scholarly journals Analysis of Attendance Data in College Students’ Innovative Practice

2018 ◽  
Vol 06 (02) ◽  
pp. 131-136
Author(s):  
巍 王
Keyword(s):  
College Students ◽  
Innovative Practice

Study on Cultivation of Innovation and Practice Ability for College Students Based on Scientific and Technological Competition

2011 ◽  
Vol 271-273 ◽  
pp. 1764-1767 ◽  
Author(s):  
Wang Lei ◽  
Wang Cheng Yi ◽  
Nian De Jiang ◽  
Jiang Hui Fu
Keyword(s):  
College Students ◽  
Science And Technology ◽  
Technological Competition ◽  
Innovative Practice ◽  
Technology Competition

Innovative practical ability is one of the most important abilities during cultivation of the applied talents. Encouraging students to participate in science and technology competition actively is one of the most effective ways to improve their creative practical ability. In this paper, the role of improving the student’s ability of innovative practice by these competitions has been studied, through our recent year’s practices in the science and technological competitions for college students. This role has been systematically analyzed and summarized as well.

scholarly journals Thinking and Practice on the Construction of Innovative Practice Course

2021 ◽  
Vol 4 (12) ◽  
Author(s):  
Li Zhang ◽  
Qing Zhu ◽  
Hongli Chen
Keyword(s):  
College Students ◽  
Evaluation Methods ◽  
Course Evaluation ◽  
Course Selection ◽  
Course Content ◽  
Innovative Practice ◽  
Evaluation Time ◽  
Technology Practice ◽  
Development Technology ◽  
Mobile Development

Innovative practice courses are the basis for the implementation of innovation credit and play an important role in cultivating college students' innovative ability. Innovative practice courses should be based on guiding innovation. The construction of courses needs to be carried out comprehensively in the aspects of course content, class organization, and course evaluation methods. Based on the construction of innovative practice courses "mobile development technology practice", the attempt in the construction of innovative practice courses is introduced. There are still some problems in the development of innovative practice courses in the course selection, evaluation, time setting, and the improvement of innovation, which is needed to be resolved in many ways. In response to the problems, some thoughts and suggestions is given in the paper.

scholarly journals Exploration and Practice of the Training Mode of New Engineering Talents Creative Practice Ability

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Jianyong Li ◽  
Jianfeng Li ◽  
Zhaoliang Jiang ◽  
Zhenjie Zhu ◽  
Wenbo Bi
Keyword(s):  
College Students ◽  
Intelligent Manufacturing ◽  
Engineering Practice ◽  
Self Confidence ◽  
Innovative Practice ◽  
Great Investment ◽  
Training Mode ◽  
Practice Teaching ◽  
The Status ◽  
High Level

Under the background of new engineering, according to the characteristics of engineering college students, we should cultivate high-level engineering talents with innovative practice ability to meet the needs of enterprises. Aiming at the problem of great investment and little effect in innovation practice teaching reform, this paper adheres to the principle of effectiveness, combines the characteristics of college students, such as precocious thinking, active thinking, independent personality, impetuous self, eager for quick success and instant benefit, blind self-confidence, strong ability to take an examination, and the status quo of serious lack of cognition and experience of engineering practice and its importance and the characteristics of intelligent manufacturing specialty It is suitable for the cultivation of innovative practice ability of college students and the ways and measures to improve its effectiveness.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

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