Academic literature on the topic 'Knowledge of Thesis Writing'
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Journal articles on the topic "Knowledge of Thesis Writing"
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Wang, Wei. "The Role of EAP Genre-Focused Instruction in Preparing Novice Research Students for Thesis Writing: A Case Study." International Journal of English Linguistics 13, no. 2 (2023): 29. http://dx.doi.org/10.5539/ijel.v13n2p29.
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Although writing master’s theses are believed to be a major challenge for many L2 research students, there has been no extensive discussion about to what extent students are prepared for such advanced academic writing through learning in English for academic purposes (EAP) classes. This study investigated a group of novice research students learning to write master’s theses in an EAP course at a Chinese university and explored their progress in developing genre knowledge. Data were drawn from interviews, participants’ learning diaries, and their written texts. It was found that most learners had developed the macro-level formal genre knowledge, including the overall structure and content of thesis writing, and raised the declarative meta-cognitive genre awareness, but they had not yet grasped the tacit aspects of rhetorical knowledge, the micro-level formal knowledge, and the complicacy of process knowledge, including the abstract thinking processes, intertextuality, and the interpersonal meaning of academic texts, as well as the correspondent lexicogrammatical features. The nascent status of the students’ genre knowledge developed in the EAP class, and the role of EAP genre-focused instruction in preparing novice research students for their future thesis writing, are further discussed. It is suggested that thesis-focused EAP writing courses take advantage of explicit instruction to inform students about the meta-generic specifications of thesis writing and emphasize the multiple dimensions of genre knowledge development.
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Ahmad, Syarwan, T. Zulfikar, and Fitri Hardiana. "THE USE OF SOCIAL MEDIA WHATSAPP AMONG ENGLISH EDUCATION STUDENTS FOR SOLVING THESIS WRITING PROBLEMS." Humanities & Social Sciences Reviews 8, no. 3 (2020): 447–55. http://dx.doi.org/10.18510/hssr.2020.8348.
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Purpose of the study: This study aimed to analyze the use of social media, WhatsApp, among the UIN (Universitas Islam Negeri) Ar-Raniry's English Language Education Program undergraduate students for solving their thesis writing problems, focusing on the effects of the WhatsApp use and to inquire whether WhatsApp communication helps them solve their thesis writing problems.
 Methodology: The design of this study is descriptive qualitative in nature. The researchers selected 30 English Language Education Program undergraduate students comprising 9 male and 21 female students who were writing theses as participants. This study used the semi-structured interview to collect detailed information needed for this research. The researchers used note-taking and recording device using Galaxy Note 8.
 Main Findings: Findings revealed that the use of social media, WhatsApp, among the undergraduate students of the UIN Ar-Raniry' English Language Education Program, shows a positive impact on solving the problems they face regarding their thesis writing. The findings also indicated that the use of social media, WhatsApp, has put students at ease in solving their various problems regarding thesis writing constraints.
 Application of the study: This study can be very useful for the students writing theses, and thesis supervisors. The findings of this research give insights and provide information and theories related to thesis writing issues. Studies on this issue lack in the field of education in general and thesis related problem sharing and supervisee-supervisor relationships in particular.
 Novelty/Originality of the study: The findings justify how the use of WhatsApp brings about positive effects and partly solve students' thesis writing problems. The findings revealed that these research benefits readers enhance existing knowledge and contributes to the construction of new knowledge in the field of education. Therefore, researchers recommend further research on the effects and benefits or other aspects of social media usage.
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Mr., Rajashekar Gummaraju. "RESEARCH WRITING: FROM ELUSIVE PEDAGOGY TO EXCLUSIVE PEDAGOGY." International Journal of Research – Granthaalayah 4, no. 4 (2017): 115–23. https://doi.org/10.5281/zenodo.846671.
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Recent years have seen an increased attention being given to thesis and dissertation writing in the ESP literature. Prior (1995) attributes more to a thesis or a dissertation than its rhetorical structure. He lists the factors which influence decisions students make about the form of their text-the research perspective taken up in the study, the purpose of the text, and the extent to which the students have been given advice on the positioning and organisation of their text, etc. For Paltridge (2002), thesis and dissertation writing is a difficult process for native speaker students and often doubly so for non-native speaker students. ESL students may have the level of language proficiency required for admission to their course of study, but not yet the necessary textual knowledge, genre knowledge and social knowledge (Bhatia, 1999) required of them to succeed in this particular setting. Our students need to be presented with the range of thesis options that might be open to them, and consider the reasons why they might make a particular choice. There is no such a thing as “one size fits all” master’s and doctoral thesis. The present paper attempts to look at the pedagogies evolved for teaching research writing.
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Ulfa, Risma Liyana, and Reski Ramadhani. "Grammatical cohesion found in undergraduate student’s thesis writing: A case study at one private university in Indonesia." English Learning Innovation 5, no. 1 (2024): 120–31. http://dx.doi.org/10.22219/englie.v5i1.31406.
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Writing an excellent and comprehensive text depends on applying appropriate grammatical cohesive devices. This study aims to investigate the types and errors of the grammatical cohesive devices found in the undergraduate student's thesis. The analysis used in the present study applied the framework of Systemic Functional Linguistics (SFL) proposed by Halliday and Hasan (2014). Through the qualitative design with content analysis, this study examines two undergraduate students' theses, focusing on finding and discussing sections at one private university in Jakarta. The analysis revealed that grammatical cohesive devices in the thesis are not diverse. The data's most dominant grammatical cohesive devices are references and conjunctions—no elliptical and substitution devices are found in the data. Besides, errors in applying grammatical cohesion in the undergraduate students' writing were found, especially in using personal and demonstrative references and extension conjunctions. It indicates that the students still lack understanding in applying the knowledge of grammatical cohesion in their writing, influencing the readers' understanding in capturing information from the thesis. It implies that the knowledge of appropriate grammatical cohesion is essential for students in academic writing, predominantly undergraduate thesis, to convey the ideas and information properly and coherently.
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Salman, Huda D., and Nahi Y. Yaseen. "Writing scientific thesis/dissertation in biology field: Deviation in introduction context writing." Kufa Journal For Veterinary Medical Sciences 4, no. 1 (2013): 1–10. http://dx.doi.org/10.36326/kjvs/2013/v4i13929.
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Writing a scientific articles or thesis or dissertations has vital role to impart the ideas of the researcher to interesting audience and to enhance scientific communication. Postgraduate students in the field of biology in Iraqi Universities must write and present a thesis or a dissertation as a partial fulfilment of the requirements to obtain their MSc or PhD degrees. Introduction chapter, in these thesis or dissertation, must be written clearly and aims to justify the significance of the research working and to link the work to other previous research. Introduction writing process is getting growing problem as it shows differed styles of writing not in compatible with standard guidelines. Hence, this article aimed to focus on the studying the context style of introduction chapter in biological thesis or dissertations. The study included analysis of 124 thesis and dissertations, and interviewing 114 postgraduate students to discuss the introduction writing process. Introduction writing context was analyzed and evaluated according to the standard guidelines for scientific writing. The interview focused on scientific background, knowledge and approaches of student to how to write introduction. The results revealed that students showed significant defect and very poor knowledge in introduction context writing. Deviation from standard guidelines was noticed in all thesis and dissertations introduction writing criteria. All students claimed that they hadn’t passed any syllabus concerning writing process, and their writing style depended on transferring or copying the styles of previous written thesis or dissertations even they were not correct. The study strongly recommends introducing specific syllabus for scientific research methods and scientific writing for postgraduate students before starting their thesis or dissertation writing.
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Fan, Xiying. "Exploration of Integrating Marxist Practice Concept into Graduation Theses of Business English Majors." International Journal of Education and Humanities 14, no. 3 (2024): 1–3. http://dx.doi.org/10.54097/4mvm6a90.
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Integrating ideological and political education into the guidance of graduation thesis is not only an inevitable need for universities to cultivate moral character, but also an inherent need to solve the problems in graduation thesis. Through research, the author has found that there are many problems in the graduation thesis of Business English major, such as topic selection, attitude, insufficient critical thinking ability and academic misconduct. Research the training objectives of the new national standard for Business English majors and the requirements for graduation theses, and confirm that Marxist practical views must be integrated into the graduation theses of Business English majors. And corresponding measures are proposed, including reforms to the course of "Thesis Writing", hiring relevant industry and enterprise experts for guidance, participating in the review and defense, and integrating value shaping, knowledge transmission, and ability cultivation into the graduation thesis writing. Through the inspection of graduation thesis work, it is found that significant results have been achieved, such as enhancing academic integrity and cultural confidence, enhancing innovation awareness, and selecting practical topics.
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Gummaraju, Rajashekar. "RESEARCH WRITING: FROM ELUSIVE PEDAGOGY TO EXCLUSIVE PEDAGOGY." International Journal of Research -GRANTHAALAYAH 4, no. 4 (2016): 115–23. http://dx.doi.org/10.29121/granthaalayah.v4.i4.2016.2764.
Full textAbstract:
Recent years have seen an increased attention being given to thesis and dissertation writing in the ESP literature. Prior (1995) attributes more to a thesis or a dissertation than its rhetorical structure. He lists the factors which influence decisions students make about the form of their text-the research perspective taken up in the study, the purpose of the text, and the extent to which the students have been given advice on the positioning and organisation of their text, etc. For Paltridge (2002), thesis and dissertation writing is a difficult process for native speaker students and often doubly so for non-native speaker students. ESL students may have the level of language proficiency required for admission to their course of study, but not yet the necessary textual knowledge, genre knowledge and social knowledge (Bhatia, 1999) required of them to succeed in this particular setting. Our students need to be presented with the range of thesis options that might be open to them, and consider the reasons why they might make a particular choice. There is no such a thing as “one size fits all” master’s and doctoral thesis. The present paper attempts to look at the pedagogies evolved for teaching research writing.
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Farhat, Laila. "Upaya Pencegahan Tindakan Plagiarisme untuk Meningkatkan Kualitas Penulisan Karya Tulis Ilmiah di Dalam Pembimbingan Tugas Akhir (Skripsi) Bagi Mahasiswa STIE Jambi." J-MAS (Jurnal Manajemen dan Sains) 4, no. 2 (2019): 326. http://dx.doi.org/10.33087/jmas.v4i2.114.
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This study aims to describe plagiarism in writing final assignments for students at STIE Jambi. This research was conducted at the Management Study Program at STIE Jambi. Data were collected through interviews and in-depth observations, and analyzed using explanatory approaches, specifically qualitative descriptive techniques. The findings obtained indicate that plagiarism in thesis writing includes duplication, which consists of (1) duplication of titles, (2) duplicate themes, (3) duplication of theories, (4) duplication of data, and (5) duplication of references. The process approach in writing this thesis can be used to prevent plagiarism. Such an approach consists of the following steps: return the draft thesis, show the original source, and cancel the thesis. This can be done by investigating, discussing, evaluating, and presenting the title and substance of the thesis. And the final results of finalizing the thesis are done by doing book printing, the printing of this book is intended as a reference material, input and knowledge / teaching material for the next student in scientific writing / thesis writing techniques to avoid plagiarism and increasing interest in writing scientific papers .
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Puteri, Ika Apriati Widya. "EFEKTIVITAS WORKSHOP “ACADEMIC WRITING” DALAM MENINGKATKAN RESILIENSI AKADEMIK MAHASISWA SEMESTER AKHIR." Proyeksi 17, no. 2 (2022): 112. http://dx.doi.org/10.30659/jp.17.2.112-124.
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Academic resilience is an individual's response to affective, cognitive, and behavioral in the face of academic difficulties or failures that he experienced. One of the efforts that can be done so that students have academic resilience is to provide preparation for thesis work. When students already have knowledge of thesis writing techniques, students can feel more prepared, so that they will grow a feeling of optimism in working on their thesis and confidence that they will be able to complete the thesis on time. The “Academic Writing” workshop is a series of workshops to provide knowledge and training to students regarding thesis writing. The themes that will be discussed in this workshop are how to make titles and raise research problems, thesis writing techniques, using reference manager applications, and various research methods. The purpose of this study was to determine the effectiveness of the "Academic Writing" workshop in improving the academic resilience of final semester students. This research method is a pre-experimental design with the one-group pretest-posttest design. Measurements were made with The Academic Resilience Scale (ARS-30) which was carried out 2 times, namely before the intervention and after the intervention. The results of the study using a paired sample t-test showed that the "Academic Writing" workshop did not significantly increase the academic resilience of final semester students (t = 0.811, p = 0.430).
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Gormley, Kevin, and Naoko Mochizuki. "Power effects, normalising advice and evolving knowledge of doctoral writing." Discourse and Writing/Rédactologie 33 (February 10, 2023): 1–24. http://dx.doi.org/10.31468/dwr.989.
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Prescriptive advice about doctoral writing often fails to recognise the complexities of the doctoral journey. Linguistic and cultural backgrounds are negated where advice about writing converges around a norm. In this paper, we explore the role of ‘advice’ in our growth as thesis writers by examining our literacy history and tensions we faced while writing our theses. We pursue a duoethnographic process (Sawyer & Norris, 2013), a process that facilitates the construction and reconstruction of perspectives. From our differing backgrounds, we experienced discourses of ‘advice’ in alternative ways. We identify opposing 'advice' trends which, in turn, provided a space for our agency. Inspired by Foucault’s (1977) ‘power/knowledge’ we think of past experiences and encounters along our doctoral journey as power effects which shaped our views on advice. We conclude by outlining how insights for our teacher-selves inform how we speak about impacts and advice with doctoral students.
Dissertations / Theses on the topic "Knowledge of Thesis Writing"
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Saenkhum, Tanita. "Transfer of knowledge from first-year ESL writing classes to writing in the disciplines : case studies of writing across the curriculum /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1407515861&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (M.A.)--Southern Illinois University Carbondale, 2007.<br>"Department of Teaching English to Speakers of Other Languages." Includes bibliographical references (leaves 89-97). Also available online.
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Jones, Daniel Patrick. "Facilitating Insight Through Writing Activity Protocols." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1310.
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This content analysis assesses the insight facilitating capacity of some very common inquiry-based writing activities (featured in today's mainstream first-year college composition texts). It accomplishes that assessment by using three language-based insight facilitating methods--one centered on metaphor, another on opposition, and the other on paradox--as evaluative lenses. The position of this study is that these methods--advanced by widely published scholars in the fields of science, psychology and business as effective insight facilitators--can shed light on development opportunities (where insight facilitation is concerned) in the design and protocol of the writing activities selected for analysis. The outcome is ultimately a comparison of sorts drawn between key insight facilitators at work in the proven methods and comparable features capable of eliciting insight in the writing activities. While the analysis aims to show just how effectively insight facilitation is prompted in the selected writing activities, it also--through its evaluative lens--suggests ways the activities could more effectively do so.
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Peacock, Elle. "What constitutes “good” writing in junior primary? Four Western Australian teachers discuss their views." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2313.
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Teacher views of writing can impact upon students and learning (Baer, 2008; Fang, 1996; Lambirth, 2016; Werderich & Armstrong, 2013). It is therefore important that teachers are conscious of and reflect upon their views of writing. This study aimed to gain a clearer understanding of West Australian teacher conceptions of “good” writing and how these views appeared to be formed in a Year One and Two context qualitative approach was employed, with four Year One and/or Two teachers participating in think-aloud protocols and a semi-structured interview. Data was analysed using thematic coding. Each teacher was analysed individually before comparisons occurred to explore the similarities and differences in teacher views and practices. The findings revealed that the participants focus on the more constrained aspects of writing and rely on systemic documents and the knowledge of their colleagues to make judgement decisions. The study also found that teachers may lack some knowledge and metalanguage specific to the Language strand of the Australian Curriculum: English. Recommendations are made to address these findings and the limitations of the study are presented.
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Repository, Manager. "Thesis writing guide." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/4598.
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Masters in Public Administration - MPA<br>Candidates for higher degrees often have unnecessary difficulty with the technical aspects of writing a thesis. They can expect expert supervision in conducting their research and drawing conclusions, but the responsibility for presenting their work in the correct way is theirs alone. This Guide has been developed in response to student needs. It explains the simple technical requirements for presenting a thesis. It is the candidate's responsibility to meet these requirements. No Master's or Doctoral candidate can have a valid reason for submitting technically unsatisfactory work.
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Bonhomme, Desmond. "Creative Writing Thesis: Poetry." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/563.
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The title of this compilation of my own creative writings is Trees, Breathe, Paper. This unique collection of poetry, short stories and prose contains a range of work, composed from 2002-2012. The thematic goal of this undertaking is to ballast as many implicit and explicit meanings as are comprehensible, and to extrapolate a distinct spectrum of latent and straightforward explanations with discernible psycho-analytical accuracy. We all know poetry is truly formless and based on springs of natural inspiration. Thus, we derive our purest inspiration from the natural world and we prune it in its unfiltered, raw state. Poetry is an externality that materializes from thin air.
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Tapia, Carlin Rebeca Elena. "Analysing trainee beliefs about thesis writing and professional development in a constructivist thesis writing experience." Doctoral thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/76856.
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"December 2008".<br>Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009.<br>Bibliography: p. 299-327.<br>Introduction -- Literature review -- Study 1 -- Study 2 -- Conclusions.<br>The aim of this case study was to identify the beliefs of eight pre-service teachers about thesis writing and professional development while and after writing their BA thesis through diary and survey inquiry. This research was conducted in the teaching area of the major in Modern Languages (LEMO) from the Autonomous University of Puebla (BUAP). The methodology used to identify trainee beliefs was applied in two periods: during the process to include reflection in action, and after the process obtaining reflection on action as suggested by Schön (1983, p. 26). Thus, the participants wrote their electronic dialogue diaries while taking the two Research Seminars and writing their thesis. In this diaries they expressed their thoughts and feelings, sent them to the teacher and the teacher answered them also via e-mail. Then, when the Research Seminars had finished, they answered the questionnaire called Thesis and Professional Development Questionnaire (TAPDQ), which was especially designed for this research taking insights from Eraut (1995), Fullan(1995), Burns et al (1999), Schmekes (2004) and Viaggio (1992). This questionnaire contains Likert scales and some open questions. The findings of these studies reveal that participants were aware of their lack of expertise in thesis writing and they looked for strategies to overcome this problem. Also, the findings suggest that the participants were benefited from the constructivist methodology employed in the Research Seminars. Most of the participants reported having acquired skills, knowledge, having improved their attitude and having become better students after writing their thesis. This doctoral thesis begins exploring an area that has not been explored on ELT teacher cognition at least as reported in the research reviews done by Borg (2003, 2006) and Reyes & Rodríguez (2007). It aims to contribute to get a better understanding the thesis writing processes in teacher education programmes in public universities in Mexico.<br>Mode of access: World Wide Web.<br>xvii, 359 p
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King, Willow. "Yantra: A creative writing thesis (Original writing, Poetry, Creative fiction)." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425764.
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Knez, Dora. ""The Release" : a creative writing thesis." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60609.
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The genre of fantasy contains texts which are unlike, or distance from, the real or empirical world--the world of the reader's experience. Nevertheless, fantasy texts can reveal truths which are relevant to the empirical world, and thus fantasy texts can be said to have cognitive value. The notion of possible worlds, the semiotic theory of metaphor, and a discussion of ambiguity are the three critical approaches used to investigate the cognitive value of fantasy texts. The stories in this collection provide a sampler of fantasy figures--such as mermaids, ghosts and living mummies--and make use of the emotional power of ambiguity.
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Haskins, Mary Susan. "Procrastination, thesis writing and Jungian personality type." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28059.
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This study sought to examine the relationship between the procrastination involved in thesis writing and Jungian personality type.
A sample of 50 graduate students enrolled in the Department of Counselling Psychology at the University of British Columbia participated in the study. These individuals were classified into one of two groups: those who procrastinated while writing their thesis and those who did not. Procrastination was measured using length of time taken to complete the thesis coupled with self-report. The 50 subjects were then administered the Myers-Briggs Type Indicator which measures Jungian personality type. These two groups were then compared to determine if significant differences in personality type existed between the procrastinating and nan-procrastinating groups.
Five hypotheses were tested. A t-test (two tailed) was performed using the continuous scores of the four scales of the MBTI to test the first four hypotheses to determine if a statistical difference could be found between these two groups on these dimensions. No differences were found on the first three scales (extraversion-introversion; sensation-intuition; thinking-feeling), but a significant difference was found on the judging-perceiving index (p=.008). Procrastinators tended to score toward the perceiving end of the scale while non-procrastinators scored toward the judging end of the continuum.
A chi-square analysis using tire dichotomous scores of the MBTI was performed to test the fifth hypothesis which predicted that a significantly higher number of NFP types would be procrastinators than nan-procrastinators. This hypothesis was accepted (p=.0017) indicating that specific personality variables do tend to correlate with procrastination.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Gutierrez-Jones, Marina. ""Embers" and "Crossing Paths:" A Creative Writing Thesis." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/832.
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These two stories, written in first person, are two statements on the nature of self-love, romance, and loneliness. Embers voices a girl in a dying relationship as she tries to establish human connections before her best and only friend leaves the country. Crossing Paths is Jonathan’s beginning, an awakening triggered by a move to a new, uncanny and thickly forested environment. He begins the story as a grim, solitary figure, and through a gradual series of risks and victories, he succeeds in escaping his solitude and building a more complete life for himself. Though the two protagonists are separated my age, distance, and profession, the conclusions of both stories make similar statements with regards to the value of human connection, romantic and otherwise.
Books on the topic "Knowledge of Thesis Writing"
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Kamp, Jeannette, Susan Legene, Matthias Rossum, and Sebas Rümke. Writing History! Translated by Jill Bradley and Natasha Bradley. Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462986398.
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Historians not only have knowledge of history, but by writing about it and engaging with other historians from the past and present, they make history themselves. This companion offers young historians clear guidelines for the different phases of historical research; how do you get a good historical question? How do you engage with the literature? How do you work with sources from the past, from archives to imagery and objects, art, or landscapes? What is the influence of digitalisation of the historical craft? Broad in scope, Writing History! also addresses historians’ traditional support of policy makers and their activity in fields of public history, such as museums, the media, and the leisure sector, and offers support for developing the necessary skills for this wide range of professions.
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Abulude Francis and Ogunkoya Mary. GUIDE TO THESIS WRITING. Science and Education Development Institute, 2011.
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Offorma, Grace, and Eunice A. C. Okeke. Project/thesis writing simplified. Institute of Education, University of Nigeria, Nsukka, 2001.
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Blair, Lorrie. Writing a Graduate Thesis or Dissertation. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-426-8.
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Phillip, Johnson, McCaa John, de Luna Hector, Dallas County Community College District., Dallas Telecourses, and Magic Lantern Communications, eds. Writing a thesis/support paper [videorecording]. Magic Lantern Communications Ltd., 1995.
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Ide, Arthur Frederick. Researching and writing the MA thesis. Monument Press, 2010.
Find full textBook chapters on the topic "Knowledge of Thesis Writing"
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Hammond, Michael. "Showing knowledge of methodology." In Writing a Postgraduate Thesis or Dissertation. Routledge, 2022. http://dx.doi.org/10.4324/9781003161820-3.
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Hammond, Michael. "Showing knowledge of your field." In Writing a Postgraduate Thesis or Dissertation. Routledge, 2022. http://dx.doi.org/10.4324/9781003161820-2.
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Nundy, Samiran, Atul Kakar, and Zulfiqar A. Bhutta. "How to Do a Review of the Literature?" In How to Practice Academic Medicine and Publish from Developing Countries? Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5248-6_18.
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AbstractIn scientific writing, whether it is a research paper, thesis, or dissertation, it is important to investigate a problem that has not been tackled before—that is, to fill a gap in the current knowledge. The first question an editor or reviewer asks after seeing a submission is ‘Why did the authors do the work, is the subject original?’
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Tumino, Stephen. "7. Paul." In Thinking Blue / Writing Red. Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0324.07.
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Chapter Seven ("Paul"): A renewed sense of "radical" materialism has become the test of one's politics today, but like other historical returns the first time it occurs, such as in the work of Walter Benjamin, it is a tragedy but today, in the work of Slavoj Žižek, Giorgio Agamben, and Alain Badiou, it is a farce. They are all currently involved in repeating Benjamin's performance in his "Theses on the Philosophy of History" in which he identified, using the language of Saint Paul, a "weak messianic power" in the discourse of historical materialism that more so than any positive and reliable knowledge of inequality, such as provided by Marx's labor theory of value, is what truly makes it radical. The argument that Marx's "scientific socialism" is secretly a form of the very "ethical" or "utopian socialism" that he and Engles never failed to critique for serving to normalize the contradictions of capitalism would seem to call into question the supposed "radicality" of Benjamin's messianic materialism. And yet, it is precisely Benjamin's messianic interpretation of materialism to which Agamben, Badiou, and Žižek have all recently turned for addressing the inequalities of capitalism. But, there can be no social change without the positive and reliable knowledge of what makes class inequality. What the messianic materialism amounts to in the end, I argue, is the counsel to find happiness in the midst of bare survival and, as in the re-newed faith of Paul, it represents therefore a therapeutic retreat in cultural theory of learning to live with capitalism rather than a means to overcome it. Keywords: Walter Benjamin; Slavoj Žižek, Giorgio Agamben, Alain Badiou; Saint Paul; Christianity; messianism; religion; Marxism.
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Carter, Susan, Cally Guerin, and Claire Aitchison. "Writing the Thesis." In Doctoral Writing. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1808-9_5.
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Burke, Lois. "Aspiration and Adaptation in Charlotte Yonge’s the Barnacle." In Late-Victorian Girls and their Manuscript Magazines. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-86524-4_2.
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Abstract Adult models of authorship significantly shaped girls’ manuscript writing cultures. This chapter will consider the Barnacle, a manuscript magazine edited by the writer Charlotte M. Yonge and circulated amongst her essay group made up of adolescent girls known as The Goslings throughout the 1860s and 1870s. This manuscript magazine presents a complex negotiation of cultural identity vis-à-vis literary knowledge and writing ability. The aspirational status of the manuscript magazine demanded an extensive cultural knowledge of the girl contributors, but they often mocked the hierarchy of highbrow magazine culture in their writing and illustration. The Barnacle is a prime example of girlhood adaptation and transformation in the manuscript magazine form, which fluctuated between valorising distinctly male or female models of authorship that were entrenched by the mid-Victorian period.
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Vivaldi, Franco. "Writing a Thesis." In Springer Undergraduate Mathematics Series. Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6527-9_10.
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Cuschieri, Sarah. "Writing the Thesis." In SpringerBriefs in Public Health. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64671-4_7.
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Greenfield, Tony. "Writing the Thesis." In Research Methods for Postgraduates: Third Edition. John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781118763025.ch35.
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Allen, Jan. "Writing a Thesis." In The Productive Graduate Student Writer. Routledge, 2023. http://dx.doi.org/10.4324/9781003448037-32.
Full textConference papers on the topic "Knowledge of Thesis Writing"
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Atcheson, Hana. "Rozvoj dovedností akademického psaní v angličtině: subjektivně vnímané jazykové potřeby." In Výzkum v didaktice cizích jazyků. Masaryk University Press, 2023. http://dx.doi.org/10.5817/cz.muni.p280-0534-2023-7.
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This paper reports on data from a questionnaire survey conducted in a target group of students in doctoral study programs in the disciplines of product/industrial design, photography, and audio-visual studies. The survey aimed at subjective language needs and wants in the knowledge of specific lexis, choice of grammatical tense, lexical bundles, use of verbs in the passive voice, and appropriate choice of formal register, structure, and inner text organisation. The survey measured the level of confidence when identifying selected language means of style and their rhetoric functions in the genre of an academic journal article. The data indicate the language needs of the respondents to become more familiar with the wording of statements and the question of choosing appropriate stylistic language means. The knowledge gained can be applied in the creation of materials for teaching academic writing.
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Zhu, Yuqicheng. "Thesis Proposal: Uncertainty in Knowledge Graph Embeddings." In Proceedings of the 2025 Conference of the Nations of the Americas Chapter of the Association for Computational Linguistics: Human Language Technologies (Volume 4: Student Research Workshop). Association for Computational Linguistics, 2025. https://doi.org/10.18653/v1/2025.naacl-srw.4.
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Mosallam, Yusra, Mulu weldegebreal Adhana, Traian Rebedea, Lukas Toma, and Costin Chiru. "UNSUPERVISED SYSTEM FOR AUTOMATIC GRADING OF BACHELOR AND MASTER THESIS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-023.
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This paper presents an automatic system for evaluation of Bachelor and Master thesis of Computer Science students. In order to be able to fulfill this task, we have used text complexity measures along with other factors to evaluate the students' thesis. Text complexity has been previously used to predict the students' grade level for which to assign a specific reading passage. Also, it has been used in evaluating student's writing in English language classes. However, up to our knowledge it has not been used before to evaluate scientific reports. The main challenges of this task are to select the best features that accurately reflect student's performance, and to identify the optimal classifier to predict student's grade level. To tackle the first problem, we investigated four sets of text complexity measures (lexical, syntactic, semantic, and character measures), some cohesion metrics and a couple of measures related to the thesis organization and to the references used on it. For the second challenge, we computed the correlation between the investigated measures and excluded the highly correlated ones and after that, we used a number of classifiers to predict the students' grade level and to compare their performances. Finally, we tested our work on a corpus of Bachelor and Master thesis from the students of the Computer Science Department of the Politehnica University of Bucharest that were written in English (as for English there is a high availability of supporting tools for natural language processing). We evaluated the quality of the presented application using Pearson's Rank Correlation to compare our obtained results with the students' grades assigned based on their thesis.
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Regis Brasil, Priscilla. "Film as part of the thesis and mounting as a method for the social sciences." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.112.
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My argument is that the history of space can be built by montage. I'm a documentary filmmaker and editor. I understand film as a support for writing in fragments. I think that the filmic form, capable of carrying movements and times, testimonies and texts, past and present, is a suitable support for the history of space. There is a visual form of knowledge and a wisdom of the gaze, as in Warburg's Atlas, largely disregarded by the academy as a way of producing knowledge. If montage is a polyphonic device that uses forgotten remains and heterogeneous narrations to dismantle the official story and reassemble another story from its critical constellations, no instrument seems to me more adequate than a film to execute it. Through the search for other ways of narrating the urban experience, following Benjamin from the rags and the residues, operating knowledge from the anarchic potentialities of the fragment and the problematization through doubt, through the incomplete and through the unfinished. For Didi-Huberman, the empirical and creative exercise proposed by Benjamin is capable of bringing out other possibilities from the dismantling of certainties. It allows us to think through the differences in the gaps left between the fragments. The montage allows for the simultaneity of times and the emergence of symptoms, the revelation of failures, conflicts, heterogeneity, in perforating tradition and colliding with the text. If montage serves all this, it also serves the decolonization of perspectives and methodologies, serves to narrate the history of subalterns and the hidden histories of empires. It also can be used to articulate memory, narration and history in the attempt to grasp reality. I propose the use of cinematographic montage as a method of knowledge production, as an important part of the research and whose result will be a constitutive and inseparable part of the thesis. Film as a method for the social sciences. In addition to assembling the fragments, the author's narrative interference is a critical point of the proposed experience. Delivering an account of the position from which one narrates is, therefore, fundamental. The narration does not impose itself as a voice of God over the material, as it neither affirms nor has certainties. It is organized on the incompleteness of the process. The narration sheds light on the background of the painting, on what History disregarded, on what was considered disposable or unimportant by the discourse of the dominator. It is thinking through differences and from the cracks of what was enunciated by the authority. It is thinking from accidents and ghosts.I propose the integration of the result of film montage experience in the general organization of the thesis, so that the chapters can vary between the two supports, text and film, being organized according to what the material itself indicates.
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Иванова, Евгения, and Велчо Крыстев. "Knowledge about the gypsy/roma communities in Bulgaria, presented by visual anthropology." In Patrimoniul cultural: cercetare, valorificare, promovare. Institute of Cultural Heritage, Republic of Moldova, 2021. http://dx.doi.org/10.52603/9789975351379.28.
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The Gypsy/Roma ethnic group has lived in the Balkans for centuries. Gypsies/ Roma turn out to be bearers of a traditional cultural heritage that has long been forgotten by those around them. In our presentation, we look at how authentic knowledge of the Gypsy/Roma community can be the subject of public presentation in museums through the techniques of visual anthropology. Our thesis is that for those studying the Gypsy/Roma ethnic group, which has no writing and written history, visual anthropology is of particular importance as a primary source of knowledge, as a testimony of time. The photos, images, video recording preserve, show and transmit the material culture, traditions and way of life of the different Gypsies/Roma groups, which, together with the common, have very specific group and regional differences. We also ask the question – the historical knowledge about the community created up to which historical moment is authentic, as the culture of the Gypsies/Roma is not static in time, but is influenced by modern forms, typical for today’s global world.
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Schnoor, Cristopher. "Le Corbusier’s early urban studies as source of experiential architectural knowledge." In LC2015 - Le Corbusier, 50 years later. Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.1547.
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Abstract: In the year between April 1910 and March 1911 Le Corbusier – then Charles-Edouard Jeanneret – composed maybe the most comprehensive piece of writing of his career: a manuscript entitled “La construction des villes” which took on to systematically investigate the architectural elements that the city is made from. Taking Camillo Sitte’s Der Städte-Bau nach seinen künstlerischen Grundsätzen of 1889 as his intellectual starting point, Jeanneret developed a complex and convincing thesis within several months, however never published it himself. One of the topics that appear throughout Jeanneret’s manuscript is the quality of space as enclosure. This paper takes this observation as a starting point to ask how the manuscript that was put aside after March 1911 (and only shortly picked up again by Jeanneret in 1915) may have influenced Le Corbusier’s architectural thinking. In order to achieve this, the chapter “The Illusion of the Plan” from Vers une architecture is investigated as a link between La construction des villes and Le Corbusier’s houses. Finally, the Maison La Roche-Jeanneret and the Villa Savoye are read as buildings that very strongly incorporate aspects of thinking urban space in a way that way that closely relates to his studies back in 1910. Keywords: La construction des villes; Städtebau; urban space; architectural space; Maison La Roche-Jeanneret; Villa Savoye. DOI: http://dx.doi.org/10.4995/LC2015.2015.1547
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Burianova, Maria, and Martin Magdin. "PREPARING THE STUDENTS FOR SUCCESSFUL COMPLETION OF UNIVERSITY STUDIES." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-004.
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The completion of study at the university is marked by passing the state exam, which needs to be defended as part of the final thesis. The state exam verifies the knowledge and skills that the student acquired during their studies and assesses their ability to use these skills in resolving the challenges presented by their field of study. The choice of thesis and their registration to the Academic Information System is ordinarily scheduled for the beginning of the third semester of study. This presents the key questions: Is the student mature enough at the time to be able to choose the right topic? Is he capable of evaluating/assessing the professional topics, which he has not fully studied yet? What was his decision based on? What was he influenced by? Aside from these questions the key objective of this research has been to collate the views and attitudes of students prior to and post completion of their final thesis. In most cases, it is fair to say that the final thesis becomes the students' first professional publication. The student should go through the phase of research, selection and filtering of information and should - during the writing phase - understand the logical grouping and sequence of technical text. In practise, however, the majority of students find the writing part of the process extremely difficult. Adhering to the technical terminology, a typographical and spelling rule presents a similar issue. Still a greater problem is the actual speech - a communication style used to defend the final paper - where only a small percentage of students manage to meet the required level. To improve both the quality of final thesis as well as the quality of communication style was the key reason for an inclusion of the Seminar subject to the final thesis 1, 2, 3. The course is taught through presentations and is supported by e-learning, namely LMS Moodle. Within that environment, questionnaires were created and shared with the 2nd and 3rd year students of Bachelor studies at the Department of Computer Science. The paper presents the results obtained from two surveys in the academic year 2013/14, 2014/15. The first survey was conducted in the fourth semester, once the final paper topics were assigned and the questionnaire included topics such as the method used for identifying and forecasting around the successful processing of selected thesis, assessments of time used to complete the work, etc. The second survey was conducted in the sixth semester - using the same group of students - bollowing the final thesis submission deadline. The questionnaire titled 'Now I can say that ...' was designed to either confirm or contradict their original statements related to the challenges they had to overcome, further on the possibility of accepting the offer of having the work completed by a third party (by another person or company), etc. The survey presented interesting findings that are further discussed in this paper.
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Stöckl, Andreas, Tim Willaert, and Rimbert Rudisch-sommer. "Humans and AI writing lectures together." In 2025 Intelligent Human Systems Integration. AHFE International, 2025. https://doi.org/10.54941/ahfe1005809.
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With the recent advancements in Generative Artificial Intelligence (GenAI) technologies, particularly Large Language Models (LLMs) like GPT4, there has been a significant shift in how information can be easily accessed, generated, and utilized. This study uses these advancements to create a tool where humans and AI generate complete lectures, encompassing the entire process from structure outlining and scriptwriting to slide creation and delivery via a digital avatar.The motivation behind this study comes from the challenges faced in the educational sector, including the time-consuming nature of lecture preparation and the potentially static nature of reused lectures. By integrating LLMs and other GenAI technologies such as image, video, and speech synthesis, the proposed solution aims to provide a dynamic and adaptable workflow that may speed up the lecture creation process and keep content up-to-date. We are interested in whether such a hybrid system of human experts and AI technologies can be helpful.To answer our research question, we developed a tool that combines multiple AI technologies into one easy-to-use interface. It allows educators to generate a lecture within minutes by simply entering a topic. As LLM’s are not yet fully trustworthy. Thus, we deemed it important that the system allows the user (educator) to step in at any point and make manual changes if needed.The tool creates a lecture in four steps:1. Outline: The process begins with generating a lecture outline, where users enter the lecture topic and specify the students’ proficiency level (beginner, intermediate, advanced). This chosen proficiency level is passed to the LLM, which helps to create a lecture tuned to the student’s level. Additionally, users can offer more context by indicating the students’ Existing knowledge and pinpointing specific areas they should learn more about. The user can edit the outline by changing the titles or adding and removing sections or chapters.2. Script: Based on the outline, a script for the lecture is generated. The script generation process went through several different iterations. Initially, the whole script was generated using a single-generation process. This worked to a certain extent; however, it is only a viable approach when creating a concise lecture.3. Slides: Based on the script, complementary slides are created. Each slide contains bullet points and an image. The slides are generated through a collaborative process involving a language model, an image generation model, and Google Images. First, the language model dissects the script into smaller chunks. The model has complete control over how to split up the text. We decided to give it complete control because this is a task that language models should excel at, and we want to evaluate its performance in finding the right balance between the number of slides and detail per slide.4. Avatar: A digital avatar is created by selecting a face and voice. This avatar will present the lecture. There is the option to use any custom image the user can upload.To evaluate the usability and effectiveness of the tool, a user study was conducted with 12 experienced educators from various fields and educational levels. The study revealed that the prototype achieved a mean System Usability Scale (SUS) score of 80,42, indicating a good level of usability. It was found that the tool increased workflow efficiency, with most participants agreeing that it made lecture creation faster and more streamlined. Most participants said they would integrate this tool into their workflow, but only a few believed it would improve the quality of their lectures.Overall, this research demonstrates the practical applications of GenAI technologies in an educational context. While the prototype shows promise in increasing educators’ productivity and streamlining the lecture creation process, it also highlights the need for expert oversight to make sure the content is accurate and qualitative. Our study found that most participants would integrate AI-generated lectures into their workflow, albeit to serve as a starting point or inspiration. This indicates that GenAI cannot educate people properly, but the thesis clarifies GenAI’s current capabilities in an educational context. Further advancements in large language models will make them more reliable and helpful in creating lecture content. For now, an expert educator is still needed to craft a quality syllabus and teach the content. Future work may focus on addressing the identified limitations and further refining the tool to better meet educators' needs.
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Ouellet, Chantal, Amal Boultif, and Pierre Jonas Romain. "OUTCOMES OF SLAM WRITING WORKSHOPS FOR HAITIAN STUDENTS AT THE END OF ELEMENTARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end052.
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"In Haiti, the success rate in elementary school remains very low and the majority of teachers do not have sufficient knowledge of effective pedagogical approaches to writing which leads to demotivation and a low sense of effectiveness as scriptwriters among students. We chose slam as a genre of contemporary and urban poetry (Vorger, 2011) and the workshop device to work on slam poetic writing (Troia, Lin, Cohen and Monroe, 2011), ideal to improve students' writing skills, motivation and sense of effectiveness. The research took place in two primary schools in Port-au-Prince against the backdrop of a socio-political crisis. Twelve facilitators (10 women and 2 men), trained in advance, facilitated the workshops in 13 sessions of 90 minutes each. A total of 61 students aged 12-13 participated in the after-school writing workshops (26 boys and 38 girls). Students completed a questionnaire on their motivation and sense of writing skills before and after the program. A corpus of 41 texts of claimed poetry written by students is the subject of a thematic and linguistic analysis. The results indicate that students benefit from their writing and oral expression skills, self-confidence and empowerment, and that their texts demonstrate a high degree of linguistic creativity and thematic richness. The positive results are consistent with those obtained in other socio-cultural contexts (Patmanathan, 2014) regarding the impact of the writing workshops. They contribute to new knowledge about slam poetry as an appropriate literary genre for young people, even at the end of primary school."
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Catana, Elisabeta simona. "ENHANCING THE ENGINEERING STUDENTS' ACADEMIC WRITING SKILLS IN ENGLISH THROUGH E-LEARNING INCENTIVES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-210.
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In the Age of fierce competition in the job market for companies and multinationals, engineering students do not only have to demonstrate their specialised knowledge of the field they will work in, but should also enhance and exhibit their oral and written communication skills, their fluency and accuracy in an international language of communication such as English. That is why this paper will focus on the importance of e-learning for developing the engineering students’ academic writing skills in the English language courses and seminars in a technical university. The paper evinces the necessity of raising the engineering students’ awareness of the fact that academic writing competence must be attached special importance to for their future career in a company office or in an academic and research environment. The paper will enlarge upon: 1) the importance of e-learning tasks for developing the engineering students’ academic writing skills in English and 2) the students’ perspective on the importance of e-learning and traditional learning for enhancing their academic writing skills in English. We will show that by allowing enough time in the English language seminars for insisting on academic writing rules and by encouraging e-learning, we will enable the engineering students to write accurate academic documents and work-related documents in English. Working in a company office requires knowledge of writing documents such as reports, memos, different types of letters in a formal style. That is why this paper shows that the English language courses and seminars in a technical university should focus on accomplishing the following objectives: 1) teaching the students how to structure such documents, what language structures to use and not to use, what written communication strategies to approach to enable them to become good communicators in academic writing; 2) promoting e-learning tasks for developing their academic writing skills in English; 3) encouraging the students to write essays, reports, memos and letters in a formal, academic style and giving them appropriate feedback for improving their work; 4) assessing the students’ academic writing skills in the mid-term and final exams based on e-learning tasks. E-learning incentives will contribute to the students’ successful academic writing.
Reports on the topic "Knowledge of Thesis Writing"
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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.
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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Uche, Chidi, Zita Ekeocha, Stephen Robert Byrn, and Kari L. Clase. Retrospective Study of Inspectors Competency in the Act of Writing GMP Inspection Report. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317445.
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The research was a retrospective study of twenty-five Good Manufacturing Practice (GMP) inspection reports (from March 2017 through to December 2018) of a national medicine regulatory agency, drug Inspectorate, in West Africa, designed to assess the inspectors’ expertise in the act of inspection report writing. The investigation examined a paper-based tool of thirteen pre-registration Inspection reports and twelve GMP reassessment reports written prior and following an intervention program by external GMP trainers to enhance inspectors’ skill in pharmaceutical cGMP inspection. The study made use of quantitative analysis to investigate each team’s expertise in the act of writing GMP inspection report. Likewise, each report’s compliance with the requirements of three regulatory standards on GMP inspection report writing was ascertained. Impact of intervention program on lead inspectors’ competence was assessed. Lastly, gap in each team writing effectiveness, and lead inspectors’ abilities to deliver an effective report were determined. The results showed one of the inspection team (4.0%) wrote an excellent report. Two (8.0%) of the twenty-five inspection teams penned good inspection reports. Eleven (44.0%) teams drafted needs improvement reports and the remaining eleven teams (44.0%) prepared unacceptable reports. The excellent report and the two good reports had report format that meet expectation. One (50.0%) of the good reports showed the authors possess excellent knowledge of cGMP technical areas. The remain good report (50.0%) revealed the writers’ knowledge.as good. The excellent report showed the authors displayed partial mastery in the use of objective evidence while the two good reports disclosed theirs as having partial and evolving abilities. One of the teams (50.0%) that wrote good reports displayed good use of third person narrative past tense in report writing whereas the other team used the same tense and voice excellently. Generally, a sort of marginal level of performance was prominent among the inspection teams. A gap, if not tackled, will slow down regulatory process through increase report review, litigations that query report factual accuracy (AIHO, 2017) and delay in issuance of marketing authorization. In conclusion, trainings on quality attributes, such as technical content (Quality Management System (QMS) and Site), the use of objective evidence, assignment of risk levels to GMP violations and citing of applicable laws, regulation and guidelines that substantiate GMP observations, were recommended, to enhance knowledge sharing and regulators’ performance in the act of writing inspection report.
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Herrmann, Dominik. Guidelines for Writing a High-Quality Thesis with the PSIThesis Template. Otto-Friedrich-Universität, 2020. http://dx.doi.org/10.20378/irb-48428.
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Kataeva, Natalya, Natalia Naronova, and Kristina Golitsyna. E-learning course "Bioorganic chemistry". Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный медицинский университет" Министерства здравоохранения Российской Федерации, 2024. https://doi.org/10.12731/er0857.12122024.
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The electronic training course ""Organic Chemistry"" was created as an auxiliary resource to accompany the curriculum of bioorganic chemistry for the specialties of Medical and Preventive Care. The purpose of studying the course is to form ideas about the spatial structure, reactivity of bioorganic substances and their biological significance for the most important processes in human life. Course objectives: formation of knowledge about the structure of the main classes of bioorganic compounds; formation of skills in writing the main chemical reactions of bioorganic compounds; formation of skills in qualitative and quantitative reactions for the analysis of various classes of bioorganic compounds; formation of experimental skills necessary in future professional activities. The course labor intensity is 108 hours. The course consists of 3 didactic units. Each topic of the course ""Organic Chemistry"" contains theoretical material, a training test to check the assimilation of the theory, and a final test. Each final test on the topic is equivalent to a control event according to the point-rating system. Laboratory work consists of a video file and a video test. In this way, laboratory work is carried out and the assimilation of theoretical and practical material is monitored.
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Nietschke, Yung, Adeola Monty, Anna Dabrowski, et al. Strengthening foundational learning in the ASEAN region: A review of promising practices. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-740-3.
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In the Association of Southeast Asian Nations (ASEAN) region, there is a learning crisis. Children from the most marginalised groups face insurmountable barriers to accessing a quality education, while many of those who are in school are not learning. Foundational learning is often described as the essential skills and knowledge that serve as the basis for further learning and development, and includes basic literacy (reading and writing) and numeracy (mathematics), and more recently, a focus on critical thinking, problem-solving, and socioemotional skills. In collaboration, ASEAN and the United Kingdom have established the Supporting the Advancement of Girls' Education (SAGE) Programme under their ASEAN-UK partnership. This initiative is designed to narrow the development gap between the first six ASEAN members and the four newer member countries (Cambodia, Myanmar, Lao PDR and Viet Nam) and Timor-Leste, by addressing their education priorities within the ASEAN region, specifically focusing on challenges faced by girls and marginalised groups. The SAGE program aims to understand early-grade students' challenges in the ASEAN region, identify effective practices to address these issues and provide practical recommendations to empower students with essential foundational skills for lifelong learning. This report, part of a three-part series, focuses on supporting foundational learning in primary school settings in ASEAN countries. Its objective is to comprehend the challenges faced by the region in promoting foundational learning.
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Puengpipattrakul, Walaipun. An Investigation of Academic Plagiarism of Thai Postgraduate Learners from Interdisciplinary Studies. Chulalongkorn University, 2015. https://doi.org/10.58837/chula.res.2015.89.
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The purposes of this mixed-method study were to (i) investigate and compare the perception of academic plagiarism of Thai postgraduate students from interdisciplinary studies; (ii) verify and compare the students’ actual practice of plagiarism; (iii) examine and justify contributory factors influencing plagiarism; and (iv) estimate and construct alternative measures for plagiarism prevention in the Thai context. The findings were as follows: (1) the quantitative analysis of 196 students’ perception, comprising awareness and knowledge, of plagiarism based on two main fields of study—science and social sciences—from interdisciplinary studies and groups of high achievers and limited achievers was found to have no statistically significant difference at the .05 level; (2) no significant difference in 153 students’ actual practice of plagiarism was determined when analyzed based on their field of study. However, with the levels of English-language proficiency-based analysis, a significant difference in actual practice of plagiarism was found between the average writing-test score of the high-achiever group (63.26) and that of the limited-achiever group (30.95) at the .05 level (t = -13.74, p < .05); (3) contributory factors influencing plagiarism, derived from responses from 196 learner-evaluation-forms, 48 instructor/ administrator questionnaires, and six student and 19 teacher interviews, were relevant to affective-psychological and environmental-situational constructs; and (4) the practical measures for plagiarism prevention in the Thai context were rated for “having very strict policies, rules, and practices to avoid plagiarism” (45.80%), “teaching how and when to cite sources” (43.80%), “raising students’ awareness of the values of academic honesty” (33.30%), and “having students write an annotated bibliography” (16.70%), respectively. Alternative measures for plagiarism prevention are also presented.
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Wagner, Brandon. Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge? Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2125.
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Crossan, Mary, Gerard Seijts, Jeffrey Gandz, and Carol Stephenson. Leadership on Trial : A Manifesto for Leadership Development. Richard Ivey School of Business, 2010. http://dx.doi.org/10.5206/iveypub.44.2010.
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Recent books and articles have analyzed the causes of the global financial and economic crisis of 2007-09. Yet little attention has been paid to the quality of leadership in organizations that were at the epicentre of the storm, were victims of it, avoided it or even prospered from it. In the summer of 2009 a multi-disciplinary group of Ivey faculty decided to look at the leadership dimensions of the recent financial and economic crisis. We started by writing a working paper that laid out our preliminary views. We then engaged more than 300 business, public sector and not-for-profit leaders in small and large groups, as individuals and collectives, to get their reaction to this paper and, more generally, to discuss te role that organizational leadership played before, during and after the crisis. We examined leadership not just in the financial sector but also in many other public and private sector organizations that were affected by the crisis. In a sense, we were putting leadership on trial. Our aim in doing this was not to identify and assign blame. Rather, we examined leadership during this critical period in recent history to learn what we could, and use the learning to improve practice in leadership today and the development of next generation leaders. As we analyzed the role of leadership in this crisis we were faced with one major question: "Would better leadership have made a difference?" Our answer is unequivocal: "Yes!" We recognize that many people could argue it is unfair to criticize leaders whose decisions were based on their knowledge of the situation at the time and which only eventually, with the aid of 20/20 hindsight proved bad. We respect this view but we disagree with it. Some business and public sector leaders predicted better than others the bursting of the housing bubble and financial markets turmoil, positioned their organizations to avoid problems, and coped with them skillfully. Their organizations were not badly damaged by the crisis and some even prospered. Some governments and regulatory agencies' control and monitoring systems were superior to those in the U.S., the U.K., Ireland, Spain, Iceland and other countries that had to bail out their banks and other industries. Our evidence supports the conclusion that these companies, these agencies, these governments and these countries had better leadership. Good leadership mattered then and good leadership will matter in the future. We are presenting our conclusions about what good leadership involves in the form of a public statement of principles - a manifesto that addresses what good leaders do, who they are, and how they can be developed in organizations.
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Shiihi, Solomon, U. G. Okafor, Zita Ekeocha, Stephen Robert Byrn, and Kari L. Clase. Improving the Outcome of GMP Inspections by Improving Proficiency of Inspectors through Consistent GMP Trainings. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317433.
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Approximately 90% of the pharmaceutical inspectors in a pharmacy practice regulatory agency in West Africa have not updated their training on Good Manufacturing Practice (GMP) inspection in at least eight years. However, in the last two years the inspectors relied on learning-on-the job skills. During this time, the agency introduced about 17% of its inspectors to hands-on GMP trainings. GMP is the part of quality assurance that ensures the production or manufacture of medicinal products is consistent in order to control the quality standards appropriate for their intended use as required by the specification of the product. Inspection reports on the Agency’s GMP inspection format in-between 2013 to 2019 across the six geopolitical zones in the country were reviewed retrospectively for gap analysis. Sampling was done in two phases. During the first phase sampling of reports was done by random selection, using a stratified sampling method. In the second phase, inspectors from the Regulatory Agency from different regions were contacted on phone to send in four reports each by email. For those that forwarded four reports, two, were selected. However for those who forwarded one or two, all were considered. Also, the Agency’s inspection format/checklist was compared with the World Health Organization (WHO) GMP checklist and the GMP practice observed. The purpose of this study was to evaluate the reporting skills and the ability of inspectors to interpret findings vis-à-vis their proficiency in inspection activities hence the efficiency of the system. Secondly, the study seeks to establish shortfalls or adequacies of the Agency’s checklist with the aim of reviewing and improving in-line with best global practices. It was observed that different inspectors have different styles and methods of writing reports from the same check-list/inspection format, leading to non-conformances. Interpretations of findings were found to be subjective. However, it was also observed that inspection reports from the few inspectors with the hands-on training in the last two year were more coherent. This indicates that pharmaceutical inspectors need to be trained regularly to increase their knowledge and skills in order to be kept on the same pace. It was also observed that there is a slight deviation in placing sub indicators under the GMP components in the Agency’s GMP inspection format, as compared to the WHO checklist.
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Zeng, Jing, Qing Liu, Zhengfang Lei, Zhe Sun, and Yang Wang. Evaluation of Integrated Neuromuscular Training on the Recovery of Joint Injury: A Meta-Analysis and Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2021. http://dx.doi.org/10.37766/inplasy2021.12.0136.
Full textAbstract:
Review question / Objective: This study will provide new evidence for the effect of integrated neuromuscular training on the recovery of joint injury. Information sources: According to the PICOS principle, the third and fourth authors of this paper searched PsycINFO, Science direct, PubMed, Eric, Willey, China Knowledge Network (CNKI) Academic Journal Online Publishing General Library and China Knowledge Network (CNKI) excellent doctoral thesis full-text database by computer to collect relevant research on the impact of INT on joint injury repair. The time limit of injury retrieval is from the establishment of the database to December 2021.