City of Dust

2017 ◽  
Author(s):  
Sally McKee
Keyword(s):  
Faculty Members ◽  
Eugene Delacroix ◽  
Work Done

This chapter argues that in neither of the profiles appearing in the Bordeaux does Dede claim to have matriculated at the Conservatory of Paris, but he does identify his teachers. The musicians he named lend weight to the possibility that his talent caught the attention of the faculty. To the author of an article, which appeared in L'Artiste de Bordeaux, Dede named three faculty members with whom he studied in Paris in the late 1850s. He began with the composer Adolphe Adam, who died the same year, but not before recommending Dede to the composer Jacques-Fromental Halévy. Meanwhile, in 1855, a year before Dede began studying with him, Eugene Delacroix wondered how the man got any work done.

scholarly journals Building a culture that values learning outcomes as an integral part of effective program development - one faculty’s example

2018 ◽  
Author(s):  
E. Watson ◽  
M. Ivey ◽  
Y. Mohamed
Keyword(s):  
Learning Outcomes ◽  
Program Development ◽  
Teaching And Learning ◽  
Pedagogical Knowledge ◽  
The State ◽  
Faculty Members ◽  
Process Learning ◽  
Course Offerings ◽  
Effective Program ◽  
Work Done

In 2016 and 2017, the Faculty of Engineering made significant efforts to review the state of all programs, and our course learning outcomes and redevelop them as necessary. This review was driven by new Canadian Engineering Accreditation Board (CEAB) requirements to report course learning outcomes as part of the Course Information Sheets. This paper looks at the work done in collaboration with the University’s Center for Teaching and Learning (CTL) in undertaking this initiative.Generally speaking, the experiences gained through this process were that learning outcomes benefit the instructors, students, and program alignment; regular workshops and one-on-one interactions improved the culture around learning outcomes amongst faculty members; having up-to-date learning outcomes must be a continuing process; learning outcomes are invaluable in ensuring continuity and consistency in course offerings; and, pedagogical/teaching service units are valuable partners in propagating pedagogical knowledge.

scholarly journals Identifying And Analysing The Factors Impacting Quality In Education: A Study To Determine Satisfaction Level Of Students And Faculties In A University

2018 ◽  
Vol 14 (02) ◽  
Author(s):  
Pratim Baruah ◽  
Bipllab Roy
Keyword(s):  
Sample Size ◽  
Confidence Level ◽  
Random Sampling ◽  
Private University ◽  
Simple Random Sampling ◽  
Faculty Members ◽  
Satisfaction Level ◽  
Significant Difference ◽  
Quality In Education ◽  
Work Done

This study aimed to identify and analyse the factors impacting quality to determine the satisfaction level of students and faculty in a university. This study was carried out in a private university in India. The researchers identified certain factors based on the previous work done by different researchers. The population for this research was 116 students and 12 faculty members of Kaziranga University School of Business out of which a sample size of 90 was selected by using simple random sampling based on 95% confidence level. A questionnaire with 5 point Likert scale was used to assess the attitude and opinion of the students as well as faculty members. To analyse the data SPSS version 20.0 was used. The results and findings showed that there is a significant difference between the satisfaction level and expectation level among the students as well as faculties in terms of the different factors. The result also showed that the satisfaction levels of faculty and students do not vary considerably.

Teaching Logical Thinking: Preparing Graduate Students for Comprehensive Examinations

1983 ◽  
Vol 37 ◽  
pp. 14-15
Author(s):  
Timothy D. Mead
Keyword(s):  
Graduate Students ◽  
Public Administration ◽  
Faculty Members ◽  
Logical Thinking ◽  
Class A ◽  
Systematic Fashion ◽  
Key Points ◽  
Logical Order ◽  
Work Done ◽  
Urban Administration

The problemA common lament among faculty members is that students cannot think clearly, do not put things in logical order, and that “they certainly did not learn to think so poorly in my class.” A manifestation of that inability is the work done on essay examinations.In our Master of Urban Administration program, a professional course of study for persons in public administration, a source of stress between faculty and students concerns performance on the comprehensive examinations administered at the midpoint of the two year program. Faculty members complain that students do not address the question asked, only answer part of the question, or do not identify key points in their answers. On the other hand, students argue that they have never been given questions like those on the comprehensive examinations or been shown how to think through an answer in a logical or systematic fashion.

Social Cognition in Gilles de la Tourette Syndrome

2019 ◽  
Vol 30 (4) ◽  
pp. 243-249
Author(s):  
Ronja Weiblen ◽  
Melanie Jonas ◽  
Sören Krach ◽  
Ulrike M. Krämer
Keyword(s):  
Tourette Syndrome ◽  
Social Cognitive ◽  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Theoretical Work ◽  
Neural Processes ◽  
The Social ◽  
Decision Making System ◽  
Social Decision Making ◽  
Work Done

Abstract. Research on the neural mechanisms underlying Gilles de la Tourette syndrome (GTS) has mostly concentrated on abnormalities in basal ganglia circuits. Recent alternative accounts, however, focused more on social and affective aspects. Individuals with GTS show peculiarities in their social and affective domain, including echophenomena, coprolalia, and nonobscene socially inappropriate behavior. This article reviews the experimental and theoretical work done on the social symptoms of GTS. We discuss the role of different social cognitive and affective functions and associated brain networks, namely, the social-decision-making system, theory-of-mind functions, and the so-called “mirror-neuron” system. Although GTS affects social interactions in many ways, and although the syndrome includes aberrant social behavior, the underlying cognitive, affective, and neural processes remain to be investigated.

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