Līga Bormane, Jūlija Gržibovska, Solvita Bērziša and Jānis Grabis
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the research data lifecycle.”
P215 declared a similar sentiment: “I hope that our best and brightest don’t leave the profession to become ‘data scientists’ and that data librarians become integral to their researchers’ research lifecycle.” Parallel to P215’s concern of losing the RDM librarian workforce, P191 also articulated the challenge of misconception of researchers about librarian role – “Honestly I’m worried about the future of RDM as a librarian role, mainly because in my experience it’s such a challenge to get researchers to think of libraries and
The following article summarizes a research with the intention to demonstrate the challenges that architecture students need to face throughout their design tasks. The study is also meant to contribute to the cognition of state-of-the-art methods that can help students with these emerging problems.
The main source of information was a questionnaire. Students were asked about the duties they accomplish when completing a design, about their adopted design methods and about their thoughts on a future profession. As a complement, Interviews were conducted with professional architects from local studios. This allowed a deeper insight into the requirements that the two sides lay down for each other.
The research charts how computer aided design could affect the difficulties that appear in the architectural design process.
movie and wanting more details on an actor or while chatting with a friend and wanting to prove a point.
Time killing is a category that refers to the desire for recreation in one’s spare time, where the desired information is useless but recreational, e.g., looking for recreation news or information about famous people.
Knowledge is a category that refers to needs derived from the user’s profession, e.g. an IT student searching for information about a programming language.
Life service includes needs arising in daily life, such as finding directions to a
The article describes the definition of competences formed during the acquisition of the study course “Software Engineering” at Riga Technical University. The European e-Competence Framework (e-CF) is adopted for this purpose. Using the steps to determine e-competences, it is established that students can develop 9 competences in the Bachelor and 15 in the Master study programme. Evaluation of practical assignments allows assessing the achievement level of the required competences. Some professions presented in e-CF and the competencies they need are also reviewed.
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Bulelwa Mandyoli, Chux Gervase Iwu and Zinzi Nxopo
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