Literature or Language? French at the Undergraduate Level

1971 ◽  
Vol 27 (3) ◽  
pp. 36-37
Author(s):  
Mariel O’Neill
Keyword(s):  
Undergraduate Level

Book Review: Writing for Academic Journals Second Edition

2021 ◽  
Author(s):  
Andi Asrifan ◽  
Abd Ghofur
Keyword(s):  
Health Service ◽  
Professional Life ◽  
Professional Lives ◽  
Academic Journals ◽  
Writing For Publication ◽  
Undergraduate Level ◽  
Publish Or Perish ◽  
The Subject ◽  
The Many

Anyone who wants to get ahead in academic or professional life today knows that it’s a question of publish or perish. This applies to colleges, universities, and even hospital Trusts. Yet writing for publication is one of the many skills which isn’t formally taught. Once beyond undergraduate level, it’s normally assumed that you will pick up the necessary skills as you go along.Writing for Academic Journalsseeks to rectify this omission. Rowena Murray is an experienced writer on the subject (author of How to Write a Thesis and How to Survive Your Viva) and she is well aware of the time pressures people are under in their professional lives. What she has to say should be encouraging for those people in ‘new’ universities, people working in disciplines which have only recently been considered academic, and those in professions such as the health service which are under pressure to become more academic.

An Effective Implementation of Environmental Science Course at Undergraduate Level

2020 ◽  
Vol 24 (04) ◽  
pp. 2560-2573
Author(s):  
Sridarala Ramu ◽  
Sunki Reddy Jana Reddy ◽  
Balla Chandra Sekhar
Keyword(s):  
Environmental Science ◽  
Undergraduate Level ◽  
Effective Implementation

The Orbitofrontal Cortex

2019 ◽  
Author(s):  
Edmund T. Rolls
Keyword(s):  
Bipolar Disorder ◽  
Human Brain ◽  
Obsessive Compulsive Disorder ◽  
Orbitofrontal Cortex ◽  
Multidisciplinary Approach ◽  
Animal Behaviour ◽  
Obsessive Compulsive ◽  
Undergraduate Level ◽  
Compulsive Disorder

The book will be valuable for those in the fields of neuroscience, neurology, psychology, psychiatry, biology, animal behaviour, economics, and philosophy, from the undergraduate level upwards. The book is unique in providing a coherent multidisciplinary approach to understanding the functions of one of the most interesting regions of the human brain, in both health and in disease, including depression, bipolar disorder, autism, and obsessive-compulsive disorder. There is no competing book published in the last 10 years.

scholarly journals Patterns of Italian high school and university students’ attitudes towards physics: an analysis based on semiotic-cultural perspective

2021 ◽  
Author(s):  
Italo Testa ◽  
Raffaele De Luca Picione ◽  
Umberto Scotti di Uccio
Keyword(s):  
High School ◽  
Cluster Analysis ◽  
University Students ◽  
Correspondence Analysis ◽  
Multiple Correspondence Analysis ◽  
Psychological Theory ◽  
Cultural Perspective ◽  
Undergraduate Level ◽  
Students Attitudes ◽  
And Cluster Analysis

AbstractThe purpose of this study was to analyse Italian high school and university students’ attitudes towards physics using the Semiotic Cultural Psychological Theory (SCPT). In the SCPT framework, attitudes represent how individuals interpret their experience through the mediation of generalized meaning with which they are identified. A view-of-physics questionnaire was used as an instrument to collect data with 1603 high school and university students. Data were analysed through multiple correspondence analysis and cluster analysis. We identified four generalized meanings of physics: (a) interesting and important for society; (b) a quite interesting, but badly taught subject at school and not completely useful for society; (c) difficult to study and irrelevant for society; and (d) a fascinating and protective niche from society. The identified generalized meanings are significantly correlated to the choice to study physics at undergraduate level and to the choice of attending physics-related activities in high school. Implications for research are discussed.

Power Limits in Stepping and other Small Brushless Motors — A Simple Approach Using the Blondel Circle Diagram

1988 ◽  
Vol 25 (3) ◽  
pp. 251-264
Author(s):  
A. Hughes ◽  
D. W. J. Pulle
Keyword(s):  
Steady State ◽  
Simple Approach ◽  
Brushless Motors ◽  
Undergraduate Level ◽  
State Behaviour ◽  
Power Limits ◽  
Circle Diagram ◽  
Steady State Behaviour

Brushless drives are important, but are often thought to be difficult to treat quantitatively at the undergraduate level. The Blondel circle diagram is shown to be ideal for illuminating the steady-state behaviour and limitations of small brushless system, at a level suitable for undergraduate courses.

scholarly journals Self‐Assessment Quiz Taking Behaviour Analysis in an Online Course

2016 ◽  
Vol 19 (2) ◽  
pp. 15-31 ◽  
Author(s):  
Yasin Ozarslan ◽  
Ozlem Ozan
Keyword(s):  
Online Course ◽  
Distance Learners ◽  
Self Assessment ◽  
Chi Square ◽  
Final Exam ◽  
Undergraduate Level ◽  
Chi Square Test ◽  
Learner Profile ◽  
Exam Scores ◽  
And Gender

AbstractSelf-assessment is vital for online learning since it is one of the most essential skills of distance learners. In this respect, the purpose of this study was to understand learners’ self-assessment quiz taking behaviours in an undergraduate level online course. We tried to figure out whether there is a relation between self-assessment quiz taking behaviours and final exam scores or not. In addition, we investigated how self-assessment quiz taking behaviour differs with respect to learner profile. In line with this purpose, 677 students’ 6092 test events across Project Culture course on Sakai CLE LMS were analyzed. For the analysis of the quantitative data, one-way ANOVA, Chi-Square test of independence, independent-samples t-test and descriptive statistics were utilized. The results revealed that learners who attended self-assessment quizzes regularly had higher final exam scores than others who did not attend those quizzes. Also, they were more satisfied with the course than others study field. In addition, learners who attended selfassessment quizzes regularly had a higher degree of perceived learning. However, number of attempts to those quizzes does not have an effect on final exam scores. On the other hand, a statistically significant relationship was found between attempt number and gender in favour of female learners.

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