A proposal for enhancing the motivation in students of computer programming

Computer programming is known to be one of the most difficult courses for students in the first year of engineering. They are faced with the challenge of abstract thinking and gaining programming skills for the first time. These skills are acquired by continuous practicing from the start of the course. In order to enhance the motivation and dynamism of the learning and assessment processes, we have proposed the use of three educational resources namely screencasts, self-assessment questionnaires and automated grading of assignments. These resources have been made available in Moodle which is a Learning Management System widely used in education environments and adopted by the Telecommunications Engineering School at the Universidad Politécnica de Madrid (UPM). Both teachers and students can enhance the learning and assessment processes through the use of new educational activities such as self-assessment questionnaires and automated grading of assignments. On the other hand, multimedia resources such as screencasts can guide students in complex topics. The resources proposed allow teachers to improve their tutorial actions since they provide immediate feedback and comments to students without the enormous effort of manual correction and evaluation by teachers specially taking into account the large number of students enrolled in the course. In this paper we present the case study where three proposed educational resources were applied. We describe the special features of the course and explain why the use of these resources can both enhance the students? motivation and improve the teaching and learning processes. Our research work was carried out on students attending the "Computer programming" course offered in the first year of a Telecommunications Engineering degree at UPM. This course is mandatory and has more than 450 enrolled students. Our purpose is to encourage the motivation and dynamism of the learning and assessment processes.

PERCEPÇÃO DE AUTO-ESTIMA E QUALIDADE DE VIDA DO JOVEM-ADULTO SURDO UNIVERSITÁRIO

O presente trabalho tem como tema central a opinião do surdo universitário sobre sua auto- estima e qualidade vida. Os objetivos foram conhecer o joven-adulto surdo universitário, segundo sua opinião, buscando especificamente identificar os fatores que contribuíram para o seu desenvolvimento psicológico e sua auto-estima; e identificar as características da qualidade de vida, considerando os aspectos físico, psicológico, relações sociais e meio ambiente. Participaram desta pesquisa 3 jovens-adultos surdos, universitários. O método utilizado foi o descritivo qualitativo, usando-se como fonte de coleta de dados a entrevista livre e o WHOQOL-bref. O método qualitativo na área da saúde visa investigar o significado que os fenômenos sentimentos, idéias, vivências, manifestações, dentre outros, tem para as pessoas e que dão molde às suas vidas incluindo os cuidados com a saúde. Percebemos que ao atingirem a fase adulta, os sujeitos pesquisados conseguem tomar decisões e escolher seus caminhos com maior liberdade em função das experiências e condições que lhes foram apresentadas. Verificamos que as situações vividas no ambiente escolar e o aprendizado da língua de sinais contribuíram para sua constituição como sujeito não limitado à condição da surdez. Foi possível identificar que possuem expectativas profissionais futuras e expressaram suas dificuldades, desejos, frustrações diante do mercado de trabalho, relações sociais e familiares como qualquer outro individuo, encontrando recursos internos para o enfrentamento das circunstâncias cotidianas. Os resultados da pesquisa também permitiram observar que os surdos reconhecem o grau de satisfação que têm com a vida, seu estado de saúde e cuidados com seu bem-estar físico, psicológico e social. Concluímos que ao recontar sua história de vida os surdos têm a possibilidade de se reconhecer como sujeitos e a oportunidade de dar continuidade às próprias vivências que contribuíram para seu bem-estar

PERCEPÇÃO DE AUTO-ESTIMA E QUALIDADE DE VIDA DO JOVEM-ADULTO SURDO UNIVERSITÁRIO

O presente trabalho tem como tema central a opinião do surdo universitário sobre sua auto- estima e qualidade vida. Os objetivos foram conhecer o joven-adulto surdo universitário, segundo sua opinião, buscando especificamente identificar os fatores que contribuíram para o seu desenvolvimento psicológico e sua auto-estima; e identificar as características da qualidade de vida, considerando os aspectos físico, psicológico, relações sociais e meio ambiente. Participaram desta pesquisa 3 jovens-adultos surdos, universitários. O método utilizado foi o descritivo qualitativo, usando-se como fonte de coleta de dados a entrevista livre e o WHOQOL-bref. O método qualitativo na área da saúde visa investigar o significado que os fenômenos sentimentos, idéias, vivências, manifestações, dentre outros, tem para as pessoas e que dão molde às suas vidas incluindo os cuidados com a saúde. Percebemos que ao atingirem a fase adulta, os sujeitos pesquisados conseguem tomar decisões e escolher seus caminhos com maior liberdade em função das experiências e condições que lhes foram apresentadas. Verificamos que as situações vividas no ambiente escolar e o aprendizado da língua de sinais contribuíram para sua constituição como sujeito não limitado à condição da surdez. Foi possível identificar que possuem expectativas profissionais futuras e expressaram suas dificuldades, desejos, frustrações diante do mercado de trabalho, relações sociais e familiares como qualquer outro individuo, encontrando recursos internos para o enfrentamento das circunstâncias cotidianas. Os resultados da pesquisa também permitiram observar que os surdos reconhecem o grau de satisfação que têm com a vida, seu estado de saúde e cuidados com seu bem-estar físico, psicológico e social. Concluímos que ao recontar sua história de vida os surdos têm a possibilidade de se reconhecer como sujeitos e a oportunidade de dar continuidade às próprias vivências que contribuíram para seu bem-estar

Records of cases before the Mayor's Court of Albany, 1786-1796

Contains a summary of cases before the court beginning with the litigants and the damages sought, the legal action, names of counsel, actions taken, and the final disposition of the case. Most actions taken relate to debt, assault and battery, and slander and libel. At the back of the manuscript are "an account of law books by me purchased in the year 1784 & 1785" [p. 120], and"a list miscellanious books bought in the year 1784 & 1785" [p. 132].

Letters from Daniel Bates to William Jenks, May 1795-September 1798

Daniel Bates wrote these five letters to his friend and classmate, William Jenks, between May 1795 and September 1798. In a letter written May 12, 1795, Bates informs Jenks, who was then employed as an usher at Mr. Webb's school, of his studies of Euclid, the meeting of several undergraduate societies, and various sightings of birds, gardens and trees. In a letter written in November 1795 from Princeton, where he was apparently on vacation with the family of classmate Leonard Jarvis, he describes playing the game "break the Pope's neck" and tells Jenks what he was reading (Nicholson, Paley?, and Thompson) and what his friend's father was reading (Mirabeau and Neckar).

Letters from John Hubbard Church to William Jenks, 1795-1798

John Hubbard Church wrote these twelve letters to his friend and classmate William Jenks between 1795 and 1798. Church wrote the letters from Boston, Rutland, Cambridge, and Chatham in Massachusetts and from Somers, Connecticut; they were sent to Jenks in Cambridge and Boston, where for a time he worked as an usher in Mr. Vinall's school and Mr. Webb's school. Church's letters touch on various subjects, ranging from his increased interest in theology and his theological studies under Charles Backus to his seasickness during a sailing voyage to Cape Cod. Church also informs Jenks of what he is reading, including works by John Locke, P. Brydone, James Beattie, John Gillies, Plutarch, and Alexander Pope. He describes his work teaching that children of the Sears family in Chatham, Massachusetts, where he appears to have spent a significant amount of time between 1795 and 1797. Church's letters are at times very personal, and he often expresses great affection for Jenks and their friendship.

Prepared for a Symposium on Country Development at the European Meeting on Cybernetics and Systems Research, Vienna, Austria, April 2012 (Untitled). ACES Working Papers, April 2012

In Kazakhstan doctoral students are not expected to make a contribution to knowledge, as is required at Western universities. Rather, their task is to become familiar with what is known and then make policy recommendations for Kazakhstan. For example, how can the human capital in Kazakhstan be improved? This is a very broad subject for a PhD dissertation. However, it does require a holistic perspective, and such dissertation topics may create an opportunity for systems scientists. When Russell Ackoff created the Social Systems Sciences PhD program at the Wharton School of the University of Pennsylvania, he had his students solve practical problems for business or government managers. That program graduated a large number of people who became consultants. A few became academics in several countries. The program created a philosophy and methods for holistic management. Large issues in developing countries may be a source of clients for systems scientists who want to further develop philosophy, theories and methods by working with large social systems.

Privacy and surveillance in the digital age: a comparative study of the Brazilian and German legal frameworks

This briefing is an input to the discussions that will take place in the session “Privacy under mass surveillance: a multi-stakeholder international challenge” to be held on November 9th in João Pessoa, Brazil, during the “Day Zero” of the Internet Governance Forum. This document is one of the outputs of the first phase of the project “Privacy in the digital age: fostering the implementation of the bilateral German-Brazilian strategy in response to massive data collection”, jointly developed by the Center for Technology and Society of the Rio de Janeiro Law School of the Getulio Vargas Foundation and the German Institute for International and Security Affairs (SWP), with the support of FGV. The project Privacy in the Digital Age seeks to identify legal, political, technical, and economic incentives for the implementation of resolution 168/67 on Privacy in the Digital Age, proposed by Germany and Brazil, and approved by the United Nations General Assembly and to identify other potential areas of collaboration between Germany and Brazil in the field of Internet Governance.

Ann Arbor High School, Michigan

Image from publication: Annual catalogue of the officers and pupils...Ann Arbor, Mich. : School District Board

Second location for Dental School 1877

One of the four original buildings on campus, located on South University east of the Presidents' house, where Clements Libary now stands. Used as Professor's house from 1840 to 1877 and as the Dental College from 1877 to 1891. East wing added in 1878. In 1891, the Dental School moved, the building was enlarged to the north, a third story was added, the entrance changed to the west, and "Engineering" placed over the door. Used by Engineeering from 1891 to 1922. After 1904 it was called "Old Engineering Building." Demolished in 1922. On verso: Photographed in 1887 by A.L. Colton, '89

Dental School - S. side of Campus

One of the four original buildings on campus, located on South University east of the Presidents' house, where Clements Libary now stands. Used as Professor's house from 1840 to 1877 and as the Dental College from 1877 to 1891. East wing added in 1878. In 1891, the Dental School moved, the building was enlarged to the north, a third story was added, the entrance changed to the west, and "Engineering" placed over the door. Used by Engineeering from 1891 to 1922. After 1904 it was called "Old Engineering Building." Demolished in 1922.

The hygiene of the schoolroom,

Mode of access: Internet.

Teaching and scholarship & the res publica,

The liberal arts college and the course of human affairs.--The modern languages and our melting pot.--The college teacher and his high school colleague.--The scientist and our social problems.--The business man and better education.--The twentieth century and the United States.

The credit system in colleges and universities.

"OE-50021."

The Lyon phonetic manual,

This printing includes an introductory notice with the Directors and Officers of the Association listed.