Academic literature on the topic 'Adult male students'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Adult male students.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Adult male students"
1
Bellare, Yamini, Rinat Michael, Lawrence H. Gerstein, Rachel Gali Cinamon, Ashley Hutchison, TaeSun Kim, and Yuri Choi. "Future Perceptions of U.S. and Israeli Young Male Adults." Journal of Career Development 46, no. 4 (March 25, 2018): 351–65. http://dx.doi.org/10.1177/0894845318763956.
Full textAbstract:
Future perceptions consist of an individual’s ambition, view of future events, and plan for life domains. Such perceptions can predict and shape a person’s career development and motivate to pursue and achieve goals in different life roles. Research on emerging adults’ perceptions has important implications for career professionals assisting this population. In this study, the authors investigated the future perceptions of 49 U.S. and 39 Israeli emerging adult university males using thematic analysis. Participants’ responses represented an array of topics and were grouped into the following themes: (a) work, (b) family and relationships, (c) education, (d) material and monetary assets, (e) location, (f) leisure, and (g) general quality of life. Results suggested that culture could be important in how emerging adult males envision their future lives and roles. Recommendations for how career educators and counselors can implement the findings in their work with U.S. and Israeli college students are discussed.
2
Hossain, MD Golam, Pete E. Lestrel, and Fumio Ohtsuki. "Secular changes in head dimensions of Japanese adult male students over eight decades." HOMO 55, no. 3 (February 2005): 239–50. http://dx.doi.org/10.1016/j.jchb.2003.04.001.
Full text
3
Parash, M. Tanveer Hossain, Humaira Naushaba, Md Ashfaqur Rahman, and Sadia Choudhury Shimmi. "Photographic Estimation of Arch Height of Adult Bangladeshi Male." Bangladesh Journal of Anatomy 10, no. 2 (December 7, 2013): 59–62. http://dx.doi.org/10.3329/bja.v10i2.17284.
Full textAbstract:
Context: The height of the medial longitudinal arch of the foot is commonly thought to be a predisposing factor to injuries. High-arched runners exhibit more bony, ankle and lateral injuries but low-arched runners reveal a higher risk of soft tissue, knee and medial injuries. Moreover high-arched and low-arched people have greater rearfoot eversion excursions than those with normal arch structure. So, it is important to have relatively easy and reliable way to measure the height of foot arch. The most reliable and valid way of measuring the foot arch is by the arch height index measurement system (AHIMS). The AHIMS can be costly to buy or construct for a third world country like Bangladesh. An alternative idea developed recently involved the use of digital photography to assess the arch height. Study design: Cross sectional, analytical type of study. Place and period of the study: Department of Anatomy, Sir Salimullah Medical College, Dhaka from July 2010 to June 2011. Materials and Method: A total number of 110 medical students of 3rd and 4th year were chosen by purposive sampling. Results: The values of arch height were 6.04 cm to 8.78 cm in sitting position and 4.83 cm to 7.03 cm in standing position respectively. DOI: http://dx.doi.org/10.3329/bja.v10i2.17284 Bangladesh Journal of Anatomy, July 2012, Vol. 10 No. 2 pp 59-62
4
Fix, Gerald A., and Charles Schaefer. "Note on Psychometric Properties of Playfulness Scales with Adolescents." Psychological Reports 96, no. 3_suppl (June 2005): 993–94. http://dx.doi.org/10.2466/pr0.96.3c.993-994.
Full textAbstract:
105 female and 85 male high school students completed two scales designed to measure playfulness, the Playfulness Scale for Adults and the Adult Playfulness Scale, and two scales designed to measure creativity, the Similes Test and The Franck Drawing Completion Test. The playfulness scales exhibited high internal consistency and good construct validity. Cronbach alpha was .84 for the Playfulness Scale for Adults and .88 for the Adult Playfulness Scale, and split-half reliability was .79 (Spearman-Brown) and .79 (Guttman) for the Adult Playfulness Scale and .87 (Spearman-Brown) and .86 (Guttman) for the Playfulness Scale for Adults. 2-wk. test-retest reliability for the Playfulness Scale for Adults was .89, which compared favorably to the test-retest reliability of .84 previously reported for the Adult Playfulness Scale.
5
Majumder, Amita, and Chayanika Mitra. "Gender bias in household education expenditure: the case of West Bengal." Indian Growth and Development Review 9, no. 2 (November 14, 2016): 129–50. http://dx.doi.org/10.1108/igdr-04-2016-0018.
Full textAbstract:
Purpose This paper aims to detect gender bias in education expenditure on “students”, who are children and young adults, in a household in the rural and the urban sectors of West Bengal. Outlay equivalent ratios have been calculated using the Engel curve approach, where the budget share function is log quadratic in income, to identify items relating exclusively to education of school/college going students. Heckman’s (1979) two-step procedure is used for estimation to address selection bias The 68th round (July 2011 to June 2012) household level consumption expenditure survey data of the National Sample Survey Organisation have been used for the analysis. Design/methodology/approach Engel curve approach is used to capture parental preference for student’s welfare and to find the existence of male student favouritism in the field of education. In case of exclusive adult goods, the addition of a student will reduce the resource allocated for adult goods leading to negative income effect. If a household favours males over females, then that household is likely to sacrifice more for a male student’s education than that for a female student. To address selection bias, Heckman’s two-step procedure has been used. Findings The authors find that not all education items relate exclusively to students of a household. Expenditure on books is not exclusively for students, whereas other educational items, such as stationary and photocopy charges, tuition fees and private coaching fees, are found to be students’ items only. Transport cost is found to be an adult good. Further, we find evidence of pro male bias in expenditure on educational items, and the extent of gender bias is more in the urban sectors compared to the rural sectors in West Bengal. Originality/value The objective of this paper is to identify the educational items exclusively for “students” and to test the difference in the allocation of resources in education, with respect to these items, between a male student and a female student for both sectors in West Bengal, using the outlay equivalent ratios.
6
Abou-Dahech, Tala, and Rodney Gabel. "Vocational Stereotyping of People Who Stutter: Human Resource Management Students." Perspectives of the ASHA Special Interest Groups 5, no. 5 (October 23, 2020): 1139–46. http://dx.doi.org/10.1044/2020_persp-20-00003.
Full textAbstract:
Purpose The purpose of this study was to investigate whether human resource management (HR) students report negative vocational stereotypes of people who stutter (PWS). Though past research has explored how a variety of population groups perceived career choices for PWS, no studies have explored the perceptions that HR students hold regarding career options for PWS. Method An online questionnaire using the Vocational Advice Scale) was completed by 220 students pursuing a degree in HR or related fields at the University of Toledo. The Vocational Advice Scale has been used often to explore career advice and vocational stereotyping of PWS. It consists of 43 career choices ranked by participants from strongly disagree to highly disagree on advice given to an adult male who stutters. Results The study found that the participants were less likely to advise an adult male who stutters to pursue 42 of the 43 careers, when compared with advice given for an adult male who does not stutter. Participants reported that the lowest rated careers were judge, speech-language pathologists, and attorney. This finding supports the notion that PWS suffer from role entrapment, in that there appear to be limitations in the types of careers viewed to be appropriate and that careers rated lowest appear to be those that require high levels of communication. Conclusions The findings suggest the presence of role entrapment in this group of students. Future research might consider using different research approaches, including qualitative studies, when studying role entrapment by HR students and professionals.
7
Rennison, Callie Marie, and Lynn A. Addington. "Comparing Violent Victimization Experiences of Male and Female College-Attending Emerging Adults." Violence Against Women 24, no. 8 (September 19, 2017): 952–72. http://dx.doi.org/10.1177/1077801217724919.
Full textAbstract:
Despite increased attention to college student victimization, gaps remain. In particular, relatively little is known about violence against males and females outside sexual and intimate partner violence. This study uses data from the National Crime Victimization Survey to compare male and female students’ violent victimization overall as well as relational and sexual violence. Findings reveal gendered differences and similarities. Results have implications for policies to prevent violence and support victims. Implications for victim services are particularly relevant given the critical developmental period for college students learning coping skills that shape their adult lives and addressing harms resulting from violent victimization.
8
Beer, Carole T., and Gordon G. Darkenwald. "Gender Differences in Adult Student Perceptions of College Classroom Social Environments." Adult Education Quarterly 40, no. 1 (September 1989): 33–42. http://dx.doi.org/10.1177/074171368904000104.
Full textAbstract:
Adult male and female students’ perceptions of classroom social environments (climates) were compared on the Relationship dimensions of Affiliation and Involvement as measured by the Adult Classroom Environment Scale. Data were collected from 439 adult students enrolled at an urban community college. Theoretically grounded hypotheses were tested using the general linear model procedure. As predicted, women perceived more affiliation and a greater degree of involvement in the classroom than did men. Implications of the findings for future research and the teaching-learning transaction are discussed.
9
Atinmo, T., C. M. F. Mbofung, M. A. Hussain, and B. O. Osotimehin. "Human protein requirements: obligatory urinary and faecal nitrogen losses and the factorial estimation of protein needs of Nigerian male adults." British Journal of Nutrition 54, no. 3 (November 1985): 605–11. http://dx.doi.org/10.1079/bjn19850147.
Full textAbstract:
1. The present study was designed to use the factorial approach to estimate protein requirements of Nigerian male adults by measuring obligatory nitrogen losses via urine, faeces and sweat when N intake was very low and energy intake adequate.2. Eight adult men from Osegere village near Ibadan and seven medical students from the University of Ibadan, who volunteered to participate as subjects in the study, were given a low-protein diet (based on staple foods habitually consumed by subjects) for 10 d. Mean daily total protein intake was 4.68 g while that of energy was 0.2 MJ/kg body-weight. After an initial 5 d adaptation period, 24 h urine and faeces were collected in marked containers for five consecutive days for N determination. N losses from the skin were also determined in the village adults.3. Mean daily urinary, faecal and sweat N losses (mg N/kg body-weight) were 45.88 (SD 4.84), 21.79 (SD4.19), and 7.46 (SD1.71) from the village adults. The corresponding urinary and faecal N losses from the university students were 43.45 (SD 2.28) and 18.32 (SD4.66) (sweat N loss not measured). Thus the total daily obligatory N losses (per kg body-weight) from the village adults and university students were 75.13 and 69.23 mg N respectively (assuming a sweat N loss of 7.46 mg for the university students). After adjusting for requirement and making a 30% allowance for individual variability, the safe level of protein intake was calculated to be 0.78 and 0.73 g protein/kg body-weight for the village men and university students respectively.4. These values suggest that the Joint FAO/WHO ad hoc Expert Committee (1973) safe allowance of 0.57 g egg protein/kg per d is not sufficient for most young adults in this environment when energy intake is adequate.
10
Hussain, Muhammad Sabboor, Khaled B. Albesher, and Aisha Farid. "Teachers' Error Treatment Practices and Perceptions in Teaching English to Adult EFL Learners in Saudi Arabia: A Gender-Based Qualitative Study." Global Regional Review V, no. I (March 30, 2020): 290–99. http://dx.doi.org/10.31703/.2020(v-i).32.
Full textAbstract:
This paper explores error treatment practices in teaching English to Saudi adult English Language learners. In this genderbased qualitative study, thirty-six male and twenty-four female teachers were interviewed, using Hendrickson's (1978) theoretical framework to analyze learners' error treatment practices by EFL teachers. No significant difference in the male and female teachers was found in their perception of the students' errors, reasons and ways to correct students' errors and their perceptions of the backwash effect of the error correction. However, female teachers find a lack of student motivation as a major cause of errors. The study has also explored some unreflective and unprofessional error treatment practices that urge the need for regular training for the teachers to make them aware of the psychological dimensions of error treatment practices. The study recommends the transformation of the traditional style of teaching into coaching to give professional, reflective, and effective treatment to adult EFL/ESL learners' errors.
Dissertations / Theses on the topic "Adult male students"
1
Lancaster, Amber F. "A Qualitative Study of Male Students' Experiences in Counseling Programs and Male Professional Counselors' Experiences Post-graduation." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877129.
Full textAbstract:
Little is known about what attracts men to the counseling profession and what their experiences are in counseling programs and the profession post-graduation. This qualitative case study examines what attracts men to the counseling profession, recruitment strategies, and proposed recruitment strategies that could affect prospective male students. It also reveals the experiences of males in counseling programs and the counseling profession, after graduation. Findings indicated men are attracted to the field for various reasons. Most participants did not notice any specific recruitment strategies directed toward males. The participants shared ideas for future male recruitment. Findings also indicated there are benefits and challenges associated with being a gender minority in counseling programs and the profession. Implications for counselor preparation programs are presented.
2
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.
Full textAbstract:
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
3
Fiedeldy, John, and n/a. "Learning strategies of a group of English as a second language adult male students." University of Canberra. Languages & International Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20060710.110402.
Full textAbstract:
This study examines the ways in which adult male students approach learning English as a
second language. A number of recent studies have indicated that many male learners
experience considerable difficulty participating in language classes. In particular several
studies have found that course failure rates of male language students were higher than
those of females. The objectives of the present study, therefore, are to: describe the
preferred strategies of a group of male students for approaching language learning;
describe the strategies they use when interacting in class discussion; and to examine the
relationship between learning strategies and ESL academic achievement.
This broad subject has been narrowed down to a specific focus on how male ESL
students develop oral and aural skills. The subjects are a small group of students of the
Adult Migrant English Service Program, Canberra. Data have been obtained through
questionnaires, interviews and observations in classroom settings. The questionnaires and
interviews aim to reveal how frequently, and in what situations, certain learning strategies
appear important to the male students' participation in language learning. These strategies
include those of memory, cognition, compensation, meta-cognition, social communication
and emotion. The observations examine patterns in interaction. Both the questionnaire
and observations provide the basis for statistical analysis.
Literature covering the role of strategies and styles in second language learning, the
characteristics of adult learners; and gender differences in the range of strategies used by
adult learners has been examined and used as a foundation for the present study.
Strategies for listening and speaking are often used without conscious attention given to
them. However, given the right learning environment, male students may develop a range
of strategies that may assist them in ESL learning. This environment exists both
informally, in the community, and in the ESL classroom. It was found that students who
used ESL frequently in community life, such as in a workplace setting, had developed a
"strategy awareness" and were able to call on a broad range of strategies to help them
when interacting with other speakers. Within the classroom, it was observed that
unstructured discussions using open-ended themes encouraged male students to use a
variety of strategies, such as asking questions, asking for clarification and expanding
ideas, to enable them to participate in the communication.
The findings of this study suggest that an awareness of and ability to apply appropriate
learning strategies have an important place in helping male students participate in selected
language learning activities and to develop their ESL skills. An examination of Australian
Second Language Proficiency Rating scores and the Certificate in Spoken and Written
English III results revealed that students who were successful in these assessment
measures, were those who were observed and who reported frequent awareness and
utilisation of the above mentioned strategies.
Finally, it can be suggested that because not all male students have equal opportunities to
use ESL in community life, the English language teacher is in an ideal position to develop
students' strategy awareness. For this to occur, the teacher also needs to create a learning
environment whereby students are encouraged to select from these strategies and to
utilise them in appropriate ways.
4
Chen, Bai-Yin. "The long-term psychological impact of child sexual abuse for college male students." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1014804.
Full textAbstract:
Although researchers and clinicians have been aware of male victims of childhood sexual abuse, the literature still lacks sufficient data on the long-term effects for adult males sexually abused during childhood. The current study examined the long-term psychological impacts of childhood sexual abuse for adult males. A standardized measurement, SCL-90-R, was used to assess current psychological functioning such as somatization, obsessivecompulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation, and psychoticism. A questionnaire consisting of demographic data and childhood experiences was also administered to collect background information. Seventy-four undergraduate male students enrolled in counseling psychology courses were recruited. The abused group consisted of twelve subjects who reported histories of child sexual abuse. The rest of the sample (62) consisted of the nonabused group. Due to the small sample size, the results must be interpreted with extreme caution. Results of multiple t-tests suggested that there is no significant difference between the abused and nonabused group on subscales of the SCL-90-R.Department of Counseling Psychology and Guidance Services
5
Coffman, Karie A. "Persistence Redefined: Why Men Stay." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1483984786449362.
Full text
6
Spradley, Patricia. "A multiple variable analysis of the persistence of adult African-American male graduates from a baccalaureate degree program /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11976706.
Full textAbstract:
Thesis (Ed.D.)--Teachers College, Columbia University, 1996.Typescript; issued also on microfilm. Sponsor: Dawn Person. Dissertation Committee: Raechele L. Pope. Includes bibliographical references (leaves 156-171).
7
Munyai, Pfarelo Pardon. "The exploration of influence as a leadership competency amongst emerging adult males." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017520.
Full textAbstract:
The association between leadership, influence and power is well developed in the literature. However, there is a notable lack of research on youth leadership development, especially as it pertains to their exercise of influence. This paper was borne out of the need to explore how youth - emerging adults’ males in particular - exercise influence as a leadership competency within their voluntary leadership positions. Using semi-structured face-to-face interviews and the Critical Incident Technique (CIT), the research primarily focused on influence tactics and how they were employed. This included assessing the related power bases and principles of influence that were manifest, as well as the learning and development that occurred when reflecting on the outcome of the influence process. Data was analysed using an open coding procedure. Incidents explored in the study were primarily interpersonal in nature. This was reminiscent of lateral influence that characterised the peer to peer contextual environment of the study. The study found that in their influence pursuits, emerging adults followed a rational approach to influence. The distinguishable power bases and their relative importance in application were context dependent (Krause and Kearney, 2006:59-86). In addition, various proactive influence tactics were employed with a leaning towards those perceived as positive, honest and non-manipulative in application, which was congruent with Head Student role expectations and the culture of the organization. The utilization of social media as a communication platform from which various tactics could be launched was a novel and notable finding. Consequently, the results were presented primarily under two themes, exploring how tactics of influence are used face to face and via the social media platform. In addition, the study emphasised the ethical implications of the exercise of influence in both of these platforms and related to this, the challenge of influencing friends or close associates, without undermining leadership integrity. Overall, the various influence incidents presented and their outcomes, evidently shaped leadership development by reinforcing tactics which worked and stimulating continuous reflection and learning, adaptive strategies and the development of new means to deal with resistance and non-compliance. All of these are critical to shaping future influence behaviour. Primary recommendations include the need for a proactive approach to educating youth on leadership and influence through formal programmes, if they were to be empowered with tools to develop and maximize their leadership potential. Equally, practitioners need to be sensitized to the significance of their role as catalysts in nurturing youth leadership development. In addition, the novel use of social media as a leadership influence platform was recognised as significant and as such, a candidate for further research. Beyond the limited scope of this study, other angles worthy of further research include, factoring in elements such as gender, cross-cultural differences and the aspect of voluntary versus incentivised (or paid) leadership positions. The research is presented in an academic paper format, and is structured in three sections. These sections are written up as relatively independent sections, but are complementary in covering the full scope of the research. Section One, which is essentially a paper in a format of an academic journal article, represent the primary section and covers the results of the study, together with discussions and recommendations. This is followed by a literature review (i.e. Section Two), which delves into all the relevant literature explored. Section Three covers the methodology, research design and research procedure pursued. As part of the addendum, a comprehensive summary of the incidents explored is presented. This gives insight into the nature of the various incidents, the influence tactics preferred, power bases and influence principles manifested, together with the outcomes of the incidents. Furthermore, lessons drawn in reflection are noted, which participants viewed as critical, in that they shaped the way they now intend to exercise influence and thereby reflects their personal leadership development.
8
Patt, Jacky Linn, and Gloria Ann Stickler. "A comparison of re-entry and traditional students needs and issues." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1863.
Full text
9
Scott, Delbert Christopher Eugene. "Developing an Instrument to Measure Educator Perceptions of African American Male Students PreK - 12." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1571837290653201.
Full text
10
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.
Full textAbstract:
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.
Books on the topic "Adult male students"
1
Old man on campus. North Charleston, SC: CreateSpace Self Publishing Platform, 2012.
Find full text
2
Clear winter nights: A journey into truth, doubt, and what comes after. Colorado Springs, Colorado: Multnomah Books, 2013.
Find full text
3
Read, Hugo. Consul in Japan, 1903-1941. GB Folkestone: Amsterdam University Press, 2017. http://dx.doi.org/10.5117/9781898823643.
Full textAbstract:
A rare account by a foreigner working in Japan in the 20th century; a unique insight into this important period of Japan's history; complements existing material. First a student interpreter, then an assistant in Korea, Vice-Consul in Yokohama and Osaka, Consul in Nagasaki and Dairen, then Consul-General in Seoul, Osaka, Mukden and Tientsin. Not a contemporary diary as such, but a write-up of notes made towards the end of White's career spanning thirty-eight years. Importantly, it includes reflective passages on the momentous developments of the later 1930s, as Japan moved onto a war-footing in China - and as Consul-General in the Chinese treaty port of Tianjin under Japanese occupation, White was in the middle of the growing tensions between Britain and Japan. His post-war recollections are also valuable. Like others who had lived and worked in Japan, he sought to come to terms with what had happened to the country in which he had spent so much of his adult life. Along the way he provides fascinating vignettes of his colleagues, some well known, others less so, while his service in Seoul, Mukden (now Shenyang) and Tianjin provides fresh material on the Japanese colonial empire.
4
Blankenship, Jane Carol. ATTRITION AMONG MALE NURSING STUDENTS (NURSING STUDENTS). 1991.
Find full text
5
Drayton, Brendaly, Talmadge C. Guy, Dionne Rosser-Mims, and Joni Schwartz. Swimming upstream: Black males in adult education. 2014.
Find full text
6
Drayton, Brendaly, Talmadge C. Guy, Dionne Rosser-Mims, and Joni Schwartz. Swimming Upstream : Black Males in Adult Education: New Directions for Adult and Continuing Education, Number 144. Wiley & Sons, Incorporated, John, 2014.
Find full text
7
Chiodras, Nicholas. Emerging Adult Essay. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190260637.003.0051.
Full textAbstract:
My name is Nick Chiodras. I’m a 21-year-old Caucasian male, currently enrolled as a transfer student at a community college in Glen Ellyn, Illinois. I was born and raised in the same house in Wheaton, Illinois, and after my graduation from Wheaton North High School in 2013, I attended Taylor University for 2 years to begin my studies in art and graphic design. I left after my sophomore year, and now I am back at home in Wheaton, employed as a busser in a restaurant, making art, writing and recording music, and attending classes at the community college....
8
Bullock, Ian, Jill Macleod Clark, and Joanne Rycroft-Malone, eds. Adult Nursing Practice. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199697410.001.0001.
Full textAbstract:
Adult Nursing Practice: Using evidence in care enables today's students and newly qualified nurses develop the knowledge and skills they need to deliver, and lead care tomorrow. Reflecting the principles of evidence-based care in line with the current NMC competencies, this textbook helps students learn to manage patients with common conditions and fundamental health needs so they can provide the best possible evidence-based care. Written, and edited by leading nurses from practice, education and research, it focuses on common diseases, fundamental health needs, and symptoms that nurses' encounter in daily practice. Conditions are clearly explained so that the causes of ill health are easily understood. Every chapter covers pathophysiology, indicates the key priorities for nursing assessment, and discusses 'what the evidence says', before considering nursing management options. Throughout the authors' clear signposts to trustworthy evidence mean that students can effortlessly select the best nursing interventions for their patients using the current available evidence-base. The ideal guide for students preparing for registration and newly qualified staff going through preceptorship, it is packed with over 115 illustrations and lots of features to bring the subject to life and make learning easier: BLNursing assessment illustrations outline challenges caused by common diseases in a helpful and memorable way, highlighting issues that need assessment BLRed flag icons indicate the warning signs of deterioration and urgent questions are listed that can be used for assessment and monitoring BLCase studies of effective evidence-based interventions show the difference that high quality nursing care makes BLCross references between common conditions' causes and managing related health needs and symptoms develop understanding by clearly linking pathophysiology with nursing management options BLTheory into practice boxes further enhance learning through suggested activities, such as exploring key evidence, considering major practice issues or applying core knowledge while out on placement BLOnline resource centre at www.oxfordtextbooks.co.uk/orc/bullock http://www.oxfordtextbooks.co.uk/orc/bullock. Filled with interactive and useful e-learning resources to help students test their learning, keep up-to-date with the latest evidence and further expand their knowledge, it features: BLClinical decision making scenarios BLQuiz questions BLUpdates to content BLHyperlinked references BLimages from the book BLLecturer resources
9
King, Patricia M., and Karen Strohm Kitchener. Cognitive Development in the Emerging Adult. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.14.
Full textAbstract:
This chapter examines cognitive development in emerging adulthood by focusing on two concepts: cognitive complexity and development. More specifically, it explores how complex cognitive abilities enable emerging adults to better cope with the demands of adult life through the aid of complex thinking that results from cognitive development. To understand cognitive development, the chapter first outlines several conditions that make a cognitive change developmental in nature. It then discusses three cognitive processes, namely, cognition, metacognition, and epistemic cognition, with emphasis on the theory and research related to each. In addition, it considers age-related issues of cognitive development. William G. Perry Jr.’s seminal work on students’ intellectual and ethical development in the college years is also examined, together with the concepts of self-evolution and self-authorship. Finally, the chapter discusses the dynamic development theory developed by Fischer et al. and its implications for understanding epistemic development.
10
Lucas, Nance, Timothy R. McMahon, and Susan R. Komives. Exploring Leadership: For College Students Who Want to Make a Difference (Jossey Bass Higher and Adult Education Series). 2nd ed. Jossey-Bass, 2006.
Find full textBook chapters on the topic "Adult male students"
1
Tavangar, Homa. "Mentoring and Guidance The Role of Adults." In The Take-Action Guide to World Class Learners Book 1: How to Make Personalization and Student Autonomy Happen, 105–28. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2016. http://dx.doi.org/10.4135/9781483394589.n6.
Full text
2
Baran, Jolanta, Tamara Cierpiałowska, and Ewa Dyduch. "Traditional Teaching–Learning Process in the Class of Polish School Through Lens of UDL Approach." In Inclusive Learning and Educational Equity, 71–94. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_4.
Full textAbstract:
AbstractEducation researchers have long advocated modifications to the teaching–learning process in order to make the school a more inclusive space and conducive to individual and group development of students with diverse (including special) educational needs. This is to develop competences, skills and values that will allow students to better prepare for adult life in a rapidly changing world. This demand is not new and is not only a demand but refers to reforming the education process. In Poland, for many years the schools have been undergoing dynamic changes in many different dimensions, partly because of facilitating students with special needs. In the considerations of education researchers, as well as in the daily educational practice of teachers, the question arises as to what should be done to optimise the teaching–learning process and how. One possible idea for such optimisation is to implement the Universal Design for Learning (UDL) approach. The purpose of this chapter is to seek an answer to the question of to what extent the reality of the Polish schools corresponds to the principles of the UDL. An analysis of the traditional learning process through the UDL lens has identified those areas in which UDL approach solutions are provided and also where it is worthwhile to implement them.
3
Steele, Danny, and Todd Whitaker. "The Best Schools Make Decisions Based on the Needs and Passions of the Students, Not on the Interests and Traditions of the Adults." In Essential Truths for Principals, 17. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429028649-9.
Full text
4
"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.
Full textAbstract:
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.
5
Jennings, Charity L. B. "Best Practices for Motivating and Supporting Learning for Adult and Non-Traditional Learners." In Ensuring Adult and Non-Traditional Learners’ Success With Technology, Design, and Structure, 128–41. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6762-3.ch008.
Full textAbstract:
Higher education institutions have witnessed an increase in the share of adult and non-traditional learners that make up their student bodies. With this increase in the representation of adults and non-traditional learners on college campuses comes a need to understand the unique needs that adult and non-traditional college students have when motivating them for success and providing the right learning supports. This starts with promoting a sense of belonging, so students recognize they are a valued part of the student body. Educational programs should include attention to the affective and conative domains of learning, empowering students to take responsibility for their educational journeys, promoting a growth mindset, activating learners' intrinsic motivations, creating opportunities for self-directed learning, and designing courses with supportive structures and resources.
6
"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.
Full textAbstract:
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.
7
Dawson, Katie C., Claire M. Norris, James (Jim) B. Henderson, Jeannine O. Kahn, and Cami D. Geisman. "Compete LA." In Advances in Educational Technologies and Instructional Design, 46–57. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-1928-8.ch003.
Full textAbstract:
Postsecondary education has never mattered more than it does presently. It is critical for adults, particularly for non-credentialed adults, to complete postsecondary pathways, ensuring they are prepared to compete in the global economy. Despite the well-documented benefits of a postsecondary degree, nearly one-fourth of adults in Louisiana have college experience, but no degree. Adult learners experience barriers to navigating higher education that negatively impact their ability to return and persist to graduation. Recognizing these challenges, the University of Louisiana System and their nine member institutions created Compete LA, a program designed to re-engage adult learners and create equitable academic pathways to obtaining a college degree. This chapter will serve as a case study by focusing on the creation and scaling of the Compete LA initiative. It will explore the characteristics of the team, the structural composition of the program, as well as the efforts to dismantle the systemic barriers that exist in higher education that make adult student re-entry challenging.
8
Hogan, Katie. "Decolonizing Rural Space In Alison Bechdel’s Fun Home." In The Comics of Alison Bechdel, 167–80. University Press of Mississippi, 2019. http://dx.doi.org/10.14325/mississippi/9781496825773.003.0012.
Full textAbstract:
Although not done deliberately, Alison Bechdel’s Fun Home intervenes in rural queer studies by showing how geography, sexuality, and gender are vital to understanding the complexities of rural queer lives. Based on Bechdel’s experiences growing up in Beech Creek in the 1960s and 70s, Fun Home unwittingly resonates with the aims of rural queer studies by exploring, among other things, complex queer attachments to rural place—with a particular focus on the author’s father, Bruce Bechdel. Bruce was raised on a dairy farm, where he had his first same-sex experience with a farmhand. When he became an adult, his non-normative sexual activity was an open secret, until his arrest for providing an alcoholic beverage to a minor, the younger brother of one of his upper-class high school students. Bruce’s arrest threatens his reputation, livelihood, marriage, and family in an unprecedented way, and Alison Bechdel believes it drove him to suicide. Because Bruce is white, male, and college educated, and belongs to a family with a long history in Beech Creek, he escapes prison and is instead ordered to begin sessions with a psychiatrist for his “disorder.” Contrary to the impression given of Bruce in Fun Home scholarship, and even in Fun Home itself, in many ways life in Beech Creek suits him.
9
Courduff, Jennifer, and Jessica Cannaday. "Real World Collaborative Projects Increasing Self-Directed Learning in Online Master's Programs." In Increasing Productivity and Efficiency in Online Teaching, 168–85. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0347-7.ch010.
Full textAbstract:
College students learn effectively when they engage in academic materials and make meaningful connections with faculty and peers, applying information as it is learned. Although there is much research on the undergraduate student experience, the experience of adult learners in graduate programs is sparse. Adult students are a growing presence on college campuses and it is expected that the number of adult learners will continue to increase. This chapter provides foundational information to teaching adult learners in the online format. Theoretical constructs of andragogy and self-directed learning are reviewed and applied to real-life examples of successful collaborative learning activities in the online environment. Discussion questions are provided to promote the application of chapter content to the instructional environment of the reader.
10
Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "The Importance of Following Up." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0015.
Full textAbstract:
The transition period for a child into a new school lasts much longer than the initial visit and the first few days. And, even if a school made sincere attempts to welcome the child, introduce him or her to peers, and make sure the student was comfortable in the new surroundings, those gestures may “wear off” after a while. That’s why it’s important to develop a system for checking in with those students who have changed schools for reasons other than the typical moves from elementary to middle or middle to high school. A few indicators can help demonstrate whether a student has adjusted well to his or her new community or still feels disconnected or out of step with other students—grades, attendance, participation in extracurricular activities, and behavior. In this chapter, some different strategies schools are using to monitor how students are transitioning and address concerns or gaps in a student’s progress are also highlighted. As mentioned earlier, the needs of students who experienced a proactive move may be quite different from those of students who left a prior school because they or their parents were reacting to something. How is the student performing? Is homework being turned in on time? If the student’s grades are lower than they were in his or her previous school, it’s possible that he or she has missed some critical pieces of the content being taught. Review district and community-based options for getting the student some tutoring or additional instruction to fill in those learning gaps. Students who change schools in the middle of the year sometimes miss days because of a move. This can lead to a drop in performance, as noted in Chapter 1. If the child continues to miss days, the problem will likely get worse. Missing too many days of school can be an indicator that the child is struggling with the transition and hasn’t made the connections to students and adults that are necessary to develop a sense of belonging.
Conference papers on the topic "Adult male students"
1
Cedere, Dagnija, Rita Birzina, Tamara Pigozne, and Elena Vasilevskaya. "HOW TO MAKE LEARNING IN STEM MEANIGFUL FOR THE MILLENNIUM GENERATION." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.41.
Full textAbstract:
The education of today more and more encounters the teaching and learning problems of young adults therefore it is topical to find out how to make the teaching/learning of the Millennium generation meaningful. This issue is especially important in STEM education. The survey involved Grade 10-12 students of Latvia, in total 256 students. Spearman’s correlations and Kruskal-Wallis test were used in the data analysis. The obtained results showed that students- millennials as regards the learning of STEM subjects can be described as real-life oriented, digitally educated who want to participate actively in the teaching/learning process and who want to receive the feedback. Keywords: meaningful learning, Millennium generation, teaching and learning principles, STEM learning.
2
Kalajdzic, Besim, Ruth Jill Urbanic, Andre Khayat, and Anna Farias. "Utilizing Advanced Manufacturing Technologies to Develop a Reconfigurable Lumbar Puncture Training Model." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86851.
Full textAbstract:
The lumbar puncture (LP) procedure is a diagnostic procedure that is performed to identify the root cause behind symptoms which can often be caused by various diseases or infections. Currently, medical students will either perform LPs directly on live patients with only theoretical knowledge of the procedure, or they will first be trained using unrealistic models that give a poor representation of the procedure. Traumatic taps (poorly performed LPs) were found to occur in approximately 15% of adult patients, and 35% in children. To reduce these complications, it is necessary that medical students receive the best training possible, which can be made possible through utilizing advanced design and manufacturing technologies. The training mannequin should be flexible, have realistic tissue force resistance, and be reconfigurable for different body types, and age groups. A parametric CAD model is developed that can be modified to represent key structural dimensions from infant to adults, force testing is conducted on a cadaver to determine the puncture forces, and more realistic ‘tissue’ materials are derived via experimentation as the existing training models have noticeably different resistance characteristics. The individual elements for a new training mannequin solution have been determined. Additive manufacturing processes can readily fabricate the vertebrae and pelvis elements, as well as the specialty molds. A final model assembly, and field testing, needs to be performed.
3
Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.
Full textAbstract:
The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.
4
Ramalingam, Dara, Prue Anderson, Sandra Knowles, Danielle Anzai, and Greta Rollo. "Making excellent progress in early reading: How can the identification of essential skills and concepts help?" In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_12.
Full textAbstract:
The ability to read and understand text is fundamental to full participation in modern adult life (Olson, 1977; Elwert, 2001). It is essential to educational progress across domains, but increased literacy levels are also linked to positive outcomes in terms of employment and health. Given its critical role both in the facilitation of learning in all domains, and in many aspects of life beyond school, it is imperative that we give students the best possible chance to develop their reading skills. This paper uses early reading as a case study for examining how the identification and explication of essential skills and concepts might assist all students to make excellent progress.
5
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.
Full textAbstract:
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"
6
Okay Toprak, Aslı, Canan Özge Eğri, and Güldenur Çetin. "The Usage of Credit Cards: An Empirical Analysis on Turkish College Students." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02263.
Full textAbstract:
In recent years, there has been a dramatic increase in the number of credit card usage among university students. Credit cards can be a convenient payment tool that gives university students a number of advantages and benefits to learn financial responsibility when it can be used in a controlled and responsible manner. On the other hand, using credit cards also have serious financial consequences when mismanagedly used. The excessive credit card debt and overdue payments give burden on university students’ shoulders before starting their full-time jobs. Besides that, when the other debts such as education credits are added, inevitable stress and anxiety make negative impacts on their newly started adult life. Also, lack of experience on using credit cards and personal financial information, tend to put some students at a higher financial risk due to a large and perhaps unmanageable debt burden. Therefore, rising number of students who use credit cards increases the concern for these long-term negative results of the credit card. In this context, we aim to evaluate the basic demographic and socio-economic factors that affect the attitudes of Kırklareli University students towards credit card ownership, credit card usage, and to evaluate the students' ability to manage their financial situation.
7
Cronin, James G. R. "UCC enters Cork Prison: Transformative pedagogy through arts education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.18.
Full textAbstract:
This paper makes explicit processes of collaboration in a learning community partnership between Cork Prison and University College Cork (UCC). Cork Prison is a closed, medium security prison for adult males. It is a committal prison for counties Cork, Kerry and Waterford. The learning partnership has two objectives: firstly, to foster critical thinking strategies influenced by UCC’s application of the Project Zero Classroom, Harvard Graduate School of Education; secondly, to support student voices by promoting conversations on creativity resulting in the production of artworks exhibited during summertime on Spike Island, Cork Harbour, communicating prison as community in society.
8
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.
Full textAbstract:
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.
9
Botezat, Onorina, and Ramona Mihaila. "Revisiting and Reassessing Pedagogical and Methodological Skills after the Global Pandemic - Online Teaching/ Learning Challenges." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctc.2021/ctc21.005.
Full textAbstract:
As reported by the UN, the COVID-19 pandemic has touched almost 1.5 billion students forcing school cessations in 191 countries, changing the daily-routine of over 63 million teachers. While UNESCO and partners launched the Global Educational Coalition to produce solutions to “make digital learning more inclusive,” aiming at helping countries to gather resources to implement “remote education through hi-tech, low-tech and no-tech approaches,” a lot of actors have been holding webinars on the educational challenges and dimension of the pandemic, with participants enrolled from all over the world, from East to West.The European Association for International Education, through its EAIE Community Moment and EAIE Webinar Academy organized virtual meetings on a range of subjects, COVID19 response, mobilities and international students’ recruitment, the regional Francophone center for Central and Eastern Europe organized webinars on how to teach online the Francophonie today, the Electronic Platform for Adult Learning in Europe has constantly published updates on distant learning tools or MOOCs courses.While the webinars discuss strategies to maintain education continuity, considering children and young people in need, presenting to professors and educators a wide variety of tools, there are quite a few discussing the pedagogy of online education. Although educators have been sharing debates and exchanging opinions in reference to the e-learning platforms for more than ten years now, this very situation made them found themselves obliged to embrace, at last, the distant online learning. So, from hypothetical, theoretical, or, in some happy cases, complementary mode of e-learning platform teaching and learning, we quickly moved to the reality that imposed immediate response, within modern technology tools’ use in order to make our students carry on with their studies. And here comes the real challenge! Moving to the e-learning platforms does not mean relocating your lesson from the textbook to an educational e-learning platform, but rather translating pedagogy strategy into tool-adapted, computer-assisted online education that shall surely ease our task to reach the proposed objectives, if we are opened to change! In this paper, we will address these issues based on our teaching experience through the pandemic.