The game industry is modern and as such in constant evolution, therefore it needs information on how to better its work practices either it be on a professional level or at a training level. This thesis focuses on game education, specifically on the game students partaking in such education and developing a game as part of a game-based development course. The study investigated what kinds of pressure might be afflicting game students at Uppsala University during their game production courses and what are the effects of such pressures on the work/life balance of the concerned game students. To conduct the data collection, a survey with close and open-ended questions was used to gather information on focused topics but also get the opinion of the respondents on the matter. As a result of the research, it was possible to learn that the game students are pushing themselves to adopt overworking tendencies during their game production course. This behavior would be motivated by the different pressures affecting them during their game production course like the pressure to produce high-quality work. The conclusion reached is that the pressures affecting game students during their game production courses are related to the lack of healthy work habits of game students when working independently on their game productions. The pressures have impacts on the work/life balance of the affected students who often end up sacrificing their well-being in favor of work. This decision can have the opposite effect as work/life balance conflicts can hinder a game student's chances of academic success. To address this issue this thesis recommends game schools to support game students who are working independently by leading them to adopt healthy work habits and helping them to cope with the pressures of their environment.

No description available.

疏離感（Alienation）是一個自有人類以來，無論古今中外社會都普遍存在的問題。 隨著人類文明的變遷，疏離感對目前社會個人的威脅和嚴重性，有愈演愈熾的趨向。 就學生普遍淡漠的態度，違反校規，漫不經心，玩樂怠忽的行為觀之，疏離感也是當 今集體式教育下的一項重大問題。為了瞭解我國大學生對學校生活的意見與態度，特 以「校園疏離態感」為探討二者關係良寙的指標，並探討影響大學生校園疏離感的有 關變項。茲將本研究之目的臚列於下： １．瞭解我國大學生在學校情境中，各種類型（無力感、無意義感、無規範感、疏隔 或孤立）的疏離程度。 ２．瞭解我國大學生在學校情境中，對不同對象（自我、同學、師長、課業及學校活 動，學校組織、制度及一般設施）的疏離程度。 ３．探討大學生疏離感是否因學生性別、年級、學校性質之不同而有顯著的差異。 ４．探討大學生自我統整，師生非正式互動，及社團參與程度和校園疏離感之關係。 ５．根據研究結果，提出結論和建議，作為改進大學教育之參考，並提供有效輔導學 生的可行途徑。 本研究經文獻探討與理論分析後，設計問卷以收集資料。問卷調查之對象包括台大、 政大、交大、中原、淡江及文化等六所大學，共１０５８位大學。 研究結果顯示，大學生校園疏離感與其年級，學校性質無關，但與學生性別，自我統 整，師生非正式互動，及社團參與程度有顯著關聯．就整體而，言校園疏離感較強烈 的大學生是：男生、自我統整程度低者（「迷失方向」和「尋求方向」兩類型，師生 非正式互動次數少或品質低，以及社團參與程度低者。經由逐步多元迴歸分析，發現 在所有預測變項中，師生非正式互動品質對校園疏離感而言，是最重要的一項。可見 ，欲改善大學生對學校生活的態度避免疏離感之強化，必須從師生關係著手，而師生 課堂外的接觸品質更為重要。

The university habitus is not comprised of neutral structures but carries with it a history of privileging certain ways of doing, learning and being. Students who identify as Aboriginal draw from a number of identities at the University that become more or less relevant depending on the context. In this narrative study, seven students who identify as Aboriginal are interviewed about their experiences at the University of Saskatchewan. As a result of these interviews, a perspective of the university takes shape where Aboriginal culture welcomes and comforts students in a supporting role but does not always seem relevant in an academic context. Connections to others and to oneself can impact a student’s engagement in classroom curricula and stereotypes about Aboriginal peoples and grades play an important role in shaping the experiences of students who identify as Aboriginal at university, their definition of success and even their decision to attend university. The “narrative of struggle” can influence students’ choices to frame themselves either in relation to a non-Aboriginal reference group or question why Aboriginal educational success is framed in terms of exceptional individual cases rather than as a group norm. While students’ experiences at the university vary, their purpose for attending university is closely connected to their identities both now and their hopes for creating a better self in the future.

Thesis (Ph.D.)--Mississippi State University. Department of Counseling, Educational Psychology, and Special Education. / Title from title screen. Includes bibliographical references.

The purposes of this investigation were to examine the students' perceptions concerning the student services available at North Texas State University (NTSU HAS) and the need for student services (NTSU NEEDS). Other purposes were to determine which group of students had the greatest perceived need for services and to provide data that would aid various departments in the Student Service Division in program planning. Recommendations are included which suggest that more effort be made in publicizing those services available to students. Each department should establish procedures for assessing student needs as an indicator of changes in student perceptions. The Vice President for Student Affairs should support and encourage the gathering of data in each department. Research should be conducted to determine the differences between married and unmarried commuter students, married and unmarried in-town students, and commuter and non-commuter married students. The survey instrument should be individualized for each department. Data on student perceptions and characteristics should be utilized as input in formulating the mission and goal statements of the departments.

La dyslexie est un trouble neuro-développemental spécifique à l'apprentissage de la lecture, qui touche entre 6 et 8% de la population. Elle se caractérise principalement par des déficits dans les compétences de reconnaissance des mots écrits affectant les procédures de lecture phonologique et orthographique. Les travaux de recherche ont mis en évidence de manière systématique une persistance de ces déficits à l'âge adulte. Pourtant, certains adultes dyslexiques parviennent à poursuivre et réussir des études post-secondaires. Ainsi, ces individus pourraient développer des stratégies de lecture adaptatives ou compensatoires leur permettant d'atteindre un niveau de compréhension en lecture similaire à des adultes normo-lecteurs. Les travaux conduits dans cette thèse visent à préciser la dynamique des mécanismes neurocognitifs impliqués dans l'établissement de stratégies de lecture adaptatives ou compensatoires chez l'adulte dyslexique universitaire. Les résultats de ces travaux de thèse suggèrent que la compensation des étudiants dyslexiques serait soutenue par le développement et l'utilisation des compétences sémantiques et principalement des compétences morphologiques, et supportent l'hypothèse d'une réorganisation cognitive et neuro-fonctionnelle de la lecture des adultes dyslexiques universitaires. / Dyslexia is a neurodevelopmental reading disorder that affects 6 to 8% of the population. It is characterized by severe deficits in written word recognition, affecting both phonological and orthographic reading procedures. Research has systematically shown that these deficits persist into adulthood. Nevertheless, some dyslexic adults successfully study at university level, suggesting that they developed adaptive or compensatory reading strategies which allow them to achieve a level of reading comprehension that is similar to those of adult skilled readers. This thesis aimed to precise the dynamics of neurocognitive mechanisms involved in the compensatory reading strategies of university students with dyslexia. Overall, the results confirmed the hypothesis that successful compensation in university students with dyslexia is achieved through a spatiotemporal reorganization of the reading network, and suggests that this compensation is supported by the development and use of semantic skills in general, morphological skills in particular. These findings support the hypothesis of a cognitive and neuro-functional reorganization of reading skills in university students with dyslexia.

No description available.

This thesis aims to measure and compare the attitudes of university students at three different public universities (The University of Central Florida, The Udmurt State University, and The Middle East Technical University) in three very distinct countries (The United States, Russia, and Turkey, respectively) with the hope of understanding their opinions toward the cultural ramifications resulting from the globalization process. The hypothesis is that the higher the exposure and receptivity of university students to cultures different from their own, via "cosmopolitizing" variables, i.e. study abroad. foreign television, music, or food, the more likely they would be to accept the concepts surrounding globalization and reject those of localization, whether expressly aware of the concepts or no thereby more likely they will be to rank "strongly globalist., on a determined dimension of globalism. An anonymous survey was translated and disseminated to students at each of the three universities referenced above in order to gather a representative sample that could potentially be studied as a microcosm of each country's university student population as a whole. The data garnered was then put through a series of statistical analyses, using SPSS, in order to understand the correlations between variables and to analyze their statistical significance. While there is existing literature discussing the attitudes and opinions of adults towards the concept of globalization there is a dearth of research and information collected on the views and attitudes of the very influential university-age population. This thesis seeks to fill in the informational gap and provide a framework for further continuation of this study.

Summaries in Afrikaans and English / Text in Afrikaans / Stress is a complex and multi-dimensional phenomenon of which topical significance is given at present. The aim of this study was to focus on the influence of stress on academic performance of the young student. First, a comprehensive study of the literature was undertaken in order to arrive at an understanding of the foregoing. An overview of the nature, etiology and manifestation of stress, as well as how it is coped with, is offered. Special attention was devoted to factors that cause the young student to experience distress. In addition the way in which the personal actualisation of the young student occurs, was researched. From the research it appeared that owing to, among other things, the experiencing of distress and inadequate personal actualisation, some young students are in a situation involving need, which requires urgent and essential ortho-andragogic guidance. Consequently, the ortho-andragogic responsibility of rendering aid within the context of tertiary training was addressed. Lastly, an empirical investigation of the correlation between distress and particularised academically oriented issues was launched. Based on the findings and conclusions arrived at during the course of the study and investigations, recommendations have been made for future research. / Stres is 'n komplekse en veelvlakkige fenomeen wat in die huidige tydsgewrig van aktuele belang beskou word. Die doel van die studie is om die fokus te laat val op die invloed van stres op die akademiese prestasie van die jeugdige student. Ten einde tot begrip van die voorgaande te kom, is daar in eerste instansie 'n omvattende literatuurstudie onderneem. 'n Oorsig is gebied ten opsigte van die aard, etiologie, manifestering en bantering van stres. In die besonder is gelet op faktore wat aanleiding tot distresbelewing by die jeugdige student gee. Benewens die voorgaande, is die wyse waarop die persoonsvoltrekking van die jeugdige student geskied, nagevors. Uit die navorsing het dit geblyk dat sommige jeugdige studente vanwee onder meer distresbelewing en ontoereikende persoonsvoltrekking, in 'n noodsituasie verkeer, wat orto-andragogiese begeleiding noodsaaklik maak. Gevolglik is 'n blik op die orto-andragogiese aanspreeklikheid vir hulpverlening binne tersiere opleidingsverband gewerp. In laaste instansie is 'n empiriese ondersoek na die korrelasie tussen stres en verbesonderde akademiesgeorienteerde aangeleenthede geloods. Na aanleiding van die bevindinge en gevolgtrekkings waartoe daar in die loop van die studie en ondersoek gekom is, ls aanbevelings vir toekomstige navorsing gedoen. / Teacher Education / D. Ed. (Orthopedagogics)