Relevant bibliographies by topics / Charged students

Contents

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

Academic literature on the topic 'Charged students'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Charged students"

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Lee, Lai Har Judy, and Yam San Chee. "Gestural Articulations of Embodied Spatiality." International Journal of Gaming and Computer-Mediated Simulations 5, no. 4 (October 2013): 17–47. http://dx.doi.org/10.4018/ijgcms.2013100102.

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The work described in this paper is part of a design-based research involving the use of a game-based learning curriculum to foster students' understanding of physics concepts and principles governing the motion of charged particles in electric and magnetic fields. Students engaged in game-play and discussed the dynamics of the charged particles within the 3D game environment. The discussion sessions were video-recorded and an analysis was carried out on the gestures used by a group of students attempting to generalize their observations of the phenomena. The students’ gestures were analyzed to gain insights on their embodied sense-making of charged particle dynamics. The analysis showed that the students used gestures to (1) establish a shared frame of reference, (2) enact embodied game experience, and (3) enable the development of new understanding that surpasses their own existing vocabulary. Implications are discussed with regard to how teachers may take students’ gestures into account when facilitating the development of concepts with a strong visuo-spatial core.
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Yuki, Librilianti Kurnia. "LOCAL-CHARGED FOLKLORE IN INNOVATIVE SOLE LEARNING." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 7, no. 1 (June 30, 2021): 32–45. http://dx.doi.org/10.21009/ijlecr.071.03.

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This study provides an overview of SOLE learning by using innovative learning with synchronous and asynchronous and teaching techniques in local content folklore teaching material models with an essential role in higher education as MKDU for Indonesian Language and Literature Learning in one of University in Cianjur, descriptive qualitative research with content analysis. The purpose of this study is to describe SOLE, namely the learning management system asynchronously; it is essential to familiarize students with student centre learning such as SOLE is an example of independent learning that can build an independent generation because students are used to having psychological responsibility the more roles and responsibilities the more significant character that will shape the student so that he is increasingly able to regulate himself and can make his own The content as the methodology is applied to describe the folklore teaching material model with local content in the Indonesian Language and Literature Learning. So that local content folklore on the innovative Indonesian Language and Literature learning model based on SOLE types of learning with the synchronous and asynchronous techniques produces "religious" character values ​​in students that will be applied in Higher Education Cianjur.
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Hopkins, Shari L., and Stacy K. Dymond. "Factors Influencing Teachers' Decisions About Their Use of Community-Based Instruction." Intellectual and Developmental Disabilities 58, no. 5 (October 1, 2020): 432–46. http://dx.doi.org/10.1352/1934-9556-58.5.432.

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Abstract Teachers of high school students with severe disabilities are charged with making decisions about educational programming that prepares students for life post-school. This includes decisions about using community-based instruction (CBI) to teach skills that students will need to participate in the community. This qualitative study investigated the factors 13 high school special education teachers considered when making decisions about whether to use CBI with 26 students with severe disabilities and the factors they considered when selecting skills to teach these students during CBI. Data were collected using in-depth interviews and analyzed using a constant comparative method. Findings indicate that program organization and individual student needs influenced teachers' decisions to use CBI. When selecting skills to teach during CBI, teachers considered the student's current and future needs, the classroom curriculum, skills needed in the community, and the student's ability to learn.
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Barnes, Candice Dowd, Patty Kohler-Evans, and Rachel A. Wingfield. "Are we Effectively Teaching Today’s College Student?" International Journal of Education (IJE) 8, no. 4 (December 30, 2020): 45–54. http://dx.doi.org/10.5121/ije.2020.8405.

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Evidence suggests that twenty first century college students have less aptitude and less interest in academic learning than their predecessors. This poses a challenge to faculty who are charged with passing knowledge to the next generation of teachers, scientists, managers and others whose field necessitates a degree from a college or university. The authors examine this assertion by taking a closer look at how faculty provide intellectual stimuli to their students, how technology helps or hinders learning, and the complex relationship between faculty and students. Three broad themes are explored: helping students understand the higher education experience, keeping students engaged in and out of class, and continuously assessing for improvement in students’ relationships with those charged with educating them. Specific recommendations, grounded in research, are made for each area explored. The authors conclude that making changes in how faculty approach the experiences students have, will significantly improve the quality of those experiences.
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Gottfried, Michael A., and J. Jacob Kirksey. "“When” Students Miss School: The Role of Timing of Absenteeism on Students’ Test Performance." Educational Researcher 46, no. 3 (April 2017): 119–30. http://dx.doi.org/10.3102/0013189x17703945.

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Policy and practice have charged forward with emphasizing the necessity to reduce school absenteeism in the fall (i.e., Attendance Awareness Month). However, no empirical basis served to bolster these efforts. This study examined whether fall versus spring absenteeism was linked to spring state exam scores for a sample of elementary students over 3 years. Using district data, the findings suggested spring absences were associated with lower testing performance, with the most critical period being the 30-day window leading up to the test. This study illustrates that most is at stake for student test performance by missing school in the days and months leading up to the test date and that different support systems are needed to address subgroups of students.
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Brzuszczak, Przemysław. "Education in Doctoral School and Fees." Białostockie Studia Prawnicze 25, no. 4 (December 1, 2020): 35–44. http://dx.doi.org/10.15290/bsp.2020.25.04.02.

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Abstract This article discusses the issue of fees that may be charged to doctoral students at doctoral schools. In compliance with Article 198 par. 8 of the Act – the Law on Higher Education and Science: “Doctoral education shall not be subject to fees.” This regulation may be prima facie interpreted as excluding the possibility of charging any fees to doctoral students at doctoral schools. However, this is an oversimplification. Whereas, indeed, any activities directly related to the education of doctoral students should be free of charge, doubts arise with regard to other types of fees enumerated in Article 79 of the referred Act. And so, in literature there is a consensus that three admissible types of fees potentially paid by doctoral students are those referred to in Article 79 par. 2 points 1–2 and 6 that is those charged for conducting the recruitment process (point 1), carrying out the verification of learning outcomes (point 2), using student dormitories and canteens (point 6). The interpretation of the regulations concerning fees in the entities running doctoral schools should not have an extensive or implicit character. Thus, in this context the objective scope of these regulations seems to be relatively narrow. In the practice of doctoral schools’ functioning, a certain problem, although potentially probably small, may prove to be the legislator’s waiver as of 1 October 2019 (as opposed to the fees charged at the hitherto doctoral studies) of fees due to repeating by a doctoral student of classes due to unsatisfactory academic performance and while issuing copies of certain documents. A lack of relevant provisions at a statutory level excludes charging fees in a situation when a doctoral student achieves unsatisfactory grades from taken classes or repeatedly loses such documents as, for instance, a doctoral student’s ID card, a student book, diplomas and copies thereof, supplements to diplomas. Therefore, the author postulates de lege ferenda relevant legislative amendments.
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Callister, Lynn Clark. "Ethical Reasoning in Capstone Students." International Journal of Human Caring 8, no. 2 (March 2004): 55–60. http://dx.doi.org/10.20467/1091-5710.8.2.65.

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Complex ethical issues characterize current healthcare environments. Nurse educators have been charged in the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Nursing Practice document with the responsibility to provide baccalaureate graduates with the knowledge and skills to apply ethical decision-making frameworks to clinical practice. However, there is a paucity of literature on ethical reasoning in nursing students. The purpose of this paper is to describe ethical reasoning in capstone students in an integrated baccalaureate nursing program. Themes identified from clinical journal entries include integration of ethics into both personal and professional life, strengthened commitment to professional integrity, and integration of the ethics of care with the ethics of justice. Helping students focus on empowered caring in nursing practice may be a significant way in which nurses can reform flawed healthcare delivery systems.
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Elmanazifa, Sintia, and S. Syamsurizal. "The Effect of Problem Based Learning (PBL) Charged Science Literacy Toward Students’ Learning Competences at XI Grade of SMAN 1 Lubuk Alung." Jurnal Atrium Pendidikan Biologi 3, no. 1 (November 26, 2018): 51. http://dx.doi.org/10.24036/apb.v3i1.4551.

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This research based on the problem on SMAN 1 Lubuk Alung, those are inappropriate learning model choices and low of students’ learning competencies. An efforts could done to solve it was implementation of problem based learning model charged with science literacy toward the students’ learning competencies on the topic of excretion system at XI grade of SMAN 1 Lubuk Alung. This research aimed to know the effects of Problem Based Learning (PBL) charged with science literacy toward the students’ learning competencies at XI grade of SMAN 1 Lubuk Alung. The type of this research was experimental research and designed on Control Group Posttest Only. The populations of this research were all of the students at grade XI MIPA of SMAN 1 Lubuk Alung academic years 2017/2018 that consisted of seven classes. This research used purposive sampling technique to take the samples; those are XI MIPA 3 as experiment group and XI MIPA 2 as control group. The research’s instruments used were test for cognitive competence and observation sheets for affective and psychomotor competence. Hypothesis was tested by using T-test method.Based on the thesis result by using t-test, it can be concluded that on students’ cognitive competence tscore 4,15> table 1,67, on students’ affective competence tscore 5,07 > table 1,67, and on students’ psychomotor competence tscore 1,69 > table 1,67. It showed that hypothesis was accepted. So it can be concluded that the implementation of Problem Based Learning (PBL) charged science literacy model improved toward students’ learning competences at XI grade of SMAN 1 Lubuk Alung significantly with 0,05 degrees of truthiness.
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Saleem, Khalid, Naila Siddiqua, and Mobeenul Islam. "FLEECING OR FACILITATING STUDENTS: COMPARISON OF FEE STRUCTURE AND ON-CAMPUS FACILITIES FOR SOCIAL SCIENCE STUDENTS IN PUBLIC AND PRIVATE SECTOR UNIVERSITIES OF PAKISTAN." Journal of Social Sciences and Humanities 54, no. 1 (June 30, 2015): 91–101. http://dx.doi.org/10.46568/jssh.v54i1.164.

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With the ever increasing demand of higher education in the country, several measures have been adopted to fill the gap between demand and supply. Therefore, to meet the challenge number of new universities had been established in both the public and private sector during the last decade. Consequently, there is a competition between public and private sector universities for attracting the students. Claims of providing high quality education at an affordable price are being promulgated by both the sectors. The present study is an attempt to compare the fee charged and on-campus facilities provided to students by public and private sector universities. To conduct the study a sample of 218 social sciences MS/MPhil level students from public and private sector universities were selected. Facility Identification Inventory was used to collect data. Analysis of the data reflected that very high fee is being charged by the private sector universities as compared to public sector. As far as the facilities are concerned the private sector is providing fewer facilities. Moreover, there existed no relationship between total fee and the facilities provided to students in the universities.
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Collins, H. L., and S. E. DiCarlo. "Physiology laboratory experience for high school students." Advances in Physiology Education 265, no. 6 (December 1993): S47. http://dx.doi.org/10.1152/advances.1993.265.6.s47.

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Recently, we were charged with providing a learning opportunity for high school students participating in the Upward Bound Regional Math and Science Program, a program designed to stimulate interest in mathematics and science for students from disadvantaged environments. Our challenge was to introduce students to the joys, excitement, and mystery of physiology and to stimulate their interest for future study. To this end, we developed a laboratory experience that examined basic physiological concepts in an animal model. This opportunity introduced students to how their bodies work and the importance of the use of animals in research. The students left the experience confident, motivated, and excited about learning.
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Dissertations / Theses on the topic "Charged students"

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Tolley, Rebecca L., Wendy C. Doucette, and Joanna Anderson. "Student-Centered, Student-Designed: Creating a Targeted Orientation Program for International Graduate Students." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5353.

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Librarians at East Tennessee State University conducted a voluntary focus group of international students to better understand the academic needs of the growing population. Students participated in a full-day discussion concerning academic staples such as planning and studying, finding and reading, and writing and citing. After a long exchange on communication and cultural differences, the students endorsed a new workshop on academic writing proposed by the librarians. This workshop will become part of the existing sequence of nine graduate-level research support offerings given by the Library for graduate students and faculty.
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Ast, Richard. "Being in charge, understanding high school students' experience of engagement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/MQ30439.pdf.

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Estes, Mary Bailey. "Choice for All? Charter Schools and Students with Disabilities." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2905/.

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In order to assess the extent and quality of special education services in charter schools in north Texas, the researcher examined data submitted to Texa Public Education Information Management System (PEIMS), and conducted qualitative interviews with selected charter school administrators. Five cornerstones of the Individuals with Disabilities Education Act (IDEA): zero reject, individualized education program (IEP), appropriate assessment, free appropriate public education (FAPE), and least restrictive environment (LRE), were utilized in the assessment of quality. Levels of expertise in federal disability law and fiscal barriers were explored, as well.
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McIntosh, Novea. "Authentic Instruction and Achievement of Fifth Grade Charter School Students." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643809.

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Students' performance on standardized tests continues to dominate the discourse in the educational arena as it reflects student growth and teacher performance. The low performance index scores of 5th grade students at 2 elementary charter schools in urban southwestern Ohio has been a major concern of the school district. Guided by social constructivism, the purpose of this research study was to identify curricular practices that influence student academic achievement. Semistructured interviews were conducted with 4 reading teachers and 2 administrators; curriculum maps, tests scores, and lesson plan documents were also reviewed. Interview, test score, and lesson plan documents were analyzed through an open-coding process and constant comparison of data to ensure trustworthiness. The findings revealed that 5 th grade reading teachers and principals used teacher-centered instructional practices that did not connect with students' backgrounds. Based on the findings, a capstone project was developed that provided a content-specific professional development training for reading teachers that would expose them to student-centered instructional practices related to students' backgrounds. The implications for positive social change include engaged classrooms with student-centered instructional practices that could increase student achievement in urban schools.

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Bettinger, Eric P. (Eric Perry) 1972. "The effects of charter schools and educational vouchers on students." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/9008.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Economics, 2000.
Includes bibliographical references (p. 101-104).
This thesis evaluates whether two market-based educational reforms, charter schools and educational vouchers, have led to better student outcomes for both the students who participate them and for students in public schools around them. In Chapter l, I estimate the effects of Michigan charter schools on student achievement for both the students attending them and students at neighboring public schools. Adjusting for previous test scores, I find that charter students do no better and may actually do worse than public school students. I also find that Michigan charter schools have had little or no effect on test scores in neighboring public schools. In Chapter 2, I estimate the effects of Colombia's high school voucher program. Between 1992 and 1997, the Colombian government awarded vouchers to over 100,000 poor students. Most of these vouchers were awarded randomly. Using the randomization to eliminate selection bias, I estimate the effects of the vouchers on participating students. The results suggest voucher winners had higher grade completion, lower repetition rates, a higher probability of taking the college entrance exam, and higher test scores. In Chapter 3, I study the effects of private school scholarships on disadvantaged, elementary students in Michigan. I find that the scholarship did not have a significant effect on the likelihood that a student attends private schools. Students who applied for this scholarship were planning to attend private schools anyway.
by Eric P. Bettinger.
Ph.D.
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McIntosh, Novea. "Authentic Instruction and Achievement of Fifth Grade Charter School Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1165.

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Students' performance on standardized tests continues to dominate the discourse in the educational arena as it reflects student growth and teacher performance. The low performance index scores of 5th grade students at 2 elementary charter schools in urban southwestern Ohio has been a major concern of the school district. Guided by social constructivism, the purpose of this research study was to identify curricular practices that influence student academic achievement. Semistructured interviews were conducted with 4 reading teachers and 2 administrators; curriculum maps, tests scores, and lesson plan documents were also reviewed. Interview, test score, and lesson plan documents were analyzed through an open-coding process and constant comparison of data to ensure trustworthiness. The findings revealed that 5 th grade reading teachers and principals used teacher-centered instructional practices that did not connect with students' backgrounds. Based on the findings, a capstone project was developed that provided a content-specific professional development training for reading teachers that would expose them to student-centered instructional practices related to students' backgrounds. The implications for positive social change include engaged classrooms with student-centered instructional practices that could increase student achievement in urban schools.
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Carruthers, Celeste K. "Faculty composition and student achievement in charter schools." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024757.

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Rudebusch, Judith. "Analysis of Special Education Compliance and Special Education Funding in Four Texas Open-Enrollment Charter Schools." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4394/.

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The purpose of this study was to conduct an in-depth examination of special education services in open-enrollment charter schools in north Texas and to examine relationships between special education compliance and funding. Six questions guided the research: How have the charter schools designed special education services, and do these services meet individual needs of students with disabilities? Have federal education and disability laws affected charter schools' admissions, operations, or student performance ratings? What were the levels of special education funding and compliance with federal and state regulations? Is there a relationship between special education funding and special education compliance with rules and regulations? Studies at the national and state levels have frequently been conducted in the form of surveys, and provide only preliminary information about the status of special education in charter schools. There is a paucity of case specific information about the management and delivery of special education services in open-enrollment charter schools. A within-case study research design was used for this investigation utilizing qualitative methods of structured open-ended interviews, observations at the schools, and document analysis. Administrators at four open-enrollment charter schools were interviewed to gather data for this multi-case study. The data supported the hypotheses related to special education services in open-enrollment charter schools. The schools in this study provided special education services with an inclusion model for the first two years. In their first years of operation, charter schools face challenges of small budgets, few if any special education students, and difficulty finding special education teachers and other staff. In the third year and beyond, the schools were able to add special education services and staff and were more stable in terms of budget and operations. For the time period analyzed, special education costs exceeded special education funding. Compliance with special education regulations was relatively high as services were provided to students with mild disabilities with a high commitment to individualized instruction.
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Barke, Steve. "Conveying a biblical worldview to charter school students| A pilot study." Thesis, Biola University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621464.

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This doctoral project is a pilot study to assess the effectiveness of a church discipleship co-op designed to convey a biblical worldview to middle and high school students enrolled in charter homeschooling in Southern California. Research by the Nehemiah Institute indicated that 90% of Christian families in the United States send their children to forms of education that are not likely to produce a biblical worldview. Research by The Barna Group, LifeWay Research, and The National Study of Youth and Religion indicated that the vast majority of church-attending children transition into adulthood without a biblical worldview and disengage from church and Christianity as adults. Research by America's Research Group, Probe Ministries, and the Nehemiah Institute indicated that educational experiences in middle and high school determine the worldview of most children raised in Christian homes.

To address this problem some Christian families and churches are turning to public charter schools, as the fastest growing form of education in California and many other states. However, constitutional and state law restrictions forbid charter schools from presenting a biblical worldview in classes or curricula. The participants in this project combined church and family resources to provide supplemental educational experiences to convey a biblical worldview to middle and high school students while they received a public school education by enrolling in charter homeschool.

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Cowgill, Kyler. "Comparing the Home School and Charter School of Columbus-area Students." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398263184.

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Books on the topic "Charged students"

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Charnley, Alan Huntington. Indicators of fee levels charged to part-time adult students by local education authorities: (NIACE fee survey 1986-87). [Leicester]: N.I.A.C.E., 1987.

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Charnley, A. H. Indicators of fee levels charged to part-time adult students by local education authorities: (NIACE fee survey 1985-86). Leicester: NIACE, 1986.

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Pascal, Francine. Jessica takes charge. New York: Bantam Books, 1998.

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Sulla, Nancy, Tanya Bosco, and Julie Marks. Students Taking Charge Implementation Guide for Leaders. New York: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315229171.

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Sims, Matt. Sal takes charge. Novato, Calif: High Noon Books, 2002.

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Sims, Matt. Sal takes charge. Novato, Calif: High Noon Books, 2002.

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Charmed thirds: A novel. New York: Crown Publishers, 2006.

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Gluckstein, Daniel. Qui dirige?--Personne, on s'en charge nous mêmes: 1986: de la grève générale étudiante et lycéenne à la crise politique. Paris: Selio, 1987.

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Gluckstein, Daniel. Qui dirige?-- Personne, on s'en charge nous-mêmes: 1986 : de la grève générale étudiante et lycéenne à la crise politique. Paris: SELIO, 1987.

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Eyring, Henry J. Major decisions: Taking charge of your college education. Salt Lake City, Utah: Deseret Book, 2010.

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Book chapters on the topic "Charged students"

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Gerdes, Alex, Bastiaan Heeren, and Johan Jeuring. "Teachers and Students in Charge." In Lecture Notes in Computer Science, 383–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33263-0_31.

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James, Nancy C., and John M. Graham. "Charles Philip Price (1920-99)." In The Student's Companion to the Theologians, 486–90. Oxford: Blackwell Publishing Ltd, 2013. http://dx.doi.org/10.1002/9781118427170.ch69.

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Celestin, Louis-Cyril. "The Medical Student: 1838–1846." In Charles-Edouard Brown-Séquard, 21–35. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03020-3_5.

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Smith, Barbara. "Student and Staff Performance Reviews." In A Charter School Principal’s Story, 61–66. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-218-3_15.

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Sulla, Nancy, Tanya Bosco, and Julie Marks. "Introduction." In Students Taking Charge Implementation Guide for Leaders, 1–7. New York: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315229171-1.

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Sulla, Nancy, Tanya Bosco, and Julie Marks. "From Silos to Teams." In Students Taking Charge Implementation Guide for Leaders, 145–55. New York: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315229171-10.

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Sulla, Nancy, Tanya Bosco, and Julie Marks. "From Dutiful Administrator to Warrior and Advocate." In Students Taking Charge Implementation Guide for Leaders, 156–68. New York: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315229171-11.

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Sulla, Nancy, Tanya Bosco, and Julie Marks. "From Transactional to Transformational." In Students Taking Charge Implementation Guide for Leaders, 8–29. New York: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315229171-2.

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Sulla, Nancy, Tanya Bosco, and Julie Marks. "From Engagement to Empowerment to Efficacy." In Students Taking Charge Implementation Guide for Leaders, 30–44. New York: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315229171-3.

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Sulla, Nancy, Tanya Bosco, and Julie Marks. "From Ferry to Bridge." In Students Taking Charge Implementation Guide for Leaders, 45–66. New York: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315229171-4.

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Conference papers on the topic "Charged students"

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Barr, Ryan, Claire Pfeiffer, Heather Dillon, and Timothy Doughty. "Building Inclusive Undergraduate Teams." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-65988.

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This paper describes a research project to encourage and enhance formation of undergraduate project teams with a focus on inclusivity. The project was developed by a team of undergraduate students working with a pair of engineering faculty. A survey including questions about team study groups was prepared and used to gather data about how engineering student teams are formed and how students perceive teams at different points as they progress through the curriculum. Interviews with junior/senior level students were filmed and the footage was used to build a composite video to serve as motivation to first and second year students. The video was presented in a second year dynamics class and the students were surveyed to understand the effectiveness of the intervention. The survey results indicate that nearly half of all junior/senior engineering students feel ethically charged to include other students in a study group, while only 32% of second year students feel ethically charged. This research is part of a larger effort to develop methods for merging engineering ethics and professionalism in the mechanical engineering curriculum.
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Kocakülah, Mustafa Sabri. "First Year University Students’ Ideas On The Motion Of The Charged Particle In A Magnetic Field." In SIXTH INTERNATIONAL CONFERENCE OF THE BALKAN PHYSICAL UNION. AIP, 2007. http://dx.doi.org/10.1063/1.2733258.

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Sweeney, Shannon K., and Kenneth J. Fisher. "Reduction of Rotating Imbalance Measurement Variation Resulting From Test Apparatus Redesign." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79317.

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A case study is presented describing an undergraduate MET capstone design project aimed at reducing the measurement variation of rotating imbalance during the testing of vehicular powertrain products. Primary focus involved the redesign of the rotor assembly interfacing the balance machine and the product. The project entailed the implementation of innovative statistical methods discovered during the ongoing applied research activities of the faculty advisor. These methods were conveyed to the students who were charged with their application during the project. Tasks assigned to the students included the evaluation of existing measurement variation, identification of sources of measurement variation, redesign of the test apparatus to reduce the sources of variation, and quantification of the impact of redesign on measurement variation. The redesign of the rotor assembly and the marked reduction in measurement variation resulting from the design changes are described within the paper. The case study provides an example of the successful integration of technology development derived during the advising faculty’s innovative applied research with technology application by students during a successful undergraduate capstone student design experience.
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Ciucan-Rusu, Liviu, Mihai Timus, Călin-Adrian Comes, and Anamari-Beatrice Stefan. "A Study About the Digital Readiness of Actors During E-Learning System Implementation." In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/31.

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During Covid-19 pandemic many fields of economy suffer, including the education system. As a response to this challenge, education institutions started to implement an online learning solution as a forced kind of innovation, to reduce human interactions. As already exist a variety of E-learning solutions, even if these solutions are paid, free of charge or own developed by institutions, the main tasks [Topic] plays a crucial role in ... remain to implement one of these solutions which needs human resources with necessary digital competences. Our study aims at measuring the effort and digital readiness of users involved in digital transformation of the learning environment. A survey was conducted during the second quarter of 2020 and 1490 responses were validated collected from students and faculty. Several major aims were followed: the previous experiences in E-learning; the level of digital competences; the content management for the learning purposes; the quality of the interaction between trainer and trainees; the effort perceived during the transition. For the majority of users, it was the first contact with an online learning management system [LMS), but this led to a leap ahead in personal digital competences. The top-rated features appreciated by students were the quality of resources charged and the online live interaction, while both faculty and students emphasized that the effort needed for complying with the requirements of the LMS was greater.
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Vallee, Glenn E. "Implementation of Multi-Year Product Innovation Projects." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-36443.

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A methodology and case study detailing the implementation of multi-year product innovation projects is presented. A product called the Waterboy, an inexpensive water purification system designed for under developed countries, was developed by three different groups of students over a span of two years. The initial concept was first developed by a six member entrepreneurial team composed of senior level business and engineering students enrolled in a one semester Product Innovation and Development course. This team was responsible assessing the market need, determining product requirements and developing a limited functionality prototype capable of demonstrating the intended product function. A second team consisting of two Mechanical Engineering students continued the project as their one semester Senior Capstone Design project and was charged with the task of developing a fully functional prototype capable of purifying contaminated water. A third student completed the project as a one semester senior level Design Projects course and was charged with the task of modifying the previous design to minimize cost, facilitate ease manufacture and reduced assembly and distribution costs. In the Fall of 2010, the entrepreneurial team conducted interviews with health professionals and performed research involving a number of world health and philanthropic organizations. They identified the need for an improved water purification device which could purify enough water for a family of four in a reasonable amount of time and at a cost which would make it accessible to people in underdeveloped countries who are at risk of dying from the consumption of contaminated drinking water. They developed a bicycle driven system which used an ultraviolet germicidal bulb to purify water. The team developed a prototype which demonstrated the basic function of the device which was estimated to cost about $80. The project was continued in the Fall of 2011 by the second team of Mechanical Engineering seniors who refined the purification system and function of the device while simplifying the design, resulting in an estimated cost of $49 per unit. The team built and tested a fully functional prototype which confirmed it was capable of reducing water borne bacteria by a factor of 1000. The project was then completed in the Fall of 2012 by a Senior Mechanical Engineering Student who further reduced the cost of the design and improved its portability in order to reduce distribution costs. A partnership with Goodwill Industries was formed to utilize their recycled materials and inexpensive labor force, which reduced the product cost about $24.
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Platanitis, George, and Remon Pop-Iliev. "Early Introduction of Robust Design Into the Engineering Curriculum." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28221.

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Normally, there is very little opportunity for first-year engineering students to practice robust design techniques given the relatively simple nature of their projects, and they are not exposed to any robust design activity and Design of Experiments (DOE) methodologies until their third year. How can junior engineering students gain a sense of the robustness of their designs? Will the resulting product still be acceptably functional if used in non-ideal environments? The purpose of this paper is to introduce a potential assignment to supplement this need at the first-year level. Introduced as a bonus assignment in Fall 2009, students were charged with the task of designing an aircraft wing by choosing parameter setting combinations that would provide the maximum Lift-to-Drag ratio, simulating results theoretically that would be obtained in a wind-tunnel experiment, while including random noise. All necessary facts and equations were given, leaving students with the task of running calculations and employing Taguchi methods to select an optimal set of parameters. While few students chose to undertake the assignment, those that did it found the application interesting and useful. Example results for this robust design assignment, including final parameter selections for the optimal wing design, are presented in this paper, along with factors where students have shown weaknesses.
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Sweeney, Simon. "Adapting conventional delivery to cope with large cohorts: turning seminars into workshops and changing assessment." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9505.

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Teaching a popular postgraduate political economy module to around 50 international business and environment students (mainly Chinese) had always gone well. Delivery consisted of lectures and seminars with assessment via a 3,000-word essay. But with a three times larger cohort in 2017 things went wrong. The response from the teaching team was twofold. First to replace seminars with team-taught 2-hour workshops, to provide fewer targeted readings accompanied by specific questions for groups to answer, plus a redesign of the assessment, introducing a shorter more issue-specific approach based on short (500-word) answers to five questions chosen from ten, all tied to module learning outcomes and content. How did all this go? The paper highlights problems with the traditional approach and offers an initial evaluation of the changes introduced in 2018. Ultimately the paper addresses the strengths and weaknesses of the before and after and relates this to the changing demands placed on tutors charged with teaching large cohorts in a department going through rapid expansion. The case highlights the critical balance between volume and quality and asks difficult questions about the student experience and how universities respond to an increasingly marketized higher education sector.
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Wirza, Yanty. "Bahasa Indonesia, Ethnic Languages and English: Perceptions on Indonesian Language Policy and Planning." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-8.

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Language policy and planning in Indonesia have been geared toward strengthening the national language Bahasa Indonesia and the preserving of hundreds of ethnic languages to strengthen its citizens’ linguistic identity in the mid of the pervasive English influences especially to the young generations. The study examines perceptions regarding the competitive nature of Bahasa Indonesia, ethnic languages, and English in contemporary multilingual Indonesia. Utilizing text analysis from two social media Facebook and Whatsapp users who were highly experienced and qualified language teachers and lecturers, the study revealed that the posts demonstrated discussions over language policy issues regarding Bahasa Indonesia and the preservation of ethnic language as well as the concerns over the need for greater access and exposure of English that had been limited due to recent government policies. The users seemed highly cognizant of the importance of strengthening and preserving the national and ethnic languages, but were disappointed by the lack of consistency in the implementation of these. The users were also captivated by the purchasing power English has to offer for their students. The users perceived that the government’s decision to reduce English instructional hours in the curriculum were highly politically charged and counterproductive to the nation’s advancement.
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Cost, Diana, Jessica Chin, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Effective Use of Engineering in Teaching Secondary STEAM Courses: A Robotics Course Example." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62569.

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Global Learning Charter Public School (GLCPS) is an urban secondary school located in the city of New Bedford, Massachusetts. GLCPS educates students in grades 5–12. It is a Title I school with over 74% of the student population on free and reduced lunch. Historically, only 60% of students graduating from New Bedford move on to postsecondary education. It is the goal of our school to change this and increase the number of students entering post secondary education and more specifically to increase their interest in STEAM (science, technology, engineering, arts, and math) fields. GLCPS provides a unique educational experience where students demonstrate academic excellence and mastery of essential skills. These skills include: technology literacy, public speaking, global citizenship and arts exploration. Incorporation of STEAM (science, technology, engineering, art, and mathematics) is a continued goal for our school. After attending teacher educator training/professional development in engineering-based learning (EBL), we decided to create a robotics course, which fully embedded EBL into the curriculum. The goal of this robotics course is two fold: 1) Combine engineering, math, science, and art/creativity into one course; and 2) engineering-based learning can impact the way students learn STEAM principles, retain STEAM theory, and apply them to real world, relevant applications. The purpose of this paper is to illustrate how engineering-based learning inspired and impacted the development of a robotics course in an urban, financially disadvantaged, secondary charter school. Specifically, we detail how the principles and tools of the engineering-based learning pedagogy affected the development and implementation of this robotics course. Lastly, we will demonstrate how EBL and the robotics course have changed student perceptions of science, engineering, and math.
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Zampirolli, Francisco De Assis, Valério Ramos Batista, Edson Arrazola, and Irineu Antunes Júnior. "Online assessments with parametric questions and automatic corrections: an improvement for MCTest using Google Forms and Sheets." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.51.

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In many areas of knowledge it has always been a challenge to evaluate students efficiently. Considering that we are all undergoing a pandemic period, efficient evaluations are necessary and urgent. In our paper we followed the main objective of adapting MCTest. Namely, a web platform devoted to generate and correct individualized exams automatically. We have addressed the problem of distance student evaluation by profiting MCTest. As a result it provides a solution that is free of charge and enables creating parametric questions with LaTeX and Python. The automatic correction is carried out with Google Forms and Sheets, namely our original contribution. The adapted solution was successfully applied to a Calculus class with 100 students.
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Reports on the topic "Charged students"

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Schoelkopf, Robert J. Graduate Student Support for Quantum Computing With Superconducting Charge States. Fort Belvoir, VA: Defense Technical Information Center, August 2005. http://dx.doi.org/10.21236/ada442609.

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Eberts, Randall W., and Kevin Hollenbeck. An Examination of Student Achievement in Michigan Charter Schools. W.E. Upjohn Institute, March 2001. http://dx.doi.org/10.17848/wp01-68.

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Eberts, Randall W., and Kevin Hollenbeck. Impact of Charter School Attendance on Student Achievement in Michigan. W.E. Upjohn Institute, April 2002. http://dx.doi.org/10.17848/wp02-80.

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Hoxby, Caroline, and Sonali Murarka. Charter Schools in New York City: Who Enrolls and How They Affect Their Students' Achievement. Cambridge, MA: National Bureau of Economic Research, April 2009. http://dx.doi.org/10.3386/w14852.

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Charter schools and student learning. Abdul Latif Jameel Poverty Action Lab (J-PAL), May 2017. http://dx.doi.org/10.31485/pi.2390.2018.

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