Academic literature on the topic 'Studente'
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Journal articles on the topic "Studente"
1
Torlone, Francesca. "Contenuti core di un Corso di studi e gestione dei colloqui individuali di orientamento." EDUCATIONAL REFLECTIVE PRACTICES, no. 2 (July 2021): 114–36. http://dx.doi.org/10.3280/erp2-2021oa12119.
Full textAbstract:
Il colloquio individuale di orientamento si configura come un percorso che lo studente, tradizionale e non, intraprende dal momento in cui incontra un docente nella fase di accoglienza fino all'ultimo dei colloqui che realizza prima del conseguimento della certificazione finale. Il percorso è segnato da colloqui ciclici, svolti con docenti diversi e nei vari momenti che attraversano il processo di orientamento del singolo studente. Ogni colloquio, o meglio ogni "batteria" di colloqui, si inserisce in momenti specifici della vita accademica, personale e professionale della persona. Ognuna di queste "batterie" di colloqui ha propri obiettivi e risultati attesi, volti a consentire allo studente di conseguire i suoi obiettivi di orientamento nel quadro dei contenuti core del CdS-L19. Lo studio che il contributo presenta articola i risultati conseguiti dagli studenti in quattro tappe attraverso cui si sviluppa il processo di orientamento: esplicitazione della domanda di orientamento da parte dello studente; la motivazione e la retention dello studente; la costruzione di una risposta di orientamento pertinente da parte del docente; la valutazione dei progressi realizzati.
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du Toit, Karina, P. Malan Heyns, Alta A. Sharp, and Gideon P. de Bruin. "'n Vergelyking van die invloed van barokmusiek en tradisionele Afrikamusiek op die leesontwikkeling van swart studente." South African Journal of Psychology 26, no. 4 (December 1996): 231–35. http://dx.doi.org/10.1177/008124639602600405.
Full textAbstract:
'n Vergelyking van die invloed van barokmusiek en tradisionele Afrikamusiek op die leesontwikkeling van swart studente is in hierdie studie getref. Die resultate dui daarop dat, alhoewel die studente almal by die leesontwikkelingsprogram baat gevind het, die barokmusiek en die Afrikamusiek geen gedifferensieerde bydrae tot hul leesontwikkeling gemaak het nie. Dit blyk ook dat die studente wat aan Afrikamusiek blootgestel was, dit as meer steurend ervaar het. Hierteenoor het die studente wat aan die barokmusiek blootgestel was, dit as minder steurend ervaar en die indruk gehad dat die musiek tot hul prestasie bygedra het.
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Perla, Loredana, and Viviana Vinci. "Videovalutare l'agire competente dello studente." EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, no. 1 (June 2021): 119–35. http://dx.doi.org/10.3280/exioa1-2021oa12075.
Full textAbstract:
La videoanalisi è un oggetto di studio che vanta una consolidata tradizione. Pratica multimetodologica e area di studio interdisciplinare, essa risponde a numerosi problemi conoscitivi posti dalla complessità dei fenomeni didattici da indagare e propone strumenti e tecnologie che hanno un potenziale di descrizione, riproduzione e comprensione dei fenomeni molto alto. L'analisi video di un compito autentico costituisce un dispositivo di "supporto" per realizzare la valutazione dell'agire competente dello studente: un prototipo in grado di supportare la focalizzazione delle azioni che strutturano la competenza da valutare, per identificarne dimensioni, indicatori e livelli. Si descrive un percorso di ricerca-formazione che ha coinvolto 30 insegnanti di 11 Istituti scolastici della regione Puglia. Esito del progetto la descrizione del prototipo di videovalutazione che supporta gli insegnanti nella costruzione della rubrica valutativa e l'espressione del giudizio finale per livelli. L'attività riflessiva sollecitata nelle docenti, attraverso l'uso del dispositivo proposto, ha avuto l'obiettivo di accompagnare gli insegnanti a riconsiderare criticamente il proprio l'agire, sollecitando lo sviluppo e il consolidamento della propria professionalità. La ricerca ha consentito di promuovere negli insegnanti un habitus di riflessione sul proprio "fare scuola" e sulle proprie strategie valutative, sul modo in cui si gestisce la mediazione tra soggetti in apprendimento, contenuti disciplinari, metodologie, strategie e dispositivi adottati.
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Coetzee, Tjaart, and Steven du Toit. "Universiteit Pretoria: studente en politiek." Politikon 16, no. 1 (June 1989): 83–107. http://dx.doi.org/10.1080/02589348908704908.
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Sara Mori, Elettra Morini, and Francesca Storai. "Cambiare la scuola: l’innovazione dal punto di vista degli studenti." IUL Research 1, no. 1 (July 24, 2020): 37–60. http://dx.doi.org/10.57568/iulres.v1i1.24.
Full textAbstract:
Il ripensamento del modello di insegnamento-apprendimento è uno dei temi al centro del dibattito sull’innovazione della scuola. Il Movimento Avanguardie Educative raccoglie scuole da tutto il territorio nazionale che condividono sperimentazioni basate su un modello in cui lo studente è al centro del proprio percorso formativo, un modello capace di promuovere un apprendimento significativo. La ricerca intende indagare come queste scuole abbiano interpretato il concetto di innovazione scolastica e, in particolare, il presente contributo si focalizza sui risultati del questionario e dei test psicometrici somministrati a 1880 studenti di 52 scuole che partecipano al Movimento da almeno due anni. I risultati evidenziano un’associazione positiva tra il livello di innovazione percepita dagli studenti e la soddisfazione per il funzionamento della scuola. Gli studenti che ottengono alti punteggi su queste dimensioni hanno risultati elevati anche nei test che indagano la soddisfazione per la propria esperienza di studente e l’organizzazione dello studio.
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Campagnolo, Augusto. "COMPETENZE DI ACCESSO ALL’UNIVERSITÀ: DALLA COMPRENSIONE DEL TESTO ALLA SCRITTURA DI SINTESI." Italiano LinguaDue 14, no. 1 (July 28, 2022): 633–59. http://dx.doi.org/10.54103/2037-3597/18319.
Full textAbstract:
Per favorire un raccordo tra Scuola superiore e Università, l’articolo propone una riflessione sulle competenze linguistiche richieste agli studenti che accedono ai corsi di laurea, in particolare a quelli della Scuola di Scienze Umane. A partire dall’analisi di due testi, l’articolo illustra l’intreccio di competenze necessarie allo studente sia in fase di lettura e comprensione sia in fase di produzione del riassunto, e intende sostenere come la comprensione richieda anche una riscrittura e come il riassunto sia profondamente condizionato dai processi di analisi e comprensione del testo. L’esperienza dell’autore, maturata nei corsi di recupero delle competenze linguistiche, ha evidenziato come la pratica del riassunto sia uno strumento essenziale per migliorare le competenze di comprensione e di produzione scritta perché costringe lo studente a confrontarsi in modo analitico con i diversi livelli del testo e ad adottare le strategie linguistiche e le forme testuali più adeguate per riprodurlo.
University access skills: from text comprehension to summary writing
In order to encourage a connection between the High School and University, this article proposes a reflection on the required linguistic competences for students who enroll in degree courses, in particular those in the School of Human Sciences. Starting from the analysis of two texts, the article illustrates the intertwining of skills needed by the student both in the reading-and-comprehension phase and in the summary production phase, showing how comprehension also requires rewriting and how summarizing is deeply conditioned by the processes of analysis and comprehension of the text. The author’s experience, matured in remedial language skills courses, has shown how the practice of summarizing is an essential tool to improve comprehension and written production skills because it forces the student to deal with the different levels of the text analytically and adopt the most appropriate linguistic strategies and textual forms to reproduce it.
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Viljoen, Marlene J., and Hermien Johannes. "Rekenaargeletterdheid vir voorgraadse studente; ‘n onderrigprogram." Health SA Gesondheid 4, no. 3 (October 28, 1999): 12–24. http://dx.doi.org/10.4102/hsag.v4i3.361.
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The need for basic computer skills as well as information gathering and information processing skills are becoming more important at the School of Nursing, UOFS.OpsommingBasiese rekenaarvaardighede sowel as inligtingverkrygings- en inligtingverwerkingsvaardighede word toenemend 'n behoefte aan die Skool vir Verpleegkunde aan die UOVS.
*Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
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Lubello, Sergio. "FORME DI TESTUALITÀ BREVE NELLA DIDATTICA DELL’ITALIANO." Italiano LinguaDue 14, no. 2 (January 17, 2023): 140–54. http://dx.doi.org/10.54103/2037-3597/19654.
Full textAbstract:
Il contributo parte dal concetto di ‘brevità’ testuale e si concentra sulla nuova “semiosfera testuale”, in particolare su alcuni generi testuali brevi digitati e sul loro possibile uso nella didattica dell’italiano (tweet, blog, email ecc.). Particolare attenzione è dedicata alla email di tipo formale (studente > docente), genere purtroppo poco o per nulla praticato a scuola come dimostrano le molte email di studenti, linguisticamente e pragmaticamente fallimentari.
Forms of short textuality in Italian teaching
This paper, starting from the concept of textual 'brevity', focuses on the new "textual semiosphere", in particular on some short typed textual genres and their possible use in L1 Italian didactics (tweet, blog, email etc.). A specific attention is dedicated to the formal email (from the student to the teacher), an unfortunately little or not practiced textual genre at school, as evidenced by the many emails from the students, which are linguistically and pragmatically not-functional short texts.
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le Roux, Anda, and Ester de Beer. "Eensaamheid en intimiteit by getroude studente in vroeë volwassenheid." South African Journal of Psychology 24, no. 2 (June 1994): 53–61. http://dx.doi.org/10.1177/008124639402400202.
Full textAbstract:
Die primêre doel met hierdie studie was om die verband tussen eensaamheid en intimiteit tydens die ontwik-kelingstadium van vroeë volwassenheid te ondersoek. Vraelyste is deur 'n ondersoekgroep van 526 getroude UOVS-studente tussen die ouderdomme van 18 en 36 jaar voltooi. Die resultate dui op 'n hoogs beduidende (negatiewe) verband tussen eensaamheid en intimiteit by getroude studente in vroeë volwassenheid. Dit blyk voorts dat geslag, ouderdom, huweliksduur en aantal kinders nie belangrike determinante in die ervaring van eensaamheid by hierdie studente in vroeë volwassenheid aan die UOVS is nie. Wat die ouerhuisbeskrywing betref, is 'n beduidende verband met die mate van eensaamheid wat ervaar word, aangetref: proefpersone wat hul ouerhuise as nóg gelukkig, nóg ongelukkig beskryf het, het die hoogste mate van eensaamheid ervaar. Die ooreenkomste en verskille met vorige navorsing bevestig die kompleksiteit van die konstruk van eensaamheid.
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Martini, Angela. "Istruzione e diseguaglianze sociali nel Veneto." ECONOMIA E SOCIETÀ REGIONALE, no. 1 (June 2020): 60–78. http://dx.doi.org/10.3280/es2020-001004.
Full textAbstract:
Il presente lavoro analizza l'effetto dell'indice di status socio-economico-culturale (Escs) dello studente sui risultati delle prove Invalsi di Italiano, Matematica e Inglese degli alunni veneti che hanno frequentato nel 2018-19 la quinta classe della scuola primaria, la terza classe della scuola secondaria inferiore e le classi seconda e quinta della scuola secondaria superiore. A tal fine una serie di analisi di regressione è stata effettuata sia tenendo conto del solo indice Escs come variabile indipendente sia controllando per altre variabili degli studenti che incidono sulle prestazioni nelle prove standardizzate di apprendimento, come il genere, la nazionalità, ecc. L'effetto dell'Escs diminuisce quando si tiene conto anche di queste variabili. Inoltre, più che l'Escs individuale dello studente, a pesare sui risultati delle prove è il contesto sociale della classe in cui è inserito, misurato dall'Escs medio degli alunni che la frequentano.
Dissertations / Theses on the topic "Studente"
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De, Vos Catharina Elizabeth. "Die begaafde student en die gemiddelde student : 'n vergelykende psigologiese ondersoek / Catharina Elizabeth de Vos." Thesis, Potchefstroom University for Christian Higher Education, 1988. http://hdl.handle.net/10394/9592.
Full textAbstract:
MOTIVATION FOR THE STUDY:
In a young growing country such as the Republic of south
Africa there is a growing need for higher productivity. The
gifted person does not always perform according to his
abilities, because he is not identified at an early age and
is therefore not completely understood. Previously, gifted
persons were only identified by their mental abilities,
whereas it is known that there are more factors involved,
such as personality, interests, study methods and attitudes.
etc. Psychological aspects that play an important role in
the better understanding of the gifted person are the
following :-
- academic performance,
- influence of the gifted person on the family,
- the influence of inheritance and environment on
giftedness,
- education of the gifted,
- sex differences with the gifted.
AIM OF THE RESEARCH:
The general aim of this study was to compare the gifted and
average groups of students according to their abilities,
scholastic achievement, interests, personalities and
study-orientation. This was done through the following
specific aims to determine if:-
i) the gifted and average groups (both sexes included)
differed in their profiles of the cognitive variables
(SAT and standard ten results).
ii) the mean profiles of the gifted and average groups
(both sexes included) comparing non-cognitive variables
(19FII, PHSF, SSHA), differed.
iii) the mean profiles of the gifted male and average male
groups comparing the cognitive variables differed.
iv) the mean profiles of the gifted male and average male
groups comparing the non-cognitive variables proved to
be significantly different.
v) the mean profiles of the gifted female and average
female groups comparing cognitive variables were
significantly different.
vi) the mean profiles of the gifted female and average
female groups comparing non-cognitive variables were
different.
The second aim of this study was to determine by t-tests
whether there is a statistically meaningful difference
between the different groups on the various fields or
components of the psychometric instruments.
METHOD OF INVESTIGATION:
In the first place, a study of the relevant literature was
undertaken, concerning the concepts of average, gifted,
interest, aptitude, personality and study methods and
attitudes.
The psychometric instruments used in this research are
discussed thoroughly according to their development,
contents, reliability and validity.
The sample used in this research consisted of one hundred
and forty average students (seventy male and seventy female)
and seventy gifted students (thirty five male and thirty
five female) which were selected after the 1984 mass testing
of first year students of the PU for CHE.
Statistical operations were done for these groups with the
aid of a computer. This work included the drawing-up of
mean profiles on each variable (cognitive and non-cognitive)
for each group (i.e. the gifted and average groups, the
gifted and average male groups; and the gifted and average
female groups) as well as the statistical comparison of
these profiles with each other. In the second place t-tests
were completed to detect differences between these groups on
different fields of interest, personality, abilities, etc.
CONCLUSIONS
With regard to the first aim of this study, the following
can be concluded:
i) The gifted and average groups' mean cognitive
profiles (both sexes included) were not parallel.
ii) The gifted and average groups' mean non-cognitive
profiles were not parallel.
iii) The gifted and average male groups' mean cognitive
profiles were not parallel.
iv) The gifted and average male groups' mean non-cognitive
profiles were parallel.
v) The gifted and average female groups' mean cognitive
profile were not parallel.
vi) The gifted and average female groups' mean non-cognitive
profile were not parallel.
With regard to the t-tests, the following can be concluded:-
The gifted group (both sexes included) showed statistically
better performance on the following fields or components
compared to the average group.
a) Subjects: Afrikaans (1st language), English (2nd
language), German higher grade, Latin higher grade,
Mathematics higher grade, Science higher grade, Biology
higher grade, History higher grade, Geography higher
grade & standard grade, Accountancy higher grade &
standard grade, Domestic Science higher grade and
standard grade, Wood & Metal work standard grade,
Technical Drawings higher grade and Typing standard
grade.
b) Interests (19FII):- Fine Arts, Performing Arts, Creative
Thought and Numerical.
c) Personality: (PHSF):- Desirability scale.
d) Study Methods and attitudes (SSHA)
- The average students (both sexes included) showed a
statistically higher performance on clerical interest
and sociability (Groups).
The gifted male group performed statistically better on the
following fields:-
a) Subjects:- Afrikaans (1st language), English (2nd
language), Latin higher grade, Mathematics higher
grade, Science higher & standard grade, Accountancy
higher grade, Technical Drawings higher grade and Wood &
Metal work standard grade.
b) Interests:- Creative thought.
c) Personality:- Desirability Scale.
- The average male students performed higher on the following:-
a) Interests:- Clerical
b) Personality:- Sociability (G)
The gifted female group showed the following statistically
higher performances:-
a) Subjects:- Afrikaans (1st language), English (2nd
language), German higher grade, Mathematics higher grade,
Science higher grade, History higher grade, Geography higher
grade. Accountancy higher and standard grade. Biology higher
grade, Domestic Science standard grade and Typing standard
grade.
b) Interests:- Fine arts, Creative Thought, Practical -
Male, and Numerical.
c) Personality:- None.
It was also found that the gifted group as a whole, as well
as the gifted female group, tend to be more actively
inclined towards interests.
RECOMMENDATIONS
The results of this study show that the gifted student does
differ in many ways from the average student. There is thus
a need for early identification of the gifted person so that
he could be understood and so that there could be catered
for this student at school level.
The following recommendations can be made in connection with
future research studies:-
a) More meaningful findings may be gathered on the
personality of the average student by including a second
personality questionnaire such as the Jung Personality
Questionnaire. The results of this questionnaire could
lead to better understanding of the PHSF results of this
study.
b) More instruments can be used to evaluate study
orientation, such as personal questionnaires and
interviews.
c) It is also recommended that the size of the groups be
increased in order to increase the reliability of such
findings.Thesis (MA)--PU vir CHO, 1988
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Roux, L. "Die lewenstyltipering van 'n impulsiewe studente-aankoper." Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/21754.
Full textAbstract:
Thesis (MComm)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: Lifestyles offer a comprehensive view of behaviour and the motives that underlie many of the purchases made by consumers. Impulsive buying behaviour is a complex phenomenon, and it has not yet been actively researched within a South African context. The aim of this study was to investigate the lifestyle of an impulsive student buyer, and to compile a lifestyle profile of such a buyer. A total of 499 respondents from the particular tertiary institution participated in the study. The sample population reflected young consumers in the age group 17 to 33 years. The students were mostly undergraduates studying in a full-time capacity. This study was exploratory and descriptive in nature. An electronic web-based survey was used as the method of data gathering. The survey was programmed and posted for a period of three weeks on the student portal of the tertiary institution where the survey was conducted. The validation of participation in the electronic survey was done in accordance with the requirements of the sample selection criteria. The questionnaire was tested during a pilot study. Factor analysis and Cronbach’s coefficient alpha was used to assess the validity of the questionnaire and to determine its internal consistency. Mean scores and standard deviations were computed to divide the data into three groups. To determine the current lifestyle dimensions of the students, the Activities, Interests and Opinion statements (AIOstatements) were factor analyzed. The factor matrix was rotated by means of an oblique rotation of axes, making use of the Direct Oblimin rotation technique. This resulted in a solution of five activity and interest factors, and two opinion factors. Mean scores and standard deviations were computed for all the valid life style characteristics. The frequency of impulsive shopping was measured through frequency distribution. Pearson’s product moment correlation coefficient analysis was performed between the differentiating variables, namely lifestyle and impulsive shopping behaviour to establish the relationship between these variables. Multivariate analysis of variance (MANOVA) and univariate (one way) analysis of variance (ANOVA) were used to determine differences between the groups. The five activity and interest factors that were identified, included clothes shopping/clothing specific lifestyle, social interaction, media usage, fashion oriented clothes shopping/fasion oriented clothing lifestyle, and cultural activities and interests. The two opinion factors identified, were positive vision for the future and importance of training/education. However, the opinion factors did not differ in terms of statistic significance between the groups, and was therefore not used in the consequent typology of the groups. Three groups of student consumers were identified based on the respondents’ perceptions of their activities and interests, and impulsive shopping behaviour. The students were categorized into the following three groups: Group 1: Non-impulsive shoppers – Non-impulsive Conservatives/ Traditionalists Group 2: Low impulsive shoppers – Moderates Group 3: High impulsive shoppers – Impulsive Trendsetters The three groups differed in terms of their activities and interests, and impulsive shopping behaviour. The following activities and interests characteristics were considered important: clothes shopping/clothing specific lifestyle, social interaction and media usage. The activities and interests factors that are responsible for differences between the groups could provide retailers with valuable means to identify market segments, and to satisfy their specific needs. Young South African consumers should not be considered as a homogeneous group of consumers. The South African market is a highly competitive environment providing a wide variety of shops and products to consumers which can be targeted at a specific segment to exert an impact on shopping and specifically impulsive shopping. Therefore the retailer and marketer ought not to underestimate this type of shopping behaviour. Implications for retailers and marketers are stated and recommendations for future research are suggested in order to encourage further investigation in a scientific manner in the field of impulsive shopping behaviour, and lifestyle.
AFRIKAANSE OPSOMMING: Lewenstyl bied ‘n uitgebreide en omvattende beeld van verbruikers se gedrag en die motiewe onderliggend aan die aankope van verbruikers. Impulsiewe aankoopgedrag is ‘n komplekse fenomeen en ‘n studierigting waarin beperkte navorsing in Suid- Afrika gedoen is. Hierdie studie poog om ondersoek in te stel na die lewenstyl van ‘n impulsiewe studente-aankoper en om dan gevolglik ‘n lewenstyltipering van hierdie student te doen. ‘n Totaal van 499 respondente het aan hierdie studie deelgeneem. Die steekproef is uit jong verbruikers in die ouderdomsgroep 17 tot 33 jaar geneem. Die studente was meerendeels voorgraads voltyds ingeskrewe studente. Hierdie studie was verkennend en beskrywend van aard. Data is deur middel van ‘n elektroniese webgebaseerde-opname versamel. Die vraelys is tydens ‘n loodsstudie getoets. Die vraelys is geprogrammeer en vir ‘n tydperk van drie weke op die portaal van die studente aan die betrokke tersiêre instansie geplaas. Die vraelys het uit vier afdelings bestaan. Die kontrole van die deelnemers aan die elektroniese opname is in ooreenstemming met die steekproefseleksiekriteria opgestel. Faktorontleding en Cronbach se koëffisiënt alfa is gebruik om die geldigheid en interne konsekwentheid van die vraelys te ondersoek. Deur gebruik te maak van gemiddelde tellings en standaardafwykings is die data in drie groepe verdeel. Om die bestaande lewenstyldimensies van die studente te bepaal, is die Aktiwiteite, Belangstellings en Opinie-stellings (AIO-stellings) aan faktorontleding onderwerp. Die faktormatriks is volgens die skuinsas-rotasietegniek met behulp van die Direct Oblimin-metode geroteer. Vyf aktiwiteite-en-belangstellingsfaktore en twee opiniefaktore is uit die data verkry. Gemiddelde tellings en standaardafwykings is vir al die geldige lewenstyleienskappe bereken. Die frekwensie van impulsiewe aankoopgedrag is deur middel van frekwensieverspreiding gemeet. Pearson se produk-moment korrelasiekoëffisiënt-ontleding is op die data toegepas om die korrelasies tussen die onderskeie veranderlikes, naamlik lewenstyl en impulsiewe aankoopgedrag, te bepaal. Meervoudige ontleding van variansie (MANOVA) en enkelvoudige ontleding van variansie (ANOVA) is gebruik om verskille tussen die groepe te bepaal. Die belangrikste aktiwiteite-en-belangstellingsfaktore wat geïdentifiseer is, sluit klereaankope/klere-spesifieke lewenstyl, sosiale interaksie, mediaverbruik, modieuse klereaankope/modieuse klere-lewenstyl en kuns en kulturele aktiwiteite en belangstellings in. Die belangrikste opiniefaktore sluit positiewe toekomsvisie en belangrikheid van opleiding in. Die opiniefaktore het egter nie statisties beduidend tussen die groepe onderskei nie en is gevolglik nie in die tipering van die groepe gebruik nie. Drie groepe studenteverbruikers is geïdentifiseer, gebaseer op die respondente se persepsie van hul lewenstyl en impulsiewe aankoopgedrag. Die drie groepe is soos volg gekategoriseer: Groep 1: Nie-impulsiewe kopers – Nie-impulsiewe Konserwatiewes/ Tradisioneles Groep 2: Lae impulsiewe kopers – Gematigdes Groep 3: Hoë impulsiewe kopers – Impulsiewe Tendensaanwysers Die drie groepe het volgens hul impulsiewe aankoopgedrag en aktiwiteite en belangstellings verskil. Die volgende aktiwiteite en belangstellingseienskappe is oor die algemeen die hoogste aangeslaan: klereaankope/klere-spesifieke lewenstyl, sosiale interaksie en mediaverbruik. Die aktiwiteite en belangstellings wat beduidend tussen die groepe onderskei, kan moontlik aan kleinhandelaars waardevolle inligting bied om marksegmente te identifiseer en om aan die behoeftes van die onderskeie verbruikersgroepe te voldoen. Jong Suid-Afrikaanse verbruikers behoort nie as ‘n homogene groep verbruikers beskou te word nie. Die Suid-Afrikaanse mark is hoogs kompeterend met ‘n wye reeks winkels en produkte wat op ‘n spesifieke segment gerig kan word om sodoende ‘n impak op aankope en spesifiek impulsiewe aankope uit te oefen. Die kleinhandelaar en bemarker behoort derhalwe nie hierdie tipe aankoopgedrag gering te skat nie. Implikasies vir die kleinhandelsektor en bemarker is gestel en aanbevelings vir verdere navorsing word gemaak ten einde toekomstige navorsing op ‘n wetenskaplik gefundeerde wyse op die gebied van impulsiewe aankoopgedrag en lewenstyl aan te moedig.
3
Fillies, Henry. "Hoe gee studente by 'n werkersklasskool in 'n werkersklaswoonbuurt gestalte aan hul opvoedkundige aspirasies? 'n Gevallestudie van vyf graad 11-studente." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17917.
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Thesis (MEd)--Stellenbosch University, 2011.ENGLISH ABSTRACT: The shaping of students. educational aspirations in their school and neighbourhood context is a complex process of confluence, and largely depends on their context-specific perceptions and conceptualisation. From a sociological perspective, this study focuses on how high-school students at a working-class school in a working-class neighbourhood shape their educational aspirations amidst their particular community dynamics. The study uses the analytical lens of space in order to investigate the underlying relationship between youth development and the youth.s educational aspirations in their neighbourhood context. It emphasises students. life experiences in two spaces, namely their residential space (the neighbourhood) and their institutional space (the school). This is an important focus in order to explore the dynamic relationship between students. spatial living dynamics and how they navigate within these to shape their educational aspirations. The study focuses on how the students experience the neighbourhood and school in relation to their educational aspirations, and how these aspects manifest in the shaping of their aspirations. Also key to the study is the students. prior socialisation processes with regard to their educational aspirations. The study.s primary point of departure is that there is a unique relationship between these students. living contexts and how they construct and position their educational aspirations within these contexts. The study belongs within the qualitative interpretative paradigm, as I attempt to describe and understand how these students consciously draw from practices and interactions in their living contexts to shape their educational aspirations. Qualitative research instruments, such as field notes, participatory and non-participatory observations as well as formal and informal interviews, were used to answer the research question and achieve the research objectives of the thesis. The findings are presented in narrative format according to relevant themes, and are also analysed on a narrative basis. The research shows how the students . based on their own resources, networks and interactions as well as their own agency . position themselves in relation to their educational aspirations in order to shape their aspirations. In this way, the study reveals how the participating students dualistically draw from the practices of both their living spaces . school as well as neighbourhood . in order to give content to their educational aspirations; how they navigate the shaping of their educational aspirations .in parallel., as it were, in line with both the aforementioned living contexts.
AFRIKAANSE OPSOMMING: Studente se opvoedkundige-aspirasievorming in hul skool- en woonbuurtkonteks is 'n komplekse proses van samevloeiing, en hang grootliks van hul konteksspesifieke opvattings en konseptualisering af. Uit 'n sosiologiese perspektief konsentreer hierdie studie op hoe hoërskoolstudente by 'n werkersklasskool in 'n werkersklaswoonbuurt aan hul opvoedkundige aspirasies gestalte gee te midde van hul besondere gemeenskapsdinamiek. Die studie gebruik die analitiese lens van ruimte ten einde ondersoek in te stel na die onderliggende verwantskap tussen jeugwording en die jongmense se opvoedkundige aspirasies in hul woonbuurtkonteks. Die klem val op studente se lewenservarings in twee ruimtes, naamlik hul omgewingsruimte (die woonbuurt) en hul institusionele ruimte (die skool). Dit is 'n belangrike fokuspunt ten einde die dinamiese verwantskap te ondersoek tussen studente se ruimtelike leefdinamiek en hoe hulle daarin hul weg baan ten einde aan hul opvoedkundige aspirasies gestalte te gee. Die studie konsentreer op hoe die studente die woonbuurt en skool met betrekking tot hul opvoedkundige aspirasies beleef, en hoe hierdie aspekte in hul aspirasievormingsprosesse na vore kom. Nog 'n belangrike faktor in die studie is die studente se vorige sosialiseringsprosesse met betrekking tot hul opvoedkundige aspirasies. Die hoofuitgangspunt van die studie is dat daar 'n unieke verwantskap bestaan tussen hierdie studente se leefkontekste en hoe hulle hul opvoedkundige aspirasies daarin konstrueer en plaas. Die studie hoort tuis binne die kwalitatief-vertolkende paradigma, aangesien ek probeer beskryf en verstaan hoe hierdie studente op beredeneerde wyse uit praktyke en wisselwerkings in hul leefkontekste put om hul opvoedkundige aspirasies te vorm. Kwalitatiewe navorsingsinstrumente soos veldnotas, deelnemende en niedeelnemende waarnemings sowel as formele en informele onderhoude is gebruik om die navorsingsvraag te beantwoord en die navorsingsdoelwitte van die tesis te bereik. Die bevindings word in 'n narratiewe vorm aan die hand van tersaaklike temas aangebied en ook op 'n narratiewe grondslag ontleed. Die navorsing toon hoe die studente hulle - op grond van hul eie bronne, netwerke en wisselwerking sowel as hul eie agentskap - in verhouding tot hul opvoedkundige aspirasies plaas ten einde daaraan gestalte te gee. Sodoende onthul die studie hoe die deelnemerstudente op dualistiese wyse uit die praktyke van albei hul leefruimtes - skool en woonbuurt - put om hul opvoedkundige aspirasies te vorm; hoe hulle hul opvoedkundige-aspirasievorming as't ware 'parallel' in pas met albei voormelde twee leefkontekste navigeer.
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Louw, Karlien. "Die selfkonsep van studente wat hakkel : 'n verkennende ondersoek." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5395.
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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010.Bibliography
AFRIKAANSE OPSOMMING: Die verskynsel van hakkel word omgewe deur persoonlike belewenisse wat bydra tot die vorming van die selfkonsep van iemand wat hakkel. Die toenemende soeke na die oorsake, "behandeling" en "genesing" van hakkel lei waarskynlik tot die onderbeklemtoning van die wyse waarop die persoon sin maak van sy of haar hakkel. Holistiese ondersteuning fokus egter nie slegs op die hantering van hakkel nie, maar ook op die positiewe integrasie van hakkel in iemand se selfkonsep – ongeag die pyn of hartseer wat daarmee geassosieer word. Om dit te kan doen, word kennis benodig van die wyse waarop die verskillende dimensies van die persoon se selfkonsep tot uitdrukking kom. Die doel van hierdie studie was tweeledig van aard. Eerstens het dit gepoog om die selfkonsep van studente wat hakkel te verken en te beskryf deur middel van hulle belewing daarvan ten opsigte van die verskillende dimensies van die selfkonsep. Dit het aanleiding gegee tot 'n ruimer begrip van die wyse waarop die selfkonsep van die betrokke studente manifesteer in verskillende verhoudings. Tweedens het die studie ten doel gehad om meer holistiese wyses van ondersteuning te identifiseer en wat gevolglik gelei het tot die identifisering van sodanige ondersteuning binne die terapeutiese sowel as die onderrig- en leeromgewings. Ten einde hakkel as 'n menslike hoedanigheid te verstaan en te verduidelik, word van 'n kwalitatiewe benadering tot navorsing gebruik gemaak. Dit word ondersteun deur gefundeerde teorie as gekose navorsingsontwerp wat die induktiewe wyse van datagenerering en -analise beklemtoon. Die metodes van navorsing ten opsigte van datagenerering sluit in individuele onderhoude en 'n fokusgroep. Data is geanaliseer deur gebruik te maak van die konstante vergelykende metode. Die verkenning van die studente se selfkonsep op hierdie wyse het uiteindelik tot die identifisering van enkele determinante ten opsigte van intra- en interpersoonlike funksionering aanleiding gegee. Die twee prosesse van heling en verwonding betrokke in die vorming van die studente se selfkonsep illustreer hoe verhoudings tot die ondersteuning of selfs stigmatisering en gevolglike uitsluiting van hierdie studente bydra. iv Die verkenning van die verskillende dimensies van die selfkonsep van studente wat hakkel het die volgende aan die lig gebring: Dat die selfkonsep dien as uitdrukking van die studente se verband met hakkel op die drie verskillende vlakke van sielkundige funksionering, naamlik die: - Kognitiewe vlak: vervreemding van die outentieke self, persoonlike waarhede, transendensie en kongruensie - Affektiewe vlak: psigiese verwonding - Konatiewe vlak: kompensasie, isolasie en projeksie Spesifieke terapeutiese benaderinge kan moontlik heling bevorder by die student wie se selfkonsep broos blyk te wees weens die verwonding wat soms met hakkel gepaard gaan. Dit kan waarskynlik as 'n voorafgaande raamwerk dien vir die ontwikkeling van 'n enkele, meer omvattende behandelingsplan ter bevordering van 'n positiewe selfkonsep. Toeganklikheid ten opsigte van akademiese deelname vir studente wat hakkel behoort bevorder te word in 'n veilige en nie-bedreigende onderrig- en leeromgewing. Spesifieke wyses van ondersteuning in die konteks van die Universiteit Stellenbosch is voorgestel. Die uitsluiting van studente wat hakkel weens stigmatisering bring psigiese verwonding mee, wat gevolglik bydra tot die wyse waarop die student se selfkonsep tot uitdrukking kom. As navorser vertrou ek dat hierdie studie sal bydra tot 'n ruimer begrip van die selfkonsep van studente wat hakkel. Op so 'n wyse kan Opvoedkundige Sielkunde as vakgebied 'n agent van verandering wees, deurdat dit krities-reflekterende denke ten opsigte van die holistiese ondersteuning van studente wat hakkel, aanmoedig. Die teoreties gefundeerde gevolgtrekkings en aanbevelings in hierdie tesis kan dien as kennisraamwerk vir toekomstige navorsing op hierdie gebied.
ENGLISH ABSTRACT: The phenomenon of stuttering encompasses personal experiences that contribute to the forming of the self-concept of somebody who stutters. The increased search for the causes, "treatment" and "curing" of stuttering probably leads to underemphasising the manner in which the person makes sense of his or her stuttering. However, holistic support focuses not only on dealing with stuttering, but also on the positive integration of stuttering in someone's self-concept – regardless of the pain or distress associated with it. To be able to do this, knowledge about the manner in which the various dimensions of the person's self-concept are expressed, is required. The aim of this study was of dual purpose. Firstly it attempted to explore and describe the self-concepts of students who stutter by means of their experiences of stuttering with regard to the different dimensions thereof. This has lead to a better understanding of the way in which the self-concept of the students concerned becomes manifested in different relationships. Secondly this study aimed to identify more holistic ways of support which has lead to the identification of such ways in both the therapeutic and teaching and learning environments. To understand and explain stuttering as a human quality, a qualitative approach to research is used. It is supported by grounded theory as selected research design, which emphasises the inductive method of data generation and analysis. The methods of research with regard to data generation include individual interviews and a focus group. Data is analysed by using the constant comparative method. Exploring the students' self-concepts in this way eventually led to the identification of a few determinants with regard to intra- and interpersonal functioning. The two processes of healing and suffering involved in students' self-concepts illustrate how relationships contribute to the support or even stigmatisation and consequential exclusion of these students. The exploration of the different dimensions of the self-concept of students who stutter brought the following to light: That the self-concept serves as a manifestation of the students’ relationship with stuttering on the three different levels of psychological functioning, namely the: vi - Cognitive level: alienation of authentic self, personal truths, transendence and congruency - Affective level: psychological distress (suffering) - Conative level: compensation, isloation, projection Specific therapeutic approaches can possibly enhance healing in the student whose self-concept seems to be brittle due to the psychological distress or suffering that sometimes goes with stuttering. It can probably serve as a preliminary framework for developing a single, more comprehensive treatment plan to enhance a positive self-concept. Accessibility with regard to academic participation for students who stutter should be enhanced in a safe and non-threatening teaching and learning environment. Specific ways of support in the context of the Stellenbosch University are suggested. The exclusion of students who stutter due to stigmatisation causes psychological suffering, which consequently contributes to the manner in which the student's self-concept is expressed. As a researcher, I trust that this study will contribute to a broader understanding of the self-concept of students who stutter. In such a way, Educational Psychology as a subject field could be an agent for change by supporting critical-reflective thinking with regard to the holistic support of students who stutter. The theoretically grounded conclusions and recommendations in this thesis could serve as a framework of knowledge for future research in this field.
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Beukes, Vernita. "Die evaluering van 'n nuutgeskepte luisterprogram vir postbeginner studente." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1818.
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Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2007.This study contributes to the growing field of CALL. The Authorware programme focus on postbeginner students’ listening skills in an attempt to increase the number of students that complete their studies at Stellenbosch University. The study investigates different types of listening, which forms the backbone for the accompanying programme.
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Human, Hans Jurie. "Die geldigheid van prestasie-evaluering van kliniese tegnologie studente." Thesis, Cape Technikon, 1996. http://hdl.handle.net/20.500.11838/1891.
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Thesis (MTech( Education)) -- Cape Technikon, Cape Town, 1996Clinical technology as a profession has been part of the rapid development of modem medical technology in South Africa. From the start the training of clinical technologists consisted of practical in-service training at an academic hospital and a theoretical component completed at a technikon. Questions about the standard of training of clinical technologists have often been raised by members of the profession. An initial opinion pole amongst recently qualified clinical technologists about the evaluation of their theoretical knowledge and practical skills showed that they were not certain what they were tested for in the examinations, or what the practical year mark was awarded for at the end of their experiential training. The question thus arose whether the evaluation of theoretical knowledge and practical skills were really appropriate and relevant. In order to investigate validity of the training process, namely the 'evaluation of clinical technology students, three literature studies were conducted. The first was to determine what acceptable evaluation practice is as regards the evaluation of theoretical content and practical skills. It was apparent from the literature that the inclusion of learning objectives should be the norm for effective goal orientated training and evaluation. The second literature study was conducted to determine the validity of the evaluation of clinical technology students. As a result of this literature study a description was made of the task of professions in the USA similar to clinical technology, the health worker in general and the profession of clinical technology specifically. From this task description it was apparent that the evaluation of clinical technologists' skills should not just include knowledge, comprehension and application, but that one should also test for analysis, synthesis and evaluation. The third literature study conducted was to determine whether Bloom's taxonomy for cognitive objectives could be used to provide a measure of the validity of test items. As a result of this literature study a classification of test items from final year papers was done to determine the cognitive level on which questions were formulated. v This analysis of test items showed that questions were mainly formulated on the knowledge level and did not provide for higher order skills as demanded by the task analysis of the clinical technologist. Referring to the evaluation of practical skills an analysis of the methods used by trainers to award the practical yearmark showed that training and evaluation are not being performed in an effective goal orientated manner. The reason is that trainers do not use training objectives for the development of cognitive, psychomotor and affective skills of students. The conclusion is made that performance evaluation of the theoretical content and practical skills of clinical technology students do not satisfy the criteria of validity. To improve the training and evaluation practice, it is recommended that training objectives for theoretical content and practical skills are formulated, that practical performance tests are designed, and that attention is given to the improvement of the training and evaluation skills of trainers and examiners.
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Brown, Alexander. "Prestasiemotivering by studente aan die Universiteit van Wes-Kaapland." University of the Western Cape, 1991. http://hdl.handle.net/11394/8375.
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Philosophiae Doctor - PhDThe major objective of this study was to investigate the nature of the relationship between achievement motivation, autonomous and social achievement values, study habits and attitudes, locus of control and socio-economic status (SES) as independent variables on the one hand and the level of achievement as dependent variable on the other. The subjects were 548 second and third year social science students who were studying in seven different directions at the University of the Western Cape during 1990. The following measuring instruments were used in the investigation: The Ray-Lynn (1980) Achievement Orientation questionnaire; Strumpfer's (1975) questionnaire for the measuring of autonomous and social achievement values; Rotter's (1966) internal/external locus of control scale, as adapted by Collins (1974); The study habits and attitudes subscales of the Brown and Holtzman (1955) Survey of Study Habits and Attitudes (SSHA) questionnaire, as adapted for South African conditions; A brief biographical questionnaire The achievement criterion consisted of the average achievement point, which is constituted of a proportion of achievement obtained in continuous evaluation, and a proportion of achievement obtained in the final examination. The following findings were made: Achievement motivation plays a much smaller role in achievement than can be expected and its influence is gender specific. It explains only about 5% of the variance in the achievement of males, and non in the case of females. Academically successful and unsuccessful students could also not be distinguished from each other in terms of level of achievement motivation. The measuring instrument for achievement motivation, although valid and reliable, probably does not succeed in measuring aspects of achievement motivation which are related to a specific situation such as the academic. While social achievement value is not related to achievement, autonomous achievement value explains 4,8% of the variance in achievement of males but none in the case of females. Successful and unsuccessful students also do not differ from each other with regard to their achievement value orientation. Study habit and attitude do not differ in their ability to predict the achievement criterion and explain 4,1% and 5,3% of the variance in achievement of males respectively, but none in the case of females. Successful and unsuccessful students can be distinguished in terms of their study habits and attitudes. Socio-economic status has a differential influence on achievement. While higher SES females achieve at a higher level than low SES females, males do not differ in this regard. The subjects are predominantly internally orientated as far as locus of control characteristic is concerned. Although internal individuals display more "positive" characteristics compared to external individuals, the two groups do not, however, differ as far as level of achievement is concerned, irrespective of gender or socio-economic status. African students have a more positive attitude towards study compared to English and Afrikaans speaking, as well as bilingual (English and Afrikaans speaking) students. Females in this study are generally more homogenous than males. It is recommended that: The suitability of the average achievement point as a criterion of achievement be studied; A broad investigation be launched into practices and problems which might centre around the system of continuous evaluation at uwc, with specific reference to possible problems that students, lecturers and big departments may experience; The nature of differences which might exist between higher and low SES female, and low SES female and low SES male students be investigated; The nature of debilitating factors which affect the achievement of low SES female students be investigated; The tendency towards greater homogeneity among female influence thereof on university study; The adjustment of African students at uwc be studied with the objective of identifying factors that obstruct their academic progress
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Mouton, Estelle. "Studente se persepsies van klientediens deur 'n akademiese departement." Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-06102003-153400/.
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Roets, Leonie. "Studente se persepsie en belewenis van eetverwante selfregulering / Leonie Roets." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2060.
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Koch, Christa. "Sosiale aanpassings van studente met gestremdhede aan die Stellenbosch Universiteit." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5336.
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BibliographyThesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: The year 1994 is seen as a significant year in South Africa. The new democratic dispensation contributed to the education system, including higher education, by presenting it with new demands and challenges. Higher education institutions have been encouraged to include individuals representing groups that have been excluded on the grounds of age, gender and disabilities. Inclusive education is encouraged with the ultimate goal of attaining inclusion in society as a whole. Inclusion is the overarching concept that addresses the right to acceptance and belonging in society of all learners, adults, children with disabilities and people without disabilities. The primary aim of this study was to obtain an in-depth understanding of how students with disabilities adapt socially at Stellenbosch University. The study was based upon the assumption that it is important to hear the voices of students with disabilities before any recommendations in terms of involving students with disabilities in social opportunities can be made to the role players. The study was conducted by means of qualitative research, and the methods of data collection consisted of individual and focus group interviews as well as document analysis. The research findings can be described as follows: Students with disabilities experience both internal and external support and barrier factors and processes that impact on their social adaptation. Internal support and barrier factors and processes include emotional, behavioural, belief, personality and cognitive aspects. External support and barrier factors and processes include the support network, the faculty and department, the university at large and the social system. Four overarching themes emerged from the data of the participants: communication, attitude and awareness, inclusion and self-advocacy. The findings of the study have important implications for all role players. Recommendations are made with the aim of improving the campus climate so that an inclusive environment can be created together with an environment where all students at Stellenbosch University can adapt socially; enjoy equal opportunities and full participation, and where they experience no discrimination.
AFRIKAANSE OPSOMMING: In Suid-Afrika word 1994 beskou as 'n waterskeidingsjaar. Die nuwe demokratiese bestel het daartoe bygedra dat die onderwyssektor, insluitend hoëronderwys, aan talle nuwe eise en uitdagings blootgestel is. Hoëronderwysinstansies is aangemoedig om groepe wat tradisioneel op grond van ras, ouderdom, geslag en gestremdheid uitgesluit was te ondersteun en te akkommodeer. Inklusiewe onderwys word aangemoedig met die uiteindelike doel dat inklusie in die samelewing bereik word. Inklusie is die oorkoepelende konsep wat alle leerders, volwassenes, kinders, mense met gestremdhede en mense sonder gestremdhede se reg tot aanvaarding en hulle gevoel dat hulle in die samelewing tuishoort ("have a sense of belonging") aanspreek. Die doel van die studie was om diepgaande kennis te verkry van studente met gestremdhede se ervarings van sosiale aanpassing aan die Universiteit Stellenbosch. Die ondersoek is gebaseer op die aanname dat alhoewel daar voorstelle aan rolspelers gemaak kan word ten opsigte van strategieë om studente met gestremdhede meer by sosiale geleenthede op kampus te betrek, dit belangrik is om allereers na die stemme van die studente met gestremdhede self te luister. Die studie is aan die hand van 'n kwalitatiewe metodologie onderneem en data is hoofsaaklik deur middel van individuele en fokusgroeponderhoude asook dokumentanalise, gegenereer. Die navorsingsbevindinge het betekenisvolle insigte oor die ervarings van studente met gestremdhede se sosiale aanpassing opgelewer en kan soos volg opgesom word: Studente met gestremdhede ervaar beide interne en eksterne ondersteunings- en belemmerende faktore en prosesse wat 'n uitwerking het op hul sosiale aanpassing. Interne faktore en prosesse behels emosionele, gedrags-, oortuigings-, persoonlikheids- en kognitiewe aspekte. Eksterne faktore en prosesse sluit onder meer die ondersteuningsnetwerk, die fakulteite en departemente, die universiteit in die geheel, asook die sosiale stelsel in. Die vier oorkoepelende temas sluit kommunikasie, houdings en bewustheid, inklusie en self-voorspraak van die studente met gestremdhede se behoeftes in. Die bevindinge van die studie hou belangrike implikasies in vir alle rolspelers. Aanbevelings word gemaak met die doel om die kampusklimaat te verbeter sodat 'n ware inklusiewe omgewing geskep kan word – 'n omgewing waarin alle studente gelyke geleenthede en volle deelname kan geniet, geen diskriminasie ervaar nie en waar hulle ook as studente aan die Universiteit Stellenbosch sosiaal kan
Books on the topic "Studente"
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Niekerk, Louise Van. Reënboogrant-studente: Eerstejaar blues. Midrand: Perskor, 1995.
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Toffolo, Linda. Allegro: Libro dello studente ed esercizi. Atene (GR): Edilingua, 2003.
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Toffolo, Linda. Allegro: Libro dello studente ed esercizi. Atene (GR): Edilingua, 2003.
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Toffolo, Linda. Allegro: Libro dello studente ed esercizi. Atene (GR): Edilingua, 2003.
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Wo zai Yidali zuo jiao huan sheng: Sono uno studente scambio in Italia. Guangzhou: Zhongshan da xue chu ban she, 2009.
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Suvremena politička povijest Hrvatske: Priručnik za studente. Zagreb: Ministerstvo unutarnjih poslova, 1993.
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Hattingh, D. L. 'n Empiriese ondersoek oor hoe studente leer. Pretoria: Raad vir Geesteswetenskaplike Navorsing, 1988.
Find full textBook chapters on the topic "Studente"
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Gunnewijk, Ben, and Susan de Boer. "Philipine. De studente met ADHD die dierenarts wordt." In De praktijk van de kinder- en jeugdpsychiater, 33–39. Houten: Bohn Stafleu van Loghum, 2021. http://dx.doi.org/10.1007/978-90-368-2580-1_5.
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van Nugteren, Koos. "Stekende pijn onder de linkerborst bij een 20-jarige studente." In Onderzoek en behandeling van de thorax, 101–6. Houten: Bohn Stafleu van Loghum, 2013. http://dx.doi.org/10.1007/978-90-368-0489-9_16.
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Wyffels, Pat. "3 Een 23-jarige studente met houdingsgebonden unilaterale hoofd- en nekpijn." In Onderzoek en behandeling van de nek, 27–30. Houten: Bohn Stafleu van Loghum, 2012. http://dx.doi.org/10.1007/978-90-313-9023-6_4.
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Thelin, John R. "Students and Student Life." In American Higher Education, 92–114. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003319641-5.
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Finn, Kirsty, Nicola Ingram, and Kim Allen. "Student millennials/Millennial students." In Reimagining the Higher Education Student, 187–204. First Edition. | New York : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367854171-12.
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Montgomery, Catherine. "Student Voices, Student Lives: International Students in Context." In Understanding the International Student Experience, 43–66. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36500-1_3.
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Long, Yanjin, and Vincent Aleven. "Students’ Understanding of Their Student Model." In Lecture Notes in Computer Science, 179–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21869-9_25.
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Zepke, Nick. "Student Engagement: Key to Retaining Students." In Student Retention and Success in Higher Education, 63–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80045-1_4.
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Huser, Camille, Leah Marks, Aileen Linn, and Sarah Meek. "Student-Created Online Teaching Resources for Students." In Advances in Experimental Medicine and Biology, 37–46. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24281-7_4.
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Liljedahl, Peter, and Chiara Andrà. "Students’ Gazes: New Insights into Student Interactions." In Views and Beliefs in Mathematics Education, 213–26. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_17.
Full textConference papers on the topic "Studente"
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Lukkarinen, Anna Miriam, and Paula Koivukangas. "Getting in and getting out: Predicting the likelihood of graduation of master’s program students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5542.
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We assess the predictors of the likelihood that a student will graduate from the master’s program of a business university. We use data from three years of a master’s program, totaling 455 students. The methods used are bivariate tests and logistic regression analysis. We find that the likelihood of a student graduating from the master’s program is positively related to the student i) holding their previous degree from business, as opposed to another field, ii) moving from another country to take the master’s program, and iii) taking up a master’s program with a qualitative, rather than quantitative, orientation. Interestingly, we find no evidence to suggest that whether a student’s previous degree is from a research university or from a practically oriented polytechnic would be related to the student’s odds of graduating. The results are relevant for master’s program teachers who can benefit from taking into account their students’ varying backgrounds, and for people responsible for planning the selection criteria and implementation of master’s programs. The results are also encouraging for polytechnic students who are contemplating taking further studies at a research university.
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Chepuri, Sai Abhinav, and Siva Prasad Kowdodi. "Competition Based Learning in Engineering Education." In ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-95380.
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Abstract Mechanical engineering concepts such as Heat Transfer and FEM are better understood by visualizing and getting hands-on experience on the problem where many of the students fail. One such process that helps the students to visualize, understand and feel the concepts is to participate in student-level design and development challenges. There are many organizations spread across the world that conduct student-level design and development challenges. In India, Fraternity of Mechanical & Automotive (FMAE) is a private organization that focuses on student development in the automobile sector by conducting various types of student-level motorsport events like the design and development of Quad Bike, Baja Buggy, Formula Student, etc. Taking part in these competitions creates a platform for the students to form a team, design and develop vehicles, and compete against other teams nationally and internationally. It also increases the student’s ability to work in a team, take responsibility for a mission-driven project, and also increase leadership and managerial skills. During the process, the students enhance their skills of in-depth understanding, visualization, and knowledge of various engineering concepts.
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Siregar, Kemal N. "MODELING OF ELECTRONIC STUDENT HEALTH RECORD FOR MONITORING STUDENT’S HEALTH BY COMMUNITY HEALTH CENTER, SCHOOL AND PARENTS IN INDONESIA." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6107.
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Schools regularly collect student health data. School health is organized to improve the ability of students to live healthy so that students can learn, grow, and develop in harmony and become quality human resources. In Indonesia, school health priorities are included in the 3rd National MediumTerm Development Plan strategy. However, in Indonesia students, health data is underutilized because data documentation on paper causing some difficulties in terms of storage, use for monitoring and further analysis. The participation and involvement of parents, schools and community health centers in monitoring the health status of students today is still very limited due to the lack of information that can be accessed easily. Objectives: To design a student health record application model that can display student health examination results and connect the data to community health centers, schools and parents in real time. Method: Designing student health record application model with the context diagram, Entity Relationship Diagram (ERD), Table Relational Diagram (TRD), and user interface input and output. Results: The results of this study are a comprehensive student health record system model. The student health record will be applied in the form of mobile devices used by students and parents, which are connected to schools and community health centers by web-based platform. Conclusions: The student health record application model shows a systematic solution that is user friendly, immediately captures data, displays the dashboard in real time, directly connects to parents, schools and community health centers. All of this in the future if implemented properly can early detect student health problems and monitor the health status of students. Keywords: Student health record, real-time data, web-based application, dashboard, monitoring student’s health
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Lucey, Siobhán, Brendan McElroy, and Lauren McInally. "Teaching in the 21st century – Engaging students in active learning using student response systems." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.05.
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The prevalence of student response systems (hereafter SRS) in higher education has grown significantly in the last few years. Student classroom participation and student’s assessment of performance particularly in larger classes, has often been regarded as problematic in pedagogical research (Black and Wiliam, 1998; Fies and Marshall, 2006). Growth in technology, coupled with popularity of handheld devices has led to the development in SRS with the intention of increasing classroom participation and engaging students in the lecture setting (Denker, 2013). Studies identify benefits to students participating in the classroom using SRS including increased student involvement, attendance, learning and engagement (Heaslip et al., 2014; Van Daele et al., 2017). This research seeks to examine the effects of a SRS on student participation and engagement in large undergraduate economics modules at both an Irish and UK university during the academic year of 2018/19. We compare a control period (no SRS in place) with a trial period (SRS in place). The results show that the use of the SRS significantly increased student’s interaction with the lecturer and their ability to perform self-assessment in absolute terms and relative to their peers.
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Gheorghisor, Ion florin. "ENHANCING E-LEARNING THROUGH USING STUDENTS' VIRTUAL CLONES." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-021.
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Accounting for learned experiences, traditional e-learning keeps track of any progress someone makes, just by building "a knowledge log" against given tests. It is a static perspective, post-event generated, also assuming a post-factum procedure for someone's knowledge ranking. Since we strongly believe that learning is a subject-specific process, knowledge transfer being qualified by the actual learner's background, our proposed approach is copiously relying on generating a virtual "mental" clone for each student [2]. In case, by comparing the actual student tests' results with his/her clone's ones, significant differences are detected, student's learning procedure should be improved. In addition, new concepts could be easily embedded within the virtual clone, allowing an a priori binding of future lessons to the actual student. Thus, the ultimate goals of the enhanced e-learning (ee-learning) paradigm, based on individual assessment of the student-clone pair's learning progress, will be the development of (1) student-dedicated learning method(s) and (2) student-tailored knowledge transfer. In our view, understanding is, above all, a continuous interpretation over the evolutionary logical forms (i.e. dynamic notions) students should learn. Students' apprehended logical forms, resulted from a combined perception - thinking approach, are solidified into concepts . However, not all students are congenial to all notions. In fact, any notion is a subjective-rationale form (it is subjective since it is dependent on the cognizant subject, and it is rationale since it cannot be grasped by senses); thus, a learned notion is the generalized (abstract) logical form representing (a) the essence (all abstract attributes) and (b) the quiddity (proximate genus, specific differences and proper) of the apprehended notion. Our goal is to mimic the cognitive adequacy specific for the student's learned notions to the acquired notions by the student's clone. Specifically, for each student, a virtual clone is to be generated, while this clone should acquire the supposedly learned notions by the student. Thus a virtual cognitive space, a repository of each clone's acquired notions, is built with the intended purpose to become a testing and experimenting territory for: (i) new and specific knowledge to be transfer to the student, (ii) new and specific learning methods to be applied to the student, and (iii) predicting student's mental evolution. In addition, since the cognition [3] is carried out only through concepts (i.e. by conceptualizing the facts) and since this (the cognition) is a multi-stage process, the introduction of some productive logical forms, associated to the clone's conceptualization process, becomes necessary.
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Rusu, Bogdan, and Mihaela brindusa Tudose. "QUANTITATIVE ANALYSIS OF MAIN ADVANTAGES AND DISADVANTAGES OF THE USE OF E-LEARNING IN A TECHNICAL UNIVERSITY." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-246.
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The new information technologies and devices have a significant impact on student behavior through the use of social media and communication. Whilst they an inclination to use smart phones and computers to both communicate and surf the internet, students may not capitalize their IT skills and abilities for educational purposes. There is little research in Romania on the student's perceptions towards the use of e-learning in a technical university. The purpose of this paper is to present the results of an exploratory quantitative study that depict student's perceptions towards the use of e-learning and the main advantages and disadvantages for various categories of students from a technical University. Key factors and main advantages and disadvantages used to develop the survey were identified based on a qualitative research. The questionnaire was pretested and administered to 217 students in paper format to multiple Faculties and years of study. Both advantages and disadvantages identified for e-learning were measured on a five-point interval importance scale. SPSS was used for statistical analysis. Factor analysis was performed for both advantages and disadvantages in order to identify the key aspects that characterize student's opinion towards the e-learning The survey compared and contrasted the student's viewpoints from several Faculties and years of study as well as for students from five distinct groups: those that have high grades and receive bursary (merit), those with good grades but just below the bursary threshold (up to one point below), students with poor academic performance and no bursary, those that work (part-time or full time) and those that never worked. Statistical analysis investigated for existence of significant differences due to student's faculty, gender, year of study, age, grades, bachelor or master, and whether or not the student works. This paper provides important results for the University management on both Faculty and University level regarding the key factors influencing student's perceptions towards the use of e-learning.
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DAUKILAS, Sigitas, and Judita KASPERIŪNIENĖ. "PRINCIPLES OF CONNECTIVISM LEARNING THEORY IN INTERNATIONAL STUDIES." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.107.
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The research is intended to determine the dominant principles of connectivism learning theory in international studies that are related to student’s learning expectations. For that purpose the roles of teachers and students in the process of cognition, the dominant methods of study and technical means employed in the knowledge of the process of cognition are analysed. Also, the parameters of student satisfaction with international studies are analysed: the possibility to interactively know and interpret knowledge, to learn by learning strategies suitable for a student, to choose a meaningful curriculum for a student. The research results show that learning expectations of students in international study programmes are associated more with principles of connectivism than with constructivist learning theory. An essential factor in causing the reaction of student dissatisfaction with studies is the quality of pedagogical communication in a foreign language.
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Guo, Wanwu. "Guiding Students Learning Project Team Management from Their Own Practice." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2841.
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Project development is scheduled in the final year study of undergraduate students in computer science, software engineering, information technology, and other relevant programs. This final project provides students an opportunity to integrate all the skills and knowledge learnt from their previous studies into real practice. Experience in supervising student projects shows that student’s ability in working collaboratively in a teamwork environment is the most influential factor on the quality of a student project. However, managing a student project team is significantly different from managing a real project in a workplace. This paper reports the practice of guiding students handling internal collaboration in a team environment during IT project development. Firstly, a practical guideline in dealing with human incompatibility in a project team is introduced to students in the beginning of their project development. During the course, when an event occurs, except in some extreme circumstances, the supervisor only gives students advice on all the possible solutions and their corresponding consequences according to the nature of the event. It is the students in the project team who make the final decision on which action they should take on resolving the problem encountered. This gives students more responsibility in managing their own project team, from which students will learn much more in handling human-related issues effectively than from textbooks. The case studies presented in this paper show that this approach is useful.
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Concatto, Fernando, Alex Luciano Roesler Rese, Rafael De Santiago, Rudimar Luis Scaranto Dazzi, and Anita Maria da Rocha Fernandes. "Investigação Quanto ao Papel de Círculos Sociais no Desempenho Discente no Ensino Superior Utilizando Análise de Redes Complexas." In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p206-213.
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The individual behavior of human beings is susceptible to influencesfrom their peers. It is known that contact between individuals,both direct and indirect, can foster or inhibit a considerable rangeof human characteristics and behaviors. This study aims to evaluatethe impact of the social context of undergraduate students on theiracademic performance, understanding "social context"as the averageperformance of classmates socially close to each student. Ourmethodology involves reconstructing the underlying social networkof a class computationally, using data gathered from a questionnaireapplied to the students of the class, and testing the hypothesis thatthe change in the grade of a student can be accurately modeledas a linear function of the differences between the student’s gradeand the mean of their peers’ grades. The results show that defininga student’s social circle as the community they belong to insteadof their set of neighbors allows for the construction of statisticalmodels with significatively higher predictive potential
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Calalb, Mihail. "ASSUMPTION OF COGNITIVE GOALS IN SCIENCE LEARNING." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.32.
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A new didactical approach named "Learning by Being" (LBB) is proposed and its correlation with current educational paradigms in science teaching is analysed. The key idea in LBB is the assumption by the students of cognitive goals, and three components are mandatory in LBB: a) student’s personal learning effort, b) student – teacher mutual feedback and c) metacognition. In other words, the ownership of cognitive goals and students’ deep intrinsic motivation. Several didactic approaches, used within LBB, are analysed: independent research that has an impact factor on cognitive achievement equal to 83%; knowledge of success criteria (impact factor – 113%); ability to reveal similarities and patterns (impact factor – 132%). The core of LBB is guided learning effort that corresponds to the notion of teacher–student harmonic oscillator when both things – guidance from teacher and student’s effort – are equally important. Keywords: conceptual understanding, learning by being, ownership of cognitive goals, science learning.
Reports on the topic "Studente"
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McCracken, Arienne, Sara Jablon, Amy Dorie, and Ashley Garrin. Integrating distance students into a graduate student organization. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-63.
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Leu, Katherine. Data for Students: The Potential of Data and Analytics for Student Success. RTI Press, March 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0023.2003.
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Postsecondary education is awash in data. Postsecondary institutions track data on students’ demographics, academic performance, course-taking, and financial aid, and have put these data to use, applying data analytics and data science to issues in college completion. Meanwhile, an extensive amount of higher education data are being collected outside of institutions, opening possibilities for data linkages. Newer sources of postsecondary education data could provide an even richer view of student success and improve equity. To explore this potential, this brief describes existing applications of analytics to student success, presents a framework to structure understanding of postsecondary data topics, suggests potential extensions of these data to student success, and describes practical and ethical challenges.
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Kamara, Sheku. Public transit and student choice : a survey with Portland State University students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2962.
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Mueller, Holger, and Constantine Yannelis. Students in Distress: Labor Market Shocks, Student Loan Default, and Federal Insurance Programs. Cambridge, MA: National Bureau of Economic Research, March 2017. http://dx.doi.org/10.3386/w23284.
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Frias, Dominique. Asian American & Pacific Islander Students: A Snapshot of the 2017 Matriculating Student Class. Physician Assistant Education Association, May 2018. http://dx.doi.org/10.17538/aapi2017.001.
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van der Erve, Laura, Neil Shephard, and Jack Britton. Econometrics of valuing income contingent student loans using administrative data: groups of English students. The IFS, March 2019. http://dx.doi.org/10.1920/wp.ifs.2019.0419.
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Cooper, Danielle, and Rebecca Springer. Student Focused: Fostering Cross-Unit Collaboration to Meet the Changing Needs of Community College Students. Ithaka S+R, March 2021. http://dx.doi.org/10.18665/sr.314874.
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Kwong Caputo, Jolina. Undergraduate Research and Metropolitan Commuter University Student Involvement: Exploring the Narratives of Five Female Undergraduate Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1006.
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Emmons, Molly. An Assessment of the Needs of International Students for Student Services at Southern Oregon State College. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6950.
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Herweyers, Laure, Marie Das, Sterre Bevers, Free Dries, Ingrid Moons, and Els Du Bois. Barriers to the continued usage of alternatives for single-use plastics by students in student housing. University of Limerick, 2021. http://dx.doi.org/10.31880/10344/10178.
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