Engineering registers in the 21st century

2019 ◽  
Vol 1 (1) ◽  
pp. 65-101 ◽  
Author(s):  
Sheena Gardner ◽  
Xiaoyu Xu
Keyword(s):  
Higher Education ◽  
Social Context ◽  
Open Access ◽  
21St Century ◽  
Systemic Functional Linguistics ◽  
Journal Article ◽  
High Impact ◽  
Review Of Literature ◽  
The Social ◽  
Word Frequencies

Abstract Following an exploration of engineering programmes in higher education, and a review of literature on engineering registers, genres and disciplines, this paper asks if there is a register for engineering. Word frequencies, n-grams and frequent n-grams in context were analysed in a 7.3 million word corpus created from four sections (Introduction, Materials & Methods, Results & Discussion, Conclusion) of over 1000 articles in civil, electrical and mechanical engineering. From the perspective of systemic functional linguistics, this reveals how engineering is construed through language that reflects the social context of high impact, open access, multi-modal, 21st century, international journal article publication, with multiple author roles, and prescribed genres, where reviewers focus on problem solving and facts, rather than persuasive claims.

Technology in Mathematics Education

2013 ◽  
pp. 219-229
Author(s):  
Peter M. Eley
Keyword(s):  
Higher Education ◽  
Mathematics Education ◽  
Social Context ◽  
Web 2.0 ◽  
Theoretical Framework ◽  
Potential Effectiveness ◽  
Gender Culture ◽  
The Social ◽  
Technological Tool ◽  
Leadership Diversity

Combining both leadership and diversity, the author’s define “leadership diversity” to be: leadership that engages followers that is inclusive to gender, culture, and the social context of the followers. In this chapter, a theoretical framework called “Technological Mathematical Leadership Diversity” (TMLD). TMLD refers to using technology to engage all followers’ mathematic learning that is inclusive of their gender, culture, and social context. As mathematics educators, it is important to understand that our role as chief instructor is changing; students are now taking control of their education. The infusion of Web 2.0 is changing how students learn and receive their information. The author set out to answer three questions through the TMLD lens: 1) Will the technology be applied to something already done? 2) Will the technology be used in such a way that it improves upon the way an existing task is done? 3) Will the technology allow us to do things that could not easily be done before? Within this context, the authors organize the technology into two distinct categories “productivity” and “cognitive” based off their primary usage. The rising cost of higher education is driving students to find ways to obtain their education in the quickest time and least expensive way possible. While in pursuit of this, it is important that diversity leadership is maintained. Using frameworks such as TMLD, the authors are able to examine the existence and potential effectiveness of a technological tool. These changes can affect mathematics education in a drastic way.

Preparing Students for Workplace Diversity

2017 ◽  
Author(s):  
Jaime Lester ◽  
David A. Kravitz ◽  
Carrie N. Klein
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
21St Century ◽  
Multicultural Competence ◽  
Cross Cultural ◽  
Workplace Diversity ◽  
Emotional Challenges ◽  
Social And Emotional ◽  
The Social ◽  
Diverse Interactions

The 21st century workplace is becoming increasingly diverse and global in context. This creates a need for multiculturally competent employees who can work well with people of different backgrounds, cultures, and experiences. Higher education is uniquely situated to provide students with opportunities for cross-cultural and diverse interactions and for personal and professional development in multicultural competence. This chapter focuses on the social and emotional challenges posed by the increasing globalization of business as well as the increasing diversity of the workforce and in higher education. We argues for the importance of diversity in the workforce; describes how diversity is present on campus; and makes recommendations for how that diversity can be leveraged to train, develop, and prepare the workforce of tomorrow.

scholarly journals INTERPERSONAL MEANINGS OF MODALITY IN JACINDA ARDERN’S SPEECHES ON COVID-19

2020 ◽  
Vol 10 (2) ◽  
pp. 137
Author(s):  
Evelina Ayu Kristianti
Keyword(s):  
Discourse Analysis ◽  
New Zealand ◽  
Social Context ◽  
Meaning Making ◽  
Systemic Functional Linguistics ◽  
Social Situation ◽  
Language Function ◽  
Written Text ◽  
The Social ◽  
The Difference

Systemic Functional Linguistics (SFL) is a theory which analyses the language function to understand the meanings and purposes of language in written text or speech. In this research, SFL is employed to discover the interpersonal meanings on Jacinda Ardern’s speeches on COVID-19, seen from the modality since it is one of the most important elements in SFL which shows the speaker’s attitudes. This research uses Jacinda Ardern’s speeches on 20 April 2020 and 15 July 2020. Halliday’s modal category is used as the theoretical framework; thus, the interpretation will derive from his theory. This research also employs discourse analysis as the approach in order to understand the relation between language elements and social context in meaning-making. This study had different implementation of modal category from what Halliday had proposed which is triggered by the social situation during pandemic in New Zealand. This research discovers that the first speech only uses two types of modality which are probability and obligation, meanwhile the second speech uses all types of modality. The difference between the first and the second speech is due to the different circumstances. However, in general, the interpersonal meanings represented from the modality in the speeches are the commitment, empathy, dan quick respond of the speaker. Keywords- interpersonal meanings, modality, speech, Jacinda Ardern’s speech, COVID-19

scholarly journals Dredge and Schott JTTT Academic Agency and Leadership in Tourism Higher Education.pdf

2020 ◽  
Author(s):  
Christian Schott ◽  
Dianne Dredge
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Conceptual Framework ◽  
Organizational Context ◽  
Leadership Behaviors ◽  
Review Of Literature ◽  
The Social ◽  
The Individual

This paper explores the leadership agency of tourism faculty in higher education and recommends actions to enhance leadership for social change. Based on a review of literature grounded within an agency perspective, a conceptual framework is presented that identifies systemic and individual influences on leadership. Three types of freedom for faculty to engage in leadership behaviors arise: (1) the capacity of the individual to lead; (2) the freedom afforded by the organizational context to lead in accordance with one’s capacity to lead; and (3) the social freedom to lead derived from each faculty member’s disciplinary and departmental norms and structures.

Higher Education in India: The Social Context.

1991 ◽  
Vol 64 (3) ◽  
pp. 418
Author(s):  
Jandhyala B. G. Tilak ◽  
Amrik Singh ◽  
G. D. Sharma
Keyword(s):  
Higher Education ◽  
Social Context ◽  
The Social ◽  
Education In India

scholarly journals Transversal Competences: Their Importance and Learning Processes by Higher Education Students

2018 ◽  
Vol 8 (3) ◽  
pp. 126 ◽  
Author(s):  
Maria Sá ◽  
Sandro Serpa
Keyword(s):  
Higher Education ◽  
Social Context ◽  
Labour Market ◽  
Higher Education Institutions ◽  
Learning Processes ◽  
Education Students ◽  
Political Situation ◽  
Critical Elements ◽  
The Social ◽  
Document Search

At a time when the labour market is blocked and simultaneously rapidly changing, with the emergence of new professional and scientific areas, the higher education mission becomes less indisputable and more indeterminate and challenging. This uncertainty was the leitmotiv for this essay, which aims to discuss the importance of attaining transversal competences in higher education. To achieve this goal, a bibliographical research was carried out on the attention that is currently given by higher education institutions to this topic, how they respond to the need for increasingly more transversal training and how they develop a curriculum that meets these requirements. Thus, in methodological terms, a thorough research on the literature addressing the topic of transversal competences was carried out; subsequently, a document search was conducted and a qualitative review and analysis of the documents collected was performed to justify our stance. Our analysis allowed concluding that the context of indeterminacy regarding the future has variations, considering the geographical and political situation, the social context and the activity sector. Furthermore, attitudes, expectations and predispositions are also critical elements for the success of this process of transversal competences’ attainment. This latter factor is central in this process, as there is often a gap between students’ expectations regarding the competences they expect to attain in higher education and the proposals that frame their training at the micro, meso and macrosocial levels and which take the need to attain transversal competences in higher education for granted.

scholarly journals Connectivism Learning Theory to Enhance Higher Education in the Context of COVID-19 Pandemic

2021 ◽  
Vol 35 (1-3) ◽  
Author(s):  
Nadia Mohammed Al-Mutairi
Keyword(s):  
Higher Education ◽  
Learning Theory ◽  
Learning Approaches ◽  
Educational Organizations ◽  
Review Of Literature ◽  
Significant Challenge ◽  
Global Pandemic ◽  
The Social ◽  
Short Period ◽  
Theoretical Assumptions

ABSTRACT The global pandemic of the COVID-19 has posed a significant challenge to educational organizations, necessitating obligatory changes in practically education. In a short period of time, educational organizations have been compelled to adapt to distance learning approaches and platforms. The primary goal of this research is to examine to present Connectivism Theory as an effective motivated theory to help the higher education learners to learn more successfully. Connectivism Learning Theory offers the best learning environment by establishing an explicit connection between social interaction and knowledge sharing. A review of literature has been done. The findings of the literature review highlight the fundamental theoretical assumptions that underpin their evolution. It also illustrates that connectivism learning theory improve higher education student’s engagement in the learning process. The researchers conclude that connectivism learning theory has the potential to disclose new insights into the use of the social network in education leading to successful outcomes.

Addressing erasure, microfication and social change: age-friendly initiatives and environmental gerontology in the 21st century

2018 ◽  
Author(s):  
Jessica A. Kelley ◽  
Dale Dannefer ◽  
Luma Issa Al Masarweh
Keyword(s):  
Social Change ◽  
Social Context ◽  
Everyday Life ◽  
21St Century ◽  
Policy Research ◽  
Transnational Migration ◽  
Institutional Practices ◽  
Daily Experience ◽  
The Social ◽  
Environmental Gerontology

Chapter 4 argues for a greater awareness and understanding of how macro-level developments, such as gentrification and transnational migration, influence the creation of AFCCs. It identifies two key challenges which limit the success and effectiveness of both age-friendly initiatives and the scholarly field of environmental gerontology: first, microfication, or the tendency to focus on immediate aspects of everyday life while overlooking broader, overarching aspects of the social context that define and set key parameters of daily experience; and second, erasure, referring to the issue that certain groups of people remain ‘unseen’ in policy, research, or institutional practices. Remedying the limiting effects of these tendencies will be essential to increase the value and effectiveness of both of these enterprises, the authors conclude.

The Justification of Equal Opportunity

1987 ◽  
Vol 5 (1) ◽  
pp. 88-103 ◽  
Author(s):  
Alan H. Goldman
Keyword(s):  
Higher Education ◽  
Social Context ◽  
Social System ◽  
Equal Opportunity ◽  
Ethnic Background ◽  
The State ◽  
The Social ◽  
Initial Question ◽  
The Senses

As a preliminary to the justification of equal opportunity, we require a few words on the concept. An opportunity is a chance to attain some goal or obtain some benefit. More precisely, it is the lack of some obstacle or obstacles to the attainment of some goal(s) or benefit(s). Opportunities are equal in some specified or understood sense when persons face roughly the same obstacles or obstacles of roughly the same difficulty of some specified or understood sort. In different contexts we might have different sorts of benefits or obstacles in mind. But in the current social context, and in the context of this discussion, we refer to educational and occupational opportunities, chances to attain the benefits of higher education and of socially and economically desirable positions, benefits assumed to be desired by many or most individuals, other things being equal. And we generally divide obstacles into two broad classes: those imposed by the social system or by other persons in the society, for example, the hardships of life in the lower economic classes or barriers from prejudices based on race, sex, or ethnic background; and those imposed by natural disabilities, for example, low intelligence or lack of talents.The initial question is whether a moral society is obligated to create equality in opportunities in the senses just defined. I shall assume here initially that there is some such obligation on the part of society or the state, although I shall specify its nature and limits more precisely below. With the exception of certain libertarians, almost everyone, liberal and conservative alike, agrees in this assumption.

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