Thematische Bibliographien / SC students

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Auswahl der wissenschaftlichen Literatur zum Thema „SC students“

Autor: Grafiati

Veröffentlicht am 18. Mai 2024

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Zeitschriftenartikel zum Thema "SC students"

AbuAlSamen, Mahmoud M., Tamam El-Elimat, Basima A. Almomani und Nour A. Al-Sawalha. „Knowledge and perceptions of synthetic cannabinoids among university students in Jordan“. PLOS ONE 16, Nr. 6 (24.06.2021): e0253632. http://dx.doi.org/10.1371/journal.pone.0253632.

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The emergence of blends of synthetic cannabinoids (SC) is an alarming public health concern in Jordan and worldwide. This study aimed to assess the knowledge and perceptions of university students of SC. A cross-sectional study employing a self-administered questionnaire was used to collect data from 1,789 university students in Jordan. The questionnaire measured the knowledge and perceptions of students of SC. Bivariate and multivariate logistic regression were used to investigate the potential predictors of good knowledge of SC. Perceptions of students regarding SC use, prevalence and availability were investigated using principal component analysis. Self-reported familiarity with SC was high (92.5%), while good knowledge was only demonstrated by (33.6%) of students. Predictors of good knowledge included being a smoker (aOR = 1.369, 95% Cl = 11.041–1.871, p = .026), an alcohol user (aOR = 2.134, 95% CI = 1.362–3.346, p = .001), being informed by traditional media (aOR = 1.367, 95% CI = 11.113–1.679, p = .003), social media (aOR = 1.241, 95% CI = 1.161–1.403, p = .021) and self-familiarity with SC (aOR = 2.499, 95% CI = 1.518–4.114, p < .0001). Students perceived SC use to be prevalent and ethically unacceptable, for religious, social, and legal reasons. There were significant differences in the ethical perceptions against the use of SC detected by gender (p < .0001), smoking (p < .0001) or alcohol use (p = .001), and being informed by both traditional media (p-.001) and social media (p = .001), but there were no differences by the level of knowledge (p = .057). Those of good knowledge and those of low knowledge did not differ on their ethical perceptions of using SC. This study showed that there was a low level of knowledge regarding SC among university students in Jordan, which may play a role in the use of SC in the country. Herein, many opportunities exist for public health education to raise awareness against SC use.

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Iqbal, Muhammad Zafar, und Jahan Ara Shams. „A Study of Self Control and Deviant Behavior of Secondary School Students of Mirpur, Azad Kashmir“. FWU Journal of Social Sciences 14, Nr. 4 (15.12.2020): 118–30. http://dx.doi.org/10.51709/fw127210.

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This study aimed at finding the effect of self control (SC) on deviant behavior (DB) of Students. The approach of the study was quantitative. Causal comparative research design was used to investigate the effect of self control on students’ deviance. Students (8940) of grade 9th and 10th of all public schools of Mirpur, Azad Jammu and Kashmir (AJK) constituted the population of this study. Data were collected from 470 students of Mirpur, AJK. Out of them there were 291 males and 179 were females. Two scales, SC Scale originally developed by Grasmick et al., (1993) and Normative Deviance Scale by Vazsonyi et al., (2001) were adapted to measure the SC and DB of the students respectively. Descriptive statistics, t-test and linear regression were applied to analyze the data. Results of the study found a low level of SC and high level of DB among the secondary school students. Female were more SC led as compared to the males whereas male showed more DB than females. Regression analysis showed that SC has significant positive effect on the DB and it brings 49.8% variability in the DB of the secondary school students. It was recommended that SC related activities should be added into the curriculum at primary level as this is the best age for the development of SC into the students. Workshops and seminars should be held at Secondary Schools to bring awareness on the benefits of SC for the teachers and students.

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Septaria, Kiki, und Reny Rismayanti. „The Effect of Scientific Approach on Junior High School Students’ Scientific Creativity and Cognitive Learning Outcomes“. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 6, Nr. 3 (30.11.2022): 173–89. http://dx.doi.org/10.36312/esaintika.v6i3.955.

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This study investigates the effects of using scientific approach-based learning tools on students' scientific creativity (SC) and cognitive learning outcomes (CLO). This study employed a one-group pretest-posttest design that involved 70 students of Maduran Junior High School Lamongan. Students' SC and CLO were collected by using fifteen essay tests and analyzed descriptively and statistically. The result shows that (1) the proportion of lesson plan (RPP) implementation was highly excellent, (2) students’ responses were quite strong to the learning activities, and (3) students' SC and CLO improved moderately. Statistically, students’ SC and CLO stated significantly different after treatment (p < 0.05) and positively correlate (Sig. > 0.7). Based on the study findings and discussion, it can be concluded that the scientific approach significantly affects students’ SC and CLO.

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Ar Rahmah, Aida, und Slamet Soro. „Analysis of Mathematical Problem-Solving Ability Based on Self-Efficacy and Self-Confidence of Class VIII Junior High School Students“. Daya Matematis: Jurnal Inovasi Pendidikan Matematika 10, Nr. 2 (13.07.2022): 98. http://dx.doi.org/10.26858/jdm.v10i2.34846.

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This study aims to describe students’ mathematical problem-solving ability of Junior High School in terms of students’ self-efficacy (SE) and self-confidence (SC). This typr of research is descriptive qualitative. This research was conducted in class VIII at one of Junior High Schools in Jakarta. Subjects in this research based on the result of questionnaire selected 3 students who had SE and SC from high, medium and low. The research’s instruments are SE and SC questionnaires, mathematical problem-solving ability tests, and interviews.The test and non-test instruments were validated by expert validators before being tested for validity and reliability. The data analysis techniques uses the Miles and Huberman model for data reduction, data presentation, and drawing conclusions. Triangulation techniques was used to test the validity of the research data. The results of this research indicate that students with high SE and SC had the best mathematical problem-solving abilities compared to students with medium to low SE and SC. Students with high SE and SC fulfill 4 indicators of problem-solving ability with maximum scores. Students with medium to low SE and SC only met 3 indicators of problem-solving ability.

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Koyanagi, Yuka, Myo Nyein Aung, Motoyuki Yuasa, Miwa Sekine und Okada Takao. „The Relation between Social Capital and Academic Motivation of Students: A Study of Health Professional Education in Japan“. European Journal of Investigation in Health, Psychology and Education 11, Nr. 1 (09.02.2021): 129–41. http://dx.doi.org/10.3390/ejihpe11010011.

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Academic motivation consists of reward-based extrinsic motivation and curiosity-based intrinsic motivation. Students studying at university or college develop several new social connections with friends, classmates, and teachers, in addition to their family and community. Belonging to their networks, students acquire opinions, appreciation, trust, and norms of the society. Whether those social connections enhance the motivation of university students for academic work is a question yet to be answered in the context of health profession education in Japan. Judo-therapist education is a form of health profession education in Japan. This study aimed to measure the academic motivation and social capital (SC) of judo-therapist students in Japan, and to find the relation between social capital and academic motivation. This cross-sectional study recruited a total of 2247 students applying multi-stage sampling across Japan. A Japanese version Academic Motivation Scale (AMS) measured the learning motivation in three constructs: (1) intrinsic motivation (IM); (2) extrinsic motivation (EM); and (3) amotivation (alpha 0.94). A newly-developed 46-itemed, 4-pointed scale measured social capital (SC) in five constructs: (1) family relations, (2) on-campus friends, (3) off-campus friends, (4) classroom social capital; and (5) regional social capital (alpha 0.85). Robust regression analysis treated all constructs of SC as independent variables and IM and EM as dependent variables respectively in the three models. Among the average level of constructs, the family SC average level was the highest. Classroom SC was less than family SC and community SC was the lowest. Intrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Extrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Amotivation is negatively influenced by social capital constructs except external friends’ SC. In conclusion, social connections have the power to enhance the motivation of university students’ academic work within health profession education. The relations, trust and bonds developed in the classroom may allow an adult learner’s motivation to evolve into autonomous intrinsic motivation and prevent amotivation.

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Zheng, Hong. „The Connotation and Realization of Student-centeredness at Cardiff University, UK“. Journal of Higher Education Research 3, Nr. 1 (26.02.2022): 102. http://dx.doi.org/10.32629/jher.v3i1.621.

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Through field research at Cardiff University in the UK, this paper points out that the connotation of Student-centeredness (SC) can be summarized into four aspects: centering on students' physical and mental health and quality of life, students' participation, students' learning outcomes and students' learning experiences. The core of these four points is centering on students' learning. centered. Cardiff University guarantees the realization of student learning-centered through the establishment of an academic support system, the provision of year-round on/offline training, the development of students' learning skills, and a comprehensive organization and policy, forming the SC university culture that combines ideas and actions. The university culture is a combination of SC philosophy and action, which reveals that Chinese universities in the post-epidemic era need to realize a cultural transformation based on SC, and the concept of SC ultimately needs to be implemented into undergraduate learning-centeredness. Technology, teaching, management need to shift to supporting, guiding and serving all students.

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Sharma, Manoj, und Kumud Kumar Kafle. „Pharmacology Curriculum and Teaching Methods: A Comparative Study Between Two Nursing Programs in A Nepalese College“. Medical Journal of Shree Birendra Hospital 16, Nr. 1 (21.08.2017): 19–23. http://dx.doi.org/10.3126/mjsbh.v16i1.17575.

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Introduction: Pharmacology is one of the basic science subjects included in graduate nursing programs (B. Sc Nursing and Bachelor of Science in Nursing) under Tribhuvan University. Both these programs are being run at our institute. This article describes the evaluation of pharmacology course and teaching methodology at our institute by B. Sc Nursing (B. Sc) and Bachelor of Science in Nursing (BNS) students and also compares students’ views between these two nursing programs to facilitate pedagogical learning. Methods: At the end of the course of 2071-2072 BS academic year of first year nursing students of B. Sc and BNS programs, a structured teaching evaluation questionnaire was designed to obtain students’ view on pharmacology curriculum and lectures. Yates corrected Chi square test was applied whenever necessary and p value considered significant at less than or equal to 0.05.Results: Only 37% B. Sc and 60% BNS students responded that the lecture content was in accordance with the curriculum. Only 52% BNS and 97% B. Sc students found the course content to be relevant and useful. 68% BNS students responded that they have felt a lot improvement in their understanding of pharmacology subject as compared to just 23% of B. Sc students. Majority of the students preferred the LCD mode of presentation.Conclusion: There were minor differences found between opinions of two sets of students. Major need for improvement areas suggested in curriculum were course content not being clear and the objectives being ill defined. Similarly, in relation to facilitator, they have recommended to improve voice clarity.

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Janurik, Márta, Tun Zaw Oo, Noémi Kis, Norbert Szabó und Krisztián Józsa. „The Dynamics of Mastery Motivation and Its Relationship with Self-Concept in Music Education“. Behavioral Sciences 13, Nr. 8 (10.08.2023): 667. http://dx.doi.org/10.3390/bs13080667.

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Musical education hinges on students’ mastery motivation and self-concept, which are crucial for effective musical learning. Despite the acknowledgement of their individual importance, the relationship between these factors within music education remains unexplored. Hence, this study aimed to investigate the dynamics of mastery motivation (MM) and its relationship with self-concept (SC) in the context of music education. A survey was administered to 139 Hungarian grade 7 students, employing a musical MM questionnaire, a musical SC inquiry, and the collection of demographic information collection. We employed descriptive statistics (IBM SPSS 23), a Rasch analysis (WINSTEPS), and correlational and regression analyses (R programming and SmartPLS4) for data analysis. The findings demonstrated that the utilized instruments were reliable and valid in measuring students’ MM and SC in music education. This study revealed a strong positive correlation (r = 0.778) between students’ MM and SC, with moderate to strong inter-relationships among various subfactors. Furthermore, comparisons unveiled significant disparities in musical MM across school levels, with higher MM and SC observed among female students. Furthermore, gender, a musical family background, and awareness of musical lesson usefulness were predictive factors for both students’ MM and SC within music education. This study provides valuable insights for professionals and policy makers to enhance music education, nurturing students’ musical growth effectively. By understanding the relationship between MM and SC and considering predictive factors, stakeholders can develop strategies that optimize the impact of music education on students’ musical development.

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Karakasidou, Eirini, Georgia Raftopoulou, Anna Papadimitriou und Anastassios Stalikas. „Self-Compassion and Well-Being during the COVID-19 Pandemic: A Study of Greek College Students“. International Journal of Environmental Research and Public Health 20, Nr. 6 (10.03.2023): 4890. http://dx.doi.org/10.3390/ijerph20064890.

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The present study examined the relationship between self-compassion (SC) and emotional well-being in college students during the COVID-19 pandemic. The theoretical framework for the study was that SC, defined as an understanding and caring response to one’s suffering and limitations, may serve as a protective factor against negative mental health outcomes. A sample of college students (N = 101) completed self-report measures of SC, depression, anxiety, stress, life satisfaction and subjective happiness. Data were analysed using regression analysis to examine the prediction of emotional well-being variables by SC and moderation analysis to examine the moderating effect of SC on the relationships between emotional well-being variables. The study’s results confirmed the hypothesis that SC would predict emotional well-being. SC significantly predicted all variables examined, including depression, anxiety, stress, life satisfaction (LS) and subjective happiness (SH). However, SC did not moderate the relationships between these variables. Isolation significantly moderated the relationship between SH and depression among college students. These findings support the idea that SC may serve as a protective factor against negative mental health outcomes and suggest that interventions aimed at increasing SC may improve mental health and overall well-being in college students during the COVID-19 pandemic. Further research is needed to understand these relationships’ mechanisms and the factors that may influence them.

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Yang, Guan, Guang-xin Tan, Yue-xiang Li, Hai-ying Liu und Song-tao Wang. „Physical Exercise Decreases the Mobile Phone Dependence of University Students in China: The Mediating Role of Self-Control“. International Journal of Environmental Research and Public Health 16, Nr. 21 (24.10.2019): 4098. http://dx.doi.org/10.3390/ijerph16214098.

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This study aimed to explore the relationship between physical exercise (PE) and mobile phone dependence (MPD) in Chinese university students and verify the potential role of self-control (SC) in mediating the decrease of MPD by PE. Through the quota sampling, 608 students that complied with the requirements were surveyed from 10 universities in China. PE, MPD, and SC were assessed using standard scales. For data analysis, t-tests, correlation analysis, hierarchical regression, and regression analysis were carried out in turn. The results showed significant gender differences in PE, MPD, and SC. For male students, the level of PE and score of SC were higher than those in females, yet the MPD score was lower. PE and SC were negatively related to MPD (r = −0.124, p < 0.01; r = −0.563, p < 0.001), so both could remarkably predict MPD (β = −1.00, p < 0.05; β = −0.552, p < 0.001). Gender was also a significant predictor for MPD (β = 0.089, p < 0.05). PE could, to some extent, decrease MPD, in which SC played a significant mediating role—its mediating effect accounted for nearly 71% of the total effect. The present study shows that PE is negatively correlated with MPD, and SC mediates the decrease of MPD by PE for university students in China. This indicates that the improvement of SC by PE could be a highly trustworthy and practicable way to effectively address the issue of MPD in university students or other young people across the world.

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Dissertationen zum Thema "SC students"

Sarkar, Sukla. „Sociology of educational achievement of SC students: case studies of two rural schools in North Bengal“. Thesis, University of North Bengal, 1999. http://hdl.handle.net/123456789/144.

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Brown, Launcelot Irving. „A Meta-analysis of Research on the Influence of Leadership on Student Outcomes“. Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28498.

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Despite the fact that it is accepted that the role of the principal is central to the effectiveness of the school, the extent of that relationship remains a subject of continuing debate. Utilizing the statistical analytical approach of the meta-analysis, the study synthesized the quantitative data on the subject to determine the degree to which the level of school effectiveness reflects the influence of the school leadership. The review of the quantitative literature identified 38 studies that met the criteria for inclusion in the meta-analysis, providing 339 effect sizes that formed the sample for the study. The following research questions guided this study: 1.What empirical evidence is there to confirm or support the notion that there exists a relationship between leadership and school effectiveness 2.As identified in the quantitative analysis of the available research, what is the strength of the relationship between leadership and school effectiveness? 3.Based on empirical evidence, what aspects, dimensions or clusters of leadership behaviors relate to school effectiveness? 4.Related to the above, how do these dimensions compare in their relationship to school effectiveness? The results indicated that there is a significant and positive relationship between school leadership and the level of school effectiveness, and that while all the leadership approaches yielded significant results, the instructional leadership behaviors of the principal registered the strongest relationship.
Ph. D.

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Brown, Vickey Michelle. „Culturally and linguistically diverse nursing student education: a grounded theory study“. Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/1422.

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This study set out to examine and describe the experiences of undergraduate students from different cultural backgrounds studying nursing across three Australian states. The researcher chose to use the grounded theory method to analyse data collected from 40 undergraduate student nurses and 32 nurse teachers. Other data resources included field observations of student nurses in clinical practice and classroom settings. All interviews were transcribed verbatim and along with field notes and memos were analysed using the constant comparative method synonymous with grounded theory. This study was set in a sociopolitical climate of disharmony in which the basic social problem of sociocultural discord: being different and not fitting in (SD) was identified and developed as the core category. The basic social psychological problem existed for culturally and linguistically diverse nursing students because they were in some way different to the majority of their White western counterparts. Differences existed in, for example, religion, dress, skin colour, beliefs, behaviours, and ways of communicating. Because these students were different they experienced discord. Discord was characterised as sociocultural because differences causing discord were rooted in either a cultural or social domain or both. Those students who experienced SD lived with feelings of social and professional isolation, discrimination, and low self esteem to name a few. For the students, experiences of sociocultural discord were largely unpredictable and occurred episodically. The fear of embarrassment, discrimination, or some other form of inequitable treatment prevented students participating actively in classes or on clinical practice.Students, however, were unable to determine when they were likely to experience inequitable treatment and for many when it had been identified it was too late; they were amidst the experience. Others were hesitant to interact with their Australian counterparts for fear of rejection. This study occurred during a particularly disharmonic climate which permeated all aspects of the students’ lives and had the propensity to impact upon individual levels of SD. As such this climate existed as the background in this study. One of the background issues identified as impacting upon students in this study was stereotyping. In this study stereotyping was often based upon perceived cultural, religious, and/or gender norms. The physical environments, that is, university campuses and clinical practice settings in which the students were required to participate, were also found to impact upon student participants and were therefore also considered as background. In these institutions there was an obvious lack of cultural role models and students’ behaviours were often misinterpreted. Whilst some students’ families were considered as immensely supportive others were identified as being the cause of much sociocultural discord. The politics of race and culture also acted to permeate the students’ existence and these issues were given wide media coverage at the time of this research. In an effort to deal with, or counter, episodes of sociocultural discord student participants engaged the process of seeking concord to get in the right track (SC). Some of these strategies worked to reduce SD whilst others did not. These strategies consisted of saving face, covert deception, and using the “yes syndrome”.Other strategies included clustering, trying to form friendships, and trying to interact with members of the dominant group. Many students struggled to suppress their feeling of SD by being quiet and/or ignoring differential treatment and avoiding interaction with others. Some adopted other strategies to strengthen their communication abilities in an effort to reduce discordant episodes. Many of these strategies were learnt from other students or supportive nurse teachers. Other support was attained from student counselling services and supportive family members. These were considered the influencing conditions. Unlike many grounded theories this study was unable to identify the end of the process, that is, successful outcomes. Irrespective that students implemented strategies to decrease their discord they continued to experience other discordant events throughout their undergraduate degree program. Whilst many of the findings in this research support the existing literature, this study can be considered as one of the first attempts to study student nurses from different cultural backgrounds and their experiences of nursing education in Australian universities.

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Brown, Vickey Michelle. „Culturally and linguistically diverse nursing student education : a grounded theory study /“. Curtin University of Technology, School of Nursing and Midwifery, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16543.

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This study set out to examine and describe the experiences of undergraduate students from different cultural backgrounds studying nursing across three Australian states. The researcher chose to use the grounded theory method to analyse data collected from 40 undergraduate student nurses and 32 nurse teachers. Other data resources included field observations of student nurses in clinical practice and classroom settings. All interviews were transcribed verbatim and along with field notes and memos were analysed using the constant comparative method synonymous with grounded theory. This study was set in a sociopolitical climate of disharmony in which the basic social problem of sociocultural discord: being different and not fitting in (SD) was identified and developed as the core category. The basic social psychological problem existed for culturally and linguistically diverse nursing students because they were in some way different to the majority of their White western counterparts. Differences existed in, for example, religion, dress, skin colour, beliefs, behaviours, and ways of communicating. Because these students were different they experienced discord. Discord was characterised as sociocultural because differences causing discord were rooted in either a cultural or social domain or both. Those students who experienced SD lived with feelings of social and professional isolation, discrimination, and low self esteem to name a few. For the students, experiences of sociocultural discord were largely unpredictable and occurred episodically. The fear of embarrassment, discrimination, or some other form of inequitable treatment prevented students participating actively in classes or on clinical practice.
Students, however, were unable to determine when they were likely to experience inequitable treatment and for many when it had been identified it was too late; they were amidst the experience. Others were hesitant to interact with their Australian counterparts for fear of rejection. This study occurred during a particularly disharmonic climate which permeated all aspects of the students’ lives and had the propensity to impact upon individual levels of SD. As such this climate existed as the background in this study. One of the background issues identified as impacting upon students in this study was stereotyping. In this study stereotyping was often based upon perceived cultural, religious, and/or gender norms. The physical environments, that is, university campuses and clinical practice settings in which the students were required to participate, were also found to impact upon student participants and were therefore also considered as background. In these institutions there was an obvious lack of cultural role models and students’ behaviours were often misinterpreted. Whilst some students’ families were considered as immensely supportive others were identified as being the cause of much sociocultural discord. The politics of race and culture also acted to permeate the students’ existence and these issues were given wide media coverage at the time of this research. In an effort to deal with, or counter, episodes of sociocultural discord student participants engaged the process of seeking concord to get in the right track (SC). Some of these strategies worked to reduce SD whilst others did not. These strategies consisted of saving face, covert deception, and using the “yes syndrome”.
Other strategies included clustering, trying to form friendships, and trying to interact with members of the dominant group. Many students struggled to suppress their feeling of SD by being quiet and/or ignoring differential treatment and avoiding interaction with others. Some adopted other strategies to strengthen their communication abilities in an effort to reduce discordant episodes. Many of these strategies were learnt from other students or supportive nurse teachers. Other support was attained from student counselling services and supportive family members. These were considered the influencing conditions. Unlike many grounded theories this study was unable to identify the end of the process, that is, successful outcomes. Irrespective that students implemented strategies to decrease their discord they continued to experience other discordant events throughout their undergraduate degree program. Whilst many of the findings in this research support the existing literature, this study can be considered as one of the first attempts to study student nurses from different cultural backgrounds and their experiences of nursing education in Australian universities.

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Shivanna, K. T. „Sociological study of the socio-economic background of SC/ST students in professional colleges“. Thesis, 1989. http://hdl.handle.net/2009/1667.

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Khobragade, N. T. „A study of vocational aspirations and interests of SC/ST students of class X of Bulsar District of Gujarat state and providing to them vocational guidance with reference to different variables“. Thesis, 1990. http://hdl.handle.net/2009/4309.

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Bücher zum Thema "SC students"

Chemistry for degree students: B. sc. 3rd year. [Place of publication not identified]: S Chand & Co Ltd, 2010.

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Seth, Mahendra Kumar. SC/ST students' access to education: Challenges and opportunities. Delhi: Abhijeet Publications, 2006.

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Titus, Jill Ogline. Brown's battleground: Students, segregationists, and the struggle for justice in Prince Edward county, Virginia. Chapel Hill: University of North Carolina Press, 2011.

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Brown's battleground: Students, segregationists, and the struggle for justice in Prince Edward county, Virginia. Chapel Hill: University of North Carolina Press, 2011.

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United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Postsecondary Education, Training, and Life-long Learning. Field hearing on H.R. 6, the Higher Education Amendments of 1998: Hearing before the Subcommittee on Postsecondary Education, Training, and Life-long Learning of the Committee on Education and the Workforce, House of Representatives, One Hundred Fifth Congress, first session, hearing held in Clemson, SC, May 2, 1997. Washington: U.S. G.P.O., 1997.

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Differential CalculusFor B a and B Sc Students. Creative Media Partners, LLC, 2022.

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Differential CalculusFor B a and B Sc Students. Creative Media Partners, LLC, 2022.

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Narayan, Shanti. Differential CalculusFor B A And B Sc Students. Franklin Classics, 2018.

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Differential CalculusFor B A And B Sc Students. Franklin Classics, 2018.

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VIKRAMAN, Narayana. Computer Graphics Laboratory: For BE/B. TECH/ME/M. TECH/Diploma/B. Sc/M. Sc/BA/MA/LAW/Medical Students. Independently Published, 2021.

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Buchteile zum Thema "SC students"

Stannard, Russell, und Steve Mann. „Using Screen Capture Feedback to Establish Social Presence and Increase Student Engagement“. In Cases on Audio-Visual Media in Language Education, 93–116. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2724-4.ch005.

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The quality of feedback in HE (higher education) generates an enormous amount of interest and debate amongst the educational community and interested parties, with continual reference being made to the supposed poor quality of feedback in the National Student Surveys (NSS 2013). Indeed, students report that this is one area of their student experience which they are least satisfied with (e.g. HEFCE 2005.The innovation we outline is based around the use of screen capture (SC) technology to provide feedback. It offers a way of providing more personalised feedback and building a stronger sense of social presence between tutor and student, thereby improving the quality of feedback provision. We believe that SC feedback provides more detailed feedback and is more natural in its delivery. If used well, SC feedback can provide more engagement and dialogue between the tutor and student, SC feedback has certainly been well received by both students and educators in a variety of HE contexts (e.g., Chen 2012) and this case study will contribute further to the discussion.

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Palamar, Joseph J., Monica J. Barratt, Leigh Coney und Silvia S. Martins. „Synthetic Cannabinoid Use Among High School Seniors“. In Medical Risks of Marijuana, 24–32. American Academy of Pediatrics, 2017. http://dx.doi.org/10.1542/9781610022767-synthetic_cannabinoid.

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OBJECTIVES In this study, we examined the prevalence and correlates of current synthetic cannabinoid (SC) use among high school seniors in the United States. METHODS Monitoring the Future, an annual nationally representative survey of high school seniors, began querying current (30-day) SC use in 2014. Data were examined from the 2 most recent cohorts (2014–2015; N = 7805). Prevalence of self-reported use was examined and differences in demographics and recency and frequency of other drug use was compared between current marijuana-only users and current SC (plus marijuana) users using χ2 and generalized linear model using Poisson. RESULTS We found that 2.9% of students reported current SC use; 1.4% of students (49.7% of users) reported using SCs on ≥3 days in the past month. SC users were more likely to report more recent (and often more frequent) use of lysergic acid diethylamide, cocaine, heroin, and/or nonmedical use of opioids compared with marijuana-only users. Compared with current marijuana-only users, SC users were more likely to report lower parent education (P < .05) and current use of a higher number of illegal drugs other than marijuana (Ps < .001). Students using SCs ≥10 times in the past month were more likely to be boys, frequent marijuana users (Ps < .01), African American, and users of multiple other illegal drugs (Ps < .001). CONCLUSIONS SC use is typically part of a repertoire of polydrug use, and polydrug use is less prevalent among marijuana-only users. Current SC users are at risk for poisoning from use of the newest generation of SCs and from concurrent drug use.

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Velázquez, Des, Jesse Beal und Rosemary Perez. „Reclaiming Imagination“. In Perspectives on Transforming Higher Education and the LGBTQIA Student Experience, 241–64. IGI Global, 2024. http://dx.doi.org/10.4018/978-1-6684-9914-6.ch013.

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Although recent scholarship is uncovering how racism manifests in gender and sexuality resource centers (GSRCs), there is little understanding of how queer and trans students who are Black, Indigenous, and other people of color (QTBIPOC) experience their GSRC, their hopes, and how practitioners apply this learning to center, serve, and support QTBIPOC students. In this case study at the University of Michigan's Spectrum Center (SC), the authors conducted a series of focus groups with undergraduate QTBIPOC students to learn about their perceptions of and engagement with SC. Findings include the impact of whiteness on QTBIPOC students and how this shapes their awareness of SC's programs and the negotiation of their multiple identities. Implications for practice include imagination and queer of color kinship and joy as strategies for disrupting white supremacy culture in GSRCs.

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Llurba, Cèlia, Ramon Palau und Jordi Mogas. „Learning Analytics for Smart Classrooms“. In Encyclopedia of Data Science and Machine Learning, 1717–31. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9220-5.ch103.

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The main objective of this study is to use content analysis to explore the characteristics and trends on learning analytics (LA) in smart classrooms (SC). Articles related to the main topic introduce an overview of LA, understanding its meaning and the main characteristics, as well as highlighting the benefits of how LA can be used as a provided tool which assists teachers' and students' practice and how it can help teachers to think and make decisions related to teaching and the learning process. Considering LA can improve learning and provide assistance for at-risk or underachieving learners, the article also researches what experiences have been applied about LA in SC. In addition, most of the studies found referring to data collection do so either on different platforms such as the learning management system, content management system, or have relevant information on gesture-based learning studies and record body language and facial expressions such as capture of movements, gestures, and gazes, whose purpose is to evaluate behaviour in a SC to enhance students' performance.

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Llurba, Cèlia, Ramon Palau und Jordi Mogas. „The Influence of Emotion Recognition in Learning Processes“. In Advances in Educational Marketing, Administration, and Leadership, 208–21. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8156-1.ch013.

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In the context of smart classrooms (SC), one of the sources that can enrich data collection, analysis, real-time feedback, and decision making are students' emotions. This research tried to analyse the knowledge published over the last 5 years about the effectiveness of emotion recognition (ER) interventions in classrooms. A total of 214 articles were chosen based on the search terms and analysed according to the PRISMA statement, and finally 39 were selected. The findings of the interpretation of facial image-based ER have been upgraded with rapid and power progress of deep learning technology. As emotions can be detected using different sort of input, such as speech, facial expressions, videos, messages, and emoticons, the main point is tracking emotions while the lesson is taking place so as to warn the teacher. It is of utmost interest if one seeks to improve the student's academic performance, improve teaching, and understand students' learning behaviour.

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Simon, Cleonice, und Paulo Ricardo Bavaresco. „Rural schools in the municipality of Anchieta- SC: continued training of education professionals“. In DEVELOPMENT AND ITS APPLICATIONS IN SCIENTIFIC KNOWLEDGE. Seven Editora, 2023. http://dx.doi.org/10.56238/devopinterscie-046.

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The article aims to present the type of education offered to peasants, with emphasis on the conditions of rural teachers who seek to offer an education designed to value the subject, as agents capable of contributing to the transformation of society. Therefore, from the problematization of the dichotomy between urban and rural schools, the main movements already developed in favor of the rights of the peasant population will be mentioned, as is the case of the creation of the LDBEN (Law of Guidelines and Bases of National Education) and the MST (Landless Movement). This is an applied research, with a quantitative and qualitative approach and an exploratory purpose, designed based on two electronic questionnaires that, due to the Covid-19 pandemic and social isolation, were applied through the email of students and teachers from two schools in the interior of the municipality of Anchieta/SC. Data collection took place between February and May 2020 and the analysis was performed using the Bardin methodology. Ten professors and forty-nine students participated in the research. The results showed that, despite the existence of difficulties related to the lack of teacher training to meet the real needs of students in rural areas, there is an awareness on the part of the participants regarding the need for public policies that encourage continuing education courses as a means of to guarantee a better professional qualification, as well as to develop a teaching methodology capable of encouraging the population to remain in the countryside.

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Buch, Guilherme, und Rafael Gemin Vidal. „Methodology of teaching sports fights applied in elementary school“. In DEVELOPMENT AND ITS APPLICATIONS IN SCIENTIFIC KNOWLEDGE. Seven Editora, 2023. http://dx.doi.org/10.56238/devopinterscie-145.

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School Physical Education provides different experiences for its students, through body practices, whether manifested in dance; in gymnastics; in sports; in the corporal practices of adventure and in the fights, being these contents of paramount importance for the sociocultural formation of the student, contributing for his formation as an individual for the society. The present research aims to investigate the teaching methodology of sports fights used by physical education teachers in elementary school. This research is characterized as applied, quantitative, descriptive and field. The non-probabilistic convenience sample consisted of five elementary school Physical Education teachers listed in state schools in the city of Porto União - SC. The results obtained through a questionnaire developed for research, indicate that most teachers use the content of fights in their classes. Among the modalities mentioned are capoeira, karate, taekwondo, boxing, judo, jiu-jitsu and sumo. As for the methodology used, most use theoretical and practical content on the subject. However, the research found that the frequency of use of fights during the school year is low.

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Pillon, Ana Elisa, Ivam Galvão Filho, Vania Ribas Ulbricht und Márcio Vieira de Souza. „The learning of mathematics in the final years of elementary school: Studies and realities in the municipal school system of Florianópolis-SC“. In UNITING KNOWLEDGE INTEGRATED SCIENTIFIC RESEARCH FOR GLOBAL DEVELOPMENT. Seven Editora, 2023. http://dx.doi.org/10.56238/uniknowindevolp-126.

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This article presents a research whose objective was to investigate how the teaching-learning process of mathematics occurs in the final years of elementary school. To achieve this goal, two integrative literature reviews were initially carried out based on data available on the Web of Science, Scopus and Scielo and, in a later phase, a field research was carried out with students and teachers of the final years of elementary education in municipal schools. from Florianópolis - SC. In this research characterized as descriptive in terms of its objectives and qualitative in terms of approach, in addition to the integrative review, participant observations and semi-structured interviews were used. As for the use of TDIC's for learning mathematics, the results of the reviews revealed that the gradual increase in this use has been pointed out as positive. However, in field research with 15 teachers and 50 students, it was identified that, for the majority, at the time the data were collected, the technologies were not yet actively participating in this process. As with other findings at this stage, it should be noted that, for these students, mathematics was mentioned as one of the disciplines with greater “ease” of understanding. In addition, they pointed out “fractions” as the content with the greatest difficulty in understanding. In this way, it is concluded that the analysis and reflection on the relevant aspects of the observed experience, focusing on the use of technologies or, the difficulties pointed out in the teaching of fractions, can greatly contribute to the educational praxis of mathematics.

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Varghese, Jaya John. „Implementation of the Case-Based Learning (CBL) Method on Protein Energy Malnutrition in Third-Year Basic B. Sc Students of Nursing“. In Issues and Development in Health Research Vol. 3, 94–99. Book Publisher International (a part of SCIENCEDOMAIN International), 2021. http://dx.doi.org/10.9734/bpi/idhr/v3/3854f.

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Konferenzberichte zum Thema "SC students"

Hermogenes, Mary Grace G., und Elenita T. Capariño. „Evaluating Internet Security Awareness and Practices of BulSU-SC Students“. In the 2019 7th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3323771.3323780.

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Yang, Haolei. „A new model of international students educational decision-making: the case of Chinese students choices of major in accounting in Australia“. In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.129.

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Liu, Dan. „Chinese College Students Competence in Spoken English: Problems and Tactics“. In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.207.

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Muller, A. L., B. Hoppe und A. Schwarzbacher. „Opening a M. Sc. in electrical engineering for non-traditional students“. In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201103.

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Shao, Chen, und Xin Tong. „An Analysis of Chinese Deaf College Students Career Competitiveness of Educational Fairness“. In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.138.

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Wang, Chaochang, und Chu-Tai Ho. „Impact of International Education on Students Attitude toward English as Lingua Franca“. In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.169.

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Wang, Qing, Jianfeng Dai und Weixue Li. „Study on the development of students engineering qualities in engineering physics teaching“. In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.214.

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Guo, Jia-xuan, und Chun-xia Wu. „Discussion on Reasons and Countermeasures for Academic Development of Professional Degree Graduate Students“. In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.147.

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Zhen, Zhou. „Investigation of the Factors Affecting College Students English Learning Motivation and their Relationship“. In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.163.

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Zhen, Zhou. „The Research into the Training of the Meta-cognitive Strategy of College Students“. In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.164.

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