scholarly journals The natives of Smolensk province – first-year students of Moscow university of 1917

2020 ◽  
Author(s):  
V. Pushkov ◽  
◽  
S. Zavjalov ◽  
Keyword(s):  
Social Structure ◽  
First Year ◽  
Medical Department ◽  
First Year Students ◽  
Petty Bourgeoisie ◽  
The Social ◽  
And Mathematics ◽  
The University ◽  
First Time ◽  
Mathematics Department

In 1917 Smolensk province stood on the second place by the quantity of sophomores of the Moscow university next to Vladimir province (139 and 158 students correspondingly). 7 districts out from 11 were represented. Mainly graduators of gymnasia and the Seminary entered the university. For the first time 8 girls became students. Principally the social structure of students included petty bourgeoisie, clergy and peasantry. Most part of students entered physics and mathematics department, much smaller part entered medical department and ones of law and of linguistics and history.

Loneliness and the Development of Social Relationships in Malaysian University Students

2012 ◽  
Vol 40 (2) ◽  
pp. 227-238 ◽  
Author(s):  
Intan H. M. Hashim ◽  
Siamak Khodarahimi
Keyword(s):  
Social Network ◽  
University Students ◽  
Social Relationships ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
The Social ◽  
The University

In this study we investigated loneliness and how social relationships develop in university students. Participants were 67 first-year students beginning their first semester in a university in northern Malaysia. We collected information regarding respondents' background, their descriptions of the social network at the university, and their level of loneliness. The study was conducted in 2 parts over a 10-week period; at 4 weeks after their registration and then at 14 weeks after their registration. Findings suggest development of friendship was still in progress and loneliness had increased at Time 2.

scholarly journals Variations on the Theme of Information Literacy – Implementation of Information Literacy into the First-Year Curriculum at Åbo Akademi University

2016 ◽  
Vol 8 (1) ◽  
pp. 9-14
Author(s):  
Eva Costiander-Huldén ◽  
Linda Nisula ◽  
Anna Sundberg
Keyword(s):  
Information Literacy ◽  
Study Skills ◽  
Chemical Engineering ◽  
First Year ◽  
First Year Students ◽  
Study Programme ◽  
Literacy Implementation ◽  
Search For Information ◽  
The University ◽  
First Time

How can information literacy (IL) courses be organized into the curriculum in the best possible way for first-year students at Finnish universities? This question has been discussed time and time again. At Åbo Akademi University we have, since fall 2015, developed a course in Academic study skills where IL is included in the course. This means that IL is now for the first time included in all study programmes at the university. The IL module is, however, implemented in different ways in different faculties. In this article, we will focus on the method of embedded learning of IL in the study programme of Chemical Engineering, as it was implemented during the fall semester 2015 for all freshmen. For the first time the library was involved in a “hands-on” project with practical tasks at the Faculty of Science and Engineering. The students were motivated to learn how to search for information and how to improve their skills in reference management, and they passed the course.

scholarly journals PEDAGOGICAL CONDITIONS OF SOCIAL-PEDAGOGICAL ADAPTATION OF THE FIRST-YEAR UNIVERSITY STUDENTS UNDER MODERN REALITIES

2019 ◽  
Vol 30 (1) ◽  
Author(s):  
Avgustina V. Ivanova
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
First Year ◽  
Higher Educational Institutions ◽  
First Year Students ◽  
The Social ◽  
Self Development ◽  
Higher Educational ◽  
The University

The article shows the expediency and significance of the work on social-pedagogical adaptation of first-year students of higher educational institutions under the new sociocultural conditions of our time. The search for effective ways of harmonizing the relations (interaction) with the social environment, being the basis for successful socialization and professional training of a future specialist, plays an important role under imperfect organizational and pedagogical support of social-pedagogical adaptation of the first-year students of higher educational institutions. The objective of the research is to theoretically substantiate and experimentally verify the effectiveness of pedagogical conditions of successful social-pedagogical adaptation of the first-year students of higher educational institutions. The research uses theoretical methods (theoretical analysis, generalization and synthesis), empirical methods (observation, questioning, conversation); experimental work; the Student’s criterion and correlation analysis were used as methods of mathematical processing of experimental data. To provide the process of social-pedagogical adaptation of the first-year students, the authors propose the following pedagogical conditions for successful adaptation of the first-year students, allowing, from the viewpoint of integrity of the social-pedagogical adaptation processes, to design and implement the group and individual strategies of the personal trajectories of students’ self-development, and to simultaneously solve the tasks of social, personal and professional development of future specialists: 1) the ability of the university professor to assist a student in their self-cognition, stimulating their personal self-development through motivating their interest in the chosen profession basing on pedagogy of cooperation, creating adequate conditions for expanding the possibility of personally significant and professional qualities of each student; 2) organization of an educational environment aimed at reducing anxiety, apprehension, inner discomfort, where a student realizes themselves as a team member, feels comfortable, which ensures the transformation of the structural components of professionalism as socially important qualities into personal ones; 3) social-pedagogical adaptation of the first-year students becomes an integral part of the university, when the student, without continuous internal and external conflicts, successfully carries out any activity in the educational environment in the context of personality-activity approach, and serves as a means for students to develop adequate self-esteem, advanced self-regulation, and high productivity, which is the basis for the development of activity, independence, and creativity.The authors provide the ways of implementing the revealed pedagogical conditions and the results of the formative experiment, which lead to the following conclusions: active social-pedagogical intervention, timely correction of the educational process, aimed at effective adaptation of the first-year students, through personal interaction basing on pedagogy of cooperation, ensures rapid adaptation of students in a new educational environment, which leads to value attitude to their future profession.

scholarly journals Genre analysis of essays in the Social Sciences: The case of Botswana students

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Joel M. Magogwe ◽  
Unity M. Nkateng
Keyword(s):  
Social Sciences ◽  
Study Skills ◽  
English For Academic Purposes ◽  
Genre Analysis ◽  
First Year ◽  
First Year Students ◽  
Essay Writing ◽  
University Of Botswana ◽  
The Social ◽  
The University

Writing is a challenging but requisite skill at university and other life situations. At university, essay writing is generally challenging to first-year students across disciplines or faculties. This study therefore describes the writing challenges of the Faculty of Social Sciences students at the University of Botswana. To that end, this study asks the following research questions: (1) What writing tasks are first-year students in the Faculty of Social Sciences given? (2) What problems do the students encounter when writing essays in the Faculty of Social Sciences? (3) What kind of assistance do students receive on writing essays? This article is underpinned by the English for Academic Purposes genre analysis framework. All in all, the findings of this study point to the need for a more intensive writing programme for first-year students at the University of Botswana in which both faculties and the Communication and Study Skills Unit will cooperatively assist students with writing. Students’ responses clearly indicated the need for such collaboration.

scholarly journals Genre analysis of essays in the Social Sciences: The case of Botswana students

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Joel M. Magogwe ◽  
Unity M. Nkateng
Keyword(s):  
Social Sciences ◽  
Study Skills ◽  
English For Academic Purposes ◽  
Genre Analysis ◽  
First Year ◽  
First Year Students ◽  
Essay Writing ◽  
University Of Botswana ◽  
The Social ◽  
The University

Writing is a challenging but requisite skill at university and other life situations. At university, essay writing is generally challenging to first-year students across disciplines or faculties. This study therefore describes the writing challenges of the Faculty of Social Sciences students at the University of Botswana. To that end, this study asks the following research questions: (1) What writing tasks are first-year students in the Faculty of Social Sciences given? (2) What problems do the students encounter when writing essays in the Faculty of Social Sciences? (3) What kind of assistance do students receive on writing essays? This article is underpinned by the English for Academic Purposes genre analysis framework. All in all, the findings of this study point to the need for a more intensive writing programme for first-year students at the University of Botswana in which both faculties and the Communication and Study Skills Unit will cooperatively assist students with writing. Students’ responses clearly indicated the need for such collaboration.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

Criteria and indicators associated with adaptation to the educational process of first-year students at the university

2021 ◽  
pp. 87-93
Author(s):  
Evgeniya N. Popova
Keyword(s):  
Research Topic ◽  
Educational Process ◽  
First Year ◽  
Higher Education Research ◽  
Adaptation Process ◽  
Adaptive Potential ◽  
First Year Students ◽  
Self Development ◽  
The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

Analsis e-learning status in Palestinian universities, a case study of Palestine Technical University KadoorieTulkarm

2020 ◽  
Vol 8 (3) ◽  
pp. 154-178
Author(s):  
Heba Almbayed
Keyword(s):  
Learning System ◽  
Simple Random Sample ◽  
First Year ◽  
First Year Students ◽  
Academic Level ◽  
Computer Course ◽  
E Learning ◽  
Technical University ◽  
Palestinian Universities ◽  
The University

The study aimed to analyze the reality of e-learning at Palestine Technical University-Khudouri/Tulkarem, and to identify the most important challenges facing students when using the education system, as well as to analyze the extent to which university students interact with the e-learning system, and to show the differences between the average opinions of the study sample on e-learning according to the study variables due to the nature of the study, the descriptive analytical approach was used, in order to reach practical results, and to achieve and analyze the reality of e-learning  a questionnaire consisting of (34) paragraphs was designed, where the study community consisted of (6,559) students, and a simple random sample of (522) students was taken, and the questionnaire was distributed electronically because it was not able to be distributed manually due to the prevailing conditions _ the spread of the Corona pandemic- at the time of the preparation of the study. The results of the study showed that (63.136%) of the researched believe that the reality of e-learning at the university suffers from different problems. The study indicated that (87.97%) among respondents, complaints have increased in the e-learning system after the Corona pandemic and that (81.36%) among the researchers, the infrastructure was one of the most barriers in e-learning. While (63.934%)of the researched that e-learning has a role to play in achieving Interaction among students, as the results of the study showed no differences Statistically significant to the reality of e-learning according to the gender variable, and there are no differences depending on the variable of the scientific qualification except in the field of e-learning reality, there are also no differences Statistics according to the variable of the academic level ,except for the field of Interaction with students. In the light of the results of the study, a series of recommendations were made, the most prominent of which were: 1.Include an e-learning system item in The computer course assigned as a university requirement for first-year students 2. Provide opportunities to train and develop the capabilities of all educational parties to use and apply E-learning.

Sign in / Sign up

Export Citation Format

Share Document