How many hours of instruction are needed for students to become competent in engineering subjects?     

Alicia Perdigones  Susana Benedicto  Elvira Sánchez-Espinosa  Eutiquio Gallego  José L. García 《European Journal of Engineering Education》2014,39(3):300-308

The aim of this work was to compare the curricula of three different agricultural engineering courses and to determine the competence of graduating students in three subject areas in order to identify possible shortfalls in the number of hours of instruction (HI) required for full competence to be attained.

A total of 132 students sat a voluntary examination in the final year of their studies to determine their competence in three subject areas: electrical facilities, machinery and construction. The degree courses completed by these students are meant to provide them with the legal standing required to undertake infrastructure projects in agricultural installations.

This work detected significant differences in the competence of graduates in the mentioned subjects, depending on the number of HI they had received. Students who had received under 120 HI in these subjects were found to be significantly less competent than those who had received more.  相似文献   

The Effect of Social Anxiety and Self‐Esteem on College Adjustment,Academics, and Retention          下载免费PDF全文

Alicia H. Nordstrom  Lisa M. Swenson Goguen  Marnie Hiester 《Journal of College Counseling》2014,17(1):48-63

In a survey of 271 undergraduates conducted during the 2nd and 11th week of their 1st semester of college, the authors found that self‐esteem mediated relations between social anxiety and academic, social, and institutional adjustment. Implications for 1st‐year college students with social anxiety are discussed, with an emphasis on early identification and recommendations for counselors to adapt cognitive behavior therapy interventions for use with college populations.  相似文献   

Identification of Core Competencies for an Undergraduate Food Safety Curriculum Using a Modified Delphi Approach     

Lynette M. Johnston  Martin Wiedmann  Alicia Orta‐Ramirez  Haley F. Oliver  Kendra K. Nightingale  Christina M. Moore  Clinton D. Stevenson  Lee‐Ann Jaykus 《Journal of Food Science Education》2014,13(1):12-21

Identification of core competencies for undergraduates in food safety is critical to assure courses and curricula are appropriate in maintaining a well‐qualified food safety workforce. The purpose of this study was to identify and refine core competencies relevant to postsecondary food safety education using a modified Delphi method. Twenty‐nine experts representing food safety professionals in academia, government, and industry were given 2 rounds of questionnaires that specified initial food safety competencies, core domains, and subdomains. Competencies were defined as a set of skills, knowledge, and abilities that correlate to success of a trainee. The framework for which competencies were classified consisted of (1) core domains, defined as broad food safety subjects; and (2) subdomains, or more specific food safety subjects. The expert panel used a 5‐point Likert scale with an acceptance criterion, or consensus, of 75%, with a rating of “4” or greater. After 2 rounds of questionnaires and revisions from the expert panel, 5 core domains were established: (1) Food Production, Manufacturing, Retail, and Consumer; (2) Foodborne Hazards; (3) Public Health; (4) Legislation and Policy; and (5) Communication and Education. Specific responses from the experts highlighted areas in which further curriculum revision would be beneficial. This study provides a framework for the development of a vetted, standardized undergraduate food safety curriculum. The Delphi method, with its inclusion of professionals representing various sectors of food safety, provided relevant perspectives for curriculum design, and also allowed participants the opportunity to contribute to the education of future food safety professionals.  相似文献   

National identity in the historical narratives of a morally questionable historical process / Identidad nacional en las narrativas sobre un proceso histórico moralmente cuestionable     

María Sarti  Alicia Barreiro 《Cultura y Educación》2018,30(3):433-459

Different studies have shown that national groups construct a positive social identity through the appropriation of heroic narratives about the national past. Within this framework, this research studied the narratives of Argentine university students (n = 27), without specific training in history about a historical process in which their national state carried out morally questionable actions. Specifically, we analysed their narratives on the ‘Conquest of the Desert’, a military campaign carried out in the late nineteenth century which entailed the genocide of the indigenous peoples who inhabited most of what is today Argentina. Through semi-structured interviews, it was revealed that although the grammar of the participants’ narratives is generally poor, it is possible to identify in them two clashing groups as agents of that historical process. Furthermore, the participants did not use the pronouns we/us to refer to any of these groups, so they did not identify with them. We conclude that the poverty of the participants’ narratives may reveal a collective attempt to forget this morally condemnable historical process, which would also have been expressed in the shift of responsibility from the Argentine state to other social groups in most of the narratives analysed. Likewise, failure to identify with the victims, even in cases in which it was considered to be the national state, shows the implementation of cognitive strategies to preserve a positive identity.  相似文献   

A perpetual motion machine: The preserved digital scholarly record     

Tom Cramer  Chip German  Neil Jefferies  Alicia Wise 《Learned Publishing》2023,36(2):312-318

• Digital preservation will never be a solved problem: it needs constant reinvention, and is going to become harder over time.
• Scholarship is changing and this is affecting what needs to be preserved and what preservation means to the future of knowledge discovery.
• The diversification of outputs means that knowledge exists in a network of contextual metadata, data, software, standards and publications—requiring multilateral management of this complex knowledge graph.
• Preservation demands new skills, technologies and resources from librarians, publishers, funders and institutions—and more joined-up thinking about archiving.

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What it's like to be hispanic in the workplace     

Alicia M. Rojas 《Performance Improvement》1994,33(4):25-26

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