scholarly journals Obraz pojęcia ciągłości – wyniki badania przeprowadzonego wśród studentów

2020 ◽  
Vol 12 ◽  
pp. 89-107
Author(s):  
Barbara Borkowicz
Keyword(s):  
University Students ◽  
Academic Teaching ◽  
Reported Study ◽  
Academic Teachers

This article addresses the issue of university students' images of the concept of continuity. The aim of the reported study was learn how the students understand continuity of a function and what kind of difficulties they experience when dealing with this concept. The author hopes that this report will help academic teachers to better understand students and their mistakes, and hence will facilitate academic teaching.

The UML 2 Academic Teaching Challenge

2010 ◽  
pp. 134-144
Author(s):  
Stanislaw Wrycza
Keyword(s):  
University Students ◽  
Questionnaire Survey ◽  
Assessment Criteria ◽  
Research Results ◽  
Academic Teaching ◽  
Uml Diagrams ◽  
Academic Teachers ◽  
The University

UML 2.x version has become even more complicated and diverse set of graphical techniques than its predecessors. Therefore, system developers propose preparation of its reduced, limited or minimal version called Light UML. This problem has become also the serious challenge for the UML academic teachers. The goal of this chapter is the study of specifying the UML 2.x Light version content on the basis of the questionnaire survey registering opinions of 180 university students of the University of Gdansk, Poland. After the introduction, the methodological prerequisites of the survey are clarified. Then, the research results are presented and discussed according to seven essential UML diagrams assessment criteria, included in a questionnaire. The final UML 2.x version, resulting from the accomplished survey is exposed in the last section of the chapter.

scholarly journals Letramento Académico: prática cultural discursiva

Prisma Com ◽  
2020 ◽  
pp. 105-116
Author(s):  
Olira Saraiva Rodrigues
Keyword(s):  
University Students ◽  
Academic Literacy ◽  
Qualitative Approach ◽  
Pedagogical Strategies ◽  
University Environment ◽  
Academic Teaching ◽  
Construction Of Knowledge ◽  
Epistemological Analysis ◽  
The University

This article aims to discuss the respect for the need for didactic and pedagogical strategies in relation to academic teaching, in the understanding of university students, as subjects of language, with values and identity marks. A proposal of this research is theoretically theoretical or academic literacy, as well as launching some perspectives, from the possibilities of appropriation practices in the university environment by academics. The study aims to collaborate with the construction of knowledge that interferes and will (re) mean the process of academic literacy, through reflections, for students who are builders of their only speeches and not only reproducers of legitimate speeches. Methodologically, a research carried out in bibliographic and descriptive studies, with a qualitative approach. Therefore, an epistemological analysis based on Foucault (1996), Orlandi (1988) and Rodrigues (2009) for the notion of discourse; Soares (2009) for teaching and Lea and Street (2014) for academic teaching.

Teaching sociological subjects in English to university students: a case study of the Polish university

2021 ◽  
Vol 8 (1) ◽  
pp. 97-107
Author(s):  
Tatiana Kanasz
Keyword(s):  
University Students ◽  
Social Life ◽  
Foreign Students ◽  
English Language ◽  
Teaching Sociology ◽  
Expert Interview ◽  
Methods And Techniques ◽  
Academic Teachers ◽  
Academic Communication

Nowadays, the role of English in teaching sociology has been increasing significantly, as far as the English language is an international medium of academic communication worldwide. Polish universities also follow this global trend. Students are offered not only general English courses but also specialised facultative courses in English. Taking into account the last one, a reflexive qualitative research has been carried out at the Institute of Philosophy and Sociology, the Maria Grzegorzewska University in Warsaw. The objective of four face-to-face expert interviews with the academic teachers was exploring teaching methods and techniques, as well as difficulties in the process of teaching sociology with the use of English as a foreign language. An expert interview was designed starting from the teaching background, followed by teaching reflections on their didactic practice and ending with the academic teachers’ thoughts on the role of English in sociology. The following issues were considered: 1) methods and techniques of incorporating English in teaching sociology to Polish students; 2) strategies of motivating students to use English in sociology; 3) the perception of difficulties; 4) reflections on empowering students.The research results in the field of the sociological facultative English-based courses revealed the dominance of some ways of using the language over others. All experts acknowledged that they aimed to develop sociological English through the communicative and task-based approaches. They engaged students in reading sociological texts and critically discussed them. Some of the academic teachers referred also to watching and listening to native speakers as important ways to activate students during their classes. Moreover, the experts took into account students specific interests and encouraged them to prepare a presentation or to write a short essay. Some experts used also the collaborative methods when students were involved in group projects and group presentations. In general, the experts developed interesting and important topics of social life and research to strengthen the students’ intrinsic motivation. It was noticed that the presence of foreign students becomes a reasonable factor of improving English-based communication among Polish and foreign students in classroom. The experts pointed out that there were various linguistic, psychological and institutional barriers in teaching sociological subjects in English for Polish university students. Nevertheless, they tried to overcome those obstacles whenever it was possible.

scholarly journals Value conflicts in academic teaching

2020 ◽  
pp. 014473942093775
Author(s):  
Gjalt de Graaf
Keyword(s):  
Research Question ◽  
Value Systems ◽  
Central Research ◽  
Structured Interviews ◽  
Value Conflicts ◽  
Academic Teaching ◽  
Quality Of Teaching ◽  
Academic Teachers

Many professors will recognize the dilemma when having to choose between the values of professionalism and of collegiality. Everyone will endorse these two values as important in academic teaching, yet professors sometimes find them conflicting. The central research question of this manuscript is threefold: which value conflicts do academic teachers perceive in the Netherlands; what strategies are used to deal with these conflicts; and what value profiles do they have? The empirical study took place at the Vrije Universiteit Amsterdam. Data from Q-methodological and 32 semi-structured interviews were gathered and analysed to answer the research question. Thirty-five of the 41 dilemmas found fell within three categories: dilemmas in this particular case study of higher education occur mainly in the area of quality versus efficiency, quality versus equity and between equality and reasonableness. Mostly the old institutional professional values (quality of teaching, equality, and reasonableness) prevail among the academic teachers. Yet, in these times of cutbacks, the tensions between the professional and economic value systems are clearly prevalent in this Dutch case study. The most important coping strategy is hybridization. This indicates something important about the profession of academic teacher. Hybridization is a strategy often used when professionals cannot choose between two values because they value both too highly. For better or worse, the academic teachers (in this case) want to guard the quality of teaching against pressures from career demands (doing research and publish successfully) and from cutbacks and concomitant heavy teaching loads.

Viewing music videos: Emotion and viewer interpretation

2002 ◽  
Vol 14 (2) ◽  
pp. 69-79 ◽  
Author(s):  
Joan M. Preston ◽  
Michael Eden
Keyword(s):  
University Students ◽  
Emotional Content ◽  
Music Videos ◽  
Music Video ◽  
Mediating Factors ◽  
Comparative Media

Abstract. Music video (MV) content is frequently measured using researcher descriptions. This study examines subjective or viewers’ notions of sex and violence. 168 university students watched 9 mainstream MVs. Incidence counts of sex and violence involve more mediating factors than ratings. High incidents are associated with older viewers, higher scores for Expressivity, lower scores for Instrumentality, and with video orders beginning with high sex and violence. Ratings of sex and violence are associated with older viewers and lower scores for Instrumentality. For sex MVs, inexperienced viewers reported higher incidents and ratings. Because MVs tend to be sexier but less violent than TV and film, viewers may also use comparative media standards to evaluate emotional content MVs.

Emotion Appraisals Predict Neuroticism and Extraversion

2015 ◽  
Vol 36 (1) ◽  
pp. 1-10
Author(s):  
Andrew Comensoli ◽  
Carolyn MacCann
Keyword(s):  
University Students ◽  
The State ◽  
The Relationship

The current study proposes and refines the Appraisals in Personality (AIP) model in a multilevel investigation of whether appraisal dimensions of emotion predict differences in state neuroticism and extraversion. University students (N = 151) completed a five-factor measure of trait personality, and retrospectively reported seven situations from the previous week, giving state personality and appraisal ratings for each situation. Results indicated that: (a) trait neuroticism and extraversion predicted average levels of state neuroticism and extraversion respectively, and (b) five of the examined appraisal dimensions predicted one, or both of the state neuroticism and extraversion personality domains. However, trait personality did not moderate the relationship between appraisals and state personality. It is concluded that appraisal dimensions of emotion may provide a useful taxonomy for quantifying and comparing situations, and predicting state personality.

Assessing Personality With Multi-Descriptor Items

2019 ◽  
Vol 35 (1) ◽  
pp. 117-125
Author(s):  
Johannes Schult ◽  
Rebecca Schneider ◽  
Jörn R. Sparfeldt
Keyword(s):  
University Students ◽  
Construct Validity ◽  
Big Five ◽  
Reliability And Validity ◽  
Personality Inventory ◽  
The Other ◽  
Short Version ◽  
Big Five Inventory ◽  
Personality Inventories

Abstract. The need for efficient personality inventories has led to the wide use of short instruments. The corresponding items often contain multiple, potentially conflicting descriptors within one item. In Study 1 ( N = 198 university students), the reliability and validity of the TIPI (Ten-Item Personality Inventory) was compared with the reliability and validity of a modified TIPI based on items that rephrased each two-descriptor item into two single-descriptor items. In Study 2 ( N = 268 university students), we administered the BFI-10 (Big Five Inventory short version) and a similarly modified version of the BFI-10 without two-descriptor items. In both studies, reliability and construct validity values occasionally improved for separated multi-descriptor items. The inventories with multi-descriptor items showed shortcomings in some factors of the TIPI and the BFI-10. However, the other scales worked comparably well in the original and modified inventories. The limitations of short personality inventories with multi-descriptor items are discussed.

Acceptance of Cosmetic Surgery Among British Female University Students

2012 ◽  
Vol 17 (1) ◽  
pp. 55-62 ◽  
Author(s):  
Viren Swami ◽  
Angela Nogueira Campana ◽  
Rebecca Coles
Keyword(s):  
University Students ◽  
Ethnic Differences ◽  
Cosmetic Surgery ◽  
South Asians ◽  
Ethnically Diverse ◽  
Self Esteem ◽  
Demographic Variables ◽  
Lower Body ◽  
Body Appreciation ◽  
African Caribbean

Although patients of cosmetic surgery are increasingly ethnically diverse, previous studies have not examined ethnic differences in attitudinal dispositions toward cosmetic surgery. In the present study, 751 British female university students from three ethnic groups (Caucasians, South Asians, and African Caribbeans) completed measures of acceptance of cosmetic surgery, body appreciation, self-esteem, and demographic variables. Initial between-group analyses showed that Caucasians had lower body appreciation and self-esteem than Asian and African Caribbean participants. Importantly, Caucasians had higher acceptance of cosmetic surgery than their ethnic minority counterparts, even after controlling for body appreciation, self-esteem, age, and body mass index. Further analyses showed that ethnicity accounted for a small proportion of the variance in acceptance of cosmetic surgery, with body appreciation and self-esteem emerging as stronger predictors. Possible reasons for ethnic differences in acceptance of cosmetic surgery are discussed in Conclusion.

Challenging the Multidimensional Conception of Perceived Person-Environment Fit

2020 ◽  
pp. 1-9
Author(s):  
Julian M. Etzel ◽  
Gabriel Nagy
Keyword(s):  
Higher Education ◽  
University Students ◽  
Educational Outcomes ◽  
Factor Model ◽  
Higher Order ◽  
Substantial Proportion ◽  
Unique Variance ◽  
First Order ◽  
Person Environment Fit ◽  
Order Factor

Abstract. In the current study, we examined the viability of a multidimensional conception of perceived person-environment (P-E) fit in higher education. We introduce an optimized 12-item measure that distinguishes between four content dimensions of perceived P-E fit: interest-contents (I-C) fit, needs-supplies (N-S) fit, demands-abilities (D-A) fit, and values-culture (V-C) fit. The central aim of our study was to examine whether the relationships between different P-E fit dimensions and educational outcomes can be accounted for by a higher-order factor that captures the shared features of the four fit dimensions. Relying on a large sample of university students in Germany, we found that students distinguish between the proposed fit dimensions. The respective first-order factors shared a substantial proportion of variance and conformed to a higher-order factor model. Using a newly developed factor extension procedure, we found that the relationships between the first-order factors and most outcomes were not fully accounted for by the higher-order factor. Rather, with the exception of V-C fit, all specific P-E fit factors that represent the first-order factors’ unique variance showed reliable and theoretically plausible relationships with different outcomes. These findings support the viability of a multidimensional conceptualization of P-E fit and the validity of our adapted instrument.

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