Although textbooks, conference papers, scientific journals and monographs deal with the research aspects of public policy, only little attention is paid to the way it is taught at universities. In ...this article we aim to explore academic public policy in the Czech Republic - specifically in terms of teaching outputs - using a unique method: an analysis of diploma theses. In the sample there were diploma theses defended within all the full-time Master’s study programmes having “public policy” in their names in the Czech Republic between 1995 and 2013. We conclude that there are two traditions of academic public policy in the Czech Republic, which enriches previous findings in the area and makes them more accurate. The research design and thoroughly described methodology invite other researchers to conduct international comparison of the features of academic public policy. The findings may also illustrate the trajectory made by the newly established discipline of public policy in the past twenty years in the Czech Republic, which may be of great interest to the newly formed international public policy community.
Since recent studies on academic English have shown considerable cross-cultural variation in texts written by non-native speakers (Clyne 1987, Ventola & Mauranen 1991, Čmejrková & Daneš 1997, Duszak ...1997, Chamonikolasová 2005, Stašková 2005, Mur- Dueňas 2008, Wagner 2011, Dontcheva-Navratilova 2012, Povolná 2012), the paper investigates a corpus of diploma theses written by Czech and German students of English with the aim of fi nding out how novice non-native writers from different discourse communities (Swales 2004) use causal and contrastive discourse markers (DMs) associated with hypotactic and paratactic relations in order to build coherence relations (Taboada 2006) in academic texts. In addition, the author attempts to fi nd out whether there is any variation in the preferences of novice writers depending on the different fi elds of study, i.e. diploma theses written in the areas of linguistics and methodology, and whether the use of selected DMs by Czech and German students differs from the writing habits of native speakers of English.
Objective:
To investigate how much the IMRaD structure of diploma theses defended in graduate Study of Dental Medicine at University of Split School of Medicine is compatible with that of the ...original research articles, considering the proportions of IMRaD sections – Introduction, Methods, Results and Discussion.
Materials and methods:
150 diploma theses defended between 2016 and 2021 were collected from the Digital Academic Archives and Repositories (DABAR) and compared with 150 original research articles published in five dental scientific journals during the same period. The length of each IMRaD section in diploma theses and original research articles was measured using the Word Count in MS Office Word and expressed as the number of words. The overall length of IMRaD structure was calculated by adding the length of each IMRaD section. Data were analyzed using descriptive statistics and linear regression.
Results:
On average, the overall length of IMRaD structure of diploma theses was longer than that of the original research articles. On average, the longest section in diploma theses was the Introduction (occupied almost 50% the overall length of IMRaD structure). In the average original research article, the Introduction section occupied about 15% of the overall length of IMRaD structure, while the Discussion was the longest section. The highest correlation with the overall length of IMRaD structure in diploma theses was found for Introduction (R=0.82; R2=0.67; P<0.001). In original research articles, the Discussion section was most highly correlated with the overall length of IMRaD structure (R=0.62; R2=0.38; P<0.001).
Conclusion:
The IMRaD structure of diploma theses defended in graduate Study of Dental Medicine in Split differs from the structure of original research articles published in dental scientific journals. Diploma theses have a comparatively longer introduction and shorter discussion section than original research articles.
Covid-19 pandemic hit a giant blow on in-person education. This was especially difficult when teaching laboratory related exercises. In this paper we show that we can treat this hardship as an ...opportunity, and engage students into creating tools that help their colleagues. In this particular case we present diploma projects that constituted equipment rental apps. We show that such form of diploma increases motivation and leads to nice results.
The paper describes software usage for diploma thesis presented by VSB-TUO students during students conference GISáček. A prepared statistics was build from papers available at web pages of the ...conference. The prepared statistics is not complete clear view on this area, but I do not have any other simple way how to prepare such statistics.
The statistics was build just from the text of the papers. If a student mentioned any software than it is included in the statistics. Summarized results are presented at the following figures with some general comments, that can be useful.
The statistics is prepared only for years 2000 – 2006. A last year of the conference was not included, because of problems with availability of the proceedings.Software is categorized to three categories. A category fee contains only software that must be payed. This category includes software that can be obtained by students free of charge, but for firm usage must be payed. A category without fee includes software that can be used free of charge even for firm purposes, but is not available as an open source software. The last category open source includes open source software and in a case of this statistics, all open source software mentioned by students is free of charge as well.
Austrian VET school and college students can work on industry sponsored projects in their last two semester of study, this include also chemistry and chemical engineering students. In 2011 from ...22,600 teaching staff 8,000 had been teaching engineering subjects, 250 teaching chemistry and related subjects. All teaching staff is academics trained at technical universities, who had been working in industry at least for 4 years. Diploma projects are supervised by professors. To rely on the quality standards had been published already in 1999, again in 2002. More than 4000 projects are registered with htl-innovativ, an Austrian initiative listing diploma projects, 205 in the fields of chemistry. Relying on these data and on other detailed information about diploma projects in Austrian VET colleges in the last fifteen years the professionalization of the teaching staff as coaches with a focus on chemistry is studied. As in 2016 changed graduation examination rules with e From the year 2016 on changed graduation examination rules will take place at the Austrian Upper level secondary technical and vocational schools with emphasis on e. g. project work, and therefore, the professionalization of teaching staff is an important issue.
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