scholarly journals BSc curricula in Architecture A comparison of The Netherlands: TU-Delft, TU-Eindhoven; Switzerland: ETH- Zürich; Belgium: KU-Leuven; Germany: TU-Berlin; Denmark: Aalborg-University; Italy: Roma 3; Spain: ETSAM Madrid, Portugal: University of Coimbra.

2013 ◽  
Author(s):  
Willemijn Wilms Floet
Keyword(s):  
International Students ◽  
The Netherlands ◽  
Design Education ◽  
First Year ◽  
Academic Education ◽  
Bachelor Of Science ◽  
Study Programme ◽  
Similarities And Differences ◽  
The Moment ◽  
Labor Specialization

At the moment the Faculty of Architecture in Delft counts over 3000 students. Yearly 600 first year fresh students were admitted until September 2011. A numerus clausus has already reduced this number to 450 and seems to work as a preventative measure. The current Delft agenda for the revision of the BSc curriculum is a triple one. The actualization of the ‘building assignment’ in the contemporary perspective of the profession is the first reason for reviewing the programme.  Sustainability and the shifted economic situation are changing the upcoming practice in scale, strategy and programme.  Virtual techniques and division of labor (specialization) are developing topics. The second reason for reflection is about shaking up ‘design education methodology’, which could be considered as periodical maintenance. The third and in fact leading reason for change comes from the political pressure to improve the ‘study success ‘ of our students.  In the Netherlands only 20 % of the university  grade students in technology succeeds to obtain the diploma for the three years BSc in four years’ time. The situation at our faculty is even worse: 17%. The aim is to improve this percentage up to 70%. The BSc curriculum will be restructured thoroughly from September 2013.   A national fund to promote and improve academic education in technology (WO Sprint) gave us the opportunity to carry out a comparative study on the curricula of schools of architecture as a mirror for our programme. Since 30 % of our MSc programme is composed of international students an European perspective is obvious.  Moreover, the final attainment level of the curricula is becoming a European matter. For the comparison we decided to select schools of architecture which are comparable to ours: education into a Bachelor of Science  (not a Bachelor in Arts), number of students and culture.   The questions we hope to answer are: What are the generalities and particularities, the similarities and differences of curricula  in Architecture? Which is the main content of the curricula? What is the main structure of the study programme? Which are the main (didactical) principles structuring the programme? Special attention is given to the content,  structure and organisation of design education.   Curricula are complex matters.  Most course programmes are a result of ‘faculty tradition’ and the backgrounds are not always explicit: for this comparison the principles were mainly interpreted from practice. Data were collected from a questionnaire,  course-descriptions, visitation reports and interviews with visiting teachers and international students studying in Delft. The curricula are mapped in diagrams, providing a very clear visual overview . The similarities and differences between schools of architecture are presented by a series of polarities as a range, structured in three categories: profile, programme structure, didactical principles.

Schrijfvaardigheid in de Aansluiting Vwo-wo

1998 ◽  
Vol 58 ◽  
pp. 95-100
Author(s):  
Irene Visser
Keyword(s):  
The Netherlands ◽  
Academic Writing ◽  
First Year ◽  
Academic Education ◽  
Research Papers ◽  
University Courses ◽  
Wide Range ◽  
Writing Standards ◽  
The University ◽  
Writing Competence

The general writing competence of students entering university in the Netherlands is seen as barely sufficient. Writing programmes in secondary education in the Netherlands are seen as deficient in many respects. Also, since teachers at secondary schools have so far been free to set their own writing standards, students in the first year of university courses generally display a wide range of proficiency in writing. The present situation is, therefore, far from satisfactory. This article presents the findings of interviews held at the University' of Groningen during September and October 1997 on this subject, comparing these with relevant data from research papers and conference reports. It concludes with suggesting a solution to these problems of transition between secondary and academic education: a faculty-wide, systematic academic writing programme.

The Application of American Models to the Experiences and Outcomes of Canadian and International Students Studying in Canada

2005 ◽  
Vol 11 (1) ◽  
pp. 71-97 ◽  
Author(s):  
J. Paul Grayson
Keyword(s):  
Academic Achievement ◽  
International Students ◽  
Pilot Study ◽  
Student Outcomes ◽  
First Year ◽  
Program Satisfaction ◽  
Canadian Universities ◽  
General Utility ◽  
American Students ◽  
The Us

In order to test the general utility of models developed in the US for explaining university outcomes of Canadian and international students, a three year study is currently underway at four Canadian universities. As a first step in this research, a pilot study with two objectives was conducted at York University in Toronto. The first objective is to compare the experiences and outcomes of domestic and international students in their first year of study. The second objective is to test the applicability of a parsimonious general model of student outcomes derived from examinations of American students to Canadian and international students studying in Canada. The specific outcomes examined are academic achievement, credit completion, and program satisfaction in the first year of study.

The acceptance of spelling variants as symbols of Croatian spelling changes (1994–2013)

2021 ◽  
Vol 24 (1) ◽  
pp. 110-148
Author(s):  
Tomislav Stojanov
Keyword(s):  
Questionnaire Survey ◽  
Native Speakers ◽  
First Year ◽  
Educational Setting ◽  
The Public ◽  
Study Programme ◽  
Spelling Variant ◽  
The Media ◽  
Technical Study ◽  
The Impact

Abstract This paper discusses the impact of several spelling changes in Croatian on the level of the literacy of native speakers. Since 1986, there have been five official recommendations for usage that pertain to five different orthographic manuals. This research focuses on three spelling points with considerable identity-related repercussions among the public and the media, which are sometimes named the spelling symbols of Croatian. A questionnaire-survey comprised of 36 tests was completed among 1063 students on a technical study programme each year for eight consecutive academic years. Eight generations of first-year undergraduates, who do not study language in an educational setting, have accepted the new spellings, contingent on a frequency principle. The more frequent a spelling variant occurs, the less the chance that the new spelling variant is accepted, and vice versa. Given the lack of established and enduring spelling norms, combined with ideological oppositions between the old and new spelling forms, students have been guided mainly by their capacity to write the most common form.

The Republic Was an Empire

2020 ◽  
pp. 139-155
Author(s):  
Jonathan Scott
Keyword(s):  
The Netherlands ◽  
The State ◽  
Political Union ◽  
The Past ◽  
Imperial Ideology ◽  
Military Revolution ◽  
The Republic ◽  
The Moment ◽  
Dutch Model

This chapter deals with the circumstances leading to the first of three Anglo-Dutch wars. Beginning with a proposal for political union, the chapter addresses the growing animosity between the English and the Dutch through two major themes. In the first place, from the moment of its foundation the English republic was, and behaved like, an empire. Second, it was the product, as in the Netherlands, of a rebellion and fiscal/military revolution which built the state. More than its Dutch model, the English republic entailed a sharp, indeed spectacular, break with the past, accompanied by a revolutionary as well as an imperial ideology.

scholarly journals Does study language (Dutch versus English) influence study success of Dutch and German students in the Netherlands?

2020 ◽  
Author(s):  
Johanna F. de Vos ◽  
Herbert Schriefers ◽  
Kristin Lemhöfer
Keyword(s):  
The Netherlands ◽  
Home Country ◽  
Psychology Students ◽  
Drop Out ◽  
The Other ◽  
Current Debate ◽  
First Year ◽  
Study Success ◽  
Language Of Instruction ◽  
Drop Out Rates

Abstract We investigated whether the language of instruction (Dutch or English) influenced the study success of 614 Dutch and German first-year psychology students in the Netherlands. The Dutch students who were instructed in Dutch studied in their native language (L1), the other students in a second language (L2). In addition, only the Dutch students studied in their home country. Both these variables could potentially influence study success, operationalised as the number of European Credits (ECs) the students obtained, their grades, and drop-out rates. The L1 group outperformed the three L2 groups with respect to grades, but there were no significant differences in ECs and drop-out rates (although descriptively, the L1 group still performed best). In conclusion, this study shows an advantage of studying in the L1 when it comes to grades, and thereby contributes to the current debate in the Dutch media regarding the desirability of offering degrees taught in English.

scholarly journals Institutional Policies and Practices for Admitting, Assessing, and Tracking International Students

2017 ◽  
Vol 7 (1) ◽  
pp. I-VI
Author(s):  
Maureen Snow Andrade
Keyword(s):  
International Students ◽  
The Netherlands ◽  
United Arab Emirates ◽  
Market Share ◽  
Financial Incentives ◽  
The United States ◽  
Institutional Policies ◽  
The United Kingdom ◽  
Comprehensive Information ◽  
The U.S

The United States has the largest market share of international students at 22%, followed by the United Kingdom at 11% (Project Atlas, 2015). The U.S. share has decreased from 28% in 2001 although total numbers ofinternational students are increasing (Project Atlas, 2015). Decreased market share may be due to targeted national strategies in other countries to attract international students. These include immigration policies that not only expedite obtaining a student visa, but provide opportunities to work while studying and permanent jobs and residency after graduation (e.g., Canada, the Netherlands, Germany, Sweden) (Lane, 2015). Nations are also actively recruiting, providing databases with comprehensive information about studying in the country, (e.g., the Netherlands), and offering financial incentives (e.g., Germany)(Lane, 2015). In some cases, countries that once sent students to study abroad (United Arab Emirates, Singapore, Malaysia) are now actively recruiting to host students from their regions (Lane, 2015).

scholarly journals Algebraic competences and emotional intelligence of first year Bachelor of Science in Mathematics and Science Education students at the Copperbelt University in Zambia

2017 ◽  
Vol 5 (1) ◽  
pp. 171-195
Author(s):  
Allan Musonda
Keyword(s):  
Emotional Intelligence ◽  
Science Education ◽  
Achievement Test ◽  
Self Report ◽  
First Year ◽  
Education Students ◽  
Bachelor Of Science ◽  
Mathematics And Science Education ◽  
Algebra Achievement ◽  
Mathematics And Science

This study examined the relationship between algebraic competences and emotional intelligence offirst yearBachelor of Science in mathematics and science education students at Copperbelt University in Zambia. All (143) first year Bachelor of Science in mathematics and science education students, in 2016, were purposively selected for the study. The study was motivated by evidence that students generally do not perform well in their first year university mathematics examinations despite the students having very good university entry grades in secondary school mathematics. This poor academic performance may be due to many factors. However, this study identified and focused on emotional intelligence as one such factor. Emotional intelligence is defined as the ability to identify, assess and manage the emotions of one’s self, of others and of groups. It is argued that emotional intelligence represents an ability to reason with emotions and to use emotions to facilitate thought. On the other hand, Algebra was chosen as the focus of the study because of its centrality to the whole offirst yearuniversity mathematics content. Algebra is found in all branches of mathematics directly or indirectly. Therefore, the study explored the algebraic competences of the first year students and examined possible relationships with their emotional intelligence. Emotional intelligence was measured using the Schutte Self-Report Emotional Intelligence Test (SSEIT), and algebraic competences were measured through a Grade 12 level algebra achievement test and a university level algebra achievement test constructed by the researcher. Data were analysed using non-parametric statistical techniques: Spearman’s Rank Order Correlation (rho) and the Mann-Whitney U Test. Results showed that there is a significant positive correlation between Grade 12 level andfirst yearuniversity level algebraic competences. Results also showed that there is no significant relationship between students’ algebraic competences and their emotional intelligence. Furthermore, the study reviewed that female students have higher levels of emotional intelligence than their male counterparts.Published online: 30 November 2017

scholarly journals Jacobus Capitein: Champion for Slavery and Resisting Mimic?

2021 ◽  
Vol 34 (2) ◽  
pp. 1-18
Author(s):  
Hendrik L. Bosman
Keyword(s):  
The Netherlands ◽  
First Year ◽  
Hybrid Identity ◽  
University Of Leiden ◽  
The Public ◽  
Reformed Church ◽  
The Bible ◽  
Ten Commandments ◽  
Articles Of Faith ◽  
The University

Jacobus Eliza Johannes Capitein (1717-1747) was a man of many firsts-the first black student of theology at the University of Leiden in the Netherlands, the first black minister ordained in the Dutch Reformed Church in the Netherlands, the author of the first Fante/Mfantse-Dutch Grammar in Ghana as well as the first translator of the Ten Commandments, Twelve Articles of Faith and parts of the Catechism into Fante/Mfantse. However, he is also remembered as the first African to argue in writing that slavery was compatible with Christianity in the public lecture that he delivered at Leiden in 1742 on the topic, De Servitute Libertati Christianae Non Contraria. The Latin original was soon translated into Dutch and became so popular in the Netherlands that it was reprinted five times in the first year of publication. This contribution will pose the question: Was Capitein a sell-out who soothed the Dutch colonial conscience as he argued with scholarly vigour in his dissertation that the Bible did not prohibit slavery and that it was therefore permissible to continue with the practice in the eighteenth century; or was he resisting the system by means of mimicry due to his hybrid identity - as an African with a European education - who wanted to spread the Christian message and be an educator of his people?

scholarly journals Comparative-Legal Analysis of Alternative Tax Dispute Resolution: the Practice of the Russian Federation, the United States, the Netherlands and Germany

2017 ◽  
pp. 58-64
Author(s):  
Елена Цветкова ◽  
Elena Tsvetkova
Keyword(s):  
United States ◽  
The Netherlands ◽  
Dispute Resolution ◽  
The United States ◽  
Alternative Methods ◽  
Main Trend ◽  
Legal Analysis ◽  
Tax Rate ◽  
The Us ◽  
The Moment

The main trend of recent years is the complication of tax administration. In order to improve it states develop forms of work with taxpayers, including alternative tax dispute resolution. The author analyses alternative tax dispute resolution that have already developed in Russia and compares them with similar procedures in the United States, the Netherlands and Germany. To the alternative methods that are applied in Russia the author refers tax monitoring and agreement on the settlement of a tax dispute. Tax monitoring is not seen as a form of tax control, but as a mean of resolving and preventing the occurrence of a tax dispute. The conclusion of an agreement between a tax authority and a taxpayer on the settlement of a dispute in court is possible by reaching a compromise on the qualification of relations, on actual circumstances, on the interpretation of the tax rate. The article contains examples of programs that exist in the US and Germany in the sphere of tax dispute resolution. Also issues related to the implementation of the mediation procedure existing in the United States, the Netherlands and Germany and the possibility of their application in Russia are considered. The author emphasizes the impossibility of applying the procedure of mediation in tax disputes in Russia at the moment due to the lack of legislative regulation.

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