Building an interactive platform for practical design projects between students and industries

The advancement of information media and the convenience of the Internet have fostered the growth of web-based instruction, interactive functions, and resources available for participants to engage, interact, learn, discuss, and access without time and space constraints. This paper aims to provide an introduction on an interactive online platform which is beneficial for university-enterprise cooperation. Enterprises and students have more online and offline opportunities to gain a better mutual understanding and actively collaborate. Combined with the “learning to learn” theory, this sustainable platform can enhance the learning of students so that they learn capabilities over time through guidance and practical projects exercise.

Adoption and Implementation of Clinical Legal Education Programmes in the Indonesian Legal Education System

Legal education in Indonesia has followed a traditional model, focusing on the rote transfer of legal doctrine. Students are taught legal theories and sources of law but not how to critically apply the law in concrete real-world scenarios. Consequently, law graduates tend to be unprepared for the workforce, which is a regular complaint of employers. To overcome this impediment, some law faculties in Indonesia adopted clinical legal education (CLE) as a ‘new method’ in the legal education system, whereby students not just learn theory but also gain practical legal experience. This article analyses the adoption of the model and methods of applying CLE to legal education in Indonesia. This study uses the doctrinal research method with a qualitative approach. It is found that the adoption of CLE in Indonesia is diverse; some programmes include it in the core curriculum, while others make it an extracurricular activity. CLE programmes generally use three of six methods, namely street law, advocacy and internship. The differences in the three methods of CLE directly influence their success, exposing participants to interaction with live clients, public speaking and networking. This article recommends that in order to achieve the optimal implementation of CLE, uniformity of the CLE adoption model in Indonesia’s legal education curriculum is needed.

The Status Quo of Chinese Medicine Education in Higher Vocational Colleges and Practice and Application of the Training Model of "Teacher Leading Apprentice" Tutorial System

“Teacher succession” has always been a traditional way of inheritance of Chinese medicine. Through the succession of teachers, the valuable experience accumulated by previous generations of doctors in long-term clinical practice can be passed on from generation to generation. The advantage of this inheritance model is that it can carry out practice to the greatest extent, learn theory in practice, and better combine theory with practice, which is more in line with the characteristics of Chinese medicine education.

Effectiveness of laboratory practical for Students’ Learning

Modules relating to engineering disciplines mostly comprise laboratory hands on practical in order to demonstrate the application of theory in practice. Guided sheet is usually followed by the instructor while carrying out the practical and students are allowed to work as a team by following the instructions. Since it is a common practice in almost all engineering laboratories, students’ learning was investigated using two soil experiments in civil engineering technological programme in 2018. Interviews were conducted to search what students learn from the practical by recalling learned materials from sample of students after completion of the practical and the method adopted by the instructors were collected through the questionnaire. Analysis based on recalling learning showed that students remember observable aspects of practical task such as identification of apparatus and the testing procedure within one year but it does not assist them to learn theory and calculations though it has been totally covered during the practical lesson. It is noted that students highly involved in doing practical in laboratory rather than attending theory and calculation. Students’ active involvement in learning before the commencement of practical with the assistance of the instructor, observing physical outcomes while doing and searching additional information at the end through internet have showed better results. Preset process is found partially effective and learning on theory and calculation need to be improved to make the process success. Keywords: Laboratory practical, students’ learning, recalling learning, effectiveness,

Business Intelligence For Educational Purpose

The paper follows three main directions: business intelligence – as a software tool, companies – as an application field and top management – as target of intelligent efforts. From this symbiosis does result an advantage, scientific and data based educational tool, having the goal to give the students a tool to explore data collections and analysis methods in order to improve the management of a company and forecast its evolution. The purpose of Business Intelligence (BI) software is to help the firms on acquiring knowledge about highlights and dangerous trends, to observe the connections and to forecast the future market evolutions. From this perspective, we consider that students need to learn theory and practical application about BI. After an overview of the BI main concepts, we choose to use the facilities of Jaspersoft BI software; to model the most frequently used analysis requirements, displaying the most relevant data and key indicators, following the steps of a BI system.

Agilent Technologies: Proud Global Sponsors of the IYCr2014

"The International Year of Crystallography 2014 represents a unique chance to highlight crystallography to a wide audience of researchers, students, school children and members of the public. It also offers a platform for boosting the capabilities of research laboratories in less well developed parts of the world, with instruments and expertise helping a new generation of scientists to learn theory and techniques, to generate data and to form collaborations with experts in various crystallographic fields. Agilent is proud to support IYCr2014, to assist the International Union of Crystallography (IUCr) and its partners in achieving some of the key goals of the project. To this end, Agilent has teamed up with the IUCr in the IYCr2014 ""Crystallography in Everyday Life"" photo contest. A highlight of the IUCr Congress, this contest has been open throughout 2014, inviting all amateur and professional photographers to submit stunning images that capture the spirit of crystallography in the places, objects and experiences of everyday life. Entries have been submitted from across the world from both scientists and non-scientists alike. Two winning entries will each receive bursaries to attend the IUCr Congress, and their entries will be on display in the main exhibition area. These and 14 further notable entries will make up the Agilent-IUCr IYCr2014 academic calendar (2014-15), and copies will be available from the Agilent booth in Montreal. Agilent is also proudly supporting the IUCr-UNESCO OpenLab initiative; aiming to provide facilities and teaching to young scientists without access to their own instrumentation. Agilent and the IUCr have been working with a number of Agilent system users, specifically in Argentina, Hong Kong and Turkey, to develop OpenLab workshops organized by local researchers and supported by Agilent sponsorship and Application Scientists. This poster will highlight Agilent's IYCr participation, focusing on these initiatives."

Teaching Computational Fluid Dynamics Using MATLAB

A set of MATLAB modules has been developed for an introductory graduate course on computational fluid dynamics (CFD) at Rochester Institute of Technology (RIT). These modules can provide a breakthrough in CFD education because they can assist both learning and comprehension, while avoiding analytical mistakes by the CFD learner. With advances in CFD and availability of software, students in upper level fluid mechanics classes have less incentive to learn theory and the tools for abstract thinking. This paper proposes for the first time an alternate approach to teaching and learning of CFD through the use of symbolic computation in MATLAB, while preserving the accuracy and content of abstract analyses.

Perceptual Control Theory as an integrative framework and Method of Levels as a cognitive therapy: what are the pros and cons?

This article considers the pros and cons of using Method of Levels (MOL), a therapy based on Perceptual Control Theory (PCT). Five concerns about PCT are that it is an early theory, is not well known, originates from outside psychology, implies that established theories are inaccurate and has a mechanistic approach. Five positive features are that it explains how ‘control’ works, takes a phenomenological perspective, is grounded in biology, integrates many disciplines and has an evidence base. Five features of MOL can raise caution: it is not well known, emphasizes intrinsic change, requires the therapist to let go of control, concentrate intensively and use alternative evaluations of outcome. There are major advantages: it is a simple process to learn; theory-practice links are clear, it is ‘ultra cognitive therapy’ – focused on the present moment, client-centred and enables shifting in perspective, promotes service empowerment, and has an evidence base. This article will help therapists make an informed choice about using MOL.

Preservice Teachers’ PCK Development during Peer Coaching

Peer coaching has recently been incorporated into teacher training programs in order to help novice teachers learn theory and incorporate teaching skills, models, and methods into the classroom. Although recent research on peer coaching has identified an increase in the reflective practice of preservice teachers (PTs), few researchers have examined how teacher knowledge develops in the coaching experience. The purpose of this study was to describe the kinds of knowledge exhibited by 8 PTs during coaching activities, and how the roles of teacher and coach contributed to knowledge development during an elementary physical education field-based methods course. Data collection included observations, postlesson conferences, and daily written reports. Results revealed that pedagogical content knowing (PCKg) developed differently in the roles of teacher and coach. Growth in the teaching role resulted initially from interaction of two knowledge components (i.e., students and pedagogy), and later from interaction of three or more components (subject matter, environmental context, and general pedagogical knowledge).