‘Teaching’ Practicing

2006 ◽  
Vol 28 (3) ◽  
pp. 39-39
Author(s):  
Jeanne Simonelli

In Spring 2005 editor Jeanne Simonelli taught Applied Anthropology to a mixed group of graduate and undergraduate students at Hebrew University. As part of the course, the class worked together to define Applied Anthropology in the context of Israel's complex cultural setting. They determined that: • Applied anthropology is designed to be useful to people and offer solutions to practical problems. It goes one step further than theoretical anthropology, where the primary goal is advancing new theoretical explanations. Applied anthropology takes the theory (of anthropology) into the practical day to day life of a given culture. • Applied anthropology focuses on populations that share a problem, an interest or a distress, using the knowledge, theory, ethnographic methodology and tools of analysis and understanding of anthropology, in order to provide tools to a specific culture that will assist in dealing with a certain situation. Applied anthropologists are involved in studying, designing, counseling, planning and evaluating policies, programs and organizational courses of action. • While taking into account cultural, ethnic, and gender differences, poverty and class, resources and power, applied anthropology tries to help solve human problems, local and global. A goal is to empower groups and individuals by making it possible for them to deal with cultural colonialism and other forms of social and cultural oppression.

2017 ◽  
Vol 10 (2) ◽  
pp. 23 ◽  
Author(s):  
Hooshang Khoshsima ◽  
Monirosadat Hosseini ◽  
Seyyed Morteza Hashemi Toroujeni

Advent of technology has caused growing interest in using computers to convert conventional paper and pencil-based testing (Henceforth PPT) into Computer-based testing (Henceforth CBT) in the field of education during last decades. This constant promulgation of computers to reshape the conventional tests into computerized format permeated the language assessment field in recent years. But, enjoying advantages of computers in language assessment raise the concerns of the effects that computerized mode of testing may have on CBT performance. Thus, this study investigated the score comparability of Vocabulary in Use test taken by 30 Iranian undergraduate students studying at a state university located in Chabahar region of Iran (CMU) to see whether scores from two administrations of testing mode were different. Therefore, two similar tests were administered to the male and female participants on two testing mode occasions with four weeks interval. Employing One-Way ANOVA statistical test to compare the mean scores and Pearson Correlation test to find the relationship between mode preference and performance revealed that two sets of scores were not different and gender difference was not also considered a variable that might affect performance on CBT. Based on the results, computerized version of the test can be considered a favorable alternative for the state undergraduate students in Iran.


Author(s):  
Colleen M. Conway

Chapter 10 is based on responses from applied music faculty around the country as well as responses from undergraduate students regarding applied lesson study. Quotes from both applied faculty and undergraduate students are included throughout the chapter. I have tried to represent the voice of the applied teacher in this chapter as a way of honoring the very specific culture that is created in each unique applied studio. Issues presented include scheduling logistics, pianists, choosing repertoire and materials, juries and auditions, practicing and motivation. Stories written by applied faculty as well as students from around the country are used to illustrate the characteristics of successful applied teachers.


Author(s):  
Orlando Lima Rua

The main goal of this article is the joint analysis of the dimensions of the entrepreneurial potential, students' entrepreneurial characteristics and gender of the Portuguese Polytechnic higher education students. For this purpose, we use a quantitative methodological approach, having applied a questionnaire to a sample of students enrolled in the entrepreneurship curricular unit of the School of Accounting and Administration (ISCAP), of the Polytechnic of Porto. Based on data collection from 227 undergraduate students in entrepreneurship from Portugal, the results allow us to conclude that personal desirability and students' entrepreneurial characteristics positively enhances the intention to start a business. On the other hand, perceived difficulties negatively enhances that intention. Finally, we've confirmed that the male students are more associated with intentions to start a business than female gender.


Author(s):  
Winfred Yaokumah

This study aimed at investigating the influence of students' characteristics (majors, maturity, and gender) on mobile device security practices in the context of a developing country. Focusing on graduate and undergraduate students from both public and private universities, participants' characteristics were measured against three approaches of mobile devices security practices (user-behavior and activities, device settings, and disaster recovery). The sample consisted of 375 students from two public universities and three private university colleges. The results found that Technology and Engineering students differ statistically from Business and Arts students in terms of mobile device settings and disaster recovery practices. The undergraduate students were less engaged in risky activities with their devices compared with the graduate students. Moreover, the younger students were more cautious than the older students regarding user-behavior and device settings. Finally, female students were more negligent when it comes to setting the devices to militate against security threats.


2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Archana Prabu Kumar ◽  
Abirami Omprakash ◽  
Maheshkumar Kuppusamy ◽  
Maruthy K.N. ◽  
Sathiyasekaran B.W.C. ◽  
...  

Abstract Background The reaction time (RT) is “the time taken for the appearance of rapid voluntary reaction by an individual following a stimulus, either auditory or visual” and the Critical Flickering Fusion Frequency (CFFF) is “the rate at which successively presented light stimuli appear to be steady and continuous”. RT and CFFF are commonly used for the assessment of cognitive functions that are known to influence academic performance. However, data about the exact correlation between these are scarce, particularly in India. This research aimed to study the association between visual RT (VRT), auditory RT (ART) and CFFF and their impact on the academic performance of undergraduate students. Methods This cross-sectional study was conducted on 700 students of Faculty of Medicine and Dentistry at a private medical university in South India, during the period from 2015 to 2017. The VRT, ART and CFFF were evaluated, and the best out of three subsequent attempts was recorded. The mean score (in percentage) of the three best marks out of the five internal assessments for the course during each academic year was considered for analysis. The association between the different cognitive tests and the average academic performance was analysed. Results Female students had faster VRT (n = 345, mean = 243.97, SD = 83.87) than male students (n = 273, mean = 274.86, SD = 96.97) (p = 0.001). VRT and ART had a moderate negative correlation with academic performance (for ART, r = − 0.42, p < 0.001; for VRT; r = − 0.40, p < 0.001). CFFF had a very weak positive correlation with academic performance (r = 0.19, p = 0.01). The only independent predictors of academic performance were RT and gender (Adjusted R2 = 0.11). Conclusion Although there is a correlation between CFFF and cognitive function, our study showed only a weak correlation between CFFF and academic performance. Female students had faster RTs, and gender was an independent predictor of academic performance. Rather, students with faster RTs appear to have an advantage in academic performance.


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