Academic literature on the topic 'Udem academy'
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Journal articles on the topic "Udem academy"
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Baser Ozturk, Bahar, and Henio Hoyo. "Introduction to the Special Issue: Politics, Policies and Diplomacy of Diaspora Governance: New Directions in Theory and Research." Migration Letters 17, no. 1 (2020): 1–6. http://dx.doi.org/10.33182/ml.v17i1.901.
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This special issue entitled “Politics, Policies and Diplomacy of Diaspora Governance: New Directions in Theory and Research” is a result of a workshop organised by Dr Bahar Baser (Coventry University, UK) and Dr Henio Hoyo (CIDE and UDEM, Mexico) at the Freud Museum on December 6, 2018, and funded by the British Academy / Newton Mobility Grant. Throughout the workshop, diaspora scholars from various fields explored diaspora politics and policies from a variety of perspectives with a special focus on home state policies towards mobilising diasporas. A central theme that has emerged throughout the discussions was the ascending importance of diasporas as non-state actors in international relations and the multifaceted relationships they form with their home and host states as well as other non-governmental organisations. The special issue contains case studies from different parts of the world, from Latin America to the Balkans, from Africa to the Middle East, revealing that there is a growing global trend of engaging diasporas to complex policy mechanisms at home and abroad.
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Berdiyeva, Sitora. "Enhancing Students' Writing Skills Through Digital Technologies." Multidisciplinary Journal of Science and Technology 5, no. 2 (2025): 341–43. https://doi.org/10.5281/zenodo.14871176.
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This article shows the importance of digital technologies in writing. As technology continues to evolve, the possibilities for improving writing skills will only expand, offering even more innovative ways to learn and grow. With the right tools and resources at their fingertips, students today have the opportunity to become not just better writers, but also more articulate and expressive individuals in the digital age. Additionally, the thesis discusses the advantages and challenges of the digital platforms, offering insights into its potential to meet the diverse needs of learners
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Alekseev, Kirill, Nikolay Tsyrempilov, and Timur Badmatsyrenov. "Ulan-Ude Manuscript Kanjur." Buddhist Studies Review 33, no. 1-2 (2017): 241–69. http://dx.doi.org/10.1558/bsrv.31654.
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This study investigates the Mongolian manuscript Kanjur preserved at the Center of Oriental Manuscripts and Xylographs of the Institute for Mongolian, Buddhist and Tibetan studies of the Siberian Branch of the Russian Academy of Sciences. The manuscript previously belonged to the Chesan Buddhist monastery of Central Transbaikalia and was brought to the Buruchkom, a first academic institute of the Republic of Buryat-Mongolia (Ulan-Ude) by the eminent Buryat writer Khotsa Namsaraev. The manuscript is an almost complete copy of the Ligdan Khan’s Kanjur presumably made in the late seventeenth to early eighteenth century in Beijing. The article presents a description, analysis and brief catalogue of Ulan-Ude manuscript Kanjur.
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Cortes Fregoso, José Hector, and Martin G. Romero Morett. "Estimación de la eficiencia técnica relativa en la educación superior: el caso de los trece departamentos del Centro Universitario de Ciencias Económico Administrativas de la Universidad de Guadalajara (2001)." Expresión Económica, no. 43 (December 4, 2019): 5–23. http://dx.doi.org/10.32870/eera.vi43.883.
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Based on the application of the envelope data analysis (ade), in this study the relative efficiency scores of the 13 academic departments of the University Center for Administrative Economic Sciences (cucea) of the University of Guadalajara (UdeG) are estimated. The ade is a non-parametric and deterministic technique based on linear programming (pl) and microeconomic theory of production. By applying this method it is possible to build an efficiency frontier and identify those academic departments that are operating relatively inefficiently.Subsequently, an individual analysis of each academic department is carried out to determine what are the causes of such inefficiencies, the action plans for the potential improvement are established, the reference groups for these inefficient units are determined and, finally, it is calculated the percentage of contribution of each input and product. These are useful scores to know which variables have been most decisive in measuring the performance of each decision unit (ude).
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Grosz-Ngaté, Maria, Saskia Pallais, and Jonathan Walz. "Study Abroad in Tanzania." African Issues 28, no. 1-2 (2000): 119–23. http://dx.doi.org/10.1017/s1548450500007009.
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The University of Florida (UF) Center for African Studies and International Center jointly sponsor an academic-year program at the University of Dar es Salaam (UDSM) in Tanzania. Begun in 1989, the program offers students from across the United States the opportunity to pursue their studies in a range of fields alongside Tanzanian students. Students pay UDSM tuition and a program development fee. In accordance with the agreement between UDSM and UF, tuition is deposited in an account at the University of Florida to be used for UDSM faculty development: Each year several junior faculty members nominated by their departments spend three months at UF working in consultation with local faculty and using UF library and computer facilities. In my capacity as assistant director of the Center for African Studies, I have had the pleasure of working with both the visiting Tanzanian faculty and the U.S. students going to Tanzania.
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Dina, Nasa Zata, and Nyoman Juniarta. "Analysis of the Educational Application Users Satisfaction Levels by Using the Integrated Entropy Weight VIKOR Method." DESIDOC Journal of Library & Information Technology 43, no. 02 (2023): 69–77. http://dx.doi.org/10.14429/djlit.43.02.18383.
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A product review is an essential metric to understand the acceptability level of users. This rating process is often implemented to measure the quality and excellence of a product. It also helps the decision-making processes of potential users regarding the implementation of applications, due to the observation of many options. Furthermore, a product review enables the comparison of applications before imminent subscription. In this case, potential users often analyze various rating levels and perform selection within the Google Play Store based on the experiences of other subscribers. The review is also found to benefit students and software developers, concerning the strengths and weaknesses of the applications. For developers, subsequent modifications of products are mostly supported by this rating process during development. From this context, users and developers need to incorporate Multi-Criteria Decision-Making (MCDM) models, to understand the best and worst applications. Therefore, this study aims to assess the important criteria expected by users of seven educational service applications, by using the integrated Entropy Weight-VIKOR method. In this report, the service applications were selected based on the highest number of users in the Google Play Store.All criterion’s mass was also calculated through the entropy weight method. To rank the application through eight selected criteria, the VIKOR method was subsequently used. The results showed that the best educational service application qualities were Khan Academy and Udemy, with Socratic being the lowest. Some criteria such as download (Cr 1 ), video (Cr 2 ), cost (Cr 3 ), and teacher (Cr 8 ) were also suggested for improvement. From these results, thev-value did not affect the rankings of Khan Academy, Udemy, or Socratic, although it influenced the positions of other applications. This indicated that Khan Academy and Udemy had excellent customer satisfaction levels, regarding functionality and few specific complaints. However, Socratic had high complaints from individuals and low users satisfaction. Based on these results, a comparative analysis was carried out with the baseline study, for analytical validation. In this case, better outputs were observed for the present study than the baseline analysis, due to having three stable ranking positions.
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Pillot, Paul, Paul Heron, Clotilde LowKam, et al. "Celebrating crystallography from K to 12 at CIMF, Montreal." Acta Crystallographica Section A Foundations and Advances 70, a1 (2014): C1037. http://dx.doi.org/10.1107/s2053273314089621.
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If crystallography is well known to many scientists, this is not true for the general public. Aims of the international year of crystallography include the desire to increase public awareness, to stimulate the intellectual curiosity of students and to promote crystallographic education. At the College International Marie de France, we decided to tackle these challenges and celebrate IYCR2014 with students from kindergarten to grade 10 and by an outreach with the Universite de Montreal (UdeM). We will illustrate how, beyond appreciating the mesmerizing ordered crystal growth from a saturated solution, studying and performing crystallization activities has a proven track record for fostering academic and practical skills. If crystallography starts by the Bragg's iconic law, then most undergraduate students will not appreciate it. However, crystals do have an intrinsic aesthetic appeal that can serve as a starting point to stimulate students' interest. Instead of teaching crystallography as a discipline, could we not teach key scientific concepts through it? We devised three distinct approaches addressing skills and notions appropriate to students in kindergarten, primary or grade 10 school levels. Younger pupils can make descriptions, comparisons and learn about symmetry and growth based upon the observation of snowflakes or crystal growth from solution, encouraging them to formulate basic concepts regarding solubility and changes in states of matter. Growing crystals allows primary students to practice mathematical skills such as measuring angles, masses, volumes and describing shapes. This sets the stage for problem solving using the scientific method. Older students take part in workshops ranging from diffraction patterns generated by lasers to simulating growth with cellular automata. They also undertake protein crystallization experiments in partnership with UdeM thereby offering unique access to crystallographic facilities and insight into scientific research.
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Dina, Nasa Zata, Riky Tri Yunardi, Aji Akbar Firdaus, and Nyoman Juniarta. "Measuring User Satisfaction of Educational Service Applications using Text Mining and Multicriteria Decision-Making Approach." International Journal of Emerging Technologies in Learning (iJET) 16, no. 17 (2021): 76. http://dx.doi.org/10.3991/ijet.v16i17.22939.
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Rapid growth of educational technology services today means that there are more applications in the market. Users may find it hard to choose the most suitable application, so they look for references. Experience shared in the form of text reviews and numerical rating can provide references. Text re-views are particularly specific and so they can provide insights to user satis-faction. In this study, we use text mining and multicriteria decision-making approach to measure the user satisfaction. The data is crawled and collected from seven educational applications: Coursera, edX, Khan Academy, LinkedIn Learning, Quipper, Socratic and Udemy. Nine attributes are used to measure the user reviews according to quality model of e-learning sys-tems. The result is in favor of Khan Academy, while Quipper is ranked the lowest. The v-values used range between 0 and1 and what is unique is that the rank of Khan Academy and Quipper are not affected by v-value while the ranks of the other applications are. It indicates that Khan Academy has high user satisfaction in terms of utility and low complaint from individuals. Quipper shows the opposite.
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Ogondiek, Josephine Wilfred. "Bibliometric Analysis of Research Productivity and Impact at the University of Dodoma:." International Journal of Librarianship 10, no. 1 (2025): 69–88. https://doi.org/10.23974/ijol.2025.vol10.1.450.
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This study provides a bibliometric analysis of research publications from the University of Dodoma (UDOM) between 2007 and 2022, offering a comprehensive evaluation of the institution's scholarly output. By examining citation metrics and academic publications, the research reveals key patterns that shed light on the effectiveness and impact of UDOM's research initiatives. The study highlights significant authors and explores collaborative networks that contribute to enhancing research productivity. It also assesses how UDOM's research outputs contribute to its international ranking performance, serving as indicators of academic quality. Furthermore, the analysis underscores the university's commitment to both academic excellence and societal impact, demonstrating its alignment with global research standards and its broader role in advancing knowledge across diverse sectors.
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Viveka, Srinivasan, Nagavalli Basavanna Pushpa, and Kumar Satish Ravi. "Online Learning Modules in Anatomical Sciences: Effective Sources for Continued Learning for Medical Undergraduates During the Unprecedent COVID-19 Pandemic." Galician Medical Journal 28, no. 3 (2021): E202136. http://dx.doi.org/10.21802/gmj.2021.3.6.
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Introduction. During the COVID-19 pandemic-induced lockdown, the selection of simple and authentic online material among plethora of web content is difficult for both students and teachers. This forces students and teachers to explore various avenues of learning.
 The objective of this research was to evaluate free open-access anatomy e-learning resources in accordance with required standard learning outcomes for medical students.
 Methods. During February 2021, an extensive search for online modules for learning anatomy across six Massive Open Online Courses, including edX, Coursera, Udemy, Khan Academy, Canvas and FutureLearn, along with Google and YouTube was conducted. Courses or modules on e-learning platforms, YouTube channels, standalone videos, anatomy atlases, 3D models were considered as learning resources and evaluated. Online materials were classified as structured learning resources if they had a defined syllabus, time duration and instructional design. Resources lacking these characteristics were considered as unstructured ones.
 Results. Twenty structured learning courses were identified on the Udemy (6 courses), Coursera (3 courses), edX (2 courses), FutureLearn and Khan academy platforms. Learning resources available through Swayam Prabha were aligned with the defined syllabus and video lectures. The content hosted within Clinical Anatomy, Medvizz and Kenhub was eye-catching. Thirty-two YouTube channels offering standalone learning material were identified. Seven resource materials, other than YouTube channels, offered anatomy learning material in the form of charts and tables. Four websites noted to have 3D interactive learning content regarding gross anatomy.
 Conclusions. During the pandemic-induced lockdown, the list presented in the study may act as guide in selection of the simplest and best materials for those teaching and learning anatomy in medical undergraduate courses. However, in most cases, there is no alignment with standard learning outcomes as defined by medical education regulatory authorities.
Book chapters on the topic "Udem academy"
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A. Abdullah, Nauman. "Perspective Chapter: Open Online Courses in Pakistan- Current Practices and What Needs to Be Done?" In Massive Open Online Courses - Current Practice and Future Trends [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.1001460.
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This chapter will entail the details of the current course development process in an online University of Pakistan and focus on evaluating that recording process. The details of how a course is recorded and made a part of curriculum/degree programs will be addressed. Further, the chapter will focus on comparing the international standards of course content and development. What needs to be done in Pakistan to make the courses viable in the changing times and quality oriented compatible with Udemy, Khan Academy, Coursera etc. the use of those courses in the Pakistani education system and the implication of recording them will be discussed as well.
Conference papers on the topic "Udem academy"
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Voicu, Mirelacatrinel. "ON MOBILE LEARNING." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-086.
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In this paper we are focused on emphasizing the importance of the mobile learning as the newest and most powerful way of learning. Today, mobile learning is possible due to many important IT domain players. For this reason, in the IT area, we accentuate the following subjects: the specifications of the actual mobile devices (smartphones and tablets), which can be used successfully in mobile learning; the 3G/4G generation of wireless mobile telecommunications technology and the most important providers of mobile Internet in Romania, their offers and prices; the cloud technologies which offer the storage support which is necessary for hosting such learning; the mobile websites, mobile applications and the most important technologies used to build them; the modern software technologies which can be used to provide content for mobile learning – here we present topics on Android Studio and Java programming, PhoneGap and JavaScript, CSS and HTML technologies; some of the most important providers of online learning and the way in which we can study their courses on mobile devices (we are focused on Oracle Academy, MongoDB University, Google, Udacity, Udemy, edX, Coursera, etc.); the difference between electronic formats of the lesson content: text files, video files, etc.; the greatest changes on learner lifestyle: on the one hand to learn more than ever before, on the other hand have more time for other activities. Finally, we present a scenario in which we can see how mobile learning can currently help the school education in Romania.