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Anja Hamer, 2013, diplomsko delo

Opis: According to Adams (1992) clipping is as a process by which a word of two or more syllables (usually a noun) is shortened without a change in its function taking place (Adams, 1992, 135). Clipped words are mostly formed in informal language but can be easily transferred into a formal language and thus become part of the official language. The main purpose of graduation thesis is to analyze the difference of occurrences of fifty clipped words and their unclipped variants in the spoken, newspaper and academic genres as well as in all three genres overall in the time period 2010-2012. A corpus analysis was made for this purpose. The data was obtained from the Corpus of Contemporary American English. The results showed that the majority of clipped words prevail over their unclipped variants in the spoken and newspaper genres. The majority of clipped words also dominate over their unclipped variants in all the three genres overall. Clipped words also appear in the academic genre but do not prevail over their unclipped variants. The results are interpreted on the basic of the fact that clipped words easily transfer into Standard English, speakers prefer to use clipped forms rather than unclipped variants in order to gain simplicity and to show familiarity with the social groups they belong to while authors of newspaper articles tend to use eye-catching words in headlines.
Ključne besede: clipped words, unclipped variants, COCA, spoken genre, newspaper genre, academic genre
Objavljeno: 10.07.2013; Ogledov: 780; Prenosov: 37
.pdf Celotno besedilo (1,37 MB)

Elements influencing study success
Eva Jereb, 2010, strokovni članek

Opis: Study success can be influenced by following factors: (i) social elements (social class position, parents' education, parents' profession, parents' income); (ii) student-related factors (motivation, aptitude, effort, IQ, time spend on study, opportunity to learn, pre-university education); (iii) quality of instruction (organisation, course material, communication, assignments, exams, grading, course outcomes); (iv) curriculum (number of courses, sequence of courses, test schedule, system-block or parallel); (v) government (grant, student accommodation). In the paper the influence of these factors on study success is presented. Social and academic integration are central aspects. In the research we found out that "social elements" greatly influence the decision to enrol, but have less influence on marks received and the duration of study. Grants also greatly influence study success. We were surprised when we found out that factors from the "quality of instruction" group can only explain 12.3% of the variance of exam results.
Ključne besede: study success, students, social elements, academic elements
Objavljeno: 10.07.2015; Ogledov: 324; Prenosov: 4
.pdf Celotno besedilo (1,31 MB)

Social presence and interaction in learning environments
Ines Kožuh, Zoran Jeremić, Andrej Sarjaš, Julija Lapuh Bele, Vladan Devedžić, Matjaž Debevc, 2014, izvirni znanstveni članek

Opis: With the increased use of social media there is a growing interest in using social interaction and social presence in education. Despite this phenomenon, no appropriate methodology was found on effective integrating of both concepts into online learning. In this study, we propose integrating two different kinds of learning tools to provide social interaction and social presence in Personal Learning Environments. We have evaluated the proposed concept in a classroom setting, using a specific social interaction tool and a specific social presence tool. The findings revealed that although the use of the social interaction tool was positively associated with students% academic success, the perceived ease of using the social presence tool was negatively related to students' success.
Ključne besede: personal learning environment, social interaction, social presence, online social presence, academic success
Objavljeno: 03.08.2017; Ogledov: 129; Prenosov: 3
.pdf Celotno besedilo (810,12 KB)

Opportunity makes the cheater: high school students and academic dishonesty
Andrej Šorgo, Marija Vavdi, Urška Cigler, Marko Kralj, 2015, izvirni znanstveni članek

Opis: The purpose of this study was to reveal data about cheating behaviours in Slovenian upper secondary schools, to raise awareness and to lower tolerance for such behaviour. To acquire information about demographics, cheating behaviour, and opinions on such behaviour, we compiled a questionnaire that targeted a university population of first-year students (N=323). From the results, it was revealed that cheating is a way of life in Slovenian schools, and almost all students at least occasionally indulge in some academic misbehaviour. It seems that a culture tolerant or even supportive of such behaviour has been established among students, parents and teachers, all working together to “help” students climb the ladder of success. The open question is whether all kinds of cheating are even recognized as such. Cheating is most common in homework, but at the other end, even systems such as external exams are not immune to fraud. At the moment, classic methods of cheating dominate. Differences between characters (e.g. gender) and educational institutions in most cases are non-existent or small, a finding that could aid in establishing measures to prevent cheating inside schools as institutions.
Ključne besede: cheating, academic dishonesty, students, secondary schools, Slovenia
Objavljeno: 13.07.2017; Ogledov: 67; Prenosov: 2
.pdf Celotno besedilo (210,84 KB)

Reasons for plagiarism in higher education
Polona Šprajc, Marko Urh, Janja Jerebic, Dragan Trivan, Eva Jereb, 2017, izvirni znanstveni članek

Opis: Background and Purpose: The survey was performed to determine the reasons that lead students to possibly commit plagiarism during their studies. By doing so, we wanted to determine the main reason for the appearance of plagiarism and how, within this main reasons, various indicators of plagiarism are judged and, finally, how demographic data and student motivation for study are associated with the reasons for plagiarism. Design/Methodology/Approach: A paper-and-pencil survey was carried out among 17 faculties of the University of Maribor in Slovenia. A sample of 139 students 85 males and 54 females participated in this study, ages ranged from 19 to 36 years. The questionnaire contained 95 closed questions referring to: (i) general data, (ii) education, (iii) social status, (iv) awareness of plagiarism, and (v) reasons for plagiarism. Parametric and nonparametric statistical tests were performed depending on distributions of the answers. Results: The results reveal that information and communication technology is largely responsible for the plagiarism with two reasons highlighted: ease of copying and ease of access to materials and new technologies. We also found some differences between low and high motivated students. Different average values of the answers considering motivation for study were confirmed for academic skills, teaching factors and other reasons for plagiarism, where the average for lower motivated students is significantly different (higher) than the average for higher motivated students. At the end we could find no direct relationship between the average time spent on the Internet and plagiarism. Conclusion: The transmission of knowledge is the basic mission of faculties. This mission is based on moral beliefs about the harmfulness of its abuse, and plagiarism is exactly such abuse. Regardless of the students past at this point professors are those who could greatly contribute to the right set of skills to keep students off plagiarising.
Ključne besede: plagiarism, reasons for plagiarism, academic skills, higher education
Objavljeno: 06.04.2017; Ogledov: 325; Prenosov: 4
.pdf Celotno besedilo (420,34 KB)

Developing academic vocabulary with AWL gapmaker and corpus data
Agata Križan, 2009, izvirni znanstveni članek

Opis: There is a growing need for the development of at least some academic vocabulary in students of EFL (studying English for teaching and non-teaching purposes), if one of the main aims of EFL study is to produce competent users of English. Students are expected to read and understand advanced professional texts, not simply to successfully complete their degrees but to become a part of educated society, and to be able to meet the demands placed upon their knowledge in a prefessional environment. The reading and understanding of professional texts can be a highly demanding activity because of the number of academic and professional terms such texts include. This paper exemplifies the usefulness of a gap-fill exercise, as one among a range of options for developing and testing academic vocabulary in a professional context. The exercise was compiled with AWL gapmaker based on a professional review text, which includes academic items of vocabulary. The gap-fill exercise was used with two groups of EFL students in the same year of study and installed at two difficulty levels for two reasons: to test students' existing knowledge of academic vocabulary, and to enrich it through the analysis of words in context/co-text relation using a concordancing program. The paper compares the answers of both groups to determine the most problematic entries (incorrect answers), and to provide the possible reasons for them. Further, contextual clues are taken into consideration as a helpful source for determining correct entries, and tested with the concordancing program. Besides the emphasis on the usefulness of such gap-fill exercises combined with corpus for the development and enrichment of academic vocabulary, the paper also emphasizes the importance of guiding students in how to search for different grammatical and other contextual clues to make correct inferences, and how to use concordances to support or reject the claims.
Ključne besede: English, foreign languages, scientific language, scientific vocabulary, academic vocabulary, corpus linguistics, academic teaching, didactics
Objavljeno: 18.05.2017; Ogledov: 91; Prenosov: 5
.pdf Celotno besedilo (788,40 KB)

Structural differences in the self-determination of upper secondary students with and without disabilities in vocational education
Marta Licardo, Majda Schmidt, 2016, izvirni znanstveni članek

Opis: The aim of the study was to analyze the differences in degree of self-determination between students with and without disabilities and to relate these differences to grade point average and gender in both groups. Students in both groups were equalized in pairs by age, gender and school program (n = 122; 61 pairs). Results indicate that students with disabilities have a lower level of self-determination than their peers without disabilities. With regards to gender, girls with disabilities have the lowest level of self-determination. An analysis of differences in self-determination by grade point average (GPA) showed that students with and without disabilities who had high GPAs have higher levels of self-determination than students with low GPAs. Results of this study reveal important fields of intervention, especially for students with disabilities.
Ključne besede: self-determination, vocational education, students with disabilities, academic achievement, gender
Objavljeno: 03.10.2017; Ogledov: 54; Prenosov: 4
.pdf Celotno besedilo (221,22 KB)

Analyzing the process of patent aubmission with a special emphasis on the phases of the research process
Mitja Ruzzier, Tine Nagy, Robert Ravnihar, 2009, izvirni znanstveni članek

Opis: This article presents some findings about the process of patenting of Slovenian and foreign researchers in scientific research. Based on the reviewed literature and with help of our conceptual model, we establish that the patenting process can be divided into three separate phases: knowledge detection phase, knowledge dissemination phase and knowledge transfer phase. During the process of researching and patenting, a variety of factors affect the results, which can be divided into two groups: internal and external factors. In Slovenia, patents are statistically significant for researchers working and exploring in the fields of natural science and engineering. Research results in the form of a patent largely depend on financial support and work experiences of individual researchers or research groups. The commercialization of a patent means a successful ending of the research process, as many positive benefits are expected.
Ključne besede: researchers patenting activity, researchers patenting productivity, process of innovation, patenting process, patent driving forces, patent driving areas, academic entrepreneurship
Objavljeno: 28.11.2017; Ogledov: 70; Prenosov: 1
.pdf Celotno besedilo (570,13 KB)

Shaping of competencies of managers in academic incubators of entrepreneurship in Poland
Joanna Kurowska-Pysz, 2014, izvirni znanstveni članek

Opis: Background and purpose: Participation of future entrepreneurs in Academic Incubators of Entrepreneurship (AIE) in Poland is one of the innovative paths to shape their managerial competences. The aim of the paper is to analyse and evaluate the activities of the AIEs as an environment inside of which managerial competencies are formed, and formulate recommendations concerning the improvement of AIEs, in terms of the development of managerial skills of future entrepreneurs. Design/methodology/approach: The author relied on research - study surveys and empirical, qualitative, exploratory research, which were supported by figures. The author focused on four important issues: - Motives of researchers and students interested in the support of AIE; - The quality of support offered by the incubator to its participants as well as the frequency of use of this support by future entrepreneurs; - The possibility of extending the support system for AIE participants; - Traits / managerial and entrepreneurial competences desired in people running their own businesses. Results: AIE participants are focused primarily on implementing their business ventures and to a much lesser extent, care about the simultaneous development of their managerial competencies to manage these projects. It is manifested, among other by differentiated assessment of the suitability of certain forms of support from the incubator and the low intensity of use of this support. Despite this, AIE participants perceive the development of desirable traits and strengthening of specific entrepreneurial, management competencies. It is not a very dynamic growth, although it translates into their motivation to start a business after leaving the incubator. Conclusion: It is recommended to place greater emphasis on mobilizing the future entrepreneurs to make use of forms of support for the development of their managerial competences. It is necessary for complex preparation of future entrepreneurs to independently conduct business after leaving the incubator
Ključne besede: academic entrepreneurship, skills, manager, academic incubator of entrepreneurship
Objavljeno: 22.01.2018; Ogledov: 13; Prenosov: 1
.pdf Celotno besedilo (313,12 KB)

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