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\"Visible Learning Guide to Student Achievement critically examines the major influences shaping student achievement today. A revision of the International Guide to Student Achievement, this updated edition provides readers with a more accessible compendium of research summaries - with a particular focus on the school sector. As educators throughout the world seek to enhance learning, the information contained in this book provides practitioners and policymakers with relevant material and research-based instructional strategies that can be readily applied in classrooms and schools to maximise achievement. Rich in information and empirically supported research, it contains seven sections, each of which begins with an insightful synthesis of major findings and relevant updates from the literature since the publication of the first Guide. These are followed by key entries, all of which have been recently revised by the authors to reflect research developments. The sections conclude with user-friendly tables that succinctly identify the main influences on achievement and practical implications for educators. Written by world-renowned bestselling authors, John Hattie and Eric M. Anderman, this book is an indispensable reference for any teacher, school leader and parent wanting to maximise learning our schools\"-- Provided by publisher.

Computer Graphics - Engineering Animation study program got certified at the Faculty of Technical Sciences in Novi Sad, University of Novi Sad, Serbia in December 2010. The study program consists of Undergraduate Academic Studies (UAS) that last 4 years (8 semesters), Master Academic Studies (MAS) that last a year and Doctoral Academic Studies (DAS) that last 3 years. The first generation of students enrolled in 2011 and this generation finished their UAS and graduated with an engineering degree in Computer Graphics. Now they are studying at MAS and the first student received a master degree in September 2018. UAS comprise 48 subjects, 37 compulsory subjects and 11 elective positions with a choice of several subjects, while MAS comprise 11 subjects with three elective positions. This article shows the curriculum of UAS, MAS and DAS, with the list of subjects, the number of classes for each subject and European Credit Transfer and Accumulation System (ECTS) for these Curricula. A general division of our study program would be into two parts: one in which students learn all the techniques and software needed for digital production of animated films and visual effects and the other which is primarily focused on the processing or manipulation with pictures. In this paper, we will present our study program Computer Graphics - Engineering Animation which is prepared for the third accreditation cycle in 2019 in the Republic of Serbia.

Computer Graphics - Engineering Animation study program got certified at the Faculty of Technical Sciences in Novi Sad, University of Novi Sad, Serbia in December 2010. The study program consists of Undergraduate Academic Studies (UAS) that last 4 years (8 semesters), Master Academic Studies (MAS) that last a year and Doctoral Academic Studies (DAS) that last 3 years. The first generation of students enrolled in 2011 and this generation finished their UAS and graduated with an engineering degree in Computer Graphics. Now they are studying at MAS and the first student received a master degree in September 2018. UAS comprise 48 subjects, 37 compulsory subjects and 11 elective positions with a choice of several subjects, while MAS comprise 11 subjects with three elective positions. This article shows the curriculum of UAS, MAS and DAS, with the list of subjects, the number of classes for each subject and European Credit Transfer and Accumulation System (ECTS) for these Curricula. A general division of our study program would be into two parts: one in which students learn all the techniques and software needed for digital production of animated films and visual effects and the other which is primarily focused on the processing or manipulation with pictures. In this paper, we will present our study program Computer Graphics - Engineering Animation which is prepared for the third accreditation cycle in 2019 in the Republic of Serbia.

This book provides critical perspectives on issues relating to writing norms and assessment, as well as writing proficiency development, and suggests that scholars need to both carefully examine testing regimes and develop research-informed perspectives on tests and testing practices. In this way schools, institutions of adult education and universities can better prepare learners with differing cultural experiences to meet the challenges. The book brings together empirical studies from diverse geographical contexts to address the crossing of literacy borders, with a focus on academic genres and practices. Most of the studies examine writing in countries where the norms and expectations are different, but some focus on writing in a new discourse community set in a new discipline. The chapters shed light on commonalities and differences between these two situations with respect to the expectations and evaluations facing the writers. They also consider the extent to which the norms that the writers bring with them from their educational backgrounds and own cultures are compromised in order to succeed in the new educational settings.

\"For the past number of years, academic entrepreneurship has become one of the most widely studied topics in the entrepreneurship literature. Yet, despite all the research that has been conducted to date, there has not been a systematic attempt to analyze critically the factors which lie behind successful business spin-offs from university research. In this book, a group of academic thought-leaders in the field of technology transfer examine a number of areas critical to the promotion of start-ups on campus. Through a series of case studies, they examine current policies, structures, program initiatives and practices of fourteen international universities to develop a theory of successful academic entrepreneurship, with the aim of helping other universities to enhance the quality of their university transfer programs. This book is a valuable resource for researchers and graduate students working on innovation, entrepreneurship and technology transfer, as well as senior managers and policymakers\"-- Provided by publisher.

Within a context of rapid growth and diversification in higher degree research programs, there is increasing pressure for the results of doctoral research to be made public. Doctoral students are now being encouraged to publish not only after completion of the doctorate, but also during, and even as part of their research program. For many this is a new and challenging feature of their experience of doctoral education. Publishing Pedagogies for the Doctorate and Beyond is a timely and informative collection of practical and theorised examples of innovative pedagogies that encourage doctoral student publishing. The authors give detailed accounts of their own pedagogical practices so that others may build on their experiences, including: a program of doctoral degree by publication; mentoring strategies to support student publishing; innovations within existing programs, including embedded publication pedagogies; co-editing a special issue of a scholarly journal with students; ‘publication brokering’, and writing groups and writing retreats. With contributions from global leading experts, this vital new book: explores broader issues pertaining to journal publication and the impacts on scholarly research and writing practices for students, supervisors and the academic publishing community takes up particular pedagogical problems and strategies, including curriculum and supervisory responses arising from the ‘push to publish’ documents explicit experiences and practical strategies that foster writing-for-publication during doctoral candidature. Publishing Pedagogies for the Doctorate and Beyond explores the challenges and rewards of supporting doctoral publishing and provides new ways to increase research publication outputs in a pedagogically sound way. It will be a valued resource for supervisors and their doctoral students, as well as for program coordinators and managers, academic developers, learning advisors, and others involved in doctoral education. List of Figures List of Contributors Chapter 1 Introduction and Framing the Collection Claire Aitchison, Barbara Kamler and Alison Lee Chapter 2 When the article is the dissertation: Pedagogies for a PhD by publication Alison Lee, University of Technology, Sydney Chapter 3 Slow the presses: Concerns about premature publication Anthony Paré, McGill University, Montreal Chapter 4 Dovetailing Under Impossible Circumstances Christine Pearson Casanave, Temple University, Japan Chapter 5 Revise and Resubmit: The role of publication brokers Barbara Kamler, Deakin University, Melbourne Chapter 6 Learning together to publish: Writing group pedagogies for doctoral publishing Claire Aitchison, University of Western Sydney Chapter 7 Becoming Rhetorical Rowena Murray, Strathclyde University, Glasgow Chapter 8 Mentoring of Doctoral Students toward Publication within Scholarly Communities of Practices Amanda Hartling Thein, University of Pittsburgh and Richard Beach, University of Minnesota Chapter 9 Learning about journal publication: The pedagogies of editing a ‘special issue’ Pat Thomson, Tina Byrom, Carol Robinson and Lisa Russell, University of Nottingham Claire Aitchison is Senior Lecturer in Postgraduate Literacies at the University of Western Sydney, Australia. Barbara Kamler is Emeritus Professor of Education at Deakin University, Australia. Alison Lee is Professor of Education at the University of Technology, Sydney, Australia.

A general division of our study program would be into two parts: one in which students learn all the techniques and software needed for digital production of animated films and visual effects and the other which is primarily focused on the processing or manipulation with pictures. [...]the rules require that there is a certain percent of subjects belonging to the appropriate groups. [...]the division into groups of subjects at UAS is as follows: 1. In the introduction we said that general division of our study program would be into two parts: one in which students learn all the techniques and software needed for digital production of animated films and visual effects and another is primarily focused on the processing or manipulation with pictures. To create computer animations, we use a variety of 2D and 3D drawing software (Photoshop, 3DS Max, Solid Works), software for Motion Capture (VICON MC System, Motion Builder), for Compositing (After Effects), 2D and 3D Tracking (Boujou), Digital Sculpting (Z Brush), Photogrammetry (Photo Modeler Scanner) etc.