Undergraduate Thesis Research Articles

APLIKASI GAME PUZZLE GROW UP BERBASIS ANDROID

“Puzzle Grow Up” game application uses HTML (Hypertext Markup Language) that can be used on Android-powered devices with the help of Intel xdk program. The purpose of this undergraduate thesis is to learn, analyze, design and implement “Puzzle Grow Up” game application. The software developed in the preparation of this application uses HTML (Hypertext Markup Language) which is the basic language for the web that allows displaying information in the form of text, chart, and also connecting between web pages. The result of this research is to create game as a means of entertainment that can minimize the boredom of a person to the job which involves devices such as mobile phones or smartphones based on Android. The application runs on Android OS with Android Kitkat as the minimum version.

Satisfaction with the supervision of undergraduate dissertations

The undergraduate dissertation is characterized by a conflict between autonomy and support, in which the role of the supervisor is outlined; however, this role is not consistently defined either in the literature or in practice. As a result, a mismatch may arise between the dedication of the supervisor and the dedication expected from the student, which may affect both their satisfaction with the supervisor and the competences developed during the process. A structural equation model was used to test these relationships, concluding that the students who reported having acquired skills from the interaction with their respective supervisors are significantly more satisfied with them, and that the roles attributed to the supervisor by the student influence the skills developed. These findings suggest that it may be important to clarify the role of the supervisor in advance, according to the skills that are intended to be developed.

Moshi Song: An International Ballad.

Though Moshi Song is a relatively new face in the Wu laboratory at Stanford University in California, this postdoctoral fellow brings with her a world of experience. She graduated from the Beijing Forestry University with a BS degree in Biology before completing a 2-year MMS in Biomedicine at the Karolinska Institute in Stockholm, Sweden. Most recently, she completed her PhD in Molecular Cell Biology in the Dorn laboratory at Washington University in St Louis, where she was awarded the Spencer T. and Ann W. Olin Medical Science Fellow by the Division of Biology and Biomedical Sciences. When I was a very little kid, I wanted to be a school teacher. Both of my parents were teachers, although they didn’t want me to follow in their path. Ultimately, I decided to study biology when filling out the form of intention for my college entrance examination because I thought it would give me the opportunity to be involved in solving human puzzles as a life scientist. I realized I wanted to study abroad not long after starting college, and I took the GRE general test during my sophomore year. I received a great offer from the Karolinska Institute, where I did both coursework and benchwork. I also got to travel around Europe in more than 15 countries, seeing historic places and meeting people of various backgrounds. Stockholm is still my favorite city, but at the time I was young and did not want to stay in the same place for more than a few years. I applied to ten graduate programs in the United States to pursue my PhD …

Hoffmann, Peter Aleksandr Nikolaevic RadiÅ¡cev (1749–1802). Leben und Werk Kölm, Lothar and Schippan, Michael (eds) Peter Hoffmann — Studien zur Kultur- und Wissenschaftsgeschichte sowie zu den deutsch-russischen Beziehungen des 18. und 19. Jahrhunderts. Gesammelte Aufsätze, anlässlich des 90. Geburtstages (review)

SEER, 95, 3, JULY 2017 562 All the essays are lucidly written, some are theorized, each has a conclusion, partly compensating for the lack of concluding remarks by the volume’s editors. Department of Global, Cultural & Language Studies Henrietta Mondry University of Canterbury, Christchurch Hoffmann, Peter. Aleksandr Nikolaevic Radišcev (1749–1802). Leben und Werk. Peter Lang, Frankfurt am Main, 2015. xv + 332 pp. Notes. Chronology. Bibliography. Index. €64.95: £49.00: $78.95. Kölm, Lothar and Schippan, Michael (eds). Peter Hoffmann — Studien zur Kultur- und Wissenschaftsgeschichte sowie zu den deutsch-russischen Beziehungen des 18. und 19. Jahrhunderts. Gesammelte Aufsätze, anlässlich des 90. Geburtstages. Peter Lang, Frankfurt am Main, 2015. xl + 350 pp. Illustration. Notes. List of works. Index. £52.00. In November 2014 the Berlin historian Dr Peter Hoffmann celebrated his ninetieth birthday. Hoffmann’s area of specialization is imperial Russia and Russian-German relations. The occasion was marked by a new biography by Hoffmann of Aleksandr Radishchev and by two collections of Hoffmann’s published and unpublished essays, one on M. V. Lomonosov (not reviewed here), the other on cultural and international history of the imperial Russian period. Hoffmann is one of the last survivors of Eduard Winter’s East German school of historians of Russia. Youthful engagement with the Nazis made him ineligible for high status in the GDR, and he remained ‘in the back row’ of GDR academic life (as he titled his autobiography In der hinteren Reihe, Berlin 2006), a diligent member of the Marxist-Leninist East German historical establishment and the GDR Academy of Sciences, researching, writing, reviewing, annotating, translating: the bibliography of his works 1951–2015 occupies fifty-seven pages (Peter Hoffmann, pp. 257–313). From the beginning he was involved in Winter’s ground-breaking exploration of Russian-German Wechselseitigkeiten — connections and collaborations — beginning with Leonhard Euler. A. N. Radishchev and M. V. Lomonosov, two Russian eighteenth-century figures strongly influenced by their experiences in Germany, also preoccupied him. Hoffmann’s retirement in 1989 coincided with the end of the GDR and the ‘winding down’ (Abwicklung) of the Academy of Sciences and Marxist historical research in East Germany. Some of his work which failed then to find a publication outlet appears in the collected volume here. But Hoffmann, like some other older GDR historians, continued to publish, and his most productive period came in fact after 1991, with studies of St Petersburg, Peter the Great, Eastern Siberia, and serious and well-researched REVIEWS 563 biographical contributions on G. F. Müller, A. F. Büsching, Lomonosov and now Radishchev. Hoffmann’s Radishchev brings together the fruits of a life-time’s study: he first wrote on this topic for his undergraduate thesis in 1953. In the exegesis, however, there are few traces of previous Marxist and Soviet positions. (A few still turn up — thus Hoffmann writes [p. 39] that the 1767 Legislative Commission ‘would quickly exceed the limits set by Catherine’.) Hoffmann seeks to provide a reliable, detailed, factual biographical account, in which he is very successful; he goes into great detail, too, on the writing and publishing history of Radishchev’s Journey. His purpose is also to present his own view of Radishchev, essentially as an intellectual of, and bounded by, his own time. Rejecting the standard Soviet view of Radishchev as the ‘first Russian revolutionary’, he points out that Radishchev accepted the status quo, while seeing clearly the need for reform and also acknowledging the possibility of revolutionary change. Hoffmann’s Radishchev is an eighteenth-century philosophe, eager to improve the world, aware of contemporary revolutionary events but not believing in the necessity or the inevitability of revolution: Hoffmann cites relatively approvingly the views of A. McConnell in this respect (p. 166). Radishchev made freedom the highest ideal, but when the French Revolution evolved from liberty to terror, he turned back to the Enlightened ruler in search of societal good (p. 225). A striking and useful feature of the book is the space given to the opinions and researches of other scholars, which allows Hoffmann to canvas different scholarly views and to define his own against them. His bibliographical coverage is international and thorough, though not perfect...

APLICACIÓN WEB PARA LA GESTIÓN DE LOS INDICADORES DE LA ECONOMÍA TERRITORIAL EN EL MUNICIPIO MAJIBACOA

In the office of Economy and Planning of the Majibacoa municipality problems arise in the collection of the information referring to the Territorial Indicators and their subsequent analysis. To solve these shortcomings, a software is made that allows the economics of each entity to introduce the necessary information to the system and in this way facilitates the analysis of said indicators by entity, sphere, individuals and all in general, taking into account the analysis of compliance and growth that each indicator carries, on the dates framed by the user (economic). For the development of the system, it is necessary to previously have a database that collects the necessary data from previous years to perform the required analyzes. Below is a review of the research work developed as an undergraduate thesis at Las Tunas University, in the Computer Engineering career.

PROMOTING PRAGMATICS KNOWLEDGE TO STUDENTS OF ENGLISH EDUCATIONANDENGLISHLITERATURESTUDYPROGRAMTOFACEAN UNDERGRADUATE THESIS EXAMINATION

This paper deals with promoting knowledge of pragmatics which focuses on the knowledge of the illocutionary acts and conversational implicatures to students of English education and English literature study program. It is aimed at describing types of illocutionary acts, illocutionary forces, and conversational implicatures in the context of undergraduate thesis examination. Such types of knowledge of the illocutionary and implicatures are great importance for those students as it confers a clear description of use of speech acts in the context of the undergraduate thesis examination. In reference to these issues, students of English education and English literature study program should be familiar with five types of illocutionary acts which include (1) representatives, (2) directives, (3) commissive, (4) expressive, and (5) declarative. Besides, they are encouraged to clearly understand the nature of the illocutionary forces of each illocutionary act which guides them to make sense of the intentions as performed in the illocutionary act. Added to this, knowledge of conversational implicatures used in undergraduate thesis examination should be clearly understood. The types of implicatures include generalized conversational implicatures and particularized conversational implicatures. This suggests that students who are going to defend their undergraduate thesis draft should be well-prepared and familiar with the types of illocutionary forces and conversational implicatures in order that mis-conception and mis-interpretation of speech acts employed by examiners can be minimized.

Action learning in undergraduate engineering thesis supervision

In the present action learning implementation, twelve action learning sets were conducted over eight years. The action learning sets consisted of students involved in undergraduate engineering research thesis work. The concurrent study accompanying this initiative, investigated the influence of the action learning environment on student approaches to learning and any accompanying academic, learning and personal benefits realised. The influence of preferred learning styles on set function and student adoption of the action learning process were also examined. The action learning environment implemented had a measurable significant positive effect on student academic performance, their ability to cope with the stresses associated with conducting a research thesis, the depth of learning, the development of autonomous learners and student perception of the research thesis experience. The present study acts as an addendum to a smaller scale implementation of this action learning approach, applied to supervision of third and fourth year research projects and theses, published in 2010.

Visiting the ‘Jungle’ camp in Calais as a student volunteer: Personal reflections

It was while studying for my Master’s in Media Practice for Development that I went to the ‘Jungle’ camp in Calais as a volunteer. I visited twice – once in November 2015 and again in January 2016. I had lived and worked with displaced people in Nepal after finishing school, and then visited Palestine to conduct research for my undergraduate dissertation in January 2015. I guess the motivation for going to Calais in November 2015 was a combination of empathy and fascination. I had heard drastically different media reports about the number of people in Calais, the infrastructure of the ‘Jungle’ camp and the conditions for the inhabitants. But in many ways from the outset the trip seemed a moral paradox. Would my presence benefit ‘the refugees’, or was I embarked on some kind of misery tourism? This was a question I discussed a lot with the friends I travelled with over the short period of time we spent there. When we arrived on the first trip, we discovered through the leaders of the volunteer infrastructure already working there that the French government had sanctioned the demolition of an area of the camp closest to the highway leading to the port, so as to be better able to stop people attempting to break through the recently built £1.2 million fence commissioned by the British government. In the camp it was exhausting work; we had to explain to the people from Eritrea, Ethiopia, Afghanistan, Pakistan, Iraq, Iran, Syria, Sudan, Egypt, among other countries, that their makeshift homes were set to be demolished and they needed to relocate to another area of the camp. The weather was bitterly cold. The camp smelt of burning rubbish and Middle Eastern food being prepared in the many makeshift restaurants.

Should We Repatriate an On-Campus Archaeological Collection from the Middle East?

Should We Repatriate an On-Campus Archaeological Collection from the Middle East?

Distinguished Fellow

Peter Warr is the John Crawford Professor of Agricultural Economics, Emeritus, at the Australian National University. At the time of his retirement from the ANU in 2014, he had held the Crawford Chair for 24 years and was Head of the Arndt-Corden Department of Economics and Director of the Poverty Research Centre. Peter began his study of agricultural economics at the University of Sydney in the mid-1960s, under Keith Campbell, John Longworth and Bruce Davidson, writing a final-year thesis on the food consumption of age pensioners in Glebe. He subsequently obtained a master's degree in economics from the London School of Economics, under Amartya Sen, and a PhD in applied economics from Stanford University, under Peter Timmer and Walter Falcon. He was a postdoctoral fellow at the University of Minnesota and a lecturer in economics at Monash University before joining the ANU in 1980. A feature of Peter's work, from his undergraduate thesis to the present day, has been the determination to apply economic analysis to understanding the economic circumstances for the poorest people. His research has dealt extensively with the relationships between economic policy, structural transformation, technological change and poverty incidence in developing countries, including the adaptation of general equilibrium modelling to address these issues. He has published widely on the Thai and Indonesian economies, focusing especially on the determinants of poverty reduction. In addition to visiting appointments at Harvard and Yale, he has been a visiting professor of economics at Thammasat University and Chulalongkorn University in Bangkok and at the University of Indonesia in Jakarta. He has also acted as a consultant to the World Bank, the Asian Development Bank, the OECD, various United Nations agencies, USAID and AusAID. Peter has published over 200 journal articles and chapters in books, which have appeared in all the major agricultural economics and development economics journals, together with the Quarterly Journal of Economics, Journal of Political Economy, Economica, Oxford Economic Papers, Journal of International Economics, Journal of Public Economics, The World Economy and The Economic Record. He has also written or edited three books on Thailand, The Thai Economy in Transition (Cambridge UP), Thailand's Macroeconomic Miracle, 1970 to 1995 (Oxford UP) and Thailand Beyond the Crisis (Routledge). He is a fellow of the Academy of Social Sciences in Australia, elected in 1997. Within AARES, Peter has been an energetic proponent of developing the links between the Society and kindred professional bodies in developing countries, especially in South-East Asia. He has been an active contributor to the Society's journal, the Australian Journal of Agricultural and Resource Economics, and his article with an Indonesian colleague, Arief Anshory Yusuf, was awarded the journal's Best Article prize in 2011. He was president of AARES in 2013–2014.

Martínez Fernández, L.C. (2016). Los paisajes de la alta montaña central de Asturias. Oviedo: Ediciones Universidad de Valladolid y Ediuno (Ediciones de la Universidad de Oviedo). 311 pp.

En pocas ocasiones se encuentran publicaciones que, como la que aquí se reseña, ofrezcan singularidades tan llamativas como las que ésta alcanza: publicada por dos servicios editoriales de dos universidades y, al tiempo, iniciada con dos prólogos. Dos prólogos de dos geógrafos pertenecientes a las dos universidades que editan este trabajo, Valladolid y Oviedo. Y dos geógrafos que, además de poseer demostrada querencia y afecto por la montaña, son expertos conocedores de los paisajes de la montaña cantábrica más particularmente y transmiten con intensidad sus vivencias en y con ella. Si al mismo tiempo consideramos que el autor mantiene una vinculación familiar y emotiva con el área de estudio (de nuevo la querencia….), ya explícita en lo que fue su Memoria de Licenciatura en su momento, se nos refuerza la idea de que, necesariamente, el conocimiento y la transmisión de información que sobre la montaña central asturiana proyecta este libro están sólidamente cimentados.

The Benefits of Peer Review and a Multisemester Capstone Writing Series on Inquiry and Analysis Skills in an Undergraduate Thesis

This study examines the relationship between the introduction of a four-course writing-intensive capstone series and improvement in inquiry and analysis skills of biology senior undergraduates. To measure the impact of the multicourse write-to-learn and peer-review pedagogy on student performance, we used a modified Valid Assessment of Learning in Undergraduate Education rubric for Inquiry and Analysis and Written Communication to score senior research theses from 2006 to 2008 (pretreatment) and 2009 to 2013 (intervention). A Fisher-Freeman-Halton test and a two-sample Student's t test were used to evaluate individual rubric dimensions and composite rubric scores, respectively, and a randomized complete block design analysis of variance was carried out on composite scores to examine the impact of the intervention across ethnicity, legacy (e.g., first-generation status), and research laboratory. The results show an increase in student performance in rubric scoring categories most closely associated with science literacy and critical-thinking skills, in addition to gains in students' writing abilities.

Drop a Pebble in the Water

This article responds to Stoten’s (2016) article in Management Teaching Review on the use of PebblePad+ (PP+) to support learning, teaching, and assessment. We examined the realities of efforts to engender curriculum change using PP+ on a large undergraduate thesis course within a U.K. business school. We analyzed 2,143 emails between the 123 supervising-faculty and the professors leading the course. Field notes supplemented these data. We have demonstrated that while 18 supervising-faculty asserted the value of the use of PP+ (14.6%), the majority of faculty (54.5%) expressed concerns about using this technology, with eight supervisors failing to use the technology at all. We propose that these latter reactions resulted from a lack of self-efficacy with technology, a perceived task–technology mismatch, and perhaps, most significant, a threatened sense-of-self as “expert” in the eyes of their students and peers. We offer three key recommendations for readers who are considering technology-mediated change.

On the Run: Fugitive Life in an American City. By Alice Goffman. Chicago: University of Chicago Press, 2014. 261 pp. $25.00 hardcover.

On the Run: Fugitive Life in an American City. By Alice Goffman. Chicago: University of Chicago Press, 2014. 261 pp. $25.00 hardcover.For an undergraduate ethnography class, author Alice Goffman chose to work in a campus cafeteria where she met Miss Deena, a 30 year employee who supervised it. Goffman quit her job once the class concluded, but she remained in touch with Miss Deena and even offered to tutor her grandchildren Ray and Aisha who were high school students. She began to tutor them two or three nights per week in Miss Deena's home, which afforded her a close personal relationship with the teenagers and over the ensuing months their family members. Goffman furthered her relationship with these family members from tutor to neighbor and friend by moving into the neighborhood of Aisha's mother. Goffman eventually met Aisha's cousin Ronny, a 14-year-old freshly released from a juvenile detention facility, who lived about 15 blocks away on 6th Street. Ronny played matchmaker and set up a date between Goffman and Mike who grew up on 6th Street next door to Ronny's grandmother. Goffman primarily agreed to go on the date to pacify the concerns of Aisha's family as to her motivation for spending so much time with the adolescent, but Mike continued to remain in contact with her afterward even though there was no romantic link. Goffman soon began visiting Mike and his circle of friends on 6th Street, and in March 2003 Mike agreed to Goffman's request of allowing her to use his life as the subject of her undergraduate thesis due the next year. Eventually, she spent 8 years on 6th Street living and socializing with young urban black males who are the subjects of this fascinating book.In an Introduction that references Sociologists David Garland, Loic Waquant, and legal scholar Michelle Alexander, Goffman links the rise of mass imprisonment to life on 6th Street with special emphasis on the distinction between clean and people. The difference pertains to the risk of arrest, and those who assist or remain with dirty people such as grandmothers, mothers, and girlfriends who are called riders. The first opening chapters revolve around people considered dirty as they consistently face arrest for various reasons. Chapter One introduces the young men she observed-Chuck, Tim, Mike, Reggie, Anthony, Ronny, and Alex who are all African American living at or below the poverty level. Goffman informs readers about the scope of this problem- living on the run-by reporting on a household survey she conducted of the 6th Street neighborhood. Of the 308 men between 18 and 30 years old she interviewed, 144 had a warrant issued for their arrest due to delinquencies with court fines and fees or missed court dates. The City of Philadelphia had roughly 80,000 open warrants in the winter of 2010 with a small percent due to new criminal activity (called body warrants) and the vast majority due to missing court, unpaid court fees, or technical violations of probation or parole (called bench warrants). Warrants alter the lives of these young men in ways described throughout the book.The physical art of running from the police is covered in Chapter Two. …

COMMON GRAMMATICAL ERRORS IN THE USE OF ENGLISH AS A FOREIGN LANGUAGE: A CASE IN STUDENTS’ UNDERGRADUATE THESES

This study aims to find out the multitude of students’ grammatical errors in their undergraduate theses and the learning materials needed to counter this problem. Thestudy was a survey involving 228 undergraduate theses from 28 English study programsfrom 17 out of the 34 provinces in Indonesia. Data analysis included grouping, counting,and ranking the data. The findings show that errors rank as follows: verb groups, finiteverbs, subject-verb concords, predicates, concords of nouns, concords of numbers, clauses,passive voice, and word choices. The common-core grammar materials, which containinter-lingual implications, are recommended to be used as a potential solution to improve the quality of undergraduate thesis writing for students of the English study program.Keywords: inter-language, grammatical errors, common-core grammar

Pengaruh Pertemanan Sebaya Terhadap Prestasi Belajar Pendidikan Agama Islam Siswa Kelas Xi Sma Negeri 1 Sewon, Bantul Tahun Pelajaran 2013/2014

Abstract Agustina Ika Candra Mujiastuti: The Effect of Peer Friendship Among Grade XI Students at SMA Negeri 1 Sewon, Bantul in academic year 2013/2014. Undergraduate Thesis. Yogyakarta: Islamic Education Studies Program, Alma Ata School of Islamic Studies, 2014. This study was conducted to determine the level of peer friendships among Grade XI Students of SMA Negeri 1 Sewon, Bantul for academic year 2013/2014 and its effects on learning achievement of Islamic Religious Subject. This correlational study was using quantitative approach. Using random sampling techniques, the sample of this study were 69 of 273 Grade XI students at SMA Negeri 1 Sewon Bantul Academic Year 2013/2014. Data collected by observation, questionnaires, interviews, and documentation. Data analysis techniques used include descriptive and inferential analysis using Product Moment Correlation with SPSS version 16.0. The results showed: 1) The level of peer friendship among students garde XI at SMA Negeri 1 Sewon, Bantul was in intemediate category, with the percentage of 37.7%. 2) The learning achievement of the students for Islamic Religion Seubject was in intermediate category with the percentage of 17.4%. 3) There was a significant effect of peer friendships on learning achievement of Islamic Religion Subject among Grade XI student of SMA Negeri 1 Sewon, Bantul in the school year 2013/2014, for the value of r count> rt, namely 0.639> 0232 at a significance level of 5% and 0.639> 0302 at the level of 1%, with strong category. Keyword: effects, friend, achievement

Un nuevo reto para las universidades: la evaluación de la calidad de la gestión de los Trabajos de Fin de Grado

Introducción: La universidad española se ha enfrentado recientemente al reto de gestionar la preparación de los estudiantes para la realización de los Trabajos de Fin de Grado (TFGs). Este nuevo requisito impuesto por la legislación para la obtención del título de Graduado/a ha significado la implicación de la práctica totalidad del profesorado y del alumnado universitario que finaliza sus estudios de grado. Este trabajo plantea la conveniencia de monitorizar los procesos de calidad en la gestión de los TFGs con objeto de evaluar su idoneidad desde la perspectiva de los estudiantes. Método: Se sometió a evaluación por parte de 118 profesores universitarios una encuesta confeccionada para evaluar la calidad de la gestión de los TFGs. A partir de las aportaciones del profesorado se remodeló la encuesta cuyo formato final se ofrece en el Anexo. Durante los años 2012 a 2014 se aplicó dicha encuesta en la que participaron 1422 estudiantes. Resultados y discusión: Se observa una idónea consistencia interna de las cinco escalas que componen la encuesta. Es imprescindible la introducción de mejoras en los aspectos que pronostican mejor la satisfacción de los estudiantes: formación de los tutores, establecimiento de criterios más eficientes y transparentes para los tribunales encargados de evaluar los TFGs, mejora de la calidad de la información proporcionada a los estudiantes para enfrentarse al TFG y adecuar la asignación de créditos para ajustarlos al grado de dedicación de los estudiantes en su elaboración.

The Importance of Role Models in Research.

The Importance of Role Models in Research.

The Undergraduate Education Studies Dissertation: Philosophical Reflections upon Tacit Empiricism in Textbook Guidance and the Latent Capacity of Argumentation

The final-year undergraduate dissertation is commonplace in Education Studies programmes across the world and yet its philosophical assumptions are complex and not always questioned. In England there is evidence to suggest a tacit preference for empiricism in textbooks designed to support early researchers. This brings, we suggest, problems associated with dualism, instrumentalism and of accounting for value, redolent of the dilemmas that emerge from Hume’s empiricist epistemology. The paper suggests that if argumentation were explicitly taught to undergraduates it may help oversee the more judicious use of empirical approaches that are currently privileged in dissertation guidance.

A Genre Study of Undergraduate Dissertation Acknowledgements in a Ghanaian University

A Genre Study of Undergraduate Dissertation Acknowledgements in a Ghanaian University