Bibliografías temáticas / National Institute for Higher Education (Limerick)

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Literatura académica sobre el tema "National Institute for Higher Education (Limerick)"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 7 de febrero de 2022

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Artículos de revistas sobre el tema "National Institute for Higher Education (Limerick)"

SMYTH, JOSEPH J. "The Development of Computer Assisted Learning At the National Institute for Higher Education, Limerick". European Journal of Engineering Education 12, n.º 1 (enero de 1987): 49–54. http://dx.doi.org/10.1080/03043798708939338.

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Hodnett, P. F. "Proceedings of the Conference on The Role of Mathematics in Engineering Education held at The National Institute for Higher Education, Limerick, Republic of Ireland on 7‐8 June 1984". International Journal of Mathematical Education in Science and Technology 16, n.º 3 (mayo de 1985): 415–16. http://dx.doi.org/10.1080/0020739850160310.

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Bilyk, Nadiia. "CORPORATE CULTURE OF INSTITUTE OF HIGHER EDUCATION". Regional’ni aspekti rozvitku produktivnih sil Ukraїni, n.º 25 (2020): 80–87. http://dx.doi.org/10.35774/rarrpsu2020.25.080.

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Introduction. Corporate culture serves as a regulator of staff behavior through a system of values, norms, rules established within a single educational institution. Corporate culture can be considered as a kind of management ideology aimed at increasing the business activity of employees, the formation of their corporate identity. Goal is to investigate the phenomenon of corporate culture, to analyze the structure and functions of corporate culture, to characterize the features of the corporate code, to reveal the essence of corporate symbols; to present the main aspects of forming the corporate culture of a higher education institution (on the example of the Western Ukrainian National University). Method. The research methodology is based on the complex application of general scientific methods, including analysis and synthesis. The applied historical and cultural approach involves the study of corporate culture as a socio-cultural phenomenon, its role in creating the image of the university. Results. The scientific novelty of the obtained results is reflected both in the very formulation of the problem and in a comprehensive approach to its solution; The work is a study of the innovative activities of higher education institutions in the formation and development of corporate culture, is a critical analysis of previously unexplored aspects of the Western Ukrainian National University. The results of the study are reflected in the conclusions. Conclusions. It is established that the management of a higher education institution forms a corporate culture, thanks to which employees identify themselves as a professional community that stands out in the market of educational services. The directions of improvement of corporate culture of the university are offered, the basic principles of effective corporate culture, the maintenance of the corporate code, and also a role of corporate symbols in formation of image of university are analyzed.

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Gotsuliak, Kateryna. "Primary Teachers’ Professional Training in the System of Postgraduate Education in the Light of Differentiating Teaching: Irish Experience". Comparative Professional Pedagogy 5, n.º 1 (1 de marzo de 2015): 92–97. http://dx.doi.org/10.1515/rpp-2015-0027.

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Abstract Different information sources, namely National Strategy for Higher Education to 2030 (Ireland), Introduction to Primary School Curriculum (1999), (Ireland), Primary Professional Development Service - Differentiation in Action, Ireland’s official postgraduate study website, the Strategic Plan 2012-2016 of Mary Immaculate College, Limerick University), have been studied. The mission of primary education in the light of differentiating teaching has been indicated. Main aspects of differentiating teaching have been highlighted. The correspondence between differentiating teaching foundations and primary school curriculum has been proved. Irish experience in professional training of future primary teachers in the system of postgraduate education in the light of differentiating teaching has been analyzed. Due to theoretical analysis of Professional Master of Education (Primary Teaching) (PME) postgraduate course’s aims the priority tasks of future primary teachers have been defined. Peculiarities of the postgraduate course of the Professional Master of Education (Primary Teaching) at Mary Immaculate College, University of Limerick have been justified. Positive aspects of Irish experience in postgraduate education system, in particular professional training of primary teachers, have been defined. Perspectives for the Ukrainian postgraduate system as for professional training of primary teachers have been outlined.

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Sirat, Morshidi y Norzaini Azman. "Malaysia's National Higher Education Research Institute (IPPTN): narrowing the research-policy gap in a dynamic higher education system". Studies in Higher Education 39, n.º 8 (septiembre de 2014): 1451–62. http://dx.doi.org/10.1080/03075079.2014.949532.

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Das, Rolla. "Sundar Sarukkai on Indian Higher Education: Quality, Excellence in Neoliberal Times". Tattva - Journal of Philosophy 10, n.º 1 (1 de enero de 2018): 89–93. http://dx.doi.org/10.12726/tjp.19.6.

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Sundar Sarukkai is a philosopher and is currently associated with the National Institute of Advanced Studies, Bangalore as a Professor of Philosophy. His research interests range from philosophy of science, philosophy of mathematics, postmodernism, phenomenology to philosophy of art. A critical philosopher whocan, with élan, and a certain sense of analytical rigour, transverse the philosophical terrains between the Western and Indian traditions. He has authored several books, such as Translating the World: Science and Language (2002), Philosophy of Symmetry (2004) and Indian Philosophy and Philosophy of Science (2005). Hehas earned his doctoral degree from Purdue University, USA following which he has been associated with several institutes such as Indian Institute of Advanced Studies, Manipal University and National Institute of Advanced Studies, Bangalore. He has been the Founder-Director, Manipal Centre for Philosophy and Humanities, Manipal University, Manipal. He can be reached at sarukkai@nias.iisc.ernet.in

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De Wit, Hans. "Higher Education Research Goes Global". International Higher Education, n.º 85 (14 de marzo de 2016): 8–10. http://dx.doi.org/10.6017/ihe.2016.85.9235.

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Two recent developments show that higher education research is acquiring a strong global focus: In the first place the creation of the ESRC/HEFCE Centre for Global Higher Education, or CGHE, at the Institute of Education in the United Kingdom, with ten partner institutions around the world; and in the second place the creation of the Group of “Global Centers for International Higher Education Studies”, or GCIHES, in which the Center for International Higher Education collaborates with five other centers in the world, and which has its secretariat at the Pontificia Universidad Católica de Chile in Santiago. These initiatives can be seen as a product of the “Shanghai Statement, The Future of Higher Education: The need for research and training for the higher education enterprise” in 2013. Where higher education research was in the past limited and mainly focused on national and regional aspects, like the sector itself, the shift is now towards international higher education. This is an important development.

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Percy, Alisa, Nona Press, Martin B. Andrew y Vikk Pollard. "Reframing theory of, and for, practice in higher education". Journal of University Teaching and Learning Practice 18, n.º 4 (1 de octubre de 2021): 2–7. http://dx.doi.org/10.53761/1.18.4.1.

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When the Journal of University Teaching and Learning Practice — JUTLP as we have come to know it — was established in 2004, it was to fill a perceived gap in publications related to teaching and learning practice in higher education, with practice being the operative word (Carter, 2004). While other higher education journals existed, they were mainly the purview of academic developers and the most prodigious of disciplinary academics researching their teaching. In contrast, JUTLP was to be built as open-access and its readership as ‘practitioners looking for good ideas based soundly on a body of accessible theory and research’ (McInnes, 2004, n.p.). JUTLP was established in the Australian context at a time when promoting excellence in teaching and learning was regarded as an important government agenda to improve the student experience, and not accidentally, coincided with the creation of the Carrick Institute for Learning and Teaching in Higher Education (later the Australian Learning and Teaching Council, and later again the Office for Learning and Teaching). The Carrick Institute supported national cross-institutional grants and fellowship schemes, and promoted national networks of educational research into practice to support the mission of the then Department of Education, Employment and Workplace Relations (DEEWR) to ensure all ‘Australian higher education institutions provide high quality teaching and learning for all students’ (Carrick, 2009). How times have changed.

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Bednyi, B. I. y M. B. Sapunov. "A New Model of Russian Doctoral Education: Problems and Prospects". Higher Education in Russia 28, n.º 1 (7 de marzo de 2019): 130–46. http://dx.doi.org/10.31992/0869-3617-2019-28-1-130-146.

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On November 16, 2018, as a part of its Advanced Training Program, the National Research Lobachevsky State University of Nizhny Novgorod (UNN) hosted a round table organized by the UNN Institute of Postgraduate and Doctoral Studies jointly with the editorial board of the journal “Higher Education in Russia”. The topic of the round table discussion was “A New Model of Russian Doctoral Education: Problems and Prospects for Development”. The Program is being implemented in accordance with the UNN’s “Roadmap” for 2018 within the framework of the Russian Academic Excellence Project (the “5-100” Project). The event was attended by 48 administrative, managerial and academic staff members from 24 cities, representing 37 universities and research organizations of the Russian Federation (including NUST MISIS, National Research University Higher School of Economics, UNN, Tomsk Polytechnic University, Samara National Research University, Plekhanov Russian University of Economics, Belgorod National Research University, Ogarev Mordovia State University, Tyumen National Research University, etc.).Moderators of the round table: Director of the UNN Institute of Postgraduate and Doctoral Studies Prof. B.I. Bednyi and the Сhief Editor of the journal «Higher Education in Russia» Prof. M.B. Sapunov.

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Nalyvaiko, Oleksii, Olena Kalistova y Danylo Poliakov. "DEACTUALIZATION OF HIGHER EDUCATION ON THE EXAMPLE OF STUDYING FOREIGN LANGUAGES". Educological discourse 33, n.º 2 (2021): 130–42. http://dx.doi.org/10.28925/2312-5829.2021.2.10.

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The article analyzes the main reasons for de-actualization of higher education in Ukraine on the example of teaching foreign languages. The authors identified four main reasons for the deactualization of higher education: a difficult socio-economic situation caused by an incompetent organization of the production forces of the Ukrainian economy, low quality of educational services, depopulation of the Ukrainian population and a decrease in the quality of the teaching staff, a permanent increase in the cost of higher education. To confirm our assumptions, we carried out an introduction of students from different parts of Ukraine who study a foreign language. We interviewed six respondents from different universities across Ukraine about the topic: V.N. Karazin Kharkiv National University, Horlivka Institute for Foreign Languages, Ivan Franko National University of Lviv, Kyiv National Linguistic University, National Technical University “Kharkiv Polytechnic Institute” and Ternopil Volodymyr Hnatiuk National Pedagogical University. Every respondent was given a name (A-F) in order to keep their anonymity. We have presented the results of the interview. Students say that problems do not always depend on universities, but personal traits of students and teachers and modern tendencies in labor market. We gave some recommendations: the curriculum must be corrected in favor of main subjects or even subjects that will make graduates more appropriate for some posts than people without degree; teaching staff must have special pedagogical degree in order to improve their pedagogical skills; universities need to employ native speakers of taught languages; universities need to elaborate such study programs that will make their graduates more attractive candidates in labor market. The main conclusion must be so: the system of higher education has to keep up with the times and change itself according to labor market, students’ beliefs and modern tendencies in science and technology.

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Tesis sobre el tema "National Institute for Higher Education (Limerick)"

Laubscher, Teresa. "Transformational leadership : challenges for leaders at the National Institute for Higher Education in the Northern Cape (South Africa)". Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2723.

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Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.
Background to the study: The Critical Care nursing programme at the Faculty of Health Sciences (Stellenbosch University) is a one-year programme. The practical component consists of practical procedures and case presentations. Students have limited time available in the clinical areas to reach competency in the practical skills. Students tend to use the majority of the clinical teaching time available to reach competency in these practical procedures, rather than discussing the patient and learning the skills to integrate and understand the patient’s condition and treatment, which they can acquire by doing case presentations. The end result of this misuse of clinical contact time is that some of the students, by the end of their programme, still have difficulty to integrate a patient’s diagnosis and treatment regime, although they have managed to complete the expected practical procedures. Summary of the work: A case study design was used. I wanted to investigate whether one could make use of simulation and the Clinical Skills Centre (CSC) to complete the majority of the practical procedures so that more time would be available in the clinical areas for the students to do case presentations. The study focuses on describing how the tutors and students involved experienced the use of simulation, as well as how it impacted on the available teaching time in the clinical areas. Conclusions and recommendations: Some of the most important issues that were highlighted in the study and needs to be mentioned are the following: · The students highly valued supervision by a Critical Care tutor when practising their skills in the CSC. · Students indicated that they valued the opportunity to practise some of the more risky procedures in simulation, because it presents no risk to patients. · Case presentations seem important to be added to the CSC’s practical sessions in order to attempt making the practical simulated scenarios even more realistic. · The teaching at the bedside in the clinical areas used to be done somewhat ad hoc. With the teaching in the CSC now being much more structured, this necessitates the teaching at the bedside to be revisited and to be structured to a certain extent. Summary of the results: The information obtained from the Critical Care tutors and the students indicated that these two groups were largely in agreement that simulation seems to be valuable and can effectively be used in a Critical Care nursing programme.

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Winn, Richard A. "QA or CQI : the role of the Malcolm Baldrige National Quality Award program in higher education /". La Verne, Calif. : University of La Verne, 2002. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3060180.

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Tremer, Arthur John. "Inclusion and diversity within vocational education : a critical examination of National Vocational Qualifications for learners with special educational needs within an institute of further and higher education". Thesis, University of Ulster, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394621.

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Hui, Ma-fa y 馬發輝. "The Study on the Merger Strategies for Technological＆ Vocational Higher Education – A Case of National Tai-Chung Institute of Technology". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/40606739850905911349.

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碩士
南華大學
非營利事業管理研究所
91
Taiwan, a small island lacking for natural resources, again and again makes her economy a miracle. The cumulation of foreign exchange reserves is mainly attributed to the abundant human resources. Especially, the manpower fostered by the vocational and technical education is a significant contribution to Taiwan’s economy. However, the environment of advanced education have greatly changed in recent years: External competition arising from more open market soars at the heels of Taiwan’s participation in the WTO. Domestically, a decline in the birthrate, a boost in the number of schools of advanced education, half of which are vocational and technical institutes, and an almost highest advanced education density lead to the direct impact upon Taiwan’s vocational and technical education. Meanwhile, a climate of merger pervades the globe. Therefore, it is essential for us to deeply discuss the strategies of merger in vocational and technical education. In this paper, the strategies of merger applied by National Taichung Institute of Technology are fully examined. The analysis is expected to establish a model for institutes planning to merge, and serves as reference material for policy-making and further study. 　　　According to the fact that theories of business management are constantly adopted in the management model of nonprofit organization, and that vocational and technical education can be classified into nonprofit sector, this paper is grounded on the theory of business merger and the plentiful overseas experiences in advanced education merger. 　　　Examining the case mentioned above, this paper adopts the case study method of quality analysis. In a bid to enrich this research, document analysis, in-depth observations and interviews are mainly implemented. The major conclusions are presented as follows: 1. Merits that the National Taichung Institute of Technology possess are long history, fine reputation, convenient transportation, renovated facilities, huge faculty and student’s excellent performance; The shortcomings, however, are limited areas, degrading quality of enrollees, and lacks of marketing strategies. The external opportunities lie in an adjoining emerging industry park, a lifelong learning fashion, degrees granted, undone restrictions and the participation in the WTO. The threats arise from the establishment of new academies, strapped finance and the competition from Chinese Mainland. 2. Pursuing growth and following up the Government policy are the major incentives for schools to merge with each other. The merger types can be divided into three categories: growth, combination, and annexation. 3. The difficulties in front of the two schools are tight budgets, distinct conceptions, lack of supports from local governments and implicit worry from being annexed. And the support from the Government, vicinity of locations, sharing of resources, compatibility in status, ability of creativity and the long history will contribute to the successful merger. The influence of two factors, sense of achievement and members of organizations, are however reserved. 4. This paper examines the benefits stemmed from a merger by economies of scale, popularization, marketization and index of mutual growth model. The findings are as follows. 　 (1) The students and faculty amount to 10,000 after a merger bringing the school a membership in large-scale schools and sharing fixed cost and facility. As a result, economies of scale can be applied. (2) The merger leads to a diverse learning, which highly fits in with society demands and, at the same time, multiplies the sources of capital. And autonomy introduced in the mechanism of market contributes to the efficiency of resource operation. (3) In the mutual growth model analysis, the two schools will work together for their own prosperous future. The effort will help organize school’s resources, and therefore strengthens the foundations of finance and research. The enrollment rate will be stable, and the number of alumni will rise. Most of the personnel will remains, but the administrations should be reduced to one system. Media will be used to improve reputation. Because of the increase of resources, policies become more effective, and cooperation is critical after the merger. 　　　　Judging from the results presented above, this paper recommends that the ministry of education forcefully supervise those schools that are completely merged, in order to reassure the perspective set beforehand. Furthermore, an eminent quality of education relies on the infusion of sufficient resources, and hence a long-term of government educational assistance for vocational and technical education is strongly suggested for the purpose of developing future elites on this island. As for the going-to-be merged “Taichung Technology University,” each member of the school should pay total respect and tolerance towards each other in order to control conflicts. In addition, the school should continue to keep its initial priority and proceed to excavate competitiveness as a new advantage for promoting the school in educational strata and lastly achieve the ideal of school merger.

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Libros sobre el tema "National Institute for Higher Education (Limerick)"

McNamara, Kevin. Unity by consent: Lecture by kevin McNamara MP at the National Institute for Higher Education, Limerick. London: Labour Party, 1989.

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Lang, Harry G. From dream to reality: The National Technical Institute for the Deaf : a college of Rochester Institute of Technology. Rochester, N.Y: Rochester Institute of Technology, 2001.

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Hillan, Edward. Providing increased value for money: An investigation into the effects of increasing Higher National Diploma business studies provision in the Belfast Institute of Further and Higher Education. [s.l: The Author], 1995.

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Institute), National Conference on Software Engineering in Higher Education (1st 1991 Southampton. Software engineering in higher education: Proceedings of SEHE 91 : the First National Conference on Software Engineering in Higher Education held at Southampton Institute, 27th September 1991. Southampton: Southampton Institute Information Systems Division, 1991.

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Auch im Krieg schweigen die Musen nicht: Die Deutschen Wissenschaftlichen Institute im Zweiten Weltkrieg. Göttingen: Vandenhoeck & Ruprecht, 2001.

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Gibson, Heather. A study to examine whether the Higher National Diploma in Distribution offered by the Belfast Institute of Further and Higher Education meets the needs of the students and the employers and what implications the research findings will have on the structure and marketing of the programme. [s.l: The Author], 1996.

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Tremer, Arthur John. Inclusion and diversity within vocational education: A critical examination of National Vocational Qualifications for learners with special educational needs within an institute of further and higher education. [S.l: The Author], 2002.

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Education of the Deaf Act and Title V of the Higher Education Act: Hearing before the Subcommittee on Postsecondary Education, Training, and Life-long Learning of the Committee on Education and the Workforce, House of Representatives, One Hundred Fifth Congress, first session, hearing held in Washington, DC, July 15, 1997. Washington: U.S. G.P.O., 1998.

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United States. Congress. House. Committee on Education and Labor. Education of the Deaf Act Amendments of 1992: Report (to accompany H.R. 5483) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1992.

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National Conference of Teachers of English as a Foreign Language in Ireland (1st 1987 Dublin). TEFL '87: Conference proceedings : report of the First National Conference of Teachers of English as a Foreign Language in Ireland held at the National Institute of Higher Education, Dublin, March 20-22, 1987. Dublin: NATEFLI, 1987.

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Capítulos de libros sobre el tema "National Institute for Higher Education (Limerick)"

Harding, Nuala, Lisa O’Regan, Moira Maguire, Mark Brown, Seamus Ryan, Geraldine McDermott, Orna Farrell et al. "Developing Digital Pedagogy: The Impact of National Strategy and Enhancement Themes in an Irish Institute of Higher Education". En Empowering 21st Century Learners Through Holistic and Enterprising Learning, 219–30. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4241-6_22.

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Yang, Jian. "Mathematical Thought and Empirical Approaches in Higher Education in Music". En Lecture Notes Series, Institute for Mathematical Sciences, National University of Singapore, 169–88. CO-PUBLISHED WITH IMPERIAL COLLEGE PRESS, 2016. http://dx.doi.org/10.1142/9789813140103_0010.

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Baryshev, Gennady Konstantinovich, Aleksandr Vasilyevich Berestov, Yuri Valentinovich Bozhko y Nadezhda Aleksandrovna Konashenkova. "Application of Interactive Technologies in Engineering Education in the Research University". En Advances in Higher Education and Professional Development, 198–206. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3395-5.ch018.

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The chapter describes the problem of application of interactive technologies of engineering education in the contemporary world-class research university: National Research Nuclear University “MEPhI” (Moscow Engineering Physics Institute). The results of the ongoing process of transformation of engineering education in compliance with the CDIO (conceive-design-implement-operate) international and Russian federal national educational standards are discussed. The pilot projects on the modernization of engineering educational programs have demonstrated that interactive technologies are effective in fixing sustainable results of developing and monitoring the students' project-implementational and other engineering skills.

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Bednarz, Sarah W. y Roger M. Downs. "Geography Education". En Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0041.

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The evolution of the profession of geography as an academic discipline has been intertwined with the teaching of geography in schools and colleges (Warntz 1964; Blouet 1981; Cormack 1997; Douglas 1998). Even today, the largest proportion of members of the Association of American Geographers (AAG) is employed in higher education and is charged with teaching high school graduates. The short-term fortunes of academic Departments of Geography are a direct function of student credit hours generated. Therefore, the long-term viability of Departments is a function of significant numbers of students being willing—or required—to take college geography courses. Motivation for optional or mandatory participation in geographic learning at all levels of instruction is a cause of and a response to society’s valuation of geographic knowledge. Over the past two decades, American society has placed an increasing value on geographic literacy, although what it means to be geographically literate remains subject to debate. In this chapter, we use the definition from the National Geography Standards (hereafter referred to as the Standards) (Geography Education Standards Project 1994: 34), “The outcome of Geography for Life is a geographically informed person (1) who sees meaning in the arrangement of things in space; (2) who see relations between people, places, and environments; (3) who uses geographic skills; and (4) who applies spatial and ecological perspectives to life situations.” The increasing valuation of geographic knowledge has been facilitated by an infrastructure ranging from the National Geographic Society’s (NGS) state alliance network to the AAG’s Commission on College Geography, publicized through activities such as the National Geographic Bee, and Environmental Science Research Institute (ESRI)’s “Geography Matters” campaign, and codified through public commitment to programs such as the Standards and the National Assessment of Educational Progress (NAEP). In light of the changing role of geography in American society, the Geography Education Specialty Group (GESG) adopted a revised mission statement in 1999. Its goal is, “To promote research on the lifelong development of knowledge about the world through geography; to develop the theory and foster the practice of teaching and learning geography in formal and informal educational contexts; and to be an advocate for geographic literacy” (AAG GESG 1999: 1).

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Hurtado, María Elena Zepeda, Yarzabal Coronel Nashielly y Pérez Benítez Alma Alicia. "Development of Competences Through the PBL and the Use of Technology". En The Formation of Intellectual Capital and Its Ability to Transform Higher Education Institutions and the Knowledge Society, 176–98. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8461-2.ch009.

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The objective of this chapter is to present a case study in the National Polytechnic Institute, which is focused on two aspects: 1) to know what kind of educational practices are implemented in the classroom and how ICTs are used and 2) to analyze the impact of project-based learning (PBL) in the Oral and Written Expression Learning Unit I to know what competences such as creative thinking, improving motivation, and meaningful learning are developed, as well as the use of ICT for research, analysis, experimentation, simulation, and socialization, in such a way that, during the application of the PBL methodology in conjunction with ICT, skills that are required throughout life are developed, both in academic, scientific, and occupational fields.

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Franchini, Sandro. "Sulla storia dell’Istituto Veneto". En Venezia 1868: l’anno di Ca’ Foscari. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-294-9/009.

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The National Institute of Science, Letters and Arts founded by Napoleon in 1810, ‘regenerated’ in 1838 by the Emperor of Austria Ferdinand I, who renamed it Imperial Regio Istituto Veneto di Scienze, Lettere ed Arti, was created to represent the top of a complex system of studies and knowledge management. Promoter of scientific and technological innovations, it boasts Italian and foreign corresponding members, guaranteeing a national and international dimension that was then sanctioned also by the new Italian Kingdom: the Reale Istituto Veneto, in fact, was placed, by rank and official recognition, among the national Academies of the pre-unitary States called to form the various higher councils of Public Education. The Institute also provides the State and local administrations with advice on specific cultural or technical issues, relating to higher education programmes or land management, on topics ranging from meteorology to public health, to hydrological, but also on linguistic issues, and organizes periodic exhibitions of artefacts and machinery to encourage innovation in agricultural and industrial production.

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Velliaris, Donna M. "Across the Four Domains". En Study Abroad Contexts for Enhanced Foreign Language Learning, 120–50. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3814-1.ch006.

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In many Asian countries, tertiary education remains a much desired but seemingly unattainable goal for high school graduates, due to rigorous unified national examinations. With that in mind, international students invest millions of dollars annually attempting to enter Australian higher education (HE). Students arrive with high expectations, but in the early stages of their study abroad experience, they face a range of transitional difficulties centered around ‘academic English'. An author-developed semi-structured questionnaire included the open-ended question: In your own words, how would you describe your English language ability in terms of (1) listening, (2) speaking, (3) reading, and (4) writing? The data set collected the ‘voice' of 209 pathway students attending the Eynesbury Institute of Business and Technology (EIBT). Their self-reported narratives share personal perceptions of their own English language proficiency across the four domains largely within the context of their enrolment at the institute.

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Lopez Perero, Marlo Antonio, Marilyn Jessennia Paredes Argudo, Liliana Elizabeth Aguirre Gonzalez y Ana Rosa Troya. "Results of the Learning Model". En Advances in Educational Marketing, Administration, and Leadership, 228–46. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4930-8.ch013.

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The execution of the learning model based on the challenges projects, whose final activity is student learning oriented to the practice of knowledge and development of professional skills in the marketing career, is carried out thanks to agreements signed with local and national companies. This work aims to carry out a systematic review of the trends on the criteria issued based on the results of the satisfaction survey applied to 78 owners and managers of related companies, after the students socialized the results with the presentation of their projects. It is proposed to reformulate and diversify the challenges projects considering the productive matrix, the environmental impacts, as well as the market trends, which will contribute to the Higher Technical Institute of Guayaquil achieving a greater reputation in the public education market, which will lead to greater demand in the quotas of their careers.

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Kriukova, Yelizaveta y Svitlana Buha. "USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN ENGLISH LANGUAGE TEACHING IN DISTANCE LEARNING". En Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-21.

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The development of modern society in the world takes place in the era of rapid development of information technologies in all fields of human activity, including education. Therefore, one of the main ways of solving the problem of education modernization is the introduction of information technologies and combination with traditional educational means. The issue of ensuring the high level of information and communication technologies in the educational process becomes more urgent every year. The experience of teachers of higher education institutions shows the effectivenes of information and communication technologies integration in teaching English. Information and communication technologies enable students to be involved in the learning process, increase students’ motivation and their interest in learning English. The use of information and communication technologies in the educational process gives the possibility to reduce the time for mastering the material at the expense of clarity and to check students’ knowledge in the interactive form. The article deals with the use of modern information and communication technologies in the process of teaching English in higher education. Aspects of information and communication technologies in the process of learning a foreign language are theoretically grounded. The experience of information and communication technologies implementation in the educational process of higher educational institutions is analyzed and the main advantages and disadvantages of their application are characterized. The experience of using Quizlet (an application that helps in learning new words, phrases, terms faster and more effectively) in teaching English at the National Technical University of Ukraine “Kyiv Polytechnic Institute of Igor Sikorsky” was analized in the context of the analysis of information technologies in higher educational establishments of Ukraine.

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Lauter, Paul. "Looking a Gift Horse in the Mouth". En Canons and Contexts. Oxford University Press, 1991. http://dx.doi.org/10.1093/oso/9780195055931.003.0018.

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These are times which may not yet try our souls, but surely they tempt our spirits. It was but a few years ago that the current drug czar, then chairman of the federal agency dispensing opportunity to humanists, initiated a public campaign to reestablish as the basis of humanistic study a five, or maybe a two-and-a-half foot shelf of great books. These would, presumably, teach us, or at least the youth consigned to us, the central virtues: to quote William Bennett, “not to betray your friends, your God or your country.” Across Washington, the National Institute of Education issued a report suggesting that American higher education suffered from a deep head cold that, were it not properly treated, could easily develop into pneumonia. The treatment, among other things, was an expansion of the liberal arts, and perhaps a return to old-fashioned general education and distribution requirements. Dutifully pursuing the theme, reports of prestigious private organizations like the Association of American Colleges sounded the trumpet of reform. And then, as if in answer to these calls, President Reagan appointed a humanist, an academic, the very initiator of this campaign to revive the humanities and the study of Western civilization as Secretary of Education. And not, as it became apparent, to preside over the dismemberment of that federal department, but to reestablish in education traditional American virtues. It seemed like a humanist's dream, this federally-sanctioned campaign to restore the importance of our disciplines, to “place at the heart of the college curriculum” the “study of the humanities and Western civilization,” and a colleague in high place to put money behind the mouth. And besides, for many of us the very notion of reviving general education requirements, and especially the study of Western civilization, is itself appealing, regardless of money or power. So perhaps it would seem best not to look a gift horse too closely in the mouth, even if the emerging winds bring more than a whiff of sectarian values.

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Actas de conferencias sobre el tema "National Institute for Higher Education (Limerick)"

O'Leary, Paul y Derek O'Byrne. "Evaluation of a Higher Education institute’s Quality Framework performance during COVID-19". En Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13130.

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COVID-19 provided a challenge to the continuing high quality operation of higher education. Quality frameworks, which were created long before national lockdowns or social distancing were tested in a manner that had not been foreseen on their creation. This work examines the performance of the framework in our institute to see if it was sufficiently robust to offer our students a quality education experience and to reassure the public in terms of the standard of our graduates. Engagement with the student body is described in detail from decision-making to evaluation at the end of the academic year of their experience on their programme of study.

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Victorino, Marcio, Halley Magalhaes, Luan Cardoso, Maristela Holanda y Edison Ishikawa. "Open data analysis on teacning in Brazilian higher education: A case study of the Anísio Teixeira National Institute for study and research". En 2017 12th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2017. http://dx.doi.org/10.23919/cisti.2017.7975992.

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Keane, Michael y Markus Hofmann. "An Investigation into Third Level Module Similarities and Link Analysis". En Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5528.

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The focus of this paper is on the extraction of knowledge from data contained within the content of web pages in relation to module descriptors as published on http://courses.itb.ie delivered within the School of Business in the Institute of Technology Blanchardstown. We show an automated similarity analysis highlighting visual exploration options. Resulting from this analysis are three issues of note. Firstly, modules although coded as being different and unique to their particular programme of study indicated substantial similarity. Secondly, substantial content overlap with a lack of clear differentiation between sequential modules was identified.. Thirdly, the document similarity statistics point to the existence of modules having very high similarity scores delivered across different years across different National Framework of Qualification (NFQ) levels of different programmes. These issues can be raised within the management structure of the School of Business and disseminated to the relevant programme boards for further consideration and action. Working within a climate of constrained resources with limited numbers of academic staff and lecture theatres the potential savings outside of the obvious quality assurance benefits illustrate a practical application of how text mining can be used to elicit new knowledge and provide business intelligence to support the quality assurance and decision making process within a higher educational environment.

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"A Project Management Perspective of PhD Supervision Process – Towards Effective and Efficient Model [Abstract]". En InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4349.

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Aim/Purpose: Continuing low percentage of on-time-completion of doctoral studies suggest the exploration of new approaches to the process is desirable. Background: PhD studies may be viewed as a project- it is a temporary endeavor undertaken to create a unique product. Project management practices have proven to be helpful in numerous domains. Methodology: Process analysis method will be applied, using: 1) semi-structured interviews with supervisors and supervisee, 2) data gathered by the school of advance graduate studies in higher education institute. Contribution: The research will explore the appropriated measurable indicators of successful PhD and identify project management practices that promote better process and outcomes of PhD studies. Impact on Society: Better and more efficient process will support lower individual and national spending on doctoral studies Future Research: Further research should explore relevance of the findings in various settings (characteristics of the supervisor and supervisee, higher education system etc.)

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Ellis, Ruel. "STIMULATING REGIONAL ECONOMIC DEVELOPMENT: A CASE FOR INFORMAL SCIENCE EDUCATION". En International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/zgpt3042.

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The Purpose of this paper is to propose a collaborative model in support of the sustainable economic development of Small Island Developing States (SIDS) in the Caribbean through the collaboration of The National Institute of Higher Education Research, Science and Technology and Tertiary Level Institutions (TLIs) in the Caribbean in an eco-system which outputs informal science education technologies. The methodology utilized in the development of this paper is mainly desk research of literature which link economic development to education. The findings suggest that the early introduction of students to science education impacts their choice and curricula, and a curricular which supports the knowledge economy is one which will foster economic sustainability in the modern world.

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"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture". En InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.

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Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology: A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution: The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings: The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners: It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers: In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society: Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.

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Swanson, David y Jeffrey T. Fong. "A High-Risk High-Reward Approach to Public-Private Collaborative Research in Predictive Modeling and Control of Complex Systems". En ASME 2011 Pressure Vessels and Piping Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/pvp2011-57712.

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In this paper, we propose an approach to public-private collaborative research in predictive modeling and control of complex engineered systems. Society depends intimately on complex systems. The behavior of a simple system can be modeled and the model can be validated by experimental observations, if the behavior of each component and its interface with other components are known and well-defined. In contrast, a complex system cannot be modeled accurately enough to effectively predict and control the behaviors of the overall system. One example of an engineered complex system network (CSN) is the electricity power grid, which encompasses power generation, transmission, distribution, and consumption, as one giant system that includes electric generators, transformers, substation switchyards, transmission lines, consumer devices, and a multitude of new evolving components. The electricity power grid depends on other complex systems, e.g., climate systems that govern wind current for wind turbines, river water levels for thermoelectric cooling, and economic systems for service demand, pricing, revenue collection, and for business capital supply. Operational robustness, reliability, and efficiency of CSN’s are in the interest of all the subsystem owners, end users, and the public welfare of the nation. Conundrum? Who is responsible for the overall CSN’s operational robustness, reliability and efficiency, when so many parts of the system reside in so many different hands with the ultimate beneficiaries of the systems being the general public? Which entities are responsible for funding critical high-risk research, whose ultimate benefits do not reside with any one subset of stakeholders? These questions characterize the challenge of sourcing R&D funds that can be focused on modeling, understanding, and management of CSNs in general. To address such needs for innovative collaborative research, Congress established the Technology Innovation Program (TIP) at the National Institute of Standards and Technology (NIST) as part of the 2007 America COMPETES Act. Its purpose is to “assist United States businesses and institutions of higher education or other organizations, such as national laboratories and nonprofit research institutions, to support, promote, and accelerate innovation in the United States through high-risk, high-reward research in areas of critical national need.” Ongoing efforts by TIP to identify and qualify societal challenges in the critical national need area of Complex System Networks are introduced.

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Hartwell, William T. y David S. Shafer. "The Community Environmental Monitoring Program: A Model for Stakeholder Involvement in Environmental Monitoring". En The 11th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2007. http://dx.doi.org/10.1115/icem2007-7180.

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Since 1981, the Community Environmental Monitoring Program (CEMP) has involved stakeholders directly in its daily operation and data collection, as well as in dissemination of information on radiological surveillance in communities surrounding the Nevada Test Site (NTS), the primary location where the United States (US) conducted nuclear testing until 1992. The CEMP is funded by the US Department of Energy’s National Nuclear Security Administration, and is administered by the Desert Research Institute (DRI) of the Nevada System of Higher Education. The CEMP provides training workshops for stakeholders involved in the program, and educational outreach to address public concerns about health risk and environmental impacts from past and ongoing NTS activities. The network includes 29 monitoring stations located across an approximately 160,000 km2 area of Nevada, Utah and California in the southwestern US. The principal radiological instruments are pressurized ion chambers for measuring gamma radiation, and particulate air samplers, primarily for alpha/beta detection. Stations also employ a full suite of meteorological instruments, allowing for improved interpretation of the effects of meteorological events on background radiation levels. Station sensors are wired to state-of-the-art dataloggers that are capable of several weeks of on-site data storage, and that work in tandem with a communications system that integrates DSL and wireless internet, land line and cellular phone, and satellite technologies for data transfer. Data are managed through a platform maintained by the Western Regional Climate Center (WRCC) that DRI operates for the U.S. National Oceanic and Atmospheric Administration. The WRCC platform allows for near real-time upload and display of current monitoring information in tabular and graphical formats on a public web site. Archival data for each station are also available on-line, providing the ability to perform trending analyses or calculate site-specific exposure rates. This configuration also allows for remote programming and troubleshooting of sensors. Involvement of stakeholders in the monitoring process provides a number of benefits, including increased public confidence in monitoring results, as well as decreasing costs by more than 50 percent from when the program was managed entirely by U.S. federal employees. Additionally, the CEMP provides an ideal platform for testing new environmental sensors.

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