Selection Of Professors Research Articles

The Importance of Using the Internet of Things in Education

The subject of the Internet of Things is very important, especially at present, which is why it has attracted the attention of researchers and scientists due to its importance in human life. Through it, a person can do several things easily, accurately, and in an organized manner. The research addressed important topics, the most important of which are the concept of the Internet of Things, the history of its emergence and development, the reasons for its interest and importance, and its most prominent advantages and characteristics. The research sheds light on the structure of the Internet of Things, its structural components, and its most important components. The research dealt with the most important search engines in the Internet of Things, the steps of designing Internet of things systems. Among the important topics included in the research are the use of Internet of things technology in the educational field, the role of the Internet of things in solving education problems, and the most important applications of the Internet of things in education and its importance for students and teachers. Also indicated the contribution of the Internet of Things to ensuring sustainable development, environmental protection and the most important areas of application of the Internet of Things. The research sample amounted to (152 teaching staff) from Iraqi Universities and their academic achievement (84 Ph.D., 68 Master’s, 42 Bachelor’s) from (17) different scientific specializations; and (42 students). The number of respondents who use the Internet in education is 191 and the number of those who do not use the Internet and teach in person is (3) from (194) person. Students and professors use smartphones in study and teaching at a rate of (97.42%) and computers and their necessities at a rate of (92.27%) are higher than electronic devices and equipment including the smart board (11,86%). Use of IoT technology is of great and medium importance in providing electronic lectures effectively, with a percentage of 96.91%, the use of it has a large and medium role in solving education problems in giving lectures in light of health crises, especially in light of the Coronavirus crisis. Availability at the local and global levels, whether with the appropriate content or the selection of professors anywhere in the world, at a rate of 98.45%.

Die Bewertung, Akkreditierung und die Auswahl von Professor*innen und wissenschaftlichem Personal an Universitäten in Spanien

The article outlines the evaluation, accreditation and selection of professors and academic staff at universities in Spain. First, the historical development of the selection system is outlined, in order to be able to deal with the current design of the access to an academic position at a university. The article concludes with a critical look at the current competitive system and accreditation system.

The Gender Effect in Student Selection of Professors for Classes

The purpose of this study is to examine gender preferences that students may have in hypothetical professor selection by either profile picture or catalog listing. First, we showed picture profiles of male and female professors (while controlling for attractiveness and age) to student participants and asked them to select one or the other. Second, we provided students with faculty names indicating their gender in a simulated course catalog format and asked them to select one from the pair. We found that students preferred male faculty overall, both in the photo and name experiment. When we compared male students to female students, male faculty were consistently selected in the name experiment; however in the photo experiment, female students preferred female faculty while male students preferred male faculty. Further, we found evidence of indirect racial effects. Students more often selected male faculty when the photos were White and when the names were White, Black, and Asian. Hispanic faculty pairings were the only ethnic groups where female faculty were preferred over male faculty.

Reflexões do I fórum de coordenadores de programas de pós-graduação em nutrição no Brasil

A necessidade de compartilhar experiências, associada ao interesse em construir uma rede de comunicação entre os Programas de Pós-Graduação em Nutrição, foi o que orientou a realização do I Fórum de Coordenadores de Programas de Pós-Graduação em Nutrição, realizado em Junho de 2006, em Salvador. Este artigo apresenta uma síntese dos principais aspectos discutidos e das proposições formuladas na direção do fortalecimento técnico e político dos Programas de Pós-Graduação em Nutrição. Os participantes concordaram com a necessidade de aperfeiçoar o processo seletivo de ingresso de pós-graduandos nos cursos, evitando endogenia, mas oferecendo atenção especial àqueles alunos já engajados em projetos de pesquisa, como bolsistas de iniciação científica. Considerou-se consenso a realização de uma criteriosa seleção de professores, com ênfase na qualidade e regularidade da produção intelectual. Considerou-se importante gerar condições internas que favoreçam aos alunos a dedicação integral aos cursos de Mestrado e Doutorado. Uma análise dos fatores que levam ao sucesso da publicação científica depende do desenvolvimento de objetos relevantes, inovadores e metodologicamente adequados. Propôs-se que os Programas de Pós-Graduação em Nutrição atuem para a definição de uma agenda de temáticas relevantes para a pesquisa na área. O sucesso de um Programas de Pós-Graduação em Nutrição foi definido por meio da integração entre projetos financiados, seleção de alunos que apresentem vocação para a pesquisa científica e de professores credenciados para o ensino, desenvolvimento de projetos de pesquisa relevantes e publicação em revistas indexadas. No âmbito político, os participantes concordaram em criar uma organização formal capaz de representar e estreitar interesses coletivos na área da nutrição.

The Development of Engineering Education in Russia

rTHE first engineering schools in Russia were organized at the beginning of the eighteenth century. Emperor Peter the Great had begun reorganizing the Russian army and building the Russian navy, and for this work men with engineering training were required. Some engineers were brought to Russia from Western Europe, but very soon it became evident that it would be necessary to prepare Russian engineers, familiar with the working conditions of the country. To satisfy this requirement the Naval Academy and the Academy of Artillery were organized at that time. During the eighteenth century the mining industry began to develop and Russia became one of the leading countries in the production of iron and steel. To prepare mining engineers the School of Mines was organized in I773 during the reign of Catherine the Great. In all technical schools of the eighteenth century the level of scientific training was not very high and the required text books were obtained by translations from foreign languages.' Considerable progress in Russian engineering education was accomplished at the beginning of the nineteenth century, principally under the influence of France. At the time of the French revolution the famous Ecole Polytechnique was opened in Paris (I794). In organizing this school several new ideas were adopted. It was recognized that a satisfactory engineering education requires a solid preliminary training in such fundamental subjects as mathematics, mechanics, physics and chemistry, and, consequently, a large amount of time was given to these subjects in the school programs. Competitive entrance examinations were introduced in order to select the best young men as students. Great attention was given to the selection of professors and such famous scientists as Lagrange, Laplace, and Monge taught in that school. It was assumed that

The Selection of Professors

The Selection of Professors