Sunday, 17 July 2016
Monday, 11 July 2016
Student and India
The rise of the administrator class is a global phenomenon across universities in neoliberal times.
The neoliberal university is less a space for critical engagement, debate and inquiry, and more a skills factory for the technocratic workplaces owned by transnational capital. In the neoliberal university the student is a product, packaged for the marketplace in marketing slogans and brand identities. Professors are measured in economic terms of productivity and efficiency and cast in the branding race.
Liberal arts and critical thinking are repackaged in the neoliberal university to serve the needs of the market. Instrumentalist logics about Silicon Valley innovators in the tech industry being liberal arts students is the premise for pushing a neoliberal version of liberal arts.
To run the neoliberal university, career pathways are forged for administrators who can discipline the university into an instrumentalist assembly line of well-calibrated workers.
In such a university, the administrator class becomes a mouthpiece of state-corporate power, reiterating the interests of corporate stakeholders. At the same time the administrator class is appointed to align the university with the agenda of the state in producing obedient workers for the transnational workplace.
To administer a university is to carry out the tactical frameworks that have been figured out by powerful corporate donors and state actors. The administrator is a technocrat, specialising in techniques of implementation and evaluation.
In such a climate of neoliberal transformation of universities globally, critical thinking and analysis become mere branding tools in glossy brochures, while the goal of administering the university becomes one of producing homogenous robots with sophisticated skillsets who perform pre-programmed scripts.
The neoliberal buzzword, innovation, stands in for corporate-driven technical products, i.e. students disciplined into submission.
The neoliberal university is less a space for critical engagement, debate and inquiry, and more a skills factory for the technocratic workplaces owned by transnational capital. In the neoliberal university the student is a product, packaged for the marketplace in marketing slogans and brand identities. Professors are measured in economic terms of productivity and efficiency and cast in the branding race.
Liberal arts and critical thinking are repackaged in the neoliberal university to serve the needs of the market. Instrumentalist logics about Silicon Valley innovators in the tech industry being liberal arts students is the premise for pushing a neoliberal version of liberal arts.
To run the neoliberal university, career pathways are forged for administrators who can discipline the university into an instrumentalist assembly line of well-calibrated workers.
In such a university, the administrator class becomes a mouthpiece of state-corporate power, reiterating the interests of corporate stakeholders. At the same time the administrator class is appointed to align the university with the agenda of the state in producing obedient workers for the transnational workplace.
To administer a university is to carry out the tactical frameworks that have been figured out by powerful corporate donors and state actors. The administrator is a technocrat, specialising in techniques of implementation and evaluation.
In such a climate of neoliberal transformation of universities globally, critical thinking and analysis become mere branding tools in glossy brochures, while the goal of administering the university becomes one of producing homogenous robots with sophisticated skillsets who perform pre-programmed scripts.
The neoliberal buzzword, innovation, stands in for corporate-driven technical products, i.e. students disciplined into submission.
Student Life is a Golden Life
It is said that “student life is golden life,” because student life
is the most important part of human life. It is the period of pure joy
and happiness, because the mind of a student is free from cares and
worries of a grown-up life.
In this period, the character of man is built. So, it is called the formative period of human life. Every student should try his best to make the best use of his student life.
The primary duty of a student is to learn and to acquire knowledge. He must do all his work at the right moment and maintain punctuality and discipline. He must remember that if a student becomes successful in his student career and his character is built on a sound basic, he will be able to shine in any sphere of life and serve his society and countries.
A student should spend most of his time of this golden period in reading and learning. A good student never waste his time fixed for reading uselessly. But he must not be a book-worm being always engaged in his studies. He should also be careful about his health and spend some time daily in some sports and games. He should try to develop his body and mind at the same time.
As a student he must try to develop his intellect. He should also try to acquire some good qualities like obedience, dutifulness, respect on elders and love and sympathy for fellow man in the society. The duty of a student is to obey his parents and teachers and respect the elders of the society.
Students are the future hope of country. So every student should try to be the best citizen in all respect, so that he may serve his country as far as he can.
In this period, the character of man is built. So, it is called the formative period of human life. Every student should try his best to make the best use of his student life.
The primary duty of a student is to learn and to acquire knowledge. He must do all his work at the right moment and maintain punctuality and discipline. He must remember that if a student becomes successful in his student career and his character is built on a sound basic, he will be able to shine in any sphere of life and serve his society and countries.
A student should spend most of his time of this golden period in reading and learning. A good student never waste his time fixed for reading uselessly. But he must not be a book-worm being always engaged in his studies. He should also be careful about his health and spend some time daily in some sports and games. He should try to develop his body and mind at the same time.
As a student he must try to develop his intellect. He should also try to acquire some good qualities like obedience, dutifulness, respect on elders and love and sympathy for fellow man in the society. The duty of a student is to obey his parents and teachers and respect the elders of the society.
Students are the future hope of country. So every student should try to be the best citizen in all respect, so that he may serve his country as far as he can.
Study in Student Life
StudentLife is the first study that uses passive and automatic
sensing data from the phones of a class of 48 Dartmouth students over a
10 week term to assess their mental health (e.g., depression,
loneliness, stress), academic performance (grades across all their
classes, term GPA and cumulative GPA) and behavioral trends (e.g., how
stress, sleep, visits to the gym, etc. change in response to college
workload -- i.e., assignments, midterms, finals -- as the term
progresses).
Much of the stress and strain of student life remains hidden. In reality faculty, student deans, clinicians know little about their students outside of the classroom. Students might know about their own circumstances and patterns but know little about classmates. To shine a light on student life we develop the first of a kind StudentLife smartphone app and sensing system to automatically infer human behavior. Why do some students do better than others? Under similar conditions, why do some individuals excel while others fail? Why do students burnout, drop classes, even drop out of college? What is the impact of stress, mood, workload, sociability, sleep and mental health on academic performance (i.e., GPA)? The study used an android app we developed for smartphones carried by 48 students over a 10 week term to find answers to some of these pressing questions.
We use computational methods and machine learning algorithms on the phone to assess sensor data and make higher level inferences (i.e., sleep, sociability, activity, etc.) The StudentLife app that ran on students' phones automatically measured the following human behaviors 24/7 without any user interaction:
Below you will find papers that report on some of the findings from the StudentLife dataset. Because we are interested in spurring work in mining human behavior we have released an anonymized version of the StudentLife dataset (see below).
Feel free to contact us if you have any questions relating to the project, findings or dataset.
Much of the stress and strain of student life remains hidden. In reality faculty, student deans, clinicians know little about their students outside of the classroom. Students might know about their own circumstances and patterns but know little about classmates. To shine a light on student life we develop the first of a kind StudentLife smartphone app and sensing system to automatically infer human behavior. Why do some students do better than others? Under similar conditions, why do some individuals excel while others fail? Why do students burnout, drop classes, even drop out of college? What is the impact of stress, mood, workload, sociability, sleep and mental health on academic performance (i.e., GPA)? The study used an android app we developed for smartphones carried by 48 students over a 10 week term to find answers to some of these pressing questions.
We use computational methods and machine learning algorithms on the phone to assess sensor data and make higher level inferences (i.e., sleep, sociability, activity, etc.) The StudentLife app that ran on students' phones automatically measured the following human behaviors 24/7 without any user interaction:
- bed time, wake up time and sleep duration
- the number of conversations and duration of each conversation per day
- physical activity (walking, sitting, running, standing)
- where they were located and who long they stayed there (i.e., dorm, class, party, gym)
- the number of people around a student through the day
- outdoor and indoor (in campus buildings) mobility
- stress level through the day, across the week and term
- positive affect (how good they felt about themselves)
- eating habits (where and when they ate)
- app usage
- in-situ comments on campus and national events: dimension protest, cancelled classes; Boston bombing.
Below you will find papers that report on some of the findings from the StudentLife dataset. Because we are interested in spurring work in mining human behavior we have released an anonymized version of the StudentLife dataset (see below).
Feel free to contact us if you have any questions relating to the project, findings or dataset.
Essential Services of Student Life
Student Life consists of many essential services supporting U-M students
and helping them get the most out of their time here. We’re the place
students go to Get Help, Get Involved, Get Housing & Food, Get
Active and get the most out of their time on campus.
Student Life
Student Life is here for you; our most basic task is helping students
get the most out of their experiences at the university. With Student
Life you can find your own niche on campus; connect with students within
or beyond your residence hall, organization, or academic program; get
involved in student organizations, leadership opportunities, and campus
jobs and internships; and choose the housing and dining and living
options that work best for you.
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