Student Schedules Research Articles

Pengaruh Studi Independent pada Kurikulum MBKM Terhadap Mahasiswa Komputer

Program MBKM This of course very beneficial for student in era modern and this program should be continued. Everything just goes with Good However still just there is things Which must fixed so that the future can be much better. The University establishes a relationship or cooperation with the organization who are outside the campus for the MBKM Independent Study Program because basically MBKM is a means that is realized so that students can develop self in outside environment campus. Besides expected cooperate more, so that students get rights freedom to choose What Which they Want to capable campus give the best. And what needs to be considered is that cooperation is established long before the student's schedule to carry out the MBKM Program If you pay attention again, it will help success in the program will come. The author hopes the parties Panca Budi Development University Medan can provide a better system for program implementation MBKM related to additional information that is clearer, valid and orderly students can carry out activities more efficiently and guide writer in a manner Good so that create results Work Which more quality expected web profile Which made can beneficial can be used by continuing to periodically update the information And made the more interesting. Hopefully the Program Studies Knowledge Philosophy Unpab can take advantage of the Web Profile of this Study Program well, as a medium information to assist candidate of student Which want to look for information about the world of lectures and make it easier for them to find information Where just and anytime only via the internet.

Designing a smart system for building student’s schedule-An application at Neelain University

This paper aims to design a smart system for building student’s schedules based on a set of limitations and restrictions that can mainly contribute to the formation of student's schedules. Where the process of schedule formation, addition, and deletion is done automatically, this is our contribution. This system helps to raise the student's abilities, improves his academic achievement, and raises his rate. Moreover, it allows the student to delete and add a course based on his average and the number of hours recorded by the system, and the number of hours he is allowed to register, and some other restrictions. In this research, the courses of the study plan are classified according to the scientific content (nature of the course) into four main groups; 1-preservation materials, 2-understanding materials, 3-higher understanding materials, 4-applied materials. The system should take the academic record of each student and analyzes it for identifying the group where the student has higher academic achievement in comparison with the rest. The process of deletion and addition will be done taking into account the priority of adding the courses of the lower levels and the courses that are prerequisite for other courses at higher levels, and the priority of deletion of courses that do not affect other courses at higher levels. VB Application is used in the practical application of the system, where it succeeds in building student’s schedules for the computer department-university of Neelain, which contributed to enhancing the cumulative rate for the students, which reflect positively on the quality of the educational process.

Maximize resource efficiency, time to completion with scheduling overhaul

PHOENIX — On the first day of class for the fall semester of 2016, Salt Lake Community College canceled 72 classes across its 10 campuses. “That is disastrous for students,” said Nate Southerland, Ph.D., associate provost for academic support at SLCC. That sort of widespread cancellation of classes can throw a student's schedule out of whack for an entire semester and derail on‐time completion efforts, he added.

Maximize resource efficiency, time to completion with scheduling overhaul

PHOENIX — On the first day of class for the fall semester of 2016, Salt Lake Community College canceled 72 classes across its 10 campuses. “That is disastrous for students,” said Nate Southerland, Ph.D., associate provost for academic support at SLCC. That sort of widespread cancellation of classes can throw a student's schedule out of whack for an entire semester and derail on‐time completion efforts, he added.

Maximize resource efficiency, time to completion with scheduling overhaul

PHOENIX — On the first day of class for the fall semester of 2016, Salt Lake Community College canceled 72 classes across its 10 campuses. “That is disastrous for students,” said Nate Southerland, Ph.D., associate provost for academic support at SLCC. That sort of widespread cancellation of classes can throw a student's schedule out of whack for an entire semester and derail on‐time completion efforts, he added.

Mentoring an Undergraduate Research Student in the Structural and Nonstructural Properties of Drugs

Research at a small campus of a university can be challenging with undergraduate science majors who have only completed one year of biology and chemistry and who leave the campus after their second year. There are time issues in regards to both the instructor and the student's schedule, and the knowledge of the student requires that the student works with a mentor instead of alone. The purpose of the research described in this article was to investigate, with an undergraduate, the structural and nonstructural properties of drugs through a study of the research literature. Examination of 31 drugs provided the initial structural characteristics to be investigated. Further literature research of 5000 drugs emphasized the importance of the nonstructural characteristics of drugs. This article describes the structural and nonstructural characteristics and explains their significance in drug research.

States Prepare Students and Families for College

WHEN I WAS in elementary school, my father worked at chemical plant. Sometimes when he needed to go in to work on the weekends, he'd take my younger sister and me along. His office was laboratory filled with all sorts of things fascinating to small child--beakers, test tubes, tubing going here and there, all manner of glass and plastic bottles filled with mysterious liquids, and an array of strange smells--most of them bad. He must have talked about on those trips, because, even at that very early age, I had the idea that was lot like his lab--a brick building you went to every day when you were really old, like 18. When you arrived, you sat in kind of smelly room with pale yellow walls where even older people talked to you and you did things with test tubes and chemicals. At any rate, never in my childhood can I recall any conversation about being about you go to college, but rather when. And, in fact, study after study today indicates that the vast majority of high school students believe that they will indeed go to college. However, despite the rising numbers of students today who aspire to postsecondary degree, too many fail to achieve their goal. The reasons for this are numerous, but one culprit is the lack of what has been termed college knowledge--the information students and parents need about getting into and paying for postsecondary education. In recent years, states have begun efforts to the word out about the importance of degree for tomorrow's work force and about the steps people and their parents must take if they are to embark on postsecondary education. KNOWING WHAT COLLEGES EXPECT The first step in getting into is knowing what sort of admissions standards postsecondary institutions maintain. Texas has addressed this matter through policy that requires counselors, as early as the elementary and middle grades, to advise students and their parents on the coursework that will prepare students for higher education. Then, during students' first and final years of high school, counselors must provide them and their parents with an extensive set of information, including the importance of completing the state's or advanced high school program. The program, with Carnegie units and course sequences similar to those required for admission by many postsecondary institutions, will become the default high school curriculum with the class of 2008. From that point on, student will have the option of selecting the lower-level minimum curriculum if the student, parents, and counselor agree that it's the best option for the child. Florida has also taken page from the get 'em while they're young playbook. Starting when students are in the middle grades, schools are to provide them and their parents with information on available career opportunities, educational associated with each career, [and] educational institutions that prepare students to enter each career. The information must also include recommended high school coursework that prepares students for success in college-level work. INVOLVING FAMILIES IN COURSE SELECTION Once families know what courses colleges expect students to have completed in high school, the next step is making sure that parents are in the loop when their kids choose their courses--seeing to it that students pick algebra II after geometry instead of that easier math course with the nice teacher, for example. States have taken different approaches to addressing this matter. Louisiana requires each secondary school, beginning as early as middle school, to give parents a listing of course offerings, the content of each, and high school graduation requirements prior to student scheduling. Parents are to sign off each year on student's chosen courses before the courses are entered in the student's schedule. …

Points of View: A Survey of Survey Courses: Are They Effective?

Points of View: A Survey of Survey Courses: Are They Effective?

A model for evaluating the history taking and physical examination skills of medical students.

As indicated by George Engel (1982) the instructor being present while a student takes a history and performs a physical examination has been notoriously lacking in the clinical years of a medical student's education. Similarly in the pre-clinical Introduction to Clinical Medicine courses when basic instruction in these skills are taught, the incompatibilities of the instructor's and student's schedules make review with the instructor difficult. These incompatibilities make valid assessment of the student's skills difficult and feedback to the student almost non-existent. This study demonstrates the use of simultaneous recorded running commentary to enhance videotape as a means of providing meaningful feedback to the student that aids learning and a valid means of assessing the skills of the student.

Running commentary recorded simultaneously to enhance videotape as an aid to learning interviewing skills.

A previously unreported feedback technique, simultaneously recorded running commentary, was developed and evaluated. Thirty-two second-year medical students were videotaped while interviewing a patient. Each student then reviewed the videorecording once with only his own and the patient's voices accompanying the visual record, and also once with either the instructor's comments recorded on a second channel or with the instructor providing feedback on the performance in an interactive way. Visual analogue scales were used to estimate the value of the two feedback methods. Both the running commentary and the review-with-instructor formats were rated higher than the independent review method, although not significantly different from each other. The running commentary technique appears to be as effective as the conventional feedback approach and may prove a useful alternative when incompatibilities of the instructor's and student's schedules make review with the instructor difficult.

Training in Microbiology at Indiana University-Bloomington1

This chapter outlines the various aspects of the bacteriology-microbiology program during the period 1940–1966, with brief notes relative to the early period and to the post-1966 changes. A curriculum in microbiology was established in 1940 at the Indiana University, Bloomington. Two introductory courses were introduced during the first year. The first was a two-semester lecture-laboratory course for science majors, and the second, in the spring semester, was a brief course intended for home economics majors, although the majority of the enrollment consisted of majors from the other sciences. Because the two-semester introductory course introduced some problems in the student's schedules, in 1941–1942, it was divided into separate courses, with the second semester titled “Applied Microbiology.” In 1941–1942, a course in “Bacteriological Technique” was added, as was an independent “Advanced Problems” course with variable credit. The technique course was expanded and the title was changed to “Diagnostic Microbiology.”