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Hits 61 – 80 of 453
61
Touching Language! : Postcolonial Knowledge Production, Language Practice and Arabic Studies in Germany ...
Junge, Christian
. - : Universitäts- und Landesbibliothek Sachsen-Anhalt, 2019
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62
Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children
Höltge, Lea
;
Ehm, Jan-Henning
;
Hartmann, Ulrike
...
In: Early child development and care 189 (2019) 2, S. 339-351 (2019)
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63
Redefining Writing in the Engineering Profession : Towards Engineering Proficiency
Pinho, Ida
;
Söderlindh, Linda
. - : KTH, Lärande, 2019
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64
Multilingual Research Writing beyond English: The Case of Norwegian Academic Discourse in an Era of Multilingual Publication Practices
Ødemark
;
Solli
In: Publications ; Volume 7 ; Issue 2 (2019)
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65
Science Backed Classroom-Based Strategies for Improving Students’ Academic Performance and Emotional Resilience
Johnson, Catherine T
In: South East Coastal Conference on Languages & Literatures (SECCLL) (2019)
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66
Reasoning through spontaneously generated analogies
Fotou, Nikolaos
;
Abrahams, Ian
. - : European Science Education Research Association, 2019
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67
Building of Academics’ Networks—An analysis based on Causation and Effectuation theory
Ahoba-Sam, Rhoda
;
Charles, David
. - : Springer, 2019
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68
An evaluation of self perceived professionalism among health professions’ students
Ahmed, Syed Imran
;
Lin, Lai Kai
;
Ing, Jenny Chong Siew
. - : FIP, 2019
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69
Recording and recognising the experiences of estranged students in higher education
Spacey, Rachel
. - : British Sociological Association, 2019
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70
Wissenschaft weltoffen 2017: Daten und Fakten zur Internationalität von Studium und Forschung in Deutschland - Fokus: Akademische Mobilität und Kooperation im Ostseeraum
Deutscher Akademischer Austauschdienst e.V. (DAAD)
;
Deutsches Zentrum für Hochschul- und Wissenschaftsforschung GmbH
. - : W. Bertelsmann Verlag, 2019. : DEU, 2019. : Bielefeld, 2019
In: 172 (2019)
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71
The Cultural Adaptation Experiences of Chinese Higher Education Students in the American Deep South: A Comparison Across Disciplines
Song, Xiaonan
In: Dissertations (2019)
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72
The effects of deductive, inductive and a combination of both types of grammar instruction in pre-sessional classes in higher education
Giorgou Tzampazi, Stella
. - : University of Bedfordshire, 2019
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73
British Pakistani students’ experiences in multi-ethnic secondary schools in England
Chaudhry, Javeria
. - : University of Bedfordshire, 2019
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74
Collaborative writing with young people with disabilities: raising new questions of authorship and agency
Satchwell, Candice
. - : John Wiley and Sons, 2019
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75
Academics Writing: The Dynamics of Knowledge Creation
Tusting, Karin
;
Mcculloch, Sharon
;
Bhatt, Ibrar
. - : Routledge, 2019
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76
What we talk about when we talk about writing: Exploring how English for Academic Purposes teachers and learning developers conceptualise academic writing
Mcculloch, Sharon
;
Horak, Tania
. - : Association for Learning Development in Higher Education, 2019
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77
Emergence of sociology in translation studies
Götz, Mara
. - : The University of Edinburgh, 2019
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78
Locating methods in ELT education: perspectives and possibilities
Hall, Graham
. - : Taylor & Francis, 2019
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79
The Changing Role of Phonology in Reading Development
Blythe, Hazel
;
Milledge, Sara V.
. - : MDPI, 2019
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80
A UK Case Study on Cybersecurity Education and Accreditation
Crick, Tom
;
Davenport, James
;
Irons, Alastair
;
Prickett, Tom
. - : IEEE, 2019
Abstract:
This Innovative Practice Full Paper presents a national case study-based analysis of the numerous dimensions to cybersecurity education and how they are implemented and accredited; from understanding the interaction of hardware and software, moving from theory to practice (and vice versa), to human factors, policy and politics (as well as other important facets). A multitude of model curricula and recommendations have been presented and discussed in international fora in recent years, with varying levels of impact on education, policy and practice. This paper address three key questions: i) What is taught and what should be taught for cybersecurity to general computer science students; ii) Should cybersecurity be taught stand-alone or in an integrated manner to general computer science students; and iii) Can accreditation by national professional, statutory and regulatory bodies enhance the provision of cybersecurity within a body’s jurisdiction? Evaluating how cybersecurity is taught in all aspects of computer science is clearly a task of considerable size, one that is beyond the scope of this paper. Instead a case study-based research approach, primarily focusing on the UK, has been adopted to evaluate the evidence of the teaching of cybersecurity within general computer science to university-level students. Thus, in the context of widespread international computer science/engineering curriculum reform, what does this need to embed cybersecurity mean more generally for institutions and educators, and how can we teach this subject more effectively? Through this UK case study, and by contrasting with the US, we demonstrate the positive effect that national accreditation requirements can have, and give some recommendations both for future research and curriculum developments.
Keyword:
G400 Computer Science
;
X300 Academic studies in Education
URL:
http://nrl.northumbria.ac.uk/id/eprint/40043/
https://doi.org/10.1109/fie43999.2019.9028407
http://nrl.northumbria.ac.uk/id/eprint/40043/1/Crick%20et%20al%20-%20A%20UK%20Case%20Study%20on%20Cybersecurity%20Education%20and%20Accreditation%20AAM.pdf
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