Graduation Project Research Articles

The aesthetics of modernist discourse (a critical vision between formation and philosophy) in the light of the graduation project for a student of the Department of Art Education (mural material as a model)

ان الخطاب الاستطيقي الحداثوي يؤسس لمنظومة ابستميولوجية اذ ترسم ابجديات الحداثوي وبقدر مايمنحة الخطاب الاستطيقي بماديته وحساسيته وبما يشرع المتلقي بفحص الخطاب من خلال اليتي الادراك الحسي والمتخيل لديه حتى تبدا اواصر عمليه الفهم والتامل والمشاركه والبنى العلائقية بين المتلقي والخطاب تاخذ مسارات تصاعديه وان شدة الاواصر بحدود العلاقة بين الخطاب والملتقي وبين ماهو مدرك ومتخيل فوحدة الموضوع تكمن في تكاميله وظيفيه هذين العنصرين اللذين يكملان بعضهما الاخر .

Between Education & Profession: An Evaluation of Graduation Projects in the Field of Interior Architecture in Turkey

Design studios are at the core of architecture, interior architecture, or design education. Different design problems are experienced and solved in these studios every term or year. The last step of the design studios is the graduation/degree project, which is characteristic of a threshold between education and profession. The scope of the study is to examine the graduation/degree projects’ approaches of the schools that are providing interior architecture education in Turkey and to evaluate their project outputs. Thus, quantitative analyses and qualitative evaluations have been made on the documents of the MEKAN/İç Mimarlık Öğrencileri Ulusal Bitirme Projeleri Yarışması (Interior Design Students National Graduation Projects Competition), which are served as an important archive. In this respect, within the scope of the study, an inventory has been tried to be put forward by evaluating the competition processes through the participant projects between 2012-2021. Firstly, an analysis has been made on the numerical distribution of all the participant projects according to the years and the diversity of the participating schools. Then, more detailed analyses have been carried out on the award-winning projects by narrowing the sample group. In addition, developments in the matters of the perspectives of different schools on design problems, their proposals for solutions, their design representations, etc. have been brought to light. As researchers and educators, it has been tried to open a way for how interior architecture education to reconstruct itself in the future, by rethinking the education itself.

Jade kuro: Ditching ‘the ideal’ narrative

In 2019, I started an interdisciplinary, multi-media fashion project entitled If Slavery Were a Crown… It aimed to show people, through the lens of my Nigerian Yorùbá culture, what it would look like if the Black body was perceived as royalty. If Slavery Were a Crown… was part of my graduate project and it served as a response to my final year undergraduate dissertation. I was shocked when, during a tutorial session on the development of this project, a reviewer told me, ‘throw on a pair of jeans on’ (sic) my designs because ‘we need something more up-to-date and not archaic’. Sadly, throughout the development of my project I felt the colonial permanence in the fashion education system and this constant struggle between ‘the ideal’ and ‘the other’, as I often had to decentralize the Western-centric ideas that I came across in my design research. Decolonization begins to occur as we consciously work progressively outside these barriers in spaces we create ourselves and that are not bound to coloniality. In Yorùbá, we say jade kuro (‘exit’), which literally translates to ‘leave (jade) and take away (kuro)’ – we need to come out of this world where the West is dominant and move away from that position. Jade kuro is emphatic language that calls us to do so. In this article, I will explore the role jade kuro plays in decolonizing fashion through Yorùbá storytelling in relation to my graduate project If Slavery Were a Crown…, which depicts Black bodies as royal despite the experience of an oppressive past and complex present.

Teaching Thinking and Exploration of the Graduation Design Course——Take the environmental art design major of vocational colleges and universities as an example

As the finale course in the professional study stage, Graduation Project is a course with a long time span, a wide range of knowledge and strong comprehensive ability. It plays an important role in the training of environmental art design professionals - "inheriting what the major has learned, and using it in the work". The "Graduation Design" course usually runs through the entire semester of students in higher vocational colleges. There is sufficient time to carry out practical operations on design topics that conform to the design process and design specifications, and there is also sufficient time to expand other knowledge and skills required by the major. Therefore, the "Graduation Design" course highlights the integrity and systematicness of the knowledge mastery of students in higher vocational colleges, and emphasizes the practicality and application of the major. The "Graduation Design" course should play a role in further establishing students' professional knowledge structure in higher vocational colleges, consolidating students' professional knowledge base, broadening students' professional knowledge and skills, and connecting students' professional work practice.

Teaching Thinking and Exploration of the Graduation Design Course——Take the environmental art design major of vocational colleges and universities as an example

As the finale course in the professional study stage, Graduation Project is a course with a long time span, a wide range of knowledge and strong comprehensive ability. It plays an important role in the training of environmental art design professionals - "inheriting what the major has learned, and using it in the work". The "Graduation Design" course usually runs through the entire semester of students in higher vocational colleges. There is sufficient time to carry out practical operations on design topics that conform to the design process and design specifications, and there is also sufficient time to expand other knowledge and skills required by the major. Therefore, the "Graduation Design" course highlights the integrity and systematicness of the knowledge mastery of students in higher vocational colleges, and emphasizes the practicality and application of the major. The "Graduation Design" course should play a role in further establishing students' professional knowledge structure in higher vocational colleges, consolidating students' professional knowledge base, broadening students' professional knowledge and skills, and connecting students' professional work practice.

Drawing fixed moments in time

This visual essay discusses drawing time in relation to the author’s graduation project, which is based on the paradigm of a multispecies world. Three design principles are derived from this paradigm: movement, hybrid and landscape as being. These relate to different notions of time and thus on drawing time. Movement means drawing the now. Hybrid is a material structure that shows non-human presence. This materiality implies that decay has to be drawn. The landscape as being is the ongoing landscape without end. In order to draw the three principles leading to the design intervention, fixed moments in time are chosen. In this visual essay 0 years, 20 years, and 30 years are shown. Time is drawn through a repetition of plans, sections and animation stills and through drawing specific human and non-human presence. In this way repetition, growth, decay and changing actors are shown. Drawing decay opened up new design possibilities. By comparing the repetitive animation stills, drawing time became a critical tool that showed idealization within the design. This visual essay shows both the repetition of drawings, as well as the discoveries it leads to.

Undergraduate Student-Translators’ Difficulties in Translating English Word + Preposition Collocations to Arabic

English and Arabic have different types of collocations, i.e., groups of words that go together. This study aims to explore the difficulties that Saudi undergraduate student-translators have in translating English word + preposition collocations such as verb + preposition, noun + preposition, and adjective + preposition collocations to Arabic. A corpus of faulty word+ preposition collocations was collected from students-translators’ graduation projects to identify the types of translation errors, translation strategies, sources of translation errors and the contexts in which the translation errors occurred. A comparison of English and Arabic word + preposition collocations showed the following categories: (i) cases were the Arabic word + preposition collocations match those of their English equivalents in form and meaning (depend on يعتمد على, apologize for/to يعتذر لـ/عن , interested inمهتم بـ ) ; (ii) cases where a preposition is used in the English collocation but no preposition is used in the Arabic equivalent (wait for ينتظر ); (iii) cases where an Arabic preposition is used after a word but no such preposition is used in their English equivalent ( gave him tea قدم له الشاي, offered him a proposal عرض عليه اقتراح, stopped participating توقف عن المشاركة, lack somethingيفتقر إلى ). Results showed that the students mistranslated certain prepositions in word + preposition collocations. In 84% of the errors, the students substituted a preposition in the translation by a faulty one, in 13%, they added a preposition after an Arabic word that does not require a preposition, and in 3% they deleted a preposition from a translation that requires use of a preposition. In addition, 19% of the errors were interlingual (transfer errors from English) and 81% were intralingual due to inadequate competence in L1 (Arabic). 44% were extraneous errors, 21% were due to ignorance of Arabic language rules of preposition use and 18% were due to faulty common use of the preposition in the students’ local dialect. 86% were syntactic; 11% were semantic and 3% were stylistic errors. Results are reported in detail and implications for translation pedagogy are given.

How Knowledge Sharing and Cohesion Become Keys to a Successful Graduation Project for Students from Design College

College students’ graduation projects reflect their teamwork abilities. The current research develops a practical framework and causal model of knowledge-sharing behavior, cohesion, and team performance for design college students in Taiwan. Using survey data collected from 115 students who completed their graduation projects in a design college, PLS-SEM was run to test the model. In addition, 11 students who were on teams that won competitions or were shortlisted were interviewed. Results found that knowledge sharing has a significant positive effect on team performance, and cohesion has a significant positive effect on both team performance and knowledge sharing. The students with high cohesion often exhibit knowledge sharing behaviors and excellent team performance. These findings suggest project supervisors should induce knowledge sharing behaviors during the graduation project process in order to enhance student group cohesion.

Type and Collective Memory in the Products of Architecture Students

The research deals with the concept of type and its relationship to collective memory as one of the structural elements used by the student of architecture and that work to structure history. It is the principle that it leads to the process of creation and formation, which is the representative form of the principle or concept of the building, and thus it is the common essence that leads to the element and shows an aspect of the historical situation in the framework of current architectural knowledge. Therefore, the research aims to clarify the relationship between pattern and collective memory in the products of architecture students. The research was based on analyzing 15 graduation projects for the fifth stage students in the Department of Architecture-Al-Mustansiriya University according to an analysis form, and analyzing the results using SPSS. The research reached the lack of correlation of the intellectual content with the apparent formation of the architectural productions derived from the collective memory, which shows the gap that exists between the surface and deep structure in understanding the collective memory of the student of architecture.

Practice Research on Standardization of Undergraduate Graduation Design of Tunnel and Underground Engineering

Graduation project (thesis) is an important practice part in undergraduate education, which forms an organic whole with theoretical teaching link, and it is the continuation, deepening and examination of the theoretical teaching part. This paper focuses on the constitution that the lack of quality standards for undergraduate graduation design, resulting in different depth and breadth standards; the graduation design materials are scattered and lack of standardization, which leads to the lack of systematic reference materials for students, taking the tunnel and underground engineering major as an example, this paper carries out the practice research on the standardization of the graduation design of tunnel and underground engineering through investigation and combining the teaching resources accumulated in the past decades. Through the study of practice, the content of undergraduate graduation design of tunnel and underground engineering is standardized, the breadth and depth of graduation design is defined, and the “Guide for undergraduate graduation design of tunnel and underground engineering” is organized and compiled, which can provide reference for the standardization and guidance of undergraduate graduation design of tunnel and underground engineering.

The graduate project: a discursive university experience

Este trabajo analiza los elementos de un Proyecto de Trabajo de Grado (PTG) y las variables que intervienen en su elaboración. La comprensión y la producción textual están en relación con el área de conocimiento del escritor, pues la práctica discursiva se ejecuta en la esfera social de los maestrantes. El estudio comprende: análisis del proyecto, descripción de sus elementos, exposición de las características textuales y valoración de lectura y escritura en los textos universitarios. De la investigación se deriva: el PTG constituye un producto que demanda capacidades comprensivas y productivas; requiere del saber lingüístico y disciplinar; involucra a las diversas propiedades textuales y su heterogeneidad temática deviene de los diversos saberes humanos. En suma, el PTG es una experiencia discursiva universitaria e implica un trabajo interdisciplinar en el que la lectura y la escritura se imbrican con otros conocimientos para elaborar un producto valorado por la comunidad científica.

The Construction of Intertextuality in the Graduation Project Genre: Challenges for Teaching Academic Writing in the University

Ante el desafío que supone escribir a partir de fuentes y posicionar la voz propia, este artículo expone los resultados de un estudio centrado en los modos y en las dificultades presentados por escritores en formación frente a la construcción de la intertextualidad en el género proyecto de grado. Se analiza un corpus de 33 marcos referenciales escritos durante el cursado de la asignatura Seminario de Grado en una universidad pública. La metodología usada combina aspectos cualita-tivos y cuantitativos en el uso de la citación y referenciación, en mecanismos como su tipología, funciones, acciones de argumentación y posicionamiento. Los resultados indican que en este nivel las elecciones lingüísticas y retóricas no se relacionan con convenciones disciplinares o del género, sino con restricciones en el dominio discursivo, evidencia que plantea retos para la enseñanza de la escritura académica en la aulas universitaria

Research and Practice of Promoting the Quality of Mechanical and Electrical Undergraduate Graduation Project (Thesis) Based on Discipline Competition

Research and Practice of Promoting the Quality of Mechanical and Electrical Undergraduate Graduation Project (Thesis) Based on Discipline Competition

Disaster Awareness and Education Center-Park Design: Investigation of Outdoor Spaces on Graduation Project of Architecture Students

Introduction: Turkey has a history of various natural disasters. In architecture education, students need to be informed about natural disasters, produce information, and use the knowledge in their designs to play an essential role in shaping the built environment. The disaster awarenesseducation center and park aim to raise awareness and educate all segments of society about natural disasters and create practical solutions when necessary. Objectives: The research aims to systematically examine urban landscape design solutions to raise awareness of the architectural students about disasters through an exemplary disaster awareness park in Istanbul. The proposed landscapes are classified concerning disaster awareness level, education and training capacity and the potential to serve as a post-disaster meeting point and temporary management center. Methods: This research presents an architectural design process. The research uses landscape planning and design principles to evaluate student projects concerning the relationship between indoor spaces and disaster awareness and education parks in open areas. Results: Architecture graduate students have been successful in building outdoor-indoor connections, multi-purpose use of outdoor spaces, designing open space services, and solving services and meeting areas through their projects. However, their designs did not address planting, ecological and sustainable green space, and emergency water use.

The experience of anxiety among Chinese undergraduate nursing students in the later period of their internships: findings from a qualitative study

BackgroundClinical internships are a critical transition period for nursing students to develop into nursing professionals and are essential for the solidification of their professional attitudes. Undergraduate nursing students face multiple sources of severe anxiety that affect their nursing career development during this period. This study aimed to understand the anxiety experienced by undergraduate nursing students in the later period of their internship periods in a Chinese educational context.MethodsA descriptive qualitative study was conducted. A purposive sample of 17 undergraduate nursing interns with experiences of anxiety was selected from three teaching hospitals in Hunan Province, China. Data were collected through semi-structured interviews and analyzed using the Colaizzi seven-step method for data analysis.ResultsThree themes emerged: the sources of perceived anxiety, the psychological journey of coping with anxiety, and suggestions for nursing management and education. The sub-themes for the first theme included career decision dilemmas, competitive pressures for employment, worries about progress of the graduation projects, challenges of the nursing licensure examination, and low self-confidence in clinical competence. The second theme consisted of two sub-themes: negative avoidance and retreat, and positive preparation and response. The third theme consisted of policy support to create more employment opportunities, comprehensive guidance from nursing schools and hospitals, and psychological assistance and counseling.ConclusionsThis study revealed that undergraduate nursing students were prone to anxiety during the later period of their clinical internships. Specific sources of anxiety encompassed career decision-making, job pursuit, graduation, and licensure examination. Undergraduate nursing students adopted both positive and negative approaches in coping with anxiety during the later period of their clinical internships. Nursing educators and administrators should develop appropriate instructions and support systems to reduce anxiety among undergraduate nursing students.

The Effectiveness of a Design Process Model for Graduation Projects

The Effectiveness of a Design Process Model for Graduation Projects

Light Design In Russian Universities: What and How to Teach?

Light design as a prominent and self-sufficient branch of design has appeared and developed abroad and is a rather new part of Russian design practice. Along with solving practical problems, it is time to think on the aspects of training of light design specialists in Russian design universities. Engineering and technical, and partially artistic aspects in light design education, have international nature to a great extent, but the new specialty has been acquiring its own distinctions in Russia, which are mainly related to aesthetical problems of the profession and specific understanding of the cultural and historical context. These national distinctions have first appeared in practice and theoretical studies and then they began being translated into the educational sphere, turning into authorial education programmes and techniques and predetermining selection of design problems and their implementation methods. Light design implies training of interdisciplinary specialists, which requires a comprehensive approach to development of the educational process including innovative-technological as well as humanitarian sections, forming an unconventional model of the educational process. The Environment Design sub-department of Moscow State Stroganov Academy of Design and Applied Arts, the oldest Russian art and industry school, has gained a rich experience in artistic design in the field of light design, which comprises all leading professional trends. The methods of conventional artistic design, computer modelling, and animation skills as well as the knowledge included in the new discipline “The Basics of Light Design” have allowed developing of term and graduation projects having consideration for specific practical requirements and aiming at their future implementation.

Knowledge management in the classroom using Mendeley technology

Research in higher education institutions is present in all courses, and academic instruction in research methodology is vital, with educational technologies being an essential component of this process. With the Covid-19 pandemic, there were changes in teaching, learning, and in performing scientific research in undergraduate courses. Among the technologies, the Mendeley reference management tool has become increasingly helpful in these contexts. Therefore, this manuscript is an account of workshop experiences for the use of the Mendeley tool in the teaching of Research Methodology and Scientific Methodology offered in the distance education modality in undergraduate courses at the Universidade do Contestado, Brazil. After basic instruction on Mendeley, students participating in the workshops were guided to apply the tool using Bardin's content analysis technique. This technique is usually laborious and seldom involved in literature reviews by undergraduate students; Mendeley technology makes it more accessible. From experiences with the 2020 and 2021 workshops, during the COVID-19 pandemic, it is suggested that the content analysis method combined with the Mendeley technology can help students present better literature reviews, especially for final graduation projects such as course completion monographs.

РЕФЛЕКСИЯ АВТОРСКИХ ПУБЛИКАЦИЙ И СТАТЕЙ УЧЕНИКОВ НА СТРАНИЦАХ ЖУРНАЛА «БИБЛИОПАНОРАМА» (2009-2020 гг.)

Within the complex study of the department of library and information resources «Book culture of the Baikal region», library communication and eth-ics were one of the directions of library science of the Republic of Buryatia within the period of 1991-2021. Various ways of its research have been re-flected in the journal «Bibliopanorama» (2009-2020) for 11 years, which was published by the National library of the Republic of Buryatia (executive editor R.I. Khamaganova). The article is devoted to the analysis of the development of this problem, in which the author of the publication reflected her experience and that of some bachelors and magistrates whose graduation projects she had supervised.

Influence of Entrepreneurship Ecosystem at Sultan Qaboos University on Preparing Entrepreneurs

This study investigates the influence of an entrepreneurship ecosystem at Sultan Qaboos University on preparing entrepreneurs. A Likert-type questionnaire consisted of (45) items divided into seven sections: the students’ attendance or participation in activities related, reasons to start their own business, obstacles to start their own business, estimation of the influence of program courses on development their entrepreneurial skills, estimation of the influence of academic staff on the development of their entrepreneurial skills, estimation of the influence of graduation and theses projects on the development of their entrepreneurial skills and estimation of the influence of university activities on development their entrepreneurial skills. The questionnaire was administered to 590 male (n = 231) and female (n = 359) students from nine colleges of the university. The results showed that the majority of study sample students do not attend any programs, courses, workshops, conferences, or symposiums related to entrepreneurship. It also found that that these students lack entrepreneurship knowledge, lack ability to discover opportunities, lack confidence, lack management skills and fear of risk-taking, and that this influences their intention and views of obstacles to starting their own business. The results also showed that the students moderately benefited from their program courses, academic staff, and graduation projects in developing their entrepreneurship. The findings also found that students highly benefited from university activities and attending exhibitions for students entrepreneurs in the field of development of their entrepreneurship. Student’s gender and colleges influence their views of entrepreneurship ecosystems.