Academic literature on the topic 'First university generation'
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Journal articles on the topic "First university generation"
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Waqas Ahmad, Sadaf Mahmood, Muhammad Shabbir, and Nazia Malik. "University Readiness and University Adjustment: Lived Experience of First-generation University Students." Journal of Business and Social Review in Emerging Economies 6, no. 4 (2020): 1665–72. http://dx.doi.org/10.26710/jbsee.v6i4.1563.
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The study purpose is to explore the relationship between university readiness and university adjustment of first-generation students. Students enter university with dreams and motivation after entering university the first challenge is to adjust in the university environment. University readiness directly linked and influenced the university adjustment of the students. Thus, the major objectives of the research are: to know the university readiness of first-generation university students and to access how first-generation university students in step to the university life. For the purpose of data collection, a self-administered well-structured questionnaire was developed and used. The COVID-19 pandemic restricted the movement of the individuals and the academic institutions remained close that’s why the method of online survey was adopted to collect data in the second half of year 2020. In total, 405 first-generation university students’ responses were collected. Results show that first-generation students were less prepared to enter the university. The researcher found a significant relationship between university readiness and university adjustment. It was also found that majority of the first-generation university students were less prepared to enter the university and feel themselves miss adjustment with university environment.
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Utulu, Caroline C. "Cost Management in a Nigerian First-generation University." Higher Education in Europe 25, no. 1 (2000): 81–91. http://dx.doi.org/10.1080/03797720050002233.
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Sadler, Elizabeth (Bess). "Project Blacklight: a next generation library catalog at a first generation university." Library Hi Tech 27, no. 1 (2009): 57–67. http://dx.doi.org/10.1108/07378830910942919.
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Puffer and Pence. "Edward A. Pace: First-Generation Psychologist, Twenty-First Century Role Model." Religions 10, no. 10 (2019): 590. http://dx.doi.org/10.3390/rel10100590.
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In 1891, Edward A. Pace, a Catholic priest and first-generation psychologist, commenced a career at the Catholic University of America in Washington, D.C. Amidst the daunting challenges in being a professor and researcher, particularly at a newly established university, he thrust himself into a third role, apologist. Habits related to the Monsignor’s three roles have contemporary relevance for psychologically-trained Protestants; in this case study, we examine four notable practices. Dr. Pace modeled an appetence for wisdom in multiple disciplines, a keen awareness of rival worldviews, intentional ripostes to Catholic critics of scientific psychology, and last, unrelenting steadfastness to the Christian faith. To characterize the priest-psychologist, we present a brief biographical sketch and an overview of influential historical movements in the zeitgeist of the late 19th and early 20th centuries affecting his life. In addition, the aforementioned habits of Pace and applications for Protestants engaging in psychology in the 21st century are delineated.
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Brubacher, Michael R., and Fortunate T. Silinda. "First-Generation Students in Distance Education Program: Family Resources and Academic Outcomes." International Review of Research in Open and Distributed Learning 22, no. 1 (2021): 135–47. http://dx.doi.org/10.19173/irrodl.v22i1.4872.
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Distance education students have less access to classmates as a social resource and may, therefore, rely more on family members for support. However, first-generation students, or students who are the first in their family to attend university, may lack the academic resources that family members can provide. Overall, first-generation students in distance education programs may be at particular risk of lacking the necessary social capital to thrive in university. This study investigated whether two family resource variables—providing guidance about university and expressing supportive attitudes toward university—varied across generation status among distance education students. The study also investigated whether these family resource variables predicted students’ academic adjustment and academic persistence. A sample of 224 undergraduate, distance education students in South Africa completed an online survey. First-generation students (n = 60) reported receiving less university guidance from family members compared to continuing-generation students. In addition, receiving university guidance predicted students’ academic adjustment. The results suggest that university guidance from family members may serve as a protective factor against potential challenges that can impact students’ academic adjustment, a protective factor that first-generation students are less likely to have.
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Glaessgen, Tracey A., Cynthia J. MacGregor, Jeffrey H. D. Cornelius-White, Robert S. Hornberger, and Denise M. Baumann. "First-Generation Students With Undecided Majors: A Qualitative Study of University Reacculturation." NACADA Journal 38, no. 1 (2018): 22–35. http://dx.doi.org/10.12930/nacada-16-030.
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When they enter institutions of higher education, students typically leave behind one culture to join another. Despite the higher rates of attrition for first-generation students over continuing-generation students and undecided students over declared students, little research has been focused on undeclared first-generation students. To understand the challenges and experiences of first-generation undecided students transitioning to a new and unfamiliar academic environment, we applied a reacculturation process to this qualitative exploratory case study of 35 students. Data came from interviews, focus group interactions, observations, and written responses to open-ended questions, which were subsequently triangulated. Findings revealed heightened feelings of stress, desire to become comfortable on campus, reliance upon continuing-generation friends, helpfulness of a specialized first-year seminar course, and uncertainty about advisors' roles.
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Hindle, Caitlin, Vikki Boliver, Ann Maclarnon, Cheryl McEwan, Bob Simpson, and Hannah Brown. "Experiences of first-generation scholars at a highly selective UK university." Learning and Teaching 14, no. 2 (2021): 1–31. http://dx.doi.org/10.3167/latiss.2021.140202.
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Targets set by the UK Office for Students require highly academically selective UK universities to enrol a greater percentage of students identified as least likely to participate in higher education. Such students are typically at a disadvantage in terms of levels of academic preparedness and economic, cultural and social capital. Drawing on eighteen interviews with first-generation students at Durham University, we identify five sites of pressure: developing a sense of belonging within the terms of an elite university culture, engagement in student social activities, financial worries, concerns about academic progress, and self-transformation. Based on these insights, we argue that support for first-generation scholars will require that universities recognise and redress elitist cultures that discourage applications from prospective first-generation scholars and prevent those who do enrol from having the best educational and all-round experience.
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Rahman Khan, Shakibur. "Problems and Challenges for the First Generation Learners." International Journal of Applied Linguistics and English Literature 6, no. 7 (2017): 318. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.317.
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The article Problems and challenges for the First Generation Learners seeks to explore the important issues and problems encountered by first generation English learners and teachers in the context of learning and teaching in Saudi Arabia. It is assumed that the quality of teaching, teachers, and teaching materials provided to the first generation learners as in the context of my experience of teaching, Wadi Ad-Dawasir, Sattam Bin Abdul-Aziz University, has to have certain standards and measuring rods to assess the impact of teaching.
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Jones, Erica, and Jesse Stabile Morrell. "Eating Competence in First-Generation Students at a Northeastern, Public University." Current Developments in Nutrition 5, Supplement_2 (2021): 417. http://dx.doi.org/10.1093/cdn/nzab038_029.
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Abstract Objectives To assess differences in eating competence (EC) between first-generation students (FG) and students with 1 + parents who graduated from college (non-FG), in students 18–24 years old, at a large, northeastern, public university. Methods Data were collected between 2015–2020 from the College Health and Nutrition Assessment Survey, an ongoing, cross-sectional study at a northeastern university. Participants (n = 1974) completed the Eating Competence Satter Inventory (ecSI 2.0TM) and self-reported education status of both parents through an online survey (Qualtrics) during the 3rd or 4th week of classes. ecSI scores range from 0–48; eating competence was defined as ≥32. Subgroups within the ecSI include Eating Attitudes, Food Acceptance, Food Regulation and Contextual Skills. FG was defined if both parents did not obtain a college degree. ANCOVA evaluated differences between mean ecSI scores of FG vs. non-FG (n = 1478); age, gender, race, Pell Grant status, dining hall usage, athlete status, and available kitchen served as covariates. Results In this sample, 64.9% of participants were female students, 25.2% were FG, and had a mean age of 19.0 ± 0.02 years. FG students (n = 496) had modestly lower mean ecSI scores than non-FG students (32.9 ± 0.4 vs. 34.0 ± 0.3, P = 0.03. Subscale scores for Food Acceptance (0–9), Food Regulation (0–9) and Contextual Skills (0–12) were lower in FG students compared to non-FG students (5.1 ± 0.1 vs. 5.4 ± 0.7, P = 0.03, 6.4 ± 0.1 vs. 6.6 ± 0.1, P = 0.05, and 10.4 ± 0.1 vs. 10.9 ± 0.1, P = 0.003 respectively). Conclusions Results suggest FG students have lower EC scores than their non-FG counterparts; subscales suggest where FG students may need more support to achieve more favorable weight and health outcomes. More research in diverse communities of college students will help address the needs of FG students and strengthen outcomes for campus communities. Funding Sources New Hampshire Agriculture Experiment Stations and the USDA National Institute of Food and Agriculture Hatch Project.
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Bharucha, Jehangir Pheroze. "Blazing a Trail to First Generation Success." International Journal of Virtual and Personal Learning Environments 11, no. 2 (2021): 36–47. http://dx.doi.org/10.4018/ijvple.2021070103.
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While higher education is rich in diversity and rewards, it can be particularly arduous for first-generation college students. This paper reports the results of a qualitative research study investigating the college experiences, identity development, and issues faced by this student subpopulation that moved from sixth-form and completed the undergraduate programme at a midsized public university in Peninsular Malaysia. Data were collected through semi-structured interviews and focus groups. These students have faced and managed to overcome a host of academic, socio-economic, emotional, and cultural challenges. The parents' low socio-economic status is the biggest barrier to the academic success of these students. They viewed their status as a source of strength. The biggest cultural transition faced by the participants involved bringing their student identity home. It is hoped that the results of this study will offer some fresh perspectives into the continuing discussion on first generation students.
Dissertations / Theses on the topic "First university generation"
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Dauster, Andrew J. "Development of University of Toledo Knee Simulator: First Generation." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1302050679.
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Jenkins, Anthony L. "Assessing Factors that Distinguish First-Generation College Students from Non First-Generation College Students at an Urban Comprehensive University." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26607.
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The purpose of the study was to compare a freshman cohort of first and non first-generation college students enrolled in an urban university and to identify characteristics that distinguish the two groups in terms of selected demographics, pre-college behaviors and beliefs (expectations and personal traits). Moreover, the study sought to identify variables whose distribution indicated a significant difference between the two groups and rank those variables by order of the strength of association.
Data analysis for this study consisted of a combination of chi-square and descriptive discriminate analysis using logistic regression. Chi-square analysis was the preliminary statistical procedure used in this study. I relied on a sequence of chi-square analyses to help identify a list of statistically significant variables to be used in the subsequent descriptive discriminate logistic regression model. Descriptive discriminate analysis was used because its primary function is designed to reveal projected differences among groups (Huberty, 1994).
The results revealed seven important characteristics (Reading for pleasure (Hpw0111), Household income (Income), Asked teacher for advise (Act0114), Rate computer skills (Rate0103), Get a bachelorâ s degree (Futact11), Change major field of study (Futact01) and Obtain recognition by colleague (Goal0103) were commonly statistically significant student characteristics across all race/ethnicity groups, and three (Gain a general education (Reason05), High school grade point average (HSGPA) and Felt overwhelmed (Act0110) were unique to one or some of the groups. These variables can also be viewed as predictors that help identify the likelihood that a student is first-generation. Results of this study had implications for the practice of high school guidance counselors, student and academic affairs practitioners and specifically support services personnel and financial aid officers.<br>Ph. D.
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Mydin, Kutty Faridah. "First-generation student transition to university : an exploratory study into the first-year experience of students attending University Kebangsaan Malaysia." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/364628/.
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Transition is the movement, the passage of change from one role to another. This research offers an in-depth understanding of how the transition to university is experienced by first-generation students. To explore and understand the process of change underlying the transition process, this research uses qualitative research methods, semi-structured interviews and journal writing. Drawing from the data, a longitudinal case study followed the 16 students’ transition experiences for nine months, from the first semester to the end of the second semester of the first year. The research focused on three fundamental issues: higher education aspirations and decisions, the challenges encountered in the initial week of first year and the adjustment process, arguing that an understanding of these three aspects is necessary for a better understanding of the formation of learner identity. The research findings demonstrate that in the early weeks of university students experienced disjuncture between expectations held prior to commencing university and the reality they encounter. These phases are characterized as experiencing conflict with their new role and anxieties with their ability to manage the academic demands and expectations. Based on the evidence gathered, this is caused by inaccurate information they receive from third parties and during their prior educational experience. Early experience, whether positive or negative, is an important phase within this movement. Students become more active agents by being engaged and identifying difficulties and finding solutions. Student engagement both in class and out-of-class provides them with more accurate information on the knowledge and skills for their learning identity. Academic and non-academic support received both on and off campus comes from a range of sources including lecturers, peers and seniors, parents and family members, all of whom are identified as important contributors to the adjustment process of these first-generation students.
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Alvarado, José Gerardo. "University Policies in Action: 'Identity Work' and First Generation College Students." Doctoral thesis, Universitat Autònoma de Barcelona, 2010. http://hdl.handle.net/10803/5477.
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Un estudiante universitario de primera generación (EUPG, First Generation College Student, FGCS) se define como una persona cuyos padres tienen escaso conocimiento acerca de la educación superior y el objetivo de esta etnografía es mostrar como se utiliza esta categoría social en una universidad del suroeste de los Estados Unidos de América. El primer capítulo sirve de introducción. El segundo capítulo ubica el estudio dentro de la etnografía, viéndola como una perspectiva en las ciencias sociales. Se traza un mapa conceptual de numerosas referencias relacionadas a la etnografía como método y presenta los elementos necesarios para hacer una "etnografía informada por la etnometodología". El tercer capítulo realiza una revisión de la literatura acerca de la categoría social de EUPG y el trabajo académico con ésta desde dentro y fuera del los confines de la investigación científica. De ahí, siguen dos capítulos donde el Membership Categorization Analysis (MCA, análisis de pertenencia categórica) se aplica a varios tipos de datos etnográficos. En el primero se analiza la transcripción de un DVD de marketing educativo, un artefacto institucional que presenta las experiencias de un grupo de EUPGs. Para el segundo capítulo de análisis se toman los apuntes del libro de campo en combinación con unos documentos que fueron recogidos durante la estancia etnográfica. Durante el análisis del DVD, los documentos, y de los apuntes del diario de campo aparecieron varias categoríasrelacionadas a la categoría social de EUPG. Éstas surgen en acontecimientos y el MCA sirve para pensar la extensión y la penetración del "identity work" (trabajo de identidad) que se da en el ámbito cotidiano de la educación superior. El concepto de membership knowledge (conocimiento de pertenencia) sirve para poner en primer plano las categorías de interacciones vividas, las que se constituyen por los propios integrantes de las interacciones. En los conjuntos de datos presentados en esta tesis empezamos a ver que el EUPG también pertenece a varias minorías, sea por etnia, raza, o sexo. Esto sucede en el DVD donde se les pide a unos estudiantes que hablen de su experiencia como los primeros de su familia en el mundo de la educación superior. También queda patente en el protagonismo que se le da a un listón que ciertas personas se añaden a la vestimenta académica para la ceremonia oficial de graduación. Las diferentes categorías también surgen en una solicitud a una beca estatal, escrita por los directores de un programa para la formación de EUPGs como trabajadores sociales. En ella aparece la categoría de estudiante tradicional pero aparece de manera ubicua, al igual que en los demás conjuntos, así como en la revisión de la literatura del tercer capítulo. A raíz del análisis de unas reflexiones que toman como referencia una interacción que ocurrió entre un niño y unos adultos en la universidad surge el cuarto conjunto de datos. Es una muestra "en acción" de las políticas universitarias en torno a varios tipos de diferencias identificadas a lo largo de esta investigación. En las conclusiones se abarcan tres aspectos básicos que aparecieron a través de toda la investigación: a) apuntes biográficos que describen por qué llegó a interesarme el sujeto de esta etnografía en relación al conocimiento producido por nuestras disciplinas y su expresión a través de una variedad de tecnologías del ser; b) la modalidad metodológica de una etnografía informada por la etnometodología que es capaz de revelar las categorías que emergen en interacciones cotidianas; y c) el uso instrumental del conocimiento que producimos en las ciencias sociales. Como tal, los resultados de este estudio se ofrecen como una oportunidad más para pensar nuestras formas de vida.<br>Generation College Student (FGCS) is defined as a person whose parents have little knowledge about higher education and the objective of this ethnography is to show how this social category is used at a university in the southwest of the United States of America. The first chapter serves as an introduction. The second chapter situates the study within ethnography, approached as a perspective in the social sciences. It offers a conceptual mapping of a number of ethnography as a method references and presents the necessary elements for doing an "ethnomethodologically informed ethnography". The third chapter is a literature review of the FGCS social category and the academic work done on it from within and outside of the confines of scientific research. What follows are two chapters devoted to the Membership Categorization Analysis (MCA) of a variety of ethnographic data. The first one analyses the transcript of a educational marketing DVD, an institutional artefact that presents the experiences of a group of FGCSs. The second chapter is an analysis of field notes in combination with documents that were gathered throughout the ethnography. Many categories appeared in relation to the social category of FGCS during the analysis of the DVD, the documents and the field notes. These are categories that emerge in events and MCA helps us think about the extent and pervasiveness of the "identity work" the occurs in the day-to-day activities of higher education. The concept of membership knowledge helps foreground the categories of lived interactions, the ones that get constituted by interaction members themselves. In the data sets presented in this dissertation we begin to see that FGCS also pertains to a variety of minorities in terms of ethnicity, race and sex. This happens in the DVD where a group of students are asked to talk about their experience as the first in their family to enter the world of higher education. This is also evident in the prominence given to a sash that certain students add to their academic regalia for the official graduation ceremony. The different categories also arise in a state grant application, written by the directors of a program to prepare FGCSs as social workers. It is in this document that the traditional student category appears, but in a ubiquitous manner and similar to how it arises in the rest of the data sets, as well as in the literature review of the third chapter. The subject of a fourth data set is an analysis of some reflections written in reference to an interaction that occurred between a child and some adults at the university. It shows university policies "in action" using various types of the differences identified throughout this study. The conclusions cover three basic aspects that appeared throughout the whole study: a) biographical notes the describe why I became interested in this subject of study in relation to the production of knowledge by our disciplines and their expression through a variety of technologies of the self; b) the methodological modality of an ethnomethodologically informed ethnography that is able to reveal the categories that emerge in quotidian interactions; and c) the instrumentality of the knowledge we produce in the social sciences. As such, the results of this study offer one more opportunity to think about our forms of life.
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Hlatshwayo, Mlamuli Nkosingphile. "Social capital and first-generation South African students at Rhodes University." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/1466.
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The post-1994 democratic dispensation was presented with a challenge of how to improve equity of access for the incoming Black majority in institutions of higher learning (Cloete and Moja, 2005; Badat, 2010). Democratization of access to institutions of higher learning led to what has been called a “revolution” in the student demographics of higher education institutions in South Africa (Cloete and Moja, 2005). Many of the new entrants, particularly those entering historically white institutions, are from working backgrounds and are the first in their families to have the opportunity obtain a tertiary qualification – they are ‘first generation’ students. This thesis is interested in the experiences of first-generation working class students as they negotiate the terrain of an elite, historically white, South African university. While a prior body of research on first-generation students has focused primarily on the educational, cultural and economic deficits and challenges that these students experience, the present project was interested in the question of social capital in relation to these students. The thesis set out to explore what social networks these students do and do not have access to, and the various ways that they create, access and take advantage of alternative social networks in order to overcome their marginality in their everyday lived experiences at the university. In depth qualitative interviews with 31 participants were employed to gain an insight into the experiences of first-generation Black working class students at one university. The study finds that while first-generation students are not bereft of social capital, their networks are often inward-looking, based as they are on mutual recognition of markers of marginalisation and poverty which risks restricting these students to the margins of university life.
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Meredith, Dave. "Carolina covenant low-SES, first generation college students navigation of higher education /." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1212091670.
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Thesis (Ph.D.)--University of Cincinnati, 2008.<br>Advisor: Annette Hemmings. Title from electronic thesis title page (viewed Sep. 5, 2008). Keywords: Carolina Covenant; Low SES; First Generation College. Includes abstract. Includes bibliographical references.
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Rodgers, Christie L. "Exploring First-Generation Students at Midwestern University and Why They Persist to Graduation." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561152.
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<p> The purpose of this study was to explore the perceptions of first-generation college students and learn why they believed they persisted to graduation. First-generation students are students whose parents did not attend college. Research literature on the topic reflects a the concern for first-generation students and their decreased likelihood of graduating college but the problem is there is a lack of information exploring why first-generation students believe they persisted to graduation. The research questions were: Who are the first-generation students at Midwestern University (MWU) who have persisted to graduation as measured by those who applied to graduate? When comparing first-generation students to non-first-generation, what are the similarities and differences between MWU students who complete degree programs? Based on MWU first-generation student responses to interview questions, are there patterns that emerge among first-generation students who persist to graduation? Participants of this study were students enrolled at MWU in the winter and spring terms of 2012, were enrolled in the final two terms of their degree program, and had submitted a degree application for May 2012 graduation. Qualitative methodology was used for this study using data gained from a demographic survey and individual interviews. </p><p> Using qualitative methodology, data was collected from 220 demographic surveys and 22 face-to-face interviews. A statistical z-test was conducted on the demographic survey and the interviews were transcribed and analyzed through axial and open coding which identified themes related to why participants persisted to graduation. Seven themes emerged among first-generation participants related to first-generation students' persistence to graduation: college preparedness, encouragement, adjustment, choice of major, faculty interaction, financial impact, and personal awareness. The salient finding revealed that first-generation students need encouragement in achieving their goal of degree attainment and in understanding and overcoming obstacles. Encouragement from family, faculty, staff, and course colleagues positively influenced first-generation students and was the main reason they persisted to graduation. Universities may benefit from repeating this research and comparing the results in addition to following first-generation freshman cohorts. Programs designed for first-generation students, including programs for families of those first-generation students were recommended as future initiatives.</p>
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Solomon, Jean-Paul. "Transitions into higher education: educational decision-making of coloured first-generation university students." Thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3852.
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Meinert, Leigh. "A study of academic resilience amongst first generation university students in South Africa." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14003.
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This study adopts a sociological approach to the issue of academic resilience amongst first generation university students in a developing world context. As suggested in the opening quotation above, this study aims to generate insight in to the structural conditions of first generation students who have accessed higher education and to better define the “overwhelming odds†that are frequently deemed to be against them. More importantly perhaps, this study seeks to generate understanding about the manner in which these agents engage with their structural conditions and, in so doing, succeed in overcoming the effects of their natal conditions, or not. Margaret Archer’s (2003) theory of “modes of reflexivity†, the nexus between structure and agency, is utilised as the conceptual framework for this study. This research project is therefore guided by the following 2 primary questions that, together with their related sub-questions, are motivated in more detail in Chapter 2 (refer to Section 2.8). All research questions will be featured in italics throughout this report. 1. How do first generation university students in a developing world context engage with their socio-cultural conditions? 1b) What are the distinctive aspects of the socio-cultural conditions of students in a developing world context? 2. Are some modes of reflexivity more conducive to academic resilience in undergraduate studies than others? 2b) What kinds of interventions can be put in place to serve first generation university entrants better?
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Mafi, Salote Christine Laumanukilupe. "Assertive communication by first- and second-generation Tongan employees in Australia /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17040.pdf.
Full textBooks on the topic "First university generation"
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Sirluck, Ernest. First generation: An autobiography. University of Toronto Press, 1996.
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Aligarh's first generation: Muslim solidarity in British India. Oxford University Press, 2003.
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Scarborough, Elizabeth Ann. Untold lives: The first generation of American women psychologists. Columbia University Press, 1987.
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Dittman, Sarah. Students who are the first generation of their family to attend college: A comparative study of Western Washington University frosh. Office of Institutional Assessment and Testing, Western Washington University, 1994.
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World Postgraduate Surgical Week of the University of Milan. (1st 1988). General surgery: First World Postgraduate Surgical Week of the University of Milan, XXVI World Congress of the International College of Surgeons, Milan, July, 3-9, 1988, University of Milan. Edited by Granelli P, Montorsi M, and International College of Surgeons. World Congress. Monduzzi, 1988.
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Shaydenko, Nadezhda, and Svetlana Kipurova. Introduction to teaching activities. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1055432.
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The textbook is devoted to the first stage of professional growth of a teacher in a pedagogical university. The purpose of the teacher's profession in society and the corresponding requirements for the professional's personality are defined. The specifics of the teacher's work in different historical periods are revealed. Special attention is paid to the state policy in the field of education in modern Russia. A retrospective analysis of the development of teacher education in Russia is given, as well as the foreign experience of teacher training is described. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions, teachers and teachers.
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Barinov, Vladimir, and Dmitriy Busalov. Strategic management. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1391566.
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This tutorial is not just another of the many books on a well-known topic. The main emphasis is placed on connecting many, at first glance, well-known things and helping students and managers to better understand the need and meaning of strategic management as a set of actions for the consistent development of an organization in an increasingly competitive environment. For the Russian reader, this is also important because competition in our country is only "gaining momentum", and understanding its nature is necessary both to preserve business and to achieve personal success.
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 For university students and postgraduates studying the peculiarities of enterprise management in a competitive environment, as well as for companies regardless of their size and field of activity, managers involved in the development of business development strategies.
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avtor, №., and №. *avtor. Dorpat professorial Institute is a scientific - pedagogical school in Russia. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1064967.
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This monograph carried out a systematic analysis of the unique experience of solving complex problems for the training of professors for Russian universities in Dorpat professorial Institute. In cultural and historical context the first half of the XIX century the system of training of the professors of the new formation is regarded as a scientific-pedagogical school in Russia. Chrono-logical framework of the monograph covers the period from the beginning of the XIX century 60-ies of the XIX century (from the prerequisites for the establishment of Professorial Institute to identify lines of continuity in his work). Analyzed the activity of three generations of Russian University professors. 
 Addressed to high school teachers, doctoral students, graduate students.
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Shakespeare, William. The first folio of Shakespeare: A transcript of contemporary marginalia in a copy of the Kodama Memorial Library of Meisei University. Yushodo Press, 1998.
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Cantoni, Virginio, Gabriele Falciasecca, and Giuseppe Pelosi, eds. Storia delle telecomunicazioni. Firenze University Press, 2011. http://dx.doi.org/10.36253/978-88-6453-245-5.
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Focusing on the history of scientific and technological development over recent centuries, the book is dedicated to the history of telecommunications, where Italy has always been in the vanguard, and is presented by many of the protagonists of the last half century. The book is divided into five sections. The first, dealing with the origins, starts from the scientific bases of the evolution of telecommunications in the nineteenth century (Bucci), addressing the developments of scientific thought that led to the revolution of the theory of fields (Morando), analysing the birth of the three fundamental forms of communication – telegraph (Maggi), telephone (Del Re) and radio (Falciasecca) – and ending with the contribution made by the Italian Navy to the development of telecommunications (Carulli, Pelosi, Selleri, Tiberio). The second section, on technical and scientific developments, presents the numerical processing of signals (Rocca), illustrating the genesis and metamorphosis of transmission (Pupolin, Benedetto, Mengali, Someda, Vannucchi), network packets (Marsan, Guadagni, Lenzini), photonics in telecommunications (Prati) and addresses the issue of research within the institutions (Fedi-Morello), dwelling in particular on the CSELT (Mossotto). The next section deals with the sectors of application, offering an overview of radio, television and the birth of digital cinema (Vannucchi, Visintin), military communications (Maestrini, Costamagna), the development of radar (Galati) and spatial telecommunications (Tartara, Marconicchio). Section four, on the organisation of the services and the role of industry, outlines the rise and fall of the telecommunications industries in Italy (Randi), dealing with the telecommunications infrastructures (Caroppo, Gamerro), the role of the providers in national communications (Gerarduzzi), the networks and the mobile and wireless services (Falciasecca, Ongaro) and finally taking a look towards the future from the perspective of the last fifty years (Vannucchi). The last section, dealing with training and dissemination, offers an array of food for thought: university training in telecommunications, with focus on the evolution of legislation and on the professional profiles (Roveri), social and cultural aspects (Longo and Crespellani) as well as a glance over the most important museums, collections and documentary sources for telecommunications in Italy (Lucci, Savini, Temporelli, Valotti). The book is designed to offer a compendium comprising different analytical approaches, and aims to foster an interest in technology in the new generations, in the hope of stimulating potentially innovative research.
Book chapters on the topic "First university generation"
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Jehangir, Rashné Rustom. "Reimagining the University." In Higher Education and First-Generation Students. Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114678_4.
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Moebius, Stephan. "Reconstruction and Consolidation of Sociology in West Germany from 1945 to 1967." In Sociology in Germany. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71866-4_3.
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AbstractThis chapter will focus on the two decades after 1945, the period of the “post-war society” (1945–1967), which in the historical sciences is also characterized as a period of boom (keywords: “Wirtschaftswunder” (“economic miracle”), expansion of the welfare state, expansion of the educational sector, certainty about the future) and which comes to an end in the 1970s. Germany was undergoing a profound process of change: socio-structural changes in an advanced industrial society, structural changes in the family and a retreat into the private sphere, new opportunities in the areas of consumption and leisure due to the “Wirtschaftswunder,” urbanization and changes in communities, “Western Integration” (“Westbindung”), the ban on the KPD (Communist Party of Germany) in 1956, remilitarization, the development of the mass media and mass motorization, and the repression of the Nazi past were central social and sociological issues. At the same time, fascist tendencies were still virulent during the 1950s and 1960s. After 1945, sociology had to be rebuilt. Journals were refounded or newly founded, the German Sociological Association was restored and sociology was re-established as a teaching subject. Different “schools” and regional centers of sociology emerged. The so-called Cologne School centered around René König, the Frankfurt School around Adorno and Horkheimer, and the circle around Helmut Schelsky should be mentioned in particular; but also, Wolfgang Abendroth, Werner Hofmann, and Heinz Maus (Marburg School), Otto Stammer (Berlin), Arnold Bergstraesser (Freiburg i.Br.), and Helmuth Plessner (Göttingen). Despite their theoretical and political differences, up until the 1950s, they all had in common the decisive will for political and social enlightenment regarding the post-war situation. Furthermore, the particular importance that empirical social research and non-university research institutions had for the further development of sociology after 1945 is worth mentioning.At the end of the 1950s, field-specific dynamics gained momentum. The different “schools” and groups tried to secure and expand their position in the sociological field and their divergent research profiles became increasingly visible. The so-called civil war in sociology drove the actors further apart. Additionally, disciplinary struggles and camp-building processes during the first 20 years of West German sociology revolved around the debate on role theory and the dispute over positivism. By the end of the 1950s, an institutional and generational change can be observed. The so-called post-war generation, which included Ralf Dahrendorf, Jürgen Habermas, Niklas Luhmann, Erwin K. Scheuch, Heinrich Popitz, Hans Paul Bahrdt, M. Rainer Lepsius, and Renate Mayntz, assumed central positions in organizations, editorial boards of journals, and universities. While the early “schools” and circles (König, Schelsky, Adorno, and Horkheimer) initially focused on the sociology of the family and empirical research, the following generation concentrated foremost on industrial sociology, but also on topics of social structure and social stratification as well as on social mobility.
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Mittal, Pankaj. "Creating Responsible and Engaged Students." In The Promise of Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_30.
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AbstractSince 6 BC, when the first university of the world was established in Takshila in India, higher education in India has been integrating advanced knowledge and skills with larger social concerns. Apart from teaching and research, a prime concern of universities is to engage with the community and to contribute towards the development of society. Much emphasis is placed on the values of education by complementing curricular instruction for shaping future generations and enabling active engagement with society. The emphasis has been on holistic development of the student leading to complete realization and liberalization of oneself. To quote Swami Vivekananda, a well-known Indian scholar, “Education is not the amount of information that we put into your brain and runs riot there, undigested, all your life. We must have life-building, man-making, character-making assimilation of ideas. If you have assimilated five ideas and made them your life and character, you have more education than any man who has got by heart a whole library. If education is identical with information, the libraries are the greatest sages of the world and encyclopaedia are the greatest Rishis”.
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"Defining the Aligarh Muslim University." In Partition’s First Generation. I.B. Tauris, 2021. http://dx.doi.org/10.5040/9781350142695.0007.
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Kelly-Laubscher, Roisin, Moragh Paxton, Ziyanda Majombozi, and Samukele Sally Mashele. "Factors Affecting the Success of First Generation University Students at a South African University." In Understanding Experiences of First Generation University Students. Bloomsbury Publishing Plc, 2018. http://dx.doi.org/10.5040/9781350031869.0011.
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Bell, Amani, and Lorri Santamaría. "Introduction: Why Focus on First Generation Students?" In Understanding Experiences of First Generation University Students. Bloomsbury Publishing Plc, 2018. http://dx.doi.org/10.5040/9781350031869.0007.
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Bell, Amani, and Lorri Santamaría. "Conclusion: Beyond Listening to First Generation Students." In Understanding Experiences of First Generation University Students. Bloomsbury Publishing Plc, 2018. http://dx.doi.org/10.5040/9781350031869.0015.
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Rogers, Holly, and Margaret Maytan. "The First Class." In Mindfulness for the Next Generation, edited by Holly Rogers and Margaret Maytan. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190905156.003.0006.
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Chapter 6 provides a detailed description of the first of the four classes that comprise the Koru Basic curriculum developed at Duke University to teach mindfulness and meditation to students. The class starts with a brief opening meditation, and a sample script for this meditation is provided. This is followed by introductions and orientation to the class. In the first class, two stress-management tools are taught: belly breathing and dynamic breathing. Scripts are provided for teaching each of these skills. The class closes with a longer guided meditation, also scripted, that teaches the body-scan technique. The chapter ends with closing comments and frequently asked questions from the first class. The questions and answers address the definition of mindfulness, the breathing skills, specifics about meditation technique, and the attitude of acceptance.
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Wolfgramm-Foliaki, ‘Ema, and Lorri Santamaría. "Excavating Stories of First Generation Students in Aotearoa New Zealand." In Understanding Experiences of First Generation University Students. Bloomsbury Publishing Plc, 2018. http://dx.doi.org/10.5040/9781350031869.0008.
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Bell, Amani, and Matthew Benton. "Experiences of Indigenous and Non-Indigenous First Generation Students at an Australian University." In Understanding Experiences of First Generation University Students. Bloomsbury Publishing Plc, 2018. http://dx.doi.org/10.5040/9781350031869.0009.
Full textConference papers on the topic "First university generation"
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Crawford, Elise, Frank Bogna, Aldo Raineri, and Ryan L. Kift. "Next generation technology for learning practical skills online." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0135.
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This paper presents a rationale and research approach for a pilot study that examines next generation solutions for enhancing online learning of practical skills required of Occupational Health and Safety (OHS) university students. The study explores instructional technology that has been designed through a constructivist lens. Open source interactive capability and immersive experiences are created using static and 360-degree panoramic photography to encourage greater engagement with the learning resources and to enhance practical skill development at distance. This design research pilot is founded on pedagogy before technology principles and follows the pedagogical model of the cognitive apprenticeship. Survey data, and learning analytics from the University Learning Management System will be interrogated to appraise the education outcomes using the Kirkpatrick Training Evaluation Framework. Expected benefits include improved engagement with learning resources, improved overall OHS skill development, and greater accessibility to workplaces without personal concerns for health and safety.
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Parker, Mary Jo. "A STEM Model Encouraging Post-Baccalaureate Pathways for First Generation, Underrepresented Undergraduates." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9461.
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The University of Houston-Downtown supports a STEM program, Scholars Academy (SA) within the College of Sciences and Technology dedicated to enhancing, preparing, and enlightening minority, underrepresented, and first-generation majors seeking entrance into workforce, graduate, and professional programs of preparation. Over the past 18 years the University of Houston-Downtown Scholars Academy has implemented a series of success components supporting the nurturance of post-baccalaureate graduate and professional pursuit yielding a 51% acceptance rate into medical school, over 68 professional degrees (ranging from MD to DO to DDS and DPharm) earned by alumni, over 20 PhD degrees, and over 900 minority/underrepresented undergraduates moving into professional/graduate fields. Briefly, STEM success components consist of 1) Freshman Ramp Up support; 2) Academic Skill Monitoring; 3) Mentoring, peer to peer and PhD to undergraduate; 4) Career and Research Skill Development support; and finally 5) Leadership Development through Community Engagement support.
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Hilton, Ethan C., Shaunna F. Smith, Robert L. Nagel, Julie S. Linsey, and Kimberly G. Talley. "University Makerspaces: More Than Just Toys." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86311.
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University makerspaces are growing increasingly in vogue, especially in Colleges of Engineering, but there is little empirical evidence in the literature that these spaces impact the students. Speculations have been made about these spaces creating a community of practice, improving retention, improving design skills and self-efficacy, teaching manufacturing skills, improving creativity, and providing many other benefits, but this has not been empirically documented. This paper compares student engineering design self-efficacy (i.e., confidence, motivation, expectation of success, and anxiety toward conducting engineering design) to reported usage rates from a makerspace at a large Hispanic-serving university in the Southwestern United States. Not all users of these spaces were engineering students, and as such, responses were examined through the context of student major as well as differences in gender, race/ethnicity, or first-generation college student status. Design self-efficacy is critical because when individuals have high self-efficacy for particular skills they tend to seek more opportunities to apply those skills, and show more perseverance in the face of set-backs. Thus, self-efficacy is often a good predictor of achievement. The results from one year of data at the Hispanic-serving university indicate that female and first-generation college students have significantly lower engineering design self-efficacy scores. The data also shows that being a user of the makerspace correlates to a higher confidence, motivation, and expectation of success toward engineering design. Initial data from two additional schools are also consistent with these same results. These results indicate that, for all students, regardless of race/ethnicity and/or first generation status, being a frequent user of a university-serving makerspace likely positively impacts confidence, motivation, and expectation of success toward engineering design.
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Lane, C. D., and A. A. Donaldson. "Flow Profiles and Gas/Liquid Separation in First and Second Generation Designs for Ebullated Reactors." In ASME/JSME/KSME 2015 Joint Fluids Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/ajkfluids2015-03227.
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Ebullated bed reactor technology is found in the oil and gas industry as part of the hydrocracking process, within which heavy oils are cracked under elevated temperatures and pressures to produce increased fractions of refinable petroleum products. A unique feature of these types of reactors is the presence of an internal gas/liquid separation and liquid recycle line, through which 60 to 90% of the net liquid flow through the column is recycled to maintain fluidized conditions within the internal catalyst bed. The separation efficiency within these systems has a significant impact on overall unit profitability, whereby high levels of gas recirculation results in lower liquid throughput and increased potential of over-cracking of product gases and production of light ends [1]. These units typically operate at gas holdups above 30%, with even small reductions in gas entrainment potentially leading to significant increases in profitability. Due to the severe conditions present within operating units (several MPa pressures, >300°C), pilot-scale experimental systems exploring fluid flow phenomena have typically employed nitrogen and kerosene as analogous fluids[2]. Even within these systems, the ability to visualize flow patterns and parametrically evaluate the effects of separator modifications on gas recirculation has been limited. In an effort to provide strategic focus for future process improvements, Dalhousie University has been collaborating with Ottawa University and Syncrude Canada Ltd. to develop 3D CFD-based simulations of older generation designs to explore fundamental flow characteristics and sensitivity of gas-liquid separation efficiency to changes in geometry and process conditions. This work explores the sensitivity of gas separation efficiency to operational parameters (bubble size, processing rate, gas holdup), geometric design (two generations of separator designs), and computational model choices (drag correlations and packing limiters). Of particular note is the sensitivity of the predicted performance to drag models, for which there is limited empirical validation under the high gas fraction conditions present in this industrial unit, and the sensitivity to packing limiters, which reflect foam formation (an issue observed within operating units). The trends predicted within this work show significant similarities to current operational trends observed in commercial ebullated bed reactors, and provide a basis for predicting the effects of operational changes on the overall performance of these units.
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Vilchez-Sandoval, Jesus, Walter Neyra, Avid Roman-Gonzalez, Gabriel Tirado-Mendoza, David Llulluy-Nunez, and Laberiano Andrade-Arenas. "Influence of the Implementation of the Flipped Classroom Pedagogical Model in Networks and Data Communications Courses in First Generation University Students." In 2019 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2019. http://dx.doi.org/10.1109/edunine.2019.8875817.
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"An Examination of Gen Z Learners Attending a Minority University." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3955.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] This presentation presents the preliminary findings of a survey that sought to examine the technology uses, needs, interests, career goals, and professional expectations of Generation Z college students Background: Students entering college today are part of Generation Z born in the late 90’s through 2016 making the oldest among them 20 or so years old. They already outnumber millennials and are the first true digital natives being born during the age of smart phone. They are the first generation that used a tablet before they could ride a bike, the first to have childhood friends that they engaged with electronically, and the first to have their baby photos and youthful milestones shared on social media. Their minds, relationships, learning preferences, emotional health, sense of self, have all been inexplicably shaped by constant exposure to screens and networked digital technologies, which the research shows in high doses changes the neural circuitry of developing brains, leading to shorter attention spans, stunted social skills and a heightened ability to multitask Methodology: In the fall of 2017 an online student perception survey was administered to students enrolled at a mid-Atlantic minority serving institution. The survey included a combination of dichotomous, Likert-scaled, and ranking questions. The survey was administered to students following completion of core computer concepts courses and explored their technology backgrounds, skills, perceived computing self-efficacy, and the role they predict technology will play in their future career Contribution: As Generation Z descends on college campuses, with their technology dominated backgrounds and different communications, learning, and social preferences, it is important to better understand this generation whose needs and expectations will help shape the future of higher education. Additionally, this study also provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports is impacted negatively by the digital divide and educational inequalities. This paper is timely and relevant and helps to extend our understanding of Generation Z. Findings: The findings show that Generation Z learners enjoy computer classes, feel that using computers comes easy to them; are experts in the use of social media, mobile operating systems, using a smart phone, searching the Web, and email. They reported that they want to be more technologically literate, want to be more skilled in computer software applications, and are interested in learning about cyber security. In terms of the future, most also believe that their career will require them to analyze information to inform decision making. Additionally, most believe that information security will be important to their future career. Finally, results affirmed that college computing courses remain important and that college students recognize that technology will play an important role in their career and that employers want to see job applications with strong technology skills. Recommendations for Practitioners: Generation Z learners enrolled in higher education need, and want, a wide range of technology courses available to them in order to help them meet the rapidly evolving demands of tomorrow’s workplace. Students overwhelmingly see the value in enhancing their technology skills especially in such areas as computer software applications, information management, and cyber security. Recommendation for Researchers: Institutions of higher education should invest in thorough and ongoing examinations of the information and technology literacy skills, needs, and perceptions of students. Impact on Society: Understanding the interests and needs of Generation Z learners is imperative to the future of higher education. Future Research: This survey is a work in progress that is part of a pilot study that is being used to help guide a much more sizable examination of Generation Z learners.
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Hunko, Wesley S., and Lewis N. Payton. "Implementing Computer Numerical Controls Affordably at a Four Year University." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66152.
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Additive manufacturing, fundamentally, is computerized numerical controls using a specialized printer head as the “tool”. Any new curriculum implementing “additive manufacturing” stands upon the fundamental and advanced work done before in computer numerical controls. Although there certainly is a need for end user laboratories based upon purchased printers, the challenge in designing curriculums that support developing the next generation of additive manufacturing must also include computer numerical controls. The best designers must be able to picture the entire system when developing new systems. During the late twentieth and early twenty-first centuries, the “hands-on” engineering laboratories typical of the post-World War II engineering campus gave way to computerized laboratories and simulation. Traditional engineering assets (lathes, mills, drill presses, etc.) were retired as they aged without replacement in favor of computer laboratories full of PC’s and software. As the 20th century ended, there was a realization that computer simulation is no substitute for “cutting metal” or “making things”. Designers need to understand process in order to communicate with technologists from trade schools and industry. Even a simple engineering drawing can often simply not be created due to process limitations (e.g., a perfectly drawn internal 90-degree angle in a CAD drawing does not occur in nature OR a machine shop). As the four year universities shut down their hands on programs, the two year programs implemented complex computer numerical controls curriculums to train operators for industry. The incredibly expensive equipment needed to do this is funded by state governments trying to attract industry to the state. The four year universities, responsible for creating the next generation of manufacturing machines, do not have access to THIS generations machines. The National Science Foundation and state governments don’t see the need for upper level engineering students to have ready access to machines that cost up to a million dollars each. The universities fortunate to have CNC machines usually keep them locked away from the students for safety of the machines and the students. Technicians make things for the students on the limited number or machines available. There is no understanding of the machines and very little understanding of the processes the machines are doing. An earlier paper by the authors described a way to implement an affordable undergraduate “manual” innovation laboratory. This article describes an affordable way for upper level universities to implement an effective machine design atmosphere for subtractive and additive manufacturing. The students modify existing machines from that earlier laboratory into multi-axis CNC machines. Students have successfully built five axis mills, lathes with live tooling and now a unique metal printing machine. The goal is not to create operators, but to enable designers of the next generation of machines. At the very least, students are immediately useful as design engineers when hired by companies making the most advanced (and expensive) additive/subtractive machines. The emphasis is not on expensive super machines but on very capable simple machines as emphasized in the Toyota Production System. One specific, inexpensive example will be provided for other institutions to utilize. The result has been an affordable laboratory that supports undergraduate students, graduate research students, and the university as a whole while teaching the design and control of computer numerical machines.
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Evain, Christine, Simon Carolan, and Morgan Magnin. "Preparing for Generation Z: The Hippocampus Experiment at Ecole Centrale de Nantes." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82034.
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Although social researchers who have written about Generation Z have found it difficult to classify the generation precisely, “Gen Z” is generally defined as the younger children of Generation X — in other words, Gen Z starts with today’s teenagers. For the last fifteen years, technoculture theorists have been exploring the consequences of the wide availability of internet connectivity to the first generation of people born to it, who are referred to as “Digital Natives”. Their purpose is to address issues such as shifts in the concept of identity, privacy, content creation, activism, and piracy. Our objective will be to apply the findings of generational experts to highlight possible avenues for pedagogical innovation in our University of science and engineering. We cover a range of questions: What are the online behavioral differences between generation X, Y and Z? What is our experience at ECN in terms of blended teacher and student driven pedagogies? What is the role of Information and Communication Technologies (ICT) in education? What are the expectations and contributions of the “Digital Natives” likely to be? Our purpose will be to define the type pedagogical approach which has the potential to appeal to Gen Z and help them face the challenges of their generation. This paper will be based on the research and testimonies of a wide range of experts: it will include the work of technoculture theorists such as John Palfrey, Urs Gasser and Cathy Davidson as well as our own practical experience at ECN, mainly the Hippocampus project. Our purpose will be to determine how we — researchers and pedagogues — can draw on our present pedagogical experiences to prepare for generation Z1.
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Ugrekhelidze, A. T. "WOODEN STRUCTURES." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.395-398.
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The NMIT Arts & Media Building in Nelson, New Zealand is the first in a new generation of multi-storey timber structures. It employs a number of innovative timber technologies including an advanced damage avoidance earthquake design that is a world first for a timber building. Aurecon structural engineers are the first to use this revolutionary Pres-Lam technology developed at the University of Canterbury
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Nayak, Sandeep, Sumit Ray, and Reinhard Radermacher. "Second Generation Integrated Combined Heat and Power Engine Generator and Liquid Desiccant System." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60801.
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The Combined Heat and Power (CHP) concept is aptly suited to improve or eliminate some of the global and local issues concerning electric commercial buildings. CHP involves on-site or near-site generation of electricity by using gas-fired equipment along with utilization of thermal energy available from the power generation process. CHP has the potential of providing a 30% improvement over conventional power plant efficiency and a CO2 emissions reduction of 45% or more. In addition, an overall total system efficiency of 80% can be achieved because of the utilization of thermal energy, that would otherwise be wasted, and the reduction of transmission, distribution and energy conversion losses. CHP technology also makes cost savings possible by reducing high summertime electrical demand charges while at the same time providing necessary space heating and cooling. Savings are further increased in applications where waste heat can replace electric heating. Moreover, CHP has the ability to address indoor air quality issues when utilizing a desiccant dehumidifier by providing direct humidity control and consequently reducing the potential for mold and bacteria development. Because power generation is done on-site, CHP provides control in meeting a building’s electrical needs and also provides an increased level of reliability to ensure high employee productivity. The current research is being carried out in a four–story commercial office building that has been established as the CHP research and demonstration facility on the campus of the University of Maryland in College Park, MD, USA. The 52,700 square feet administrative building includes two heating, ventilating and air-conditioning (HVAC) zones of equal area where zone 1 includes the first and second floors and zone 2 includes the second and third floors. This has facilitated the installation of two different CHP systems for the two zones. The research in this paper discusses about the CHP system catering to zone 1. This paper describes a second generation CHP system involving the integration of a new 75 kW commercial engine generator with the existing liquid desiccant system. The engine generator is connected parallel to the grid for supplying 75 kW of electrical power to the building while the combined waste heat recovered from the exhaust gases as well as the jacket water from the engine is used to heat a 50:50 ethyl glycol–water loop through a packaged heat recovery system. This recovered heat is then used for the regeneration of the lithium chloride solution in a liquid desiccant system and the ethyl glycol–water solution is returned back to the engine. The liquid desiccant system reduces the latent load of the ventilation air entering the roof top unit. Technical challenges concerning electrical and control aspects that were related to modifications of the original CHP system are described and improvements to the original system design and performance are evaluated. The paper then discusses the experimental results obtained with first generation CHP system and its overall performance.
Reports on the topic "First university generation"
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Aguirre, Marco. First-Generation Latinos at Pacific Northwest University: Their Adjustment and Experience during Freshman Year. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1025.
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