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En el marco del proceso de insertar el Emprendedorismo y la Innovación Científica y Tecnológica en la enseñanza universitaria, se han realizado encuestas a profesores, alumnos y graduados de las carreras de Ingeniería Civil, Eléctrica y Mecánica de la Facultad de Ingeniería de la Universidad Nacional de Rosario y a empresarios relacionados con la Facultad. Previamente se realizaron entrevistas a los responsables de cada carrera. El proceso de encuestas fue por correo electrónico y se llegaron a conclusiones que son de vital importancia para obtener la inserción de la temática en la Currícula, excepto en el caso de los alumnos, y de los directores de carrera, que fue presencial. La antigüedad de los profesores en la docencia fue muy importante para determinar su afinidad con el emprendedorismo, al igual que la metodología de las clases determina la capacidad creativa de los alumnos. Y la opinión de graduados y empresarios resultó fundamental para confirmar la importancia de esta temática. For the purpose of including Entrepreneurship and Scientific and Technological Innovation in university education, the School of Engineering of unr has conducted a survey among professors, students and graduates of the Civil, Electrical and Mechanical Engineering careers, as well as among the businesspeople related to the School. In a previous stage, people in charge of each of these careers had been interviewed. Surveys were conducted via email, while students were surveyed in person. Conclusions of vital importance were reached to achieve the insertion of Entrepreneurship as a subject in the curricula. Professors' seniority was very important to determine their affinity with Entrepreneurship; as their teaching methodology determines the creative ability of their students. Likewise, the input from graduates and businesspeople was vital to endorse the importance of this subject. No âmbito do processo de inserção do Empreendedorismo e a Inovação Científica e Tecnológica no ensino universitário, foram realizados inquéritos por questionários a professores, estudantes e graduados das carreiras de Engenharia Civil, Elétrica e Mecânica da Faculdade de Engenharia da unr e a empresários relacionados com a Faculdade. Anteriormente, foram realizadas entrevistas com os responsáveis de cada carreira. O processo de inquéritos foi por e-mail (exceto no caso dos estudantes que foi presencial) e chegou a conclusões que são de vital importância para obter a inserção do tema no currículo. A antiguidade dos professores na docência foi muito importante para determinar sua afinidade com o empreendedorismo, assim como a metodologia das aulas determina a capacidade criativa dos alunos. E a opinião de graduados e empresários foi fundamental para confirmar a importância deste tema.

From among the wide range of possible options that we could choose for this project, we have decided to focus on two issues that we consider to be fundamental: raising the visibility of women's economic contribution and the casuistry of the institution of marriage, to be explored through a variety of different sources. In and of themselves, these two aspects are sufficient to shed light on many questions about the life cycle of women who lived during the Old Regime.

Assistant specialists were introduced into university classes, in order to develop homeeconomics teachers who have practical skills and the ability to develop teaching materials forfostering "zest for living (IKIRUCHIKARA)" in pupil. This report shows the results obtainedby the support of assistant specialists.In this study, the following three subjects were taken up : "Housing Studies", "Experimentand Practice of Food Science", and "Practice for Eating Habits." The study confirmed that thesupport provided students and professors with various results. For example, the support inindividual tutoring in experiment and practice, the review and correction of reports submittedby students, and the preparation of teaching materials by students helped students study andunderstand the subjects in depth and firm up study contents. It may also be safe to state thatthe placement of assistant specialists contributed to the preparation of materials, such as thosefor university classes and orientation for Teaching Assistant, which may be utilized in classes insubsequent years.

The authors are trying to train and develop students to be teachers who can think forthemselves, devise teaching materials for class, and teach how to live. As an approach, theauthors introduced expert assistants into college classes, who. helped develop teaching materialsand utilize the materials in the classes.In this study, detailed records were kept concerning development processes of teachingmaterials through collaboration of students and assistants and cases of utilization of thedeveloped teaching materials in the classes. An analysis of the result clearly showed manyachievements. For example, teaching materials that met objectives were developed in a short time.

The present study was intend to train the teachers of home economics who should be endowed with the practical ability to be able to foster the ""zest for living" (IKIRUCHIKARA)" of a pupil in family life and with the ability to develop a teaching material. In this fiscal year, the authors were given a special fund for educational research from the Ministry of Education, Culture, Sports, Science and Technology, and grappled with the above-mentioned theme, by employing "assistant specialists supporting university classes" (hereinafter called "assistant specialists") having the professional knowledge and teaching experiences on home economics. The assistant specialists were placed in 11 classes like "Clothing science", which were covering almost all areas of home economics, and in the courses of "Counter-measures for the special chairs of home economics and practical dress-making courses at middle & high schools and the teachers employment examination". The role to be played by these assistant specialists was defined to prepare a draft of teaching instructions on home economics for pupils, to provide assistance to drawing-up of teaching materials for home economics class from the viewpoint of practitioners, as well as for inspection, analysis, adjustment, etc. from the educational point of view such as preparing the tasks of teaching or report-writing, while such above-mentioned role was not supposed to be taken by any teaching assistant. With the placement of assistant specialists, various, good results could be expected, and there were some problems to be solved.

Bulletin, This research report investigates and discusses student evaluations of cell phone usage in university classrooms. The research study on classroom cell-phone usage targeted eleven classes in four different subjects at the Japan Women's College of Physical Education from April to July 2007, reaching about 650 students total. In these classrooms, we developed a system to instantly display student opinions registered via their cell phones on classroom monitors. In this research study, we analyzed student evaluations of cell-phone usage in classrooms and rationales for their evaluation using three sources of data : (1) class evaluations; (2) rationales for their evaluations (free response) ; and (3) free commentary. We compared student responses at the beginning of class and after a 2-3 month trial period. The results of (1) our survey of class evaluations show that over 75 percent of students in all classes continuously supported the use of cell phones in the classroom from the beginning of class to the end of the 2-3 month trial period. From this we understand that students enjoy participating in class using their cell phones. On (2) at the beginning of the study, students thought it was simply fun and innovative to use cell phones in the classroom, but as the class progressed, they also came to understand cell phones as a way to participate in class. Also, some had negative opinions about cell phone usage such as that it is “bothersome,”they“run out of batteries,”or they must “spend money to use them.” From the (3) free commentary, the average number per one comment is 24 characters.We understood that students viewed cell phones as a handy way to express themselves. These results suggest that cell phones can be an educational tool to promote student participation in university classrooms.

Цель: определить результаты сдвигов в показателях гибкости и координационных способностей студенток университетов в процессе занятий хатха-йогой по разработанной программе в течение года. Материал и методы: в педагогическом эксперименте приняли участие 60 студенток вуза в возрасте 17–20 лет. Проводился педагогический эксперимент и педагогические тестирования, результаты обрабатывались методами математической статистики. Результаты: студентки контрольной группы посещали только университетские занятия по физическому воспитанию, экспериментальной – три раза в неделю полуторачасовые оздоровительные занятия по хатха-йоге. Выводы: в процессе педагогического эксперимента доказана эффективность применения разработанной программы по хатха-йоге во внеаудиторной работе студенток вуза; зафиксированы среднестатистические результаты характеристик гибкости и координационных способностей студенток университетов и рассчитано в конце учебного года процентное улучшение этих показателей, Purpose: to determine the results of changes in terms of flexibility and coordination abilities of university students in the process of hatha-yoga developed by the program during the year. Material and methods: a pedagogical experiment was attended by 60 students of the university at the age of 17–20 years. Conducted pedagogical experiment and educational testing, the results were processed by methods of mathematical statistics. Results: the control group students only attended university studies in physical education, experimental – three times a week, hour and a half fitness classes on hatha-yoga. Conclusions: in the pedagogical experiment proved the effectiveness of the developed program on hatha-yoga in extracurricular work of students of the university; the average results recorded characteristics of flexibility and coordination abilities of university students and calculated at the end of the university year, the percentage improvement in these indicators, Мета: визначити результати зрушень у показниках гнучкості та координаційних здібностей студенток університетів у процесі занять хатха-йогою за розробленою програмою протягом навчального року. Матеріал і методи: у педагогічному експерименті взяли участь 60 студенток вишів, віком 17–20 років. Проводився педагогічний експеримент та педагогічні тестування, результати оброблялися методами математичної статистики. Результати: студентки контрольної групи відвідували лише університетські заняття з фізичного виховання, експериментальна – три рази на тиждень півторагодинні оздоровчі заняття з хатха-йоги. Висновки: у процесі педагогічного експерименту доведена ефективність застосування розробленої програми з хатха-йоги у позааудиторній роботі студенток вищого навчального закладу; зафіксовано середньостатистичні результати характеристик гнучкості і координаційних здібностей студенток університетів та розраховано наприкінці навчального року відсоткове поліпшення цих показників

Nederlandse professoren staren zich blind op publicaties. Maar daarvoor zijn ze niet aangesteld, betoogt Barbara Oomen.

Nederlandse professoren staren zich blind op publicaties. Maar daarvoor zijn ze niet aangesteld, betoogt Barbara Oomen.

U radu se daje uvid u sveučilišnu nastavu i prisutnost emocionalne klime tijekom odgojno-obrazovnog procesa. Istražuju se utjecaji kreativnih aktivnosti, prisutnost različitih socijalnih oblika, kooperativnog i suradničkog učenja na stvaranje ugodne/neugodne odgojno-obrazovne klime te reakcija ispitanika na navedenu emocionalnu odgojno-obrazovnu klimu. Problematizira se nužnost i važnost evaluacije sveučilišne nastave. Klima se odražava u reakciji studenata1 na sveučilišnu nastavu te aktivno sudjelovanje u njoj. Provodi se istraživanje među studentima druge i pete godine Učiteljskog fakulteta u Osijeku i dislociranog studija u Slavonskome Brodu na uzorku od 364 evaluacijska listića te 78 studentskih eseja studenata druge godine učiteljskog studija. Podatci su obrađeni kvalitativnom analizom. Rezultati istraživanja pokazuju da se studenti u sveučilišnoj nastavi većinom osjećaju ugodno (sveučilišna nastava Didaktike u Osijeku: 84,6%, sveučilišna nastava Didaktike u Slavonskome Brodu: 94,37%, sveučilišna nastava Metodike odgoja u Osijeku: 99%, sveučilišna nastava Metodike odgoja u Slavonskome Brodu: 93,02%, sveučilišna nastava Nenasilne komunikacije u Slavonskome Brodu: 95,5%)., The paper offers an insight into university classes and the presence of emotional climate in the educational process. It examines the effects of creative activities, the presence of different social forms, cooperative and collaborative learning on establishing a pleasant/unpleasant educational climate, as well as the examinees’ response to such climate. The necessity and importance of evaluation of university classes are discussed. The climate is reflected in students’ [1] response to university classes and their active participation in them. A survey has been conducted with second and fifth year students of the Faculty of Teacher Education in Osijek and its Slavonski Brod department on a sample of 364 evaluation sheets and 78 second-year student essays. The data have been processed by qualitative analysis. The research results have shown that the majority of students feel comfortable in the university teaching environment (university classes in Didactics in Osijek: 84,6%, university classes in Teaching Methodology in Osijek: 99%, university classes in Teaching Methodology in Slavonski Brod: 93,02%, and university classes in Nonviolent Communication in Slavonski Brod: 95,5%)., In der vorliegenden Arbeit werden die Lehrveranstaltungen an der Hochschule und das Vorhandensein des emotionalen Klimas im Lernprozess veranschaulicht. Weiterhin werden die Einflüsse von kreativen Aktivitäten, das Vorhandensein verschiedener Sozialformen und das kooperative Lernen auf die Schaffung des angenehmen/unangenehmen Unterrichtsklimas untersucht, sowie die Reaktion der Befragten auf das erwähnte emotionale Unterrichtsklima. Die Notwendigkeit und die Bedeutung der Evaluation im Hochschulunterricht werden aufgegriffen. Die Reaktion der Studenten23 auf den Hochschulunterricht und die aktive Teilnahme an derselben werden im Klima widerspiegelt. Die Untersuchung wird anhand von 364 Evaluationbögen unter den Studenten des zweiten und des fünften Studienjahres der Lehramtsstudiums in Osijek und des dislozierten Studiums in Slavonski Brod durchgeführt, desweiteren von 78 Essays der Studenten des 23 Unter diesem Begriff werden die Teilnehmer des Lernprozesses an der Hochschule verstanden und der Begriff bezieht sich auf beide Geschlechter. zweiten Studienjahres der Lehramtsstudiums. Die Daten wurden mit Hilfe der qualitativen Analyse bearbeitet.. Die Ergebnisse der Untersuchung zeigen, dass sich die Studenten in den Lehrveranstaltungen vorwiegend angenehm fühlen (Lehrveranstaltung Didaktik in Osijek: 84,6%, Lehrveranstaltung Didaktik in Slavonski Brod: 94,37%, Lehrveranstaltung Erziehungsmethodik in Osijek: 99%, Lehrveranstaltung Erziehungsmethodik in Slavonski Brod: 93,02%, Lehrveranstaltung Gewaltfreie Kommunikation in Slavonski Brod: 95,5%).

This article presents partial results of an empirical research conducted between 2005 and 2007, in a Brazilian private institution of higher education, aiming at identifying, analyzing and evaluating the effective use of school time. Were interviewed 144 teachers, 279 students and 9 coordinators and were evaluated 72 classes as well as the institutional academic calendar. The data collected showed an alarming and frightening fact: more than 50% of university time (academic time, class time, planning time, allotted time, task time, time to learn, and time needed to study) forecast for the effective learning of students is being wasted or badly managed. For this reason, the classroom has become a missing product, which may help to understand better the problems related to the low quality of teaching- learning processes and the poor technical, professional, human and political performance of students., El artículo presenta los resultados parciales de una investigación empírica, realizada entre 2005 y 2007, en una institución privada de enseñanza superior brasileña, con el objectivo de identificar, analizar y evaluar la gestión eficaz del tiempo escolar. Fueron entrevistados 144 profesores, 279 alumnos, 9 coordinadores, y evaluados 72 clases y el calendário académico institucional. Los datos levantados permitieron constatar un recito, a lo mínimo, alarmante y asustador: más de 50% del tiempo escolar universitario (tiempo académico, tiempo de clase, tiempo planeado, tiempo atribuido, tiempo en la tarea, tiempo de aprendizaje, tiempo necesario y tiempo de estudio) previsto para un aprendizaje efectivo por partes de los alumnos son desperdiciados o mal gerenciados. Por ese motivo, la clase se tornó un producto en falta, lo que puede ayudar a mejor comprender los problemas asociados a la baja calidad de los procesos de enseñanza-aprendizaje y el mal desempeño técnico, profesional, humano y político presentado por los estudiantes., O artigo apresenta os resultados parciais de uma pesquisa empírica realizada entre 2005 e 2007, em uma instituição particular de ensino superior brasileira, com o objetivo deidentificar, analisar e avaliar a gestão eficaz do tempo escolar. Foram entrevistados 144 professores, 279 alunos e nove coordenadores, e avaliadas 72 aulas e o calendárioacadêmico institucional. Os dados levantados permitiram constatar um fato, no mínimo, alarmante e assustador: mais de 50% do tempo escolar universitário (tempo acadêmico,tempo da aula, tempo planejado, tempo atribuído, tempo na tarefa, tempo de aprendizagem, tempo necessário e tempo de estudo) previsto para uma aprendizagem efetiva por parte dos alunos está sendo desperdiçado ou mal gerenciado. Por esse motivo, a aula tornou-se um produto em falta, o que pode ajudar a compreender melhor os problemas associados à baixa qualidade dos processos de ensino-aprendizagem e o mau desempenho técnico, profissional, humano e político apresentado pelos estudantes.