Research on the Development of University Course Ideological and Political Collaboration under the Background of the Construction of Double City Economic Circle

2021 ◽  
Vol 1 (1) ◽  
pp. 68-74
Author(s):  
Yingchun Kuang ◽  
Ya Gao ◽  
Qingsong Li
Keyword(s):  
University Course

Assessing Self-Efficacy in Presentation and Moderation Skills

2019 ◽  
Vol 35 (4) ◽  
pp. 564-576 ◽  
Author(s):  
Tobias Ringeisen ◽  
Sonja Rohrmann ◽  
Anika Bürgermeister ◽  
Ana N. Tibubos
Keyword(s):  
Construct Validity ◽  
Self Efficacy ◽  
Self Report ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Constructed Self ◽  
University Course ◽  
Correlated Factors ◽  
Report Measure

Abstract. By means of two studies, a self-report measure to assess self-efficacy in presentation and moderation skills, the SEPM scales, was validated. In study 1, factorial and construct validity were examined. A sample of 744 university students (41% females; more than 50% between 20 and 25 years) completed newly constructed self-efficacy items. Confirmatory factor analyses (CFAs) substantiated two positively correlated factors, presentation (SEPM-P) and moderation self-efficacy (SEPM-M). Each factor consists of eight items. The correlation patterns between the two SEPM subscales and related constructs such as extraversion, the preference for cooperative learning, and conflict management indicated adequate construct validity. In study 2, criterion validity was determined by means of latent change modeling. One hundred sixty students ( Mage = 24.40, SD = 4.04; 61% females) took part in a university course to foster key competences and completed the SEPM scales at the beginning and the end of the semester. Presentation and moderation self-efficacy increased significantly over time of which the latter was positively associated with the performance in a practical moderation exam. Across both studies, reliability of the scales was high, ranging from McDonald’s ω .80 to .88.

Parallel Ant Colony Optimization on the University Course-Faculty Timetabling Problem in MSU-IIT

2012 ◽  
Author(s):  
Earth B. Ugat ◽  
Jennifer Joyce M. Montemayor ◽  
Mark Anthony N. Manlimos ◽  
Dante D. Dinawanao
Keyword(s):  
Ant Colony Optimization ◽  
Ant Colony ◽  
Timetabling Problem ◽  
University Course ◽  
The University

Utilizing a University Course as a Catalyst for Self-Help Group Development

2009 ◽  
Author(s):  
Greg Meissen ◽  
Scott Wituk ◽  
Sarah Jolley ◽  
Diane Betzen
Keyword(s):  
Group Development ◽  
Self Help ◽  
University Course ◽  
Self Help Group

МИРОВОЗЗРЕНЧЕСКИЕ ФОРМУЛЫ В ГЕОГРАФИИ:ОСОБЕННОСТИ РЕАЛИЗАЦИИ В НАУКЕ И ОБРАЗОВАНИИ

2019 ◽  
Author(s):  
A.N. Novikov ◽  
M.S. Novikova
Keyword(s):  
School Curriculum ◽  
Binary Opposition ◽  
Geographic Education ◽  
Regional Geography ◽  
Geographical Education ◽  
Sectoral Analysis ◽  
Scientific Papers ◽  
Production Cycles ◽  
University Course ◽  
The University

География это мировоззренческая наука. Сложившаяся за десятилетия структура курса обучения географии в российской средней школе знакома каждому из нас и состоит из четырёх этапов. В университете система обучения будущих учителей географии состоит из тех же самых этапов, однако, это не просто углублённое повторение школьной программы, это совершенно новый, более высокий уровень географического образования. Как на школьном, так и на университетском уровнях изменения происходят в масштабе тем и разделов отдельных этапов, но этапы остаются неизменными. Межэтапный уровень является предельным, его осознание не попадает в область рефлексии педагогов и методистов. Отсутствуют и научные труды по его анализу. В качестве метода исследования выступает диалектика, законы которой срабатывают в виде мировоззренческих формул. В школьном географическом образовании проблема формирования восприятия не проявляется чётко и поэтому не осознаётся. Проблемы начинают проявляться на межэтапном уровне. Мировоззренческая формула дихотомии перестала работать в виде противопоставления отраслевая география районная география, взаимодействие в этой бинарной оппозиции строилось по принципу отраслевой анализ региональный синтез. В разделах районной географии исчезли механизмы (энергопроизводственные циклы) и формы синтеза (природнотерриториальные и территориальнопроизводственные комплексы). Произошла утрата целесообразности изучения районной географии. Новых форм синтеза в постсоветское время на вооружение российской школьной и университетской географией принято не было. В университетском курсе, который был направлен на осознание диалектических знаний школьного курса и развитие их, невозможно провести рефлексию, так как основы географических знаний у абитуриентов бесформенные. Владение мировоззренческими формулами это вопрос отражения географической реальности. В переходе с уровня на уровень возрастает самостоятельность географического мышления и удаление от стереотипов, возрастает эвристический потенциал за счёт сочетания формул, которое даёт вариативность отражения географической реальности. Geography is a worldview science. The structure of the geography course in the Russian secondary school, which has developed over the decades, is familiar to each of us and consists of four stages. At the University, the system of teaching future teachers of geography consists of the same stages, however, it is not just an indepth repetition of the school curriculum, it is a completely new, higher level of geographical education. At both the school and University levels, changes occur in the scale of topics and sections of individual stages, but the stages remain the same. The interstage level is the limit, its awareness does not fall into the field of reflection of teachers and methodologists. There are no scientific papers on its analysis. The method of research is dialectics, the laws of which work in the form of worldview formulas. In school geographic education, the problem of perception formation is not clearly manifested and therefore is not realized. Problems begin to emerge at the interstage level. The worldview formula of dichotomy ceased to work in the form of the opposition sectoral geography regional geography, the interaction in this binary opposition was based on the principle of sectoral analysis regional synthesis. Mechanisms (energy production cycles) and forms of synthesis (naturalterritorial and territorialproduction complexes) have disappeared in the sections of the district geography. There was a loss of expediency of studying of regional geography. New forms of synthesis in the postSoviet period were not adopted by the Russian school and University geography. In the University course, which was aimed at understanding the dialectical knowledge of the school course and their development, it is impossible to reflect, as the basis of geographical knowledge of students formless. The possession of ideological formulas is the question of geographic reality. In the transition from level to level increases the independence of geographical thinking and the distance from stereotypes, heuristic potential increases due to the combination of formulas, which gives variability of reflection of geographical reality.

Conception and implementation of a course for professional training and education in the field of IoT and smart home security

2020 ◽  
Vol 2020 (3) ◽  
pp. 277-1-277-8
Author(s):  
Michael Pilgermann ◽  
Thomas Bocklisch ◽  
Reiner Creutzburg
Keyword(s):  
Smart Home ◽  
Professional Training ◽  
Raspberry Pi ◽  
Science Students ◽  
Training And Education ◽  
Home Security ◽  
Master Level ◽  
University Course ◽  
Home Technology ◽  
Smart Home Technology

The aim of this paper is to describe the new concept of a Master level university course for computer science students to address the issues of IoT and Smart Home Security. This concept is well suited for professional training for interested customers and allows the creation of practical exercises. The modular structure of the course contains lectures and exercises on the following topics: 1. Introduction - IoT and Smart Home Technology and Impact 2. Homematic Technology and Smart Home Applications 3. Loxone Technology and Smart Home Applications 4. Raspberry Pi and Smart Home Applications 5. Security of IoT and Smart Home Systems and contains laboratory exercises of diverse complexities.

Implementasi Algoritma MAX-MIN Ant System pada Penjadwalan Mata Kuliah

2013 ◽  
Vol 5 (2) ◽  
pp. 48-53
Author(s):  
William Aprilius ◽  
Lorentzo Augustino ◽  
Ong Yeremia M. H.
Keyword(s):  
Ant Colony Optimization ◽  
Ant Colony ◽  
Ant System ◽  
University Course Timetabling ◽  
Alternative Approach ◽  
Ant System Algorithm ◽  
Index Terms ◽  
Course Timetabling Problem ◽  
University Course ◽  
Selection Of

University Course Timetabling Problem is a problem faced by every university, one of which is Universitas Multimedia Nusantara. Timetabling process is done by allocating time and space so that the whole associated class and course can be implemented. In this paper, the problem will be solved by using MAX-MIN Ant System Algorithm. This algorithm is an alternative approach to ant colony optimization. This algorithm uses two tables of pheromones as stigmergy, i.e. timeslot pheromone table and room pheromone table. In addition, the selection of timeslot and room is done by using the standard deviation of the value of pheromones. Testing is carried out by using 105 events, 45 timeslots, and 3 types of categories based on the number of rooms provided, i.e. large, medium, and small. In each category, testing is performed 5 times and for each testing, the data recorded is the unplace and Soft Constraint Penalty. In general, the greater the number of rooms, the smaller the unplace. Index Terms—ant colony optimization, max-min ant system, timetabling

Good design principles in a compiler university course

2002 ◽  
Vol 37 (4) ◽  
pp. 62-73 ◽  
Author(s):  
César F. Acebal ◽  
Raúl Izquierdo Castanedo ◽  
Juan M. Cueva Lovelle
Keyword(s):  
Design Principles ◽  
Good Design ◽  
University Course
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