Bibliografías temáticas / Student movements Students

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Literatura académica sobre el tema "Student movements Students"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Student movements Students"

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Escobar, Samuel. "Recruitment of Students; for Mission". Missiology: An International Review 15, n.º 4 (octubre de 1987): 529–45. http://dx.doi.org/10.1177/009182968701500409.

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Students have always been deeply involved in world mission. This came to a focus particularly in the history of the Student Volunteer Movement and in the current work of the Intervarsity Christian Fellowship. Three other international student movements are examined to assess their contribution to this worldwide task. Finally, an effort is made to evaluate how the vision of these several movements is related to the task of recruiting students for world missions.
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Lee, Elizabeth M. "Low-socioeconomic Status Students Organizing around Class on Campus". Social Currents 5, n.º 6 (22 de junio de 2018): 512–30. http://dx.doi.org/10.1177/2329496518781354.

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While scholars have developed stronger understandings of challenges facing low-socioeconomic status (SES) students, there has been very little examination of students’ advocacy on their own behalves. The last 10 years have seen a substantial and rapid increase in low-SES students organizing campus groups to provide safe space, activism, and/or education around class inequality at selective and highly selective colleges and universities. By utilizing literature on other student activist movements, I make two contributions. First, I extend the existing work on student activism to include a contemporary and growing movement around socioeconomic inequality that is—unlike many previous campus movements—largely operating independently of a broader, noncampus social movement. Second, I detail the challenges students face in seeking changes on their own campuses, which I argue are both specific to their roles as activists and also exacerbated, in many cases, by their positions as low-SES students. These findings, therefore, help to further illuminate the ways that socioeconomic inequality is maintained on college campuses over time and also to highlight a growing campus-based social movement.
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Shu, Jing y Lesleyanne Hawthorne. "Asian female students in Australia: Temporary movements and student migration". Journal of the Australian Population Association 12, n.º 2 (noviembre de 1995): 113–30. http://dx.doi.org/10.1007/bf03029313.

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Arisnawawi, Arisnawawi y Ashari Ismail. "MAHASISWA BERCADAR DAN GERAKAN SOSIAL (KAJIAN TENTANG PERSPEKTIF DAN PARTISIPASI MAHASISWA BERCADAR TERHADAP GERAKAN SOSIAL UNIVERSITAS NEGERI MAKASSAR)". PREDESTINATION: Journal of Society and Culture 1, n.º 2 (31 de diciembre de 2020): 87. http://dx.doi.org/10.26858/prd.v1i2.17950.

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Veiled students are a representation of the teachings of Islam. This religion has several commands or recommendations. Among them help people who are oppressed or wronged. This religious suggestion has a substantial correlation with the aims of the social movement of the UNM student demonstrations. Namely to help people who are oppressed or oppressed. Seeing the harmony between religious advice and the goals of the social demonstration movement, in reality it is rare or even never seen that UNM-veiled students are present in a series of UNM demonstration social movements. This study aims to find out how the perspective of UNM veiled students towards the social movement of UNM student demonstrations and how the participation of UNM veiled students in social movements in general. This research uses a qualitative approach. Location and research informants are at Makassar State University, which are spread over various faculties. Determination of informants is done by purposive sampling involving 20 individuals as informants. The data collection technique was done by observing, interviewing and documenting. Based on the research results, it can be concluded that the perspective of UNM-veiled students towards the social movement of demonstrations at UNM consists of a positive perspective and a negative perspective. The form of participation of UNM veiled students in carrying out social movements is divided into two forms. Namely participation in physical or tangible form and participation in physical or intangible form.
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Manduchi, Patrizia. "Students and Dissent in Egypt". Oriente Moderno 95, n.º 1-2 (7 de agosto de 2015): 125–44. http://dx.doi.org/10.1163/22138617-12340078.

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This essay aims to describe the Egyptian university movement from the birth of University in Egypt (1908) until the end of Nasser period (1970). A particular focus is provided on the political and social role that students’ opposition movements assumed during all the national events, both in the liberal-monarchic age and under the Nasser presidency. A special attention has been payed to the evolution of Islamic student organizations inside Egyptian universities. The ultimate goal is to stress, with an historical perspective, the relations between the history of universities and students movements as a part of the past and recent history of Egypt. The analysis of the history of thought, the progressive evolution of civil society, the complex articulation of political discourse, the authoritarian and repressive regimes, the censorship, is relevant to better understand the actual political Egyptian context.
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Moses, Nigel R. "Student Organizations as Historical Actors: The Case of Mass Student Aid". Canadian Journal of Higher Education 31, n.º 1 (30 de abril de 2001): 75–120. http://dx.doi.org/10.47678/cjhe.v31i1.183379.

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The National Federation of Canadian University Students (NFCUS) and the Canadian Union of Students (CUS) had historicity; that is, they helped transform the field of historical action by convincing business, government, university administrators and public opinion on the need for mass student-aid programs and low tuition fees. From the 1950s to the mid-1960s, NFCUS and CUS campaigned for government-funded mass student-aid; in fact, it was their number one "national affairs" concern. Governments responded to the NFCUS and CUS accessibility lobby with the Canada Student Loan Program (CSLP) in 1964, the Ontario Student Assistance Plan (OSAP) in 1966 and "frozen" tuition fees by 1967. The achievement of the CSLP divided Quebec and English- Canadian students and began a process of removing traditional student movement catalysts. NFCUS's and CUS's lobby for non-repayable student bursaries was co-opted. However, the level of accessibility to post- secondary education was unprecedented and, in part, provided the social conditions for the emergence of new social movements.
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Maiwan, Mohammad. "HEGEMONI, KEKUASAAN, DAN GERAKAN MAHASISWA ERA 1990-AN: PERSPEKTIF DAN ANALISA". Jurnal Ilmiah Mimbar Demokrasi 16, n.º 1 (31 de octubre de 2016): 49–69. http://dx.doi.org/10.21009/jimd.v16i1.1182.

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ABSTRACT The student movement that emerged in the 1990s was a response to the authoritarian New Order policies. Although New Order succeeded in economic development but lead to inequality. Student activists form an alliance with pro-democracy groups such as NGOs, unions, farmers, and critical opposition groups. Therefore, their movements become an important part of the pro-democracy movement. In general the issues presented students are: First, the issues of democratization and human rights. Secondly, issues related to land, environment and labor. In addition to address issues of local and national, their movements also a response of international issues To control the student movement, the government established the SMTP (Student Senate Higher Education), accompanied by harsh measures. Nevertheless, their movement is still weak and disunited. The existence of a strong student movement and spread emerge when the economic crisis hit Indonesia, dropping of President Soeharto in May 1998. Keywords: Student movement, politics, New Order, 1990s-era.
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Pfaff-Czarnecka, Joanna. "Shaping Asia Through Student Mobilities". American Behavioral Scientist 64, n.º 10 (9 de agosto de 2020): 1400–1414. http://dx.doi.org/10.1177/0002764220947753.

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While most Asian students still opt for Western universities when envisioning international destinations, growing numbers turn to Asian countries and their universities. This new development has received increasing attention among practitioners and policy makers, while social science research only recently turned to Asia-to-Asia students’ international flows. This contribution offers, first, a literature review, reflecting on trends and the magnitude of inter-Asian students’ movements. These movements are seen as multiple and complex mobilities, not only in spatial but also in the social and ideational sense. Student strategies in making choices while moving to foreign Asian universities as well as their pathways within the social spaces of universities—paying attention to the multiscalar dimensions of movements and the assemblages they recreate—constitute the second part of the article. The third and main part discusses what we learn about the changing shape of Asia while following students’ pathways and aspirations. These movements shape Asia’s academic space that is embedded in the shifting dimensions of Asian economies, polities, social negotiations, cultures, and values.
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Backman, Erik, Gunn Nyberg y Håkan Larsson. "Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective". European Physical Education Review 26, n.º 1 (20 de marzo de 2019): 111–27. http://dx.doi.org/10.1177/1356336x19837287.

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The purpose of this paper is to analyse and discuss physical education teacher education (PETE) students’ conceptions of teaching and assessment of movement capability as a part of content knowledge in aquatics, dance and ice-skating at a university in Sweden. The theoretical perspective involves Shulman’s concept of content knowledge, the further elaboration of content knowledge into common content knowledge, and the theoretical perspective underpinning movement capability. The sample consists of two groups with a total of seven PETE students who volunteered to take part in group interviews. Semi-structured interviews with the two groups were conducted on three occasions. Findings display that the students’ conceptions of movement capability seem to be focused around performance of movements. Further, the participants felt the messages to be unclear in terms of what they are to know regarding movement capability before entering PETE. There was also a contradiction in that the PETE students felt it to be obvious that they would ‘know’ certain movements, and at the same time they requested clear and distinct criteria when it came to the performance of movements. This study shows that expectations in terms of PETE students’ levels of movement content knowledge need to be further investigated and discussed. This study also highlights the importance of conceptualising what PETE students need to learn if they are to see the need to develop their movement capability on their own. Assessments of students’ reflections on what it means to master movements are discussed as an alternative to assessment of performance of movements.
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Zulfah, Umi. "Penerapan Gerakan Senam Ceria Untuk Meningkatkan Minat Siswa Dalam Kegiatan Fisik Motorik Kelompok B Di Pos Paud Terpadu Kartini Kota Surabaya". MOTORIC 3, n.º 1 (6 de agosto de 2019): 7–14. http://dx.doi.org/10.31090/m.v3i1.868.

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In children aged PAUD activeness in various activities is necessary for the development of large muscle and small muscle. In doing cheerful exercise is very helpful for the development of students in motoric physical activities. The research entitled ”Application of Cheerful Gymnastic Movement to Increase Students’Interest in Group B Physical Motoric Activities at Kartini Integrated Education Post” has the aim to describe the application of cheerful gymnartic movements that are used to increase student interest and explain the application of cheerful gymnastic movements can increase student interest. This research is classroom action research (PTK). The data collection method use observation. Data analysis techniques used descriptive qualitative and quantitative deskriptive percentages. The results of the study showed that (1) the application gymnastic movements to group B students was carried out continuously.(2) The results of the research in the first cycle and second cycle are known to have increased from 54,375% to 85% of the everage number of students. From these results it can be concluded that cheerful gymnastic can increase students’ interest in group B physical motor activities at the Surabaya Kartini Integrated Education Pos can be proven
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Tesis sobre el tema "Student movements Students"

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Cannon, John William. "The rise of democratic student movements in Thailand and Burma". Thesis, [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13465442.

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Jackson, Nicole Maelyn. "Remembering Soweto American college students and international social justice, 1976-1988 /". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1238010978.

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Piccigallo, Jacqueline. "Men against rape male activists' views towards campus-based sexual assault and acquaintance rape /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 144 p, 2008. http://proquest.umi.com/pqdweb?did=1605142181&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Lam, Hoi-yan Hester y 林愷欣. "Student movement and social reform". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29532887.

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Sheppard, Peggy. "The relationship between student activism and change in the University : with particular reference to McGill University in the 1960s". Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61810.

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Bradley, Stefan M. "Gym crow must go! : the 1968-1969 student and community protests at Columbia University in the City of New York /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091901.

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Johnson, Troy A. "ISLAMIC STUDENT ORGANIZATIONS AND DEMOCRATIC DEVELOPMENT IN INDONESIA: THREE CASE STUDIES". Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1149190003.

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Mangoldt, Charlotte von. "Student environmentalism in Beijing, China". Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:ef524063-dda5-4cda-a73a-f0d56b95f527.

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This dissertation explores student environmentalism in Beijing, China. It traces students' political norms and values, explains their activism and experience of pollution, and investigates the role of environmental non-governmental organisation (ENGOs) in forming youth environmentalism. To serve these objectives, the work takes forward theories on youth activism and agency and recent debates on environmental health, environmentalism and ENGOs. This study was designed as a qualitative research project based primarily on interviews and complemented by ethnographic methods, content analysis, pictorial evidence and survey results provided by the Jane Goodall Institute China. Research findings and methodology are presented in four papers and a framing document. My work challenges labels of agency and activism as either protest and resistance or 'quiescence' and questions the influence of globalisation on activists' norms and values. I put forward 'fragmented activism' as a new concept to capture the nature of youth environmental activism in Beijing. I contribute to environmental health literature by tracing how young people develop discursive mechanisms to mitigate the fear of air pollution and argue that their response offers invaluable insights into the interplay between space and the body in polluted environments. This thesis further shows that the repertoire of student environmental associations in Beijing represents a type of 'place based environmentalism' (Smith, 2001) but argues that, whilst this may be a contradictory response to contemporary environmental issues, it is not usefully assessed against abstract and normative notions of what environmentalism should be. I also challenge scholarly assessments of ENGO action. By exploring ENGO strategies in China that rely on extant societal and governmental narratives about good citizenship and moral values - instead of radical alternatives to mainstream development models or political processes - I argue for new research paradigms guiding the study of environmental movements.
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Deters, Matthew J. "Preventing Violent Unrest: Student Protest at the University of Toledo, 1965-1972". Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1270585177.

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Thesis (M.Ed.)--University of Toledo, 2010.
Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Education Degree in Higher Education." "A thesis entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 96-109.
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Holbrook, Joseph. "Catholic Student Movements in Latin America: Cuba and Brazil, 1920s to 1960s". FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1013.

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This dissertation examines the ideological development of the Catholic University Student (JUC) movements in Cuba and Brazil during the Cold War and their organizational predecessors and intellectual influences in interwar Europe. Transnational Catholicism prioritized the attempt to influence youth and in particular, university students, within the context of Catholic nations within Atlantic civilization in the middle of the twentieth century. This dissertation argues that the Catholic university movements achieved a relatively high level of social and political influence in a number of countries in Latin America and that the experience of the Catholic student activists led them to experience ideological conflict and in some cases, rupture, with the conservative ideology of the Catholic hierarchy. Catholic student movements flourished after World War II in the context of an emerging youth culture. The proliferation of student organizations became part of the ideological battlefield of the Cold War. Catholic university students also played key roles in the Cuban Revolution (1957-1959) and in the attempted political and social reforms in Brazil under President João Goulart (1961-1964). The JUC, under the guidance of the Church hierarchy, attempted to avoid aligning itself with either ideological camp in the Cold War, but rather to chart a Third Way between materialistic capitalism and atheistic socialism. Thousands of students in over 70 nations were intensively trained to think critically about pressing social issues. This paper will to place the Catholic Student movement in Cuba in the larger context of transnational Catholic university movements using archival evidence, newspaper accounts and secondary sources. Despite the hierarchy’s attempt to utilize students as a tool of influence, the actual lived experience of students equipped them to think critically about social issues, and helped lay a foundation for the progressive student politics of the late 1960s and the rise of liberation theology in the1970s.
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Libros sobre el tema "Student movements Students"

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Dutta, Sristidhar. Student movements in Arunachal Pradesh. Delhi: Himalayan Publishers, 1998.

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Deka, Meeta. Student movements in Assam. New Delhi: Vikas Pub. House, 1996.

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Bāṃlādeśera chātra āndolanera itihāsa. 2a ed. Ḍhākā: Granthaloka, 1986.

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Anastasía, Luis V. Los estudiantes, la educación y la miseria del conocimiento. Montevideo, Uruguay: C. Marchesi Editor, 1997.

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Heinemann, Karl-Heinz. Ein langer Marsch: 1968 und die Folgen : Gespräche mit Lutz von Werder, Thomas Ziehe, Kurt Holl, Rolf Trommershäuser ... Köln: PapyRossa, 1993.

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Black man, you are on your own. Johannesburg: Steve Biko Foundation, 2009.

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Bhāskaran̲, Si. Student movement in Kerala. 2a ed. Thiruvananthapuram: Chintha Publishers, 2003.

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Encyclopedia of student and youth movements. New York: Facts on File, 1998.

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Krylova, N. L. Studenty i obshchestvo v Tropicheskoĭ Afrike. Moskva: "Nauka", 1992.

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Mubārak, Hishām. al- Ḥarakah al-ṭullābīyah: Muḥāwalah lil-fahm. [Egypt: s.n., 1988.

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Capítulos de libros sobre el tema "Student movements Students"

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Inclán, María. "What Moves Students? Ritual Versus Reactive Student Demonstrations in Mexico City". En Student Movements in Late Neoliberalism, 27–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75754-0_2.

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Aoki, Masahiko. "Student Movement". En Transboundary Game of Life, 5–8. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2757-5_2.

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Duzhin, S. y B. Chebotarevsky. "Plane movements". En The Student Mathematical Library, 41–72. Providence, Rhode Island: American Mathematical Society, 2004. http://dx.doi.org/10.1090/stml/025/03.

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Chicoine, Luc y Marcos Ancelovici. "Contentious Institutionalized Movements: The Case of the Student Movement in Quebec". En Student Movements in Late Neoliberalism, 55–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75754-0_3.

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Moebius, Stephan. "Ups and Downs of Sociology in Germany: 1968–1990". En Sociology in Germany, 85–122. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71866-4_4.

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AbstractIn the 1960s, Germany was strongly marked by changes in cultural values and social concepts of order, by new developments in art, music, and film, as well as suburbanization; also, as in many other countries, in 1968 there were massive student protests in Germany. The student movement brought sociology into the limelight. The Frankfurt School and the more Marxist Marburg School in particular became closely connected with the student movement. As a subject of study, sociology gained enormously in importance, which was connected with the growing need for social reflection in all areas of life. A characteristic feature of sociology in this period was an increasing differentiation into specialized subfields. The number of academic positions for sociologists and the number of students increased, partly as a result of the founding of new universities and of reforms in higher education policy. The increasing number of non-university research institutions complemented sociological research at the universities. This expansion, which coincided with a highly visible public sociology, also led to counter-movements: Conservative sociologists criticized the growing social influence of sociology and propagated an “anti-sociology.” As far as empirical social research is concerned, quantitative research had become more professional; interpretative social research had slowly developed, reinforced by the increasing reception of symbolic interactionism. The “planning euphoria” of the 1960s and 1970s weakened, and many looked at 1968 with disappointment and some even turned away from sociology. There were debates, such as that between representatives of Critical Theory and systems theory (the “Habermas-Luhmann debate”) and the debate on “theory comparison,” and controversies regarding “postmodernism.” The 1980s was the great time for sociological theory in Germany. Also, a further increase in the differentiation and pluralization of the sociological field could be observed.
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Delgado, Sandra X. y Michelle Gautreaux. "Marxism and Student Movements". En Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_281-1.

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Delgado, Sandra X. y Michelle Gautreaux. "Marxism and Student Movements". En Encyclopedia of Educational Philosophy and Theory, 1362–67. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_281.

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Itoh, Mayumi. "Chinese Students Protest Movement". En The Origins of Contemporary Sino-Japanese Relations, 97–114. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137566164_7.

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Pontarelli, Francesco. "Worker–Student Unity Against Outsourcing at the University of Johannesburg: Disrupting the Neoliberal Paradigm Through Direct Action and Alternative Relations". En Student Movements in Late Neoliberalism, 187–211. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75754-0_8.

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Luescher, Thierry M., Nkululeko Makhubu, Thelma Oppelt, Seipati Mokhema y Memory Zodwa Radasi. "Tweeting #FeesMustFall: The Online Life and Offline Protests of a Networked Student Movement". En Student Movements in Late Neoliberalism, 103–31. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75754-0_5.

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Actas de conferencias sobre el tema "Student movements Students"

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Vega Bello, Jessica Daniela, Yesica Escalera Matamoros, Arturo Treviño Arizmendi, Daniel Haro Mendoza, Vicente Borja y José Luis Jiménez Corona. "Design Methodology of a Toy to Improve Manual Abilities on Medicine Students". En ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24582.

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Abstract Theoretical knowledge is important in all disciplines, but practical knowledge is of utmost importance in many of them, such is the case in engineering, medicine, and architecture. In most of these majors’ instructors focus more on the theoretical area and set aside the practical one. That is why it is important to develop educational tools to improve students’ practice. Medical students at the Universidad Nacional Autónoma de México were our case of study since we noticed a lack of practical knowledge during their second year at University. In this paper, we present a design methodology of a toy for the students of medicine to exercise and improve their manual precise movements and motor sequencing skills, in order to improve their practical abilities by using it. This methodology emphasizes the importance of specific movements that surgeons do while they perform basic surgical procedures, intending to imitate them when they use the toy. Therefore, procedures like cutting, suturing, exposure, among others were performed by a surgeon, recorded, and analyzed. As a result, it was observed that some movements were repeated in most of the procedures. Based on this, a device was designed so that the user may be able to repeat the movements following a series of audiovisual instructions as a game. To validate its efficiency manual precision tests were used to compare the individual students’ improvement before and after using it. Once the device was built as a toy, 12 second-year medical students took the precision tests, the measured variable was the time they used to complete both tests. Furthermore, they practiced with the toy for 10 days, 6 minutes per day. On the last day, after using it, each student performed the precision tests once again to obtain a quantitative value of their improvement. The time spent by each student to perform the first precision tests were compared to the last after using the toy. The results showed that the execution time was reduced by an average of 53.75 seconds in the first precision test and 45 seconds in the second. This indicates that the use of the toy allows students to improve their manual precision skills, affecting the execution time of tasks that require accurate manual precision. Also, it was observed that the methodology developed could be applied and extrapolated to other disciplines such as engineering, in order to develop similar toys or devices that could enhance manual skills.
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Shankar, Sunita, Muthu Kumar, Uma Natarajan y John G. Hedberg. "A Profile of Digital Information Literacy Competencies of High School Students". En InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2878.

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Information literacy is the ability to access, evaluate, and apply information from a variety of sources in appropriate contexts to construct knowledge. In the current digital age, information literacy has inevitably been influenced extensively by developments in technology with the emergence of digital information literacy. The Internet has become a prominent source of digital information and students need to be competent and critical users of the information hosted by the Internet. This paper describes the baseline findings of the digital curricular literacy research project undertaken by the Centre for Research in Pedagogy and Practice in Singapore. Seven Secondary schools in Singapore participated in this preliminary study. Student participants were grouped together in pairs to be collaboratively engaged in Internet information seeking tasks. The student pairs were assigned History-based and Science-based tasks and their online movements were captured using a screen capture software, Snapzpro. The findings of this study have been analyzed and will be presented in this paper based upon Ellis’ information seeking behaviors model. Patterns and characteristics of students’ information seeking processes were investigated according to the different stages of Ellis’ model. Our findings revealed that the majority of Singapore students primarily focused on the following phases of Ellis’ model: starting, browsing, chaining, differentiating and extracting. We have observed two levels of starting, differentiating and extracting which we would like to term as primary and secondary in this study. No significant trends were observed in relation to the monitoring component in his model.
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D’Sena, Peter. "Decolonising the curriculum. Contemplating academic culture(s), practice and strategies for change". En 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/lc2019.13.

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In 2015, students at the University of Cape Town called for the statue of Cecil Rhodes, the 19th century British coloniser, to be removed from their campus. Their clarion call, in this increasingly widespread #RhodesMustFall movement, was that for diversity, inclusion and social justice to become a lived reality in higher education (HE), the curriculum has to be ‘decolonised’. (Chantiluke, et al, 2018; Le Grange, 2016) This was to be done by challenging the longstanding, hegemonic Eurocentric production of knowledge and dominant values by accommodating alternative perspectives, epistemologies and content. Moreover, they also called for broader institutional changes: fees must fall, and the recruitment and retention of both students and staff should take better account of cultural diversity rather than working to socially reproduce ‘white privilege’ (Bhambra, et al, 2015) Concerns had long been voiced by both academics and students about curricula dominated by white, capitalist, heterosexual, western worldviews at the expense of the experiences and discourses of those not perceiving themselves as fitting into those mainstream categories (for an Afrocentric perspective, see inter alia, Asante, 1995; Hicks & Holden, 2007) The massification of HE across race and class lines in the past four decades has fuelled these debates; consequentially, the ‘fitness’ of curricula across disciplines are increasingly being questioned. Student representative bodies have also voiced the deeper concern that many pedagogic practices and assessment techniques in university systems serve to reproduce society’s broader inequalities. Certainly, in the UK, recent in-depth research has indicated that the outcomes of inequity are both multifaceted and tangible, with, for example, graduating students from Black, Asian and Minority Ethnic (BAME) backgrounds only receiving half as many ‘good’ (first class and upper second) degree classifications as their white counterparts (RHS, 2018). As a consequence of such findings and reports, the momentum for discussing the issues around diversifying and decolonising the university has gathered pace. Importantly, however, as the case and arguments have been expressed not only through peer reviewed articles and reports published by learned societies, but also in the popular press, the core issues have become more accessible than most academic debates and more readily discussed by both teachers and learners (Arday and Mirza, 2018; RHS, 2018). Hence, more recently, findings about the attainment/awarding gap have been taken seriously and given prominence by both Universities UK and the National Union of Students, though their shared conclusion is that radical (though yet to be determined) steps are needed if any movements or campaigns, such as #closingthegap are to find any success. (Universities UK, 2019; NUS, 2016; Shay, 2016)
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Islam, Md Redwan, Umme Fatema, Mohammed Imamul Hassan Bhuiyan y Syed Khairul Bashar. "Classification of electrocorticography based motor imagery movements using continuous wavelet transform". En 2016 IEEE Students’ Technology Symposium (TechSym). IEEE, 2016. http://dx.doi.org/10.1109/techsym.2016.7872647.

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Arthi, R. y K. Murugan. "Location estimation of sensor nodes using learning movement patterns". En 2010 IEEE Students Technology Symposium (TechSym). IEEE, 2010. http://dx.doi.org/10.1109/techsym.2010.5469217.

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Saikia, A. y S. M. Hazarika. "Bispectrum analysis of EEG during observation and imagination of hand movement". En 2011 IEEE Students' Technology Symposium (TechSym). IEEE, 2011. http://dx.doi.org/10.1109/techsym.2011.5783840.

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Benduhaish, Sara Omar. "Internal Licensing Conditions of the Syntax of Sluicing: Wh-Movement, Islands and Resumption". En Eighth Saudi Students Conference in the UK. IMPERIAL COLLEGE PRESS, 2015. http://dx.doi.org/10.1142/9781783269150_0064.

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Fung, Henry T. Y. "Impacts of the socio-political instability in Hong Kong on university students’ learning experience". En Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12834.

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Since the Anti-Extradition Law Social Movement in 2019, Hong Kong has entered an era of socio-political instability. The conflict between student protestants and the government has become increasingly intense, whereas several universities even became the battlefield of the protest and were abruptly shut down in November 2019. To add fuel to the fire, the outbreak of COVID-19 in early 2020 has prompted all universities in the territory to suspend all face-to-face classes and activities for two semesters. All these have impacted university students in Hong Kong socially, academically and psychologically.In light of this, this study aims to explore the ways to which the learning experience of university students in Hong Kong have been impacted by the socio-political challenges. Through conducting a mixed-methods study at a public university in Hong Kong, it was found that university have a high perceived level of stress, high political involvements, unsatisfactory learning experience and poor learning motivation under this socio-political instability. It is hoped that this study can provide informed insights for teachers to understand students’ burdens, stresses, and emotional instability associated with socio-political unrest.
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Costello, Bridget McKenney. "Travel as pedagogy: embodied learning in short-term study abroad". En Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11312.

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In this paper I discuss a model for creating embodied learning opportunities in study abroad curricula, which purposefully uses students’ physical movement through foreign landscapes to inform and enhance their understanding of local social, political, economic, cultural, and historical phenomena. Pedagogical tactics include: challenging and reframing the common distinction between “important” and “unimportant” instructional times and places; loosely structured itineraries that allow for greater student autonomy and collaboration; seeking multiple vantage points (both geographic and textual) from which to observe and analyze locations; purposeful and attentive travel between study locations that helps connect cognitive to visceral experience. These tactics help students cultivate the ability to read landscapes, a skill that them to understand a landscape not only as historical narrative but also as a social actor that influences and is influenced by the everyday practices of people who inhabit it. To demonstrate these strategies, I discuss how they were implemented in a recent short-term study abroad program to various sites within the former Yugoslavia.
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Střeštíková, Radka y Zora Svobodová. "Analysis of Masaryk University students’ interest in sports courses in mandatory physical education". En 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-35.

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Purpose: The aim of our research was to analyze the interest of students of Masaryk Uni-versity (MU) in sports courses in mandatory physical education. The partial goals was sat-isfaction with the offer of subjects and the obligation to attend physical education within uni-versity studies. The University Sport Center (USC) of the Faculty of Sports Studies provides mandatory physical education at MU. Students are required to have two credits in physical education (PE) within their bachelor’s degree and long master’s degree. They can choose both a semester lesson or in a form of block lessons that take place on Friday or weekend, as well as multi-day summer or winter training courses. Methods: We created a survey for our research. The subject of the questions was to find out if the students were familiar with the offer of USC-organized sports courses and, if not, what is the cause of this ignorance or nescience. We also looked at their preferences for sports courses, what activities they would prefer on the course. We were also interested in student satisfaction with the offer of PE courses and with the obligation to attend these courses. The results were processed by descriptive statistics and data analysis. Results: Atotal of 1608 students from all MU faculties answered our survey. The survey was conducted in the spring semester of 2019 in semester teaching, both in mandatory and in paid form. We found that 67% of students do not know the offer of summer and winter training courses. The biggest problem why they don’t know the offer is the lack of interest in these activities. Among the activities that are interesting for them and would like to run them on summer courses are water sports, especially river rides, hiking, sightseeing, mountain hikes, cycling and rock climbing activities. Furthermore, we found that 95% of students are satisfied with the offer of PE courses. 91% of students see positively the obligation to attend PE at universities, 44% of them would like PE for 3 semesters or more. Conclusion: Physical activity plays an important role in student life. For a young person who wants to be a university educated expert, movement, health, and vitality have an irreplacea-ble function. From the results of our investigation we can conclude that students are aware of the influence of active sports in their lives, agree with the organization of PE within their uni-versity studies and want to actively participate in physical education. Exceptions are sports courses, which they are not interested in, or have no idea that they exist. Based on the re-sults, we will look for ways to promote both summer and winter courses, so that students can be informed about the offer (cooperation with MU faculties and rectorate) and then we will find ways to make the courses more attractive for students.
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Informes sobre el tema "Student movements Students"

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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, abril de 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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Milek, Karen y Richard Jones, eds. Science in Scottish Archaeology: ScARF Panel Report. Society of Antiquaries of Scotland, septiembre de 2012. http://dx.doi.org/10.9750/scarf.06.2012.193.

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The main recommendations of the panel report can be summarised under four key headings:  High quality, high impact research: the importance of archaeological science is reflected in work that explores issues connected to important contemporary topics, including: the demography of, the nature of movement of, and contact between peoples; societal resilience; living on the Atlantic edge of Europe; and coping with environmental and climatic change. A series of large-scale and integrated archaeological science projects are required to stimulate research into these important topics. To engage fully with Science in Scottish Archaeology iv these questions data of sufficient richness is required that is accessible, both within Scotland and internationally. The RCAHMS’ database Canmore provides a model for digital dissemination that should be built on.  Integration: Archaeological science should be involved early in the process of archaeological investigation and as a matter of routine. Resultant data needs to be securely stored, made accessible and the research results widely disseminated. Sources of advice and its communication must be developed and promoted to support work in the commercial, academic, research, governmental and 3rd sectors.  Knowledge exchange and transfer: knowledge, data and skills need to be routinely transferred and embedded across the archaeological sector. This will enable the archaeological science community to better work together, establishing routes of communication and improving infrastructure. Improvements should be made to communication between different groups including peers, press and the wider public. Mechanisms exist to enable the wider community to engage with, and to feed into, the development of the archaeological and scientific database and to engage with current debates. Projects involving the wider community in data generation should be encouraged and opportunities for public engagement should be pursued through, for example, National Science Week and Scottish Archaeology Month.  Networks and forums: A network of specialists should be promoted to aid collaboration, provide access to the best advice, and raise awareness of current work. This would be complemented by creating a series inter-disciplinary working groups, to discuss and articulate archaeological science issues. An online service to match people (i.e. specialist or student) to material (whether e.g. environmental sample, artefactual assemblage, or skeletal assemblage) is also recommended. An annual meeting should also be held at which researchers would be able to promote current and future work, and draw attention to materials available for analysis, and to specialists/students looking to work on particular assemblages or projects. Such meetings could be rolled into a suitable public outreach event.
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Bano, Masooda y Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), diciembre de 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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