Science topics: EducationStudents
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Students - Science topic

Individuals enrolled in a school or formal educational program.
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I am a graduate student in production engineering at the federal university of goiás and I need scientific articles to learn more about my profession
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Aqui está algumas notas de aplicações matemáticas na engenharia de produção. Estas notas são públicas e estão disponíveis em https://impa.br/wp-content/uploads/2017/04/30CBM_01.pdf>.
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If my research is to find an optimized method to analyze procrastination in online submissions among students, and I want to use Finite Mixture Model (FMM), can you suggest on which part in the algorithm can I focus on in order to make the modification as part of my research contribution?
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In modifying a Finite Mixture Model (FMM), you adjust parameters such as the number of components, distributional assumptions, or constraints on model parameters to improve model fit or capture different aspects of the data.
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My feeling/perception is that *most* (even the vast majority of) undergraduate engineering degree programs worldwide:
(a) Don't or barely include systems thinking in the learning objectives of their course syllabi.
(b) Are (still) heavily invested in passive instructional methods that tend not to foster students’ systems thinking. Meaning, lectures and recitations are the majority and the norm over active learning methods which involve application, collaboration, discussion, and reflection by students.
(c) Don’t provide instructors with the pedagogical training required to foster and assess students’ systems thinking.
(d) Don’t assess students’ systems thinking in any documented and consistent way. I’m not even getting into whether the assessment is valid, reliable, and cost-effective.
All the above are especially absent in the earlier years of the degree program.
Question 1: What are your thoughts about my perception of the landscape? Does it match what you know or feel?
Question 2: Is anyone aware of studies that survey systems thinking inclusion in undergraduate engineering curricula (worldwide, US, or in any other country)?
Looking forward to your comments, facts, and opinions on these questions or on anything else that comes to mind!
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While undergraduate engineering programs incorporate courses that address systems thinking, the depth and practical application vary considerably. Some programs offer courses dedicated to systems thinking, while others integrate it into different subjects. The effectiveness of teaching systems thinking depends on the experience of the teachers, the methodology used and the relevance of the examples used.
In general, there is a need to strengthen the teaching of systems thinking in engineering degrees so that future professionals can approach complex problems comprehensively and consider the interrelationships between the different components of a system.
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I would like to do a research on the issues and challenges faced by higher education institutions involved in internationalization and student mobility.
Please give me some advice on what angle I should look at it. Shall I investigate on ethics and value or issues and challenges faced by the host country?
Thank you.
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Western Balkans Mobility Scheme for Early-Career Researchers is Open
A new career boost initiative for young researchers in the Western Balkans is kickstarting, and it all begins with mobility for early career researchers.
The Western Balkans Mobility Scheme is open to PhD students and Postdoctoral researchers who have completed their PhDs within the past seven years, from all six Western Balkans economies. With a total budget of EUR 100,000, the programme will provide each winning project with a grant of up to EUR 5,000 for two weeks until a maximum of six months. The European Commission will provide the funds...
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for the undergraduate student of public health nutrition need to find out suitable research topic
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A healthy population is not only crucial for enhancing the quality of life but also plays a significant role in the socioeconomic development of a country. Unhealthy practices, such as over- and undernutrition, are the primary risk factors that may lead to various health issues. The topic I would like to suggest is the multisectoral issue off micronutrient, protein and energy deficiencies, obesity overweight non-communicablee diseases. Poor diets, low-quality foods, and lack of physical activity are the major contributors to these issues. Therefore, there is a dire need for countries to establish and evaluate nutrition and health policies and programs to address all forms of malnutrition. To ensure the nutritional status, diets, and health of the population, it is vital to provide universal education to eradicate illiteracy. Hence, countries should pay attention to addressing these issues to improve the quality of human capital and promote socioeconomic development.
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How to build the cognitive ability of university students؟
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That is an excellent question.
In my opinion:
1) lecturers must be dedicated to their missions as the ones who build the capacity of new generations of young people in charge to design and implement the future of the nation;
2) lecturers must develop methods making students to be able to critical thinking;
3) lecturers must give the opportunity to students to speak and develop their ideas.
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I am an organic chemistry student that has recently read a paper called "Natural Hydrogen Sulfide Donors from Allium sp. as a Nutraceutical Approach in Type 2 Diabetes Prevention and Therapy" and it talked about the enzymatic production of H2S.
I want to ask about the non-enzymatic production of H2S via reduction of Diallyl Disulfide(DADS) by L-glutathione(GSH). Specifically, if there is a method of avoiding the pathway leading to the production of H2S via GSH substituting at the alpha-carbon of DADS?
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Thank you
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What are the required skill set for 21st-century STEM university students?
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According to a paper by UNESCO’s International Institute for Educational Planning, the competencies required for STEM students in the 21st century include scientific literacy, mathematical literacy, digital literacy, critical thinking, creativity, collaboration, communication, problem-solving, innovation, entrepreneurship, global citizenship, and sustainability literacy.
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I am a undergraduate student new in the research of brain-mapping. I am currently switching from FreeSurfer to FastSurfer to speed up the brain-mapping process.
I am using a MacBook with Apple Silicon. When I tried to run FastSurfer with Docker, the speed was really slow. When I tried to run it natively, run_fastsurfer.sh didn't seem to be running properly. However, it seems that running FastSurfer natively on Apple Silicon should be feasible based on my online research.
Could anyone familiar with this topic give me any suggestions?
Thank you so much for your time in advance.
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here is how to run freesurfer and fastsurfer on any device using chrome:
the function freesurfer() installs freesurfer
the function frastsurfer() installs fastsurfer
the function FreeSurfer(input,subject,subdir) do recon-all
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What I want to say is that IELTS might assess accurately to a certain extent if a person has an advanced level of English or is at the intermediate or beginner level (Band 0-9). However, if we base English instruction solely on the IELTS framework, will students be adequately prepared to function in a university setting? Are there more effective methods of teaching English that extend beyond a sole emphasis on IELTS or other commonly recognized English exams?
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IELTS is unfortunately not about learning but about evaluating your ability to Listen, Read, Write, Speak, grammar, vocabulary and pronunciation.
Learning IELTS doesn't now a days teach English but necessary techniques with adequate vocabulary would enable a candidate score well
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I am working on writing a grant proposal to travel to ASCME. The following criteria is required for writing a competitive grant application. I've attached a copy of my proposal. I would appreciate any feedback on my work. Thank you.
  1. SUMMARY
  2. PURPOSE/OBJECTIVES
  3. INTELLECTUAL MERIT/SIGNIFICANCE
  4. PROCEDURES/METHODS (**research proposals only**)
  5. SCHEDULE IN TABLE FORMAT– including link to conference schedule, if applicable/available
  1. SUMMARY
“Provide a summary of your research project or travel. Include all pertinent background information to properly introduce the travel event or research topic. Reminder: Your audience comes from a diverse group of graduate students, please write accordingly.”
2. PURPOSE/OBJECTIVES
“Provide the goal(s) of the proposed research or travel, personal goals, hypotheses (if presenting or conducting research), and your expectations of the research or travel when applicable. If you are presenting during your travel, please give a brief description of your presentation.”
Your personal goals for attending the conference or conducting the research should be included to strengthen the application.
3. INTELLECTUAL MERIT/SIGNIFICANCE
“State why this research or travel is important to the greater community and how it contributes a deeper understanding of the proposed subject matter.”
4. PROCEDURES/METHODS
*For Research proposals only*
“Briefly outline the methodology and/or techniques that will be used to successfully conduct your research.”
5. SCHEDULE
“Include a schedule in table format outlining key components of your research or travel.”
Research: Include expected landmark dates, time frames, and goals.
Travel: Include a link to the entire conference itinerary and a personal schedule of events to be attended. If no schedule is presently available, state that one is not available and include your departure and return dates in table format (If a schedule is not available, please specify in your narrative that it is not available).
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Most scientists don’t enjoy writing grants. Here’s how to change that
"Specialists share how to make the experience more enjoyable and foster a sense of belonging...
Grant writing is hard. It’s time-consuming. It can feel isolating and can sap your motivation. For many scientists, it is their least favourite part of the job.
How to gain a competitive edge in grant writing
We offer a radical reframing by training people to welcome joy into the process. Think about it: don’t you work better when you enjoy what you’re doing? Why not apply this concept to grant writing?"
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I have to forecast number of enrollments for an international univeristy , challenge is there are only few years of data.So, my data looks somewhat like this as attached
Enroled number of students data are from 2018 to 2022 , 2021-2022 is covid period and 2022 is partial covid. Based on this small sets of data how can i forecast for the next each year i.e. 2023 ?
There are other attributes as well with this data , for example local/international student , country of origin , post graduate or under graduate program, home country , residency
Someone refered me V shaped recovery , but 2022 dropped off again it seems to me W shaped recovery but not sure - based on this condition how can i identify which shape of recovery will it be? Any idea in this scenario how can i forecast using this small number data which is only 5 number of records?
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International enrollments had a very good year
The number of international students on American campuses shot up 12 percent in the 2022-23 academic year, the largest single-year growth in more than four decades.
International enrollments once again surpassed one million, after dipping below that level during the pandemic. American campuses hosted some 1.057-million students from abroad last year, according to newly released data from the Institute of International Education and the U.S. Department of State...
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This is my recent publication on the learning experiences of social work students in India published by the Journal of Social Work (SAGE). Some of the challenges by the students have been mentioned here. Please go through it and let us discuss some of challenges faced by students in your own country when it comes to online learning. Is it the same in your country?
Thanks.
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Dear Dr. Krishnan!
You spotted a key issue. In my view setting up an optimal online learning infrastructure is a global challenge and one country in Europe can learn a lot from another in India or Mexico. So I focused on finding studies with multiple countries in them:
1) Felipe Child, Marcus Frank, Jonathan Law, and Jimmy Sarakatsannis (2023). What do higher education students want from online learning? McKinsey surveyed more than 7,000 students in 17 countries to find out which elements of online higher education they value most. 7 Jun3 2023, ©2023 McKinsey & Company, Free access, Available at: https://www.mckinsey.com/industries/public-sector/our-insights/what-do-higher-education-students-want-from-online-learning
One of the key findings according to this study is: "In 80 percent of the countries surveyed, students said the top reason they prefer face-to-face education is that getting help from instructors is easier through in-person rather than online learning."
Exhibits 2 and 3 spell out the challenges
2) Ifenthaler, D., Cooper, M., Daniela, L. et al. Social anxiety in digital learning environments: an international perspective and call to action. Int J Educ Technol High Educ 20, 50 (2023). https://doi.org/10.1186/s41239-023-00419-0, Quote: "The project reported here investigates N = 666 students' social anxiety in digital learning environments at four higher education institutions located in Australia, Germany, Latvia, and Turkey. This range of contexts allowed the research to cover a wide variety of cultural and institutional idiosyncrasies. Findings revealed different levels of social anxiety in higher education digital learning environments across countries and their cultural contexts." Open access:
Yours sincerely, Bulcsu Szekely
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In curriculum theory, learning, teaching, and assessment are fundamental concepts that shape the educational process. Here are their definitions in relation to curriculum theory:
  1. Learning: Learning refers to the acquisition, development, and integration of knowledge, skills, attitudes, and values by individuals. It involves the cognitive, affective, and psychomotor processes through which learners construct meaning, make connections, and develop understanding. Learning is an active and dynamic process that occurs through interactions with the environment, including teachers, peers, resources, and experiences. In curriculum theory, the design and implementation of a curriculum aim to facilitate and optimize learning experiences for students.
  2. Teaching: Teaching involves the deliberate and systematic actions taken by educators to facilitate learning. It encompasses the selection and organization of content, instructional strategies, and learning activities that are aligned with the goals and objectives of the curriculum. Effective teaching involves creating a supportive and engaging learning environment, adapting instructional approaches to meet individual student needs, promoting critical thinking and problem-solving skills, and providing feedback to guide students' progress. In curriculum theory, the design and delivery of teaching methods and practices are central to achieving desired learning outcomes.
  3. Assessment: Assessment refers to the ongoing process of gathering evidence to evaluate students' learning, understanding, and performance. It involves various methods, such as tests, quizzes, projects, presentations, observations, and portfolios, to measure the extent to which students have achieved the desired learning outcomes. Assessment serves multiple purposes in curriculum theory, including diagnosing students' strengths and weaknesses, monitoring progress, providing feedback for improvement, and determining the effectiveness of instructional strategies and curriculum design. It plays a crucial role in informing instructional decisions, supporting accountability, and promoting continuous improvement in teaching and learning.
In curriculum theory, the interplay between learning, teaching, and assessment is crucial for designing and implementing effective educational programs. These components should be aligned with each other and with the broader goals and philosophy of the curriculum to optimize student's learning experiences and outcomes.
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Liqaa
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Sometime ago for ease of calculations, I have given the following exercise to my students to find out if there is any significant difference between the pre-test and post-test scores (with a fixed difference of 3 between each pair):
Pre-test: 5 -8- 10- 11-14-17
Post-test: 8-11-13-14-17-20
Surprisingly, students came back to me with no possible answer! SPSS provides no answer either for this type of problems as the denominator in t-test formula turns to be zero and calculations could not continue. Simply because a division by zero is undefined.
I am wondering if there is any solutions for such problems?
Mahmood
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The paired-samples t-test is typically used to compare the means of two related groups. In a traditional paired-samples t-test, the key assumption is that the differences between paired observations are normally distributed. The test assesses whether the mean difference between paired observations is significantly different from zero.
If you have a fixed difference in mind and want to test whether the mean difference between paired observations is equal to this fixed difference, you can still use a paired-samples t-test. However, the interpretation of the results would be different.
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Dear EFL teachers/instructors/ professors
Social and emotional learning (SEL) embarks on developing students' self and social awareness of the requirement for EFL learning as well as focuses on self and social management of the skills and abilities of English language learning. My enquiry is about how positively/negatively ChatGPT has an impact on EFL students' social and emotional learning.
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Regarding the findings I have gathered in my recent ongoing research , ChatGPT has a positive impact in their academic advancement, social life, and emotional learning. They Consider ChatGPT as a facilitator for their school tasks, for their daily things how to fix them or deal with them, as well as there are some cases they do chat with their ChatGPt (AI) personal assistant to just spend time and write.
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best practices of virtual reality in universities for IT students
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When implementing VR in universities, it's important to consider factors like the cost of equipment, content creation, and accessibility. Additionally, universities need to ensure that the technology is integrated effectively into the curriculum and that it aligns with the learning objectives. Training for both faculty and students on how to use VR effectively is also crucial.
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Please opinionate on methods of dealing with students' Diversity and technology in education.
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ACHO QUE O USO DAS TECNOLOGIAS DEVE, ETICAMENTE, SER IGUAL PARA TODOS OS ALUNOS, A DIVERSIDADE DE COU DE PELE, RELIGIÃO, GÊNERO CONTINUARÁ DIVERSA, DIFERENTE NA SALA DE AULA. TORNAE OS DIVERSOS COM DIREITOS IGUAIS E RESPEITO CABE À DEMOCRACIA DE CADA PAÍS E DE CADA ESCOLA. O IDEAL SERIA UM MUNDO E UM ENSINO IGUAL E DEMOCRÁTICO PARA TODOS
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How to attract students for MBA and BBA in fisheries enterprises management In India, as ours is the only University offering these programs?
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Good morning sir, To attract students to your unique MBA and BBA programs in Fisheries Enterprises Management in India, you may want to focus on clearly articulating the distinctiveness of your courses and make it known to all schools/colleges upto Standard X and XII, considering that is where the students make a choice to enter into BBA/MBA. todays youth is more into social media so utilizing targeted digital marketing to reach a broad audience can be a great idea, apart of that, establishing partnerships with docks and wellknown fishery based companies / agencies to enhance practical exposure, organising visits to such kind of places and using those pictures for advertising your courses. Offering scholarships and financial aid to deserving candidates, and making that known to your prospective crowd, and showcasing successful alumni in the field. Engage with schools, participate in relevant events, and optimize your university website for more visibility. Continuous improvement based on feedback will surely help you to grow more. All the best! Nagajothi Velayuthapillai
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I am recruiting students from a special education integration programme classroom. This classroom has more than one disabilities of students (in example: autism, intellectual disability, down syndrome, Adhd).
I would only want mild autism. Data of mild autism in that state has been received. Some school has 1 student only and some school has 10. The range is between 1 to 10 students in each school.
I am planning to do a quasi experimental study of 2 groups (conventional group and intervention group).
The problem is what sampling to use to recruit when there are limited mild autism in each school?
Tq so much for guidance. Help and advice is appreciated:)
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Thank you prof Anita and prof Antonio :)
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I am an undergraduate student researching on student burnout. Does anyone know where can I get a free access of Maslach Burnout Inventory-Student Survey (MBSS)? or are there any scales about Student Burnout I can alternatively use?
Replies would be very much valued.
Thanks!
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If you need the actual manual and you would like to use it in research, you need to get permission for official use. You can probably find it online for free rather easily, but it is copyrighted and they can sue you for using it without permission. You need to go to this site:
This is the site for the testing publisher
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there are students who travel 1hour , 2 hours early in the morning to reach college . doing so does their sleep quality gets affected ?
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That's depending on night sleep time.
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I am looking for a questionnaire that can be used to assess the sexual & reproductive health needs of students.
Thank you for your help.
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That might be tricky as sexual satisfaction refers to penetrative sex traditionally and explores erectile function arousal orgasm plateau which requires some form of sexual activity. Please provide more information with regards to your scope re: primary outcomes
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dear college,
  1. How do educators assess the effectiveness and utility of ChatGPT as a virtual assistant for students in providing information on programs, courses, exams, and administrative matters?
  2. To what extent does ChatGPT facilitate the research work of educators, particularly in terms of researching relevant scholarly articles and sources? What advantages and challenges do educators perceive in using ChatGPT in research?
  3. What opportunities does ChatGPT offer in the realm of language training and learning new languages? How do educators evaluate the use of ChatGPT as a support tool for students to enhance their language skills?
  4. To what extent can ChatGPT serve as online learning support, and what benefits does it provide for students in a digital learning environment? How do educators view the use of ChatGPT as additional support for online courses and e-learning platforms?
  5. What concerns or challenges do educators identify regarding the application of ChatGPT in higher education? How can potential limitations, such as errors or limited currency of information, be effectively addressed?
From my point of view I think, that by surveying educators about their experiences and perspectives on the application of ChatGPT, insights can be gained that shed light on both the potentials and limitations of this technology in higher education settings.
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The impact of artificial intelligence (AI), particularly chatbots like ChatGPT, on higher education is a topic of significant interest and debate. While AI has the potential to enhance teaching and learning, it also raises concerns about the future of human interaction and the role of educators. Here are some possible implications of AI, specifically ChatGPT, on higher education:
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What are some of the most prominent modern theories of language? And what are some of your experiences about teaching them in an interesting and engaging way? Because students generally get bored with theories.
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Prominent modern theories of language provide valuable insights into how language works and are important for linguists and language enthusiasts. To make teaching these theories more engaging for students, you can use various strategies, such as real-world examples, interactive activities, and multimedia resources. Here are some prominent modern theories of language and ways to teach them more effectively:
Generative Grammar (Chomskyan Theory): Noam Chomsky's generative grammar theory suggests that humans are born with an innate ability to acquire language. To make this theory engaging, you can discuss its implications for language learning and creativity. You might also use sentence diagramming or transformational grammar exercises to help students understand the underlying structures.
Connectionist Theory: Connectionism posits that language acquisition is the result of neural connections forming in the brain. Engage students by discussing how this theory relates to machine learning and neural networks. Show examples of how neural networks are used for language processing tasks like machine translation or speech recognition.
Sociolinguistics: This theory explores how social factors influence language variation and change. Make sociolinguistics interesting by examining real-world examples of dialects, code-switching, and the role of language in identity and social hierarchies. Conduct sociolinguistic interviews or surveys in your class to collect data on language variation.
Pragmatics: Pragmatics focuses on how context influences the interpretation of language. Engage students by analyzing real conversations, examining speech acts, and discussing the role of implicature and presupposition in communication. Role-playing activities can help students apply pragmatic principles in various scenarios.
Cognitive Linguistics: This theory explores how language reflects human cognitive processes. Use concrete examples to demonstrate concepts like metaphor, conceptual framing, and prototypes. Show how cognitive linguistics can shed light on the way we think and express ourselves.
Functional Grammar: Functional grammar emphasizes the communicative functions of language. Teach this theory by analyzing real-world texts and identifying how different grammatical structures serve communicative purposes. Encourage students to create their texts to practice functional grammar concepts.
Language Acquisition Theories: Discuss theories of first and second language acquisition, such as the behaviorist, nativist, and interactionist perspectives. Engage students by examining case studies of language development in children or adults who are learning a second language.
Critical Discourse Analysis: This theory explores how language is used to shape and maintain power dynamics. Analyze political speeches, advertisements, or news articles to illustrate how discourse can influence public opinion and perpetuate social norms.
To keep students engaged, use a mix of teaching methods, including discussions, hands-on activities, multimedia presentations, and group projects. Encourage critical thinking by asking students to apply these theories to real-world situations or analyze contemporary language-related issues. Additionally, consider using pop culture references, current events, and relatable examples to make the theories more accessible and relatable to your students' lives
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It's a question you created to reveal the hidden tools of control in the classroom.
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Experts on ADHD recommend it as a way of "externalizing" cues for control in those whose internal cues may be deficient. And, in fact, some schools are using it routinely. However, as far as I know, this has not been strictly tested.
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What is the best Quantitative Research Methods textbook for Social Sciences Phd and MS Level students?
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The choice of the "best" quantitative research methods textbook can be subjective and may depend on the specific focus of your research, your familiarity with quantitative methods (surveys), and your instructor's preferences. However, there are several widely recognized textbooks in the field of quantitative research methods for social sciences at both the Ph.D. and M.S. levels. You can use below references (books):
  1. "Applied Multivariate Statistical Analysis"
  2. "Discovering Statistics Using IBM SPSS Statistics".
  3. "Multivariate Data Analysis.
  4. "Statistics for Social Sciences.
  5. "Multilevel and Longitudinal Modeling Using Stata.
  6. "Structural Equation Modeling: A Second Course.
  7. "Regression Analysis for the Social Sciences.
  8. "Experimental and Quasi-Experimental Designs for Research.
I also prefer Discovering Statistics Using IBM SPSS Statistics by Andy Field for MS level (for beginers).
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What is the best Basic Econometrics textbook for undergraduate Level students?
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Gujarat as well as Wooldridge
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We are focusing on Biotechnology, Food Technology, and Molecular Biology students.
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Since there is no thesis writing universally in undergraduate level probably it must have meant long essay type project writing !
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If you are an EFL/ESL teacher teaching undergraduate students, based on your recent experiences, what is your EFL/ESL students' writing issues? Please share your story with me. Thank you in advance.
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1. Subject-Verb agreement.
2. The more they write, the more mistakes they make.
3. They need to be taught on how to write concisely.
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I would like some guidance and what to look for and if this is too broad, how to narrow it down. I am a grad student in social work and this is my capstone project
thank you
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Hi,
For your capstone project, you might concentrate on particular elements such as the motivations behind older adults returning to university, their experiences with social isolation, and the effects on their mental well-being. Employ qualitative or quantitative research methods for data collection. This will help narrow down the scope of your investigation.
Hope this helps.
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Engaging in illegal activities such as involving students in potentially illegal clinical trials is unethical and against the law. Clinical trials are conducted to test the safety and efficacy of new drugs or medical treatments before they can be approved for public use. These trials must adhere to strict ethical guidelines and regulations to ensure the safety and well-being of participants.
Pharmaceutical companies and pharmacy colleges are typically expected to adhere to ethical standards and follow legal regulations when conducting clinical trials or collaborating on any research. Involving students in clinical trials without proper consent, adherence to ethical standards, and oversight can lead to serious legal and ethical consequences.
Universities and colleges generally have Institutional Review Boards (IRBs) or Ethics Committees that oversee research involving human participants, including clinical trials. These bodies ensure that research is conducted in an ethical manner and that participants' rights and safety are protected. Students and researchers involved in clinical trials must follow these guidelines and obtain proper approvals before conducting any research involving human participants.
If you suspect any unethical or illegal activities related to clinical trials, it's important to report them to the appropriate authorities, such as your institution's IRB, regulatory agencies, or legal authorities, as applicable in your jurisdiction.
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They cannot, since being illegal.
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I want to analyze the research problem in education data mining, with machine learning algorithms, I want to build a model that suggest school students which domain to select for higher education, with evaluating the dataset of student as well as the dataset of higher education of the same student.
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Impact of social media on students in post covid period.
Impact of mobile usage on students in higher education post covid period
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How do ESL students learn best in higher education in terms of reading and writing?
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What about the Sheltered Instruction Observation Protocol (SIOP) model?
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Dear Colleagues,
In the period of civilization 5.0, the educational institution of universities exist. The objective of Society 5.0 is for everyone to actively participate in advancing the use of digital technology across a wide range of processes. From many prior notions, the way society approaches and manages social issues has altered. Society has advanced from many of these previous notions with such ground-breaking projects as Society 1.0 (hunger gatherer), Society 2.0 (agricultural), Society 3.0 (industrialized), and Society 4.0. (information). It is believed that systems of the social and virtual worlds would be able to close any gaps and address any problems throughout the Society 5.0 timeframe. In order to actualize or prepare for era society 5.0 in the domain of education, students need to be able to think critically, constructively, and creatively, as well as having an appropriate understanding of their learning styles. Being intelligent and well-integrated with both the real and digital worlds, civilization 5.0 is a society. Salgues (2018) asserts that Society 5.0 has the following characteristics: (1) complete adoption of ICT; (2) community focus; (3) engagement of people; (4) shared ideals of sustainability, inclusiveness, effectiveness, and intellectual power; and (5) development of economic disruption. Higher education institutions are essential to sustainability. As a consequence of quality management systems or participation in voluntary initiatives, such as the Principles for Responsible Management Education, higher education institutions (HEIs) are increasingly being asked to report how they promote and integrate sustainability. The preparation of future leaders who will assist the execution of the UN's Sustainable Development Goals (SDGs) takes place in large part in higher education institutions. Higher Education 4.0 is the term used to describe the change brought about by Industry 4.0 in higher education and instructional approaches (called an Education or Edu 4.0). The rising need for a more sustainable society has had a substantial influence on higher education, according to Marques et al. (2019). This field's academics, students, and politicians confront an increasing sustainability dilemma. Education is the driving force behind fostering sustainability, since it is a vital instrument for communication and the basis of the "sustainable attitude." This notion contends that "a systemic approach to knowledge, one which goes beyond technical knowledge and even understands the principles of a healthy environment and a functional community" is required.
Dr. Joanna Rosak-Szyrocka Prof. Dr. Gilberto Santos Dr. Ladislav Pilař Guest Editors
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Keywords
  • ways of promoting sustainable development by universities
  • sustainable society
  • Education 4.0
  • era society 5.0 in the domain of sustainable aspect
  • University 4.0 challenges connected with sustainable development
  • Universities' sustainability-related initiatives, plans, initiatives and strategy
  • promoting sustainable development by universities at a time of global climate action
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Dear Professor,
I propose you to visit the Journal's website and read about requirements very carefully.
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What is the best Energy Economic textbook for Undergraduate Level students?
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Check
"Energy Economics" by Peter M. Schwarz
"Energy Economics: Theory and Applications" by Peter Zweifel and Aaron Praktiknjo
"Energy Economics: Concepts, Issues, Markets and Governance" by Subhes C. Bhattacharyya
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Hi All,
I’m often asked to suggest academic Design Journals, but find it hard to find a 'one-stop' list so researchers/ students can review and select. I’ve started a rough list in no particular order (link below). Any Design related journal suggestions would be welcome, from Innovation to engineering, education to ergonomics, UX to Design history, etc. Discipline-specific or Interdisciplinary.
Please offer some suggestions and Il add them to the list. Looking for quality, peer-reviewed offerings.
Thanks alot!
P.J.
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Hi all
I've added all your suggestions to the list of Design Journals and created a clickable table of categories for easier search:
Please feel free to add and share.
The categories include:
  • General Design Journals
  • Design in Business/ Management/ Strategy/ Innovation
  • Built Environment / Architecture/Interiors/ Planning
  • Social Design/ Sustainability
  • Product Design/ Industrial Design/ Ergonomics
  • UX/ HCI
  • Visual Communications/ Information Design
  • Fashion/ Textile Design
  • Art/ Philosophy
  • Design and Policy
  • Design History
  • Design and Engineering
  • Prototyping /3D Printing
  • Design and AI
  • Design and Health
  • Design Education
  • Design Creativity and Craft
  • Design and Food
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Who do you think is the ideal English language teacher for the (EFL) students? A native English or non-native English teacher?
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The ideal teacher is one who cares deeply about his students. He must also be a humble and humble person who proves that true knowledge gives a person humility. The ideal teacher always understands his students, helps them learn effectively
. On the other hand, there is no distinction between them. He is a person who is loyal to his teaching profession, and he is an expert in his profession.
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What do you prefer public or private universities to study ?
What do you prefer public or private universities to teach ?
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I went to a private school and was then able to go to the local high school, which was great. They seemed similar in their outlook. I didn't feel that the boarding school was elitist. Just offered better tuition than I would have got from the local state school. But the high school was state and very good.
None of the universities went to were private. I chose them because of what they had to offer academically and they served me very well.
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I am looking for a questionnaire that can be used to assess the sexual & reproductive health literacy of students.
Thank you for your help.
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Hsin-Yuan Chen Thank you for your guidance.
We will be using Iranian individuals between the ages of 18 and 24 as a representative sample.
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Raising awareness among students about the potential dangers of participating in unregulated clinical trials is essential to ensure their safety and well-being.
Here are some steps you can take to raise awareness:
  1. Educational Workshops and Seminars: Organize workshops, seminars, or guest lectures featuring experts in clinical research, bioethics, and patient safety. These events can provide students with valuable insights into the importance of regulated clinical trials and the potential risks of unregulated trials.
  2. Collaboration with Faculty: Work closely with faculty members in pharmacy and medical departments to incorporate discussions on clinical trial ethics and safety into the curriculum. This can help integrate the topic into the academic experience of students.
  3. Informational Campaigns: Launch awareness campaigns through posters, brochures, and digital platforms to provide information about the risks of unregulated trials. Make sure to use language that is accessible to students and clearly explains the potential dangers.
  4. Guest Speakers: Invite individuals who have been affected by unethical or unregulated clinical trials to share their stories with students. Personal narratives can be powerful tools for conveying the potential consequences of participating in such trials.
  5. Online Resources: Develop online resources, such as articles, videos, and infographics, that explain the differences between regulated and unregulated clinical trials. These resources can be easily shared and accessed by students.
  6. Ethical Dilemma Discussions: Organize discussion sessions or debates on ethical dilemmas related to clinical trials. This can encourage critical thinking and help students understand the complexities of the issue.
  7. Partnerships with Ethical Organizations: Collaborate with organizations that promote ethical clinical research and patient safety. They might offer resources, speakers, or materials that can enhance your awareness efforts.
  8. Case Studies: Present real-life case studies that illustrate the negative consequences of participating in unregulated trials. Analyzing these cases can help students understand the potential risks and make informed decisions.
  9. Engage Student Organizations: Involve student organizations, such as pharmacy clubs or medical associations, in spreading awareness. They can organize events, workshops, or information sessions tailored to the interests of their peers.
  10. Social Media Campaigns: Utilize social media platforms to share facts, statistics, stories, and infographics about the dangers of unregulated clinical trials. Engage with students through interactive posts and discussions.
  11. Guest Experts: Invite experts in the field of clinical research, regulatory compliance, and bioethics to speak to students. Their expertise can provide valuable insights and answer students' questions.
  12. Networking Opportunities: Provide students with opportunities to interact with professionals working in regulated clinical research. Networking can offer firsthand knowledge and dispel misconceptions about the industry.
By combining these strategies, you can create a comprehensive awareness campaign that educates students about the potential dangers of participating in unregulated clinical trials and empowers them to make informed decisions regarding their participation in research studies.
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Gaurav H Tandon Couln't agree more.
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Our team implemented a specific approach to address the psychological obstacles preventing students from effectively communicating in English. Through this strategy, we aimed to demonstrate its impact on enabling students to overcome these barriers and become more confident in their English-speaking abilities.
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To compare the qualitative results of psychological barriers to students speaking before and after an experiment and show the impact of a tool, you can follow these steps:
Pre-experiment qualitative assessment: Before implementing the specific approach, conduct a qualitative assessment to understand the psychological barriers that students face when speaking in English. This assessment can involve interviewing students, conducting focus groups, or using surveys to gather their perspectives and experiences.
Implement the specific approach: Implement the specific approach designed to address the psychological barriers. This could involve various strategies such as providing language support, creating a supportive learning environment, or offering additional practice opportunities.
Post-experiment qualitative assessment: After the implementation of the specific approach, conduct a post-experiment qualitative assessment to evaluate the impact of the tool on the students' ability to overcome psychological barriers and become more confident in their English-speaking abilities. This assessment should include similar methods as the pre-experiment assessment to gather students' feedback and experiences.
Compare and analyze the results: Compare the qualitative data collected before and after the experiment. Look for patterns, themes, and changes in students' perspectives, experiences, and self-perceived confidence in English-speaking. Analyze the data to identify any shifts, improvements, or differences that can be attributed to the specific approach implemented.
Present the findings: Present the findings of the qualitative analysis, highlighting the impact of the specific approach on addressing psychological barriers and improving students' English-speaking abilities. Use quotes or anecdotes from student interviews or focus groups to illustrate the changes observed. Discuss the implications of the findings and how they support the effectiveness of the tool in overcoming psychological barriers.
Note: Qualitative assessments and analyses are subjective in nature and rely on interpretations of participants' experiences. It is important to ensure the validity and reliability of the data collection methods and to consider any potential biases in the analysis process.
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Hello
Dear Colleagues
This is my participants I want to know which sampling is suitable for this my research?
Purposive sampling or convenience sampling
can you help me more?
Participants in this study were selected from the population of the sixth grades students who were learning English as a foreign language (EFL) in three English Language institutions in Rezvanshahr city, Iran during the winter semester of 2022. Six grade students were only male, their age level were ranged from twelve to thirteen years old. 100 elementary level of six grade students were chosen from 120 six grade students of Iran who were learning English as a foreign language (EFL) in three English Language institutions in Rezvanshahr City, Iran based on their scores on the Oxford Quick Placement Test (OQPT) (See Appendix A) and all students had participated in the Oxford placement test prior to the onset of the course, and their scores ranged from a total band score of 0 to 25 which is correspondent to the A1 elementary level according to the interpreting scores of Oxford placement test (See Table 3.2).
It is worth noting that all the sample population in this research were sixth grade male students who were in the same socio-economic status, geographical area and socio-cultural level in the Rezvanshahr city of Guilan province in the winter semester of the 2022-2023 academic year. After homogenizing, some of the population was dropped out from the study. The researcher then randomly divided the participants into two intact groups, an experimental group and a control group, each consisting of 50 six graders.
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Hi,
Your selection method is chiefly purposive sampling, as you’ve chosen distinct sixth-grade male students from Rezvanshahr based on set criteria, including their OQPT scores. The subsequent random allocation to groups only took place after this deliberate selection, so the principal approach is purposive.
Hope this help.
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What is the best Environmental Economic textbook for Undergraduate Level students?
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Dear Dr. Sayed Irshad Hussain,
The listed below sources should be really helpful:
There are several excellent environmental economics textbooks that are suitable for undergraduate-level students. Here are a few widely recommended options:
  1. "Environmental and Natural Resource Economics" by Tom Tietenberg and Lynne Lewis: This textbook is widely used in undergraduate courses and provides a comprehensive introduction to environmental economics. It covers topics such as market failure, externalities, public goods, cost-benefit analysis, and policy instruments. It's known for its clear explanations and real-world examples.
  2. "Environmental Economics: An Introduction" by Barry C. Field and Martha K. Field: This textbook offers a student-friendly introduction to environmental economics concepts and principles. It covers topics like pollution control, natural resource management, and sustainable development. It's known for its practical approach and relevant case studies.
  3. "Environmental Economics" by Charles D. Kolstad: This book provides a balanced coverage of economic theory and its application to environmental issues. It covers topics such as valuation of environmental goods, pollution control policies, and the economics of climate change. It's suitable for students with a basic understanding of economics.
  4. "Environmental Economics: In Theory and Practice" by Nick Hanley, Jason F. Shogren, and Ben White: This textbook takes a practical approach to environmental economics and emphasizes the application of economic tools to real-world environmental problems. It covers topics like non-market valuation, cost-effectiveness analysis, and environmental policy design.
  5. "Environmental Economics and Management: Theory, Policy, and Applications" by Scott J. Callan and Janet M. Thomas: This textbook combines economic theory with policy analysis and real-world examples. It covers a wide range of topics including pollution control, natural resource management, and sustainability.
When selecting a textbook, consider the teaching style of your course, the level of mathematical rigor appropriate for your students, and the specific topics covered in your curriculum. It's also a good idea to check if there are any supplementary materials, such as online resources or instructor manuals, that can enhance the learning experience. Additionally, reading reviews or asking for recommendations from colleagues or professors in the field can help you make an informed decision based on your teaching goals and your students' needs.
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What is the relationship between students' 21st century skills and academic performance?
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Interesting discussion. I will be glad for your suggestions on the meaning of soft skills in the context of society 5.0. Please try to fill out a short questionnaire, a thought experiment on the importance of soft skills in the 21st century.
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Nowadays, non-native English-speaking teachers (NNESTs) do outnumber native English-speaking teachers (NESTs), but the latter are still the most preferred type of teachers by the majority of policymakers, schools, students, and parents.
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In my opinion, students appreciate that their teachers have already traversed the way they are discovering. Closely related to this, these non-native teachers know the students' mother tongue, which helps them recognize errors and support them more efficiently. On the other hand, native teachers have a strong feeling of discovery when they approach the other culture, which strengthens a true interchange process, dynamizing the teaching-learning process in a significant way.
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I am a 3rd year student, and as per the University's requirement; every year 3 student is required to write a proposal.
However, before a proposal is written, a literature review is done first.
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A literature survey in a research proposal serves to provide a comprehensive understanding of the existing body of knowledge related to your research topic. It helps you identify gaps, establish the context for your research, and demonstrate your familiarity with relevant theories, concepts, and previous studies.
Here's how to conduct a literature survey for a research proposal:
  1. Identify Your Research Area: Clearly define the specific area of research you intend to investigate. This will help you narrow down your literature search.
  2. Research Objectives and Questions: Clearly outline the objectives and research questions that your proposal aims to address. This will guide your literature search and review.
  3. Keyword Identification: Identify keywords and key phrases relevant to your research topic. These keywords will be used in your literature search.
  4. Conduct a Comprehensive Search: Use academic databases, library catalogs, online journals, and other scholarly sources to search for relevant literature. Use your identified keywords and search operators (AND, OR, NOT) to find articles, books, reports, and other relevant materials.
  5. Select Relevant Sources: Evaluate the sources you find to determine their relevance, credibility, and quality. Choose sources that directly contribute to your research objectives and reflect the current state of knowledge.
  6. Thorough Reading and Note-Taking: Read the selected sources carefully and take detailed notes. Summarize key findings, methodologies, theoretical frameworks, and other pertinent information.
  7. Identify Themes and Trends: Analyze the collected information to identify common themes, trends, and gaps in the existing literature. This will help you categorize and organize your literature survey.
  8. Categorize and Organize: Organize the sources and your notes into categories based on the themes and trends you've identified. This will help you structure your literature survey logically.
  9. Write Your Literature Survey: Start with an introduction that provides context for your research area and outlines the purpose of the literature survey. Then, present the main themes and trends, discussing each category of sources in detail and referencing relevant studies.
  10. Critical Analysis: Critically analyze the sources by discussing their strengths, limitations, and contributions to the field. Identify areas of agreement and disagreement among the studies.
  11. Address Gaps: Highlight gaps and limitations in the existing literature. Explain why these gaps are significant and how your proposed research will contribute to filling them.
  12. Connect to Your Research Proposal: Discuss how the findings from your literature survey directly relate to your proposed research objectives and research questions.
  13. Cite Properly: Ensure you cite your sources accurately using the appropriate citation style required by your institution (e.g., APA, MLA).
  14. Revise and Edit: Review your literature survey for clarity, coherence, and logical flow. Make sure your arguments are well-structured and supported by evidence from the sources.
  15. Concluding Remarks: Summarize the key takeaways from the literature survey and emphasize how your proposed research will build upon the existing knowledge and contribute to the field.
A well-executed literature survey in your research proposal demonstrates your expertise in the field and positions your proposed research as a valuable and necessary contribution. It helps reviewers understand the context of your research and the significance of your research objectives.
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Greetings professors, students and those interested in mathematics. We know that according to a theorem in geometry, all straight line shapes can be converted into a triangle with the same area and equivalent to those shapes. The question I have today is whether there is a method by which any indirect shape of a geometric line can be converted into Convert another shape with the same amount of area? Is there a principle or theorem about this? Is this possible at all? If the answer is yes, has there ever been a way to answer this question? If it is impossible, what is the reason? moreThanks
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You mean a string with both ends tied up? Or a rubber band?
In the first case the perimeter is constant.
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Methodology of developing language reflection of philology students - this is the theme of my dissertation work. So now I have been writing the last chapters. I need some information about new methods on how to reflect the students linguistic peculiarities.
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Dear Assel,
which methods on reflection have you used so far? What language peculiarities do you have in mind?
Kind regards,
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I am currently a final year student at the PNG University of Technology ID# 19200978 doing a research paper on Tax challenges faced by developing countries. Any information, article and any lead will be greatly appreciated.
Reach me on my email: [email protected]
Thank you very much.
Fergustean Wesley (student)
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An important question worth pursuing .. Thank you very much
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If you have any guideline based on your institute, please share
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This depends on the rules of your university. There should be a document with rules how a PhD can be obtained, including the rules for supervisors (or advisors, the terminology is different in different countries and universities).
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Goog morning I'm MLIFI a phd student from Algeria ,and I used to downloud pdf from reserchgate easly ,but it has been a few time that I couldn't ,for notice there is no probléme with my idm, and I cas acces to other articl from other websites normaly ,so plas can You help me with my problem.
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Hello Malika, I'm not that good with technology, but I'm just wondering could it be related to the fact you may need to pay for the PDF? does it go to a journal website when you select to download the PDF. Otherwise not sure
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I am looking to complete a research paper on how Academic English Skills instruction modifies the language used in their writing especially their essays by international students in an academic English language course in a British university. To validate my findings and to understand the theory behind them, I need to study previous research in this area. So far I have not found much research in the UK and in English usage by international students. Any suggestions will be helpful
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Thanks
Iffat Jahan Suchona
This is much closer to the type of research I am doing
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I am a p.g student. And i want some suggestions for dpph antioxidant assay for my thesis.
From the point of view as a student,
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Aside from DPPH assay, conduct other antioxidant assays, with different mechanisms (FRAP, CUPRAC, ORAC, etc). That way, you can understand more about the bioactivity and reactivity of your sample.
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Urgent reform is needed for all higher education in the world for the interest of the students ! Of course fine-art majors' students may need sometimes even face to face, one to one study with their academicians !
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BENEFITS:
You may avoid high tuition fees & other living expanses. You can live in your family house with your family. You can work full time & get experienced in job(s) & gain considerable income & also accumulate retirement pensions.
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How can we inspire academic confidence in university students?
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The sure way is to provide them with constructive feedback and guidance on their assignments and projects.
Feedback help students identify their strengths and areas for improvement and motivate them to keep learning.
While, Guidance can help them navigate the academic expectations and challenges of their courses, as well as provide them with resources and strategies to overcome difficulties.
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Is it not lowering the quality of education? What has been the purpose of exam invigilation over the years before the COVID-19 pandemic? Will their degrees be authentic? Will they not be half-baked? Is it not an online copy-paste game? What do you think?
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There are no objective exams Samuel Mwendwa Your query is, imo, mostly a matter of precise technicalities, e.g. ID control. I do think there are two possible technical routes: A) fully automated examination in an anonymous way by multiple choice, B) something like a full oral rigorosum.
The main problem with all the online education (exams included) that I do see is the problem that outmoded educational practices will now be repeated electronically.
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I am a 3rd year undergraduate student and want to do my specialisation, which is the more advanced field of chemistry. Please guide me.
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First you complete your graduation degree, and then do master degree in chemistry. During the course of master degree, you have learn so many things about the fields of chemistry and your interest will decide your choice. Then you will be able to think on the advances of chemistry.
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correlation between student discipline and academic achievement
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The correlation between student discipline and academic achievement reflects a dynamic interplay between behavior and learning outcomes. A conducive learning environment, characterized by positive teacher-student relationships and effective classroom management, often cultivates disciplined conduct among students. Such discipline, in turn, fosters improved academic performance by promoting focused attention, timely completion of assignments, and active engagement in the learning process. However, while a connection exists, it's important to recognize that various factors, including individual motivation, external influences, and socio-economic background, contribute to this relationship. Thus, addressing student discipline comprehensively involves considering a range of elements that collectively shape educational success.
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I want to ask about deep analysis methods depending on this topic (BEHAVIOR OF CONCRETE BEAM STRENGTHENED BY CARBON
FIBER REINFORCED POLYMER).Thank you
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W.A.S. Roaa,
Studying the behaviour of a concrete beam composites strengthened by Fibre Reinforced Polymer (FRP) requires a combination of experimental and analytical techniques to understand the mechanical response and effectiveness of the strengthening. Some of the analytical techniques that you could use are:
1. Load Testing: Conduct load tests on the strengthened concrete beam to observe its structural behaviour under various loading conditions. This provides practical insights into load-carrying capacity, deflection, and failure modes, debonding mechanisms, and the effectiveness of the FRP reinforcement.
2. Microstructural Analysis: Examine microstructural changes in the concrete and FRP using techniques like Scanning Electron Microscopy (SEM) to understand how the materials respond to loading.
3. Finite Element Analysis (FEA): Use FEA software to create a numerical model of the beam and FRP reinforcement. Simulate different loading scenarios to predict behaviour, deformation, and failure modes and compare to the loading testing method above.
Other techniques that could also be used, such as
4. Acoustic Monitoring: can detect crack initiation and propagation, offering insights into the structural response and potential failure modes.
5. Digital Image Correlation (DIC): involves applying patterns to the surface of the beam and using cameras to track deformation and strain in real time, providing detailed information about localized behaviour.
6. Ultrasonic Testing: to assess the integrity of the bond between the FRP and concrete, as well as to detect voids or defects in the composite.
7. Monitor the long-term behaviour of the strengthened beam to assess the durability and sustainability of the strengthening solution over time.
You need to agree the aims and objectives with your supervisor to make sure that you can deliver the work within the time frame you have.
Hope this helps,
Kind regards
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the significance of the study,
the purpose of the study 6,
the research question 6 and ,
the hypothesis 6
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Self-regulated learning strategy significantly enhances science students' achievement than the conventional lecture method (Cf: Nwafor, Obodo and Okafor, 2015; Oyowvi, 2019)
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I need a research work on the topic "availability and effective utilization of chemistry laboratory facilities by students in the senior high schools in the Tamale metropolitan area"
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Do your students have a budget to work within? Home made equipment can be very cheap, and making and trouble shooting the equipment can be a valuable scientific lesson in itself. I only taught chemistry/general science for a few years (I was mainly a researcher) but cheap pH meters (the students can generate titrate curves for acids such as citric acid), thermometers, and multi-meters lead themselves to many experiments. I'll attach a project I designed for some students in the US.
Good luck.
Phil
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How can digital technologies improve student learning?
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Digital technologies offer several benefits to teaching and can greatly improve student learning. Here are some ways in which digital technologies can enhance the educational experience:
Enhanced accessibility: Digital technologies provide greater access to educational resources and materials. Students can access online textbooks, articles, videos, and interactive learning platforms, regardless of their physical location. This accessibility ensures that students have equal opportunities to engage with educational content.
Personalized learning: Digital technologies enable personalized learning experiences by tailoring instruction to meet individual student needs. Adaptive learning platforms use algorithms to analyze student performance and provide targeted content and support. This allows students to learn at their own pace, receive immediate feedback, and focus on areas where they need additional help.
Engaging and interactive content: Digital technologies offer a wide range of interactive and multimedia resources that can capture students' attention and make learning more engaging. Videos, simulations, virtual reality, and gamified learning platforms can help students visualize complex concepts, promote active learning, and foster deeper understanding.
Collaborative learning: Digital technologies facilitate collaboration among students and between students and teachers. Online discussion forums, video conferencing tools, and collaborative platforms allow students to work together on projects, share ideas, and provide feedback to one another. This collaborative learning approach encourages teamwork, communication skills, and critical thinking.
Real-world connections: Digital technologies provide opportunities for students to connect their learning to real-world contexts. They can access current news articles, research studies, and case studies that relate to their subjects of study. This helps students make connections between theory and practice, promoting a deeper understanding of concepts and their real-world applications.
Data-driven insights: Digital technologies enable the collection and analysis of data related to student performance, progress, and engagement. Teachers can use this data to identify areas of improvement, tailor instruction to individual needs, and monitor student progress over time. Data-driven insights can inform instructional decisions and lead to more effective teaching strategies.
Promoting digital literacy: By utilizing digital technologies in the classroom, students develop essential digital literacy skills. They learn how to navigate online platforms, critically evaluate information sources, and use digital tools for communication, collaboration, and creativity. These digital literacy skills are crucial for success in the digital age.
It's important to note that while digital technologies offer numerous benefits, their successful integration into teaching and learning requires thoughtful planning, professional development for teachers, equitable access to devices and internet connectivity, and a pedagogical approach that leverages technology effectively.
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I am final year student. I want to start my research work with machine learning. So I am now overwhelmed that what area should I take as a beginner. Please tell me some area as well some topics for that.
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Emerging research areas in machine learning encompass federated learning, quantum machine learning, explainable AI, and AI for healthcare. These fields promise transformative impacts on technology, society, and industry, shaping the future of intelligent systems and fostering ethical, responsible AI advancements.
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I am a degree student. and when I started publication, I had a bit of naive faith that my ultimate goal of research was to contribute to humanity, which is generally what research is about. but with time, I came to realize that for many lecturers ( and I would say researchers). the ultimate goal is to make sure that they have as many publications as possible since this is the main route to getting promoted and developing your career as an academic. and I also found myself doing the same things, since I need to get a scholarship for my master, I started just to make any sort of research and publication( without considering how much meaningful it is). but at the same time, I try to remind myself frequently of my first naive faith in doing researcher to help humanity. and I really want to know how others really manage to balance and resolve this type of conflict.
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Just do what interests you. God will look after His creation :)
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I am a PhD student working in groundwater studies. Please provide a reference for hydrated radius of various uranyl complexes viz. UO2(2+), UO2(CO3)3(4-), UO2(CO3)2(2-) and UO2CO3(aq)
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What are the respective factors that influence the learning beliefs of high English proficiency students and low English proficiency students??
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The learning beliefs of high English proficiency students and low English proficiency students can be influenced by a variety of factors. These factors may vary depending on individual experiences, cultural backgrounds, and educational contexts. Here are some factors that could potentially influence the learning beliefs of each group:
Factors influencing learning beliefs of high English proficiency students:
  1. Motivation and Goals: High English proficiency students often have a strong motivation to excel in the language, which can shape their learning beliefs. They may have clear goals such as pursuing higher education or career opportunities that require strong English skills.
  2. Self-Efficacy: These students tend to have higher self-efficacy beliefs in their language abilities. They believe in their capability to learn and use English effectively, which can positively impact their learning attitudes.
  3. Positive Learning Experiences: High proficiency students may have experienced success and positive reinforcement in their language learning journey. This can contribute to a growth mindset and a belief that effort leads to improvement.
  4. Access to Resources: Adequate access to quality learning resources, such as textbooks, online tools, and language courses, can influence their beliefs about language learning.
  5. Supportive Environment: High proficiency students might have been exposed to environments where English is spoken frequently, enabling them to practice and improve their skills.
Factors influencing learning beliefs of low English proficiency students:
  1. Language Anxiety: Low English proficiency students may experience language anxiety, feeling stressed or anxious about using English due to fear of making mistakes or being judged.
  2. Limited Exposure: These students may have had limited exposure to English outside of the classroom, which can hinder their language acquisition and confidence in using the language.
  3. Negative Past Experiences: Previous failures or negative experiences in learning English can shape their beliefs about their abilities, leading to a lack of confidence.
  4. Cultural Factors: Cultural norms and expectations regarding language proficiency can influence their beliefs. In some cultures, there might be a strong emphasis on achieving high proficiency in English, leading to added pressure.
  5. Resource Constraints: Limited access to learning resources and opportunities for practice can impact their beliefs about language learning.
  6. Peer Influence: Peer interactions and comparisons can affect their confidence and beliefs about language learning, particularly if they perceive their peers as more proficient.
  7. Teaching Methods: The teaching methods used in their language classes can influence their beliefs. Traditional, rote-based methods might not be as effective for building confidence and proficiency.
It's important to note that these factors are not mutually exclusive, and individual students may be influenced by a combination of them. Moreover, learning beliefs are not fixed and can change over time with the right interventions, support, and positive experiences. Teachers and educators play a crucial role in helping students develop more positive and growth-oriented learning beliefs regardless of their proficiency levels.
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As indicated, formative assessment is an area in which AI is expanding along a continuum that can be guided by visions already in place, such as the 2017 NETP. It is an area in which AI is poised to grow, especially with capabilities that power more feedback loops in student learning. As this growth takes place, we suggest ongoing attention to the following questions
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In the realm of AI-enabled formative assessment and feedback loops, humans hold a central position. These systems revolve around empowering individuals to learn and grow, constantly adapting to their needs and progress. The joy lies in witnessing the seamless integration of human intelligence with AI technologies, fostering a symbiotic relationship. As humans engage with these tools, they gain valuable insights and personalized guidance, leading to continuous improvement. The beauty of this union is the opportunity for every individual to reach their full potential, with AI serving as an ever-present, supportive companion on their learning journey. Together, they pave the way for a brighter, more enlightened future.
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How to attract students for MBA and BBA in fisheries enterprises management In India, as ours is the only University offering these programs?
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Attracting students to niche programs like MBA and BBA in Fisheries Enterprises Management can be challenging, but with strategic marketing and targeted outreach, you can generate interest and increase enrollment.
Here are some steps to consider:
  1. Identify target audience: Understand your target audience - who would be interested in pursuing a career in Fisheries Enterprises Management? Identify potential students from related fields, such as fisheries, agriculture, business, or management.
  2. Highlight unique selling points: Emphasize what sets your programs apart from others. Highlight the specialized curriculum, experienced faculty, hands-on training, industry partnerships, and career opportunities in the fisheries sector.
  3. Online presence and website optimization: Ensure your university's website has dedicated pages for the MBA and BBA programs in Fisheries Enterprises Management. Make it easy for prospective students to find information about the courses, faculty, admission process, and contact details.
  4. Content marketing: Create and share valuable content related to fisheries management on your website and social media platforms. This could include articles, videos, infographics, and success stories of alumni in the field.
  5. Partnerships and collaborations: Forge partnerships with fisheries enterprises, industry associations, and government agencies. These collaborations can provide students with internships, placements, and research opportunities, making your programs more appealing.
  6. Organize workshops and seminars: Conduct workshops and seminars on relevant topics in fisheries management. Invite industry experts, guest speakers, and alumni to share their experiences and insights. Such events can attract potential students and create networking opportunities.
  7. Participate in education fairs: Attend education fairs and exhibitions to showcase your unique programs. Engage with prospective students and their parents to address their queries and provide relevant information.
  8. Scholarships and financial aid: Offer scholarships or financial aid to meritorious students or those from underprivileged backgrounds. Financial incentives can significantly attract potential candidates.
  9. Social media marketing: Leverage social media platforms to reach out to a broader audience. Create engaging content, run targeted ads, and interact with followers to build a strong online presence.
  10. Alumni engagement: Stay connected with your alumni network and encourage them to share their success stories and experiences with the current and prospective students. Positive alumni testimonials can boost your programs' reputation.
  11. Institutional reputation: Strengthen your university's overall reputation through academic excellence, research publications, and community outreach. A strong reputation attracts students seeking quality education.
  12. Admissions support: Offer support during the admissions process, guiding students through application requirements, deadlines, and paperwork.
Remember that consistency is key in your efforts to attract students. Continuous engagement and targeted marketing can gradually increase the visibility and desirability of your MBA and BBA programs in Fisheries Enterprises Management in India.
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I want to get a scholarship at a good university in England and wanted to know the most common questions that may be directed to me during an interview to be considered as a student in that university.
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Scholarship interview questions can vary depending on the specific scholarship program and the institution offering it. However, there are some common themes and questions that often come up in scholarship interviews.
Here are some of the most common questions:
  1. Tell us about yourself: This question is a common icebreaker and allows the interviewers to get to know you better. You can talk about your background, education, interests, and achievements.
  2. Why do you deserve this scholarship? Interviewers want to know why you believe you are the right candidate for the scholarship. Highlight your academic achievements, extracurricular activities, community involvement, and any unique qualities or experiences that make you stand out.
  3. What are your academic and career goals? Scholarship providers are interested in understanding your long-term aspirations and how the scholarship will help you achieve them.
  4. How do you plan to contribute to your community or society after completing your studies? This question gauges your commitment to making a positive impact in your community or society at large.
  5. Describe a challenge or obstacle you've overcome: This question allows you to demonstrate resilience, problem-solving skills, and determination.
  6. How will this scholarship support your education? Be prepared to explain how the scholarship funds will be used to advance your educational and career objectives.
  7. What extracurricular activities are you involved in? Discuss your involvement in clubs, sports, volunteering, or other activities that showcase your leadership, teamwork, and time management skills.
  8. How do you handle academic pressure and time management? The interviewers want to see how well you can cope with the demands of your studies and other commitments.
  9. Discuss a book, article, or project that has influenced you: This question assesses your intellectual curiosity and capacity for critical thinking.
  10. How do you plan to give back to the scholarship program or the organization providing the scholarship? Interviewers may want to know if you plan to contribute in any way after benefiting from the scholarship.
Remember, these are general guidelines, and the actual questions may vary depending on the scholarship and the interviewers. It's essential to research the scholarship program and practice answering potential questions beforehand to present yourself confidently during the interview. Also, be honest, authentic, and passionate about your goals and aspirations. Good luck with your scholarship interview!
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How does problem-based learning empower student learning outcomes?
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Such cases empower student learning outcomes by facing all obesticles delaying the plan solution and rebuild rapid way for results based on solved obesticles.
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Dear professors,
Is there any good thesis to recommend for me to present the results and discussion parts for my PhD thesis entitled "EFFECTS OF METACOGNITIVE STRATEGY INSTRUCTION USING MALL ON RECEPTIVE SKILLS AND METACOGNITIVE AWARENESS OF CHINESE COLLEGE EFL STUDENTS"?
Also, if I want to explore the effects of this instruction on students' learning performance by comparing both the pre-and post test scores within the experimental group and the post-test scores between the experimental and the control group, what the reseach questions should be?
Thank you very much.
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Try not to present your results before publication in order to keep them confidential and prevent them being stolen. Or else present as few as possible and make them vague, but still satisfactory. Your research question is exactly what you have written there hehe :)
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How to investigate students’ subjective study values across different disciplines?
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how about a survey questionniare, followed by in depth interviews.
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To what extent do EFL learning beliefs differ between high-English-proficiency and low-English-proficiency engineering students in China's application-oriented universities?
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While there is no specific search result directly addressing the beliefs of engineering students in China's application-oriented universities, we can still gain some insights from the available information. Here are a few relevant findings from the search results:
The belief in the importance of English proficiency: English proficiency is often considered essential in EFL education, including in China. This suggests that engineering students, regardless of their proficiency levels, may understand the importance of English in their field.
The impact of English proficiency on attitudes: One study mentioned that low English proficiency was linked to higher levels of demotivation among EMI (English-Medium Instruction) students. This suggests that engineering students with lower English proficiency may face greater challenges and potential demotivation in their English language learning.
Learner autonomy and English proficiency: Another study explored the relationship between learner autonomy and English proficiency. It highlighted that learners with higher English proficiency tend to have a higher degree of social autonomy in their learning environment . This suggests that engineering students with higher English proficiency may be more independent and self-directed in their language learning.
Based on these findings, we can infer that there may be differences in EFL learning beliefs between high-English-proficiency and low-English-proficiency engineering students in China. Students with higher English proficiency may exhibit greater motivation and learner autonomy in their EFL learning, while those with lower English proficiency may face additional challenges and potentially be less motivated.
It's important to note that these conclusions are based on general observations from the search results, and more specific research focusing on engineering students in China's application-oriented universities would be needed for a more accurate assessment of their EFL learning beliefs.
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Question to software engineering researchers and educators: which excellent recent A-rated research articles (maximum 5 years old) in the software evolution/engineering field to recommend for master-level computer science students without research background (yet). No literature surveys please. All suggestions welcome!
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They include:
  1. “Software Engineering | Software Evolution” by GeeksforGeeks
  2. “Computer Science Leaders Examine Emerging Trends in CS Education” by Northwestern University
  3. “Software evolution” by University of St Andrews
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I would like to know if the mean score on financial knowledge of graduate students is greater than the mean score of subgraduate students. I already did an independent sample T-test in SPSS, but I'm not sure if I should proceed with the analysis of the results because the sample of subgraduate students appears not be normally distributed.
The p-value of both normality tests (Kolmogorov and Shapiro) for subgraduate students are less than the level of significance of 0.05. So, there is not a normal distribution for subgraduate students.
I have to mention that the sample size for subgraduate students is 127 and the sample size for graduate students is 29. For graduate students the Kolmogorov-Smirnov and Shapiro-Wilk p-value is .200 and .180, respectively (greater than the 0.05 level of significance), so for graduate students (althoug she sample size is less than subgraduate students) the assumption of normality is met.
What do you recommend? Should I select another test?
Thanks in advance.
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If one of your independent samples for a t-test is not normally distributed, you can use the Mann-Whitney U test instead of a t-test. The Mann-Whitney U test is a nonparametric test that does not require normality
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Explanation: The question focuses on the utilization of technology in the context of education and aims to explore how it can be effectively incorporated into teaching and learning practices to improve student engagement and overall academic performance. The question seeks insights into strategies, methodologies, and best practices that educators and institutions can adopt to maximize the benefits of technology in the educational setting.
In the question, "integration of technology" refers to the incorporation of digital tools, software, hardware, and online resources into traditional teaching methods. Examples of technology integration may include using interactive whiteboards, educational apps, virtual reality simulations, online collaboration platforms, and learning management systems.
The term "teaching and learning process" refers to the complete cycle of educational activities, from lesson planning and content delivery by teachers to knowledge acquisition and skill development by students. It encompasses the various stages of instruction, classroom interactions, assessments, and feedback mechanisms.
The primary focus of the question is to seek practical and evidence-based suggestions on how technology integration can positively impact student engagement. This might include aspects such as increasing student motivation, fostering active participation, promoting self-directed learning, or tailoring learning experiences to individual student needs.
The question also addresses the connection between technology integration and learning outcomes. Learning outcomes are the measurable knowledge, skills, and competencies that students acquire through the educational process. By understanding how technology can influence learning outcomes, researchers can identify effective strategies that lead to improved academic achievements
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  1. Identify Learning Objectives: Clearly define the learning objectives and outcomes you want to achieve with the use of technology. Technology should align with the curriculum and support specific learning goals.
  2. Use Interactive Learning Tools: Utilize interactive learning tools such as educational apps, simulations, virtual labs, and multimedia presentations. These tools can make the learning process more engaging and hands-on for students.
  3. Promote Collaborative Learning: Technology can facilitate collaboration among students, allowing them to work together on projects, discussions, and group assignments. Use collaborative tools like Google Docs, online discussion forums, or video conferencing platforms to encourage teamwork and peer learning.
  4. Personalize Learning Experiences: Leverage adaptive learning platforms and personalized learning software to cater to individual student needs and preferences. Technology can help deliver content at the appropriate pace and level for each student.
  5. Gamify Learning: Incorporate gamification elements into the learning process to make it more enjoyable and motivating for students. Gamification can include points, badges, leaderboards, and challenges to reward students for their progress.
  6. Provide Immediate Feedback: Technology allows for quick and automated feedback, enabling students to receive immediate responses to quizzes, assessments, and assignments. Timely feedback can improve student performance and motivation.
  7. Facilitate Flipped Learning: Implement a flipped classroom approach where students can access content and lectures online before class. In-class time can then be used for discussions, activities, and problem-solving, maximizing student engagement.
  8. Promote Active Learning: Encourage active learning experiences, such as online debates, virtual field trips, and interactive simulations, to keep students actively involved in the learning process.
  9. Teacher Professional Development: Provide teachers with ongoing professional development to enhance their technology skills and pedagogical practices. Teachers need to feel confident and comfortable integrating technology effectively.
  10. Address Accessibility and Equity: Ensure that technology integration considers accessibility for all students, including those with disabilities. Additionally, address any potential disparities in access to technology outside the classroom to promote equity in learning opportunities.
  11. Monitor Progress and Data Analytics: Use data analytics to track student progress and identify areas for improvement. Analyzing student performance data can help educators tailor their teaching strategies to address individual learning needs.
  12. Balance Technology Use: While technology can enhance learning, it should not replace meaningful human interaction. Strike a balance between technology use and face-to-face interactions to create a well-rounded learning environment.
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Hi all,
I want to conduct a correlation analysis, to check whether changes in learning outcomes correlate with the number of lessons students attend. Learner outcomes are measured at baseline and endline, and the measurement is ordinal. To be specific, students get assessed and assigned to one of 5 learning categories (for example for literacy, this would be Beginner, Letter, Word, Sentence, or Paragraph). The number of lessons students attended is measured quantitatively.
Since we are interested in the changes in learning outcomes, I was initially planning to calculate a difference score between endline and baseline, and correlate that with the number of lessons attended. However, having discovered that learner outcomes are measured ordinally, this does not make any sense. What would be the best way to compute a correlation between changes in learner outcomes (between baseline and endline) and the number of lessons students attend?
Thank you in advance for your responses!
Best,
Sharon
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Administer same test at the beginning (pre-test) and do same at the end (post-test) and find the difference between pre-test and post-test.
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1. Data drive ignites students' enthusiasm for learning
2. Use the real corpus of the database
3 Use the database to summarize
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Corpora can be used to identify common collocations and patterns of language use in authentic texts. Teachers can then use this information to design activities that help students learn how to use collocations correctly in their writing.
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I want to write an article about whether to use ChatGPT in English (or other) language teaching?
How and when should teacher utilize ChatGPT (or/and large language models) in preparing, conducting classes, in assessment, etc.
Should we teach students how to use ChatGPT and how?
This technology is not only going to stay in our lives but also going to significantly get better.
What are your thoughts on the role of ChatGPT in Language teaching for teachers and students?
Thank you in advance
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Using ChatGPT in language teaching can be a valuable and innovative approach to enhance language learning experiences for students. As an AI language model, ChatGPT can provide several benefits when incorporated into language teaching strategies.
However, there are also some considerations and challenges that need to be addressed.
Here are some key points to include in your article:
  1. Enhancing Language Practice: ChatGPT can serve as a conversational partner for language learners, providing them with an opportunity to practice their speaking, listening, reading, and writing skills in a natural language environment. Learners can engage in interactive conversations with ChatGPT, which can help improve their fluency and confidence in using the language.
  2. Personalized Learning: The adaptability of ChatGPT allows it to understand individual learners' needs and preferences. By providing tailored responses and content, ChatGPT can create a personalized learning experience, focusing on areas where learners may need more practice or support.
  3. Immediate Feedback: Language learners often benefit from receiving immediate feedback on their language usage. ChatGPT can analyze learners' responses and provide constructive feedback on grammar, vocabulary, and pronunciation, helping them identify and correct mistakes in real-time.
  4. 24/7 Availability: One of the significant advantages of using ChatGPT is its availability at any time. Learners can access the language support they need round the clock, making it convenient for self-paced learning and revision.
  5. Cultural and Contextual Awareness: ChatGPT can be programmed to understand and respond appropriately to cultural nuances, idiomatic expressions, and context-specific language use. This fosters a deeper understanding of the language beyond textbook examples.
  6. Vocabulary Expansion: Engaging with ChatGPT can expose learners to a wide range of vocabulary and colloquial language, helping them expand their lexicon and become more proficient language users.
  7. Limitations and Challenges: While ChatGPT offers numerous advantages, it's essential to address some limitations and challenges. As an AI model, ChatGPT may occasionally produce incorrect or nonsensical responses, which could confuse learners. Additionally, it might not fully replace human interaction, which is crucial for language learning and cultural immersion.
  8. Ethical Considerations: When using AI language models in language teaching, it's important to be mindful of potential biases and sensitive content. Teachers should monitor and guide learners' interactions to ensure a positive and safe learning environment.
  9. Supplementary Tool: ChatGPT should be seen as a supplementary tool rather than a complete replacement for traditional language teaching methods. Integrating ChatGPT into existing language programs can enrich and diversify the learning experience.
In conclusion, incorporating ChatGPT in language teaching can be an innovative and valuable approach to support language learners. It can provide opportunities for interactive language practice, personalized learning experiences, and immediate feedback. However, it should be used alongside traditional teaching methods, with a focus on addressing its limitations and promoting ethical considerations for responsible usage.
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How to measure students' inventive thinking skills in STEM subjects?
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There are several methods that can be used to measure students' inventive thinking skills in STEM subjects. Here are a few possibilities:
The STEM-Integrated 7E Learning Cycle - According to one study, the STEM-Integrated 7E Learning Cycle was found to have a positive effect on students' creative thinking skills in the topic of temperature and heat . This method involves guiding students through the stages of engagement, exploration, explanation, elaboration, evaluation, and extension in a STEM context.
Ethno-STEM Integrated Project Based Learning - Another study analyzed students' critical and creative thinking skills through the application of Ethno-STEM Integrated Project Based Learning . This approach involves integrating STEM concepts with cultural and historical knowledge to create project-based learning experiences that encourage students to think creatively.
3D CAD Modelling - Another study used 3D CAD modelling to enhance creative thinking in STEM. The participants were engineering students who used the software to design and create 3D models, which required problem-solving and creativity.
Creative Thinking Framework - PISA 2021 developed a creative thinking framework that includes six dimensions of creative thinking: curiosity, imagination, transfer, purpose, critique, and metacognition. This framework provides a holistic approach to measuring creative thinking skills in any subject, including STEM.
These are just a few examples of methods that can be used to measure students' inventive thinking skills in STEM subjects. The appropriate method may depend on the specific context and the research question being asked.
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Any suggestions on studies available to provide feedback on the answer provided to the questions generated through the model.
New Ideas and comments appreciated !!
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Ankita Pareek Thank you so much for your thoughts
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What is the correct answer?
Over the years it has happened that educational psychologist have developed different ways to test cognitive ability by asking questions different levels of thinking. The purpose of this method of teaching through questioning was to guide students to ask better questions using different thinking skills. Today we have children who can ask difficult questions. Now it is time to teach these students how to answer difficult questions. It is called what is the answer using the verbs of different cognitive levels.
Answer 1/Level 1 – The definition is….
Answer 2/Level 2 – The difference between….
Answer 3/Level 3 – Comparing research on….
Answer 4/Level 4 – After investigating what happened and what I have read….
Answer 5/Level 5 – I have integrated the content I adapted from….
Answer 6/Level 6 – Using professional judgement as a student I would say….
Let learners practice these responses on each question from the semester 1 formal task as a start to semester 2. Good luck!!!
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Education requires special qualifications that are not available to everyone
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I am wondering about the research on middle school learners and the relationship to a college bound mindset among students and their families? Is this the best time to work with first-generation students on college?
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Education requires special qualifications that are not available to everyone
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Mathematical Literacy prepares students for real-life situations while using aspects of Mathematics taught in younger grades. Students will be able to do basic tax, calculate water and electricity tariffs, the amount of paint needed to paint a room or the amount of tiles needed to tile a floor. Isn't this adding to adulting life and preparing students for society? While Mathematics can be a compulsory subject for those that want to go to university and have a great talent in Mathematics?
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Education requires special qualifications that are not available to everyone
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Emerging adults are young people 18-24
Disconnected students are neither in school nor working
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Education requires special qualifications that are not available to everyone
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I am an undergraduate student of Bangladesh which is a lower middle income country according to the 'World Economic Situation and Prospects report 2023'. So according to the eecoinvent website students from the low income country can use the econinvent database for free of charge. But I don't have any idea how can I get it. It will very helpful if anyone who knows about it can tell me the process. Thanks in advance.
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You can download the ecoinvent database for openLCA for free from the openLCA website. With permission of the ecoinvent centre, the LCIA methods of the ecoinvent database. LCIA methods packs for the ecoinvent databases 2.2, 3.01, 3.1, 3.2, 3.3, 3.4, 3.5 and 3.6 are available for download in openLCA Nexus
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Hello !
Can a student who is to use Turnitin come to know himself, whether the papers are put in the repository (in the optional settings) without asking the instructor / admin about the default settings ?
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A student cannot know whether "No Repository" settings have been done for their papers on Turnitin without asking the instructor or admin about the default settings. If the instructor has selected "No Repository," it means that the submitted papers will not be stored in the Turnitin standard paper repository or the institution's paper repository . However, it seems that the student cannot see this information themselves, and would need to ask the instructor or admin directly.
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International Scientific and Practical Conference "Experimental and Theoretical Research in Modern Science".
О КОНФЕРЕНЦИИ
Уважаемые коллеги!
Мы рады приветствовать всех авторов публикаций, проявивших интерес к конференции инноваций: научных работников и преподавателей ВУЗов, специалистов в области инноваций, докторантов, аспирантов, студентов и соискателей.
Сборнику статей конференции присваиваются коды ISSN, УДК и ББК. Публикация сборника конференции производится на сайте через 10 дней после окончания приема статей.
Статьи, принятые к публикации, размещаются в полнотекстовом формате на сайте eLIBRARY.RU.
ABOUT THE CONFERENCE
Dear Colleagues!
We are glad to welcome all the authors of publications who have shown interest in the innovation conference: researchers and university professors, innovation specialists, doctoral students, graduate students, students and applicants.
The collection of conference articles is assigned ISSN, UDC and LBC codes. The publication of the conference proceedings is made on the site 10 days after the deadline for accepting articles.
Articles accepted for publication are posted in full text format on the website eLIBRARY.RU.
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Hi all,
I'm currently a practicing psychometrist and am trying to determine whether I can replace the WJ with the KTEA. I do a lot of assessments to identify both learning disabilities as well as giftedness.
I've been using the WIAT in most of my psychoeducational assessments, but know that some psychologists prefer the WJ. My question is, for the purposes of my assessments, would it be feasible to replace the WJ with the KTEA, and just have the KTEA or WIAT be part of a standard psych-ed battery? I know the KTEA allows students to refer back to reading content when answering questions. This test format is often easier for students above Grade 2 with expressive-language or vocabulary delays.
But are there certain aspects of academic achievement captured by the WJ that just aren't by the KTEA/WIAT?
Thanks in advance for the guidance!
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Deciding between certain tests of academic achievement involves careful consideration of various factors to ensure that the selected assessment is appropriate and aligned with the specific needs and goals of the evaluation. Here are some key steps to help you make an informed decision:
  1. Purpose of Assessment: Clearly define the purpose of the assessment. Are you evaluating a student's overall academic performance, diagnosing learning difficulties, or measuring specific subject-area knowledge? Identifying the assessment's purpose will guide you towards selecting the most suitable test.
  2. Content Coverage: Review the content coverage of each test. Ensure that the test aligns with the curriculum or academic standards relevant to the student's grade level and subject area.
  3. Validity and Reliability: Consider the validity and reliability of each test. Validity refers to whether the test measures what it intends to measure, while reliability ensures that the test provides consistent results over time. Look for evidence of the test's validity and reliability in published research and technical manuals.
  4. Norms and Standardization: Check if the test has appropriate norms and standardization data. Norms provide a basis for interpreting an individual's performance relative to a larger group of similar individuals.
  5. Accessibility and Accommodations: Consider the accessibility of the test for all students, including those with disabilities or language barriers. Look for tests that offer appropriate accommodations or alternative formats to ensure fairness and equity.
  6. Age or Grade Appropriateness: Verify that the test is age- or grade-appropriate for the student being assessed. Some tests may be designed for specific age ranges or grade levels.
  7. Testing Format: Assess the testing format, including the mode of administration (paper-based or computer-based) and the length of the test. Choose a format that suits the student's preferences and capabilities.
  8. Scoring and Interpretation: Understand the scoring process and how to interpret the results. Ensure that the test provides clear and actionable information that can inform instructional decisions.
  9. Cost and Resources: Consider the cost of the test and the availability of resources for administering and scoring it. Choose a test that is practical and feasible for your specific context.
  10. Consult with Professionals: If you are unsure about which test to choose, consult with educational professionals, school psychologists, or other experts in the field. They can provide valuable insights and recommendations based on their expertise.
Remember that the selection of an appropriate test requires a thoughtful and informed decision-making process. Consider the unique needs of the student or group being assessed, and choose a test that provides the most accurate and relevant information for making educational decisions.
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I would like to teach climate impact on diseases to postgraduate students, could anyone help me to get books or any literature?
Thanks in advance.
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Climate change can have a significant impact on the prevalence, distribution, and severity of various diseases. Here are some ways in which climate change influences diseases:
  1. Vector-Borne Diseases: Climate change affects the distribution and behavior of disease-carrying vectors like mosquitoes, ticks, and fleas. Warmer temperatures can expand the geographical range of these vectors, bringing diseases like malaria, dengue fever, Zika virus, and Lyme disease to new regions. Changes in precipitation patterns can also create breeding grounds for these vectors, leading to higher transmission rates.
  2. Waterborne Diseases: Climate change can alter precipitation patterns, leading to more intense and frequent storms or prolonged droughts. Both situations can affect water quality and lead to the contamination of drinking water sources, increasing the risk of waterborne diseases such as cholera, dysentery, and cryptosporidiosis.
  3. Heat-Related Illnesses: Rising temperatures due to climate change can result in more frequent and severe heatwaves. This exposes people to heat-related illnesses, such as heatstroke and heat exhaustion, which can be fatal, particularly for vulnerable populations like the elderly and those with preexisting health conditions.
  4. Air Quality and Respiratory Diseases: Climate change contributes to air pollution, which can worsen respiratory conditions like asthma and chronic obstructive pulmonary disease (COPD). Wildfires, which are becoming more frequent and intense due to climate change, release harmful particulate matter and air pollutants that can further exacerbate respiratory problems.
  5. Infectious Diseases and Migration: Changes in climate patterns can disrupt ecosystems and alter the behavior of animals, potentially increasing interactions between humans and wildlife. This could lead to the spread of zoonotic diseases, such as Ebola, SARS, and COVID-19, as pathogens jump from animals to humans. Additionally, climate-induced migration and displacement of populations can also facilitate the spread of diseases.
  6. Food and Water Security: Climate change impacts agriculture, leading to changes in crop yields and food availability. Reduced food security can lead to malnutrition and weakened immune systems, making populations more susceptible to infectious diseases.
  7. Mental Health: Climate change-related events, such as natural disasters and extreme weather events, can have profound effects on mental health. Displacement, loss of livelihood, and trauma from these events can contribute to anxiety, depression, and other mental health issues.
Addressing the impact of climate change on diseases requires a multifaceted approach, involving mitigation of greenhouse gas emissions, adaptation strategies to deal with changing disease patterns, and public health measures to prevent and respond to disease outbreaks. It also requires international cooperation and collective efforts to protect vulnerable communities and safeguard public health in the face of a changing climate.
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Good day dear researchers,
Please share articles related to the ripple effect and vicarious reinforcement in the students' learning process if you have read them before (only the article title will also be helpful). Thank you!
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The paper is titled “Vicarious Reinforcement Learning Signals When Instructing Others”. The paper discusses how reinforcement learning theory posits that learning is driven by discrepancies between the predicted and actual outcomes of actions.
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I was going to use Hergenhahn's: An Introduction the History of Psychology, but I am really unhappy with the book's treatment of the intelligence testing era of the late 1800s and early 1900s, which was responsible for all manner of social injustice. The term "retardation" is repeatedly used without any explanation of the historical context of the term and without fully appreciating the discrimination and oppression engendered by it (largely as a result of the intelligence testing craze in the West). I'm afraid of requiring my students to read this, especially because I work at an institution with a large population of students with disabilities.
Does anyone have a suggestion for a text that treats social stratification and its consequences on disenfranchised groups with more empathy and greater care?
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No offense to Brandon Thomas, but I would not use Hergenhahn. His book is too prone to errors. See attached article for a few examples and I could add others. Now, the attached is somewhat dated, but editions after he might have corrected some of the errors he had not done so. Also, I retired from teaching years ago, and the only textbook I have seen in recent years, which I do recommend, is Fancher and Rutherford's Pioneers in Psychology (5th Edition, 2017). Fancher (older male) is a long-established historian of psychology and Rutherford (younger female) is a rising star whose specialty is history and theory of psychology. I will close by saying I have many publications in HoP broadly defined to include behavioral neuroscience, and I taught gradate-level HoP for 18 years and at the undergraduate level, maybe, 5-7 times. All my publications, if anyone wants any, are listed at:
Email any requests or questions to [email protected]
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كيف نضع مفردات ما بين 15 إلى 20 حول دروس مهمة ومفيدة لعلوم القرآن
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We can develop a curriculum and useful lessons on the sciences of the Holy Quran for college students through the following steps:
  1. Define objectives: Identify educational goals, understanding what knowledge and skills students should have upon completion of the course.
  2. Research: Delve into the scientific elements of the Quran, understanding these elements in light of contemporary scientific developments.
  3. Structural Design: Divide the curriculum into different topics or modules, such as the manifestation of astronomy, biology, geography, etc., in the Quran.
  4. Teaching Methods: Combine explanations, discussions, case analysis, etc., so students can understand how scientific elements are reflected in the Quran while understanding its teachings.
  5. Materials and Resources: Select or compile suitable textbooks, find other resources that can assist in teaching, such as scientific experiments, videos, etc.
  6. Assessment: Design assessment methods, including tests, assignments, projects, etc., to evaluate the learning outcomes of students.
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I would already like to apologize in advance because I don't know if this kind of question is allowed on Researchgate. I was accepted at the university of Cambridge for an MPhil in scientific computing. The deadline to find funding is coming to an end so, I would like to know if anyone knows any companies or organizations that can help me finance my MPhil project at the university of Cambridge.
Thank you in advance for any suggestions, advice, comment etc.
I could also be interested in any PhD student position which fits with my background.
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good morning to you,
I think the best channel to direct this question to is Cambridge university . If it’s other research question we can see to it but such question I cant give any answers to it
Thank you sir
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I have been unable to find this article:
Hensley, W. E., & Batty, P. (1974). The measurement of communication anxiety among students in public speaking courses. Indiana Speech Journal, 7-10.
Thank you!
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Achievement tests are an unfair measuring tool that measures part of the student's achievements and may be conducted in inappropriate conditions for the student in addition to the method of preparation. I think it's devastating.
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You are correct that there are concerns about the use of standardized achievement tests as a sole measure of student achievement and teacher performance. While these tests can offer some insight into a student's knowledge and skills, they are not necessarily an accurate or comprehensive measure of their overall performance. Additionally, factors such as test anxiety, language barriers, and lack of accommodations for different learning styles can all negatively impact a student's performance on these tests. As such, it is important to consider a range of assessment methods to evaluate a student's learning and progress, including teacher-made assessments, observation, and feedback from peers and parents.
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What is the best way to get students' attention?
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Through chording and entanglement.
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Technology is an opportunity for teachers to differentiate instruction to modify information for the appropriate learning capabilities of their students.
Use of Technology at primary level in education sector, can be more effective for students instead of traditional learning systems?
Share your valuable suggestions and recommendations.
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Why are our students weak and haven’t real knowledge or enough self-confidence?
As a lecturer, a researcher, and most importantly a father for 5 kids, I have seen over the years that the students, in general, haven’t real knowledge. From my personal perspective, the rationale behind this relates to the following facts:
  • Most of their time is concentrating on social media, games, and music more than learning. In turn, they are weak in the research process.
  • They think that their educators or instructors are not too smart to catch their plagiarize in the exams or assignments.
  • Most of them are suffering from financial problems. Some work more than 12 hours per day. As a consequence, they haven’t time to sleep or read.
  • The students haven't enough self-confidence. They believe that following the others is more valuable more than working on building themselves.
  • Furthermore, they have a lack of ideas about the consequences of their decisions.
  • Most of them haven't the ability to write a full completed paragraph. They usually use the copy-paste process for their assignments and projects.
  • I am so sorry to say that most of them have an internal belief of why I should read and study if I can get high marks by cheating.