Academic literature on the topic 'Alumni Society'
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Journal articles on the topic "Alumni Society"
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Ning, Xiaohua. "How Universities Use Alumni Resources to Help Students’ Growth: China Perspective." World Journal of Educational Research 7, no. 2 (2020): p33. http://dx.doi.org/10.22158/wjer.v7n2p33.
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As an important force of social cooperative education in colleges and universities, alumni are not only the embodiment of high school achievements, but also an important educational resource in colleges and universities. By grasping the advantages of alumni as educational resources, alumni education should be carried out throughout the whole process of alumni work, and the concept of “all staff, all process, all aspects, all society and all heart” service for students and prospective alumni should be established. A high-quality alumni education team should be established, rich alumni education programs should be developed, key alumni education fields should be focused, intensive alumni education resources should be expanded, and a win-win cooperation mode between universities and alumni should be established. Taking the initiative to transform the advantages of alumni resources accumulated over a long period of time into the advantages of continuously improving the quality of personnel training, providing a solid social foundation for the school’s education work.
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Suryani, Suryani. "KONTRIBUSI NU SEBAGAI ORGANISASI CIVIL SOCIETY DALAM DEMOKRATISASI." Dialog 38, no. 1 (2015): 51–64. http://dx.doi.org/10.47655/dialog.v38i1.34.
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This paper illustrates how the political dynamics of Nahdlatul Ulama (NU) as a part of civil society in Indonesia in the national political constellation. NU is a concrete example of the people power in the form of civil society whose existence should be noted. As the largest Muslim community in Indonesia, NU was recorded as the entity who contacted and reinforced the concept of civil society in Indonesia earlier than other Muslim modernist communities. NU activists and intellectuals play an earlier role in developing the discourse of civil society since the independence to now compared to Muhammadiyah, HMI alumni, or other Muslim leaders alumni from Masyumi.
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Hewitt, Amber A., Laurel B. Watson, Cirleen DeBlaere, et al. "Leadership Development in Counseling Psychology: Voices of Leadership Academy Alumni." Counseling Psychologist 45, no. 7 (2017): 992–1016. http://dx.doi.org/10.1177/0011000017740429.
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In 2012, the Society of Counseling Psychology instituted the Leadership Academy (LA) to develop a pipeline of diverse leaders within the Society and the field of psychology. The present study aimed to: (a) better understand the retrospective perceived impact of the training on LA alumni, and (b) provide data about how LA alumni view their leadership development within the context of counseling psychology values. Fourteen LA alumni responded to a series of open-ended survey questions, and we examined the data through qualitative content analysis. Results yielded seven thematic categories: (a) Influences of the LA on Leadership Development and Leadership Skills, (b) Supports to Leadership Development, (c) Barriers to Leadership Development, (d) Greater Awareness of Diversity and Social Identities, (e) Growth Areas of the LA, (f) Personal Definition of Leadership, and (g) Leadership Attainment. Implications for leadership training programs are discussed.
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Solem, Lynn, and Andrew J. Gear. "Richard F. Edlich, MD, PhDRecipient of Distinguished Alumni Award from the University of Minnesota Medical Alumni Society." Journal of Long-Term Effects of Medical Implants 15, no. 4 (2005): 401–14. http://dx.doi.org/10.1615/jlongtermeffmedimplants.v15.i4.70.
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Adianto, Supri. "“Gegar Budaya” Pekerja di Perusahaan Korea: Studi Kasus Pada Alumni D III Bahasa Korea Sekolah Vokasi UGM." Jurnal Gama Societa 2, no. 1 (2019): 17. http://dx.doi.org/10.22146/jgs.35647.
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Culture shock phenomenon is one of society life element that is very interesting to be examined. Culture shock is a common problem to newcomer in new place. Culture shock rise from several factors, such as communication factors, technological factors, geographical factors, daily used language factors, economics factors, custom factors and religious factors. Objective of study are to examine how to minimize culture shock by understanding several social problem related to culture shock and the solution related to culture shock.The research objects are D3 Bahasa Korea (Korean Language Department) alumni, especially batch 2013 who works in Korean company in Indonesia. Quantitative research applied based on questionnaire and in depth interview. The results of this study are the type of culture shock experienced by alumni and the solution of the culture shock. There are several solution could be applied by alumni who are targeting to work in Korean company and alumni who work in Korean company.
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Barron, Jamie. "Building a chain of success in marketing higher education: the alumni connection." Industrial and Commercial Training 47, no. 5 (2015): 253–56. http://dx.doi.org/10.1108/ict-01-2015-0005.
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Purpose – Alumni provide a valuable marketing conduit for educational institutions to not only share program highlights but to illustrate the competencies learned that are positively impacting organizations. Alumni who are interested in giving back need a vehicle through which they can remain connected to their alma maters. Institutions can benefit greatly from building such bridges. The paper aims to discuss these issues. Design/methodology/approach – Capella University has created a virtual chapter affiliated with the International Society for Performance Improvement where alumni, learners, and faculty can network in meaningful ways to address the interests and needs of all parties. Five key considerations and 12 purposeful activities that have proven to be critical to the success of the collaborative, virtual chapter site are presented. Findings – Providing a virtual site where collaborative partners can work on meaningful projects that address mutual needs has proven to be beneficial to all parties involved. The university has clearly benefited from the authentic advertising that alumni provide. Alumni have benefitted from opportunities to work with the university in meaningful ways that enhance their vitaes. Learners are motivated to persist in their academic programs. And faculty are inspired to witness the impact of their work via the alumni. The virtual chapter site has been a valuable resource that facilitates a positive return for all involved. Originality/value – Virtual chapters that connect alumni, learners, and faculty fill a critical need in an economy where budgets tighten as competition increases in higher education.
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Sujai, Ahmad. "HOMOGENITAS KARAKTER DAN TRADISI KEAGAMAAN MASYARAKAT PEDESAAN DI KOTA CILEGON." Tarbawiyah Jurnal Ilmiah Pendidikan 1, no. 02 (2017): 1. http://dx.doi.org/10.32332/tarbawiyah.v1i02.954.
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Madrasah as the oldest Islamic educational institution after boarding school has been recognized to have a very big contribution to the religious behavior of Islamic society in Indonesia. Madrasah Al-Jauharotunnaqiyyah Cibeber is one of the madrassas that has been established since 1924, which contributed in the birth of alumni-alumni who are competent in the field of religion scattered in the region of Banten and surrounding areas. In this study the authors find out, whether there is the role of alumni madrasah Al-Jauharotunnaqiyyah cibeber in shaping the character homogeneity of religious and cultural rural communities in the district area cebeber cilegon city. Based on the results of research that has been done in rural communities Cibeber District Cilegon City which consists of 6 villages, namely: Cibeber Village, Kedaleman, Karangasem, Kalitimbang, Bulakan and Cikerai Village, it can be concluded that alumni madrasah Al-Jauharotunnaqiyyah Cibeber very instrumental in forming homogeneity Religious and cultural rural communities. The ways and methods used by alumni in shaping the homogeneity of the religious and cultural character of rural communities is to teach, preach and exemplify religious teachings /values on the rural community
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Broekaert, Ilse Julia, Joerg Jahnel, Nicolette Moes, et al. "Evaluation of a European-wide survey on paediatric endoscopy training." Frontline Gastroenterology 10, no. 2 (2018): 188–93. http://dx.doi.org/10.1136/flgastro-2018-101007.
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ObjectiveTo evaluate quality of paediatric endoscopy training of Young members of the European Society for Paediatric Gastroenterology, Hepatology and Nutrition (ESPGHAN).MethodsAn online questionnaire designed by the Young ESPGHAN Committee was sent to 125 Young ESPGHAN members between February 2014 and September 2015. The questionnaire comprised 32 questions addressing some general information of the participants and the structure of their paediatric gastroenterology, hepatology and nutrition programmes; procedural volume and terminal ileal intubation (TII) rate; supervision, assessments, participation in endoscopy courses and simulator training; and satisfaction with endoscopy training and self-perceived competency.ResultsOf 68 participants, 48 (71%) were enrolled in an official training programme. All alumni (n=31) were trained in endoscopy. They completed a median of 200 oesophagogastroduodenoscopies (OGDs) and 75 ileocolonoscopies (ICs) with a TII rate of >90% in 43%. There is a significant difference in numbers of ICs between the TII rate groups >90%, 50%–90% and <50% (median 150 vs 38 vs 55) (p<0.001). 11 alumni (35%) followed the ESPGHAN Syllabus during training. 25 alumni (81%) attended basic skills endoscopy courses and 19 (61%) experienced simulator training. 71% of the alumni were ‘(very) satisfied’ with their diagnostic OGD, while 52% were ‘(very) satisfied’ with their IC training. The alumni felt safe to independently perform OGDs in 84% and ICs in 71% after their training.ConclusionsDespite reaching the suggested procedural endoscopy volumes, a rather low TII rate of >90% calls for end-of-training certifications based on the achievement of milestones of competency.
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Coon, Anne C., and Patrick M. Scanlon. "Does the Curriculum Fit the Career? Some Conclusions from a Survey of Graduates of a Degree Program in Professional and Technical Communication." Journal of Technical Writing and Communication 27, no. 4 (1997): 391–99. http://dx.doi.org/10.2190/tl92-lkat-c963-88wp.
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Recent graduates of a degree program in professional and technical communication were surveyed to identify their current employment, their attitudes toward their academic preparation, and the professional courses they found most helpful. The history and curriculum of Rochester Institute of Technology (RIT's) eleven-year-old program in Professional and Technical Communication (PTC) is described, as well as the program's “professional core,” its Liberal Arts core, and its cooperative education requirement. The survey was modeled after a previous survey the authors conducted with members of the Society for Technical Communication. The results of both surveys emphasized the basics of writing and computer skills. The degree program alumni also expressed the desire for a “more practical” curriculum that placed less emphasis on theory. Anecdotal responses from the alumni provided a unique view of the field through the eyes of its newest practitioners.
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Spiriajevienė, Irma, Erika Čepienė, and Eduardas Spiriajevas. "Adaptability of Human Geography Study Program Alumni Competencies in the Job Market." Geografija ir edukacija mokslo almanachas / Geography and Education Science Almanac, no. 9 (September 22, 2021): 20–48. http://dx.doi.org/10.5200/ge.2021.2.
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research alumni preparedness for the job market. The aim of the study was to analyze alumni competences of the Master`s study program in Human Geography and compare them to job market demands. The analysis of theoretical performance appraisal by competencies indicated the importance of employee competencies. Graduates must be competent in professional erudition, functional flexibility, innovation and knowledge management, human resource mobilization, international orientation etc. The Master study program of Human Geography at KU has been successfully operating since 1998, and the Ministry of Education, Science and Sport included it in the list of the unique study programs in the Republic of Lithuania. In order to ensure that the competencies of the students could correspond to the labor market, the developers and renewers of the study program must regularly listen to the feedback of the graduates, who completed this program. A qualitative focus group study was conducted in order to reveal a reflection of graduates and their appraisal for better matching of the program to labor market needs. Empirical data were collected during the alumni round table discussion. The study involved 10 alumni and qualitative content analysis was performed to analyze the empirical data. After analyzing the data of the interview-discussion research, the following 7 categories were distinguished: Project preparation competence – one of the most important competencies of the master’s study program; GIS program management competence formation and application in work activities; International orientation, foreign language skills open more opportunities; Information, literature search and competences of literature analysis; Tendencies of adaptability of students competencies in practical and work activities; Unawareness of the profession of human geography in society; Suggestions for better compliance of alumni competencies with the labor market. The interview-discussion statements of the research participants were concentrated in the following main subcategories: Academic worldview formation (s); Strong alumni foreign language competence; Application of competencies shows wide multifunctionality of the study program; Importance of application of competencies is unquestionable; Project preparation competence is successfully applied or has a strong potential for application in work activities in the short and long term; Literature analysis; Information, literature search, etc. The content of all categories and subcategories is localized at a positive level of matching labor market to graduates’ competencies. Keywords: alumni, job market, human geography, master’s study program, content analysis.
Dissertations / Theses on the topic "Alumni Society"
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Riddle, Dawn June. "Social Activity among Sociology Alumni." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539625782.
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Havlan, Jan. "Systém práce s absolventy studia na VŠE." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-4597.
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The backward cooperation of universities with their graduates should be among the priorities of each quality educational institutions, because through this relationship it is possible to obtain invaluable feedback in the form of practical knowledge from the graduates and many other benefits. The goal of this thesis is to evaluate the alumni system of the University of Economics in Prague, in comparison with similar systems of other universities and based on this comparison and research results to propose changes for the development of the system. This thesis contains theoretical viewpoints, the characteristics of the selected systems for graduates, their comparison and the suggestion of concrete recommendations for an alumni system of the University of Economics. Part of the thesis is research in the form of a questionnaire survey, in which opinions of graduates and students at University of Economics in the sphere of backward cooperation with the school were collected.
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Alfaro, Ramírez Teresa. "Desafío docente: El alumno postmoderno." Universidad Peruana de Ciencias Aplicadas (UPC), 2014. http://hdl.handle.net/10757/325518.
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Societies progress: currently, a globalized and computer world, is a postmodern society.
In it, the ways of transmitting and socializing culture have changed; new human beings
have been developed postmodern individuals with very particular characteristics: they
are our students.
How to optimize the learning triad (student-teacher-knowledge)? It is not enough to
know the contents and be a specialist in the field, it is essential to be aware of the
current environment to analyze and understand the characteristics of our students, also
called "sons of globalization" or "digital natives". Only then shall we know, also, our own
reality as individuals and teachers. This paper seeks to analyze the characteristics of our
students and reflect on our role as teachers in a complex and changing environment.<br>Las sociedades progresan: la actual, en un mundo que comandan la globalización y la
informática, es una sociedad postmoderna. En ella, se han modificado las formas de
transmitir y relacionar socialmente la cultura; se han desarrollado nuevos seres
humanos, individuos postmodernos con características muy particulares: ellos son
nuestros alumnos.
¿Cómo optimizamos la tríada del aprendizaje (alumno-docente-conocimientos)? No
basta saber los contenidos y ser un especialista en la materia; es indispensable ser
conscientes del entorno actual para analizar y comprender las características de
nuestros alumnos, también denominados “hijos de la globalización” o “nativos digitales”.
Solo así conoceremos, asimismo, nuestra propia realidad como individuos y docentes.
El presente ensayo procura analizar las características de nuestros alumnos y
reflexionar sobre nuestro papel como docentes en un entorno complejo y cambiante.
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Knack, Carolina. "Por uma dimensão antropológica do discurso : as passagens do aluno nas instâncias de ensino." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/150321.
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Cette thèse, sur la base de la théorie énonciative d’Émile Benveniste et de la dimension anthropologique du discours qu’on peut en déduire, explore le mode dont l’étudiant – à travers le passage d’une instance d’enseignement à l’autre –, à partir de l’occupation d’une nouvelle position dans la société, révèle une position de locuteur renouvelée dans le discours. Pour développer cette possibilité d’approche, on propose, d’abord, une brève incursion dans des études du champ de l’Anthropologie, afin d’élaborer une notion non théorique du passage qui considère le changement d’un lieu social à l’autre. Ensuite, on entreprend un itinéraire de lecture des textes benvenistiens, en prenant comme guide l’article Structure de la langue et structure de la société (BENVENISTE, 1968/2006), qui permet de situer, à partir de l’inclusion du parlant dans son discours, l’individu comme participant à la société, en l’enlaçant par la langue/le langage. Tenant en compte cet itinéraire, on élabore une notion théorique de passage qui considère l’indissociabilité entre l’homme et le langage et la relation mutuelle entre individu et société par la langue-discours. Des fondements théoriques qui soutiennent la proposition de cette thèse, on passe aux fondements méthodologiques, qui rendent possible l’analyse des faits linguistiques consistant à des récits issus de deux interlocutions orales avec une étudiante participant au Programme d’Appui à la Licence de l’Université Fédérale du Rio Grande do Sul et de deux textes écrits par cette étudiante, la dissertation de l’examen d’entrée à l’université et une nouvelle dissertation à partir du même sujet. L’analyse de ces faits révèle que, en raison de l’instauration de l’étudiante dans des nouvelles positions dans les instances d’enseignement où elle est insérée, sont produits des changements dans ces rapports à l’autre, à la langue qui comporte la culture, ce qui se reflète dans des nouvelles positions de locuteur dans le discours, en leur rendant possible de se constituer dans la double nature, individuelle et sociale, que le langage fonde chez l’homme. Le chemin entrepris dans ce travail permet de conclure qu’il devient possible, par le discours, de regarder avec l’Énonciation au-delà de l’énonciation. Voilà comment la dimension anthropologique du discours peut être entrevue dans la théorie du langage d’Émile Benveniste.<br>Esta tese, com base na teoria enunciativa de Émile Benveniste e na dimensão antropológica do discurso que dela se pode depreender, explora o modo como o aluno – pela passagem de uma instância de ensino a outra –, a partir da ocupação de uma nova posição na sociedade, revela uma renovada posição de locutor no discurso. Para desenvolver essa possibilidade de abordagem, propõe-se, primeiro, uma breve incursão em estudos do campo da Antropologia, a fim de elaborar uma noção não teórica de passagem que considera a mudança de um lugar social a outro. Em seguida, empreende-se um itinerário de leitura dos textos benvenistianos, tomando como guia o artigo Estrutura da língua e estrutura da sociedade (BENVENISTE, 1968/2006), o qual permite situar, pela inerente inclusão do falante em seu discurso, o indivíduo como participante na sociedade, enlaçando-o pela língua(gem). Levando em conta esse itinerário, elabora-se uma noção teórica de passagem que considera a indissociabilidade entre homem e linguagem e a relação mútua entre indivíduo e sociedade pela língua-discurso. Dos fundamentos teóricos que sustentam a proposta desta tese, passa-se aos fundamentos metodológicos, que viabilizam a análise dos fatos linguísticos, que consistem em relatos oriundos de duas interlocuções orais com uma aluna participante da oficina de Língua Portuguesa do Programa de Apoio à Graduação da Universidade Federal do Rio Grande do Sul e de dois textos escritos por essa aluna, a redação do Concurso Vestibular (UFRGS/2014) e uma nova redação a partir da mesma proposta do Vestibular. A análise desses fatos revela que, em virtude de a aluna instaurar-se em novas posições nas instâncias de ensino em que está inserida, produzem-se mudanças em suas relações com o outro e com a língua, que comporta a cultura, o que se reflete em novas posições de locutor no discurso, possibilitandolhe constituir-se na dupla natureza, individual e social, que a linguagem fundamenta no homem. O percurso empreendido neste trabalho permite concluir que se torna possível, pelo discurso, olhar com a Enunciação para além da enunciação, ou seja, olhar para as atividades significantes do homem na sociedade e para o modo como ele nela se situa na e pela linguagem. Eis como a dimensão antropológica do discurso pode ser entrevista na teoria da linguagem de Émile Benveniste.
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Pereira, TÃnia Elizette Barata. "Percorrendo os caminhos da inclusÃo digital: o projeto Um Computador por Aluno - UCA em SÃo JoÃo da Ponta (PA)." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13924.
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nÃo hÃ<br>As novas tecnologias de informaÃÃo e comunicaÃÃo tÃm originado modificaÃÃes nas estruturas produtivas e nas relaÃÃes sociais da atualidade com o surgimento de um novo paradigma o da âsociedade da informaÃÃoâ. à nesse contexto de mudanÃas que se insere o projeto UCA, polÃtica pÃblica de inclusÃo digital de forma a inserir o Brasil aos contornos da sociedade da informaÃÃo. Esta pesquisa de dissertaÃÃo tem por temÃtica a implementaÃÃo do projeto Um Computador por Aluno â UCA no municÃpio de SÃo JoÃo da Ponta â SJP, no estado do Parà â PA, tendo por problemÃtica saber em que medida o projeto UCA, nesse municÃpio, promove a inclusÃo digital preconizada em seus objetivos. De forma atingir os objetivos da pesquisa foi realizada uma pesquisa de campo de cunho etnogrÃfico, com o intuito de realizar uma descriÃÃo narrativa do projeto UCA em SJP, considerando o contexto, a cultura e os significados a ele atribuÃdos na localidade. Para tanto, foi tomada como categoria analÃtica norteadora desta dissertaÃÃo, a noÃÃo de inclusÃo sÃcio-digital (WARSCHAUER, 2006; BECKER, 2009; CYSNE 2007; DEMO, 2005; SORJ, 2003). Os resultados indicam que o projeto UCA se aproxima da abordagem de inclusÃo sÃcio digital; foi observado que o UCA nÃo modificou a estrutura fÃsica das escolas beneficiadas com o projeto, nem impregnou neste espaÃo, mas foi potencialmente absorvido pela comunidade da sede de SJP onde percebemos indÃcios de letramento digital e tambÃm o desenvolvimento de comunidades prÃticas (WARCHAUER, 2006). O projeto UCA em SJP atingiu objetivos econÃmicos, sociais, mas nÃo os educacionais dentro do espaÃo escolar com a perspectiva de melhoria da qualidade da educaÃÃo e com a imersÃo de estudantes e professores numa cultura digital. PorÃm, possibilitou outras aprendizagens nos vÃrios espaÃos da sede de SJP aos estudantes, ex-estudantes envolvidos e seus familiares. Assim, considerando a anÃlise das dimensÃes que constroem os processos de inclusÃo digital do projeto em SJP, que sÃo as aprendizagens, sociabilidades em rede e mudanÃas pelo UCA, pode-se colocar que no espaÃo alÃm escola, na comunidade da sede de SJP, hà indÃcios de uma tÃmida, mas presente inclusÃo sÃcio-digital dos participantes.<br>New information and communication technologies have given rise to modifications in modern social relations, with the arrival of the âinformation societyâ. In this context the One Computador per Student - UCA project has been initiated to promote digital inclusion and to bring Brazil into the information society. This research treats the implementation of the UCA project in the rural municipality of SÃo JoÃo da Ponta in the northern Brazilian state of ParÃ, examining the promotion of digital inclusion among students. Ethnographic field research was undertaken in order to describe the UCA project in terms of local culture and conditions. The notion of socio-digital inclusion was central to this research (WARSCHAUER, 2006; BECKER, 2009; CYSNE 2007; DEMO, 2005; SORJ, 2003). Results indicate that the UCA Project promoted digital inclusion, did not modify the physical structure of participating schools nor took over their spaces. The project promoted digital literacy and community development (WARCHAUER, 2006). The UCA Project obtained its economic and social objectives, but not its educational goals of improving educational quality by immersion of both students and teachers in digital culture. On the other hand, the project opened up new educational opportunities for current and former students and their families in various places in the municipality. Considering the expected educational, social and transformational possibilities of the project, both within schools and communities, a timid but nevertheless evident promotion of socio-digital inclusion was found among project participants.
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Watanabe, Cláudia Akiko Arakawa. "As relações entre o aluno e o conhecimento escolar: o que pensam os alunos do sexto ano de uma escola pública e particular." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/10352.
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Previous issue date: 2012-04-17<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The present study aimed to verify the placement of students in the sixth grade in a
public school and private school about the school knowledge. It is understood that
the student s understanding of the sixth grade includes his/her way of thinking and
acting, which is expressed in opinions about what happens inside and outside the
school. So, by the relationship between the student and school knowledge, the
research regarded the following specific objectives: verify the opinions of the
students about the school discipline; to examine the assessment about the different
teaching pedagogic methods considered as differentiated; analyze the role attributed
to the historical school knowledge and finally, the contact that they maintain with the
means of communication, the internet and television. Sixth eight students in the sixth
grade were heard, aged between 10 and 11 years, with forty eight belonging in a
public school and twenty students in a private school, both located in Santo André-
SP. The methodological procedure for data collection consisted in the questionnaire
application with 43 opened and closed questions. The results were interpreted in light
of the Critical Theory of Society, with reference to the relationship between individual
and society and using the concepts developed by the authors of the first generation
of the Frankfurt School, as a reflection of the ideology of technology rationality in
educational organization and student education, the cultural industry as an active in
the formation of opinions issued by them and the alienation of individuals facing the
objective conditions presented by the society. The main results showed the following
similarities between students of two schools surveyed: recognition of the school as
an educational institution having as purpose the conquest of material possessions,
technology appreciation in the activities within and outside the school, the
valorization of the more traditional pedagogic activities in the learning process,
knowledge acquisition nonprofit immediate and future utilitarian with the indication of
the historical wording, although considered theoretical, presented itself as one of the
content more assimilated by them. As for the differences presented, it was observe
that the private school students seem to rely more on school, considering it a means
of upward social and economic, yielding to social and academic pressures, assuming
their responsibilities in the name of efficiency, while the public school students
appear to have greater uphold to technological rationality, believing more in the
technique as a solution to their learning and looking for nice moments as a form of
resistance in relation to the reality presented<br>O presente estudo teve como objetivo verificar o posicionamento dos alunos do
sexto ano de uma escola pública e de uma particular a respeito do conhecimento
escolar. Entende-se que a compreensão acerca do aluno do sexto ano inclui o seu
modo de pensar e agir, que se expressa nas opiniões sobre o que ocorre dentro e
fora da escola. Desse modo, mediante a relação entre o aluno e o conhecimento
escolar, a pesquisa contemplou os seguintes objetivos específicos: verificar as
opiniões dos alunos quanto às disciplinas escolares; examinar a avaliação que
fazem acerca dos métodos pedagógicos considerados como diferenciados; analisar
o papel que atribuem ao conhecimento histórico escolar e, por fim, o contato que
eles mantêm com os meios de comunicação como a Internet e a televisão. Foram
ouvidos 68 alunos do sexto ano, com idade entre 10 e 11 anos, sendo 48
pertencentes à escola estadual e 20 alunos à escola particular, ambas situadas em
Santo André-SP. O procedimento metodológico para a coleta de dados consistiu na
aplicação de um questionário um questionário com 43 questões abertas e fechadas.
Os resultados foram interpretados à luz da Teoria Crítica da Sociedade, tomando
como referência a relação indivíduo-sociedade e utilizando-se os conceitos
desenvolvidos pelos autores da primeira geração da Escola de Frankfurt, como o
reflexo da ideologia da racionalidade tecnológica na organização educacional e na
formação dos alunos, a indústria cultural como elemento atuante na formação das
opiniões emitidas por eles e a alienação dos indivíduos frente às condições objetivas
apresentadas pela sociedade. Os principais resultados indicaram as seguintes
semelhanças entre os alunos das duas escolas pesquisadas: o reconhecimento da
escola como instituição formadora tendo como propósito a conquista de bens
materiais; a apreciação da tecnologia nas atividades dentro e fora da escola; a
valorização das atividades pedagógicas mais tradicionais no processo de
aprendizagem; a aquisição do conhecimento sem fins utilitaristas imediatos e
futuros; e a indicação de que o teor histórico, embora considerado teórico,
apresentou-se como um dos conteúdos mais assimilados por eles. Quanto às
diferenças, observou-se que os alunos da particular parecem confiar mais na
instituição escolar, considerando-a um meio de ascensão econômica e social,
cedendo, portanto, mais às pressões sociais e escolares, assumindo suas
responsabilidades em nome da eficiência, enquanto que os alunos da escola pública
parecem possuir maior adesão à ideologia da racionalidade tecnológica, confiando,
sobretudo, na técnica como solução para o seu aprendizado e buscando, ainda,
momentos agradáveis como forma de resistência em relação à realidade
apresentada
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Pasuch, Jaqueline. "A escola das crianças." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/10238.
Full textAbstract:
Cette Thèse intitulée "A escola das crianças" (L'école des enfants), traite la question du sens de l'école pour les enfants au début du processus de la scolarisation obligatoire. La recherche a le but de rendre visible les "Réseaux de Significations", dans une perspective teorico-metodologique, constructrices de l'école en tant qu'espace publique. Ils ont été listés les multiples interactions constitutives de l'espace-temps scolaires, productrices de significations, les contextes socialisateurs des enfants, des familles et des écoles, dans la société contemporaine. A partir d'une étude de caractère ethnographique, il a été possible d'observer les "Rapports au Savoir". Les enfants dans les trois écoles recherchées, placées dans le quartier < Cidade Baixa >, de Porto Alegre, Rio Grande do Sud. Les arguments ont été construits à partir de différents approches que se complémentent: recherche bibliographique et d'outils empiriques variés, enquêtes auprès des enfants de premières, leurs respectives enseignants, d'autres professionnels de l'éducation et leurs parents/mères/grands parents. Dans la tessiture des trames pédagogiques on a constaté que les lens de l'école dans la vie de l'enfant sont multiples et que les espaces socialisateurs, familles et l'école. Circonscrire les possibilités des expériences de l'univers infantile, peut par fois limiter sons développement. Il a été aussi possible rejaillir l'urgence des réflexions pour une construction de politiques publiques scolaires, dont l'enfant puisse être respecté dans leur droits fondamentaux: l'enfant étudiant; l'enfant qui joue toujours, n'emporte où et dans n'importe quelle classe, chez lui, à l'école, en recréation, à l'entrée et à la sortie, avec leur collègues et professeurs; l'enfant dans la crèche, en maternelle, alphabétisation, en première, seconde, et tant et tant d'autres classes, dans la place, dans le parc, dans le sommet de la rue, parce qu'il s'agit du sens d'être enfant. Pourtant, si cette école n'exite pas, ll faut, l'inventer! Ll faut que l'enfant puisse être respecté dans son métier d'élève à l'école et en dehors d'elle!<br>A tese intitulada A escola das crianças, aborda a questão do sentido da escola para as crianças no início do processo de escolarização obrigatória. A pesquisa procura dar visibilidade às "Redes de Significações", como perspectiva teórico-metodológica, constituidoras da escola como espaço público. Foram elencadas as múltiplas interações constitutivas do espaço-tempo escolar, produtoras de significações, os contextos socializadores das crianças, famílias e escolas, na sociedade contemporânea. A partir de um estudo de caráter etnográfico, foi possível observar as "Relações com o Saber" das crianças nas três escolas pesquisadas, situadas nos Bairros Cidade Baixa e Centro de Porto Alegre, RS. Os argumentos foram construídos a partir de diferentes abordagens que se complementam: pesquisa bibliográfica e de materiais empíricos variados, entrevistas com crianças de primeiras séries, suas respectivas professoras, demais profissionais da educação e seus pais/mães/avós. Na tessitura das "Tramas Pedagógicas" constata-se que os sentidos da escola na vida da criança são múltiplos e que os espaços socializadores da criança: família e escola, ao circunscreverem as possibilidades de experiências do universo infantil, por vezes limitam o seu desenvolvimento. Também foi possível ressaltar a urgência de reflexões que apontem para a construção de políticas públicas educacionais, onde a criança possa ser respeitada em seus direitos fundamentais: criança aluna; criança que brinca sempre, em qualquer lugar e em qualquer série, em casa, na escola, no recreio, na entrada e na saída, com colegas e professores; criança na creche, no jardim, na pré-escola, na primeira, segunda, e tantas e tantas outras séries, na praça, no parque, no alto da rua, porque o sentido de ser criança é “criançar”. E se essa escola não existe, que se possa, com elas, inventar! É preciso que a criança seja respeitada em seu ofício de aluno na escola e fora dela!
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Červený, Jiří. "Konzervatoř Jana Deyla a střední škola pro zrakově postižené a uplatnění jejích absolventů v praxi." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-343020.
Full textAbstract:
This thesis is loosely based on the author's previous bachelor thesis, which dealt with beginnings of a systematic care for the blind in the Czech lands in the early 19th century and with development of this care during the 19th and the following centuries. It described the foundation of the current School of Jaroslav Ježek in the Loretánská street in Prague 1, the establishment of the so called Klárův ústav in Prague 4 and of the Jan Deyl Conservatory and Secondary School for the Visually Impaired on Maltese square in Prague 1. The essential part of this work was the tribute to the personality of PhDr. Jan Drtina, who was a pianist, a music educator and for a long period the director of the Jan Deyl Conservatory and Secondary School for the Visually Impaired. The main part of this thesis is a testimony of selected graduates of the Jan Deyl Conservatory and Secondary School for the Visually Impaired who are from different generations and who have various degrees of their visual handicap. This work focuses on their childhood, studies and especially on their employment. Furthermore, this thesis covers attitudes and opinions of former administration members of this special school. The work also informs about the current trend of the integrative education of visually impaired. The attachments describe primarily...
Books on the topic "Alumni Society"
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Velsey, Don. A history of Spade and Grave: The Society of 1864 : 1864-2014. Andrew Morehouse Trust Association, Inc., 2014.
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Willner-Rönnholm, Margareta. Konsten eller livet: Elever inskrivna vid Åbo ritskola år 1950, deras levnadsberättelser och bildvärld. Åbo akademi, 2001.
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University of North Carolina at Chapel Hill. Documenting the American South (Project) and University of North Carolina at Chapel Hill. Library, eds. Catalogue of the members of the Dialectic Society: Instituted in the University of North Carolina, June 3, 1795. University Library, UNC-Chapel Hill, 2005.
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England and Wales. Sovereign (1625-1649 : Charles I). By the King: Whereas there hath fallen out an interruption of amitie betweene the Kings Maiestie and the most Christian king .. By Bonham Norton and Iohn Bill ..., 1985.
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Duty Society (Aligarh Muslim University), ed. Aligarh Muslim University, contributions & achievements: Duty Society Centenary Volume, 1989. Duty Society, Aligarh Muslim University, 1989.
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Of Hartford Connecticut ) (d D. Address Delivered Before the Society of Alumni of Williams College, Etc. HardPress, 2020.
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White, Joseph. Address and Poem Delivered Before the Society of Alumni of Williams College, August 14 1855. HardPress, 2020.
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Gary Clemmitt & Jones. Address Delivered Before the Society of Alumni of the University of Virginia, July 1 1869. HardPress, 2020.
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Research on the role of the McGill University Islamic Studies alumni in academics, bureaucracy, and society. Center for the Study Islam and Society (CENSIS), IAIN Jakarta in cooperation with Directorate for the Development of Islamic Higher Learning Institutions, Department of Religious Affairs, The Republic of Indonesia, 1996.
Find full textBook chapters on the topic "Alumni Society"
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Onukwuba, Henry O. "The Impact of the LBS Alumni on the School and Society." In Alumni Leadership and University Excellence in Africa. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78289-8_6.
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Sotiriou, Maria. "Epilogue: Productive Collisions—Blue-Sky Science and Today’s Innovations." In The Economics of Big Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52391-6_19.
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Abstract The London School of Economics (LSE) joins CERN as an established partner of the Future Circular Collider (FCC) Study, a project that touches many fields in and beyond physics. This volume coincides with the first steps of Horizon Europe in hopes of informing research and innovation planning. The challenges and scepticism facing Big Science were discussed but, despite them, we stand firm in support of the society-wide benefit of scientific projects of such magnitude. In concluding this volume, this article sums these perspectives, drawn from the joint CERN-LSE Alumni Association Belgium workshop held in 2019. Earlier, wider and greater benefits flow from Big, multi-disciplinary Science. These benefits are greatest when the core project is developed in open interaction with youth, local and global communities, engaging ecosystems capable of nurturing early spin-off innovation.
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Shi, J. L., Z. X. Lin, and D. S. Yan. "Phase Transformation Charactheristic of Nano-Sized Zirconia-Alumina Composite Powder." In Transactions of the Materials Research Society of Japan. Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-0789-8_23.
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UOZU, Yoshihiro. "Continuous Roll Imprinting of Moth Eye Antireflection Surface Using Anodic Porous Alumina." In Design for Innovative Value Towards a Sustainable Society. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3010-6_189.
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Bayraktar, E., I. Miskioglu, and D. Zaimova. "Low-Cost Production of Epoxy Matrix Composites Reinforced with Scarp Rubber, Boron, Glass Bubbles and Alumina." In Conference Proceedings of the Society for Experimental Mechanics Series. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21762-8_20.
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Cohen, Michael Mark, and Leigh Raiford. "At Berkeley." In Remaking Reality. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469638690.003.0010.
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In “At Berkeley: Documenting the University in an Age of Austerity,” Michael Mark Cohen and Leigh Raiford address documentary’s evolving capacity for political mobilization by focusing on the role of documentary photography and film in the struggle around austerity at the University of California, Berkeley. While the university administration used documentary’s graphic appeal to enlist alumni in a fund-raising campaign that effectively naturalized the privatization of public higher education, students took up documentary forms to challenge the logic of neoliberalism. Working with Cohen and Raiford, who teach at UC Berkeley, student activists produced their own counterdocuments, repurposing documentary images that the university uses to sell education in an era of skyrocketing tuition fees, and rendering themselves as active participants in the struggle to reshape the university and the broader society.
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Pathania, Gaurav J. "Osmania University." In The University as a Site of Resistance. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199488414.003.0003.
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For the past five decades, OU has been the nerve centre for every agitation, strike, meeting, or debate for separate Telangana. The widespread notion that ‘movement is the business of Osmania’ is explained in the chapter by highlighting Osmania’s role throughout the various phases of the movement. The university has produced a number of activists who later became part of mainstream politics and other arenas of society. This chapter illustrates how a culture of resistance was created by intellectuals (students, alumni, and teachers) and how their activism made the campus the epicentre of a mass movement. Focusing primarily on out-of-the-classroom ethnographic material, this chapter discusses the influence of campus education and (un)learning, how its spaces and interpersonal relations make individuals more cognizant of their regional identity, and how this identity assertion translated into a mass movement.
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Duane, Anna Mae. "“Can You Be Surprised at My Discouragement?”." In Warring for America. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469631516.003.0010.
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This chapter explores the warring—and yet mutually constitutive—discourses of education and colonization through a particular focus on the New York African Free School (1787-1834), an institution designed by the New York Manumission Society to prepare black children for freedom. The school produced a remarkable roster of alumni, including Alexander Crummell, James McCune Smith, Henry Highland Garnet, Ira Aldridge, Patrick Reason and others. The development and curriculum of this school, when placed in context with early republican conversations about education, race and citizenship, provides a means of understanding how in the early decades of the nineteenth century, Enlightenment notions of a child’s malleability had become a means of determining whether non-white occupants of United States soil could be educated into citizenship, or whether they would have to be excised from the nation’s borders. Ultimately, this chapter attends to the conversations about black education that unfolded in the interplay between parents and administrators, and between students and the schoolwork those students were assigned, to better understand how and why colonization would emerge as the reigning antislavery philosophy during these years, and how African Americans engaged and eventually dismantled the racial logic underlying the American Colonization Society.
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Lauter, Paul. "Canon Theory and Emergent Practice." In Canons and Contexts. Oxford University Press, 1991. http://dx.doi.org/10.1093/oso/9780195055931.003.0012.
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I want to begin with what some might cite as a characteristic move of the socialist intellectual in capitalist society: namely, biting the hand that feeds you. In the course of explaining to me the rejection by the National Endowment for the Humanities board of a highly-rated proposal for a Seminar for College Teachers, the NEH program officer wrote that “some reviewers were concerned that the focus on the canon, while doubtless an important issue for teachers of American literature, lacked the kind of scholarly significance generally expected of Summer Seminars. . . .” Pursuing this theme, he later wrote that my “application was rather more thesis-driven than most of our seminar proposals.” I discover everywhere signs of this division. On the one side, we find the supposedly pedagogical or professional problems raised by the question of the canon, and on the other side, what is lauded as “of scholarly significance” or, more simply, criticism or theory. In a recent “Newsletter for Graduate Alumnae and Alumni" issued by the Yale English Department, for example, Cyrus Hamlin ruminates “precisely how this procedure of hermeneutical recuperation” he is proposing “should affect the canon and the curriculum of our institution is difficult to say. . . .” and he proceeds to ignore the question (p. 2). In the same document, Margaret Homans suggests why he does so. “At Yale,” she writes . . . while post-structuralism has proven to be intellectually more unsettling than liberal humanism, the feminist versions of post-structuralism are institutionally more easily accommodated than some of the projects of liberal feminism, such as challenging the content of the canon we teach, with its vast preponderance of white, male authors (p. 4). . . . Interestingly, Homans here appropriates the project of canon revision solely to the domain of “liberal feminism,” a common enough way of trying to limit the scope of this intellectual movement to a supposed clique of uppity, middleclass women.
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Bonura, Sandra E. "The Changing Hawaiian Islands." In Light in the Queen's Garden. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824866440.003.0018.
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Ida Pope’s first-hand account of the years that brought her pupils into womanhood during the loss of their kingdom tells an important story about the Hawaiians and a rapidly changing world. Pope fought vigorously for her pupils and alumnae as she saw them struggling under the weight of conflicting expectations imposed on them by the swiftly changing economy. To that end, she worked relentlessly to provide opportunities that would help her young women advance in their society. Pope devised a unique plan, establishing three different options for her graduates; the Honor and Trust Fund, the Kamehameha Alumnae Loan Fund and Relief Fund. Her alumnae could now cover their teacher and/or nursing training in higher education and pay back the money once they were working. History reveals the success of these funds. To keep close tabs on her graduates, Pope developed an alumnae association and constitutionally aligned it with the progressive General Federation of Women’s Clubs (GFWC). Founded in 1890, the nonpartisan, nondenominational organization was dedicated to empowering women. In Pope’s forty-eighth year of life, one of her alumna gave her a child to raise. Gladys was given in the hānai tradition to Ida May Pope at age four. Gladys Brandt grew up to be a fierce defender of Hawaiian traditions, and the Historic Hawai‘i Foundation recognized her as a “living treasure.”
Conference papers on the topic "Alumni Society"
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Nocita, Bruce, Charles Connor, Charles Connor, et al. "HOW A GEOLOGY ALUMNI SOCIETY AND PROFESSIONAL COMMUNITY CONTRIBUTE TO THE PREPARATION OF GRADUATE STUDENTS FOR A GEOSCIENCE CAREER AT THE UNIVERSITY OF SOUTH FLORIDA." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-282431.
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Попова, Ксения Владимировна, and Елена Николаевна Малышева. "THE BASIC TRENDS OF MODERN RUSSIAN EDUCATION." In Современные методы и инновации в науке: сборник избранных статей Всероссийской (национальной) научной конференции (Санкт-Петербург, Декабрь 2020). Crossref, 2020. http://dx.doi.org/10.37539/smin312.2020.69.56.002.
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Основная задача образования - вырастить личность, выпускника, способного стать успешным в социуме, готового развиваться на благо себе и обществу. В статье рассмотрены причины концептуальных изменений в российском образовании. В результате были выделены основные тренды современного образования: технологический подход, компетентностный подход и цифровизация образования. The general task of education is to bring up a personality, an alumnus who is able to become successful in society, to be ready to develop to the benefit of himself or herself and society. This article deals with the reasons of conceptual changes in the Russian education. As a result, some basic trends of modern education have been divided: process approach, competency building approach and digitalization of education.
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Chbabildas, L. C., M. D. Furnish, W. D. Reinhart, and D. E. Grady. "Impact of AD995 alumina rods." In The tenth American Physical Society topical conference on shock compression of condensed matter. AIP, 1998. http://dx.doi.org/10.1063/1.55663.
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West, Gavin N., Karan K. Mehta, and Rajeev J. Ram. "Alumina waveguides for full-spectrum integrated photonics." In 2017 IEEE Photonics Society Summer Topical Meeting Series (SUM). IEEE, 2017. http://dx.doi.org/10.1109/phosst.2017.8012686.
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Simha, C. Hari Manoj, S. J. Bless, and A. Bedford. "Modelling precursor decay in AD-99.5 Alumina." In The tenth American Physical Society topical conference on shock compression of condensed matter. AIP, 1998. http://dx.doi.org/10.1063/1.55529.
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Furnish, Michael D., and Lalit C. Chhabildas. "Alumina strength degradation in the elastic regime." In The tenth American Physical Society topical conference on shock compression of condensed matter. AIP, 1998. http://dx.doi.org/10.1063/1.55697.
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Scardelletti, Maximilian C., Jennifer L. Jordan, Amy R. Stalker, and George E. Ponchak. "High temperature characterization of alumina substrates and folded slot antenna." In 2007 IEEE Antennas and Propagation Society International Symposium. IEEE, 2007. http://dx.doi.org/10.1109/aps.2007.4396367.
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KALLAGUNTA, HARISH, and JITENDRA S. TATE. "Ballistic Performance of E-Glass Polyester Composites Modified with Silane Treated Alumina Nanofibers." In American Society for Composites 2019. DEStech Publications, Inc., 2019. http://dx.doi.org/10.12783/asc34/31262.
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Chen, H. C., M. A. Meyers, and V. F. Nesterenko. "Shear localization in granular and comminuted alumina." In Proceedings of the conference of the American Physical Society topical group on shock compression of condensed matter. AIP, 1996. http://dx.doi.org/10.1063/1.50632.
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Podrazky, Ondrej, Ivan Kasik, Marie Pospisilova, and Vlastimil Matejec. "Use of alumina nanoparticles for preparation of erbium-doped fibers." In LEOS 2007 - IEEE Lasers and Electro-Optics Society Annual Meeting. IEEE, 2007. http://dx.doi.org/10.1109/leos.2007.4382369.
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