Готові списки джерел за темами / Civil engineering Study and teaching Australia

Добірка наукової літератури з теми "Civil engineering Study and teaching Australia"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями

Оберіть тип джерела:

Зміст

Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Civil engineering Study and teaching Australia".

Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.

Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.

Статті в журналах з теми "Civil engineering Study and teaching Australia"

1

Watson-Brown, Natalie, Bridie Scott-Parker, Bruce Simons-Morton, and Teresa Senserrick. "Exploring the Dimensions of Driving Instruction through Naturalistic Observation of Formal Practical Lessons with Learner Drivers." Transportation Research Record: Journal of the Transportation Research Board 2674, no. 3 (February 28, 2020): 219–31. http://dx.doi.org/10.1177/0361198120905594.

Повний текст джерела
Анотація:
Higher-order driving skills (HO-DS) are deficient in young drivers who are over-represented in road crash fatalities and serious injuries. Teaching HO-DS has strong theoretical support in reducing crash risk. This study contributes to the dearth of literature regarding on-road driver training that can develop these skills. Higher-order driving instruction (HO-DI) is explored in formal on-road driving lessons (in Queensland, Australia) via naturalistic observation. Fifteen instructors and 96 learner drivers aged 16–19 years were recruited, with 110 lessons observed. An HO-DI coding taxonomy informed by the Goals for Driver Education ( 24) was used for content analysis using an a priori approach, comprising eight HO-DI codes: driving plan (formerly driving route), vehicle control and maneuvering, mastery of traffic situations, surveillance, situational risk (formerly environmental variables), personal risk (formerly knowledge of risk), car function (formerly car knowledge), and distraction. Thirty-nine sub-themes were identified within the codes allowing a deeper understanding of instruction, including missed (unseen) and untaken (seen but not actioned) HO-DI opportunities. The findings inform recommendations for the development of best practice HO-DI. This study has implications for the driver training industry with potential for reducing the crash risk of young novice drivers.
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Deng, Hua Feng, Min Zhu, Le Hua Wang, and Yi Sheng Huang. "Study on the Experiment Teaching Reform of Civil Engineering." Advanced Materials Research 271-273 (July 2011): 1318–21. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1318.

Повний текст джерела
Анотація:
Experiment teaching plays an important role in training new type talents; however, there is a big disparity between our current experiment teaching system and our teaching target. The paper analyzed the existing deficiency in current experiment teaching, and provided practicable reform measures according to the experiment teaching characteristic and law, such as update the thinking mode of experiment teaching, innovate the experiment subjects, change the directing experiment, reinforce the laboratory software and hardware building, pay attention to the experiment teachers` quality cultivation and enhance the link between experiment teaching with the practical engineering. These reform measures will enable the students to fully consolidate and master the knowledge; at the meantime this method will mobilize the exploring spirit of self-study, improve their creative thinking and scientific research ability, as well as promote the improvement of students` engineering practice ability and comprehensive quality. With all the above-mentioned advantages the students will with high employment competition, and finally be the real beneficiary of education and teaching reform.
Стилі APA, Harvard, Vancouver, ISO та ін.
3

Liu, Chang Ming, and Peng Zhang. "Applied Civil Engineering Training Location Study." Advanced Materials Research 426 (January 2012): 359–63. http://dx.doi.org/10.4028/www.scientific.net/amr.426.359.

Повний текст джерела
Анотація:
Applied Civil Engineering Training has great significance to our infrastructure career. This article combines the characteristics of the subiect civil engineering training, from the following aspects, the development of the national economy, the promotion of the urbanization level, the prosperity of the construction industry, the reform of the industry and the trend of economic globalization and so on , to discuss the demand orientation of Applied Civil Engineering Training. From creative ability, comprehensive quality promotion, the difference between application-oriented personnel and skilled and technical personnel, to make a exposition of Applied Civil Engineering Training. From building practice teaching system, reform of examination system and so on ,to clear the method location. It provides guidance and reference to Applied Civil Engineering Training.
Стилі APA, Harvard, Vancouver, ISO та ін.
4

Zhang, Jin Tuan. "Study on the Cooperative Learning in the Teaching of Civil Engineering." Advanced Materials Research 816-817 (September 2013): 943–46. http://dx.doi.org/10.4028/www.scientific.net/amr.816-817.943.

Повний текст джерела
Анотація:
At present, in the field of education, there are more and more attention have been paid on the theory and practice of the autonomous and cooperative learning. The implementation of the cooperative learning mode has been in-depth studied, so as the role of teachers. By defining the conception of autonomous and cooperative learning, we combined it with the characteristics of civil engineering course to study the use in the civil engineering course. The application of cooperative learning in the teaching of civil engineering is necessary, and the result is also significant.
Стилі APA, Harvard, Vancouver, ISO та ін.
5

Bubb, Charles. "Earthquake engineering in Australia." Bulletin of the New Zealand Society for Earthquake Engineering 32, no. 1 (March 31, 1999): 13–20. http://dx.doi.org/10.5459/bnzsee.32.1.13-20.

Повний текст джерела
Анотація:
Earthquake Engineering in Australia, as elsewhere, has been formatted in the aftermath of damaging earthquakes. The first Australian Code AS2121-1979 was written and published after the 1968 Meckering WA earthquake. The second AS1170.4 1993 was published after the 1989 Newcastle NSW earthquake. Good quality Building Codes are a necessary basis for sound earthquake resistant designs. Both implementation and enforcement of the codes and sound robust construction in the field are essential for the protection of life and infrastructure. Also essential is the preservation and upgrading of the earthquake database. A study to assist the safer operation of emergency services immediately following damaging earthquakes is proposed.
Стилі APA, Harvard, Vancouver, ISO та ін.
6

Qin, Peng, Zhi Hai Qin, and Ying Hua Wang. "Exploration on the Teaching of the Course of Introduction to Civil Engineering Based on Engineering Materials." Advanced Materials Research 461 (February 2012): 79–82. http://dx.doi.org/10.4028/www.scientific.net/amr.461.79.

Повний текст джерела
Анотація:
with the rapid development of national economy, the construction of our country and technical personnel requirements also produced corresponding changes, the demand for interdisciplinary talents gradually increased to the higher education has put forward higher requirements. The direction of the civil engineering course reform is changed to "large civil specialty” as the basic starting point, combine with the reform of talented person training mode, adjust the students' knowledge structure. The task of introduction to civil engineering is to cultivate the students' awareness of civil engineering major, make low grade students understand the civil engineering involved in the field of the content, methods, achievements and development situation about civil engineering comprehensive from the visual angle of safe academics, social and security technology, economy and management unity. The new understanding of civil engineering specialty, enhances the student to study the interest of engineering knowledge, broaden their knowledge. According to the positioning of the course, in the teaching process optimization of teaching materials, reasonable allocation of hours, adopt the suitable way of teaching organization teaching, and achieve good teaching results
Стилі APA, Harvard, Vancouver, ISO та ін.
7

Knox, Robert C., David A. Sabatini, David E. Hughes, Robert Lambert, and Russ Ketner. "Teaching Engineering Design with Practitioner Supervision: A Case Study." Journal of Professional Issues in Engineering Education and Practice 124, no. 4 (October 1998): 105–9. http://dx.doi.org/10.1061/(asce)1052-3928(1998)124:4(105).

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
8

Lukashenko, L. E. "IMPLEMENTING CASE-STUDY METHOD IN TEACHING SPECIALIZED SUBJECTS TO STUDENTS MAJORING IN CIVIL ENGINEERING." Innovate Pedagogy 3, no. 21 (2020): 214–17. http://dx.doi.org/10.32843/2663-6085/2019.21.3-46.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
9

Featherstone, W. E., and G. P. Galvin. "Teaching field surveying to final-year university students: an example from Western Australia." Survey Review 41, no. 312 (April 2009): 110–19. http://dx.doi.org/10.1179/003962609x390030.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
10

Lam, Nelson, and John Wilson. "The New Response Spectrum Model for Australia." Electronic Journal of Structural Engineering, no. 01 (March 28, 2008): 6–24. http://dx.doi.org/10.56748/ejse.8201.

Повний текст джерела
Анотація:
This paper presents an overview of recent research in Australia into seismic activity and ground motion modelling which has culminated in the development of a new response spectrum model for Australia as featured in the new standard for seismic actions. An important element of the research is the prediction of the displacement demand of small-moderate magnitude earthquakes that are characteristics of the intraplate tectonic environment of Australia. The practical implementation of the response spectrum model is illustrated at the end of the paper with the case-study of a lifeline facility. Advancements in seismic demand is complimented by the accurate assessment of the seismic performance of the structure and their sub-assemblages including those with non-ductile behavior.
Стилі APA, Harvard, Vancouver, ISO та ін.
Більше джерел

Дисертації з теми "Civil engineering Study and teaching Australia"

1

Bertz, Michael. "Situated learning methodologies and assessment in civil engineering structures education." Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/21484.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Bronkhorst, Joseph Victor. "Work-integrated learning in Civil Engineering: an activity theoretical study." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1979.

Повний текст джерела
Анотація:
THESIS submitted in fulfilment of the degree DOCTOR OF EDUCATION in the Faculty of Education and Social Sciences Cape Peninsula University of Technology 2013
The aim of this research is to present recommendations for knowledge and practice relations between Further Education and Training (FET) colleges and Civil Engineering (CE) workplaces, and to present a work-integrated learning (WIL) model that could assist with the preparation of CE students for the workplace. Recently, FET colleges have been under the spotlight in terms of student preparedness for the CE workplace. Many questions have been posed by students studying at FET colleges and by CE workplace supervisors in respect of whether the current CE curriculum adequately prepares students for the workplace, or whether the curriculum has become obsolete in terms of knowledge and practice relations. The CE industry is of the opinion that students are insufficiently prepared in terms of skills and knowledge. In the light of this uncertainty, I researched the learning taking place at FET colleges and CE workplaces. I examined similarities and differences in the learning environment of the students. The research provides a theoretical overview of Activity Theory (AT) and its principle of contradictions. The lens of AT and its contradictions provide a versatile tool to enquire into various aspects of WIL, taking into account individual and institutional perspectives, as well as changes over time. Activity Theory and its principle of contradictions provide insights into how transformation may occur within Activity Systems (ASs) in a CE context. The study was conducted over a number of years with participants from three ASs, namely, the classroom, workshop/college yard and workplace. During the research, this study proposed a conceptual framework, rooted in AT, and substantiated by empirical evidence, for describing and analysing the learning taking place in the FET college sector and within the CE workplace environment. The analysis focuses on the perceptions of learning taking place in the ASs. Results reveal a knowledge and practice divide, mediated by AS elements of mediating artefacts, object, subject, division of labour, community and rules. Through a particular focus on the contradictions of the elements of an AS which occur, the objective for this study was to determine ‘knowledge and practice relations’. The components of knowledge and practice are extremely isolated, and by bringing the argument and the empirical findings together, the findings propose:  Links between knowledge(‘the classroom’) and practice(‘the workplace’) The surfacing of the disconnect between knowledge and practice between the FET college sector and the CE workplace supports the idea of establishing links between these two sectors. This collaboration could be the turning point in better preparing students for the workplace.  Policy formulation and implementation The need for policy review to enhance the integration of knowledge and practice relations in the sector has become apparent. Colleges are expected to undergo a radical transformation and to make major contributions to policy. However, these institutions are new and fragile, and are based on historically weak predecessors. Much of the reform process is oblivious of the connections between college and workplace. The research has established that both CE industries and FET colleges should ensure that they increase their involvement with and participation in the provision of adequately preparing students for the workplace in the Western Cape Province.
Стилі APA, Harvard, Vancouver, ISO та ін.
3

Watson, Mary K. "Assessment and improvement of sustainability education in civil and environmental engineering." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/48981.

Повний текст джерела
Анотація:
Sustainable development through sustainable engineering is a promising strategy for combating unsustainable patterns of population growth, resource consumption, and environmental degradation. For sustainable engineering to alleviate global problems, however, improvements in undergraduate education are required to equip students with the knowledge and skills needed to engage in sustainable design. Consequently, the goal of this dissertation is to assess and improve sustainability education in civil and environmental engineering (CEE) at the Georgia Institute of Technology (Georgia Tech). Three phases of inquiry were conducted to (1) examine the current status of CEE sustainability education, (2) use assessment results to develop a pedagogically-innovative sustainability module, and (3) investigate the impacts of implementing the module into select CEE courses on student learning. Several key findings resulted from this work. First, the Sustainability Tool for Assessing Universities’ Curricula Holistically (STAUNCH®) suggested that integration of sustainability into the curriculum was incomplete and favored environmental sustainability. Second, CEE seniors’ conceptual understanding of sustainability, based on concept map results, was found to be generally correct, although limited in comprehensiveness, connectedness, and balance. Third, examination of capstone project reports (2002 and 2011) using the novel Sustainable Design Rubric revealed little change in the students’ sustainable design abilities over the past decade, due potentially in part to students simply “meeting the expectations” of project sponsors. Based on these insights, a five-part, learning-cycle-based sustainability module was developed and implemented in CEE capstone and cornerstone design courses. Higher learning gains for cornerstone students, as compared to seniors, supports future integration of the module into cornerstone design courses. While project results are especially important for CEE at Georgia Tech, other programs and institutions may benefit from the development and improvement of sustainability knowledge assessment tools, as well as the empirically-informed and theoretically-grounded sustainability module.
Стилі APA, Harvard, Vancouver, ISO та ін.
4

Draper, Joshua Benjamin. "Mexico Engineering Study Abroad: Assessing the Effectiveness of International Experiences on Teaching Global Engineering Skills." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2184.pdf.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
5

Sundström, Linn. "Investigating the impact of the Millennium Drought on catchment water balance : A study of four catchments in Victoria, Australia." Thesis, KTH, Hållbar utveckling, miljövetenskap och teknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-231134.

Повний текст джерела
Анотація:
Southeast Australia have between 1997-2009 experienced a severe drought, referred to as the Millennium Drought. During these years the region experienced a 11.4% decline in mean annual rainfall, an unprecedented decrease in runoff and a decline in soil moisture and groundwater storage. The drought officially ended in 2010 when one of the strongest La Nina-events on record occurred. However, it is still unknown how the behaviour of the catchments changed during the drought and if this change persists in the years following the drought. Changes in catchment behaviour and fluxes are commonly determined using a catchment water balance, where the change in groundwater storage is assumed to be neglectable when studying longer periods of time. However, studies have showed that this assumption might be inaccurate for catchments that experience a climatic disturbance such as a severe drought. This study investigates if including the change in groundwater storage by using spatial groundwater head data can improve the catchment water balance. This was done by assuming that specific yields are unknown and to be determined in a calibration. An unknown scalar applied to the evapotranspiration was used to try to account for the uncertainties in the known fluxes and was also to be determined in the calibration. Two different calibration schemes were considered: one assuming no delay in groundwater head response to climate and one accounting for the delay. The fluxes were determined for the period before, during and after the drought. The results were analysed to determine if the catchments showed a change in behaviour during and after the drought. The results showed that when not accounting for the delayed response of the groundwater head, at least one of the specific yields in the catchments became infinitely small. Including the delayed groundwater head response did improve one of the catchments significantly by producing plausible specific yields for all geological units. A conclusion of this is that including the change in groundwater storage could improve the water balance. However, for it to do so a thorough analysis of the groundwater and subsurface needs to be conducted. Further, the water balance error was the third biggest flux after rainfall and actual evapotranspiration suggesting that the evapotranspiration scalar reduced the actual evapotranspiration too much. All fluxes did decrease during the drought, by how much differed between the catchments and the water balance components. Two of the catchments showed a change in behaviour during the drought that persisted in the years following the drought. The most likely fluxes to have caused this were the change in runoff and groundwater storage. The other two catchments showed a smaller change in behaviour during the drought and an indication that it was on its way back to the same state as before the drought. The likely fluxes to have caused the small change in behaviour was runoff and actual evapotranspiration.
Under åren 1997–2009 minskade den genomsnittliga årliga nederbörden över sydöstra Australien med 11.4% och den genomsnittliga årliga avrinningen var lägre än någonsin tidigare samtidigt som grundvattennivåerna sjönk. Denna torka brukar kallas the Millennium Drought och är den svåraste torkan i Australien i modern tid. Torkan tog officiellt slut 2010 då ett av de mest kraftfulla La Niña-fenomenen inträffade vilket bidrog till att april 2010 till mars 2012 var de blötaste två åren i australiensk historia. Trots att flera studier har gjorts kring torkan så är det ännu inte klarlagts hur avrinningsområdena i området påverkades och om de fortfarande är påverkade när torkan officiellt är över. Flödena inom ett avrinningsområde bestäms vanligtvis genom en vattenbalans. Då vattenbalansen över ett avrinningsområde studeras under en längre tid antas ofta att förändringarna i grundvattenmagasinen går att bortse från då grundvattennivån ofta återgår till samma stadie efter ett antal år. Nyare studier har dock visat att detta inte alltid är fallet vid exempelvis en svår torka och att det vid dessa fall inte är korrekt att anta att förändringen i grundvattenmagasinen är försumbar. I denna studie har en vattenbalans gjorts för fyra avrinningsområden i delstaten Victoria i Australien. Syftet har varit att avgöra om vattenbalansen kan förbättras om förändringen i grundvattenmagasinen inkluderas. Detta har gjorts genom att använda nyligen framtagen data för grundvattennivån i delstaten och antagit att den dränerbara porositeten är en okänd variabel. För att justera för osäkerheterna kring the kända flödena har en okänd faktor för evapotranspirationen inkluderats. De okända variablerna bestämdes i en kalibrering. Kalibreringen genomfördes för två olika kalibreringsscheman och för tre olika tidsperioder. Det ena kalibreringsschemat antog att grundvattnet direkt reagerade på effektiv nederbörd minus avrinning, medan den andra kalibreringsschemat tog hänsyn till en försenad reaktion. Kalibreringen gjordes för tidsperioderna innan, under och efter torkan. Resultaten visade att när ingen hänsyn togs till en eventuellt försenad reaktion av grundvatten så går värdet för dränerbar porositet i minst en geologisk enhet mot noll medan det andra värdet är rimligt. När hänsyn togs till en försenad reaktion av grundvattnet, fick fler avrinningsområde rimliga värden för dränerbar porositet för hela området. Slutsatsen som kan dras kring detta är att vattenbalansen kan förbättras om förändringen i grundvattenmagasinen inkluderas. Detta kräver dock en djupgående analys av grundvattnet och geologin i avrinningsområdet. Hur mycket flödena förändrades under och efter torkan varierar mellan avrinningsområdena och flödena, gemensamt var dock att alla flöden minskade under torkan. Två av avrinningsområdena påvisade en förändring i beteendet under torkan och de år som följde. Det är mest troligt att förändringarna i avrinning och grundvattenmagasinen har påverkat detta. De övriga två avrinningsområdena påvisade även de en förändring under torkan, om än mindre än för de föregående. Denna förändring ser även ut att vara på tillbakagående och att avrinningsområdet inom en snar framtid skulle kunna ha samma tillstånd som innan torkan. De mest troliga flödena som har påverkat dessa avrinningsområden är förändringar i avrinning och den faktisk evapotranspirationen.
Стилі APA, Harvard, Vancouver, ISO та ін.
6

Otto, Philippa Jean. "An Analytical System for Determining Disciplinary Vocabulary for Data-Driven Learning: an Example from Civil Engineering." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3472.

Повний текст джерела
Анотація:
Data-driven learning (DDL), an inductive teaching approach in which students learn through corpus interaction, has gained recent traction as way to teach specialized vocabulary in English for Specific Purposes (ESP) classes. There is little research, however, that addresses how to choose specialized vocabulary for teaching with DDL. This study addressed this gap in research by exploring the potential of a three-part analytical, corpus-based system for determining vocabulary to teach with DDL for a specific context of language use. This system included (1) identifying words that were significantly more frequent in a specialized expert corpus than in a corpus of general English, (2) narrowing to words that showed patterned differences in use between the specialized corpus and a student corpus, and (3) narrowing further to words with salient enough patterns of usage to teach with DDL. This three-part system was applied to the context of civil engineering in order to find vocabulary words to teach civil engineering students with low-proficiency writing skills at Portland State University. For the first step in my analytical system, I found 201 words that occurred significantly more frequently in civil engineering practitioner writing than in the Corpus of Contemporary American English and that met requirements for frequency, distribution, and other criteria. I tested the second and third steps on 45 of these words and identified 14 words that showed evidence of needing to be taught and being well suited to DDL. After reflecting on my process, I found that the analytical system was successful in meeting my goals for finding civil engineering vocabulary for data-driven activities. I also made several observations that may be useful for ESP teachers who are interested in applying this methodology for their classes, the most notable of which were: 1. The system was especially useful for connecting words that are not explicitly civil engineering themed (e.g., encountered or using) to important writing functions that civil engineers perform. 2. Although it provided a systematic basis for vocabulary teaching decisions, the process was generally time-consuming and required complex judgments, which indicated that it may only be worth performing if teachers plan to regularly incorporate DDL vocabulary instruction into their course.
Стилі APA, Harvard, Vancouver, ISO та ін.
7

Palmer, Stuart Rohan, and mikewood@deakin edu au. "An evaluation of Australian undergraduate engineering management education for flexible delivery." Deakin University. School of Engineering and Technology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.112159.

Повний текст джерела
Анотація:
This thesis examines issues in Australian undergraduate engineering management studies in the context of flexible learning delivery. It is proposed that, within an Australian context: a) the management skills and competencies required by graduate engineers can be determined and classified on a rational basis, permitting an educational focus on those elements most appropriate for graduates; and b) on-line and other computer-based technologies are a practical and effective method for the support of undergraduate engineering management studies. The doctoral project incorporates: • an examination of the nature of engineering management; • a review of the relevant literature establishing the importance of management studies in undergraduate engineering courses; • a review of historical and recent developments in Australian undergraduate engineering management studies; • an investigation of the management skills and competencies required by graduate engineers - based on original research; • an examination of flexible delivery of engineering education - based on professional practice experience; and • an evaluation of case studies of flexible delivery of engineering management education - based on original research and professional practice experience. A framework of ranked classified management skills is developed. Broadly, the ranking framework is generic professional skills, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills. This framework provides a rational basis for design of undergraduate engineering management studies. This is supplemented by consideration of the management skills required for the future of engineering practice. It is concluded that undergraduate engineering management education is well suited to delivery and support by on-line and computer-based technology. Recent developments in improved access to the Internet, software systems for on-line collaboration and changes in copyright legislation to create a broad-based right to communication via on-line media have contributed to the facilitation of on-line delivery of teaching and learning. It is noted that though many on-line infrastructure issues have been satisfactorily resolved, higher level issues will emerge as being crucial, including the academic staff development and reward for operating in an online teaching environment and the financial sustainability of on-line development and delivery of courses.
Стилі APA, Harvard, Vancouver, ISO та ін.
8

Hamzah, Masputeriah. "Facilitating second language acquisition (SLA) through computer-mediated communication (CMC) in an English for Civil Engineering (ECE) environment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1304.

Повний текст джерела
Анотація:
This study explores the application of computer-mediated communication (CMC) in an English for Civil Engineering (ECE) learning setting. The aim is to examine the interactional opportunities present in the computer-mediated environment for evidence of conditions deemed facilitative of second language acquisition, based on the tenets prescribed by the Interaction Hypothesis. This theory emphasizes the importance of interaction in language learning and the necessity for learners to have access to meaningful and comprehensible input. It is based on the premise that acquisition will occur through interaction where learners arc provided opportunities to negotiate meaning in order to develop mutual understanding. In tum, this allows for hypothesis testing related to learners' developing interlanguage systems. It also provides opportunities for learners to produce comprehensible output and have access to feedback related to their attempts. All these are regarded as crucial for language acquisition. Most of the studies on interaction work reported in the literature are related to oral interaction. Nevertheless, studies on the use of CMC have reported that this medium can promote meaningful interaction that can foster interlanguage development through meaning negotiation and focus on form. The participants in this study consist of one English language teacher and a group of seventy-three students. The task employed for this study is based on one of the requirements of the ECE program, specifically for the students to engage in a discussion forum on current and relevant social, economic and environmental issues related to the civil engineering field and profession. For a more in-depth and thorough understanding of the entire perspective in the application of CMC in this ECE setting, both qualitative and quantitative procedures are adopted for the purpose of data analysis. The analysis of interactional exchanges reveals that this on-line platform serves as a suitable context and a conducive environment for interlanguage development. Both student-to-teacher and student-to-student interactional exchanges provide evidence of opportunities for modified input, feedback and modified output. The interview responses also provide important insights into the subjective dimension of learning in terms of students' overall opinion and perception of the on-line interactional exchange.
Стилі APA, Harvard, Vancouver, ISO та ін.
9

Lo, Kin-keung, and 羅建強. "An investigation of computer assisted testing for civil engineering students in a Hong Kong technical institute." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38627000.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
10

Furegatti, Simone Andrea. "O conteudo geologico em cursos de engenharia civil : analise de disciplinas geologicas em cursos do estado de São Paulo e concepções de especialistas." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/287115.

Повний текст джерела
Анотація:
Orientadores: Pedro Wagner Gonçalves, Carlos Alberto Lobão da Silveira Cunha
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociencias
Made available in DSpace on 2018-08-06T01:30:34Z (GMT). No. of bitstreams: 1 Furegatti_SimoneAndrea_M.pdf: 976300 bytes, checksum: 02ab1710d4a0cc7b4d9999baeca6488e (MD5) Previous issue date: 2006
Resumo: O conteúdo geológico em cursos de Engenharia Civil é o objeto central da presente dissertação, que expõe e analisa o conteúdo ministrado nos cursos do estado de São Paulo na atualidade e levanta uma concepção de conteúdo a partir de sugestões de especialistas da área de Geologia de Engenharia. Paralelamente, em revisão bibliográfica feita sobre o ensino de Engenharia e o ensino de Geologia são destacados dois aspectos com possível ligação ao conteúdo geológico: a interação de disciplinas e a preocupação com o meio ambiente. Inicialmente a presente dissertação propõe uma reflexão sobre o conteúdo geológico como aspecto interdisciplinar e como parte do conhecimento sobre Natureza. O trabalho apresenta o levantamento dos dados de disciplinas com conteúdo geológico dos cursos do estado e síntese das entrevistas dos especialistas. Foram obtidas 26 respostas, dos 50 cursos existentes no estado em 2004, ano em que foi realizado o levantamento. Análise desta amostra permite vislumbrar um panorama do conteúdo geológico veiculado nos cursos, apresentando, além do conteúdo programático, dados das disciplinas, como carga horária, o período em que se inserem no curso, a distribuição do conteúdo nessas disciplinas, a bibliografia indicada e um perfil profissional dos docentes responsáveis por elas. As entrevistas foram realizadas com dois geólogos e dois engenheiros civis, considerados especialistas na área de Geologia de Engenharia por sua experiência de mais de 3 ou 4 décadas, três deles com experiência acadêmica no ensino de Geologia para os cursos de Geologia e de Engenharia Civil, ou de Arquitetura e Urbanismo. As entrevistas sugerem possíveis caminhos para a escolha de temas geológicos a serem abordados em cursos de Engenharia Civil. Nas entrevistas pode-se constatar a presença dos dois aspectos destacados da revisão bibliográfica, os quais aparecem como preocupação demonstrada por ambos especialistas com as intervenções na Natureza causadas pelo homem, por intermédio do engenheiro civil como executor, e também como possibilidade de se promover interações entre disciplinas geológicas e variadas disciplinas aplicadas de Engenharia, a partir do conteúdo geológico. Finalmente, são identificadas as convergências e divergências existentes entre a interpretação das entrevistas, os resultados da análise dos dados obtidos das disciplinas com conteúdo geológico dos cursos considerados e os aspectos detectados na revisão bibliográfica. As conclusões são de que a importância dada à Geologia por parte dos cursos é pequena, contradizendo a opinião dos especialistas. O retrato do que é ensinado nos cursos está muito aquém das expectativas dos especialistas que defendem ênfase nos processos ao ensinar temas de Geologia Geral e uma articulação desta com a Geologia Aplicada. Esta última é quase inexistente nos cursos do estado e largamente indicada pelos especialistas. A sugestão que fica é de se manter aceso o debate, por parte de organismos profissionais, técnico-científicos, autoridades junto às IES para manter a reflexão e incrementar o ensino de Geologia nos cursos de Engenharia Civil
Abstract: The aim of this research is to analyze the geological content in Civil Engineering courses. Nowadays the content in São Paulo state is examined and compared with the content suggested by Geology Engineering experts. The research shows us two aspects dealt with in the Curriculum Guidelines for the Engineering courses, as in the discussions generated by their definitions and implementations, the intra-discipline and the preoccupation with the environment, proposing a reflection about geological issues as an interdisciplinary aspect and also as part of the knowledge about Nature. It also presents the collection of data of the disciplines with geological content and synthesis of interviews with experts. Twenty-six answers were obtained from fifty existent courses in the state in 2004, when the survey was conducted. Such analysis allows for a panorama of the geological issues transmitted in the courses, beyond the pragmatics approach of the geological disciplines: there is number of hours, the period in which they interfere in the course, the number of students, the distribution of the content in these disciplines, the bibliography indicated and a professional profile of the teachers. The interviews were performed with two geologists and two civil engineers considered specialists in the area of Geology of Engineering, due to, among other factors, their experience of more than three or four decades. In fact, three of them had academic experience in teaching Geology in the courses of Geology and Civil Engineering or Architecture and Urbanization. The interviews suggest possible ways to choose geological themes to be approached in the courses of Civil Engineering. In the interviews the presence of the two aspects highlighted in the bibliography, as a concern demonstrated by all specialists about the interventions in the Nature caused by Civil Engineering, and also as a possibility to promote interactions between geological disciplines and several applied disciplines of Engineering, starting from the geological content. Finally, convergences and divergences are identified among the interpretation of the interviews, the results of the analysis of the disciplines with geological content and the aspects detected in the bibliographical revision. Civil Engineering courses do not emphasize the importance of geological issues. What is taught is not enough for experts that believe in teaching General Geology with Applied Geology. The latter is almost non-existent, although suggested by specialists. The suggestion is under debate by professionals, technical-science and undergraduate Institution authorities in attempt to improve the teaching of Geology in Civil Engineering Courses
Mestrado
Mestre em Ensino e Historia de Ciencias da Terra
Стилі APA, Harvard, Vancouver, ISO та ін.
Більше джерел

Книги з теми "Civil engineering Study and teaching Australia"

1

Haas, Adrian R. Para-professional engineering education in Australia. Hobart, Tasmania, Australia: Australian Institute of Engineering, 1986.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Steels, H. Macdonald. Effective training for civil engineers. 2nd ed. London: T. Telford, 1999.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
3

Effective training for civil engineers. London: T. Telford, 1994.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
4

Russell, Jeffrey S., and Thomas A. Lenox. Raise the bar: Strengthening the civil engineering profession. Reston, Virginia: American Society of Civil Engineers, 2013.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
5

Sarja, Asko. Evaluation of civil engineering education at universities and polytechnics. Helsinki: Edita, 2003.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
6

Jeannette, Martin, ed. Yi Min's Great Wall: A materials engineering story. Boston, MA: Boston Museum of Science, 2005.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
7

Workshop on Labour-Based Technology in University Training (1st 1998 JKUAT). Proceedings of the 1st Workshop on Labour-Based Technology in University Training: Towards technology choice for sustainable economic development, 18th-19th August 1998, JKUAT. Nairobi: The Department, 1999.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
8

Institution of Civil Engineers (Great Britain), ed. Civil engineers for the 1990s: Proceedings of the seventh conference on education and training, organized by the Institution of Civil Engineers and held in Kingston, Surrey, on 10-11 September 1985. London: T. Telford, 1986.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
9

Edna, Ezzell, and American Society of Civil Engineers. Body of Knowledge Committee, eds. Fundamentals of civil engineering: An introduction to the ASCE body of knowledge. Boca Raton: Taylor & Francis, 2011.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
10

Construction depth reference manual for the Civil PE exam. Belmont, California: Professional Publications, Inc., 2011.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
Більше джерел

Частини книг з теми "Civil engineering Study and teaching Australia"

1

Punithraj, G., Umesh Pruthviraj, and Amba Shetty. "Surface Soil Moisture Retrieval Using C-Band Synthetic Aperture Radar (SAR) over Yanco Study Site, Australia—A Preliminary Study." In Lecture Notes in Civil Engineering, 107–21. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7067-0_8.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Qi, L., S. Holdworth, and P. S. P. Wong. "What Affects Construction Innovation Adoption in Building and Infrastructure Projects – A Case Study in Australia." In Lecture Notes in Civil Engineering, 2097–106. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8079-6_192.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
3

Pritchard, Michael S., and Elaine E. Englehardt. "Ethical Theories and Teaching Engineering Ethics." In Advances in Civil and Industrial Engineering, 111–20. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8130-9.ch008.

Повний текст джерела
Анотація:
As an area of academic study, engineering ethics focuses primarily on practical ethical issues. A primary aim of the study of practical ethics is to help students make good ethical decisions in whatever practical endeavors they may undertake, including in their chosen careers. The authors argue that reflection on the sorts of ethical problems that arise in engineering practice should be the starting point, with ethical theory coming into view primarily in this context. This is in contrast to a more “top-down” approach that tries to “apply” theory to practice only after laying out a spectrum of philosophically grounded theories, each of which attempts to give us a comprehensive picture of ethics, as such.
Стилі APA, Harvard, Vancouver, ISO та ін.
4

Jones, Brett D., Mehdi Setareh, Nicholas F. Polys, and Felipe Bacim. "Application of an Online Interactive Simulation Tool to Teach Engineering Concepts Using 3D Spatial Structures." In Civil and Environmental Engineering, 788–806. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9619-8.ch033.

Повний текст джерела
Анотація:
Simulations can be powerful learning tools that allow students to explore and understand concepts in ways that are not possible in typical classroom settings. However, research is lacking as to how to use simulations most effectively in different types of learning environments. To address this need, we designed a study to examine the impact of using online interactive simulations on the learning and motivation of 109 undergraduate architecture students from two large public universities. The simulation tool allowed students to create models of spatial structures and analyze the effects of loads on structural member forces and deflections. The authors incorporated the simulations into our instructional design using an inquiry approach because it was consistent with our goals of teaching students concepts and the process of deriving the concepts. They documented that online interactive simulations delivered through inquiry-based instruction can be an effective means to help students learn and apply concepts.
Стилі APA, Harvard, Vancouver, ISO та ін.
5

Manzoor, Amir. "MOOCs for Enhancing Engineering Education." In Advances in Civil and Industrial Engineering, 204–23. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8803-2.ch010.

Повний текст джерела
Анотація:
All over the world, thousands of engineering institutions offer conventional engineering education. However, the quality of education, is a matter of concern. MOOCs (Massive Open Online Courses) permit learners to access and benefit from the teaching by renowned professors. MOOCs offer an unprecedented opportunity to revitalize education. These cause complete dis-intermediation of the university system, making them very affordable; however, they have several shortcomings in their present form. Students enrolling for a MOOC still have to conventionally study the subject for their degree. Complete absence of physical group activities in a class room under a teacher's mentoring, is another serious issue. Conduct of practical sessions in laboratories is an important aspect of engineering education, for which MOOCs offer no alternative. This chapter reviews the state-of-the-art of MOOCs in engineering education and provides suggestions as to how MOOCs can be effectively utilized for enhancing engineering education.
Стилі APA, Harvard, Vancouver, ISO та ін.
6

Morbey, Mary Leigh, Farhad Mordechai Sabeti, and Michelle Sengara. "Like It." In Advances in Civil and Industrial Engineering, 426–45. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8803-2.ch019.

Повний текст джерела
Анотація:
Social networking environments have become a ubiquitous part of the university experience. Accordingly, postsecondary institutions have started to consider the role that social networking can play in teaching and learning across academic disciplines. This case study documents findings from a 2012-2013 mixed-methods data collection in six graduate and undergraduate Digital Literacies and New Media Literacies courses at a major Canadian comprehensive university. It examines the pedagogical implications of adapting the Facebook platform for online collaboration and multimedia learning in blended courses, and offers a model of Facebook implementation for engineering and architecture education. Questions guiding the research ask: What is gained pedagogically through the use of Facebook in higher education courses? What are the pedagogical challenges encountered, and how might these be addressed? Suggestions based on observed trends are offered for the effective inclusion of Facebook as a beneficial pedagogical component in the design of e-learning platforms for higher education.
Стилі APA, Harvard, Vancouver, ISO та ін.
7

Oti, Jonathan. "Using Feedback on Formative Assessment to Support Student Learning and Improve the Curriculum for Material in a Civil Engineering Module." In Technology-Supported Teaching and Research Methods for Educators, 165–79. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5915-3.ch009.

Повний текст джерела
Анотація:
This chapter reports on the potential of using formative feedback on assessment to support student learning and improve the curriculum for material in a civil engineering module. Under this study, when the students were given the feedback of their assessment on a piece of coursework, they were asked to repeat the coursework taking on board all the comments and feedback provided by the lecturer in exchange for a better mark. The overall result from the quantitative data suggests that students overwhelmingly took the corrections on board and submitted a more improved laboratory report in order to have an improved mark. The students enjoyed the praise, progress, and critique comments on their feedback sheet. Their understanding of the module grew, and their motivation and performance increased. Generalized comments like referencing and citations unified the entire curriculum.
Стилі APA, Harvard, Vancouver, ISO та ін.
8

Ejohwomu, Obuks Augustine. "Re-Purposing Summative Assessment as Formative." In Claiming Identity Through Redefined Teaching in Construction Programs, 81–99. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-8452-0.ch005.

Повний текст джерела
Анотація:
Students often feel that assessments are used primarily for grading purposes only. There is anecdotal evidence too that students are being over assessed in UK Higher Education (HE) given that it is common place for the curricula to be designed with formative and summative assessments in mind. This reflective case study aims to establish the link between the attainment of independent learning outcome and a new form of assessment that is based on three years of teaching a Project Management unit in two internationally leading Schools of Mechanical, Aerospace, and Civil Engineering in England and Singapore. Data from the observation of an operational unit specification reveals that depending on the timing within the schedule of the unit, summative assessment with appropriate feedback can be re-purposed as formative and summative. The implication being a paradigm shift in the design of unit specification for the purpose of attaining Intended Learning Outcomes (ILO) that enhance deep learning.
Стилі APA, Harvard, Vancouver, ISO та ін.
9

Hu, Faxin, and Yuanyuan Chen. "The Exploration of the Teaching Reform in the Course of “Drawings Recognition in Construction Engineering” for the Veterans Under the Background of “1+X” Certificate System: Take a Private University in Hainan Province as an Example." In Modern Management based on Big Data III. IOS Press, 2022. http://dx.doi.org/10.3233/faia220109.

Повний текст джерела
Анотація:
A private college in Hainan Province is exemplified to introduce the construction logic of the school’s civil engineering group who is offered basic courses of “Architectural Drawing Recognition and Construction” and “Engineering Drawing”. The veterans are faced with the dual pressure of both work and study, and how to get the veterans to pass the “1+X”construction engineering drawing examination is a difficult problem for the majority of educators. Due to the limited offline teaching hours, the veterans must actively promote the integration of course and certificate. The list introduces the comparison of the course setting and teaching content before and after the “1+X” course and certificate integration, which reflects the professional skill level standards for construction engineering drawings after the course certificate integration. At the same time, it constructively explore the practice of integrating Revit and BIM civil engineering measurement GTJ2021 software into the course of “Architectural Drawing and Construction”. Finally, the dilemma and breakthroughs of implementing the “1+X” certificate of construction engineering drawing recognition are proposed from the level of students, teachers and enterprises.
Стилі APA, Harvard, Vancouver, ISO та ін.
10

Velliaris, Donna M. "A Clear Pathway." In Handbook of Research on Academic Misconduct in Higher Education, 343–65. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1610-1.ch016.

Повний текст джерела
Анотація:
The educational institution participating in this research is a pre-university pathway college in South Australia. Specific to this study are the international students who enter this educational organization to undertake a Diploma in Business, Information Technology (IT) or Engineering, which constitutes the ‘first-year' of a Bachelor's degree at the partner university. In response to a mandatory online questionnaire, 106 responses were gathered from new students to the open-ended question—What is the difference between ‘group work' and ‘collusion'? Faculty are taking greater responsibility for elucidating the ‘line' between authorized and unauthorized collaboration. Deep(er) understanding of students' views/notions of these two concepts are indispensable if institutions with diverse student populations are to develop effective policies and procedures for increasing Academic Integrity (AI) among all members of the teaching and learning community.
Стилі APA, Harvard, Vancouver, ISO та ін.

Тези доповідей конференцій з теми "Civil engineering Study and teaching Australia"

1

Yoo, Haeyeon. "A Study on the Prefab Housing in New Zealand and Australia." In Architecture and Civil Engineering 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.100.33.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Slee, Ben, and Richard Hyde. "A Base Line Study for Improving the Environmental Performance of Demountable Classrooms A Case Study of New South Wales, Australia." In Annual International Conference on Architecture and Civil Engineering. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2301-394x_ace15.115.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
3

CUI, Yanqi, and Yingde CUI. "Study on the Architecture Teaching Reform under the Sustainable Developmental Context." In 2016 International Conference on Architectural Engineering and Civil Engineering. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aece-16.2017.48.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
4

Liu, Yan. "Application of Research Study in the Teaching of Civil Engineering." In 2015 International Conference on Education Technology, Management and Humanities Science (ETMHS 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/etmhs-15.2015.121.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
5

Vahabzadeh Manesh, Shahrooz, and Massimo Tadi. "Sustainable Morphological Transformation via Integrated Modification Methodology (I.M.M): The case study of Surfers Paradise district of Gold Coast city, Australia." In Annual International Conference on Architecture and Civil Engineering. Global Science & Technology Forum (GSTF), 2013. http://dx.doi.org/10.5176/2301-394x_ace13.89.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
6

Lin, Longbin, and Zhengwei Feng. "Study on Teaching Reform of the Course Named Introduction to Civil Engineering." In 2017 International Conference on Education, Economics and Management Research (ICEEMR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iceemr-17.2017.66.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
7

Wan Abdullah Zawawi, N. A., M. S. Liew, K. L. Na, and H. Idrus. "Engineering the civil engineering education: A capstone case study in a Malaysian university." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654546.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
8

Haitao Fan and Jing Guo. "The study on teaching pattern of progressive graduation design in civil engineering specialty." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543695.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
9

Lucas, David, and Phil de Graaf. "Iterative geotechnical pit slope design in a structurally complex setting: a case study from Tom Price, Western Australia." In 2013 International Symposium on Slope Stability in Open Pit Mining and Civil Engineering. Australian Centre for Geomechanics, Perth, 2013. http://dx.doi.org/10.36487/acg_rep/1308_33_lucas.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
10

Tang, Jingjing, and Yuming Zou. "Study on Using Experiential Teaching Mode in the University Civil Engineering Safety Course." In 2016 International Forum on Management, Education and Information Technology Application. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ifmeita-16.2016.4.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.

Звіти організацій з теми "Civil engineering Study and teaching Australia"

1

Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

Повний текст джерела
Анотація:
Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
Стилі APA, Harvard, Vancouver, ISO та ін.
Також вас можуть зацікавити розширені добірки на тему "Civil engineering Study and teaching Australia" для конкретних типів джерел:
Статті в журналах Дисертації Книги
Ми пропонуємо знижки на всі преміум-плани для авторів, чиї праці увійшли до тематичних добірок літератури. Зв'яжіться з нами, щоб отримати унікальний промокод!

До бібліографії