bluuebunny/crossref_metadata_2025 huggingface dataset:
Literature and the Right to Be Human
Authors: Gikandi Simon
Published: January 2021

In memory of my beloved mother, Charity Gakure, 1935-2019.
Thaayũ.

Wherever something stands, something else will
stand beside it. Nothing is absolute.

—Igbo Proverb

I accept Brecht's thesis that in settled periods of
history, culture—and literature which is its part, with
criticism as its partner—can reflect reality. But that in
traumatic times like ours, when reality itself is so distorted
as to have become impossible and abnormal, it is the function of
all culture, partaking of this abnormality, to be aware of its
own sickness. To be aware of the unreality of the unauthenticity
of the so called real, is to reinterpret this reality. To
reinterpret this reality is to commit oneself to a constant
revolutionary assault against it.

—Sylvia Wynter,

“We Must Learn to Sit Together and Talk about a Little
Culture”

As I was preparing this address, I struggled with the problem of what
Edward Said called beginnings and the complex set of circumstances that they
entail: “What must one do to begin? What is special about beginning as an
activity or a moment or a place? Can one begin whenever one pleases?” (xv).
This challenge can be exacerbated by one's relationship to institutions and
their history—in my case, the joy and pain of being both an insider and an
outsider, a scholar of Euro-American culture from its margins. And so
tonight I find myself in a situation that calls for celebration, but also in
a place of uncertainty. I, Simon Gikandi, born in a colonial state of
emergency, have had the luck to serve as the 129th president of the Modern
Language Association of America. My sense of good fortune is, however,
tempered by the reality that the state of emergency that characterized most
of the twentieth century, including the circumstances of my own beginnings,
has not gone away, as many of us had hoped, but has instead become
permanent. Everywhere I go around the world, I keep on hearing echoes of
Walter Benjamin's prediction that the state of emergency is “not the
exception but the rule” and of his injunction that we must “attain a
conception of history that is in keeping with this insight” (257). I find
myself in a world where achievement and precarity go hand in hand.
Analytical solution for depth-averaged velocity and boundary shear in a compound channel
Authors: Devi Kamalini , Das Bhabani Shankar , Khuntia Jnana Ranjan , Khatua Kishanjit Kumar
Published: January 2021

Estimation of streamwise depth-averaged velocity and boundary shear stress are important requisites for modelling of river flows associated with flood events. Recently, many methods have emerged to predict these flow variables with great accuracy, but they provide unsatisfactory results in shear layer regions. This paper presents an improved methodology to predict depth-averaged velocity and bed shear stress for a straight compound channel flow. An analytical solution to the depth-integrated turbulent form of the Navier–Stokes equation is obtained. The transverse shear stress in the mixing region is modelled using an effective eddy viscosity concept that contains horizontal coherent structures and three-dimensional bottom turbulence. The secondary flow term is modelled by considering the log-law profile for streamwise velocity and half cosine curve for the transverse velocity component. The analytical solution is successfully applied to a wide range of experimental compound channels and field cases. The efficacy of the present solution has been successfully tested by comparing with observed values.
Computationally efficient evolutionary optimisation for joint reservoir design-operations
Authors: Motevali Bashi Naeini Elaheh , Soltaninia Shahrokh
Published: January 2021

This study contributes to emerging computationally efficient methods to account for multi-purpose reservoir operations at the dam design stage. In many cases, the water supply reliability objective introduces binary variables into an otherwise simpler linear programming (LP) formulation. This has led to widespread use of evolutionary methods such as particle swarm optimisation (PSO). Combining the branch and bound (BB) method with a hybrid PSO–LP, this study presents a new BB–PSO–LP algorithm to solve the joint design and operations problem. The proposed BB–PSO–LP algorithm was benchmarked against classical versions of the BB algorithm and PSO–LP. Superiority of the BB–PSO–LP algorithm was demonstrated by finding slightly better solutions in a shorter time. That said, PSO–LP also led to acceptable results in a similar time. Although the BB algorithm was found to be efficient in problem solving, under certain conditions it is difficult for the BB method to find a feasible solution.
Renal AAV2-Mediated Overexpression of Long Non-Coding RNA H19 Attenuates Ischemic Acute Kidney Injury Through Sponging of microRNA-30a-5p
Authors: Haddad George , Kölling Malte , Wegmann Urs A. , Dettling Angela , Seeger Harald , Schmitt Roland , Soerensen-Zender Inga , Haller Hermann , Kistler Andreas D. , Dueck Anne , Engelhardt Stefan , Thum Thomas , Mueller Thomas F. , Wüthrich Rudolf P. , Lorenzen Johan M.
Published: January 2021

Background

Renal ischemia-reperfusion (I/R) injury is a major cause of AKI. Noncoding RNAs are intricately involved in the pathophysiology of this form of AKI. Transcription of hypoxia-induced, long noncoding RNA H19, which shows high embryonic expression and is silenced in adults, is upregulated in renal I/R injury.

Methods

Lentivirus-mediated overexpression, as well as antisense oligonucleotide-based silencing, modulated H19 in vitro. In vivo analyses used constitutive H19 knockout mice. In addition, renal vein injection of adeno-associated virus 2 (AAV2) carrying H19 caused overexpression in the kidney. Expression of H19 in kidney transplant patients with I/R injury was investigated.

Results

H19 is upregulated in kidney biopsies of patients with AKI, in murine ischemic kidney tissue, and in cultured and ex vivo sorted hypoxic endothelial cells (ECs) and tubular epithelial cells (TECs). Transcription factors hypoxia-inducible factor 1-α, LHX8, and SPI1 activate H19 in ECs and TECs. H19 overexpression promotes angiogenesis in vitro and in vivo. In vivo, transient AAV2-mediated H19 overexpression significantly improved kidney function, reduced apoptosis, and reduced inflammation, as well as preserving capillary density and tubular epithelial integrity. Sponging of miR-30a-5p mediated the effects, which, in turn, led to target regulation of Dll4, ATG5, and Snai1.

Conclusions

H19 overexpression confers protection against renal injury by stimulating proangiogenic signaling. H19 overexpression may be a promising future therapeutic option in the treatment of patients with ischemic AKI.
Methodologies to attain Graduate Attributes at Class Level
Authors:   Professor, ECE Department , Vasavi College of Engineering, Ibrahimbagh, Hyderabad, Telangana, India, Swamy Kilari Veera
Published: January 2021

Traditional teaching methodologies cover only 4 Graduate Attributes (GAs). These are GA1, GA2, GA3 and GA4. Remaining 8 Graduate Attributes will be accomplished with the new methods. In this work, activities based on active, cooperative, inductive, project, and emotional based learning methodologies are proposed. Proposed activities are designed by considering cognitive, psychomotor and affective domains of the blooms taxonomy. These activities are implemented at class level. In detail procedure to implement these methodologies in each course is presented. Hence, each course is mapped with more number Graduate Attributes. These methodologies include activities like the interactive sessions, group based assignments, case based assignments, and mini project in every course. Graduate Attributes like modern tool usage, individual/team work, communication, ethics, project management, and lifelong learning are better mapped with these new methodologies. Further, evaluation methods also proposed in this work. Experiments are performed on two classes of 60 students each. One class is taught by traditional teaching methods. Second class is taught by the proposed methodologies at course level. Performance of students in higher order thinking and lower order thinking is also assessed. Experimental results indicate that higher order thinking among students is improved. Hence, critical thinking is improved. Further, each course is mapped to 12 Graduate Attributes. Hence, possibility of attaining more Graduate Attributes is improved. Practice of proposed methodologies at class level improves the student�s attendance.
Engaging Students Actively for Effective Teaching-Learning
Authors:   Department of Electronics and Telecommunication Engineering, Fr. C. Rodrigues Institute of Technology, Sector 9A, Vashi-400703, Navi Mumbai, Maharashtra State, India, Kolhekar Megha , Shah Milind , Jadjav Anita
Published: January 2021

Due to the current pandemic situation all across the world, the education sector is undergoing a transformation. Engineering education is changing its face, too, as it is the need of the hour to impart knowledge and skills remotely to the students. At our Institute, we had not attempted the online teaching-learning methodology before the pandemic because students daily travelled to the Institute, and the need did not arise. Currently, we have adapted to MS Teams as our online platform for the conduction of classes and software laboratories. The major challenge in online teaching is to engage the students actively and ensure that learning is happening. Active learning is defined as �educational methods in which students are involved in higher-order thinking (analysis, synthesis, evaluation).� This work is a report on the methodologies adopted by the authors in the ongoing semester, involving some of the well-documented active learning strategies for two undergraduate courses in Mumbai University curriculum. The paper describes the adopted teaching methodologies with statistics collected during the ongoing semester and summarizes the outcomes of these experiments in terms of students� �Learning Coefficient (LC)� in the undertaken courses based on the feedback collected by the course coordinators. Learning Coefficient is a number between 0 to 1 where 0 indicates non-interactive sessions and 1 indicates the highly interactive and highest level of learning. In this paper, we report a learning coefficient of 0.7 for one course and 0.64 for the other course through active learning techniques. These coefficients are indicative of �learning happening�.
Mentoring Approaches for Various Learning Behaviors of The Future Engineers in Professional Education: Competency and Commitment Development
Authors:   Department of Electrical and Electronics Engineering, SR University, Warangal, Telangana, India, Irfan M. M. , Deshmukh Ram , Subrahmanyam K. B. V. S. R. ,   Department of Electrical and Electronics Engineering, D.N.R College of Engineering and Technology, Bhimavaram, India
Published: January 2021

Mentoring in higher education facilitates students to enhance the confidence level, improves the probability of academic accomplishment, and reduces chances of failure. Students depend on the expertise and involvement of mentors to support them graduate in a well-timed manner and guide on them to their best possible career. The mentoring significance is not always distinctly understood in education. Researchers are becoming gradually more sensible of its complexity. Choosing a mentor is critical in any career field, and engineering is no different. Mentors can offer future engineers� an instrumental guidance and assistance early in their careers.This research study explores the different learning patterns of the engineering students and recommends the new approaches required for the successful mentoring of these millennial students. Project-based course �Product Design Studio� is considered, and total strength of 50 students classified into 4 groups based on their competency and commitment levels. At least one student from each of these 4 groups combined and 11 project teams formulated for the execution of the project. Competency levels identified through a test based on the skillset required for the project execution. Four different training models are proposed in this paper for each of the groups formulated and these approaches successfully implemented by the mentors. The learning reflections of the mentors and mentees are presented in this paper. The final product demonstration by the students reflected the success of the novel approaches implemented by the mentors. Competency and Commitment are the key factors to be considered for analyzing the performance of the students. in addition to the mentoring students for improving their competency levels, the role assigned during the project execution promoted the 21st century skillset among the students. There is a huge scope to research and develop the appropriate mentoring strategies for the human resource management and development in the project-based courses.
Learning by Gamification: An Effective Active Learning Tool in Engineering Education
Authors:   Assistant Professor, Department of Civil Engineering, Rajarambapu Institute of Technology, Rajaramnagar, Islampur - 415 414, District: Sangli (M.S), India, Y. M Patil , P. D. Kumbhar ,   Associate Professor, Department of Civil Engineering, Rajarambapu Institute of Technology, Rajaramnagar, Islampur - 415 414, District: Sangli (M.S), India
Published: January 2021

One of the latest buzzwords in engineering education is �active learning� and �Outcome Based Education�. Active learning refers to the idea that students are actively engaged in the learning process, rather than passively absorbing content. The COVID-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online by using different online tools such as Microsoft Team, Zoom etc.This paper describes the application of one of the gamification tools known as �Kahoot� used for online teaching a course namely �Irrigation and Hydraulic Structures� which is the core course of B.Tech. Civil Engineering Program. This course is related to the storage, transmission and use of water for irrigation purposes. Previously, the course was used to be taught by conventional methods in which the students were found to be unable to visualize various hydraulic structures such as dam, canal, cross drainage work etc. that are used for irrigation purposes and hence the expected course outcomes could not be attained. In the COVID-19 pandemic situation the same course was taught by online mode with the help of Microsoft Teams platform. However, it was difficult to engage all the 76 students and assess their performance. Hence, use of one of the gamification tools namely �Kahoot� was done to assess and evaluate the performance of students. The entire class was divided into two groups namely �Control Group�, and �Experimental Group�. The �Control Group� was assessed using conventional teaching involving �question answer session�, while the �Experimental Group� was assessed by using the �Kahoot� tool of gamification. The results of the study shows that the performance of �Experimental Group� in the Unit Test Examination (i.e. average marks) improved by over 18% compared to the performance of �Control Group�. Thus, it can be concluded that use of �gamification� as an active learning tool helps in enhancing the students understanding and hence attaining the expected outcomes.
Resolving Network Issues Using Augmented Reality and Virtual Reality
Authors:   Department of Computer Science & Engineering, Chitkara University, Punjab, India, Anireddy Srilakshmi , Mantri Archana ,   Department of Electrical and Electronics Engineering, Chitkara University, Punjab, India
Published: January 2021

Networking is a critical and essential commodity in today's digital world, as it establishes communication between people at remote locations. Routers, switches, cables, etc. are the essential devices of any network. Network technicians use these devices to set up the network at homes, offices and public places. In a situation of any network issue, the end-user is dependent upon the network service provider to resolve the issue as the end-user has not sufficient knowledge about the network devices. However, with the help of Augmented Reality (AR) and Virtual Reality (VR) technology, end-user can be provided with the basic training or knowledge to operate the network devices. In this paper, an AR or VR based learning environment is proposed, for providing the knowledge about different network devices and their connections. While this elementary knowledge will add to the awareness of the enduser about networking, it would also enable reducing the cost and time of the end-user and network technicians.
Transforming Young Minds Socially through, a Course Social Innovation with a Human Centred Design Approach at Freshman Level of Engineering.
Authors:   Asst Professor, Department of Humanities and Social Sciences, KLE Technological University, Hubli, Karnataka, India, Shinge Jayanti , Kotabagi Sanjay V. ,   HOD, Department of Humanities and Social Sciences, KLE Technological University, Hubli, Karnataka, India, M. Geeta , Rebello Christina ,   Lecturer, SJMV Sangha�s Business Administration College for Women, Hubli, Karnataka., India, N. M. Sujatha , K. Anusha
Published: January 2021

We at KLE Tech strongly believe in the philosophy of sensitizing young minds socially and establishing a social connect with the society they live in. Social Innovation is a uniquely designed two-credit course for freshman students of engineering; which catalyses this need through experiential learning and community engagement. The course allows the students to get engaged with the society, stake-holders to find out the prevailing social issues which need their immediate intervention. We have adopted the Human Centred Design Approach which helps the students� delayer the social issues systematically and provide feasible and sustainable solutions.Design thinking approach helps students to think over the creative process that engages them in opportunities to experiment, create and prototype models, collect feedback, and redesign the solution keeping end-user in the mind. The course is delivered by a heterogeneous team of experts. Students� learning is enhanced through field visits, presentations and peer reviews. Student teams engage in multiple community studies to identify a social issue. The social issue is better understood through stakeholder interactions and brainstormed among the teams to look for multiple solutions. The best-suited solution is implemented and its effectiveness is studied. Student�s performance is evaluated through classroom presentations and projects. This course has helped in inducing competencies such as social responsibility, problem-solving skills, observation skills, critical thinking ability, communication skills, teamwork and lifelong learning.
Analysis of Student Satisfaction in the Current Online Teaching Scenario
Authors:   Department of Mechanical Engineering, Kalasalingam Academy of Research and Education, Krishnankoil - 626126, India, Nair Anish , Nair Krishna Radhakrishnan ,   Department of Electronics and Communication Engineering, 2Kalasalingam Academy of Research and Education, Krishnankoil - 626126, India
Published: January 2021

The current COVID situation has put the entire education system in a state of shock and has forced the educators to adopt online teaching at a rapid pace. Faculty and students are working hard to adapt to new and continuously evolving methods of and to make it as close to a classroom experience as possible. Hence an analysis of student satisfaction for a specific course is planned through analytical means in this article. Data is collected using the distance education learning environments survey as it closely resembles the current online teaching scenario. The survey captures the relationship between student satisfaction and parameters such as faculty support, student interaction, active learning, student autonomy, authentic learning and personal relevance. The survey is designed as a five point Likert type set of choices for each of the parameters. The participants of this study were 150 undergraduate students of Second year of Kalasalingam Academy of Research and Education who were taking a common course in Mathematics. From the survey results, correlation analysis and descriptive statistics is conducted to understand the parameters which considerably affect the student satisfaction considerably. The analysis shows that faculty interaction and student interaction were the most significant factors affecting student satisfaction. These results can directly act as an input to the institutions which are finding the aspect of online classes challenging and will motivate them to address the key issues directly to improve their student satisfaction.
Antecedents of Satisfaction with Teamwork in Higher Education: An Empirical Study
Authors:   Associate Professor & Head, School of Management, National Institute of Technology Karnataka (NITK), Surathkal, India, Kumar S. Pavan
Published: January 2021

Developing a theoretical framework to understand undergraduate student teamwork dynamics has always been a topic of interest for educational researchers. Essentially, this is because teamwork is seen as a method for learning and professional development as many companies allocate their work in teams. Hence, there is a need for researchers to look into the underlying factors that can influence teamwork effectiveness among university students. Although there exist a few studies on identifying the antecedents of satisfaction with teamwork, this study intends to analyses the influence of task factors, such as workload, and individual factors, such as collaborative behaviour, on satisfaction with teamwork and expected quality respectively. In addition, the study was also employed to understand the role of team cohesiveness and individuals having knowledge, skills and abilities on satisfaction with teamwork and expected quality respectively. Data were collected from 151 students who are studying their undergraduate course in Indian universities. The proposed causal relationship was examined with SmartPLS 3, as it allows us to analyse multiple causal relationships in a single framework. The findings show that workload has significant negative relationship with both satisfaction with teamwork and team cohesiveness. Whereas, team cohesiveness in turn has a significant positive relationship with satisfaction with teamwork. Similarly, collaborative behaviour has emerged as significant predictor of individual�s knowledge, skills and abilities, and expected quality from a teamwork. In turn, it was identified that individual�s knowledge, skills and abilities could influence both team cohesiveness and expected quality. The findings of the study have implication to both the administrators and teachers involved in designing and deploying the coursework to university students.
Comprehensive Strategy to Inculcate Professional Skills among First-Year Students: A Collaborative Learning Approach
Authors:   Department of Mechanical Engineering, St Joseph Engineering College, Mangaluru, Karnataka, India, M Poornesh , Bhat Shreeranga , D'Souza Rio ,   Department of Computer Science and Engineering, St Joseph Engineering College, Mangaluru, Karnataka, India, Suresh E. S. M. ,   Department of Civil and Environmental Engineering, National Institute of Technical Teachers Training and Research, Chennai, Tamilnadu, India, Bhat Vinayambika S. ,   Department of Electronics and Communication Engineering, Mangalore Institute of Technology and Engineering, Moodabidri, Karnataka, India
Published: January 2021

Inculcating teamwork, communication skills, and lifelong learning are essential metrics of Outcome Based Engineering (OBE). Ensuring these in early professional courses will enhance the ability of the students to adopt the OBE effectively in the forthcoming semesters. Effective planning and deployment of pedagogy of engagement will aid the students and faculty members to attain the desired outcomes with effective utilization of resources. This article unearths the challenges and documents the lessons learned in deploying collaborative learning in the First Year (FY) engineering education. It establishes a comprehensive assessment methodology from OBE perspective. Further, it addresses professional skills such as teamwork, communication skills, and lifelong learning in a structured manner. The Action Research methodology is adopted by taking into account the OBE approach enshrined in the Programme Outcomes (POs) as suggested by the Indian statutory bodies. The collaborative learning approach of 'Student, Teams, Achievement, Division' (STAD) is utilized by establishing a heterogeneous group. The Define-Measure-Analyze- Improve-Control (DMAIC) approach is used for project deployment and sustainment. Statistical analysis is used to interpret the results effectively. The study shows that the desired outcomes are achieved with a minimum duration of the teaching-learning process. Moreover, statistical analysis shows that even weaker students can reach the set attainment target due to heterogeneous group formation and collaborative learning. Eventually, the structured approach assists in developing a framework for the effective Shreeranga Bhat Department of Mechanical Engineering, St Joseph Engineering College, Mangaluru, Karnataka, India shreerangab@sjec.ac.in deployment of collaborative learning by establishing robust assessment tools to address the POs related to professional skills. The study shows that collaborative learning can be effectively deployed in FY engineering education with specific reference to POs related to professional skills within the optimal duration, provided a structured approach is embraced. It is also observed that heterogeneous group formation assists slow learners to elevate themselves to progressive learners due to teamwork and the influence of wiser students.
Structured Approach to Enhance the Quality of Undergraduate Capstone Project: A Case Study
Authors:   Assistant Professor, Department of Mechanical Engineering, K. E. Society's Rajarambapu Institute of Technology, Rajaramnagar. Affiliated to Shivaji University Kolhapur, Maharashtra, India, Pawar Rajendra , Patil Sachin ,   Associate Professor, Department of Mechanical Engineering, K. E. Society's Rajarambapu Institute of Technology, Rajaramnagar. Affiliated to Shivaji University Kolhapur, Maharashtra, India
Published: January 2021

The capstone project course has been considered as a commanding student-centered learning activity designed to provide an opportunity to an undergraduate student to solve critical real-life problems by applying the technical and soft skills acquired. A major objective of the capstone project is to apply real-life engineering practices to fulfill customer needs. This paper outline the challenges and best practices learned in the development and implementation of the open-ended undergraduate capstone project with the intention to enhance the quality and learning outcomes. In order to enhance the quality of the capstone project, various strategies such as group formation, student evaluation, sourcing student projects, project plan, project space, project funding, and support for patent and paper publications have been discussed also. The capstone project is offered in the fourth year of B. Tech. mechanical engineering program and it consists of two modules; Phase I and Phase II. Around 72 students and 18 supervisors were involved in the activity for the entire academic year. The student learning outcomes were measured using the commercial software and observed that all the learning outcomes have been attained more than 75% and students have developed very good projects in a team by applying technical knowledge and soft skills learned in the program.
Analysis of In-House Training Workshops for Enhancing Faculty Competence in CDIO Implementation - A Case Study
Authors:   Professor, Academic Process Team, Thiagarajar College of Engineering, Madurai, India, Thiruvengadam S. J. , Baskar S. , Perumaal S. Saravana ,   Associate Professor, Academic Process Team, Thiagarajar College of Engineering, Madurai, India, Jeyamala C. , Anitha D. ,   Assistant Professor, Academic Process Team, Thiagarajar College of Engineering, Madurai, India, Prakash R. Rajan
Published: January 2021

The CDIO INITIATIVE is an innovative educational framework that has been followed in many world-class educational institutions in USA, Europe and Asian countries for producing the next generation of engineers. It provides students with an education in the context of Conceiving � Designing � Implementing � Operating (CDIO) real-world systems and products. Thiagarajar College of Engineering (TCE), Madurai is one among those institutions following the CDIO framework for all undergraduate engineering programmes since the academic year 2018-19. Though there are training programs for selective faculty members, there had been no intensive hands - on training to all the faculty members. It has been felt from the formal meetings and informal discussions that faculty members needed more clarity and training on the CDIO framework. This has led to the conduct of training workshops online by the TCE academic process team for the faculty members of the institution (n=205), in three batches. Two quizzes have been conducted and feedback has been collected at the end of the workshop for each batch. This research paper analyses the outcome of these workshops measured through the Higher Order Thinking Skills (HOTS) exhibited in the assessment activities and feedback. It has been observed that the training workshop satisfies the expectations of the participants with a Satisfaction Index of 0.924. Recommendations have been proposed for interpreting the outcomes of such training workshops to enhance faculty competence through such workshops by addressing the necessary gaps in the forthcoming training workshops.
Unnat Bharat Abhiyan, A Government of India Initiative Complementing Service Learning in Engineering
Authors:   Department of Computer Science & Engineering, HITAM, Hyderabad, India, Bandi Surendra , Naik Santosh Madeva ,   Department of Mechanical Engineering, HITAM, Hyderabad, India
Published: January 2021

Education is one of the most important priorities for any country and Government of India has been implementing several initiatives to take education to every part of the nation. Several objectives like increasing literacy rate, improving quality of education, encouraging skillbased education, promoting technical education, supporting innovations, and empowering universities, were on the top list and made a significant progress over the years. The initiatives of the government were generally open for government institutions and premium private institutions. The most important part of education is to stay connected with society. The education curriculum did not offer much scope to connect with society at large. This article brings out the experience of HITAM(Hyderabad Institute of Technology and Management), an engineering college which benefitted from the government initiative �Unnat Bharat Abhiyan�(UBA). HITAM has been a Participating Institution of UBA since 2018. The initiative helped faculty and students to work with society, understand the societal development, know the role of engineer for the society, take up technological interventions and develop products used in the society. This in turn created a platform for students to apply engineering knowledge in real time problems. Being a participating institution, HITAM followed the framework of UBA and adopted five villages, conducted household survey, organized gram sabhas, identified the problems in the adopted villages where technological interventions are required. The proposals for technological interventions were uploaded in UBA portal and were scrutinized by the subject expert groups. The college was sanctioned with the required budget to carryout the projects proposed. Surendra Bandi Department of Computer Science & Engineering, HITAM, Hyderabad surendra.mca@hitamorg More than 100 students took part in the village surveys and 18 students were part of technological interventions. HITAM received fund from the Government for conducting household survey, technological interventions and perennial funding for active involvement in all the UBA activities. The students who were part of the initiative expressed that it was a life changing experience for them towards society and complemented their learning. Service-learning as a pedagogy was evolved out of the initiative at HITAM, apart from the financial support from the Government.
Experiential Learning Framework for Signals and Systems: An Attempt Towards Reaching Higher Levels of Cognition
Authors:   K.L.E. Technological University, Vidya Nagar, Hubballi-580031, India, Patil Ujwala , Pillai Preeti S. , Hiremath Shraddha B. , Shet Raghavendra M. , K Rohit , Iyer Nalini C.
Published: January 2021

In this paper, we propose an experiential learning module for the course Signals and Systems (SNS). This course is designed in the second year of the Electronics and Communication Engineering stream and challenging course as it demands a higher level of cognition skills. Experiential learning is a series of activities that allow students to be actively involved in ensuring learning. The experiential learning module enhances the problemsolving skills towards reaching higher levels of cognition, moving from the lower levels of remembering, understanding. Typically, the conventional modes are teacher-centric, visual learners and sequential learners find challenges in stimulating their cognition skills. Towards this, we design an experiential learning framework with two techniques: Concept inventory and SNS with Python to facilitate sequential learners and visual learners respectively. The challenges associated with the deployment of our framework are time and resource management. The proposed framework facilitates achieving a higher level of cognitive skills; also the introduction of the simulating tool ensures the conceptual learning of the course beyond classroom learning.
Impact of Experimental Learning on Graduates Success in Engineering Education
Authors:   Computer Science Department, KL University, India, Sneha Yerram , Aluvala Srinivas ,   Computer Science Department, SR University, India
Published: January 2021

Experimental Learning is an Important learning approach in which students learn by doing it. This research analysed effective learning approach for success of graduates in engineering education. For this experiment 168 students of computer science and engineering from college A and B are considered, where college A adopted Experimental Learning and college B adopted Traditional learning approach. The result is significantly difference in success rate of college A than college B. The course delivery in college A has done by project-based learning which concept of course has been implemented by students by doing projects, solving problems, mini projects for real world problems to find solutions and completing course by doing it practically with involvement of latest technologies. This Experience develops problem solving, creative thinking, leadership qualities, teamwork and ready for industry. Students success is measured with semester end exam (SEE) scores and Placements. This shows college A graduates are successes then college B and also a positive change in individual growth and Organizational. A conclusion is done that Experimental Learning Improve Students� performance and can be implemented in other disciplines.
O ensino remoto de língua portuguesa na educação básica frente à pandemia da covid-19: perspectivas e possibilidades
Authors: De Carvalho Ive Marian , Ribeiro Pollyanne Bicalho
Published: January 2021

Estamos vivenciando, no ano de 2020, um momento sem precedentes em nosso país, onde o isolamento social se faz necessário devido à pandemia de coronavírus que cresce a passos largos diariamente. Diante deste cenário, no qual as escolas encontram-se impossibilitadas de desenvolver atividades presenciais, redes estaduais e municipais de ensino de todo o país e escolas particulares buscam alternativas para que as aulas continuem acontecendo. O ensino remoto, através de meios virtuais, vem se mostrando a melhor alternativa até o momento, embora possua limitações que não devem ser desconsideradas. Através do trabalho remoto com a Língua Portuguesa, é possível desenvolver multiletramentos e a construção da identidade do aluno, reforçando seu papel ativo em uma sociedade cada vez mais tecnológica e visual. O papel do professor continua sendo de extrema importância na estrutura remota, bem como do núcleo gestor, principalmente para buscar minimizar quadros de desigualdade educacional, assegurando que as atividades e as tecnologias escolhidas contemplem também aqueles alunos que se encontram em situação de vulnerabilidade extrema.
Aulas virtuais: uma discussão sobre a interação no aprendizado de língua estrangeira em tempos de pandemia
Authors: Rioult Nina , Marron Adilson , Pereira Telma
Published: January 2021

Este artigo fornece um retorno sobre a rápida transição dos cursos presenciais para a modalidade remota no contexto da pandemia Covid-19, que afetou o mundo inteiro desde março de 2020. Revelando nossa experiência como jovens professores de francês, inseridos em projetos de extensão na Universidade Federal Fluminense (UFF), abordaremos os desafios de implantação de atividades interativas no contexto de cursos ministrados por videoconferência. De fato, essa transição levantou muitas questões sobre como gerenciar as interações na sala de aula virtual, sobretudo o que diz respeito às interações aluno-aluno. Após apresentar os principais marcos que constituem a história da educação online no Brasil, discutiremos os trabalhos teóricos que nos permitem analisar as especificidades das interações online. Em seguida, apresentaremos como essa transição se desenrolou em um curso de extensão de línguas na UFF, antes de apresentar com mais detalhes exemplos de atividades que possibilitaram adaptar as aulas presenciais e estimular as interações entre alunos de níveis iniciantes e avançados. A partir dessa experiência, concluímos que, para promover esse tipo de interação, é importante tanto oferecer um quadro educacional mais flexível do que na modalidade presencial, quanto garantir que o professor não esteja mais no centro do processo interativo, chegando às vezes a desaparecer gradualmente.
A pandemia e a urgência das tecnologias: reflexões sobre os desafios para o ensino de língua portuguesa em tempos de isolamento social
Authors: Souza Wellington Gomes de , Bezerra Jaqueline De Jesus
Published: January 2021

A construção de espaços de aprendizagem que sejam baseados no uso das tecnologias digitais de informação e comunicação (TDIC) tornou-se algo extremamente necessário neste contexto adverso no qual se encontra a educação, em função da pandemia causada pelo novo coronavírus. Dessa forma, este artigo tem como objetivo discutir os desafios evidenciados com o isolamento social, no tocante à transformação da atividade docente com base no uso de tecnologias para o ensino de língua portuguesa. Assim, o objeto de estudo almejado passa pela análise dos recursos tecnológicos utilizados pelo professor, pela metodologia empregada e pela relação com os discentes no tratamento didático dos conteúdos. Para fundamentar esta abordagem, pautou-se nas discussões propostas por Braga (2013), Zacharias (2016), Rojo (2012), além da consideração de aspectos empíricos inerentes ao cenário analisado. A pesquisa é de abordagem quantitativa, subsidiada por levantamento bibliográfico e tem objetivo descritivo-explicativo, centrada na análise das respostas de cinquenta e cinco professores de uma regional da rede estadual do Ceará, sobre questões concernentes a esse momento de ensino remoto. Diante da análise proposta, entende-se que o cenário desafiante para o ensino de língua portuguesa, por meio de TDIC, torna-se mais evidente nesse contexto pandêmico de isolamento social. Da mesma forma, constata-se que há lacunas relativas ao uso do aparato tecnológico em prol da aprendizagem, algo que converge para o pensamento acerca do fortalecimento do processo formativo docente nessa perspectiva.
Tempos de pandemia: E agora, José? As aulas são online
Authors: Nink Ivonete Soares
Published: January 2021

Resumo: Neste estudo será abordado o momento de pandemia no Brasil, relacionando-o com o contexto educacional, para discutir sobre o processo de capacitação dos professores e alunos para atuarem nas aulas remotas. O objetivo é apresentar, dentro de uma perspectiva empírica, com aportes teóricos, as inquietações dos sujeitos envolvidos nesse processo de ensino e aprendizagem, frente à urgência de estar letrado com as Tecnologias Digitais de Informação e Comunicação (TDICs), ter o letramento digital. Discorre-se sobre a dificuldade dos professores, alunos, juntamente com os responsáveis, em saber utilizar as ferramentas digitais para as aulas remotas, visto que não era suficiente ter um celular e/ou um computador de última geração, era preciso utilizá-lo para fins pedagógicos. A discussão apresentada foi vivenciada em Rondônia. Nesse contexto, foi possível observar como o manuseio das tecnologias foi favorecido em tempos de pandemia. Houve provocação e intensificação do uso das TDCIs. Isso, certamente, deixou um legado para o aluno que pôde utilizar a tecnologia em prol do aprendizado escolar. Conclui-se, após essa vivência, que os envolvidos no processo das aulas remotas estão melhores preparados para atuarem nas práticas sociais que envolvem as ferramentas digitais.
Como o distanciamento social em tempos de pandemia desafia os estágios iniciais da aprendizagem da leitura em crianças
Authors: Pacheco Letícia Priscila , Hübner Lilian Cristine
Published: January 2021

Este artigo tem por objetivo discutir desafios impostos pelo distanciamento social em tempos de pandemia do COVID-19 no desenvolvimento inicial da leitura em crianças. Mais especificamente, discutiremos os processos envolvidos na aprendizagem da leitura, as dificuldades e os transtornos mais comuns relacionados a esse processo, relacionando-os aos desafios a serem enfrentados num contexto de ensino não-presencial. Discutiremos o cenário que se apresenta e como ele impacta nas questões relacionadas ao período inicial de ensino e aprendizagem da leitura. Em tempos de pandemia e distanciamento social, é necessária uma ação conjunta, contínua e eficiente entre professores, pais e governos, visto que a orientação da criança para a construção da consciência da relação grafema-fonema, a estimulação para práticas de leitura e a criação de um espaço privilegiado para a leitura são condições essenciais para o seu desenvolvimento.
Adaptação de um curso de alemão em contexto acadêmico para o ensino remoto emergencial através de metodologias ativas
Authors: Garcia D'Avila Menezes Raquel
Published: January 2021

Com a suspensão das atividades educacionais em escolas e universidades decorrente da pandemia do COVID-19 e do consequente isolamento social em 2020, muitos professores e aprendizes foram confrontados pela primeira vez com a modalidade de ensino e aprendizagem online. O presente artigo objetiva trazer uma reflexão sobre a adaptação do curso presencial de idiomas da Universidade Estadual do Centro-Oeste (UNICENTRO), mais especificamente do curso de alemão, para a modalidade à distância. Para tanto, é necessário conceituar o ensino remoto e as diferenças metodológicas entre essa modalidade e a educação à distância em contexto brasileiro. À luz do conceito de metodologias ativas de Moran (2015), será apresentado o contexto em que se deu a adaptação do curso presencial de alemão na UNICENTRO para a modalidade online, além das ferramentas e plataformas utilizadas ao longo do semestre letivo. As opiniões dos aprendizes matriculados nesse curso foram coletadas através de um questionário com perguntas fechadas e abertas e geraram os dados ora apresentados, nos quais percebe-se uma adaptação majoritariamente positiva ao formato adotado para as aulas remotas.
Desafios no ensino e aprendizagem de línguas adicionais para crianças em tempos de COVID-19: vozes de professoras de um contexto mato-grossense
Authors: Albuquerque Vitória França , Dallagnol Riscieli , Santos Leandra Ines Seganfredo
Published: January 2021

O estudo apresenta os resultados de uma pesquisa realizada com professoras de línguas adicionais para crianças, de um contexto mato-grossense, com o intuito de compreender os desafios enfrentados nesse momento de distanciamento social e as estratégias usadas para promover às crianças, na medida do possível, uma educação de qualidade social. O trabalho pauta-se nos pressupostos da Linguística Aplicada e discute os conceitos de línguas adicionais (SCHLATTER; GARCEZ, 2009) para crianças (SANTOS, 2009, 2005), tecnologias digitais e os desafios no ensino de línguas na pandemia (MENDONÇA, 2020), e insere-se no método de pesquisa qualitativa, de cunho interpretativista, baseada em Bauer, Gaskell e Allum (2002) e Gil (2007). Para a geração de dados, realizou-se entrevistas semiestruturadas, por meio da ferramenta Whatsapp, com cinco professoras de uma especialização Lato Sensu, ofertada por uma universidade pública situada ao norte de Mato Grosso. Os dados da pesquisa sinalizam que as professoras têm vivenciado dias desgastantes e enfrentado alguns desafios, tais como: dificuldade de adaptação ao uso das ferramentas digitais, invasão de privacidade devido a todo momento receberem mensagens de pais e alunos, falta de internet e, principalmente, de material pedagógico para esse novo contexto. Além disso, afirmam que o ensino de uma língua para crianças exige o contato que as aulas remotas não podem ofertar. Por fim, pontuam que a educação nunca foi tão excludente, tendo em vista que a aprendizagem de seus pequenos aprendizes se encontra prejudicada e as lacunas apresentadas, possivelmente, não serão preenchidas.
ABD’deki Çin Diasporasının Oluşumuna Giden Yol
Authors: TOPCU Neslihan
Published: January 2021

Diaspora kavramını bir anavatanı olan ve anavatanından çeşitli sebeplerden dolayı çeşitli yerlere dağılan ama anavatanıyla da bağlantılarını sürdüren topluluklar olarak tanımlamak mümkündür. Bu çalışma kapsamında ABD’de bulunan Çin diasporasının oluşum sürecinin nasıl gerçekleştiği ele alınmaktadır. Çalışma üç bölümden oluşmaktadır. İlk bölümde Çin diasporasının ABD’de oluşum sürecinin tarihi anlatılmaktadır. İkinci bölümde ABD’deki Çin diasporasının niteliği ve bu niteliğin zaman içinde nasıl değişimlere uğradığı incelenmektedir. Üçüncü bölümde Çin diasporası ve Çin ana kıtası arasında nasıl bir örgütlenmenin mevcut olduğu üzerinde durulmaktadır. Son olarak ise sonuç kısmında üç başlık altında anlatılanların genel bir değerlendirilmesi sunulmaktadır.