On the Characteristics and Effects of "Common Foundation Workshop" as a Comprehensive Compulsory Subject

2019 ◽  
Vol 2019 (0) ◽  
pp. S20212
Author(s):  
Hiroyuki SATO
Author(s):  
A. D. Baxter

The Charter granted to C.E.I. calls for those wishing to become Chartered Engineers to have passed the Council's examination, which is to be at a standard not lower than that of a U.K. degree, or to have been exempted from it by a degree level qualification. While most professional engineers are expected to qualify by exemption, the examination provides a yardstick for assessment of exempting qualifications, and a net for those who miss the opportunity to study to degree level through the usual routes. These routes are described, together with the policy for recognition of exemptions, with provision for interim arrangements. The examination is intended to provide a broad common foundation in Part 1 for later studies in Part 2 which can be specialized to a greater or lesser degree. The pattern of the examination and its evolution is discussed. Mention is made of entry requirements, subjects to be taken at each session, part-time preparation, referment, interim provision for taking two Part 2 subjects in certain circumstances, and of the compulsory subject ‘The Engineer in Society’.


2021 ◽  
Author(s):  
Philipp Ostendorff

Is a uniform European doctrine of equivalence within reach in light of the recent UK Supreme Court decision in Actavis v. Eli Lilly? Taking a comparative approach, the thesis outlines the development of case law on the scope of patent protection in Germany and the United Kingdom by looking at the respective precedents and examines whether there is a common foundation for a uniform doctrine of equivalence in the two most important patent jurisdictions in Europe. It deals in particular with the two controversial and for practitioners very relevant problem areas of the "prosecution history estoppel" as well as the so-called selection decision and makes a proposal for a reform of the EPC.


2021 ◽  
Vol 2021 (02) ◽  
pp. 85-95
Author(s):  
V. Chechyk ◽  

The article is devoted to the early years of formation of Kharkiv scenography school and to the creative and pedagogical activities of Olexander Khvostenko-Khvostov (1895–1967). It was reported that the bold experiments of this artist, in the field of theatrical design of 1918–1922, made him one of the central figures of Kharkiv avant-garde scene (“Mystery Buff”; “The Army in the City”; “Lilyuli”, etc), strengthening the reputation of an innovator and causing the beginning of pedagogical activity at the Kharkiv Art College in 1921. The theatrical and decorative workshop was opened at the faculty of painting at the Kharkiv Art College in 1922, it was headed by A. Khvostenko-Khvostov. Among the first graduates were such bright alumni as A. Volnenko, P. Suponin, V. Ryftin, A. Bosulaev, B. Chernyshov, and others. Fundamental provisions of the educational program, which A. Khvostenko borrowed from the teaching practice of A. Exter (Kyiv Studio, 1918–1920), reflected the formation idea of future theater artist’s synthetic thinking. It is known that the education program of the Theater and Scenery Workshop of KAC, equally with the Studio of A. Exter, in addition to the subjects common to all students of painting and drawing faculty as special subjects (theatrical scenery, technique and technology of the stage, etc.) included also the history of theater (I. Turkeltaub), material culture, costume, music and literature (A. Beletsky). O. Khvostenko paid special attention to theoretical and practical issues of composition. He introduced the course of fundamentals of directing (V. Vasilko) as a compulsory subject. Much of what the students mastered at the Workshop was tested on the professional stages of Kharkiv theaters. Associated with the Kharkiv Art School for a quarter of a century (1921–1946), O. Khvostenko-Khvostov has not still been included in the pantheon of its outstanding teachers.


Author(s):  
Dewi Ulya Mailasari

<p class="05IsiAbstrak">This article describes the students’ difficulty in memorizing English vocabulary in Integrated Islamic Elementary School (SDIT) Amal Insani Jepara.  This study uses a descriptive qualitative method. The result denotes that students have difficulties in memorizing vocabulary including there is no visible intrinsic motivation from students, considering English as just another compulsory subject. In addition to the factors of integration and talent, it seems that attitudinal and motivational factors take the main role of the difficulties of students of SDIT Amal Insani in remembering English vocabulary. Students with a high level of intelligence coupled with high enthusiasm, because there is a reward from the teacher, easy to remember vocabulary as well as remembering other subject matter. Students with a priori and low motivation attitude find it difficult to remember the vocabulary that has been given.</p>


2017 ◽  
Vol 25 (2) ◽  
pp. 207
Author(s):  
Eros Rosilah Rosilah

Learning Social Studies (IPS) is a compulsory subject taught. Learning IPS has a very wide range of material. Reality on the ground results of test scores of fourth grade students of SDN Babakan Tarogong 5 in social studies subject of natural resources, economic activity and technological advances in the district / city and province is still very low. This is due to social studies learning not meet minimum completeness, because the strategy used so far have not matched the learning process. The purpose of this study to determine the activities of students in participating in learning by using learning strategies of problem solving. The results of this research has reached the average value of the class.Keyword : Natural resources, economic activities, technological progress.


Author(s):  
A. Greenhouse-Tucknott ◽  
J. B. Butterworth ◽  
J. G. Wrightson ◽  
N. J. Smeeton ◽  
H. D. Critchley ◽  
...  

AbstractFatigue is a common experience in both health and disease. Yet, pathological (i.e., prolonged or chronic) and transient (i.e., exertional) fatigue symptoms are traditionally considered distinct, compounding a separation between interested research fields within the study of fatigue. Within the clinical neurosciences, nascent frameworks position pathological fatigue as a product of inference derived through hierarchical predictive processing. The metacognitive theory of dyshomeostasis (Stephan et al., 2016) states that pathological fatigue emerges from the metacognitive mechanism in which the detection of persistent mismatches between prior interoceptive predictions and ascending sensory evidence (i.e., prediction error) signals low evidence for internal generative models, which undermine an agent’s feeling of mastery over the body and is thus experienced phenomenologically as fatigue. Although acute, transient subjective symptoms of exertional fatigue have also been associated with increasing interoceptive prediction error, the dynamic computations that underlie its development have not been clearly defined. Here, drawing on the metacognitive theory of dyshomeostasis, we extend this account to offer an explicit description of the development of fatigue during extended periods of (physical) exertion. Accordingly, it is proposed that a loss of certainty or confidence in control predictions in response to persistent detection of prediction error features as a common foundation for the conscious experience of both pathological and nonpathological fatigue.


2017 ◽  
Author(s):  
Ismail Suardi Wekke ◽  
Suhendar Suhendar

Arabic is compulsory subject listed on Islamic studies issue. Over the years, students learn Arabic as the main subject. In addition, Arabic subject integrates through many subject. Therefore, it is a need to discover the standing of attitude and motivation on Arabic learning. The two factors among the pillar in maintaining teaching and learning of Arabic. On the other hand, Muslim minority environment is a unique condition to maintain the Arabic teaching and learning training. The research was conducted in North Sulawesi, Indonesia. The picture of muslim minority indicates a dynamic situation. Different existence from other muslim part of Indonesia shows the opportunity to rely on co-exist to multicultural. This research is initial study to explore the relationship between attitudes in learning language. The age of learner influences their struggle and spirit in learning the resources language. Motivation provides the main driving for student during the process of learning. Even-tough they are part from family and stay in the boarding school for over the academic term. Moreover, this article discuses that attitude and motivation are among the main factor learning Arabic language. High motivation deliver considerable environment during school time. Student attitude and motivation is not a single form. There are many factors and conditions represent to the complexity of the situation. The findings implicate many aspect of teaching and learning. Indeed, motivation for learning target language is the source to sustain the process on the different aspects of teaching. Finally, there are many suggestions and recommendations for further study on the end part of article.


Author(s):  
Liaquat Channa ◽  
Sania Panezai

Provinces in Pakistan have initiated teaching English as a compulsory subject in Grade 1 onwards in their government schools by following the latest National Education Policy (NEP) of 2009. The policy states that the measure shall develop the students’ English proficiency that would later help them compete. In this study we intended to understand whether the policy was implemented successfully in the province of Balochistan. By drawing upon the language planning framework proposed by Kaplan, Baldauf, and Kamwangamalu (2011) and applying convenient sampling technique, the researchers conducted thirty-one semi-structured interviews with urban and rural male and female teachers who teach in Grades 1 to 5. We found that issues such as limited teaching time for the English subject, lack of qualified teachers, inappropriate English textbooks, teachers’ customary teaching methodology, paucity of resources, and gap between policymakers and practitioners impacted the policy. The study offers recommendations that could help the Pakistani policymakers to align the policy with practice, research, and the teachers’ voices in order to achieve the desired outcomes.


Author(s):  
Syamsul Arifin

AbstractOne of the peculiarities marker at the higher education of Muhammadiyah is providing the education of al Islam and Kemuhammadiyahan (AIK). In the curriculum of the higher education of Muhammadiyah there is a provision that AIK is a compulsory subject, a kind of Islamic religious education must be given in public higher education. However, AIK has a weight of credits and hours of study which is greater than the Islamic religious education at public higher education, which weighs 2 credits and given only one time in one semester, while AIK has a weight of 4-8 credits are given for four semesters. Taking into account the position of the AIK, this paper want elaborate AIK as the praxis of value education. This paper is based on a descriptive study of a number of documents relating to AIK generated by Muhammadiyah and University of Muhammadiyah Malang, one of higher education of Muhammadiyah that serve as an example the case of the development of AIK. At the end of this paper, the authors recommend about the importance of value ducation as a paradigm in developing AIK.AbstrakSalah satu penanda kekhasan di Perguruan Tinggi Muhammadiyah adalah penyelenggaraan pendidikan al Islam dan Kemuhammadiyahan (AIK). Pada kurikulum Perguruan Tinggi Mu­ham­madiyah terdapat ketentuan bahwa AIK merupakan materi wajib, semacam pendidikan agama Islam yang wajib diberikan di pendidikan tinggi umum. Namun demikian, AIK memiliki bobot kredit dan jam studi yang lebih besar dari pada pendidikan agama Islam di perguruan tinggi umum, yang berbobot 2 sks dan diberikan hanya satu kali dalam satu semester, sementara AIK memiliki bobot 4-8 sks yang diberikan selama empat semester. Dengan mempertimbangkan posisi AIK tersebut, tulisan ini hendak meng­elaborasi AIK sebagai praksis pendidikan nilai. Tulisan ini didasarkan pada riset deskriptif terhadap sejumlah dokumen yang berkaitan dengan AIK yang dihasilkan oleh Muhammadiyah dan Universitas Muhammadiyah Malang, salah satu Perguruan Tinggi Muhammadiyah yang dijadikan sebagai contoh kasus pengembangan AIK. Pada bagian akhir tulisan ini, penulis merekomendasikan tentang pentingnya pendidikan nilai sebagai paradigma dalam mengembangkan AIK.


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