scholarly journals Uso de la Metacognición como factor potencializador del aprendizaje

2020 ◽  
pp. 15-20
Author(s):  
Juan Martin Arzola –Monreal ◽  
Juan Carlos Farías-Bracamontes ◽  
Jesús Alberto García-García ◽  
Julio Cufarfán-López
Keyword(s):  
Research Design ◽  
Mixed Type ◽  
Statistical Data ◽  
Metacognitive Processes ◽  
University Population ◽  
The One ◽  
The Individual ◽  
The University ◽  
Core Part

Learning is a fundamental axis in the development of the individual who has many ways of perceiving, developing and implementing himself. A constant search has been the proposition of different ways to develop this concept in the individual, especially the logical-mathematical one; The one that refers to its potentiation, is a core part where through the analysis of metacognitive processes and complementary curricular structures, it was possible to obtain knowledge analyzed and used in a more profitable way in the individual. This study focused on the university population and was used to obtain statistical data, an instrument that addressed the axes of learning, metacognition and curriculum. From the results obtained, comprehension and verification elements related to learning were identified, which also turned out to be related to metacognition. For the research, a mixed-type research design was used because its structure consisted of two main blocks for obtaining information.

scholarly journals BUSINESS PLAN OF A UNIVERSITY PRESS TO THE MEDICAL UNIVERSITY OF PLOVDIV

2019 ◽  
Vol 30 (6) ◽  
pp. 1663-1670
Author(s):  
Kristina Kilova ◽  
Desislava Bakova ◽  
Nonka Mateva ◽  
Zhivko Peychev ◽  
Antoniya Yaneva
Keyword(s):  
Scientific Output ◽  
The Public ◽  
University Life ◽  
Teachers And Students ◽  
The Face ◽  
Access To Books ◽  
The One ◽  
The Individual ◽  
The University ◽  
Medical University

The creation of a University Press is a prerequisite for raising the reputation of the Medical University - Plovdiv. With its significant scientific output and the large number of students, it will represent the face of the University in front of the scientific communities and will be an important element of the national and international interuniversity communication. By documenting the individual qualities of the teachers, knowledge is preserved and its development is assisted, thus meeting the public demands. Without a developed publishing activity, it is difficult to evolve the creative potential of teachers and students. The University Press, on the one hand, is a real participant in the learning process, as it facilitates students' access to books as well as novelties in science. On the other hand, it is also a natural center of university life.

Academic Tourism

2019 ◽  
pp. 233-247
Author(s):  
Jakson Renner Rodrigues Soares
Keyword(s):  
The Other ◽  
Reliable Information ◽  
Academic Literature ◽  
Tourist Destinations ◽  
Marketing Influence ◽  
Place Of Origin ◽  
The One ◽  
The Individual ◽  
The University

This chapter aims to present the academic tourism segment as a rising trend that can improve indicators, both academic and marketing, of tourist destinations. On the one hand, economistic arguments were presented; on the other, the academic tourist can be highlighted as a source of reliable information about the destination. That is, returning to their place of origin, the individual will share their experience with other people, including students, commenting on their experiences at the university, and of course, on the receiving destination. At this time, both the power of attraction of their listeners to the place will increase and will act as a paradiplomacy. However, both financial aspects (impacts of academic tourism) and marketing (influence on the image of the destination) are strong arguments for betting on this segment, both from the academic literature, as well as destinations with good universities.

Response to My Critics

2010 ◽  
Vol 72 (4) ◽  
pp. 705-710
Author(s):  
Michael A. Gillespie
Keyword(s):  
Martin Heidegger ◽  
Basic Assumptions ◽  
Inaugural Lecture ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
The University ◽  
Similar Claim

Martin Heidegger observed in his inaugural lecture at the University of Freiburg in 1929 that the profundity of all fundamental questions lies in the fact that they call into question not merely the subject of the inquiry but also both the questioner and the act of questioning itself. To put this another way, any comprehensive explanation must be able in principle to account for the one who is giving the explanation and for the explanation itself, and any account that cannot do this disproves itself in the very act of its narration. Thus, if any such account does not make clear the nature of the narrator and the narration, it is suspect on these grounds and readers may reasonably ask for an explanation. Since I did not discuss or try to justify the methodology or the nature of the narrative that I employ in my book, it is not surprising that all three of my critics either explicitly or implicitly raise this as a question. Kirstie McClure perhaps poses it in the most straightforward fashion by asking about the character of my narrative, suggesting quite plausibly that it might be read as an account of the adventures of the divine predicate. Less directly, Tim Fuller seems to make a similar claim with his characterization of my position as middle Hegelian. Since I argue that in modernity the divine, as Tim Fuller eloquently puts it, is “absorbed” by the individual, it is certainly reasonable to ask what kind of account I imagine I am giving. Or to put it a bit more maliciously than my three interlocutors do, one might reasonably ask who I think I am. It seems to me that this is not only a fair question, but also a very penetrating one, and one that I must try to answer. I imagined my own goals to accord more with Tom Merrill's characterization of my thought as an attempt to bring about an encounter with the fundamental questions that underlie the basic assumptions we make about ourselves and our world. But to give no more explanation than this would hardly be satisfying. Moreover, since I complain at the beginning and the end of the book that we moderns need to pay a great deal more attention to the example of Oedipus and not forget who we are and where we come from, it is incumbent on me to explain myself and what I think I am doing more fully. I will try to do this after first attempting to clarify my argument and responding to several other questions my critics raise.

scholarly journals InvisiBill by M. Fergus

2018 ◽  
Vol 7 (3) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
Public Libraries ◽  
Picture Book ◽  
Peanut Butter ◽  
Reading Level ◽  
University Of Alberta ◽  
The One ◽  
The Individual ◽  
End Of Grade ◽  
The University ◽  
Scientific Name

Fergus, Maureen. InvisiBill. Illus. Dušan Petričić. Tundra Books, 2015.The plot of this amusing picture book is simple: Bill would like someone at the dinner table to pass him the potatoes; he is repeatedly ignored. Bill mutters,                “What am I. Invisible?... PLEASE PASS THE POTATOES!”In response, Mother continues checking messages on her “whatchamacallit,” and Father answers his “thingamajiggy.” (We have to admire the use of the terms “whatchamacallit” and “thingamajiggy;” Fergus deftly avoids the stale dating that comes with naming current technologies!) The story proceeds: Bill’s brother declares the scientific name for potatoes to be “SOLANUM TUBEROSUM.” His little sister begins to juggle the tubers. No one passes the potatoes. Bill’s fate is sealed; he becomes invisible.The romp through Bill’s family’s solutions and sorrows as they try to regain their invisible child and brother is complemented by the witty cartoons of Dušan Petričić.  Only a few of these drawings are large and distinct enough to share in a group storytelling session; none-the-less, they would be much appreciated by the individual reader.That reader might easily be a child of eight years of age—the approximate age of “Bill,” as Petričić depicts him. By the end of grade three, and certainly at the grade four reading level, most children could handle independently such passages as the one below:               Bill was in no mood to eat dinner with his family who had, after all, caused his invisibleness. So he took three peanut-butter-and-pickle sandwiches up to his room and spent the evening with his gerbil, Gerard.The humour in this story, however, is not for the exclusive delight of the primary school-aged; if you are a “middle child” of any age, you might just think that Maureen Fergus wrote the book with you in mind!Home, school, and public libraries should find this a popular addition to their collections. Depending on the ages involved, it might also prove a helpful gift for that once-youngest child whose family position has been “reordered” by a newcomer. Reviewer: Leslie AitkenRecommended: 3 out of 4 starsLeslie Aitken’s long career in librarianship involved selection of children’s literature for school, public, special and academic libraries. She is a former Curriculum Librarian for the University of Alberta.

scholarly journals Continuing education as the value basis of professional activity of the pedagogue

2021 ◽  
pp. 28-34
Author(s):  
Tatiana Vitalievna Makeeva ◽  
Vitalii Nikolaevich Gur'yanchik
Keyword(s):  
Continuing Education ◽  
Vocational Training ◽  
Professional Socialization ◽  
Modern Society ◽  
Educational Process ◽  
Professional Activity ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
The University

Professional socialization of future graduates of the pedagogical university is aimed at the formation of competencies essential for the practical activity and solution of vital tasks. One of the components of successful professional activity is the willingness for continuing education. The subject of this research is the phenomenon of continuous pedagogical education as the value. Globalization has encompasses all segments of life of the modern society, including education. The rapidly changing world with its uncertainty imposes new requirements on the system of vocational training. A modern specialist is no longer narrow-focused, but is capable of solving complex and versatile tasks, which is facilitated by constant striving for new knowledge using various forms of learning. However, this is only possible with realization by the individual of the need for continuing education and its utility in different axiological coordinates. For the analysis of axiological basis of continuing education, the author surveyed the students of pedagogical university to determine their perception of continuing education as a personal meaningful value that contributes to the achievement of certain career results. The acquired results on the one hand demonstrate the the vagueness of the concept of “continuing education” for the university students; while on the other hand, prove the hypothesis on the need and importance of continuing education for the pedagogues, but at the same time the unwillingness of the future specialists to consider it as the value of life. The presented materials allow adjusting the educational process of future pedagogues and their motivation for continuing education, since the pedagogical classes to Master’s Degree.

scholarly journals A comparison of the point scale and the group method of measuring mental ability

1918 ◽  
Author(s):  
◽  
George Everette Breece
Keyword(s):  
Group Method ◽  
Mental Ability ◽  
Point Scale ◽  
University Of Missouri ◽  
Group Test ◽  
The Past ◽  
History Of ◽  
The One ◽  
The Individual ◽  
The University

Within the past decade great interest has arisen in the measurement of mental ability. As a result a vast deal of literatures has been written upon this subject. Psychologists have suggested and secured norms for many tests, most of which, or perhaps all of which, are based more or less upon the original Binet-Simon tests. However, this study does not propose either to list or review the history of such mental tests. The one problem of interest, and the problem to which we shall adhere strictly, is to discover the correlation which exists between the Group Test of Mental Ability as worked out and tested by W. H. Pyle of the University of Missouri, and the Individual Tests, otherwise known as The Point Scale Tests as worked out and tested by Robert M. Yerkes, James W. Bridges and Rose S. Hardwick, each of the Psychopathic Hospital, Boston. a thorough explanation of each of these two tests is given in Appendices I and II of this study.

scholarly journals Theoretical and methodological justification of the study of nnhe adaptive transformation of the psychological pprotection of the students personality

2021 ◽  
pp. 42-47
Author(s):  
Iryna Savenkova ◽  
Yulia Missuk
Keyword(s):  
Adaptive Behavior ◽  
Personality Development ◽  
Self Regulation ◽  
The Other ◽  
Other Hand ◽  
Adolescence Period ◽  
The One ◽  
The Individual ◽  
The University ◽  
Study Student

The problem of the relationships of mechanisms of psychological protection with the process of adaptation of students is considered to the educational environment in the university in this article. It is justified the feasibility of the study student period, that places higher demands to the psychological protection of the individual. The description of the theoretical justification of the problem of psychological protection and its features is given on the analysis of the scientific literature. It is presented the picture of the strategies of adaptive behavior of the person. The psychodiagnostic techniques are described such as ( test "Lifestyle Index" К. R. Plutchik – G. Kelermag, the methodology "The indicator of strategies to overcome stress" of D. R. Amirkhan in the adaptation of N.O. Syroty and V.M. Yalta, the multifactor personal questionnaire "The adaptability" of A. G. Maklakova in the adaptation of S. V. Chermyanin, the test of semantic and real orientations of D. O. Leontiev, the methodology of determining the stylistic features of self-regulation of behavior by V. I. Morosanova and E. M. Konoz). All they are used in the research of the features of psychological protection of personality and transformational adaptation. It is given the data of empirical research of features of formation of strategies of adaptive behavior in the course of psychological protection of the personality of the student. The psychological protection and personality development are related with each other, allowing the individual to adapt to difficult living conditions. On the one hand, the psychological protection is a condition for the harmonious development of the student's personality. It allows to provide adaptation through realization of balance of dynamic process of development. On the other hand, the development of personality in adolescence period is one of the conditions of psychological protection, ensuring the process of transformation of the individual and its life. The constructive interaction with the surrounding world is not possible without it. On the one hand, the self-protective efforts of a person are aimed at adaptation to the environment (preservation), and on the other hand, to the transformation of the psychological situation (change).

scholarly journals Tracking and Assessing Undergraduate Research Campus-wide: Demographics, Academic Success, and Post-Graduation Plans

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Kimberly R Schneider ◽  
Aubrey Kuperman ◽  
Andre Watts ◽  
Danae Barulich ◽  
Tyler Campbell
Keyword(s):  
Academic Success ◽  
Undergraduate Research ◽  
Data Set ◽  
Grade Point ◽  
Time To Degree ◽  
University Population ◽  
University Level ◽  
The Individual ◽  
The University ◽  
Academic Year

Evaluation must occur at the university level to understand the full impact of undergraduate research (UR). UR assessment is often only completed at the individual program level because of limited technology, time, and/or resources. At our large research institution, we have been documenting a wide variety of research experiences annually since the 2009–2010 academic year through an online portal. With our institutional research team and campus partners, we created interactive dashboards that display involvement in UR by semester and academic year. Here we compile data on students involved in UR compared to the university population as a whole. Consistent trends from this yearly data have shown that non-STEM (science, technology, engineering, and mathematics) students, transfer students, and part-time students are less involved in research. However, underrepresented and first-generation involvement tends to trend consistently with the university population, likely because of a wide variety of focused programming. Despite many interventions aimed at engaging students in their first three years, data show that researchers remain mostly seniors. Students are also tracked to graduation and beyond, providing a unique evaluation of UR. Grade point averages and graduation rates tend to be higher for student researchers. Time to degree is similar between researchers and nonresearchers. Students are tracked into graduate school as well and on average have an almost 50% increase in matriculation compared to nonresearchers. There are still gaps in this university-level knowledge, but this portal helps clarify campus-wide involvement and opportunities for enhancement, while serving as a comparison data set and a model system for other universities.

scholarly journals Competitive Organizational Competences of the University

2021 ◽  
Vol 15 (3) ◽  
pp. 31-38
Author(s):  
Artem I. Vasilev ◽  
Keyword(s):  
Professional Activity ◽  
The Matrix ◽  
Organizational Ability ◽  
The One ◽  
Definition Of ◽  
The Individual ◽  
University Leaders ◽  
High Level ◽  
The University ◽  
Organizational Competence

The purpose of this article is to reveal the author’s definition of competitive organizational competencies and to offer a tool for its practical perception – a matrix of perception of competitive competencies. For this, the article reveals the terminological difference between competence and competence and confirms the existence of such a difference in relation to not only the individual, but also the university. With regard to the organization, it is also possible to distinguish the knowledge-resource-expert aspect of the organization’s activities and the functional-active aspect. The organization develops collective, distributed, internal abilities (organizational competence) to perform actions that constitute a specific, specific direction of activity (organizational competence). The work describes a matrix of perception of competitive competencies, specially developed by the author, and proposes to use it as an analytical tool for university leaders. The properties of competence, which, on the one hand, reflect its activity content (i.e., the connection with a specific professional activity), and, on the other hand, have a competitive value and make sense in the context of competitive confrontation, are of priority importance. The matrix reflects the degree of proximity of the competence to the core of the business and the degree of uniqueness and specificity of the competence. The matrix of perception of competitive competencies proposed by the author makes it possible to clearly clarify the key, competitive, sectoral, auxiliary (additional), unique competencies of the university. When defining competitive organizational competence, the author discloses two methodological ways to combine competitive and competence-based approaches: to understand competence as a means or as a goal of competition. The author defines competitive organizational competence as a unique organizational ability that cannot be copied by competitors, which allows it to withstand competition at a high level of competitiveness. In this understanding, competitive competencies are not the goal of competition, but a means of competition, an instrument of competition.

scholarly journals Nascere e morire: quando decido io? Italia ed Europa a confronto

2011 ◽  
Keyword(s):  
Case Law ◽  
Professional Activity ◽  
Non Profit ◽  
Rules And Principles ◽  
Institutional Dimension ◽  
The One ◽  
The Individual ◽  
University Of Florence ◽  
The University

This book continues the collaboration between the department of BioLaw of the University of Florence and the non-profit association Madre Provetta, to contribute to a project of study and research that can build towards a common European law on Bioethics. In view of the professional activity in which they are engaged, the authors are among the leading experts in their respective fields on the issues addressed. Biotechnologies have rendered both birth and death more complex, which explains why the approach must be multidisciplinary. In effect, the research ranges from the medical and scientific sphere to the fields of law, sociology and philosophy and through to the institutional dimension. The leitmotif is the responsibility and self-determination of the individual: an anthology addressing issues concerning the beginning and the end of life. Particular focus is placed on the aspect of legal update in the light of recent case law, which is increasingly called upon, on the one hand to lend support to the legislator, and on the other to adapt national legislation to the rules and principles emerging from the supranational and European institutions.

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