scholarly journals "Investigating the Ability to Construct English Sentences by First Year Students of Physical Education College in the University of Mosul"

2009 ◽  
Vol 15 (52) ◽  
pp. 311-324
Author(s):  
Shatha H. Sadallah
Keyword(s):  
Physical Education ◽  
First Year ◽  
First Year Students ◽  
Education College ◽  
The University

scholarly journals Importance of sociology of sport in education of future professors of physical education and coaches

Sociologija ◽  
2018 ◽  
Vol 60 (3) ◽  
pp. 670-690
Author(s):  
Sandra Radenovic ◽  
Branka Savovic
Keyword(s):  
Physical Education ◽  
General Education ◽  
Technological Development ◽  
First Year ◽  
First Year Students ◽  
Sociology Of Sport ◽  
Second Year ◽  
The Republic ◽  
The University ◽  
Professional Studies

In the first part of the paper, the authoresses consider the importance of the sociology of sport as a special sociological discipline and general education subject for the education of future professors of physical education and coaches. In this part of the paper will be considered the thematic units that are being studied within the sociology of sport as an obligatory subject at the faculties in the Republic of Serbia and some countries of the region. Special attention will be paid to the sociology of sport that is being studied as an obligatory subject in the first year of basic academic studies and at the second year of professional studies at the Faculty of Sport and Physical Education of the University of Belgrade. In the second part of the paper, the authorsesses expose the answers of the first year students of the basic academic studies and the second year students of professional studies at the Faculty of Sport and Physical Education of the University of Belgrade regarding the perception of the importance of studying sociology of sport as a special sociological discipline and general education subject. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. III 41004: Rare Diseases]

scholarly journals Assessment of the Level of Somatic Health of First-Year Students in the Period of Adaptation to Educational Activities in a Technical University

2020 ◽  
pp. 170-182
Author(s):  
A.M. Кaragodina ◽  
E.G. Prytkova ◽  
N.D. Zhegalov
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Comprehensive Evaluation ◽  
First Year ◽  
First Year Students ◽  
Somatic Health ◽  
School Year ◽  
Scientific Papers ◽  
Technical University ◽  
The University

The article considers the processes of quantitative measurement of the level of somatic health of first year students within adapting period to the educational environment of the University. The aim of the study is to assess the dynamics of the state of students’ somatic health in different periods of training. The study involved 68 students of the main and preparatory groups of the 1st year of the Volgograd State Technical University faculty of Economics and management, with an average age of 18.6±0.76 years. The results of diagnostics and evaluation of physical development, level of physical fitness and functional state of technical University students are presented. The study was organized on the basis of scientific papers in the field of adaptation processes and somatic health R.M. Baevsky (1979), G.L. Apanasenko (1988), N.M. Amosov (1998), E.N. Weiner (2001). Physical fitness testing was based on the use of testing and scoring standards of the curriculum of the Department of physical education. For a comprehensive evaluation of the physical condition E.A. Pirogova’s method was used (1986). The evaluation parameters of somatic health of first year students has changed relative to the periods of study. The lowest rates were observed in the period of admission to the University by the end of the school year, the average during the session, while high — after a period of rest over the holidays. As a result, conclusions are drawn about the need to monitor health factors in order to prevent failures of adaptive indicators that lead to disease. This kind of research monitoring should become a mandatory and permanent event in physical education classes at the University.

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.

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.

scholarly journals Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences

2017 ◽  
Vol 6 (4) ◽  
pp. 54
Author(s):  
Benjamin Amoakohene
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Language Learning ◽  
Academic Writing ◽  
First Year ◽  
First Year Students ◽  
Communicative Skills ◽  
Daunting Task ◽  
Integral Role ◽  
The University

Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students’ academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of  UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of  sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis. 

scholarly journals Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor

2012 ◽  
Vol 7 (3) ◽  
pp. 4 ◽  
Author(s):  
Meg Raven
Keyword(s):  
Undergraduate Students ◽  
Academic Research ◽  
First Year ◽  
First Year Students ◽  
High Expectations ◽  
Research Students ◽  
Time Required ◽  
Instruction Strategies ◽  
Research Instruction ◽  
The University

Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.

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