scholarly journals ‘You would not want to be the murderer of our dreams and options, right?’

2021 ◽  
Vol 13 (2) ◽  
pp. 265-286
Author(s):  
David Rodríguez Velasco ◽  
María Cecilia Ainciburu ◽  
Xiaoxu Katia Liu
Keyword(s):  
University Students ◽  
Direct Speech ◽  
Chinese Speakers ◽  
Authority Figures ◽  
Young Students ◽  
University Lecturers

Abstract Studies of how adult Chinese speakers express disagreement at work or in business have a well-established tradition; whereas, studies on young students and university lecturers are scarcer. In general, the description of relationships with authority figures has been characterised by evidence of greater distance and a greater rituality than equivalent Western uses. The objective of this work is to verify whether, in a mutated communicative situation, students express their opposition to lecturer via email using predominantly indirect and attenuated linguistic forms—as might be expected—or whether linguistics changes are evident. For this purpose, 149 university students wrote a letter to their language lecturer in which they express their disagreement with the grade received. The results of the analysis reveal that, contrary to what was predicted, acts of direct speech are prevalent.

Emerging Academic and Social Spaces

2018 ◽  
Vol 8 (3) ◽  
pp. 36-47
Author(s):  
Matthew Gordon Ray Courtney
Keyword(s):  
Social Network ◽  
University Students ◽  
Student Development ◽  
Structural Equation ◽  
International Student ◽  
Path Model ◽  
Institutional Commitment ◽  
Policy And Practice ◽  
Strategic Integration ◽  
University Lecturers

The number of international university students in Australasia is set to increase over the next five to ten years, making the integration of this group important to the region. Whilst university lecturers continue to play an important role in this process, much of university students' communicative behaviour with peers continues to shift more and more to social network sites (SNS), namely Facebook (FB). Using a large response-driven sample (N = 491) and structural equation modelling (SEM), this study presents a dual-path model of international student integration that illustrates two parallel processes to improved institutional commitment: (1) the staff-academic system, where staff's genuine concern for student development improves students' perceived academic progress, and commitment; and, (2) the student social-network-site system, where strategic integration of FB contributes to the on- and offline maintenance of close friends, and improves institutional commitment. The implications for policy and practice are discussed.

scholarly journals TOWARDS AN UNDERSTANDING OF UNIVERSITY STUDENTS’ RESPONSE IN TIMES OF PANDEMIC CRISIS (COVID-19)

2020 ◽  
Vol 7 (7) ◽  
Author(s):  
Ioannis Kamarianos ◽  
Anthi Adamopoulou ◽  
Haris Lambropoulos ◽  
Georgios Stamelos
Keyword(s):  
Young People ◽  
University Students ◽  
Online Teaching ◽  
Research Evidence ◽  
New Technologies ◽  
The Novel ◽  
Attitudes And Behaviors ◽  
Empirical Base ◽  
Young Students ◽  
Novel Coronavirus

<p>In response to the need for more research evidence, as an empirical base for discussion on the experiences of young people, the current study aims to contribute to the discussion on their attitudes and behaviors in times of pandemic crisis. It is of great importance, that under the pressure of social limits on social distancing for the novel Coronavirus (COVID-19), young students have to adapt more efficiently with new technologies both every day and for educational practices, where their experiences involve multiple, complex and overlapping social and digital universes. According to the findings of this study, it is clear that as long as universities were closed, most of the/our young students did not have any difficulty in switching to online teaching. In addition, the participants' responses show that as Gen Z’s, they want to have the ability to learn new skills and make new experiences.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0684/a.php" alt="Hit counter" /></p>

scholarly journals INVESTIGATING FACTORS AFFECTING POOR READING CULTURE AMONG EFL UNIVERSITY STUDENTS

2021 ◽  
Vol 4 (1) ◽  
pp. 33-38
Author(s):  
Sumaya Khalid Mustafa ◽  
Osama Sayfadin Ali ◽  
Mohammed Sherko Awlqadir ◽  
Rekar Jalal Mahmood
Keyword(s):  
University Students ◽  
Role Models ◽  
Good Readers ◽  
Poor Reading ◽  
Factors Affecting ◽  
Efl Learners ◽  
Reading Culture ◽  
Major Factors ◽  
University Lecturers ◽  
The University

Reading books has not become a habit among university students in Kurdistan; one can count the good readers in a class with fingers of a hand. This is a big crisis and needs serious work. The problem is demonstrated through the students’ performance and proven knowledge in the academic years and it matters because when the students graduate in the university and during the university academic years they do not have sufficient knowledge that a university student needs to have. This study aims to investigate the factors that affect poor reading culture of the EFL learners in Kurdistan universities. It provides the major factors that affect the reading interest of EFL learners. For this purpose, a questionnaire, and an interview are used. The questionnaire is designed to obtain certain information regarding the learners’ reading culture, environment, factors that motivate and demotivate them. The interview is designed to ask certain questions which are answered by university lecturers and one of them is the director of the general library in one of the universities. Through the study, it was found that reading books has not become a habit among university students in Kurdistan and they have given little or no attention to reading books, and students’ cultural environment demotivates them from reading books. Kurdish culture, lack of role models, and insufficient libraries are among factors of poor reading culture among university students. However, it was found that university libraries are quite sufficient for reading books. Therefore, the results indicate that the reading culture is not at the needed level and students are not used to providing a decent time for reading daily. They spend their free time on other things rather than reading. The findings of this study may serve as reliable data regarding the culture and habit of reading which shows an up-to-date piece of information about one of the great aspects of EFL learners in universities in Kurdistan which is reading culture.

scholarly journals A Research Investigation of Contextualized Grammar Instruction from the Perspective of English Language Lecturers and Students at Al-Imam Mohammad Ibn Saud Islamic University

2020 ◽  
Vol 10 (5) ◽  
pp. 162
Author(s):  
Ahmad Alkhawaldeh
Keyword(s):  
University Students ◽  
English Language ◽  
Grammar Instruction ◽  
Significant Issue ◽  
Explicit Grammar ◽  
Implicit And Explicit ◽  
University Lecturers ◽  
Explicit Grammar Instruction

This study investigated implicit versus explicit EFL grammar instruction by surveying the beliefs of university lecturers and students at the College of Languages and Translation at Al-Imam Mohammad Ibn Saud Islamic University/KSA regarding this significant issue. Many university lecturers who responded to the questionnaire instrument in the present study supported contextualized (implicit) grammar instruction. Likewise, open-ended questionnaire responses provided by a number of university students, at the above college, revealed that several students favored contextualized grammar instruction while explicit/conscious grammar instruction was the choice of a few of them. Meanwhile, a few students favored a combination of implicit and explicit grammar instruction. In light of the above findings, the author recommends the adoption of contextualized grammar instruction with appropriate attention be given to explicit grammar instruction.

scholarly journals TRACING EMERGING ADULTHOOD ON UNIVERSITY STUDENTS: THE CASE OF MEDICINE SCHOOL AT A GREEK UNIVERSITY

2021 ◽  
Vol 6 (4) ◽  
Author(s):  
Natassa Raikou ◽  
Georgia Konstantopoulou
Keyword(s):  
Social Context ◽  
Medical Students ◽  
University Students ◽  
Emerging Adulthood ◽  
Critical Role ◽  
Practical Experience ◽  
Research Tool ◽  
School Of Medicine ◽  
University Programs ◽  
Young Students

In this paper we investigate the dimensions of emerging adulthood on medical students. Our aim is to explore special characteristics and possible differentiations between university medical students in comparison with other disciplines. We argue that university is a social context that plays a critical role on the development and shaping the identity of young students. In our case we examine medical students of a Greek peripheral university in order to trace the characteristics of their emerging adulthood. The research was conducted between November 2019-January 2020, with the participation of 110 students of School of Medicine of Patras University in Greece. The research tool was Arnett's IDEA questionnaire, adjusted by the researchers. The results confirmed the emerging adulthood characteristics of medical students, nevertheless interesting findings also revealed. It seems that demanding and/or difficult university programs with emphasis on practical experience during studies, foster young students to manifest adult characteristics earlier than their peers. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0779/a.php" alt="Hit counter" /></p>

scholarly journals FOSTERING PRE-UNIVERSITY STUDENT PARTICIPATION IN OSGEO THROUGH THE GOOGLE CODE-IN COMPETITION

2018 ◽  
Vol XLII-4/W8 ◽  
pp. 175-180
Author(s):  
V. Rautenbach ◽  
M. Di Leo ◽  
V. Andreo ◽  
L. Delucchi ◽  
H. Kudrnovsky ◽  
...  
Keyword(s):  
University Students ◽  
Open Source ◽  
Student Participation ◽  
Lessons Learned ◽  
University Student ◽  
New Energy ◽  
Young Students ◽  
First Time ◽  
Wide Community

<p><strong>Abstract.</strong> The Open Source Geospatial Foundation’s (OSGeo) vision is to empower everyone, from pre-university students to professionals, with open source geospatial applications, tools and resources. In 2017, OSGeo decided to participate for the first time in the Code-in competition. Google Code-in (GCI) is an annual online competition aimed at introducing pre-university students (13&amp;ndash;17 years) to open source projects, development and communities, through short 3&amp;ndash;5 hour tasks. This is a unique opportunity to interact with pre-university students and to encourage them to become part of OSGeo. In this paper, we present OSGeo’s involvement in GCI with the purpose of establishing lessons learned to improve our approach in the next editions of GCI. Over the 51 days of the competition, 279 students completed 649 OSGeo tasks. Students consistently communicated with the mentors to discuss submission and receive inputs from the wide community of developers too. During the GCI, the mentors reviewed the students’ work and provided suggestions and feedback. Generally, the submissions were good and some of them are now part of the projects. As this was our first time participating in GCI these issues are seen as lessons learned and strategies to improve the process will be implemented based on the mentors’ experience. It is key to encourage these students to continue contributing to the OSGeo community, as they will bring new energy and ideas into the organisation; for many of these young students, this competition is a way to introduce them to the geospatial industry.</p>

scholarly journals ROBOLYMPIA Robot Contest

1998 ◽  
Vol 10 (1) ◽  
pp. 27-29
Author(s):  
Toshihiro Tsumura ◽  
Keyword(s):  
High School ◽  
University Students ◽  
Municipal Government ◽  
Chamber Of Commerce ◽  
College And University ◽  
Osaka Prefecture ◽  
Young Students

This is the brief summary of Robot Contest in osaka Area for high school, College and University students. These programs are started in 1992 in Osaka under the sponsorship by Osaka Chamber of Commerce, Osaka Prefecture Government, Osaka Municipal Government and some of manufacture companies in Osaka-Kinki Area. In every October, many young students and attendance's and also TV cameras are excited and enjoyed for interesting and original Robot Contest and tournament games. On October 12, 1997, this robolympia was held at KIDS Plaza-Nandemo-arina in Osaka.

Part 1 Freedom of Religion or Belief, 1.3.3 Religious Symbols

2016 ◽  
Author(s):  
Bielefeldt Heiner, Prof ◽  
Ghanea Nazila, Dr ◽  
Wiener Michael, Dr
Keyword(s):  
Human Rights ◽  
Public Schools ◽  
University Students ◽  
Police Officers ◽  
Religious Symbols ◽  
Main Challenge ◽  
State Actors ◽  
The Right ◽  
University Lecturers ◽  
Case Basis

This chapter presents issues concerning the right to wear or display religious symbols. As highlighted by the Special Rapporteur’s mandate practice, the main challenge in implementing such a right consists of protecting both the right of a person to voluntarily wear religious symbols as well as the right of a person not to be forced by States or non-State actors to wear such religious symbols. The circumstances of each situation must be considered on a case-by-case basis, taking into account all human rights aspects that may be at stake. This chapter discusses the mandate practice on the issue of wearing religious symbols by employees, police officers, university students, and pupils at public schools, teachers, and university lecturers, as well as the imposition of dress codes by States or non-State actors. The jurisprudence and reports by Treaty Bodies and Special Procedures have provided useful guidance on the regulation of religious symbols.

Hong Kong university students’ perceptions of their identities in English as a Lingua Franca contexts

2014 ◽  
Vol 24 (1) ◽  
pp. 94-112 ◽  
Author(s):  
Chit Cheung Matthew Sung
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Native Speakers ◽  
First Language ◽  
Cultural Backgrounds ◽  
Lingua Franca ◽  
Chinese Speakers ◽  
Second Language Speakers ◽  
Native Speakers Of English ◽  
Asian Context

This paper presents findings from an exploratory study that investigated the perceptions of a group of Hong Kong university students concerning their identities in English as a Lingua Franca (ELF) contexts. Qualitative data were collected primarily via in-depth interviews with a group of second-language speakers of ELF who use English with people from different first-language and cultural backgrounds on a regular basis. The analysis revealed that these participants came to terms with their identities as non-native speakers of English and emphasized the importance of maintaining their cultural identities as Hong Kong or Chinese speakers of ELF. In addition, most of them valued their ‘multicompetence’ in English, Cantonese and Putonghua when speaking English in ELF situations. The inquiry also found that some participants’ identification with other non-native speakers of English within the ELF community was rather selective and that different members within the ELF community were not perceived as equally ideal speakers of ELF. The study offers some valuable insights into the identities of ELF speakers and the wider ELF community within an Asian context.

How University Lecturers’ Display of Emotion Affects Students’ Emotions, Failure Attributions, and Behavioral Tendencies in Germany, Russia, and the United States

2017 ◽  
Vol 48 (5) ◽  
pp. 734-753 ◽  
Author(s):  
Miriam Hansen ◽  
Julia Mendzheritskaya
Keyword(s):  
United States ◽  
University Students ◽  
Negative Feedback ◽  
Online Survey ◽  
The United States ◽  
Situational Contexts ◽  
Controllable Factors ◽  
Behavioral Tendencies ◽  
University Lecturers ◽  
Main Effects

In this study, we investigate whether the cultural-educational contexts in Russia, Germany, and the United States affect university students’ emotions, failure attributions, and behavioral tendencies after receiving negative achievement feedback from a lecturer. The 383 university students from Germany, Russia, and the United States participating in the study completed an online survey in which they read text vignettes of a university lecturer giving negative feedback to a student on his performance. We used a 2 × 3 × 3 experimental design to determine whether the negative feedback situation (private vs. public), the lecturer’s display of emotion (no emotion vs. anger vs. pity), and the cultural-educational contexts (German, Russian, U.S.) affected the participants’ judgment of the student’s affective and behavioral reactions to the negative feedback. Significant main effects and significant interactions were identified, for example, participants in Germany and in the United States reported stronger emotions in response to the negative feedback than the participants in Russia indicated. Also, compared with the participants in Germany and the United States, the participants in Russia attributed the student’s failure more often to external, unstable, and controllable factors and expected the student to adopt more approach tendencies after receiving the failure feedback. Furthermore, a culturally universal effect of emotional transmission between lecturer and student was found, as participants believed the student, for example, to feel anger when his lecturer displayed anger. Overall, the interplay of cultural-educational and situational contexts can affect the way students respond to the emotions a university lecturer displays, and those emotions can shape students’ learning behavior.

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