Academic literature on the topic 'Adult female students'
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Journal articles on the topic "Adult female students"
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Plageman, Paula M., and Chiara Sabina. "Perceived Family Influence on Undergraduate Adult Female Students." Journal of Continuing Higher Education 58, no. 3 (October 27, 2010): 156–66. http://dx.doi.org/10.1080/07377363.2010.491768.
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Jay, P. Diaz, and F. Decena Cyrem. "Experienced Stress Among Adults, Adolescents, and LGBQ Students in Time of Covid-19 Pandemic." American Journal of Multidisciplinary Research and Innovation 1, no. 4 (October 11, 2022): 204–9. http://dx.doi.org/10.54536/ajmri.v1i4.625.
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The covid-19 pandemic has affected the lives of every Filipino adolescent, adults, and LGBQ students. Knowledge of these affecting factors is limited. The study's primary purpose was to determine the level of stress among adolescents and adult students. Nine-hundred thirty (930) students participated in the study (First-year College and Junior High School students, n=724; Graduate Students, n=206). Result showed that among adult students which were grouped into gender: 30.67% male (n=23), 65.33% female (n=49), and 4% LGBQ (n=3) experienced a high level of Covid-19 stress-related symptoms, while 27.03% male (n=10), 67.57% female (n=25), and 5.41% LGBQ (n=2) scored lower level of stress. Likewise, among adolescent students, 32.32% male (n=83), 66.79% female (n=177), and 1.89% LGBQ (n=5) experienced high level of stress while 43.65% male (n=50), 52.64% (n=60), and 3.51% LGBQ (n=4) reported to have low stress level. Moreover, male adolescents and female adults were found to have higher Covid-19 stress-related symptoms. Consequently, k-means scores showed that 36.60% of adolescent students scored high (mean scores of 2.78-4.00) while 15.7% scored low (mean scores of .00-1.69). Meanwhile, among adult students, 36.4% scored a higher level of stress (mean scores of 2.81-4), and 45.6% reported having a lower level of stress (mean scores of .03-1.81). Also, adolescent students are prone to experience higher stress levels than adult students living in the Philippine region. Adult students may have established better coping mechanisms compared to adolescents. The researchers discussed the importance of designing and providing an evidence-based psychological intervention to address the participants' needs. A qualitative study may also be conducted to unveil the phenomenon of stress-related experiences among adults, adolescents, and LGBQ students to better explain the current study results
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Polat, Aytac, Husnu Celik, Bilgin Gurates, Diren Kaya, Mehmet Nalbant, Ebru Kavak, and Fethi Hanay. "Prevalence of primary dysmenorrhea in young adult female university students." Archives of Gynecology and Obstetrics 279, no. 4 (August 26, 2008): 527–32. http://dx.doi.org/10.1007/s00404-008-0750-0.
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Aljaji, Raja Mohamed Deeb, Dawood A. Al-Hidabi, and Abdullah Othman Al-Hammadi. "Developing the Love of Learning Scale for Adult Students." International Journal for Talent Development 10, no. 1 (June 23, 2019): 59–90. http://dx.doi.org/10.20428/ijtd.v10i1.1522.
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The study aimed at developing the love of learning scale for adults. The scale consisted of 15 situations to measure three dimensions namely intimacy, passion, and commitment towards learning. The scale was standardized on a sample of 111 university male and female students from the 4th level of the Faculty of Education, Sana’a University, Yemen. The validity and reliability of the scale was (0.81) based on Cronbach’ Alpha. The results of the study showed that the level of the love of learning was of average level.
Keywords: love of learning, scale development, adult students
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Nisa, Aziz Un, and Sajida Parveen. "Perception Of Female Teachers In Transferring Peace Concepts Among Adult Students." Pakistan Journal of Gender Studies 18, no. 1 (March 8, 2019): 1–22. http://dx.doi.org/10.46568/pjgs.v18i1.22.
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Peace education attempts to promote awareness of non-violent and positive means of production with conflicts and violent concepts, and to endorse necessary capabilities, knowledge, attitudes and values. This purpose of this empirical study was to examine the Perceptions of Female Teachers in Transferring Peace Concepts among adult Students of public and private schools in Pakistan. However, Mix method, sequential explanatory method was used to attain the objectives of the study. Data of the main study was drawn from students of secondary level of the public and private sector of district Korangi of Karachi, Pakistan. Random sampling technique was employed to select participants of the study. Data was collected equally from both genders. Quantitative data gathered through questionnaire from female teachers and analyzed by using SPSS qualitative data was analyzed with themes. The results of this empirical study revealed that education, schools and teachers are playing influential role in transferring peace concepts and behaviors among adult students it is very vital part of peace building in students and also for their character building. This study concludes that teachers are basic pillar for the building knowledge and behaviors, teachers and educational institution can develop peace concepts and behavior through teaching and developing needs of our violently ill society through mainstreaming peace concepts in education system. Research findings also exposed that Teachers are aware to the meaning and understanding of peace concept to some extent. It was recommended that School atmosphere, teachers, classroom environment, curriculum, activities and concerned school setting should be transformed in such a way to reduce violent actions and conflicted situations in school that will lead to better future citizens.
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Cui, Ming, Hille Janhonen-Abruquah, and Carol A. Darling. "Parent-Child Communication, Relationship Quality, and Female Young Adult Children’s Well-Being in U.S. and Finland." Journal of Comparative Family Studies 52, no. 4 (January 1, 2022): 648–67. http://dx.doi.org/10.3138/jcfs.52.4.06.
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Parent-child communication and parent-child relationship quality could influence young adult children’s well-being. Further, the associations between parent-child communication and relationship quality and young adult children’s well-being could differ in various cultural environments. In this study, we examined the associations among these constructs and potential cultural differences with two large samples of female college students from the U.S. ( N = 393) and Finland ( N = 264). Several major findings from structural equation modeling were revealed. For the U.S. sample, better parent-child communication, but not relationship quality, was related to female young adults’ better well-being (i.e., lower levels of depressive and anxiety symptoms and higher levels of life satisfaction). For the Finnish sample, however, better parent-child relationship quality, but not communication, was related to fewer problems in female young adults’ well-being. Further model comparisons suggested that the association between parent-child communication and well-being was much stronger among American female young adult children whereas the association between parent-child relationship quality and well-being was much stronger among Finnish female young adult children. In addition, parental divorce was negatively associated with parent-child communication and parent-child relationship quality. Other covariates included young adult children’s age, living arrangements, and family income. The models revealed similar patterns for mothers and fathers. Cultural implications were discussed.
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Lavallée, Marguerite, Ghislaine Chagnon, and René Pelletier. "The Empirical Testing of Harter's Self-Concept Matrix on Female Adult Students." Psychological Reports 66, no. 2 (April 1990): 427–31. http://dx.doi.org/10.2466/pr0.1990.66.2.427.
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This research aimed at testing an hypothetical matrix to be used for the study of self-concept development within a life-span perspective. Following data categorization collected from 111 female university students, a significant relationship was found between structural levels and content dimensions, demonstrating a linear form of development. Also several content dimensions were often used in subjects' self-definitions, illustrating the multidimensional aspect of such development in adults.
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Freire, Ana B., and Glenn M. Street. "Contribution of Hip External Rotation to Turnout in Adult Female Ballet Students." Medicine & Science in Sports & Exercise 39, Supplement (May 2007): S259. http://dx.doi.org/10.1249/01.mss.0000273993.28514.fe.
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Lewis, Christopher Alan, and Leslie J. Francis. "Personality and religion among female university students in France." Psychology, Society, & Education 6, no. 2 (April 28, 2017): 68. http://dx.doi.org/10.25115/psye.v6i2.509.
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Abstract: The short-form Revised Eysenck Personality Questionnaire was completed by 462 female university students between the ages of 18 and 30 in France, together with the Francis Scale of Attitude toward Christianity. The findings are consistent with those from a series of studies employing the same measure of religiosity among school pupils and adults in England and Wales, thus adding to the cross-cultural evidence concerning the stability of the association between personality and religion. According to these findings there is an inverse relationship between psychoticism and religiosity, while neither neuroticism nor extraversion is either positively or negatively related to religiosity. These findings are discussed in terms of Eysenck’s theory relating personality to social attitudes and in light of discrepant findings proposed by other studies conducted among adult samples. Personalidad y religión entre los estudiantes del sexo femenino en universidades de Francia Resumen: 462 jóvenes francesas de entre 18 y 30 años cumplimentaron la forma abreviada y revisada del cuestionario de personalidad de Eysenck junto con la escala de actitudes hacia el Cristianismo de Francis. Los resultados son equivalentes a una serie de resultados de estudios utilizando la misma escala de religión entre estudiantes y adultos en Inglaterra y Gales. Según estos resultados, existe una relación inversa entre el psicoticismo y la religión, aunque ni el neuroticismo ni la extraversión tienen una relación positiva o negativa con la religión. Se habla de estos resultados en términos de la teoría de Eysenck que relaciona la personalidad con las actitudes sociales y teniendo en cuenta los resultados discrepantes propuestos por otros estudios con muestras adultas.
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Lwin, May O., Shelly Malik, Vernon Beng Tat Kang, and Grace Peimin Chen. "Disparities in the impact of a community hypertension education programme across age, gender, race and housing type." Health Education Journal 77, no. 5 (May 7, 2018): 555–70. http://dx.doi.org/10.1177/0017896918760950.
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Objective: This study investigated the extent to which the efficacy of a hypertension awareness programme in Singapore may differ based on age, gender, race and housing type (as proxy for income). Method: Pre- and post-programme survey responses on blood pressure (BP) knowledge and beliefs from 9,960 grade 5 students were assessed. Post-programme responses from 5,361 adult family members were also evaluated. Results: Female students were more likely to show better BP knowledge and beliefs. As compared to Chinese students, Malay students had lower levels of BP knowledge and attitudes, while Indian students possessed stronger attitudes. Programme efficacy among students in the most affordable housing was the least favourable. In the adult family member sample, Malay and Indian adults had higher self-confidence and intention to measure their BP in the future than the Chinese. Adult respondents in the most affordable housing possessed the least favourable beliefs towards BP measurement. Older adults, men, Malays and residents in affordable housing types had higher odds of being found with hypertension when tested at home. Conclusion: Despite the same hypertension education programme being implemented, disparities in programme impact were apparent in both student and adult sample across race, housing type and, to a lesser extent, gender. Future interventions should consider these disparities when developing health education programmes.
Dissertations / Theses on the topic "Adult female students"
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Kilgore, Wendy Ann. "Female-nontraditional undergraduate students: An alternative persistence model." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279990.
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Female-nontraditional undergraduate students do not fit well within traditional student persistence models. This limits our ability to address persistence issues and likely contributes to the fact that non-traditional students are more than twice its likely to leave school in their first year. This research created a persistence model designed to more accurately reflect predictor variables associated with this population. It also measured the contribution to explained variance in a persistence model incorporating a new consistent-identity variable. This variable was built upon Gilligan's (1982) theory of moral development for women. Student retention theory, moral development theory and existing conceptual persistence models served as the foundation for this research. The results of this research indicate the strong impact of factors external to the institution on persistence for this sample of female-nontraditional undergraduates. A student's level of outside encouragement, head of household designation, and consistency of identity played important roles in persistence within this sample population. For this sample, a student's consistency of identity was strongly related to persistence. Women who presented a set way of interacting in interpersonal relationships were more likely to graduate than women who had no clear pattern in their interpersonal relationship interactions. An implication of the results is that institutions may need to examine possible methods of accommodating or counteracting factors external to the institution to increase student persistence among this population.
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Myers, Rachel K. "Prevalence of Stalking Victimization among Female and Male Undergraduate Students." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/120073.
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Public HealthM.S.
Objective: The primary objective of this study was to describe the prevalence of stalking victimization among a randomly selected sample of female and male undergraduate students. We examined the proportion of relationship violence victimization due to stalking and the co-occurrence between stalking and three additional forms of victimization (physical, sexual, and emotional violence). Design: Cross-sectional, self-administered, anonymous paper and pencil survey. Setting: Three urban colleges. Participants: 910 female and male undergraduate students attending randomly selected classes on the days of survey administration. Outcome Measures: Experience with stalking victimization and co-occurrence of physical, sexual, and emotional victimization since coming to college. Results: Over half the survey respondents were female (57.1%). Nearly one-third of students reported experiencing any victimization (physical, sexual, emotional, and/or stalking) since coming to college. Stalking was the most frequently reported form of victimization (16.0%). Of the students reporting any victimization since coming to college, 29.7% experienced only stalking victimization and would not have been identified had stalking victimization not been assessed. A majority of stalking victims (59.6%) reported no co-occurring forms of victimization. Among stalking victims who reported at least one additional form of victimization, 57.6% reported both stalking and emotional victimization, 49.2% reported both stalking and sexual victimization, and 27.1% reported both stalking and physical victimization. Although most stalking (41.1%) was perpetrated by individuals known to the victim, such as friends, the perpetrators identified were less frequently (13.7%) intimate or romantic partners. Women were more likely than men to report stalking victimization (22.1% vs. 7.9%, p<0.001). Conclusions: Stalking was the most frequently reported form of victimization experienced since coming to college. Stalking may represent a unique component of relationship violence, as nearly 60% of students who reported stalking reported no other co-occurring forms of victimization (physical, sexual, or emotional). Further, stalking victims primarily reported that the perpetrator was someone known to them, although not necessarily an intimate partner. Awareness of stalking among those providing care for and resources to adolescents and young adults is critical to improving the safety and well-being of those affected.
Temple University--Theses
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Garman, Kelly Jo. "Adult Female Students: A Discussion of the Factors Associated with Success in Higher Education." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391592209.
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Frodsham, Robin Tim. "Improving Math Performance in Adult Female Community College Students: An Evaluation of Project Independence." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1889.
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Project Independence (PI) is a community college immersion program dedicated to assisting women returning to college. The focus of this study and associated summative evaluation was to understand how the PI program addresses anxiety and other learning deficiencies associated with math. Knowle's andragogical models portray adults as motivated and self-directed, and the American college campus fosters a culture of independence. This culture is foreign to many minority, first-generation, and working class adults who learn through interdependence. This qualitative instrumental case study and evaluation is the first to examine the efficacy of PI. The guiding questions of this study concern early math learning experiences, PI interventions on study, coping and math-learning skills, and how participants utilize these skills in subsequent math classes. Three faculty members and 8 graduates of the program who had completed at least 2 math classes participated in individual interviews. Inductive analysis of these interviews showed the cohort and long term counseling as pivotal to developing a sense of belonging, self-esteem, and an attitude of self-worth. With cohort support, students learn to find campus resources, explore career options, and overcome personal obstacles to their education. Improved math learning for adult minority and first generation students has diverse implications for social change. Math education is requisite for many technical degrees and certificates. Enabling math learning expands options that transcend gender, cultural, and socioeconomic barriers. The cohort experience and culture of interdependence should be expanded to college preparation programs for men, as well as mainstream community college math preparation interventions.
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Chun, Holly CP. "Mobile Collaborative Learning for Female Baby Boomer Students in Canadian Higher Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4611.
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Female baby boomer students (born 1946-1964) need to augment their skills in mobile collaborative learning because current knowledge of technologies is essential for making informed decisions. The purpose of this study was to determine the need to promote technologies based on the experiences of female baby boomer students. Andragogy and constructivism provided the conceptual framework for this research. The research questions were devised to investigate female boomer students' collaborative experiences using smart devices and barriers to their adoption of technology. This phenomenological study included 8 participants from a Canadian university recruited through purposeful sampling. Per the Modified Stevick-Colaizzi-Keen method, data were simultaneously collected via interviews, analyzed by coding, and organized into themes until saturation. Age was the main deterrent for technology adoption, and obstacles included embracing a new process, feeling that information was secure, and resolving technical difficulties. Results indicated that female baby boomer students were not ready to lead in the use of mobile collaborative learning and could not maintain rapid technological changes. Mature students may need training in cloud computing; a 1-semester blended course was proposed to enable these students to learn mobile technologies and collaborative skills. This study identifies the technology learning needs of baby boomer students, which will help those looking for ways to teach students in this age range. When leaders in their field of study know how to use current technologies, they will be more productive in their communities.
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Grimaldo, Mirian Pilar, Jossué David Correa, Diego Jara, Ingrid Belu Cirilo, and Marivel Teresa Aguirre. "Psychometric properties of the olson and barnes quality of life scale in lima students." Instituto de Investigacion de Drogodependencias, 2020. http://hdl.handle.net/10757/655592.
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Quality of life refers to the way in which the person perceives their daily experience, considering in this process the social and cultural component. This implies that to know the perception of the quality of life it is necessary to consider in its measurement the scope of physical, psychological, social, environmental and personal health. Along these lines, one of the instruments that is limited to this approach is the Barnes and Olson Quality of Life Scale (ECVOB). Objective. The purpose of the study was to determine the validity based on the internal structure and reliability of the ECVOB in schoolchildren and university students in Lima. Method. The study design is instrumental. The Spanish version of the ECVOB was used on a sample of 1239 students from Lima between males (57%) and females (43%) aged between 14 and 26 years (M age = 22.45; SD age = 3.75). The evidence of validity of the internal structure was evaluated through a confirmatory factor analysis. Results. The findings suggest a partial restructuring of the original seven-factor model proposed by Olson and Barnes. Conclusion. The new structure of the ECVOB is a valid and reliable measure in schoolchildren and university students in Lima.
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Magana, Nelson. "A Phenomenological Exploration of the Non-Academic Factors that Cuban Female Non-Native English Speakers Perceived to have been Principal Influences on their Successful Attainment of a Baccalaureate Degree in the U.S." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3686.
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Cubans arrive in the U.S. with more formal education than other Latino immigrants, and they arrive to communities with long standing networks of support. Though their baccalaureate degree attainment is better than their non-Cuban Latina counterparts, Cuban women still lag behind White, non-Latina women. The qualitative study aims to explore the principal influences and non-academic factors that 15 adult Cuban non-native English-speaking women in South Florida attribute to the successful attainment of their baccalaureate degree.
There are many differences among the various immigrant Latino communities in the U.S., and Cuban women are largely absent from the research. Nearly 75% of Cuban women who start Miami Dade College with English as a second language course-work drop out within one year of matriculation. Understanding the principal influences and non-academic factors related to the baccalaureate attainment rate of this group may assist educators and administrators in providing the support these women need to enhance their degree completion. The literature says that the baccalaureate degree attainment of Latinos is influenced by age-at-the-time-of-immigration, country of origin, and gender, yet little research was found on the degree attainment specifically of female Cubans who entered the U.S. having already completed most of their education in Cuba.
My dissertation explores the journey of 15 Cuban women who arrived in the U.S. as teens during the 1990s and had to learn English as a second language at an urban community college prior to completing a baccalaureate degree. The purpose of the research is to describe the principal influences and non-academic factors that these women attribute to their baccalaureate degree attainment.
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Gaber, Ahmed Riham Mohammed. "The effects of indoor temperature and CO2 levels as an indicator for ventilation rates on cognitive performance of adult female students in Saudi Arabia." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10037938/.
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Educational buildings are complex spaces to design, as they need to perform well in all aspects of environmental conditions. Research has clearly established that problems with indoor environmental quality in classrooms, including, but not limited to, thermal and air quality, can directly influence students’ outcomes and learning. There is a growing body of evidence that improved environmental conditions in classrooms increases productivity and improves the performance of mental tasks, such as improved concentration and recall. It is of particular importance to investigate the effects in educational buildings relying on mechanical for ventilation and cooling in the hot desert climates like Saudi Arabia where great reliance on air conditioners occurs, especially after energy has become cheap and affordable. An experimental approach was adopted in this study via an intervention study in a selected female university building to investigate the effects of classrooms’ temperature and CO2 levels on a set of vigilance and memory tasks exemplifying the basic yet most critically important functions involved in the process of learning. The experiments were performed using a blind cross-over design with repeated-measures. Data analysis was performed using a multi-variable multilevel statistical analysis approach. The study is based on two classrooms’ physical environmental measurements data collected from 499 adult female participants. After considering the possible confounders of the study, the main findings highlight the potential benefits of effectively managing indoor temperature and CO2 levels in the air-conditioned university/college buildings in Saudi Arabia for improved educational environments in which students are expected to learn and produce. The research concludes that temperature affects the accuracy of tasks differently according to the type of task while performance in all tasks improved significantly when CO2 levels decreased from 1800 ppm to 600 ppm and also from the currently recommended levels by ASHRAE of 1000 ppm to 600 ppm.
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Vidal, E. Jair, Daily Alvarez, Dalia Martinez-Velarde, Lorena Vidal-Damas, Kelly A. Yuncar-Rojas, Alesia Julca-Malca, and Antonio Bernabe-Ortiz. "Perceived stress and high fat intake: A study in a sample of undergraduate students." Public Library of Science, 2018. http://hdl.handle.net/10757/623068.
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Objectives Different studies have reported the association between perceived stress and unhealthy diet choices. We aimed to determine whether there is a relationship between perceived stress and fat intake among undergraduate medical students. Methods/Principal findings A cross-sectional study was performed including first-year medical students. The outcome of interest was the self-report of fat intake assessed using the Block Screening Questionnaire for Fat Intake (high vs. low intake), whereas the exposure was perceived stress (low/ normal vs. high levels). The prevalence of high fat intake was estimated and the association of interest was determined using prevalence ratios (PR) and 95% confidence intervals (95% CI). Models were created utilizing Poisson regression with robust standard errors. Data from 523 students were analyzed, 52.0% female, mean age 19.0 (SD 1.7) years. The prevalence of high fat intake was 42.4% (CI: 38.2%–46.7%). In multivariate model and compared with those with lowest levels of stress, those in the middle (PR = 1.59; 95%CI: 1.20–2.12) and highest (PR = 1.92; 95%CI: 1.46–2.53) categories of perceived stress had greater prevalence of fat intake. Gender was an effect modifier of this association (p = 0.008). Conclusions Greater levels of perceived stress were associated with higher fat intake, and this association was stronger among males. More than 40% of students reported having high fat consumption. Our results suggest the need to implement strategies that promote decreased fat intake.
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Ryan, Kristan Lee. "'Alices' adventures in educationland' : a study of one institution's adult female vocational access students and their educational experiences in relation to capability formation and agency." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10019988/.
Full textBooks on the topic "Adult female students"
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Where are the footnotes?: A guide for the non-traditional female college student. East Grand Rapids, Mich: American Em. Press, 2008.
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Moore, Stephanie Perry. Work what you got. New York: Dafina Books, 2009.
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Moore, Stephanie Perry. The way we roll. New York: Dafina Books/Kensington Pub. Corp., 2009.
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Swanson, Jacqueline Viola. ETHICAL REASONING AMONG BACCALAUREATE FEMALE NURSING STUDENTS (NURSING STUDENTS). 1989.
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Cessario, Lynda. THE PERCEPTION OF STRESS IN FEMALE REGISTERED NURSE RETURNING STUDENTS. 1995.
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Gallagher, Robin Jean Domiano. AN ANALYSIS OF MOTIVATIONAL VARIABLES IN FEMALE GENERIC AND REGISTERED NURSE BACCALAUREATE NURSING STUDENTS. 1989.
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Harbin, Phillis Diann. A Q-ANALYSIS OF THE STRESSORS OF ADULT FEMALE NURSING STUDENTS ENROLLED IN BACCALAUREATE SCHOOLS OF NURSING. 1989.
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Louise, Cooper. Heart of Stone. Penguin UK, 1999.
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artist, Treiman Lissa, Cogar Whitney colorist, and Campbell Jim (Letterer) letterer, eds. Giant days. 2015.
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Aoki, Ume. Sunshine sketch. 2015.
Find full textBook chapters on the topic "Adult female students"
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Pozdnyakova, Oksana, and Anatoly Pozdnyakov. "Distance Learning as an Option to Overcome the Learning Barriers of Adult Female Students." In Lecture Notes in Networks and Systems, 705–13. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44610-9_68.
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"Who Am I?" In Meeting the Needs of Nontraditional Undergraduate Students, 58–82. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8323-4.ch003.
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In addition to their roles as a students, nontraditional adult learners also hold other life roles, such as employees and parents. These learners are less likely to identify as “student,” instead placing emphasis on their personal and social roles within their families, businesses, and community. This role dissonance can affect course satisfaction, a sense of belonging, and persistence, particularly in female learners. This chapter examines the educational consequences of simultaneously maintaining multiple life roles and how institutions can support these students in order to aid in their success. While these roles often increase stress in the nontraditional learner, they also serve to motivate them.
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Willén, Birgitta. "Distance Education as a Means of Enhancing Self-Esteem among Adult Female Students in Sweden." In Toward New Horizons for Women in Distance Education, 93–106. Routledge, 2017. http://dx.doi.org/10.4324/9781315174822-7.
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"Encouraging Empirical Research and European/American Andragogy Coming Closer as Distance Education Grows in Strength." In Facilitating Adult and Organizational Learning Through Andragogy, 67–87. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3937-8.ch004.
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Billington found that with 60 male and female doctoral students aged 37 to 48, there were seven andragogical factors that helped them grow, or if absent made them regress or not grow. Rachal clearly identified seven criteria for implementing future empirical studies of andragogy. Taylor et al. asserted that no conversation on teaching adults is complete without discussing andragogy. However, Grace considered andragogy in the USA and Canada as being complicit in sidelining cultural and social concerns as well as decontextualizing adult learning, while having been effectively dismantled in the 1980s and 1990s. Showing the strength of andragogy through its long history in Europe, Savicevic indicated that comparative andragogy has eight elements that are essential in addressing this scientific research topic. Sopher stressed Knowles was best viewed as humanistic, philosophically. Henschke also found deep captivating involvement in both European and American andragogy. This chapter explores this.
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Murphy, Jude, and Nigel Todd. "Educating the Peace." In The Global Challenge of Peace, 217–32. Liverpool University Press, 2021. http://dx.doi.org/10.3828/liverpool/9781800857193.003.0013.
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This chapter will examine how 1919 transformed British adult education, being rooted in a dialogue between the trenches and domestic politics, prompting a movement for widening access to education. Framed within a Wilsonian view of a more democratic and peaceful world, the immediate post-war context generated opportunities for adult education initiatives. Firstly, the cooperative movement created the Co-operative College in a move that had been a longstanding goal. Secondly, the London County Council established City Lit targeting amongst others disabled veterans on their courses. Thirdly, women’s movement activists built on greater female participation in the public sphere, illustrated by the admission of women students to Ruskin College. Fourthly, the encyclopaedic ‘1919 Report’ of the Ministry of Reconstruction, triggered the first generation of 'mature students' with 33,688 ex-soldiers grant aided to attend Higher Education between 1920-23. This generation revived campus students’ societies, especially those that promoted the League of Nations, and formed the National Union of Students to rebuild international peace. The chapter will also examine how the transition between war and peace and the intellectual climate also transformed existing adult education organisations, scrutinizing the radicalisation of the Workers’ Educational Association.
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"Reproduction and development." In Oxford Assess and Progress: Medical Sciences, edited by Jade Chow, John Patterson, Kathy Boursicot, and David Sales. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199605071.003.0025.
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Reproduction and development are large topics, knowledge of which underpins several medical specialities including sexual health, fertility, gynaecology, urology, reproductive endocrinology, obstetrics, and neonatology. Doctors need to know the structure, function, and endocrine control of both male and female systems in order to diagnose and manage conditions specific to either male or female organs, as well as conditions such as impotence and infertility. Not surprisingly, the reproductive system is the only body system that shows major differences in both structure and function between males and females. However, sexual differences go beyond the primary sexual characteristics present at birth and the secondary sexual characteristics that emerge under the influence of sex hormones at puberty. Sexual dimorphism in some brain structures commences at an early age, and differences in the endocrine profiles of males and females produce characteristic changes in morphology, physiology, and behaviour that go beyond simple sexual dimorphism to affect many aspects of life, including sexual differences in susceptibility to disease and the longer life expectancy of women as compared to men that is seen around the world. Whether these differences, mainly beneficial to women, are because females are ‘biologically superior’ or because of a complex mix of genetic, behavioural, and social factors is a matter for discussion and research. Some knowledge of embryology is important to every medical student. As a minimum it provides explanations for the congenital malformations and their consequences that are encountered in many areas of clinical practice. Deeper knowledge will assist those seeking real insights into the structure of the human body. It is the study of embryological development and the knowledge of how each tissue type arises, how one tissue meets another, and how tissues move and change shape during development that explains the relations between tissues and organs in the adult human form. Achieving a full understanding of the dynamics of the formation of the body’s organs and tissues is demanding, but it can replace some of the rote learning of anatomical structures, familiar to many students, with a deeper understanding of form and function.
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Luttrell, Wendy. "School choreographies of care: being seen, safe, and believed." In Children Framing Childhoods, 121–62. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447352853.003.0005.
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This chapter explores how the children portrayed the hub of classroom life, the web of adult female caregivers in their “schoolplaces.” Just as they used their cameras to highlight their mothers as loving, caring, and present, and to portray themselves as active participants in their own family choreographies of care, they also used them to render visible the care work taking place in their elementary school. Their images and accounts depicted a school choreography of care that was similarly intentional and relational, and also influenced by gendered and racialized undercurrents. From the children's perspective, schools are “affective enterprises” in which both teaching and learning are deeply intertwined with relational, ethical, and affective dimensions of care and interdependence in ways that challenge an individualized and unidirectional concept of care. Moreover, the children express a critical awareness that learning goes beyond student–teacher relationships. Even when teachers are perceived as “nice” and “caring” and children's educational needs are met, students also recognize that they themselves are playing an active role in this dynamic—they are helping each other to make learning happen.
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Stearns, Melanie, Mary M. Rogers, and Cliff McKinney. "Brief Report." In Sexuality in Emerging Adulthood, 371–82. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190057008.003.0022.
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Religiosity has been shown to be a protective factor against risky sexual behavior (RSB). The current study sought to identify which aspects of perceived significant other and personal religiosity (i.e., private, coping, conviction, social, and conservatism) predict RSB in emerging adults and how this might differ by gender. The sample (N = 275; 72% female, 28% male) consisted of adults aged 18–25 years (mean = 19.31, SD = 1.42) attending a large Southern university and used the Stearns–McKinney Assessment of Religious Traits scale and Student Sexual Risks Scale. For males, significant other private religiosity and personal conservatism predicted RSB. For females, significant other private religiosity and religious coping as well as personal conviction and conservative religiosity predicted RSB. Thus, religious traits and gender differed regarding the prediction of RSB of emerging adults.
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Amato, Luanne M. "Barriers to a STEM Career." In Research Anthology on Adult Education and the Development of Lifelong Learners, 1469–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch075.
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Inequality of gender representation in science, technology, engineering, and mathematics (STEM) careers continues, despite the narrowing of the gender achievement gap. This chapter showcases original qualitative research that provides clearer insights into origins and effects of math anxiety as the reason females are less likely to choose (STEM) majors and related careers. The role of instruction methodology of the academic organization in perpetuating marginalization practices limits women's STEM achievement. The stage environment fit (SEF) theoretical model probes the relationship of the policies and procedures of the academic organization to the likelihood of female adult-student success in higher education. The American Statistical Association's (ASA) funding of the Guidelines for Assessment and Instruction in Statistics Education Report (GAISE) mandates reforms for mathematics instruction among the information about new research opportunities and the current state of STEM education in the United States.
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Amato, Luanne M. "Barriers to a STEM Career." In Advances in Educational Marketing, Administration, and Leadership, 64–90. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch004.
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Inequality of gender representation in science, technology, engineering, and mathematics (STEM) careers continues, despite the narrowing of the gender achievement gap. This chapter showcases original qualitative research that provides clearer insights into origins and effects of math anxiety as the reason females are less likely to choose (STEM) majors and related careers. The role of instruction methodology of the academic organization in perpetuating marginalization practices limits women's STEM achievement. The stage environment fit (SEF) theoretical model probes the relationship of the policies and procedures of the academic organization to the likelihood of female adult-student success in higher education. The American Statistical Association's (ASA) funding of the Guidelines for Assessment and Instruction in Statistics Education Report (GAISE) mandates reforms for mathematics instruction among the information about new research opportunities and the current state of STEM education in the United States.
Conference papers on the topic "Adult female students"
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Bernusky, Haley, Phil Tibbo, Fakir Yunus, Patricia Conrod, Matthew Keough, Kara Thompson, Marvin Krank, and Sherry Stewart. "Does Anxiety Mediate the Relationship Between Cannabis Use and Psychotic-Like Experiences in Emerging Adults? Investigating a Conditional Process Model in a Multi-Site University Sample." In 2022 Annual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.02.000.15.
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Background/Aim: Cannabis is commonly used by Canadian emerging adults (ages 18-25 years), many of whom attend post-secondary institutions. Frequent cannabis use has been linked with psychotic-like experiences (PLEs); however, the exact nature of this complex relationship remains to be fully understood. Anxiety is a prevalent mental health concern in emerging adults and university students, and anxiety has been independently linked with both cannabis use and PLEs. Males and females use cannabis and experience mental health differently: females tend to be more anxious while males tend to use more cannabis and are at higher risk for psychotic-like experiences. In this first of two studies for my Masters, I evaluated whether anxiety mediated the relationship between cannabis use frequency and PLEs in emerging adult undergraduates. I then tested the impact of moderation by biological sex by assessing if the mediation model held statistical significance across sexes. Hypotheses: H1) Consuming cannabis more frequently will be associated with more anxiety which, in turn, will be associated with greater PLEs in emerging adults, H2) the anxiety mediation pathway will be statistically stronger for females; and H3) males will have a stronger direct association between cannabis use and PLEs. Method: A sample of 1,507 first- and second-year emerging adult university students (mean [SD] age = 19.2 [1.52] years; 67% female) were recruited. Cross-sectional, self-report survey data were collected throughout fall 2021 from five Canadian universities as part of the UniVenture substance misuse prevention trial. Validated measures capturing demographics, cannabis use frequency, anxiety, and PLEs were administered. Results: The mediation model with cannabis use frequency as the predictor, PLEs as the outcome, and anxiety as the mediator was tested, followed by testing a moderated mediation (conditional process) model with biological sex moderating the paths from cannabis use frequency to anxiety and from cannabis use frequency to PLEs using the PROCESS macro for SPSS. Bootstrapped 95% confidence intervals showed evidence of a significant indirect effect of cannabis use on PLEs through anxiety for emerging adults (a-path p < .001; b-path p < .001; 95% CI [.016, .048]), supporting H1. No direct effect was found (c’-path p = .946) suggesting that the relationship between frequent cannabis use and PLEs may be fully mediated by anxiety. In the second model, significant moderated mediation was found (95% CI [.005, .060]). More frequent cannabis use was associated with increased anxiety among females only. Conditional indirect effects showed significant mediation through anxiety for females (95% CI [.020, .056]), but not males (95% CI [-.015, .028]), consistent with H2. No significant sex moderation was found for conditional direct effects of cannabis on PLEs for either males (p = .667) or females (p = .907), contrary to H3. Conclusion: Assuming replication in prospective research, results highlight anxiety as an important intervention target in frequent female cannabis users to potentially prevent the development or worsening of PLEs. Understanding differential trajectories from frequent cannabis use to PLEs is important for informing individualized prevention and programming and encouraging health equity.
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Ahmed, Riham Jaber, Dejan Mumovic, and Marcella Ucci. "Impact of Indoor Temperature and CO2 Levels on Occupant Thermal Perception and Cognitive Performance of Adult Female Students in Saudi Arabia." In 7th International Building Physics Conference. Syracuse, New York: International Association of Building Physics (IABP), 2018. http://dx.doi.org/10.14305/ibpc.2018.ie-1.05.
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Briggs, Brandi N., Benjamin S. Terry, Janet Yowell, and Stephanie Rivale. "Incorporating Biomechanical Research Topics Into K-12 Classroom Design Projects to Broaden Participation and Increase Engineering Interest." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64530.
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This paper describes a successful new biomechanical engineering curriculum created and implemented in two highly diverse local high schools by two graduate TEAMS (Tomorrow’s Engineers… creAte. iMagine. Succeed.) Fellows. In the semester-long curriculum, students create robotic surgical devices to diagnose and biopsy endometriosis, a pathology that afflicts roughly 5% of the adult female population. Curriculum focusing on anatomy, physiology, and tissue mechanics was also included to enhance the students’ understanding of the human body and its response to engineering materials. Focusing this course on cutting-edge, biomechanical research that explicitly and authentically illustrates how engineering benefits society resulted in increased enrollment in engineering by underrepresented populations. This paper also discusses personal reflections by the two graduate Fellows of the benefits gained and lessons learned during the design and implementation of this innovative high school curriculum.
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Berey, Benjamin, Elizabeth Aston, Ricarda Pritschmann, Cara Murphy, and Ali Yurasek. "Initial validation of a brief assessment of cannabis demand among young adult college students." In 2021 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.01.000.12.
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Behavioral economic models of addiction posit that cannabis’s reinforcing value (demand) is linked to use. The Marijuana Purchase Task (MPT; Aston et al., 2015) quantifies demand by assessing hypothetical cannabis consumption across escalating price points. Indices generated from MPT performance include intensity (i.e., amount consumed when free), Omax (i.e., peak expenditure), Pmax (i.e., price at peak expenditure), elasticity (i.e., degree that consumption decreases as price increases), and breakpoint (i.e., cost suppressing consumption to zero). Cannabis demand is linked to engagement in risky behaviors and cannabis use disorder (CUD) symptomology. However, the length of the MPT makes repeated assessment of state-dependent changes in cannabis demand difficult, which limits clinical utility. Brief assessments of alcohol and cigarette demand exist that measure intensity, Omax, and breakpoint. Thus, the aim of the current study was to develop and validate a brief assessment of cannabis demand. College students (N=211, Mage=19.91, SD=1.44; 63% Female; 56.4% Non-Hispanic Caucasian) who reported past-month cannabis use ≥3 times completed an online survey. Participants completed the MPT, a 3-item brief assessment of marijuana demand (BAMD) assessing intensity, Omax, and breakpoint, and measures of demographics, cannabis use frequency, cannabis-related negative consequences, CUD symptomology based on DSM-5 criteria, and cannabis craving. Convergent validity was examined via bivariate correlations of demand indices on the BAMD, MPT, and cannabis outcome measures. Divergent validity was assessed via independent samples t-tests to examine whether demand indices on the BAMD differed based on the presentation or absence of CUD. A one-way between-subjects ANOVA with planned comparisons was tested to compare effects of CUD severity (mild/moderate/severe) on BAMD demand indices. Intensity, Omax, and breakpoint were significantly correlated across the MPT and BAMD (rs=.30 – .79, ps<.01). Intensity, Omax, and breakpoint on the MPT and BAMD were significantly correlated with current cannabis craving, CUD severity, and cannabis-related negative consequences (rs=.18 – .48, ps<.05). Only intensity and Omax were significantly correlated with cannabis use (rs=.16 – .43, ps<.01). Individuals with (versus without) a CUD reported significantly greater intensity and Omax (ps< .01), but not breakpoint, on the MPT and BAMD. There were significant effects of CUD severity on B-MPT demand indices (ps<.05). Planned comparisons revealed that individuals with a moderate or severe CUD had significantly elevated intensity, Omax, and breakpoint on the BAMD compared to individuals with a mild CUD. Only breakpoint differentiated individuals with a moderate and severe CUD. This is the first study to validate a brief assessment of cannabis demand. Consistent with prior alcohol and tobacco research, the BAMD espoused convergent validity with the MPT and divergent validity by differentiating individuals with and without a CUD and along the CUD severity continuum. Thus, the BAMD may be a useful tool to assess links between specific indices of cannabis demand and clinically-relevant outcomes over time and in real-world settings. However, given the rise in novel cannabis products with different modes of administration and varying potencies, future research should examine whether demand differs based on these factors. Further, replicating these findings among more diverse populations is essential.
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A. Buzzetto-More, Nicole, Robert Johnson, and Muna Elobaid. "Communicating and Sharing in the Semantic Web: An Examination of Social Media Risks, Consequences, and Attitudinal Awareness." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2150.
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Empowered by, and tethered to, ubiquitous technologies, the current generation of youth yearns for opportunities to engage in self-expression and information sharing online with personal disclosure no longer governed by concepts of propriety and privacy. This raises issues about the unsafe activities of teens and young adults. The following paper presents the findings of a study examining the social networking activities of undergraduate students and also highlights a program to increase awareness of the dangers of, and safe practices using, social media. According to the survey results, young adults practice risky social networking site (SNS) behaviors with most having experienced at least one negative consequence. Further, females were more likely than males to engage in oversharing as well as to have experienced negative consequences. Finally, results of a post-treatment survey found that a targeted program that includes flyers, posters, YouTube videos, handouts, and in-class information sessions conducted at a Mid-Atlantic HBCU increased student awareness of the dangers of social media as well as positively influenced students to practice more prudent online behaviors. A revised version of this paper was published in Interdisciplinary Journal of e-Skills and Life Long Learning Volume 11, 2015 as "Communicating and Sharing in the Semantic Web: An Examination of Social Media Risks, Consequences, and Attitudinal Awareness"
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Hřivnová, Michaela, Jitka Slaná, Tereza Sofková, Martina Cichá, and Vladislava Marciánová. "The cognitive dimension among university students in the area of sexual and reproductive health with an emphasis on the issue of delayed/late pregnancy and parenthood." In Život ve zdraví 2021. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0076-2021-3.
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Background: The shift in women’s fertility and birth rate to the higher age is characterized as the most significant feature of reproductive behaviour over the past decades in the Czech Republic (and in other developed countries). The trend of the so-called delayed or late pregnancy/motherhood/parenthood is determined by polyfactorial influences with possible risk impacts on the biomedical and psychosocial aspects of the health of mothers, fathers, children and society as such. In 2020, the following project was implemented: 50/2020/PPZ/OKD In Time – responsible, erudite, planned and prepared parenthood – The shaping and development of health literacy in the area of reproductive health among young adults (university students). The project was supported by the Ministry of Health of the Czech Republic and the Faculty of Education, Palacký University Olomouc. The outcomes of the project are of both educational and research nature. Method(s): The Research on the cognitive and affective dimensions of young adults in the area of early pregnancy/parenthood involving a sample of 844 student respondents from 14 universities in the Czech Republic evaluated the level of knowledge of health literacy with an emphasis on the general area of sexual and reproductive health as well as the specific area of possible risks associated with delayed/late pregnancy/parenthood. The research also focused on the personality and attitude dimensions of young adults in the context of delayed and late pregnancy. Results: In a specific area of sexual and reproductive health, the level of knowledge was problematic, sometimes even insufficient. An alarming fact is the complete lack of knowledge concerning the probability of conception during a single ovulation cycle of a young woman (18–30 years). Surprisingly, the correct answer was identified by less than 2% of female university students. The complete set of results of the research is published in the monograph In Time: The cognitive and affective dimensions of young adults in relation to pregnancy and parenthood. Conclusions: The unfavourable level of health literacy concerning early pregnancy/parenthood may have a negative effect on the affective and behavioural dimension of young adults and support the 63 manifestations of possible bio-psycho-social risks and complications resulting from the trends of shifting motherhood/parenthood to higher age bands. It is thus necessary to educate the young generation by means of adequate didactic procedures in order for them to be able to make informed decisions about whether and when to have a child.
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Wamuga, Joseph Mwangi, and Florence Kamonjo. "Empowering Women through TVET Training in Male Dominated Trades: A Project Supported by Canadian Embassy at Nakuru Training Institute Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1215.
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Globally a wide gender gap has persisted over the years at all levels of Science, Technology, Engineering and Math (STEM) disciplines. Girls and women are systematically tracked away from science and math throughout their education, limiting their access, preparation and opportunities to go into these fields as adults. Women make up only 28% of the workforce in STEM. Men vastly outnumber women majoring in most STEM fields in college and in the market place. There is still a gross underrepresentation of women in the STEM fields in Sub-Saharan Africa (SSA) where the share of females graduating from tertiary education engineering fields is below 30%. The under-representation is a concern both for gender equality and economic competitiveness. // This study was based on Instructional Theory for Skills Development. It applied descriptive survey method. The study sample was 76 TVET female students, 36 for pre-training survey and 40 for post training survey. A gender based survey on the issues affecting women in the society, their employability and if young women would enroll in male dominated course given an opportunity was done. The project trained 40 women in technical skills for employability in two male dominated careers; electrical wireman and plumbing and pipe fittings. The 40 women were linked to industries for job related experience and were further registered for examination by National Industrial Training Authority (NITA) in Kenya. They recorded 100% pass rate and were certificated. 80% of the young women and girls are gainfully employed while 20% are pursuing further training. The study found out that young women are willing and are capable of training in skills in male dominated TVET sectors.
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Ali, Raja Mahamade, Monica Zolezzi, and Ahmed Awaisu. "Exploration of Sleep Quality and Sleep Hygiene among QU students." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0181.
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Sleep is an important component of healthy lifestyles. Worldwide reports suggest that one in every three adults suffers from insomnia. University students are vulnerable to insomnia due to their stressful lifestyle and inconsistent sleeping schedules, which contribute to poor, sleep hygiene. The purpose of this study is to explore the prevalence of sleeping problems among university students in Qatar and to investigate factors contributing to insomnia development. A cross-sectional survey utilizing two validated sleep questionnaires, the Pittsburgh sleep quality index (PSQI) and the sleep hygiene index (SHI), were administered to Qatar University (QU) students in either English or Arabic. An online survey was sent to all QU students through e-mail. Descriptive and inferential statistics were used to analyse and report the findings. A total of 2,062 students responded to this survey. Most of the respondents were females, Qataris, and the majority of them belonged to the colleges of Arts and Sciences, Business and Economics or Engineering. Around 25% of the participating students reported previous use of sleep aids. The findings indicated that the majority of the students had poor sleep quality (69.7%) and poor sleep hygiene (79%). A positive association was found between sleep quality and sleep hygiene (r = 0.39; p < 0.0001). College distribution and marital status were shown to significantly influence sleep quality (p =0.031 and p=0.02 respectively). The regression analysis revealed that sleep hygiene had the greatest effect on sleep quality (accounting for 7% of the variance) and individuals with good sleep hygiene were 4 times more likely to have good sleep quality. The findings of this study suggest that poor sleep quality and inadequate sleep hygiene practices are common among university students in Qatar, both of which may have a negative impact on students’ academic performance which warrants further investigation in future studies.
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Saczalski, Kenneth J., Mark C. Pozzi, and Joseph Lawson Burton. "Comparison of High and Low Speed Rear-Impact Head and Neck Injury Risk Measures Related to Occupant Size and Vehicle Seat Strength Characteristics." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68492.
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This study demonstrates the use of efficient inferred statistical “factorial methods” for scientifically evaluating, with a relatively few tests, the rear-impact occupant “head and neck injury risk” performance of 2 different types of vehicle front seats, with adjustable headrests, when various size occupants are subjected to high and low impact severities. The 2 seat types studied included the stronger “belt-integrated seat” (BIS) designs, with restraints attached and having strength levels beyond 14 kN, and the more common but weaker single recliner (SR) seats, without attached restraints and having only about 3.2 kN strength. Sled-body-buck systems and full vehicle to barrier tests were run with “matched pairs” of surrogates in the 2 seat types at speed changes of 12.5 to 50 kph. Three sizes of Hybrid-III adult surrogates (i.e. 52 kg small female, 80 kg average male, and an average male surrogate ballasted to about 110 kg) were used in the evaluations. Also, some tests were run with 6 year-old Hybrid-III child surrogates located behind the front seats due to interest in potential child injury from collapsing front seats. The 2-level factorial method, combined with a biomechanical ratio comparison and a “student-t” test evaluation, were used to compare safety performance of the 2 seat designs. The resulting data analysis indicates that, in the mid to high range of rear impact severity (i.e. 20 to 50 kph), the stronger BIS seat systems tend to provide greatly improved “head-neck” protection over the weaker SR type seats for both the front seated adult occupants and rear seated children. At the low range of impact severity (i.e. 12.5 to 19 kph) there was no significant statistical difference between either seat types, except that the headrests of both could be improved.
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Ashok Chougule, Nutan, Aliuddin Ahmed, and Yueqing Li. "Effect of the backpack load on students’ discomfort." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002590.
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Backpacks are very useful in our day-to-day life, work, offices, and school. Especially students carry backpack to school every day with heavy loads of textbooks, notebooks, and laptop. This is an increasing concern of students carrying heavy backpacks in most countries. From the article of Huntsville Hospital, in the United States around 79 million students carry backpack to school. In 2007, more than 23,000 backpack-related injuries were treated at hospital rooms, physician offices and clinics. The load exerted from the backpack is one of the reasons of variations in the cervical and shoulder posture and it is suggested that carrying a backpack weighing 15% of body weight will be heavy for adults. This study evaluates the effect of backpack loads on the user discomfort in neck, shoulder, upper back, lower back, and knee during a walking activity. For this experiment, 12 participants were selected in the age group of between 18 to 21 years old from Lamar University. The backpack load which is exerted by the backpack was independent variable. As per the research, 15% of total weight of the body is the standard weight to carry the backpack during walking activity. Since, we have considered 10%, 15% and 20% weights of the backpack to the total body weight of participants. The user discomfort is considered as dependent variable. The walkway was embedded with three force plates with various backpack loads (10%, 15%, and 20%). Participants were told to walk on defined route for 10 minutes. After each task, participants had 5-minutes break and were asked to rate their discomfort level. The same procedure was carried out for all participants and measurement data were collected.The result showed a significant main effect of backpack load on the user discomfort of neck, shoulder, upper back, lower back and knee. The user discomfort with 20% load was significantly higher than that with 10% load for all 5 body parts. During the experiment, it was observed that female participant who weighs in range of 100-120 lbs. were experienced most discomfort and not able continue experiment when the weight of the backpack was more than 15% of the total body weight. Whereas the participants with the range of body weight around 160-180 lbs. experienced less discomfort in their neck and shoulder throughout the experiment. In conclusion, the research found that the backpack load significantly affects the user discomfort when student walk carrying the backpack. The research should have practical meaning to decide the appropriate weight of the students’ backpack and develop a more user-friendly design.
Reports on the topic "Adult female students"
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Beuermann, Diether. The Short and Long-Run Effects of Attending the Schools that Parents Prefer. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004416.
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Using meta-analysis we document that (across several contexts) attending sought-after public secondary schools does not tend to improve student test scores. We argue that this fact does not preclude the possibility that these schools could lead to gains in the future. We explore this notion using both administrative and survey data from Barbados. We show that preferred schools have better peers but do not improve short-run test scores. However, the same students at the same schools have more postsecondary school completion and improved adult well-being (based on an index of educational attainment, occupational rank, earnings, and health). These long-run benefits are larger for females, who also experience reduced teen motherhood.