalgo, Patricia Sadeghi, Monika Huppi, Alejandro Cruz Fano, Leslie F. Stone, Miguel Székely i Ursula Quijano. Review of IDB Support to Secondary Education: Improving Access Quality and Institutions, 1995-2012. Inter-American Development Bank, październik 2013. http://dx.doi.org/10.18235/0010573.
Pełny tekst źródłaMayfield, Colin. Capacity Development in the Water Sector: the case of Massive Open On-line Courses. United Nations University Institute for Water, Environment and Health, styczeń 2017. http://dx.doi.org/10.53328/mwud6984.
Pełny tekst źródłaTran, Tut, Alexandra Bonham, Justin Tweet i Vincent Santucci. Bryce Canyon National Park: Paleontological resource inventory. National Park Service, 2024. http://dx.doi.org/10.36967/2302804.
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