Relevant bibliographies by topics / Semester 2

Contents

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

Academic literature on the topic 'Semester 2'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Semester 2"

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Silvester, Katherine J. "Coffee Anyone? - Part 2: Additional Business Opportunity Statements For Unstructured Capital Budgeting Projects." Journal of Business Case Studies (JBCS) 9, no. 2 (2013): 179–84. http://dx.doi.org/10.19030/jbcs.v9i2.7707.

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This paper builds on an earlier paper that presented an unstructured, semester-long team-based capital budgeting project for senior level undergraduate accounting students. Successfully completing this project required accounting students to step outside of their narrow accounting transactions framework and to apply extensive organizational, analytical, information gathering, and critical thinking skills. This extension paper provides two additional Business Opportunity Statements that can be assigned to student groups for semester projects. Utilizing these additional Statements will allow faculty to challenge consecutive semesters of students.
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Shannon, Christine. "A semester-long project in CS 2." ACM SIGCSE Bulletin 31, no. 3 (1999): 198. http://dx.doi.org/10.1145/384267.305944.

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Brown, S. J., S. White, and N. Power. "Tracking undergraduate student achievement in a first-year physiology course using a cluster analysis approach." Advances in Physiology Education 39, no. 4 (2015): 278–82. http://dx.doi.org/10.1152/advan.00076.2015.

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A cluster analysis data classification technique was used on assessment scores from 157 undergraduate nursing students who passed 2 successive compulsory courses in human anatomy and physiology. Student scores in five summative assessment tasks, taken in each of the courses, were used as inputs for a cluster analysis procedure. We aimed to group students into high-achieving (HA) and low-achieving (LA) clusters and to determine the ability of each summative assessment task to discriminate between HA and LA students. The two clusters identified in each semester were described as HA ( n = 42) and LA ( n = 115) in semester 1 (HA1and LA1, respectively) and HA ( n = 91) and LA ( n = 42) in semester 2 (HA2and LA2, respectively). In both semesters, HA and LA means for all inputs were different (all P < 0.001). Nineteen students moved from the HA1group into the LA2group, whereas 68 students moved from the LA1group into the HA2group. The overall order of importance of inputs that determined group membership was different in semester 1 compared with semester 2; in addition, the within-cluster order of importance in LA groups was different compared with HA groups. This method of analysis may 1) identify students who need extra instruction, 2) identify which assessment is more effective in discriminating between HA and LA students, and 3) provide quantitative evidence to track student achievement.
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Elliott, Gregg, and Chip Reese. "Behavioral Intervention Teams and End- of-Semester Reporting." Journal of Campus Behavioral Intervention 2 (November 1, 2014): 19–35. http://dx.doi.org/10.17732/jbit2014/2.

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Rahayu, Budi. "TOEFL Scores of English Department Students Cenderawasih University." IJOLTL (Indonesian Journal of Language Teaching and Linguistics) 5, no. 1 (2020): 51–64. http://dx.doi.org/10.30957/ijoltl.v5i1.615.

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This study aims at comparing the TOEFL scores of the English Department students at the Faculty of Teacher Training and Education, Cenderawasih University. The questions that need to be answered are first, whether there are any differences of TOEFL scores amongst English department students from different semesters. Secondly, whether there are any different scores between male and female students, third between the students with different learning backgrounds, and forth between students with different levels of interest in English. The participants are the students of semester 2, semester 4, semester 6, and semester 8, commencing in the academic year 2017/2018. TOEFL prediction test was given to the participants to get the scores. The scores of each variable were then compared by the application of ANOVA and t-test. The result of this study can give a picture of how English teaching can be improved.
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Chickering, Howell. "Creative Reading: A First-Semester First-Year Course." Pedagogy 4, no. 2 (2004): 263–88. http://dx.doi.org/10.1215/15314200-4-2-263.

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Destivani, Vika, Usep Kuswari, and Yatun Romdonah Awaliah. "KUALITAS SOAL PENILAIAN TENGAH SEMESTER MATA PELAJARAN BAHASA SUNDA DI SMPN 2 LEUWISADENG BOGOR." LOKABASA 11, no. 1 (2020): 73–81. http://dx.doi.org/10.17509/jlb.v11i1.25200.

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This research based on the quality of mid-semester test questions in Sundanese language subject which is proposed by the teacher is still not meeting the criteria of validity , reliability, and questions properness,. This research aims to describe the validity level, content validity, and empirical validity (difficulty level and differentiator power), reliability, and questions appropriateness level of Sundanese language subject in SMPN 2 Leuwisadeng Bogor. This research uses descriptive method, specifically, descriptive and inferential statistics. This methods used descriptive method of quantitative approach.The data for this research are Sunadanese subject mid-term questions and the answer sheets of the first and second semester student year 2018/2019. Furthermore, this research uses documentation study as the technique of the research. Based on the 11 analyzed aspects, the result shows that mid-semester test question content validity of 110 questions that 44 questions are valid, 21 questions are obliged to be revised, and 45 questions should be changed. Empirical Validity based on difficulty level shows that 62 questions are proper, 40 questions should be revised and 8 questions should be changed. Based on the differentiator power shows that 49 questions are proper, 31 questions should be revised, and 30 questions should be substituted. Based on the reliability level, 50% is in good category, 30% is in middle category, and 20% is in the bad category. Therefore, based on validity, either contect valididty or empirical validity (questions’difficulty level and differentiator poer), as well as reliability level, there are 35 proper questions (32%), 50 questions should be revised (45%), and 25 questions should be changed (23%). The conclusion is mid-semester test questions of Sundanese subject in SMPN 2 Leuwisadeng Bogor has’good’ standard of questionsappropriateness. AbstrakPenelitian ini dilatarbelakangi oleh adanya kualitas soal penilaian tengah semester mata pelajaran bahasa Sunda yang dibuat oleh guru masih belum memenuhi kriteria tingkat validitas, reliabilitas, dan kelayakan soal penilaian tengah semester. Penelitian ini bertujuan untuk mendeskripsikan validitas, baik validitas isi maupun validitas empiris (tingkat kesukaran dan daya pembeda), tingkat relibilitas, dan tingkat kelayakan soal-soal penilaian tengah semester basa Sunda di SMPN 2 Leuwisadeng Bogor. Metode yang digunakan yaitu metode deksriptif dengan pendekatan kuantitatif. Sumber data dalam penelitian ini didapat dari pengumpulan soal-soal penilaian tengah semester bahasa Sunda dan lembar jawaban siswa semester 1 dan semester 2 taun ajar 2018/2019. Teknik yang digunakan dalam penelitian ini yaitu teknik studi dokumentasi. Berdasarkan hasil penelitian 11 aspek yang telah dianalisis ini yaitu validitas isi soal penilaian tengah semester dari 110 soal yaitu 44 soal valid, 21 soal harus direvisi, dan 45 soal harus diganti. Validitas empiris, berdasarkan kesukaran soal ada 62 soal yang layak, 40 soal direvisi, dan 8 soal harus diganti. Berdasarkan tingkat daya pembeda ada 49 soal layak, 31 soal direvisi, dan 30 soal harus diganti. Berdasarkan tingkat reliabilitas soal Penilaian Tengah Semester ada 50% kategori tinggi, 30% kategori sedang, dan 20% kategori rendah. Oleh sebab itu, berdasarkan validitas, baik validitas isi maupun validitas empiris (tingkat kesukaran soal dan daya pembeda soal), serta tingkat reliabilitas terdapat kelayakan soal yaitu ada 35 soal yang layak (32%), 50 soal harus direvisi (45%), dan 25 soal harus diganti (23%). Jadi, soal-soal penilaian tengah semester bahasa Sunda di SMPN 2 Leuwisadeng Bogor mempunyai tingkat kelayakan soal yang “cukup”.
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Ryerson, Nicole C., Oliver W. A. Wilson, Alejandra Pena, Michele Duffy, and Melissa Bopp. "What happens when the party moves home? The effect of the COVID-19 pandemic on U.S. college student alcohol consumption as a function of legal drinking status using longitudinal data." Translational Behavioral Medicine 11, no. 3 (2021): 772–74. http://dx.doi.org/10.1093/tbm/ibab006.

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Abstract Many young adults in the United States (U.S.) moved from college accommodations to live with their parents/family during the Spring 2020 semester due to the COVID-19 pandemic. While alcohol consumption fluctuates during a typical semester among students, the impact of the sudden changes stemming from the pandemic on students’ alcohol consumption patterns is unclear. To examine the impact of the COVID-19 pandemic on college student alcohol consumption while accounting for legal drinking age and living situation. Data were collected from students (n = 302) at a large, northeastern U.S. university at the beginning and end of the of the 2019 and 2020 Spring semesters via an online survey that assessed socio-demographic characteristics (age, gender, race/ethnicity, living situation) and alcohol consumption using the daily drinking questionnaire. Data were analyzed using a 2 (cohort group: COVID-19 vs. normal) × 2 (age group: above 21 vs. under 21) × 2 (time: beginning vs. end of the semester) mixed model ANOVA. There was a significant three-way interaction. Students over the legal drinking age impacted by the pandemic demonstrated a drastic decrease in alcohol consumption by the end of the semester compared to those under normal circumstances. Change in living situation as a result of the pandemic drastically impacted the alcohol consumption patterns of students over the legal drinking age. Suggestions for future research on the continuing effects of the pandemic on students are discussed.
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Hung, Min-Ling. "Online Learning Readiness." International Journal of Technology and Human Interaction 12, no. 1 (2016): 51–62. http://dx.doi.org/10.4018/ijthi.2016010104.

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The purpose of this study was to examine whether online students' course-related readiness would undergo changes between midterm exams and final exams, and which student-readiness factors might predict students' willingness to take an online course again. The analysis used survey data from 217 students enrolled in an online course that was presented three times over three consecutive semesters. The results of this study were as follows: (1) an increase in communication self-efficacy and a decrease in learner control and in motivation for learning from middle of the semester to the end of the semester; (2) communication self-efficacy and learning motivation were statistically significant predictors of the students' willingness to take future online courses.
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., Marisa, Hazmira Yozza, and Maiyastri . "MODEL REGRESI COX PROPORTIONAL HAZARD PADA LAJU TAMAT MAHASISWA JURUSAN . MATEMATIKA UNIVERSITAS ANDALAS." Jurnal Matematika UNAND 6, no. 1 (2017): 33. http://dx.doi.org/10.25077/jmu.6.1.33-41.2017.

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Abstrak. Laju tamat mahasiswa dapat diukur dari lama atau tidaknya seseorangmenyelesaikan studi yang dapat dipengaruhi oleh faktor-faktor tertentu. Analisis yangtepat digunakan untuk menganalisis laju tamat tersebut adalah analisis survival. Analisissurvival yang digunakan untuk menganalisis hubungan antara variabel-variabel prediktorterhadap waktu survival dapat dilakukan dengan analisis regresi khusus yang menanganidata survival dan yang biasa digunakan adalah analisis regresi Cox Proportional Hazard.Data yang digunakan pada penelitian ini adalah data lama studi mahasiswa JurusanMatematika Universitas Andalas angkatan 2010. Pada penelitian ini diperoleh bahwafaktor-faktor yang signikan mempengaruhi laju tamat mahasiswa Jurusan MatematikaUniversitas Andalas angkatan 2010 adalah Indeks Prestasi (IP) semester 2, IP semester3, IP semester 4, dan jalur masuk Mandiri.Kata Kunci: Laju tamat mahasiswa, analisis survival, analisis regresi Cox ProportionalHazard
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Dissertations / Theses on the topic "Semester 2"

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Janssen, Brianna. "Using podcasts to teach the difference between 'ser' and 'estar' in a first semester Spanish course /." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1791982351&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Kahrs, Juliana L. "Exercise Stage of Change, Body Dissatisfaction, and Self-Esteem: Changes in First Year Students Across the First Semester." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1407079647.

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Houliston, Bryan. "Factors influencing the adoption of RFID technology in the New Zealand hospital environment dissertation [thesis] submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Information Technology, Semester 2, 2004." Full thesis. Abstract, 2004. http://puka2.aut.ac.nz/ait/theses/HoulistonB.pdf.

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Trüg, Jochen. "Entwicklung zweier authentischer Patientenfälle mit Hilfe des multimedialen online Lernprogramms "LaMedica". Einsatz der Fälle in der Pflichtveranstaltung "Virtuelle Vorklinik" im Rahmen der "Einführung in die klinische Medizin" im 2. vorklinischen Semester sowie Evaluation dieser Fälle." [S.l. : s.n.], 2008. http://nbn-resolving.de/urn:nbn:de:bsz:289-vts-63945.

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Organizacional, Profesores del curso de Comportamiento. "Comportamiento organizacional: clase 5, semestre 2007-2." Universidad Peruana de Ciencias Aplicadas - UPC, 2007. http://hdl.handle.net/10757/272658.

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Organizacional, Profesores del curso de Comportamiento. "Comportamiento organizacional: clase 8, semestre 2007-2." Universidad Peruana de Ciencias Aplicadas - UPC, 2007. http://hdl.handle.net/10757/272661.

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Organizacional, Profesores del curso de Comportamiento. "Comportamiento organizacional: clase 6, semestre 2007-2." Universidad Peruana de Ciencias Aplicadas - UPC, 2007. http://hdl.handle.net/10757/272659.

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Luna, Flores Walter, and Flores Silvia Gutiérrez. "Estadística Descriptiva Online (CE19), semestre 2013-2." Universidad Peruana de Ciencias Aplicadas - UPC, 2013. http://hdl.handle.net/10757/299391.

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Cuaderno de trabajo de los cursos Estadística Descriptiva Online (CE19) y Estadística Descriptiva (MA147), que corresponden al semestre 2013-2. Contenido: organización de datos, resúmenes de datos, probabilidades, variable aleatoria y distribución de probabilidad, muestreo y estimación.
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Alva, Cabrera Rubén, Espinoza Julio Sánchez, and Lizano Aldrin Peña. "Cálculo I: teoría y práctica (CE13), semestre 2014-2." Universidad Peruana de Ciencias Aplicadas - UPC, 2014. http://hdl.handle.net/10757/315865.

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El propósito de este curso es lograr que los alumnos conozcan las leyes y conceptos del análisis matemático básico y desarrollen una serie de habilidades que les permitan tener la capacidad de aplicarlos en la resolución de ejercicios y problemas matemáticos vinculados con su carrera, con un adecuado nivel de complejidad. Este curso estudia los siguientes temas: Funciones básicas, Límite de una función, Asíntotas verticales y horizontales, Continuidad de funciones, Teoremas fundamentales sobre continuidad, La derivada y sus aplicaciones, Relación entre continuidad y derivabilidad, Reglas de derivación, Derivada de las funciones implícitas, Diferencial de una función, Extremos globales, Gráfica de funciones, Problemas de optimización, La integral y sus aplicaciones, Técnicas de integración, Teorema fundamental del cálculo, Integrales impropias, Aplicaciones, Vectores en el plano(R2) y en el espacio(R3), Operaciones con vectores, Producto escalar y producto vectorial.
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Cifuentes, Ramseyer María Isabel. "Psicología Social (RRHH), Material del Alumno, Semestre 2007-2." Universidad Peruana de Ciencias Aplicadas - UPC, 2007. http://hdl.handle.net/10757/272569.

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Books on the topic "Semester 2"

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University of Western Australia. School of Architecture. A catalogue of nine studios: Semester 2, 1991. School of Architecture Press, University of Western Australia, 1991.

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Tethool, Louis. Sejarah kota Jayapura: Untuk SLTP kelas 2, semester 1. Dinas Kebudayaan Provinsi Papua, 2003.

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Michael, Parkin. economics parkin eighth edition Economics plus MyEconLab plus eBook 2-semester Student Access Kit: Economics plus MyEconLab plus eBook 2-semester Student Access Kit. 8th ed. Addison Wesley, 2007.

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Api, Perusahaan Jawatan Kereta. Keputusan rapat kerja semester I PJKA tahun 1988/1989, tanggal 2 s.d. 4 Mei, 1988 di Bandung. Kantor Pusat, 1991.

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WebAssign. WebAssign - 2 Semester. Wiley & Sons Canada, Limited, John, 2003.

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Müller, Anton, Ernst Leitner, and Wolfgang Dilg. Physik, Leistungskurs 2. Semester. Oldenbourg Schulbuchverlag, 1990.

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Kelly, Dr Brendan. Algebra 2 with TI-nspire: Semester 2. Brendan Kelly Publishing Inc., 2011.

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Assen, Christina von der. Crash-Kurs Psychologie: Semester 2. Springer, 2019.

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Technology, Aries. A+ Preparation Companion Semester 2. Cisco Systems, 2000.

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Krugman, Paul. Economics & EconPortal 2 Semester Access. Worth Publishers, 2010.

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Book chapters on the topic "Semester 2"

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Munta, Mario. "Theorizing the influence of the European Semester." In EU Socio-Economic Governance in Central and Eastern Europe. Routledge, 2021. http://dx.doi.org/10.4324/9781003143116-2.

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"2. Mengen." In Mathematik für die ersten Semester. De Gruyter, 2015. http://dx.doi.org/10.1515/9783110377347-004.

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"Über 400 Semester wirtschaftswissenschaftliche Vorlesungen an der Eberhard Karls Universität Tübingen 1798 bis 2013. Titel 2." In Über 400 Semester, edited by Joachim Starbatty and Heinrich Strecker. De Gruyter, 2014. http://dx.doi.org/10.1515/9783110505443-005.

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"Provincialate: Year 3, Semester 2, 1889." In Jesuit Superior General Luis Martín García and His Memorias. BRILL, 2021. http://dx.doi.org/10.1163/9789004435384_030.

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Polly, Drew, Laura K. Handler, Eugenia B. Hopper, and Ian C. Binns. "Mentoring Elementary Education Teacher Candidates in the Instructional Design and Lesson Planning Process." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4050-2.ch002.

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Out of the myriad skills and knowledge expected for teacher candidates to develop prior to becoming a full-time teacher, the process of designing instruction and planning lessons and units is one of the most critical. In this chapter, the authors describe the multi-semester approach to mentoring and supporting elementary education teacher candidates with the process of instructional design and lesson planning. They provide a detailed look at each semester followed by implications and future directions for both practice and research.
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Jordan, Eoin, and Mark Coyle. "Using a Virtual Learning Environment to Promote Autonomous Language Learning for Chinese Students." In Computer-Assisted Foreign Language Teaching and Learning. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch009.

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This chapter examines a semester-long Moodle-based programme of monitored quizzes designed to encourage first-year Chinese students at an English medium university in China to engage in English language self-study and autonomous learning. Usage statistics and questionnaire data were collected and analysed in order to investigate overall quiz participation rates, usage patterns across the semester, and the extent to which the programme affected students’ attitudes towards self-study. The results indicated that participation rates in the quizzes were high, although activity on the programme pages did decline as the semester progressed. Students also reported via the questionnaire that the programme had helped them learn how to organise their own self-study. However, statistics from Moodle revealed that many participants were not taking the quizzes on a regular, weekly basis, as had been intended, suggesting that the programme may have only been partially successful in fostering autonomous study skills.
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Durbin, Steven M., and Kristi A. Durbin. "Anonymous Polling in an Engineering Tutorial Environment." In Audience Response Systems in Higher Education. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-947-2.ch008.

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As a means of improving student participation, an infrared remote based audience response system was trialled in a second-year introductory level engineering tutorial. This chapter presents a case study of the initial implementation that directly followed a semester that employed a traditional tutorial format. Student response was consistent and generally positive at both the beginning and end of the semester, and the opportunity for live (anonymous) assessment proved useful from an instructional perspective, despite some limitations of the system. Interestingly, the new tutorial format appeared to encourage discussion after each question was concluded, driven in part by the fact that a histogram of responses to the multiple-choice questions was displayed.
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Zeitlin, Jonathan, and Bart Vanhercke. "Socializing the European Semester: EU social and economic policy co-ordination in crisis and beyond." In EU Socio-Economic Governance since the Crisis. Routledge, 2018. http://dx.doi.org/10.4324/9781351025621-2.

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Sälzle, Sonja, Linda Vogt, Jennifer Blank, et al. "5 Zugang 2: Die Corona-Semester aus Sicht der Lehrenden und Studierenden." In Entwicklungspfade für Hochschule und Lehre nach der Corona-Pandemie. Tectum – ein Verlag in der Nomos Verlagsgesellschaft, 2021. http://dx.doi.org/10.5771/9783828877351-67.

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Downing, Kevin, Kristina Shin, and Flora Ning. "Patterns of Interaction in Online Learning." In Developing and Utilizing E-Learning Applications. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-791-2.ch005.

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This chapter describes a case study which examines detailed data related to student and tutor usage of an asynchronous discussion board as an interactive communication forum during a first semester associate degree course in applied psychology, and identifies ‘what works’ in relation to discussion board use. The case demonstrates how students gradually create an online community, but only if they are prompted in a timely and appropriate way by the course and assessment structure. Three distinct phases in online interaction are identified, and the case suggests these might be largely mediated by assessment tasks.
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Conference papers on the topic "Semester 2"

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Shannon, Christine. "A semester-long project in CS 2." In the 4th annual SIGCSE/SIGCUE ITiCSE conference. ACM Press, 1999. http://dx.doi.org/10.1145/305786.305944.

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Lisarani, Varetha, I. Nengah Parta, and Tjang Daniel Chandra. "Variation of Mathematical Representation Used in Studentsr Textbook Grade 8 Semester 2." In 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icomse-17.2018.7.

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Gailani, Gaffar, Sidi Berri, and Malek Brahimi. "Integration of 3D Modeling, FEA, Rapid Prototyping in Engineering Technology 2-Year Programs." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67554.

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Graduates from the Associate in Applied Science (AAS) in Mechanical Engineering Technology (MECH) and Industrial Design (IND) Technology at New York City College of Technology are learning new skills in 3D modeling, Finite Elements Analysis (FEA) and Rapid Prototyping. Two year programs in engineering technology are often short of helping students to grasp all aspects of the technology. This is mainly due to the limited number of credits allowed in 2-year programs (about 60 credits). Most graduates from both MECH and IND find employment in the local industry. Growing demand from local employers compelled the department to incorporate new components in the upper level courses in both AAS programs. Students from both programs are required to take a 60 hour (4 hours/week) Advanced Solid Modeling course (IND2304). In order to address the local industry need the department decided to modify and update IND2304. In the new course, students learn to improve their design by using some of the solid mechanics techniques, stress analysis, the role of Finite Element Analysis (FEA), rapid prototyping, and applying tolerance. Students learn 3D modeling using AutoDesk Inventor. They are required to design a team based project at the end of the semester. Students learn team work and sharing information with each other. They enhance their communication skills by presenting their work at the end of the semester. Results of this new course are very encouraging. Students get very motivated by the diversity and creativity of the new design work. Some students who graduated from both programs were able to use their new design skills and team work in their current positions in the field.
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Lukman, Lufi. "The Imperative Utterances in Bahasa Inggris SMA/MA SMK/MAK Kelas X Semester 2 (Students Book) Kurikulum 2013." In International Conference on English Language Teaching (ICONELT 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.56.

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Alves, Anabela C., Ana C. Pereira, Celina P. Leão, Sandra Fernandes, and Andre F. Uebe-Mansur. "The Use of Blogs in a Project-Based Learning Context for First-Year Engineering Students’ Teams." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23768.

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Abstract The Integrated Project of Industrial Engineering and Management 1 (IPIEM1) is a curricular unit of the first year developed in the first semester of the Integrated Masters degree of Industrial Engineering and Management (IEM11) – University of Minho, Portugal. In the 2019’s 1st semester and in the IPIEM1 previous versions, Project-Based Learning (PBL) was usually adopted as a learning methodology. In this pedagogical development context, freshman students develop a project integrating all five courses related to this current semester. To undertake this project, the students work in large teams that comprise nine to ten members. Throughout the semester, each team must accomplish the project phases and tasks. To communicate their progress and results developed during the semester, each team designed a blog. In the IPIEM1 previous editions of PBL of this year in this program, the weblog (blog) digital technology was also adopted, but it was never assessed. Thus, this paper has two main objectives: 1) to evaluate the importance of the blog for the teams; 2) to discuss teams’ engagement during its development, knowing that it would be a part of the assessment method. The survey results revealed that the teams considered the blog useful to keep an update record of the project progress and to stimulate the writing and reflection about project contents. Furthermore, some of teachers’ and students’ considerations showed the need for providing more training and experience in the development of blogs.
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Bessette, Amanda, Vitalis Okafor, and Beshoy Morkos. "Correlating Student Motivation to Course Performance in Capstone Design." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35506.

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This paper presents the preliminary results of a motivational study of students enrolled in their capstone design course during their senior year in mechanical engineering at the Florida Institute of Technology. Student teams are assigned a project and teams are tasked with completing a design project over a one-year (2 semesters) span. Data is collected during the beginning of the fall semester and during the end of the spring semester. Two methods were used to collect the data of the class. A live interview was conducted for each of the capstone teams. Within this interview, a range of questions are asked to facilitate an understanding of what motivates the student. An adaptation of the Motivated Learning Strategies Questionnaire (MSLQ) survey instrument was also administered to the students to collect quantitative data. The MSLQ framework divides the instruments into two sets of questions to address motivation and learning. Motivation is comprised of three factors: test anxiety, self-efficacy, and intrinsic value. Statistical analysis is performed on the quantitative data to determine significance or correlation between student motivation and performance. Performance is measured through the student’s grade (evaluated by instructor) and peer evaluation (evaluated by team). The analysis is performed through segmenting the sample into international versus domestic, and males versus females; to identify any differences in motivation between the groups. Results indicate there are differences between international and domestic students along all motivational factors. Further, differences are identified between males and females for intrinsic anxiety motivational factors.
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Friesel, Anna. "Experiences With International Project Teams Working With Robot Design." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59180.

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This paper summarizes the activities, contents and overall outcomes of our experiences with international project teams working with different engineering projects, in particular the Interdisciplinary Project on fourth semester (TVP4E). The TVP4E course combines the theory and practical design of small autonomous robots. The theoretical part includes mathematical modeling, system dynamics, control theory, digital and analogue electronics, and microprocessors. The practical project is to design an autonomous robot performing two tasks: compulsory task decided by the teachers and the free task decided by students. The success of this particular fourth semester project inspired us to start other international project semesters. Globalization makes it necessary to cooperate on an international platform. A great contributor to globalization is the student mobility program within the EU, like the Socrates-Erasmus program. At the Copenhagen University College of Engineering we have more then 50 active Socrates-Erasmus agreements. Beside that we have bilateral agreements with many non-European countries. Usually the exchange students come to us after 2–3 years of studying in their home countries. Their prerequisites are in most cases the basics of mathematics and physics, but there is very big variety in their practical skills, like electronics and programming. Some of them do not have much experience in working with projects. The challenge of supervising the international teams is to motivate the students with different prerequisites to study the theory and work together with other students from very different cultures with a practical engineering project. In conclusion we describe the benefits from this program to all of us: students, teachers and the universities.
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Manteufel, Randall D. "Use of Conceptual Questions With Prompt Feedback in Engineering Thermodynamics." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-52276.

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An effective strategy to promote deep understanding in engineering thermodynamics is to increase the use of conceptual questions during lectures coupled with prompt assessment of student responses. A key is to collect responses from all students and provide prompt feedback explaining the correct response. It has been found that conceptual questions are more effective than numerical. Good questions explore if a quantity will increase, decrease or remain unchanged in response to a change in the system. In previous semesters, an instructor would pose conceptual questions during lecture and discuss with those students who participated with the instructor. Using an electronic collection system for student responses, all student responses can be collected and assesses. Results show that (1) it is rare that the entire class is correct even for the simplest of questions, (2) a nearly identical question can be repeated in a subsequent lecture and there will continue to be a incorrect responses, and (3) repeating questions throughout the semester is effective at addressing common conceptual misunderstandings and improving long-term student learning in engineering thermodynamics.
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Ramona, Stoicescu, Stoicescu Razvan-Alexandru, Codrin Gheorghe, and Schroder Verginica. "LABORATORY METHODS AND PREVALENCE OF SARS-COV-2 INFECTIONS IN THE 2ND SEMESTER OF 2021 IN THE EMERGENCY CLINICAL COUNTY HOSPITAL OF CONSTANTA." In GEOLINKS Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/geolinks2021/b1/v3/11.

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"Diagnosing infections with SARS-CoV-2 is still of great interest due to the health and economic impact of COVID pandemic. The 4th wave of the COVID-19 pandemic is expected and is considered to be stronger and faster due to the dominance of Delta variant which is highly contagious [1]. SARS-CoV-2 also known as 2019-nCoV is one of the three coronaviruses (together with SARS-CoV or SARS-CoV1/Severe acute respiratory syndrome coronavirus), MERS-CoV /Middle East Respiratory Syndrome coronavirus) which can cause severe respiratory tract infections in humans [2]. Early diagnosis in COVID 19 infection is the key for preventing infection transmission in collectivity and proper medical care for the ill patients. Gold standard for diagnosing SARS-Co-V-2 infection according to WHO recommendation is using nucleic acid amplification tests (NAAT)/ reverse transcription polymerase chain reaction (RT-PCR). The search is on to develop reliable but less expensive and faster diagnostic tests that detect antigens specific for SARS-CoV-2 infection. Antigen-detection diagnostic tests are designed to directly detect SARSCoV-2 proteins produced by replicating virus in respiratory secretions so-called rapid diagnostic tests, or RDTs. The diagnostic development landscape is dynamic, with nearly a hundred companies developing or manufacturing rapid tests for SARS-CoV-2 antigen detection [3]. In the last 3 months our hospital introduced the antigen test or Rapid diagnostic tests (RDT) which detects the presence of viral proteins (antigens) expressed by the COVID-19 virus in a sample from the respiratory tract of a person. All RDT were confirmed next day with a RT-PCR. The number of positive cases detected during 3 months in our laboratory was 425. There were 326 positive tests in April, 106 positive tests in May and 7 positive tests in June. Compared with the number of positive tests in the 1st semester of 2021, the positive tests have significantly declined."
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Martin, Michael W., and Cale T. Polkinghorne. "Breaking Down Classroom Walls: Fostering Improved Communication and Relations Between Engineers and Tradesmen Through a Joint Semester Project." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62229.

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Recent engineering education research has suggested that most engineering curricula does not promote attainment of many characteristics desired in practicing engineers [1][2]. One such characteristic is effective communication with workers in other disciplines. A method to attain improved communication is simulation of workplace situations in the educational environment [3][4]. In an effort to improve communication between trades and to foster a higher appreciation for the other field, a project simulating the working relationship between engineers and machinists was implemented via a joint semester project coupling a Computer Numerical Control (CNC) machining course and an engineering design course. A significant body of knowledge exists regarding multidisciplinary education for engineering students. Nearly all of the multidisciplinary projects involve one discipline of engineering working with another engineering discipline (i.e. mechanical engineering students working with electrical engineering students). The multidisciplinary work between different disciplines of engineering students has documented benefits; however, the two groups of students are on a similar communication level. By coupling junior and senior level bachelor degree-seeking engineering students with students primarily pursuing a 1 year CNC machining certificate, many communication barriers are encountered that are not seen in typical university multidisciplinary projects. The students from the engineering class were tasked with designing a simple assembly that performs a specified function. The engineering student was responsible for generating a complete set of manufacturing prints. Each engineering student was matched with a group of two or three CNC machining students, who were responsible for manufacturing the parts designed by the engineering student. This type of collaboration closely simulates the design engineer working with the manufacturing shop floor employee in determining how a part is best produced and taking the project to completion by manufacturing and assembly of that part. Data collection methods included student surveys and instructor observations. Primary student outcomes appeared to be; 1) an appreciation for the importance of communication and, 2) greater understanding of the complete process needed to produce a product. The primary difficulties the students encountered were due to communication issues and project management breakdowns. Efforts to address these issues and other lessons learned will be discussed.
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Reports on the topic "Semester 2"

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Reporte de Estabilidad Financiera - I semestre 2021. Banco de la República, 2021. http://dx.doi.org/10.32468/rept-estab-fin.sem1-2021.

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En virtud del mandato otorgado por la Constitución Política de Colombia y de acuerdo con lo reglamentado por la Ley 31 de 1992, el Banco de la Repú-blica tiene la responsabilidad de velar por la estabilidad de los precios. El adecuado cumplimiento de esta tarea depende crucialmente del manteni-miento de la estabilidad financiera. La estabilidad financiera se entiende como una condición general en la cual el sistema financiero (establecimientos, mercados e infraestructuras): 1. Evalúa y administra los riesgos financieros de una manera que facilita el desempeño de la economía y la asignación eficiente de los recursos; 2. está en capacidad de absorber, disipar y mitigar de manera autónoma la materialización de los riesgos que pueda surgir como resultado de eventos adversos. Ete Reporte de Estabilidad Financiera cumple el objetivo de presentar la apreciación del Banco de la República sobre el desempeño reciente de los establecimientos de crédito y sus deudores, así como sobre los principales riesgos y vulnerabilidades que podrían tener algún efecto sobre la estabili-dad financiera de la economía colombiana. Con este objetivo se pretende in-formar a los participantes en los mercados financieros y al público, además de promover el debate público sobre las tendencias y los riesgos que atañen al sistema financiero. Los resultados aquí presentados sirven también a la autoridad monetaria como base para la toma de decisiones que permitan promover la estabilidad financiera en el contexto general de los objetivos de estabilidad de precios y estabilidad macroeconómica. Este Reporte se complementa con el Reporte de Sistemas de Pago publicado anualmente por el Banco de la República, en el cual se divulga la labor de seguimiento a las infraestructuras financieras de la economía colombiana.
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