Journal articles: 'Final university assignment project'

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Kamil, Mustofa, Joko Rianto, and Danang Suprayogi. "Management of Deciding Decision Making Final Project Advisor in Optimizing Learning." Aptisi Transactions on Management (ATM) 2, no. 2 (January 25, 2019): 168–76. http://dx.doi.org/10.33050/atm.v2i2.790.

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In the management of learning in preparing the final assignment has become an obligation in each university. So, the existence of a final assignment supervisor is very important to help students complete their final assignments. Without the final assignment supervisor can lead to unclear and a directed research in accordance with the provisions of learning management, in this study discusses the role of lecturers in conducting final assignments in both thesis and thesis, lecturers as facilitators start the final assignment, lecturers as final project supervisors, lecturers as a final assignment exam preparation supervisor, stress in preparing the final assignment, communication of students with supervisors, choosing supervisors, consulting techniques with counselors, obstacles during the guidance of the preparation of the final assignment report. With the hope of this research students can choose a mentor where they must master the fields that are in accordance with your final assignment and with the provisions of learning management in Higher Education, and choose a mentor who has enough time to guide you, and a cooperative and communicative guide.

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Sirait, Weri, Sarjon Defit, and Gunadi Widi Nurcahyo. "Algoritma K-Means Untuk Klasterisasi Tugas Akhir Mahasiswa Berdasarkan Keahlian." Jurnal Sistim Informasi dan Teknologi 1, no. 3 (September 17, 2019): 25–30. http://dx.doi.org/10.35134/jsisfotek.v1i3.6.

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School of Information and Computer Management (STMIK) Indonesia Padang is a private university under the auspices of the Higher Education Service Institution (LLDIKTI) Region X, producing graduates who are competent in the field of system analysts and database administrators. Requirements to meet undergraduate graduates (S1) final year students need to complete a final project or thesis.Final year students at STMIK Indonesia Padang often experience confusion in taking the final assignment topic. This is due to the fact that the final year students have not been able to direct their potential in determining the final assignment topic. In this case, researchers conducted the process of grouping final level students using the Data Mining K-means Clustering technique. The process of grouping final-level students is done by utilizing the data of course values from the field mapping system analysts and database administrators. In this grouping two clusters will be produced, namely students taking the final assignment of system analysts and database administrator. So by using this K-means Clustering method, students have direction in taking the final assignment topic. The results obtained from 40 data samples used were students who took the topic of the final project system analysts as many as 20 students and students who took the final assignment of database administrators were 20 students

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Nursari, Sri Rezeki Candra, and Virgie Sciorra. "Decision Support System for Final Assignment with Analytical Hierarchy Process (AHP) Method. Case Study: Informatics Engineering Faculty of Engineering, Pancasila University." bit-Tech 1, no. 1 (September 18, 2018): 19–25. http://dx.doi.org/10.32877/bt.v1i1.7.

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In human life always faced with several choices. The right decision making will affect our lives in the future. In the bachelor degree program education Final Project is the closing course to get a Bachelor's degree. Many things need to be considered in determining the appropriate TA topic. Many people have a view, choose the topic of Final Assignment that is easy so easy, regardless of suitability with interests and talents. Actually this view needs to be reviewed because choosing the topic of Final Assignment has a significant impact on the lives of these students in the future. To determine the topic of Final Assignment in the Informatics Engineering Faculty of Engineering, the Pancasila University required mastering criteria, mastering memorization, mastering the count, mastering the design, value, and areas of interest. And has an alternative, namely Information Systems, Decision Support Systems using methods, Intelligent Systems/Expert Systems, Networks, Mobile Programming (Games), Mobile Programming (Applications), Use of Algorithms in Support Systems / Applications of this Decree using Analytic Hierarchy Process method for determine the exact topic of Final Assignment according to the ability of students. The AHP method refers to taking selected elective courses

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Titus, David, Garth Harris, Rajesh Gulati, and Dennis Bristow. "The Capstone Sales Course: An Integral Part of a University Level Professional Selling Program." International Journal of Higher Education 6, no. 4 (July 15, 2017): 28. http://dx.doi.org/10.5430/ijhe.v6n4p28.

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The Capstone Sales course is the final in a sequence of five required courses in a 15 credit Professional Selling program housed in the Marketing Department at St. Cloud State University. The course is heavily focused on experiential learning activities for senior-level sales students. In this paper details of the course design, instructor and student deliverables, grading rubrics, student project/assignment guidelines, and a suggested course schedule are presented.

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Noviana, Eddy, Otang Kurniaman, and Muhammad Nailul Huda. "PENGEMBANGAN APLIKASI BIMBINGAN TUGAS AKHIR MAHASISWA BERBASIS WEBSITE PADA PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR FKIP UNIVERSITAS RIAU." Primary: Jurnal Pendidikan Guru Sekolah Dasar 7, no. 1 (April 26, 2018): 1. http://dx.doi.org/10.33578/jpfkip.v7i1.5334.

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This research is research of application development of final project of student based on website at Prodi PGSD FKIPUniversitas Riau by using waterfall model. The formulation of the problem in this research are: (1) how the design ofdeveloping the final project application of student based on the website of Prodi PGSD FKIP Universitas Riau? and (2)whether the program designed to assist the final project guidance on Prodi PGSD FKIP University of Riau ?. The purpose ofthis research is (1) to design a system that can assist the process of guidance of final assignment of students to Prodi PGSDFKIP Universitas Riau and (2) to know the response about the use of application of final student task based on the website ofProdi PGSD FKIP Universitas Riau. This research is a development research with waterfall model. Development stage isdone in four stages, namely: (1) stage study of literature; (2) needs analysis phase; (3) application design; and (4)application testing phase and conclusion. The result of the research stated that the application of the final assignment of thestudents based on the website of PGSD Study Program of FKIP Universitas Riau is valid with four references, namely: (1)correctness aspect (truth); (2) reliability (reliability) aspect; (3) integrity; and (4) usability (usage). Based on the results ofeffectiveness test on the students obtained data that the application of the final project-based student guidance websiteincluded in the category of very effective average percentage is 84.89% with very effective category. It is marked by theacquisition: 1) the correctness (truth) of 84.93% with very effective category; 2) reliability (reliability) of 86.37% with veryeffective category; 3) integrity (integration) equal to 86,08% with very effective category; and 4) usability (usage) of 82.17%with very effective category. The average percentage is 84.89% with very effective category. So it can be concluded that theapplication development of final student task based on the website Prodi PGSD FKIP University of Riau has been declaredeffective and has been widely used.

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Hassani, Hossein, Govand Kadir, Nawzad K. Al-Salihi, Wrya Muhammad Ali Monnet, Tara Ali-Yahiya, and Fattah Alizade. "Supervision of Undergraduate Final Year Projects in Computing: A Case Study." Education Sciences 8, no. 4 (December 4, 2018): 210. http://dx.doi.org/10.3390/educsci8040210.

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Final Year Projects (FYPs) play a significant role in undergraduate education in the computing field of study, and most of the related university departments and schools consider them an essential contribution to this study. However, issues such as whether to assign the projects individually or to a group of students, the procedures followed in their assignment, the supervision process and the evaluation of the outcomes have been of concern to many academics in the field. In this case study, we present the methods for activities such as assignment, supervision, and evaluation of FYPs at the University of Kurdistan Hewlêr (UKH) between the years 2009 and 2017. We discuss the development of our approach and the lessons learned during the mentioned period. Furthermore, we present our current way of managing the FYP module. The aim is to develop a platform for interested and involved academics to discuss the topic further. Sharing the experiences on managing FYPs would not only help in making the module more attractive and beneficial to the students but also in the consolidation of the guidelines and indicators of the proper supervision and a fair evaluation of this significant undergraduate study endeavor.

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Samidjo, Samidjo, Pairun Roniwijaya, and Bayu Rahmat Setiadi. "STRATEGIES TO COMPLETED THE STUDENT'S THESIS OF MECHANICAL ENGINEERING EDUCATION THROUGH THE FINAL PREPARATION PERIOD PROGRAM (FP3)." Journal of Mechanical Engineering and Vocational Education (JoMEVE) 1, no. 1 (April 2, 2018): 9. http://dx.doi.org/10.20961/jomeve.v1i1.19072.

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The final preparation project program (FP3) is a strategy used by University of Sarjanawiyata Tamansiswa (UST) in giving students graduation opportunities on time. This program is for final year students. Research focus on the preparedness of final assignment both from the determination of research topics, research methods used, site selection research, preparation of research reports, guidance, and others. The study used a qualitative approach with key informants of 33 UST students who took FP3. The results show that the usefulness of FP3 is very meaningful for the students because they get comprehensive information in qualified research procedures and strategies to graduate on time.

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Carter, P. "0246 Improve Sleep in College Students Through Lifestyle Change Assignment." Sleep 43, Supplement_1 (April 2020): A94. http://dx.doi.org/10.1093/sleep/zsaa056.244.

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Abstract Introduction Emerging adults experience a ‘new found freedom’ in college. Many are making decisions about their sleep-wake cycles leading to ineffective patterns. Poor sleep in college students is influenced by non-modifiable (class time, course assignments) and behavior based (sleep schedule, screen time, exercise and diet) factors. Change is difficult! However, GPA is a great student motivator. This project developed and tested the acceptability of a guided lifestyle change assignment for sleep. Methods Undergraduate students at a Southern USA R-1 University who were enrolled in a signature course (Sleep: Are We Getting Enough?) were eligible. Context: Twice weekly lectures presented scientific findings related to sleep science and applied findings to human experiences. Intervention: students completed a guided lifestyle change assignment for sleep. Students indentified a specific sleep related behavior to change (change goal) over a 1 month period (November), submitted an initial lifestyle change plan, three progress reports, and a final reflection. Results 800 students participated over 6 years (Fall semesters 2014–2019). Students were primarily female (56%) and nine majors were represented. Goals were grouped into 4 lifestyle foci (Exercise, Screen time, Sleep Schedule, Diet). Progress reports identified barriers and facilitators and plans to address these. Final reflections evaluated overall performance and major takeaways. Qualitative perceptions and quantitative outcomes will be presented in detail. Additionally, discussions of unanticipated outcomes and guidance for incorporating this assignment into existing courses will be presented. Conclusion College students can make positive changes to improve their sleep. Guidance to identify and address facilitators and barriers to change is important to create and sustain change. Motivations to change are different for emerging adults vs. older populations. It may be that the most effective way to improve sleep quality in college students is to ‘attach a grade’ to the activity. Support

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Luetkenhaus, Holly, Steve Borrelli, and Corey Johnson. "First Year Course Programmatic Assessment: Final Essay Information Literacy Analysis." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 49. http://dx.doi.org/10.5860/rusq.55n1.49.

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Washington State University recently launched a new general education system with a foundational first year course called Roots of Contemporary Issues. Roots features a set of library research assignments and a culminating final essay, jointly developed and maintained by Roots instructors and librarians. A group of Roots instructors and a WSU librarian conducted a study to assess the achievement of the information literacy, and critical and creative thinking student learning outcomes associated with the research project. The group found that students were proficient at the first year level in terms of utilizing scholarly materials and source attribution. The students were less successful concerning argument building and source analysis; they struggled most with thesis development. Adjustments to the assignments were made in light of these results and the findings contributed to the larger university-wide assessment program.

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Nursangaji, Asep, and Hamdani Hamdani. "TINGKAT KEPUASAN MAHASISWA TERHADAP LAYANAN BIMBINGAN TUGAS AKHIR." Jurnal AlphaEuclidEdu 1, no. 2 (December 8, 2020): 181. http://dx.doi.org/10.26418/ja.v1i2.43416.

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Nowadays, there are several universities in West Kalimantan that have mathematics education department, such as IKIP Pontianak, STKIP Singkawang, and STKIP Sintang. This condition provides great opportunities for prospective students who want to become mathematics teachers in schools, especially high schools. On the other side, the presence of mathematics education department in several universities in West Kalimantan is a challenge for Mathematics Education department FKIP Untan. One of the challenges that come is how to produce graduates who can compete in the world of work. In order to create qualified mathematics teacher candidates, it is very important for the FKIP Untan mathematics education department to provide one of the quality final assignment guidance services so that final year students can have quality final projects. This study will examine how high the level of student satisfaction with final assignment guidance services in Mathematics Education Department FKIP Untan. Furthermore, it will be known what service items should be improved and developed in an effort to increase student satisfaction. The level of student satisfaction with the final assignment guidance service is 0% of students are not satisfied, 0% of students are not satisfied, 9% of students are satisfied, 30% of students are quite satisfied, and 61% of students are very satisfied. It can be concluded that the final year students of the Mathematics Education Department, Teaching and Education Faculty, Tanjungpura University are satisfied with the services provided by the supervisorsKeywords: Satisfaction; academic services; final assignment guidance.

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Herr, Christiane M., and A. Scott Howe. "A High Density Open Building Studio Project for Hong Kong." Open House International 31, no. 2 (June 1, 2006): 32–41. http://dx.doi.org/10.1108/ohi-02-2006-b0005.

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Constrained by requirements of efficiency and economy as well as tight building regulations, Hong Kong's high-density residential architecture is very different from architectural approaches that are typically taught in the architectural studio. This paper reports on a second year architectural studio project taught at The University of Hong Kong that uses the Open Building paradigm to integrate the constraints of a high-density environment, community considerations and building technology in the context of a mixed use programme to be constructed on small individual lots. Following a series of short introductory exercises, the main studio assignment required groups of students to negotiate the design of individual projects and community areas within a given generic structural frame. Based on their individual design ideas and architectural programme, students developed a structural solution following a kit-of-parts approach. We describe the tasks and rule sets given as the studio framework and discuss students' response to this new type of architectural programme. Based on our experiences, we critically review initial studio settings, final outcomes and observations made during the teaching and learning process with regard to future implementations of similar open building studio projects.

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Célérier, Claire, and Boris Vallée. "Returns to Talent and the Finance Wage Premium." Review of Financial Studies 32, no. 10 (February 1, 2019): 4005–40. http://dx.doi.org/10.1093/rfs/hhz012.

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Abstract To study the role of talent in finance workers’ pay, we exploit a special feature of the French higher education system. Wage returns to talent have been significantly higher and have risen faster since the 1980s in finance than in other sectors. Both wage returns to project size and the elasticity of project size to talent are also higher in this industry. Last, the share of performance pay varies more for talent in finance. These findings are supportive of finance wages reflecting the competitive assignment of talent in an industry that exhibits a high complementarity between talent and scale. Received October 11, 2017; editorial decision September 4, 2018 by Editor Stijn Van Nieuwerburgh. Authors have furnished an Internet Appendix, which is available on the Oxford University Press Web site next to the link to the final published paper online.

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Sahibzada, Javed, and Abdul Nafi Himat. "Impacts of Formative Assessment on EFL Students’ Academic Performance at Kandahar University." American International Journal of Social Science Research 4, no. 2 (August 7, 2019): 102–11. http://dx.doi.org/10.46281/aijssr.v4i2.368.

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This study investigated the implementation of formative assessment and its impacts on EFL students’ academic performance at Kandahar University. The study is descriptive in nature; quantitative questionnaire was used to collect data from one hundred and fifty EFL students at all four levels selected through random sampling method. The collected data was analyzed by using IBM 24 version of SPSS and results are reported in tables by showing means, standard deviation, percentage and frequency. The major findings revealed that teachers are using formative assessment as part of their plan, allocating time for peer feedback, methods and tools of assessment teachers are using are group work, assignment, homework, presentation, project work which had positive impacts on students’ academic performance and improved final exam grades. Study also disclosed that teachers are valuing more summative assessment than formative, some important methods of assessment are ignored by teachers aversively affected their lower performance.

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Brudzinski, Michael, Michael Hubenthal, Shannon Fasola, and Em Schnorr. "Learning in a Crisis: Online Skill Building Workshop Addresses Immediate Pandemic Needs and Offers Possibilities for Future Trainings." Seismological Research Letters 92, no. 5 (July 7, 2021): 3215–30. http://dx.doi.org/10.1785/0220200472.

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Abstract The COVID-19 pandemic led to the suspension of many summer research opportunities for science, technology, engineering and mathematics students. In response, the Incorporated Research Institutions for Seismology Education and Outreach program, in collaboration with Miami University, offered a free online Seismology Skill Building Workshop to increase undergraduates’ knowledge, skills, self-efficacy, and interest in observational seismology and scientific computing. Registrations were received from 760 undergraduates representing 60 different countries. U.S. participants consisted of 59% women and 29% from populations traditionally underrepresented in the geosciences. The workshop design consisted of a tailored Linux virtual machine, regular webinars, a Slack workspace, tutorial-style active e-learning assignments, and an optional final project. Every other week for 12 weeks, a module with ∼6 assignments was released to build skills with Linux, Generic Mapping Tools, Seismic Analysis Code, webservices, seismic network processing, Python, ObsPy, and Jupyter notebooks. A final module focused on competitiveness for graduate school, summer internships, and professional jobs. Evaluation of the workshop relied on registration data, pre- and post-workshop surveys, and performance data from the learning management system. 440 participants completed at least one assignment, 224 completed at least 80% of the assignments, and 191 completed all 35 assignments, significantly higher than most comparable large-scale, open-access courses. Participants invested ∼6 hrs per week and averaged a score of 88% on assignments. We identified >60% normalized gain in scientific computing skills. There is evidence that the inclusive design of the workshop was able to attract and retain a diverse population. However, some additional investigation is needed to ensure that benefits were evenly experienced. Regardless of the degree of completion, participants perceived the workshop quite positively: on average 96% described it as high to very high quality, 83% satisfied to very satisfied with their experience, and 70% very likely to recommend to peers. We identify future directions for running a second iteration of the workshop, including strategies to continue broadening participation and improving retention.

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Boondao, Sakorn. "SPECIAL TUTORIAL CLASSES TO UPGRADE LEARNING ACHIEVEMENT OF STUDENTS ENROLLED IN MATHEMATICS FOR SOCIAL SCIENCE AT STOU." Asian Association of Open Universities Journal 3, no. 2 (September 1, 2008): 122–33. http://dx.doi.org/10.1108/aaouj-03-02-2008-b005.

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Unlike distance education institutions in developed countries Sukhothai Thammathirat Open University makes very limited use of assignments in its teaching programs. The main means of interaction between tutors and students consists of free face-to-face tutorials conducted three times per semester in provincial centers throughout the country. In courses with low enrolments (less than 1000 students) such tutorials have recently been deemed not to be cost effective. Alternative regional or central intensive programs have been developed. These involve 20 hours of tutorial classes and assignment work over two weekends in the final month of the semester and count for 30% of the assessment. A small charge is made for registration. The Mathematics for Social Science course was affected by this change. Since mathematics is a difficult subject for students, (only about 30% normally passed the course) the special tutorial program was used to help students in the second semester of 2006. Students were more interested in this approach than in the regular face-to-face tutorials. After the project was advertised, 98 students applied. While this was more than three times the number who had attended the free tutorials in the previous semester, it was not sufficient to justify tutorials in the four regions. Instead, three classes were conducted in Bangkok. Only 71 of the original applicants attended. During the program the better students were asked to assist those who needed help. Student questionnaires indicated that more than half identified themselves as weak in mathematics, most had completed year 12 and just over three-quarters had never attended regular face-to-face tutorials. They were asked to rank items about the classes on a five-level scale. The availability of up to 30% of the marks for the course was the major attraction. Most indicated that they were pleased with the classes, and gained more knowledge; while assignments, as well as the solutions given after submission, helped them understand the contents. Having classmates help them with learning also encouraged them with their study. They felt that they needed more time to study and do assignment work, and would like more marks to be allocated for the assignments. It was found that the achievement of students who attended the special tutorial classes was significantly higher than that of those who did not. The pass rate in this semester dramatically increased compared to the previous semester, 50.72% and 30.34% respectively. But when comparing students' final exam scores for both groups, it was found that there was no significant difference in the scores. However students were satisfied with these special tutorial classes.

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Mulhorn, Kristine A., Jesse F. Ballenger, Katherine F. Clark, and F. Yoshinaga. "STUDYING AGING ABROAD: TWO INTENSIVE COURSES AT DREXEL UNIVERSITY." Innovation in Aging 3, Supplement_1 (November 2019): S728. http://dx.doi.org/10.1093/geroni/igz038.2668.

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Abstract The model for short-term study abroad courses---called Intensive Courses Abroad (ICA) is one where various topics can be covered under a single theme over a 10-to-14 day travel timeframe. Students participate in pre-departure assignments, a daily schedule in the host country with meaningful visits followed by group discussions, and a final presentation upon return to the U.S. In both examples presented, the topic is aging. In one, there is a visit to Japan, focusing on aging, technology and culture. Students consider design and lifestyle implications of an aging society. The course includes visits to a geriatric rehabilitation facility and to a residential facility that employs various robots and other technology. Students explore a remote community and its design challenges for an aging society. Participation in a community survey to address a question they plan to pursue for their final project, such as the role of technology in society, how we understand the aging process, and how culture defines aging. In the second course, global aging frames discussions on the way Chile is adopting mechanisms to address chronic conditions associated with aging, including dementia. In the course, students learn about the social and political context. Students observe various ways Chile has adopted innovative approaches to address dementia care and various community-level interventions. Students will reflect in journals regularly and give a presentation about the ways the country is facing the challenges of an aging society where more than 30% of the population is projected to be over 60 by 2050.

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Barnes, Taylor, and Kathrin Dunlap. "PSXIV-40 Utilization of a group project in an introductory animal science course to concurrently develop collaborative work skills and increase animal science industry awareness." Journal of Animal Science 97, Supplement_3 (December 2019): 478–79. http://dx.doi.org/10.1093/jas/skz258.940.

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Abstract It is expected that students entering the workforce should have skills to allow them to effectively perform in the workplace. However, there is a gap between expected development of these “soft skills” and their actual attainment by students. Due to this discrepancy, Texas A&M has developed university mandated learning outcomes that address soft skills within course content. The objective of this paper is to present teaching methodology useful for achieving Texas A&M University level learning outcomes as they relate to the “Professional Conduct” learning outcome, as assessed via performance indicators such as working collaboratively, feedback, and conflict management. Additionally, this project aims to help bridge the gap in understanding between current animal science industry practices and public perception. This project titled “Ag-vocating for Animal Science Industry Practices” utilizes methods appropriate for large classes, conducted face-to-face or online, and targets students at the introductory level. Based on criteria from education literature, the semester-long project is broken down into multiple low stakes assignments comprising half of the project points which allows for multiple feedback opportunities from both the group members and the professor. These assignments include a Catme survey to assign groups based on interest and schedule, as well as submitting topic-related articles, a script, a rough-draft video, final video, and peer assessment survey online through eCampus, the university’s learning management system. This utilization of this collaborative project fulfills university undergraduate learning outcome of demonstrating professional conduct measured by attainment performance indicators such as “identify characteristics of a functional team” and “accept objective and constructive criticism.” This is an innovative approach to assessing soft skill development within the context of the animal science discipline. In conclusion, this project is useful in evaluating groupwork skills in undergraduates, as well as providing students with an opportunity to critically analyze industry practices.

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Madkour, Magda. "The Integration of Project-Based Methodology into Teaching in Machine Translation." International Education Studies 9, no. 3 (February 25, 2016): 167. http://dx.doi.org/10.5539/ies.v9n3p167.

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This quantitative-qualitative analytical research aimed at investigating the effect of integrating project-based teaching methodology into teaching machine translation on students’ performance. Data was collected from the graduate students in the College of Languages and Translation, at Imam Muhammad Ibn Saud Islamic University, Riyadh, Saudi Arabia. Quantitative data instruments included a Likert scale questionnaire, students’ exam results, and students’ assignments. Qualitative data was gathered using two groups, of 20 students each, from the same research population to explore the effectiveness of project-based teaching methodology. The first group of participants was taught for one semester using traditional teaching methods that depended on direct instruction and memorization of information while the second group of participants was involved in creative projects about various topics on machine translation. Content analysis was conducted to evaluate the participants’ projects. A comparison of the two groups’ final exam results and assignments was made to provide statistical evidence regarding the impact of project-based teaching approach on students’ performance. The discussions of this research include topics on theories and systems of machine translation, the concepts of localization and hybridization, project-based teaching methodologies, and educational technology. The recommendations emphasize the importance of adopting brain-based strategies such as project-based techniques in teaching machine translation, providing professional development programs on using cognitive teaching approaches, and equipping translation laboratories with most recent technologies. The significance of this research derives from being a contribution in three specific areas: integrating education research into teaching machine translation to motivate students to improve their performance; employing educational technology to bridge the gap between theories and practice of machine translation; providing an implementation of creative teaching in machine translation through presenting students’ creative projects. The integrative teaching model, which the researcher presented in this research, is a new approach for solving students’ problems in machine translation.

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Howe, Carol D. "Patricia Knapp's Landmark Project to Develop a Plan of Curriculum-Integrated Library Instruction." Evidence Based Library and Information Practice 6, no. 1 (March 16, 2011): 95. http://dx.doi.org/10.18438/b80p79.

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A Review of: Knapp, P. B. (1966). The Monteith College library experiment. New York, NY: Scarecrow Press. Objective — To create a college-level, four-year plan of library instruction in which assignments directly relate to students' course work. To develop tools to assess the plan's effectiveness in improving students' library skills and contributing to their overall academic success. Design — Exploratory longitudinal cohort study employing pilot library assignments, interviews, and questionnaires. Setting — Monteith College, one of eleven colleges at Wayne State University. Monteith was a small liberal arts college established in 1959 which stressed innovative teaching methods such as team-teaching, small-group discussion, and independent study (Worrell, 2002). Subjects — Teaching faculty from all three college divisions–social sciences, natural sciences, and humanities–and students at Monteith College. Over the course of the study the college employed between 15 and 30 faculty members and enrolled 300 to700 students. Methods — The project team consisted of project director Patricia Knapp, a project librarian, and a project research analyst. The team worked with the teaching faculty to develop course-related library assignments. Students completed a series of assignments over several semesters as part of their course requirements. The assignment series changed over the course of the project. Students who entered in the fall of 1959 or the spring of 1960 completed Sequence A consisting of six assignments. Students who entered in the fall of 1960 completed Sequence B, six assignments that were a mixture of original and revised assignments. Students who entered in the spring or fall of 1961 completed two revised library assignments. In the summer of 1961, the investigators conducted the first of two small studies. They interviewed a random sample of 21 Monteith students about their experiences with the library and the required library assignments. The students also completed library performance tests such as choosing a subject heading to match a topic or deciphering an entry in a periodical index. This allowed the investigators to compare different measures of library competence and get feedback on the library assignments. In the summer of 1962, the investigators conducted a second small study of 40 Monteith students. The investigators evaluated the tests and other tools used in the first study. The investigators then analyzed student and faculty data collected from Sequences A, B, and C, and from the two sample studies. Data included faculty interviews and feedback from student participants in the sample studies. The investigators also analyzed questionnaire data and the completed student assignments. They analyzed data using nonparametric, small sample statistics. Main Results — Knapp's results helped shape the final plan of instruction and assessment presented in her book-length published report The Monteith College Library Experiment. It should be stated again that the project objective was not to implement a plan of instruction and assessment but simply to develop one. One of the most important findings was that small sample studies can effectively test the reliability of library assignments. The sample studies allowed the team to "...define and measure library competence and to identify factors associated with its achievement" (Knapp, 1966, p. 17). On a different level, the project offered insight into the faculty-librarian relationship. The investigators found that faculty resisted librarian input into their courses. They also discovered that the most effective group size for developing library assignments was a small group of two to four people, but this sized group was conducive to informal meetings in which key players, often the librarian, were left out. When faculty did not share in decision-making, project morale was low. The project team reorganized and reassigned roles, and the project ran more smoothly. Knapp also learned about the faculty-student relationship. Knapp felt that some faculty simply passed on their knowledge to students rather than teaching students how to acquire it for themselves (Worrell, 2002). She found that student enthusiasm mirrored faculty enthusiasm about library assignments. Early in the project, faculty members presented library assignments to their students. The investigators discerned that both students and faculty were more amenable to the assignments when a librarian presented them and explained their purpose. Knapp (2000) agreed with Bruner who stated in The Process of Education that context is important when teaching any skill; students need to be able to relate the skills they are learning to the importance of why they are learning them (1960). Finally, Knapp learned that students need more than to understand library organization (such as cataloging and classification systems). Students also need to understand "the organization of scholarly communication" to foster true library competence (Knapp, 1966, p. 81). Whereas library organization concerns itself with subject and form, the organization of scholarship "reflect[s] discipline, 'school,' concept, and method" (Knapp, 2000, p. 10). Conclusion — The Monteith College Library Experiment ended in 1962 with a thoughtfully planned and tested program of library instruction. The final proposed program included 10 library assignments that were: of increasing complexity and aligned with the curriculum; intellectual with a focus on problem-solving; and feasible within the library's parameters. Students would complete one or more of the assignments each semester for four years as part of specific course requirements. Knapp noted the program could be adapted to any college curriculum. It would require six years for implementation and assessment. This includes an initial year for planning in which teaching faculty and librarians would collaboratively develop course-related library assignments, four years for student completion of assignments, and a sixth year for assessment. Knapp outlined three levels of assessment. Investigators would assess the appropriateness of individual assignments through interviews and questionnaires collected from faculty and students, as well as completed student assignments. Knapp outlined two ways to assess library competence. First, Monteith faculty members would assess literature reviews in their subject specialties written by second semester seniors. Next, faculty from other Wayne State colleges would review papers from both Monteith and non-Monteith students to comparatively assess the students' use of sources. Knapp proposed that faculty judgment would be the most valuable measure of the relationship between library competence and overall academic success. Knapp was prepared to implement her plan of instruction using all of her findings, but her proposal to move into phase two of the project was rejected by both the Office of Education, whose members cited economic reasons, and the Council on Library Resources, whose members were not satisfied that faculty were invested in the idea of curriculum-integrated library instruction (Worrell, 2002).

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Wright, Kamau. "Collaborative Projects with simulation assignments in mechanical engineering thermodynamics courses." International Journal of Mechanical Engineering Education 48, no. 2 (October 11, 2018): 140–61. http://dx.doi.org/10.1177/0306419018803624.

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In the undergraduate engineering classroom, some level of collaborative learning can be employed to enhance learning. Separately, enhancements in curriculum may include the use of computer technology to provide interactivity. The present study explores a new approach to facilitate learning of an engineering thermodynamics course and seeks to address the question: “What are the impacts of a themed Collaborative Project (CP) with a simulation component, on students and their understanding of thermodynamics?”. This approach was implemented into a sophomore-level thermodynamics course at a private university in the New England area of the United States. Over the duration of the semester, the clean water-themed CP required students to: solve thermodynamics problems linked to this theme; use thermodynamics fundamentals to check the results of clean water-related thermo-fluid simulations conducted using COMSOL Multiphysics® software; and ultimately, use thermodynamics to develop a device to clean water. This approach has the potential benefit not only of demonstrating various uses of thermodynamic analysis but also in preparing career-ready students who are better capable of strategically utilizing engineering software in tandem with their fundamental engineering backgrounds. Results presented include select student work, student perceptions as per surveys, and comparison of changes in average final exam grades as compared to previous courses. While students shared limited enthusiasm in utilizing the software, they expressed that they understood thermodynamics, and they performed better on final exam questions. This study follows up on a previous effort, which revealed various benefits for students who experienced such a CP.

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Ismail, Aimi Sara, Kherun Nita Ali, Nur Emma Mustaffa, Noorminshah A. Iahad, and Badiru Yunusa Yusuf. "ENHANCING THE GRADUATES’ EMPLOYABILITY AND CAREER DEVELOPMENT THROUGH BUILDING INFORMATION MODELLING INTENSIVE TRAINING." International Journal of Built Environment and Sustainability 6, no. 1-2 (April 1, 2019): 91–99. http://dx.doi.org/10.11113/ijbes.v6.n1-2.387.

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Building Information Modelling (BIM) is an emerging technological process which highly promotes a better collaborative working environment in the Architecture, Engineering and Construction (AEC) industry. It is essential that the Higher Education (HE) sector innovates its education system to integrate between different disciplines in the AEC industry to encourage the adoption of BIM. In conjunction with this, BIM Intensive Training was conducted for a selected number of final year undergraduate students at Universiti Teknologi Malaysia. They were assigned a real time construction project, utilizing BIM software applications for model authoring, model review, 4D modelling and project coordination. It was observed that the participants were able to overcome various challenges through information sharing and team collaboration. A BIM coordination workflow was produced during the training to assist them in organizing their work. Although their existing knowledge of BIM and their skills using the software applications were quite limited, they were capable in learning expeditiously as the assignment provided them with real-world problems. A year after the training, more than half of the participants agreed that the training had helped them to secure their employment and excel in their current involvements in BIM-based projects. However, due to the current scenario many firms are yet to embrace BIM, there are participants who could not utilize the training. Hence, the establishment of a dynamic and continuous collaboration between professionals and HE sector is the way forward in transforming the traditional structure of AEC industry into a more collaborative and technological approach.

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Meyer, Ulrike, and Elke Schuch. "Diary-Writing as a Tool for Monitoring and Assessing - Intercultural Learning and Cultural Intelligence." European Journal of Language and Literature 7, no. 1 (January 21, 2017): 85. http://dx.doi.org/10.26417/ejls.v7i1.p85-95.

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This paper outlines a research project which is being conducted in the edu¬cational context of an international Master program: In 2001, an interdisci¬plinary and cohort-based Master program entitled “International Manage¬ment and Intercultural Communication/GlobalMBA” was founded, which is currently offered by a four-university consortium that includes the follow¬ing: Technische Hochschule Köln (TH Köln), Cologne, Germany, the Fac¬ulty of Management at the University of Warsaw (UW), Poland, Dongbei University of Finance and Economics (DUFE) in Dalian, China, and the Coggin College of Business at the University of North Florida (UNF) in Jacksonville, USA. During the program´s 15-month duration, a multina¬tional cohort of 25-30 students recruited from each of the four universi¬ties studies together for one semester at each university. Much of the coursework and assignments as well as the final Master thesis are written in multinational groups of three to four students, thus requiring the students to permanently prove their teamwork skills. Besides, given the in-built mobility and multinational cohort-based structure of the program, the students are continuously exposed to a variety of different cultural experi¬ences and encounters. The program´s curriculum includes management-oriented courses as well as courses on the theory and practice of intercul¬tural communication. In one of these latter modules called Applied Inter¬cultural Communication, which is taught in every location and has a strong country-specific perspective, students are required to produce reflective dia¬ries describing their cultural experiences. The research project presented here started in 2013 and is based on a qualitative analysis of students´ diary entries written during a time span of 15 months as part of the course requirements for this particular module. The project is intended to serve two main purposes:

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Blaker, Andrew, and Timothy Ellsworth. "Extensive Reading with Authentic Materials." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 331. http://dx.doi.org/10.37546/jaltpcp2020-41.

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This paper describes an action research project on modifying an extensive reading (ER) program by replacing graded readers with authentic materials in its final semester. This was done in response to low student engagement with ER in previous semesters. Twenty-one second year university students were introduced to authentic materials via the instructor, then shown how to self-select for level-appropriate materials of interest. The paper details the environment in which this occurred. Student feedback responses suggest that the assignment improved student engagement and ultimately provided a meaningful learning experience. 本論は、グレーデッドリーダーを正規の教材の代替として利用する多読（ER）プログラムの導入に関するアクションリサーチプロジェクトについて説明する。これは、前学期に学生のERへの関与が少なかったことに対応して行われたものである。大学 2年生 21人を対象に、インストラクターを通じて正規の教材が紹介され、次にレベルに適した興味のある教材を自己選択する方法が示された。学生からのフィードバックによると、当該課題は学生の関与を改善し、最終的に有意義な学習体験を提供したことを示唆している。

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Nazgul, Kozhamkulova, Bukhaeva Anar, Zharapova Baglan, Seidina Moldir, Gulbanu Sadvakasova, and Sabira Nishanbayeva. "Preservıce Teachers’ Opinions on the Use of Technology in Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 23 (December 11, 2020): 182. http://dx.doi.org/10.3991/ijet.v15i23.18831.

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Educational technologies have become more important especially in the recent years. The use of technology to facilitate learning has increased over the past decade, but relevant problems in education are still on the agenda. The aim of this study is to determine the opinions of preservice teachers about using technological tools in education. Qualitative method was used in the study. The study was applied to the 32 senior students studying at the classroom teaching department of a university in Kazakhstan. Data were collected with interviews. The interview questions were prepared to get the opinions of preservice teachers studying in the classroom teaching department regarding the use of technology in educational technology, and the questions were applied by giving the final shape by the experts in their fields. According to the results, preservice teachers feel insufficient to use the internet and computer for teaching purposes. However, they stated that they are sufficient in using computers and internet search engines, they can prepare simple materials for teaching purposes and they can not prepare multi-purpose teaching devices. This difference can be overcome with individual research and project assignments that require preservice teachers to use technology for teaching purposes.

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Ashley, Kevin, Jaromir Savelka, and Matthias Grabmair. "A Law School Course in Applied Legal Analytics and AI." Law in Context. A Socio-legal Journal 37, no. 1 (January 14, 2021): 134–74. http://dx.doi.org/10.26826/law-in-context.v37i1.125.

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Technological advances in artificial intelligence (AI) are affecting the legal profession. Machine learning (ML) and natural language processing (NLP) enable new legal apps that, to some extent, can analyze contracts, answer legal questions, or predict the outcome of a case or issue. While it is hard to predict the extent to which these techniques will change law practice, two things are certain: legal professionals will need to understand the new text analysis techniques and how to use and evaluate them, and law faculties face the question of how to teach law students the required skills and knowledge to do so. At the University of Pittsburgh School of Law, the authors have co-designed a semester-long course entitled, Applied Legal Data Analytics and AI, and twice taught it to combined groups of law students and students from technical departments. The course provides a hands-on practical introduction to applying ML and NLP to extract information from legal text data, the ways text analytics have been applied to support the work of legal professionals, researchers, and administrators, and the techniques for evaluating how well they work. The article introduces the new text analytic techniques and briefly surveys law schools’ current efforts to incorporate instruction on computer programming and machine learning in legal education. Then it describes the 2020 version of the course, including the students, instructors, and course sessions in overview. We explain how we taught law students skills of programming and experimental design and engaged them in assignments that involve using Python programming environments to analyze legal data. The course culminated in joint projects engaging small teams of law and technical students in applying machine learning and data analytics to legal problems. The article explains how the instructors prepare the students for the final course projects, beginning early in the term with project ideas and databases of text, forming teams, working on the projects as a team and obtaining interim feedback, and finally completing the projects and reporting results. We draw some salient comparisons between the 2019 and 2020 versions of the course and report what worked well and what did not, the students’ reactions, and lessons learned for future offerings of the course.

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Hvorostov, Dmitry A., Galina A. Gorbunova, Konstantin N. Savelyev, and Oksana P. Savelyeva. "The course “Regional studies (history and art)” in the formation of civic identity in the students of Russian universities." Perspectives of Science and Education 50, no. 2 (May 1, 2021): 204–18. http://dx.doi.org/10.32744/pse.2021.2.14.

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At the present stage, due approaches to the formation of civic identity of Russian university students are becoming an important element of learners’ socialisation. The major problems faced by the pedagogues are as follows: first, selection of the content of educational programme or course helping to shape proper values, knowledge and practical competencies; second, methods and pedagogical technologies that are productive and efficient in terms of training of future specialists. Practicing the course “Regional studies (history and art)” will make it possible to acquaint the students with the historical and artistic heritage of their region and provide the insight into the true value thereof through research and interdisciplinary project activities. The main research methods are: analysis of scientific and pedagogical research papers on the history of development of regional studies in Russia, on significance of the historical and cultural heritage for character education, with consideration of approaches to the formation of learners’ civic identity; modelling and experimental approbation of the course involving control (startup) research and final diagnostics, as well as the analysis of obtained results. Diagnostic techniques: Kuhn’s and McPartland’s test modified by Kozhanov; “Index of Tolerance” methodology (Soldatova, Kravtsova, Khukhlaev, Shaigerova), methods for identifying value orientation (Biryukova, adapted); “Incomplete thesis” methodology (Baiborodova, adapted); “Reflecting on life experience” test (Shchurkova, adapted); authorial case assignments and criteria for evaluating academic/creative output. 274 university students from Saint Petersburg, Orel, Magnitogorsk took part in the pedagogical experiment in such areas of training as Philology, Painting and Applied Arts, Design. The course “Regional studies (history and art)” was delivered in the experimental group for three years. The first year was devoted to introductory and preparatory work; the second year was focused on the study of regional architecture; the third year involved implementation of a project – layout of a complex of architectural structures with regard for regional specifics. After a series of classes, the number of students with a high level of civic identity doubled in the experimental group and reached 29%; the number of those with a low level of civic identity decreased by half, down to 18.75%. As to the control group, the indicative figures changed insignificantly. The use of the interdisciplinary course “Regional studies (history and art)” in the professional training of future specialists efficiently contributes to increased level of students’ civic identity. The authors relate the prospects for further research in this area with studying the ways to increase student motivation in project activities of sociocultural character.

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Binotto, Marília, and Diego Schaurich. "Stress in undergraduate nursing course: a qualitative approach." Revista de Enfermagem UFPE on line 4, no. 3 (June 30, 2010): 1371. http://dx.doi.org/10.5205/reuol.962-8493-1-le.0403201005.

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ABSTRACTObjective: to identify the presence of stress situationes in the life of nursing university students. Method: this is about a qualitative research performed with 30 students from a private higher education institution located in the central region Rio Grande do Sul/RS. Data were collected through a questionnaire with ten questions using content analysis technique for data analysis, after project has been approved by the Ethics Committee in Research UNIFRA under protocol number 211.2009.2. Results: the factors responsible for the stress in university students comprised the final semester periods, amount of exams and assignments, mental and physical tiredness, the combination of work, study and family, health problems in the family and the multiple tasks with a short time to fulfill them. Conclusion: it becomes more and more necessary to develop studies and to improve knowledge involving stress in order to help people face stressful situations. Self knowledge related to the perception of stress and the manifestations derived from it constitute an important step towards a better quality of life without any physical damage. Descriptors: psychological stress; nursing; nursing care.RESUMOObjetivo: identificar a presença de situações de estresse na vida de acadêmicos de enfermagem. Método: trata-se de pesquisa qualitativa, na qual participaram 30 acadêmicos de uma Instituição de Ensino Superior privada da região central do Estado do Rio Grande do Sul/RS. Os dados foram coletados por meio de um questionário com 10 questões e se aplicou a técnica de análise de conteúdo para análise dos dados após a aprovação do projeto de pesquisa pelo Comitê de Ética em Pesquisa da UNIFRA sob o nº 211.2009.2. Resultados: identificou-se que os fatores responsáveis pelo estresse dos discentes foram os períodos de final de semestre, o acúmulo de provas e trabalhos, o cansaço físico e mental, o fato de conciliar trabalho, estudo e família, os problemas de saúde na família e as várias atividades tendo pouco tempo para cumpri-las. Conclusão: cada vez mais fica demonstrada a necessidade de desenvolver estudos e divulgar os conhecimentos acerca do estresse, com vistas a auxiliar pessoas a se instrumentalizar para o enfrentamento das situações estressantes. O autoconhecimento quanto à percepção de estresse e as manifestações oriundas do mesmo é um grande passo para a conquista das possibilidades de uma qualidade de vida melhor, sem causar danos físicos. Descritores: estresse psicológico; enfermagem; cuidados de enfermagem.RESUMENObjetivo: identificar la presencia de situaciones estrés en la vida de los académicos de enfermería. Método: búsqueda cualitativa, donde participaron treinta académicos de una institución de educación superior privada de la región central del estado de Río Grande del Sul/RS. Los datos fueron colectados por medio de un cuestionario conteniendo diez cuestiones y se aplicó un analice de contenido. El estudio fue aprobado por el Comité de Ética en Investigación de la UNIFRA con número de protocolo 211.2009.2. Resultados: se identificó que los factores responsables por el estrés de los estudiantes fueron en los períodos de final de semestres, la acumulación de pruebas y trabajos, el cansancio físico y mental, el hecho de conciliar trabajo, estudio y familia, los problemas de salud en la familia y las varias actividades teniendo poco tiempo para, cumplirlas. Conclusión: cada vez más queda demostrado la necesidad de desenvolver estudios y divulgar los conocimientos acerca del estrés, con intención de auxiliar personas a instituir instrumento para enfrentar las soluciones estresantes. El conocimiento de sí mismo para la percepción del estrés y las manifestaciones originadas del mismo es un gran paso para la conquista de las posibilidades de una calidad de vida mejor sin causar daños físicos. Descriptores: estrés psicológico; enfermería; atención de enfermería.

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Shrestha, Sunity. "Thesis Writing in MBS: Procedures and Practices." Journal of Nepalese Business Studies 1, no. 1 (August 12, 2006): 23–37. http://dx.doi.org/10.3126/jnbs.v1i1.36.

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This paper has been prepared with an objective to provide the official guidelines to the MBS students to write the thesis and prepare the project work assignment, and teachers to guide their students in writing the thesis and preparing the project work assignment. So, this paper has included formats of thesis and project work assignment prescribed by Office of the Dean, Faculty of Management, Tribhuvan University and necessary procedures of the submission of thesis and project work assignment. Journal of Nepalese Business Studies Vol.1(1) 2004 pp.23-37

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Stein, Robert C., Janet A. Dunn, John MS Bartlett, Amy F. Campbell, Andrea Marshall, Peter Hall, Leila Rooshenas, et al. "OPTIMA prelim: a randomised feasibility study of personalised care in the treatment of women with early breast cancer." Health Technology Assessment 20, no. 10 (February 2016): 1–202. http://dx.doi.org/10.3310/hta20100.

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BackgroundThere is uncertainty about the chemotherapy sensitivity of some oestrogen receptor (ER)-positive, human epidermal growth factor receptor 2 (HER2)-negative breast cancers. Multiparameter assays that measure the expression of several tumour genes simultaneously have been developed to guide the use of adjuvant chemotherapy for this breast cancer subtype. The assays provide prognostic information and have been claimed to predict chemotherapy sensitivity. There is a dearth of prospective validation studies. The Optimal Personalised Treatment of early breast cancer usIng Multiparameter Analysis preliminary study (OPTIMA prelim) is the feasibility phase of a randomised controlled trial (RCT) designed to validate the use of multiparameter assay directed chemotherapy decisions in the NHS.ObjectivesOPTIMA prelim was designed to establish the acceptability to patients and clinicians of randomisation to test-driven treatment assignment compared with usual care and to select an assay for study in the main RCT.DesignPartially blinded RCT with adaptive design.SettingThirty-five UK hospitals.ParticipantsPatients aged ≥ 40 years with surgically treated ER-positive HER2-negative primary breast cancer and with 1–9 involved axillary nodes, or, if node negative, a tumour at least 30 mm in diameter.InterventionsRandomisation between two treatment options. Option 1 was standard care consisting of chemotherapy followed by endocrine therapy. In option 2, an Oncotype DX®test (Genomic Health Inc., Redwood City, CA, USA) performed on the resected tumour was used to assign patients either to standard care [if ‘recurrence score’ (RS) was > 25] or to endocrine therapy alone (if RS was ≤ 25). Patients allocated chemotherapy were blind to their randomisation.Main outcome measuresThe pre-specified success criteria were recruitment of 300 patients in no longer than 2 years and, for the final 150 patients, (1) an acceptance rate of at least 40%; (2) recruitment taking no longer than 6 months; and (3) chemotherapy starting within 6 weeks of consent in at least 85% of patients.ResultsBetween September 2012 and 3 June 2014, 350 patients consented to join OPTIMA prelim and 313 were randomised; the final 150 patients were recruited in 6 months, of whom 92% assigned chemotherapy started treatment within 6 weeks. The acceptance rate for the 750 patients invited to participate was 47%. Twelve out of the 325 patients with data (3.7%, 95% confidence interval 1.7% to 5.8%) were deemed ineligible on central review of receptor status. Interviews with researchers and recordings of potential participant consultations made as part of the integral qualitative recruitment study provided insights into recruitment barriers and led to interventions designed to improve recruitment. Patient information was changed as the result of feedback from three patient focus groups. Additional multiparameter analysis was performed on 302 tumour samples. Although Oncotype DX, MammaPrint®/BluePrint®(Agendia Inc., Irvine, CA, USA), Prosigna®(NanoString Technologies Inc., Seattle, WA, USA), IHC4, IHC4 automated quantitative immunofluorescence (AQUA®) [NexCourse BreastTM (Genoptix Inc. Carlsbad, CA, USA)] and MammaTyper®(BioNTech Diagnostics GmbH, Mainz, Germany) categorised comparable numbers of tumours into low- or high-risk groups and/or equivalent molecular subtypes, there was only moderate agreement between tests at an individual tumour level (kappa ranges 0.33–0.60 and 0.39–0.55 for tests providing risks and subtypes, respectively). Health economics modelling showed the value of information to the NHS from further research into multiparameter testing is high irrespective of the test evaluated. Prosigna is currently the highest priority for further study.ConclusionsOPTIMA prelim has achieved its aims of demonstrating that a large UK clinical trial of multiparameter assay-based selection of chemotherapy in hormone-sensitive early breast cancer is feasible. The economic analysis shows that a trial would be economically worthwhile for the NHS. Based on the outcome of the OPTIMA prelim, a large-scale RCT to evaluate the clinical effectiveness and cost-effectiveness of multiparameter assay-directed chemotherapy decisions in hormone-sensitive HER2-negative early breast would be appropriate to take place in the NHS.Trial registrationCurrent Controlled Trials ISRCTN42400492.FundingThis project was funded by the National Institute for Health Research (NIHR) Health Technology Assessment programme and will be published in full inHealth Technology Assessment; Vol. 20, No. 10. See the NIHR Journals Library website for further project information. The Government of Ontario funded research at the Ontario Institute for Cancer Research. Robert C Stein received additional support from the NIHR University College London Hospitals Biomedical Research Centre.

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30

Imandiri, Ario, Erlinda Widyastuti, and Arijanto Jonosewojo. "State Anxiety Inventory Score Among Students With Final Assignment." Journal Of Vocational Health Studies 1, no. 1 (July 3, 2017): 11. http://dx.doi.org/10.20473/jvhs.v1.i1.2017.11-14.

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Background: Students final assignment is a scientific work requires precision, time consuming, energy as well as concentrations. Students may experience stress within the process of completing the final assignment, which can lead to variety of disorder; physical, emotional, intellectual and interpersonal. Purpose: The aim of this study was to determine the state anxiety inventory scores among final students with scientific project. Those score were then being used as preliminary data to decide the next step of the study which are giving acupuncture therapies to those students with high score of anxiety. Methods: This was a descriptive study with one shot/cross sectional study, using questionnaires distributed to respondents for data completion. Respondents were 100 students from Faculty of Vocational Education Universitas Airlangga who were taking the final assignment subject. Results: The results of State Anxiety Inventory Score were obtained as average score of 53.03 with standard deviation of 10.4. Conclusion: The mean values showed a reasonably anxious outcome.

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Indana, Aristy, Wildan Suharso, and Shanty Kusuma Dewi. "Rancang Bangun Manajemen Bimbingan Tugas Akhir Pada Jurusan Teknik Industri Universitas Muhammadiyah Malang." Jurnal Repositor 2, no. 3 (March 5, 2020): 321. http://dx.doi.org/10.22219/repositor.v2i3.474.

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The final assignment is a scientific paper, in the form of writing research results that must be completed by each student to get a bachelor's degree. In the Department of Industrial Engineering there are several stages of the process that must be done by students, including registration of supervisors, seminar proposals and final hearings. So far the registration is still using google form where it is only limited to registration, and for the final assignment guidance report has not been recorded properly and done manually using the assistance sheet in the thesis logbook so the final assignment supervisor and coordinator has difficulty monitoring the student's guidance. The purpose of this study is to build a website-based system using the codeigniter framework and the waterfall method. The stages passed in the waterfall method include needs analysis, system design, implementation and system testing. The results of this research are the final assignment guidance management system in the industrial engineering department of Muhammadiyah Malang University which can monitor, assist in reporting guidance activities, and registration in the final assignment process.The final assignment is a scientific paper, in the form of writing research results that must be completed by each student to get a bachelor's degree. In the Department of Industrial Engineering there are several stages of the process that must be done by students, including registration of supervisors, seminar proposals and final hearings. So far the registration is still using google form where it is only limited to registration, and for the final assignment guidance report has not been recorded properly and done manually using the assistance sheet in the thesis logbook so the final assignment supervisor and coordinator has difficulty monitoring the student's guidance. The purpose of this study is to build a website-based system using the codeigniter framework and the waterfall method. The stages passed in the waterfall method include needs analysis, system design, implementation and system testing. The results of this research are the final assignment guidance management system in the industrial engineering department of Muhammadiyah Malang University which can monitor, assist in reporting guidance activities, and registration in the final assignment process.

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32

Zarlis, Muhammad, Eka Purnama Harahap, and Lina Naelal Husna. "Test Appraisal System Application Based on YII Framework as Media Input Student Value Final Project and Thesis Session at Higher Education." Aptisi Transactions On Technopreneurship (ATT) 1, no. 1 (March 28, 2019): 73–81. http://dx.doi.org/10.34306/att.v1i1.31.

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System development is a form of effort to improve the quality of the system to be more innovative. Raharja College is a college of computer science that has many systems to support its academic activities. At Raharja College there is a Thesis Session Assessment and Final Assignment system which makes it easy for lecturers as a media to provide a thesis trial or final assignment assessment. The Testing Assessment System is very important in the process of running a thesis trial or final assignment, because it makes it easier for lecturers to provide an assessment of the results of student thesis research. However, in the current assessment system, the testers have problems, which are still using local networks, which of course still use UTP cables as their connector. by online. In the development of the scoring system these testers use the method of swot analysis and elicitation. And use one of the PHP Framework, Yii Framework.

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33

Zarlis, Muhammad, Eka Purnama Harahap, and Lina Naelal Husna. "Test Appraisal System Application Based on YII Framework as Media Input Student Value Final Project and Thesis Session at Higher Education." Aptisi Transactions On Technopreneurship (ATT) 1, no. 1 (March 28, 2019): 73–81. http://dx.doi.org/10.34306/att.v1i1.59.

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System development is a form of effort to improve the quality of the system to be more innovative. Raharja College is a college of computer science that has many systems to support its academic activities. At Raharja College there is a Thesis Session Assessment and Final Assignment system which makes it easy for lecturers as a media to provide a thesis trial or final assignment assessment. The Testing Assessment System is very important in the process of running a thesis trial or final assignment, because it makes it easier for lecturers to provide an assessment of the results of student thesis research. However, in the current assessment system, the testers have problems, which are still using local networks, which of course still use UTP cables as their connector. by online. In the development of the scoring system these testers use the method of swot analysis and elicitation. And use one of the PHP Framework, Yii Framework.

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34

Ward, Maranda. "Embedding Ethnocultural Empathy in a Community-Based Health Intervention Writing Assignment." Prompt: A Journal of Academic Writing Assignments 5, no. 1 (January 18, 2021): 54–62. http://dx.doi.org/10.31719/pjaw.v5i1.67.

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This article describes an undergraduate health sciences course where students propose a community-level intervention that addresses a local health disparity. Students use community planning principles and health equity concepts as a final project in their 8-week online community-engaged course. The student-proposed project engages a community in health education or promotion-program planning and allows for faculty assessment of pedagogical decisions. A curricular commitment to health equity enhances the capacity and competency of learners to address the structural inequities that fuel pervasive health disparities among socially disadvantaged populations. Ethnocultural empathy or racial/ethnic perspective taking is used as a measurable competency. The final paper requires students to describe how the perspectives of Black, Indigenous, People of Color (BIPOC) have shaped their proposed community intervention. They are also asked to offer recommendations on how to best mitigate the racial bias that may show up in community-based interventions.

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Centellas, Miguel, and Gregory J. Love. "“We're Off to Replace the Wizard”: Lessons from a Collaborative Group Project Assignment." PS: Political Science & Politics 45, no. 03 (June 12, 2012): 506–12. http://dx.doi.org/10.1017/s1049096512000388.

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AbstractThis article examines the effectiveness of a collaborative group learning project for teaching a core competency in comparative politics: constitutional structures. We use a quasi-experimental design and propensity score matching to assess the value of a constitutional writing group project and presentation. The results provide strong evidence that these learning tools are highly valuable for teaching abstract concepts. Students who participated in the project scored significantly higher on a short series of questions in final exams given several weeks after the completion of the group project. Somewhat paradoxically, the project increased competency but did not affect student self-reported interest in the subject matter. The challenges and improvements that can be made for the use these types of learning tools concludes the article.

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Suwarti, Suwarti. "APLIKASI PENCEGAH PLAGIASI JUDUL TUGAS AKHIR DI AMIK TRI DHARMA PEKANBARU BERBASIS WEB." I N F O R M A T I K A 13, no. 1 (June 30, 2021): 1. http://dx.doi.org/10.36723/juri.v13i1.240.

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AMIK “Tri Dharma Pekanbaru is one of the campuses that are starting to develop, the facilities are starting to be complete but still have quite complex weaknesses in submitting the title of the final project. Especially in looking for titles that are not similar to the previous one. Until now, AMIK Tri Dharma Pekanbaru in submitting student final project titles is still using the system manually, by way of students giving the title of their final project in writing to the study program. So that the title submitted by students is often rejected because of the similarity with the previous title or inefficient. Therefore, the existence of this web-based plagiarism prevention application is one way to make it easier for students to submit final assignment titles. The title of this final project is implemented using the PHP programming language while for database processing using MySQL.

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Mawanta, Indra, T. S. Gunawan, and Wanayumini Wanayumini. "Uji Kemiripan Kalimat Judul Tugas Akhir dengan Metode Cosine Similarity dan Pembobotan TF-IDF." JURNAL MEDIA INFORMATIKA BUDIDARMA 5, no. 2 (April 25, 2021): 726. http://dx.doi.org/10.30865/mib.v5i2.2935.

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Deli Husada Health Institute is a health campus that has been established for 34 years, currently it has 30000 students, each student at the final level will submit a final project of study program every year, each student before doing his final project report must provide the title of an assignment report. Finally, to the study program, to reduce the level of similarity in the title of the student's final report, the study program usually conducts a manual check, the result that appears is that it is not effective in determining the title of the final project for students, so that it creates quite a lot of similarities between students. So that many final project reports look the same. With the above conditions, the Sentence Similarity Test of the Final Project Title was carried out with the Cosine Similarity Method and TF-IDF Weighting at the Deli Husada Delitua Health Institute Campus. At the end of the test results on the training data against the training data, the results obtained were 43% of the titles in Submitted is not eligible to be submitted again and 53% is eligible to be submitted as the title of the final project because it has high similarities to the title of the final project report. And get the average time 0.12117 in minutes

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Yusof, Norazah, Ramlah Hussein, Rathiah Hashim, Andi Besse Firdausiah Mansur, Saadia Malik, Nada Bajnaid, and Shereena Mohd Arif. "Teamwork Effectiveness in Student’s Final Year Project." International Journal of Emerging Technologies in Learning (iJET) 16, no. 15 (August 11, 2021): 4. http://dx.doi.org/10.3991/ijet.v16i15.23705.

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The goal of this paper is to deliberate issues pertaining to teamwork effectiveness among students in a university environment. Final year project is an important assessment to measure students’ teamwork skills in the university. Three main factors have been identified that contribute to teamwork effectiveness. The factors are namely interpersonal skills, interdependence and commitment to success. Interpersonal factors include social sensitivity and emotional engagement attributes. In this perspective, measures such as teamwork support, care, trust, honesty and respect towards team members are important key criteria. On the other hand, interdependence among others includes traits such as promoting each other to achieve common goals, bringing the best of each other and helping each other completing the task. Commitment to team success involves high obligation, high motivation, strong common goals and strong shared values and beliefs. In this paper, construct items for each factor are developed based on previous studies. The findings show that these factors are relevant toward the success of the student’s final year project. Lacking these skills may result in poor performance among team members and may lead to unfavorable outcome.

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Hendriyanto, Robbi, and Patrick Adolf Telnoni. "Application for Final Project Collaboration and Management in School of Applied Science, Telkom University." IJAIT (International Journal of Applied Information Technology) 2, no. 02 (August 10, 2018): 43. http://dx.doi.org/10.25124/ijait.v2i02.955.

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The final project is the last stage of the students to complete the lecture. In accordance with academic rules at Telkom University allow final project work done in groups. This is to improve results more complex than the results of the final project obtained individually. But there are problems faced by students and lecturers who join the final project team, which is how to work on the final project together and monitoring the progress of each student in the team. This is due to differences in location and time in work. On the lecturer, side finds constraints that are how to be able to monitor the progress of each team member in detail. In this paper proposed a solution to overcome the problem is to apply for collaborative information technology support. The collaborative method used the Kanban's method, where each work will be divided into small parts that can be done together. Application for Final Project Collaboration and Management in School of Applied Science Telkom University was developed with Software Development Life Cycle (SDLC) Prototype method using PHP programming scripts and MySQL database. This application will manage the final project, especially in groups, facilitating the final project team to define all parts of the work of each team member who can collaborate with each other and communicate in each job. Lecturers as project supervisors can participate in collaborations and discussions in every work.

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Edmondson, Mina, Brian Fulton, Mary Garm, Jill Hallam-Miller, Natalie Kulick, and Melissa Rowse. "Podcasting PA Libraries: The PALS Podcasting Project." Pennsylvania Libraries: Research & Practice 5, no. 2 (October 31, 2017): 83–86. http://dx.doi.org/10.5195/palrap.2017.164.

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In 2016, a Pennsylvania Library Association Leadership Academy group, with the guidance of their mentors, was assigned to develop a podcast program featuring outstanding Pennsylvania librarians. The group of geographically dispersed librarians, representing different types of libraries, worked together to overcome their limited knowledge of podcasting. In the first few months after receiving the assignment, the team developed a method for identifying interviewees, employed freely available technology to record, edit, and host the podcast, and promoted the final podcast product, PaLAunchPod on February 1, 2017. With 6 full episodes (including a two-part episode) completed, the original podcast team entrusted its work to a new group of Leadership Academy program librarians.

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Lasauskienė, Jolanta. "Bachelor Project as a Final Assessment of Study Outcomes." Pedagogika 109, no. 1 (March 26, 2013): 86–92. http://dx.doi.org/10.15823/p.2013.1837.

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Study projects are an important part of university studies. They are involved not only for estimating separate study subjects but also for estimating an overall study quality, final study outcomes. The article examines final projects of music pedagogy which are prepared at Lithuanian University of Educational Sciences: peculiarities, educational importance and possibilities to strengthen practical training of future music teachers, by developing project and research activities competencies at university. The abilities of development are being presented in the context of study quality, final study outcomes. The aim of the research. To analyze music pedagogy projects defended in Lithuanian University of Educational Sciences and to determine the peculiarities of achieved project and research activity competencies (study outcomes). Methods of the research. Analysis of scientific sources, document analysis, expert method, content analysis. Results. Conclusions of the results reveal that competencies of project and research activities most often are only partially achieved by a music pedagogy students. The level of achievement of these competencies – study outcomes – is not the same: the easiest activities for bachelor’s students are to plan and organize independently the investigations of professional activities, to implement education projects; whereas, the most difficult ones are to formulate a research problem, to analyze and interpret research data, to prepare research report. The worst acquired abilities of project activities (study outcomes) are: to determine relevant problems of music education, to validate a project under the appropriate methods, to formulate a scientific report. Within research activities (study outcomes) group the graduates find most difficult tasks, such as: to choose a particular research strategy, to select or compose research instruments, to describe properly results of data analysis, research conclusions and recommendations. The research reveals essential factors, which caused the difficulties in preparing (writing) Bachelor’s projects (paper) on music pedagogy: the lack of various literacy and research skills. These competencies (study outcomes) ought to be improved both individually and during the modules of university studies, which particularly focusing on research skills and action research (projects).

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Reid, Robin Elizabeth. "Place Based Tourism Curriculum: making connections to community."." Collected Essays on Learning and Teaching 7, no. 2 (May 26, 2014): 135. http://dx.doi.org/10.22329/celt.v7i2.4005.

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Drawing from a research project with the Thompson Rivers University (TRU) and from place based curriculum and literature, this paper explores the effectiveness of a student-created half hour walking tour and postcard assignment as a way of deepening student engagement with course content and the local community. The project was designed to engage travelers and locals in the Kamloops landscape. This paper explores how the project was able to extend the learning community beyond the parameters of the university and bring both international and domestic students into public space and onto the local landscape

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Gusra, Claudia, and Ahmaddul Hadi. "PERANCANGAN SISTEM INFORMASI PENGELOLAAN TUGAS AKHIR BERBASIS ANDROID JURUSAN TEKNIK ELEKTRONIKA UNP." Voteteknika (Vocational Teknik Elektronika dan Informatika) 7, no. 3 (July 10, 2019): 167. http://dx.doi.org/10.24036/voteteknika.v7i3.105538.

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At present technology development is almost thoroughly in all circles and fields. One area that cannot be separated from technology is the field of education. It is well known that the development of cellular technology is increasing rapidly, because with a smartphone it can do many things to run mobile applications so that it can easily obtain and process information data. The purpose of this design is to build an information system using the concept of Android-based technology, so that it can serve the process of managing college student final assignments online whenever and wherever they are. The design of this final project management information system is designed using the programming language PHP (Hypertext Preprocessor) with the CodeIgniter Framework, JavaScript, and using the MYSQL database. With this system, it can help the management process of the final assignment from submitting the final assignment proposal to the trial exam for college student who have fulfilled the academic requirements with administration, academic counselors, study program chairman, mentors, and head of program.Keywords: Information System, PHP, CodeIgniter, MySQL, Android

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Greene, Kai, and Gabriela Simon-Cereijido. "The Los Angeles Diversity Project: The Promotion of Cultural and Linguistic Competence via a University Community Learning Project." Perspectives of the ASHA Special Interest Groups 4, no. 6 (December 26, 2019): 1531–39. http://dx.doi.org/10.1044/2019_persp-19-00048.

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Purpose Community learning projects provide opportunities for students to become actively engaged in an educational process that extends beyond the classroom. The Los Angeles Diversity Project stems from a campus-based service learning program for undergraduate students enrolled in the Communication Disorders Program at California State University, Los Angeles. Although developed to specifically explore the cultural–linguistic diversity encountered in the Los Angeles metropolitan area, this project can be generalized to other large or small cities and urban or rural communities. Conclusions As a class assignment embedded in a requisite course on cultural and linguistic diversity and communication disorders, students learn how to develop an understanding of cultural competency skills applicable to our field. Furthermore, students find out how to integrate basic tenets of ethnographic research while exploring surrounding neighborhoods and local community resources. Additionally, implications aligned with the American Speech-Language-Hearing Association's cultural and linguistic competency requirements are addressed.

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Peters, Pam. "Usage 1: Kaleidoscope: A final report on the worldwide Langscape Project." English Today 17, no. 1 (January 2001): 9–20. http://dx.doi.org/10.1017/s026607840100102x.

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Pam Peters of Macquarie University, New South Wales, Australia, provides the second part of a two-part concluding review of a project which is an important contribution to the creation of her prospective international English style guide (to be published by Cambridge University Press).

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Jensen, Murray, Allison Mattheis, and Brady Johnson. "Using Student Learning and Development Outcomes to Evaluate a First-Year Undergraduate Group Video Project." CBE—Life Sciences Education 11, no. 1 (March 2012): 68–80. http://dx.doi.org/10.1187/cbe.11-06-0049.

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Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives.

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Pratama, Aditya, Septi Andryana, and Ira Diana Sholihati. "Pemilihan Tema Tugas Akhir Prodi Sistem Informasi Menggunakan Kolaborasi Metode Analytic Hierarchy Process (AHP), Simple Additive Weighting (SAW), dan SMART." Jurnal JTIK (Jurnal Teknologi Informasi dan Komunikasi) 5, no. 2 (December 11, 2020): 185. http://dx.doi.org/10.35870/jtik.v5i2.178.

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Completing the final project is a graduation requirements for a student to do. Many students take final project but don't have a theme for that. There are also students who take the theme of their final project but they are not in line with grades and abilities. On this issue, a research will be assist the National University Information System students in choosing theme of their final project which is processed using collaborative method of Analytical Hierarchy Process, Simple Additive Weighting, and Simple Multi-Attribute Rating Technique. This research begins by determining the criterion value of each student which calculated using SAW method for weight grades and SMART method for weight of ability, then looking for alternative values for each theme of the final project using the AHP method, the ranking process is carried out the multiplication matrix between the criteria and alternative which will produce optimal final project theme.Keywords:Analytical Hierarchy Process; Final Project; Simple Additive Weighting; Simple Multi-Attribute Rating Technique.

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Mahmoud, Salameh Saleem. "Investigating the English Language Structural and Rhetorical Needs of Engineering Students at King Abdul-Aziz University." Journal of Education and Training 4, no. 1 (February 6, 2017): 55. http://dx.doi.org/10.5296/jet.v4i1.10426.

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This study aims at investigating the English language structural and rhetorical needs of engineering students at King Abdul-Aziz University. The instrumentation of the study is a triangulation of: a detailed analysis of the engineering students’ final and most important documents (assignments, senior projects, MS theses and PhD dissertations) in terms of the common grammar and rhetorical mistakes, semi-structured interviews with instructors in the faculty of engineering especially those teaching (X499) (a course in which graduate students develop their senior proposals), and a questionnaire based on previous literature about engineering students' structural and rhetorical needs to be filled by engineering students taking X499. The findings of the study revealed that there are many common mistakes frequently repeated by students in their writings. These findings were confirmed by the interviews with the professors teaching 499 and the results of the questionnaire. The study concluded with a recommendation that all the common mistakes in students' documents, instructors' suggestions and the common structural and rhetorical needs resulted from the questionnaire should be included in a well- designed motivating syllabus to be taught for engineering students.

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Roussinos, Dimitrios, and Athanassios Jimoyiannis. "Blended Collaborative Learning Through a Wiki-Based Project." International Journal of Digital Literacy and Digital Competence 2, no. 3 (July 2011): 15–30. http://dx.doi.org/10.4018/jdldc.2011070102.

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Wikis are currently gaining in popularity in schools and higher education institutions and they are widely promoted as collaborative tools supporting students’ active learning. This paper reports on the investigation of university students’ beliefs and perceptions of a wiki authoring activity, designed to support blended and collaborative learning. The study was administered in the context of an authentic coursework project activity in a first semester university course on Information and Communication Technologies (ICT), attended by 47 first year students. Research findings indicated that the students in the sample were generally positive about the collaborative experience offered through the wiki and the consequent learning outcomes. Students’ perceptions of the functionality and usability of the wiki environment were also positive. They considered the wiki as an effective and easy to use technology. In overall, they evaluated positively the wiki assignment, as well as the technical and learning support they received on-line, through the wiki pages, and by their instructors during the class sessions.

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Sharma, Puspa Raj. "Project Work Writing in BBS Fourth Years Course: Procedures and Practices." Journal of Nepalese Business Studies 10, no. 1 (February 5, 2018): 1–7. http://dx.doi.org/10.3126/jnbs.v10i1.19128.

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This paper has been prepared with an objective to provide the guidelines to the BBS students to write the project work and teachers to guide their students in writing the project work and preparing the paper has included procedure of project work assignment prescribed by Office of the Dean, Faculty of Management, Tribhuvan University. The paper give some insight on necessary procedures of the submission of project work writing. It also give some practical insight to the faculty members who involved in the supervision.The Journal of Nepalese Business Studies Vol. X No. 1 December 2017, Page : 1-7

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Journal articles on the topic 'Final university assignment project'

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