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Shul’gina, Elena V. "The Current Substance Abuse Trends in Russia and the West." Sociologicheskaja nauka i social naja praktika 7, no. 4 (2019): 193–202. http://dx.doi.org/10.19181/snsp.2019.7.4.6811.
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This paper selects and analyzes the key trends of current substance abuse that are most widespread in western European countries, the USA, Canada, and Russia, while also reviewing their differences and similarities. Foreign case studies, along with the results of analyzing the most prominent trends of substance abuse, must be accounted for when designing the optimal and most efficient measures for impacting the current drug abuse situation and eliminating its negative consequences. This paper examines the motivations and factors that encourage substance abuse; the phenomenon of substance abuse normalization; and the problems with identifying modern drug addicts that may arise as they try to adapt their behavior. The paper is based on a secondary analysis of several surveys among the working-age population (2013, 2016, 2017), as well as a college youth survey, entitled “The Student Lifestyle: Behavior Risks” (Ivanovo, Krasnodar, Moscow, Rybinsk, Chita, Yaroslavl). All of the above studies were conducted by the deviant behavior sociology sector of the RAS Federal Sociology Research Center. In addition, we considered surveys of college students in the USA and students in higher education in Canada. The analysis shows that: the age of first drug use is shifting upwards, which signifies that people are consciously deciding to consume addictive substances as mature individuals; there is an emerging trend of people aged 50 and over being introduced to addictive substances; the most popular motivation for consuming such substances is hedonism, i.e. the desire for pleasure; the attitude towards substance abuse is growing more and more tolerant, as introduction to recreational psychoactive drugs is becoming a fact of life and drug use is being integrated into society; modern substance abuse patterns still remain largely latent. We also consider foreign researchers’ insights, which warrant attention as we analyze the situation regarding substance abuse in Russian society and work on an effective anti-drug and addiction prevention policy.
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Levkoe, Charles Z., Simon Erlich, and Sarah Archibald. "Campus Food Movements and Community Service-Learning: Mobilizing Partnerships through the Good Food Challenge in Canada." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 5, no. 1 (February 19, 2019): 57–76. http://dx.doi.org/10.15402/esj.v5i1.67849.
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This paper addresses the growing collaborations among students, faculty and community-practitioners attempting to build healthy, equitable and sustainable food systems within post-secondary institutions and the ensuing implications for food movements. Specifically, we investigate the role of Community Service-Learning (CSL) in fostering food systems change through a case study of Planning for Change: Community Development in Action, a graduate CSL course at the University of Toronto and a partnership with Meal Exchange, a national non-profit organization, to develop the Good Food Challenge on college and university campuses across Canada. Using CSL to support social movements is not uncommon; however, there has been little application of these pedagogical approaches within the field of food systems studies, especially in the area of campus food movements that engage diverse groups in mutually beneficial and transformative projects. Our description of the case study is organized into three categories that focus on key sites of theory, practice and reflection: classroom spaces, community spaces and spaces of engagement. Through reflection on these spaces, we demonstrate the potential of CSL to contribute to a more robust sustainable food movement through vibrant academic and community partnerships. Together, these spaces demonstrate how campus-based collaborations can be strategic levers in shifting towards more healthy, sustainable and equitable food systems.
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Kizer, Carol. "Internships: A Two Year Community College Perspective From Ohio." Hospitality Education and Research Journal 12, no. 2 (February 1988): 484–86. http://dx.doi.org/10.1177/109634808801200261.
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Internships, externships, field experiences, cooperative work experiences, apprenticeships, practicums—There are probably as many combinations and adaptations of these terms in educational institutions as there are states and provinces in the United States and Canadal Yet all exist for the same purpose: to provide students opportunities to apply knowledge and skills learned in those educational institutions to the real world of work in the hospitality industry and to find out first-hand what a job in this industry really entails. Whether at entry level or supervisory level, students and industry benefit from this sometimes misunderstood, and often mismanaged, practical on-the-job experience. The Ohio Board of Regents, as with other state governing bodies, issues definitions and guidelines for a variety of industry work experiences. These give some uniformity within Ohio two year colleges, but even with this the structure and effectiveness of these experiences differ from college to college. The following chart summarizes the Ohio guidelines: The Columbus State Community College curriculum for Hospitality Management students includes two courses, Hospitality Management Cooperative Work Experiences I and II, requiring a minimum of 20 hours per week in employment during each of two 10-week academic quarters. The student receives two credits for each course. Ninety percent of the hospitality students have worked in the industry, so it is recommended they do not enroll in these courses until their last two quarters. Therefore, they can receive maximum opportunity to apply principles learned in previous coursework and work experience. Until two years ago, our hospitality co-op experiences were loosely structured with varying degrees of benefit to students. It was left almost totally to industry personnel to determine the jobs students would perform. Even though graduate follow-up surveys indicated that graduates felt their required work experiences were among the more valuable aspects of their courses of study, we felt we needed to make some changes to assure that all students were able to grow professionally as a result of the experiences. Our industry advisory committee reached impasse after impasse on essentials such as payment or non-payment, actual jobs to be performed, qualifications of the work site, and critical skills of graduates. It was commonly accepted, however, that there must be some opportunity to sharpen skills in human relations, communication skills, and problem solving if students are to become effective first-line supervisors. It was reinforced that the college cannot teach everything in two years and that we should rely on applied work experience to supplement the formal education. The community colleges offer open access, and the profile of the student differs from the traditional college student in the baccalaureate program. This must be considered in outlining requirements for an industry work experience. The student is usually from the local area and commutes within a 30 mile radius, is an adult learner who averages 27 years of age, is likely to have a family and financial responsibilities, and is already employed at least part-time and probably full-time. It is unrealistic to assume one can take this student away from a job necessary to pay the bills and require a non-paid or lower paid experience strictly for the educational benefits to be derived. A compromise was finally reached with our advisory group and it has worked well for students and for industry. A student already employed in a hospitality job may stay at that site—even continue to perform the same job duties at the current rate of pay, but additional opportunities are created. At the beginning of each quarter the instructor, student, and job supervisor together examine a set of expected educational program outcomes or competencies and evaluate the current strengths and weaknesses of that student. An individualized learning contract is negotiated to supplement and reinforce the expected outcomes based upon each student's career objective. Training objectives for the student are then established which can be achieved either within the current job, by transfer to another department within the organization, or by allowing the student to gain additional experience at the same site on a non-paid basis over and above the regular job for which the student would normally be paid. This assures that there will be career growth, and the student maintains the planned income. At the same time it does not place an unrealistic expectation upon the employer. Industry personnel are most cooperative, and rarely would a student need relocation. The instructor has weekly contact with each student in a seminar accompanying the co-op experience. In this seminar students discuss experiences and observations and there is further opportunity to participate in case studies and supervisory skill development. Unless problems develop, the instructor often makes interim follow-ups by telephone only, and will return to the site only for the final evaluation session with the student and supervisor. A grade is determined jointly by the instructor and supervisor including scores for job performance, achievement of established training objectives, and seminar participation. In those infrequent instances where a student was not already employed, job seeking skills are part of the co-op grade determination. Assistance is given by the instructor and college job placement personnel, but the student is ultimately responsible for obtaining employment. A student does have the option for a non-paid experience, arranged by the college, in which case there will be a set rotation of job stations within an organization. This required a more specific work schedule and a formal agreement outlining responsibilities of the student, college, and work site because of the liability involved. Instructor workload for coordinating work experiences is calculated by assigning one contact hour per week for the seminar and one quarter contact hour per week for each student enrolled in the co-op course. The college full-time faculty workload is 20 contact hours per week. One faculty person is assigned organizational responsibility for the seminars, but the student follow-up is completed by each student's faculty advisor. This works well because it gives all faculty the opportunity for interaction with industry personnel and provides variety in the teaching experience. And, of course, the advisor who has worked closely with the student through his or her academic career knows that student's abilities and needs best. What is the future of internships? Whether credit or not-for-credit, whether paid or non-paid, whether tightly, loosely or non-structured, industry internships are her to stay. Graduate surveys reinforce the fact that students find them invaluable. Industry personnel agree that applied work experience should supplement and reinforce classroom learning. There is no doubt that the experiences could often be better structured and executed, but they cannot be replaced! For the past several years, college educators have participated in serious discussions and conducted studies about the quality of American higher education. The American Association of Community and Junior Colleges (AACJC) has assumed leadership in the focus on assessment and outcomes of students' educational experiences. The emphasis on “value-added” education and assessment programs has pervaded our campuses. It is crucial that the education experience adequately prepare students for the workplace and for career mobility. The question arises as to how to measure whether a program actually meets this objective. An AACJC Policy Statementon Student Assessment suggests that colleges will be better able to meet diverse population needs and improve the overall rate of student success if they provide a comprehensive assessment program for all students using effective measures and tools. It suggests that traditional testing alone is inadequate and other appropriate measurements of program strengths and weaknesses must be developed. It is possible that at least one industry work experience or internship course, if taken during a student's last academic term and based on agreed upon objectives and mastery standards, could serve as a summative assessment measure to determine the effectiveness of learning that has taken place over the student's entire program. It could perhaps serve as the “capstone” course. As we grapple with this and other issues, perhaps the CHRIE Internship Technical Committee can delve into how we can more effectively make the industry internships an integral part of the teaching and learning process.
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Walker, Stephanie. "Computer-Assisted Library Instruction and Face-to-Face Library Instruction Prove Equally Effective for Teaching Basic Library Skills in Academic Libraries." Evidence Based Library and Information Practice 3, no. 1 (March 17, 2008): 57. http://dx.doi.org/10.18438/b8b62p.
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Zhang, Li, Watson, Erin M. and Banfield, Laura. "The Efficacy of Computer-Assisted Instruction Versus Face-to-Face Instruction in Academic Libraries: A Systematic Review." The Journal of Academic Librarianship 33.4 (July 2007): 478-484.
Objective – To conduct a systematic review of several studies comparing the efficacy of face-to-face versus computer-assisted instruction (CAI) for teaching basic library skills to patrons of academic libraries.
Design – Systematic review of existing studies (randomised controlled trials and controlled trials).
Setting - College and university libraries
Subjects – The subjects studied were patrons of any type of academic library, whether university, college, or other post-secondary institution, receiving instruction in basic library skills. Ten studies were included in the review, of which seven were done in the United States, two in Australia, and one in Canada. The total number of subjects in all of the studies under review was 1283. Nine of the studies focused on undergraduates enrolled in specific courses (undergraduate courses ranging widely in subject area, or in one case a first year experience program); the other study focused on library instruction methods taught to students in a graduate research methods course, yet the study was still intended to measure the efficacy of library instruction methods, yet the study was still intended to measure the efficacy of library instruction methods.
Methods – One included study was a randomised controlled trial; the other nine were controlled trials. The date range under consideration was for studies done between 1990 and 2005. All original studies were required to compare the efficacy of face-to-face versus CAI instruction. Both information skills and students’ reactions to receiving the instruction were considered. To identify appropriate studies, searches were done across the following library and education-related databases: LISA, ERIC, and Library Literature. The authors screened the 728 unique studies’ bibliographic information for relevance against four criteria: studies had to be of a particular type of design (randomised controlled trials, controlled trials, cohort studies, and case studies), with a sample size greater than one and with pre- and post-test measurements; study participants had to be academic library patrons; the study needed to compare CAI and face-to-face instruction; and both the students’ information skills and reactions to the instruction had to be measured. This left 40 unique studies, which were then retrieved in full text. Next, studies were selected to meet the inclusion criteria further using the QUOROM format, a reporting structure used for improving the quality of reports of meta-analyses of randomised trials (Moher, David et al 1896 - 1900). Evaluation of methodological quality was then done using a dual method: authors Watson and Zhang assessed the studies independently, each using the “Checklist for Study Quality” developed by Downs and Black (Downs, Sara H. and Black, Nick 377-384), adapted slightly to remove non-relevant questions. After analysis, when additional information was needed, original study authors were contacted. Finally, ten studies were included in the analysis.
The instruction sessions covered many topics, such as catalog use, reading citations, awareness of library services and collections, basic searching of bibliographic databases, and more. But all could qualify as basic, rather than advanced, library instruction. All studies did pre- and post-tests of students’ skills – some immediately after instruction, and others with a time lapse of up to six weeks. Most authors created their own tests, though one adapted an existing scale. Individual performance improvement was not studied in many cases due to privacy concerns.
Main Results - Nine of the ten studies found CAI and face-to-face instruction equally effective; the tenth study found face-to-face instruction more effective. The students’ reaction to instruction methods varied – some students felt more satisfied with face-to-face instruction and felt that they learned better, while other studies found that students receiving CAI felt more confident. Some found no difference in confidence.
It was impossible to carry out a meta-analysis of the studies, as the skills taught, methods used, and evaluation tools in each case varied widely, and the data provided by the ten studies lacked sufficient detail to allow meta-analysis. As well, there were major methodological differences in the studies – some studies allowed participants the opportunities for hands-on practice; others did not. The CAI tutorials also varied – some were clearly interactive, and in other studies, it was not certain that the tutorial allowed for interactivity.
The authors of the systematic review identified possible problems with the selected studies as well. All studies were evaluated according to four criteria on the modified Downs-Black scale: reporting, external validity, and two measures of internal validity (possible bias and possible confounding). A perfect score would have been 25; the mean score was 17.3. Areas where authors lost points included areas such as failure to estimate data variability, failure to report participants lost to follow-up, failure to have blind marking of pre- and post-tests, failure to allocate participants randomly, and a variety of other areas. As well, few studies examined participants’ confidence level with computers before they participated in instruction.
Conclusion – Based on this systematic review, CAI and face-to-face instruction appear to be equally effective in teaching students basic library skills. The authors of the study are reluctant to state this categorically, and issue several caveats: a) only one trial was randomised; b) seven of the studies were conducted in the USA, with the others being from Canada and Australia, and learning and teaching styles could be very different in other countries; c) the students were largely undergraduates, and the authors are curious as to whether results would be similar with faculty, staff, or older groups (though of course, not all undergraduates are traditional undergraduates); d) the tests ranged widely in design, and were largely developed individually, and the authors recommend developing a validated test; and e) if the pre- and post-tests are identical and given in rapid succession, this could skew results.
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Wiljer, David, Jenny Shi, Brian Lo, Marcos Sanches, Elisa Hollenberg, Andrew Johnson, Alexxa Abi-Jaoudé, et al. "Effects of a Mobile and Web App (Thought Spot) on Mental Health Help-Seeking Among College and University Students: Randomized Controlled Trial." Journal of Medical Internet Research 22, no. 10 (October 30, 2020): e20790. http://dx.doi.org/10.2196/20790.
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Background Mental health disorders are the most prevalent health issues among postsecondary students, yet few solutions to this emerging crisis exist. While mobile health technologies are touted as promising solutions for the unmet mental health needs of these students, the efficacy of these tools remains unclear. In response to these gaps, this study evaluates Thought Spot, a mobile and web app created through participatory design research. Objective The goal of the research is to examine the impact of Thought Spot on mental health and wellness help-seeking intentions, behaviors, attitudes, self-stigma, and self-efficacy among postsecondary students in Canada. Methods A 2-armed randomized controlled trial involving students from three postsecondary institutions was conducted. Students were eligible if they were aged 17 to 29 years, enrolled in full-time or part-time studies, functionally competent in English, and had access to a compatible digital device. The usual care group received a mental health services information pamphlet. The intervention group received the Thought Spot app on their digital device. Thought Spot is a standalone app that allows users to add, review, and search crowdsourced information about nearby mental health and wellness services. Users can also track their mood on the app. Outcomes were self-assessed through questionnaires collected at baseline and 3 and 6 months. The primary outcome was change in formal help-seeking intentions from baseline to 6 months, measured by the General Help-Seeking Questionnaire. A mixed-effects model was used to compare the impact of usual care and intervention on the primary outcome (formal help-seeking intentions). Secondary outcomes included changes in informal help-seeking intentions and help-seeking behaviors, help-seeking attitudes, self-stigma, and self-efficacy. Results A total of 481 students were randomized into two groups: 240 to usual care, and 241 to the intervention group. There were no significant differences in help-seeking intentions between the usual care and intervention groups over 6 months (F2,877=0.85; P=.43, f=0.04). Both groups demonstrated similar increases in formal help-seeking intentions at 3 and 6 months (F2,877=23.52; P<.001, f=0.21). Compared with males, females sought more help from formal resources (OR 1.86; 95% CI 1.22 to 2.83, P=.001). Females were less likely to seek help from informal sources than males (OR 0.80; 95% CI 0.22 to 0.73, P<.001). Conclusions Prompting postsecondary students about mental health and help-seeking appears to increase help-seeking intentions. mHealth interventions may be as effective as information pamphlets in increasing formal help-seeking but may confer a small advantage in driving help-seeking from informal sources. Although there is enthusiasm, developers and health policy experts should exercise caution and thoroughly evaluate these types of digital tools. Future studies should explore the cost-effectiveness of digital interventions and develop strategies for improving their efficacy. Trial Registration ClinicalTrials.gov NCT03412461; https://clinicaltrials.gov/ct2/show/NCT03412461 International Registered Report Identifier (IRRID) RR2-10.2196/resprot.6446
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Liu, Laura B., and Qiong Li. "Culturally and Ecologically Sustaining Pedagogies: Cultivating Glocally Generous Classrooms and Societies." American Behavioral Scientist 63, no. 14 (May 21, 2019): 1983–2006. http://dx.doi.org/10.1177/0002764219850865.
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Generosity is a shared virtue with distinct expressions across cultures and regions. This article engages 26 teacher education students in a/r/tographic exploration of local cultures and ecologies during a 1-week global teacher education program at a large, urban university in China. Participants across eight Chinese provinces/municipalities, and the nations of Brazil, Canada, South Africa, South Korea, and the United States reflected on and shared local cultures and ecologies via photo collage, autobiographical reflection, children’s book creation, and lesson plan creation. This article presents a generosity-inspired theory for culturally and ecologically sustaining pedagogies to demonstrate how local cultures and ecologies shape global norms and understandings and make a case for why such local generosity must be sustained. A/r/tography emerged in this article as a meaningful pedagogical practice for examining, sharing, and appreciating local cultural and ecological generosity across global contexts.
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Uzunboylu, Huseyin, and Cigdem Hursen. "Editors Message and Referees Index." Cypriot Journal of Educational Sciences 10, no. 3 (September 15, 2015): 180. http://dx.doi.org/10.18844/cjes.v1i1.74.
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From the EditorsHuseyin Uzunboylu, Cigdem HursenIt is an honour for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. Cypriot Journal of Educational Sciences (CJES) is listed in many scholarly citation indexes; DOAJ, Ulrich's Educational Research Abstracts (ERA), EBSCO, Google Scholar, PsycINFO, Asian Education Index & AWER index. Also our major aim is to increase the quality of the journal day by day. We are ready to publish the new studies of Cypriot Journal of Educational Sciences which has 9 full length articles written by authors from, Cyprus, Canada, Nigeria and Turkey.The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all who have contributed to this issue. There are different focuses. For example, Hayat Boz and Sibel Esra Karatasexplored the impact of Internet use on QOL of the elderly by examining available researches in this field. By searching on ADM Digital Library, WEB Science, ERIC, PsycINFO and PubMed databases, this study reviewed 25 studies published after 1990 that investigates the relationship between Internet use and QOL of elderly. The synthesis of the research findings indicates that the functional use of computer and Internet improves QOL for older people. The findings also provide a comprehensive perspective on the current state of knowledge and raises questions for further research.On the other hand, Japo Oweikeye Amasuomo, examined the academic performance of students in the compulsory courses in technical education during the transition period of first and second years of three years Nigeria Certificate in Education (NCE) Technical programme before choosing their disciplines in the third year. The study established that, students in Electrical/Electronics discipline performed better than their counterparts who made Automobile, Building, Metalwork and Woodwork as their discipline, and the academic performance of the five groups of students differed significantly. Also, Hussain Ali Alkharusi examined students' perceptions of classroom assessment tasks as a function of gender, subject area, and grade level. Results showed that students tended to hold positive perceptions of their classroom assessment tasks in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity.In addition to these, Johnson Enero Upahi, Ganiyat Bukola Issa and Oloyede Solomon Oyelekan carried out a study on students. This study assesses the classroom activities which are the fundamental process required to determine the extent to which intended learning outcomes has been achieved. Emrah Soykan aimed to identification of views of teachers, students and their parents at Near East College in North Cyprus on use of tablets in education. The research is a descriptive case study. As result of the analysis carried out in this research, it has been seen that teachers, students and parents evaluate the problems related with tablet PCs under the following two sub-dimensions; the experienced problems of during tablet supported education and the benefits of tablet pc usage in education.Zeynep Karatas and E. Tremblay Richard examined the level of depressive symptoms of the secondary school students in Turkey and Canada has been aimed in this study. The research group of the study consists of 1050 secondary school students with the average age of 13. Their socio-economic levels are low in both countries, Canada and Turkey. The study revealed that the level of depressive symptoms of Turkish secondary school students has been found higher than the level of depressive symptoms of Canadian secondary school students. While the levels of depressive symptoms of the Canadian female students have been higher than male students, the level of depressive symptoms of Turkish students has not differentiated in terms of their genders. Behiye Akacan and Gurcan Secim examine the responses of university students in social anxiety situations in order to create a psychological counselling program with a structured group based on Cognitive Behavioural and Existential Approaches. These responses involve the behaviour and thoughts of the university students in situations where they experience or anticipate social anxiety. The findings of the study revealed that the thoughts regarding the social anxiety situations of the final year students studying in Guidance and Psychological Counselling and Pre-School Teaching departments are generally negative and their behaviour usually presents as desertion or avoidance.Also, Halil İbrahim Akyuz and Hafize Keser examined the effect of an educational agent, used in online task based learning media, and its form characteristics on problem solving ability perceptions of students. It is determined that applied method has an important effect on problem solving ability perception of students and that the educational agent in the role of teacher is more effective than the role of friend in the development of problem solving ability perception. Finally Muge Tacman and Nazan Comunoglu examined the way how the primary school class teachers evaluate the candidates, what their expect from the candidates and the effectivenes of the teaching training program being conducted in Ataturk Teacher Training Academy (AOA) to fulfill these expectations. Research findings were studied and interpreted in the framework of 4 main topics which are field knowledge, basic professional attitudes, effective communication and teaching abilities.I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to make their articles published, all reviewers working seriously in the process of publishing, and also quest editors supporting us in this process.Best regards,Prof. Dr. Huseyin Uzunboylu, Editor-in-ChiefAssist. Prof. Dr. Cigdem Hursen, Executive Editor
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Hughes, Andrew. "Centre For Medieval Studies Middle Eastern and Islamic Influence on Western Art & Liturgy." American Journal of Islam and Society 21, no. 2 (April 1, 2004): 149–52. http://dx.doi.org/10.35632/ajis.v21i2.1811.
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Central to the conference, held during March 5-6, 2004, at Trinity College,University of Toronto (Canada), was the desire of its organizer, AndrewHughes, to find analogies in other disciplines to his speculation that theEuropean plainsong (liturgical chant) of the Middle Ages was performed in a manner similar to that of Middle Eastern music (“Continuous Music:Natural or Eastern? The Origins of Modern Performance Style”). His speculationstemmed from decades of discussions with his colleague TimothyMcGee about the nature of musical sound. Oral transmission, its replacementby various difficult-to-interpret notations, and an often polemic rejectionof Arabic influence make the investigation difficult and controversial.1McGee responded (“Some Concerns about Eastern Influence in MedievalMusic”) and later, working from practical experiments presented by agroup of graduate students attending the conference, offered a very interestingnew interpretation. Some reservations were expressed by CharlesBurnett (Warburg Institute, London), a distinguished Arabist with musicologicalqualifications. He was invited to comment on the initial round tableand the conference as a whole.Other papers relevant to music were George Sawa’s review of Arabictheories of medieval music (“The Uses of Arabic Language in MedievalRhythmic Discourses”). He referred to numerous matters that might havea bearing on European music, especially with respect to ornamentationand rhythm. Art Levine discussed other non-western musical cultures,some of which were also influenced by Islamic music, and raised questionsabout ornamentation, tuning, and the nature of pitch (e.g., what is anote? “What Can Non-Western Music Offer?”).Moving from the sound of music to words about it, Randall Rosenfelddescribed numerous pilgrimage and Crusader chronicles. They containpassages reporting that Europeans found little strange in eastern music,suggesting that eastern and western music cannot have been as dissimilaras seems to be the case today (“Frankish Reports of Central Asian andMiddle Eastern Musical Practice”). John Haines traced in detail the use ofArabic terms from Adelard of Bath’s twelfth-century translation ofEuclid’s geometrical writings to an important mid-thirteenth-centurymusical treatise, where the terms for quadrilateral shapes resemblingsquare notation are used to refer to musical symbols (“Anonymous IV’sElmuahim and Elmuarifa”). Luisa Nardini presented details of particularmelodic characteristics in Gregorian chants that identify Byzantine andGallican melodies in Gregorian repertories (“Aliens in Disguise:Byzantine and Gallican Songs as Mass Propers in Italian Sources”).In other disciplines, Philip Slavin revealed the striking similarities oftopics and words between Byzantine and Roman (Gregorian) penitentialliturgy, seeing possible origins in Jewish prayers and the fourth-centuryConstitutiones Apostolorum (“Byzantine and Western Penitential Prayers ...
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Johnson, Aleta. "Obsessional Slowness in College Students: Case Studies." Journal of College Student Psychotherapy 28, no. 3 (June 24, 2014): 241–48. http://dx.doi.org/10.1080/87568225.2014.915173.
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Fleming, J. A. E., and P. G. R. Patterson. "The Teaching of Case Formulation in Canada." Canadian Journal of Psychiatry 38, no. 5 (May 1993): 345–50. http://dx.doi.org/10.1177/070674379303800512.
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Prompted by the Council on Education and Professional Liaison of the Canadian Psychiatric Association, the authors surveyed the program directors and senior residents of departments of psychiatry on the teaching of case formulation skills in Canada. The results showed that case formulation is taught formally in most departments and that students are expected to demonstrate these skills throughout their training. However, less than one-half of the teaching programs provide guidelines for case formulation. The residents, who expected case formulation skills to be assessed in the oral examinations of the Royal College, were unanimous in their view that the process should be standardized and that guidelines be provided. Both the program directors and the residents favoured a biopsychosocial format for recording case formulation, but they did not agree on the content of an ideal formulation.
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Amni, Sri Sofiana, and Suwarjo Suwarjo. "Undergraduate Students’ Marriage." Jurnal Bimbingan dan Konseling Islam 10, no. 2 (December 1, 2020): 218–26. http://dx.doi.org/10.29080/jbki.2020.10.2.218-226.
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The aims of this research were (1) to get the information of underlying factors of college students’ marriage during their studies, (2) to find out the exact problems of college students’ marriage during their studies, and (3) to find out the ways to solve the problems of college students’ marriage during their studies. This research was a qualitative research using a case study research design. The main units of analysis were three pairs of respondents and their parents and friends. The data were gained by means of observation, documentation, and interview. The validity of data was obtained through triangulation technique and triangulation source. Data analysis techniques were conducted by adopting interactive model Miles & Huberman. The results showed: (1) Underlying factors of marriage included a) internal factors such as love and knowledge of religion, b) external factors such as encouragement from parents, unwed pregnancy, economic factors, and social and cultural circumstances. (2) Problems faced by married college students during their study were. a) academic problems, that is often do not go to college, laziness and bad time management, b) non-academic problems such as their monotonous and selfish personality and polygamy case as well. (3) The solution of college students’ marriage problems was time management, college leave, dialogue to solve the problems, consultation with religious figures and motivation.
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Lee, Kyunghui, and Marjorie Wesche. "Korean Students' Adaptation to Post-secondary Studies in Canada: A Case Study." Canadian Modern Language Review 56, no. 4 (June 2000): 637–89. http://dx.doi.org/10.3138/cmlr.56.4.637.
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Whalen, Brian. "Introduction." Frontiers: The Interdisciplinary Journal of Study Abroad 11, no. 1 (August 15, 2005): ix—xi. http://dx.doi.org/10.36366/frontiers.v11i1.147.
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This volume of Frontiers contains through-provoking articles, essays and book reviews that span a number of important areas in the field of education abroad. The authors provide useful insights into critical topics and deepen our understanding of the experience of our student sojourners.
Shames and Alden of The Landmark School provide an overview of and present their own research on a critically important topic for education abroad: the impact of study abroad on identity development in students with learning disabilities and/or attention deficit hyperactivity disorder. The number of students with learning disabilities participating in study abroad has grown dramatically in recent years, and it is essential that we better understand these students and the nature of their study abroad experience. The authors suggest that some of the distinctive features of study abroad programs may contribute to positive identity development in these students.
A study of North American students in Israel and the relationship between various aspects of their experience presents useful data not only for understanding Israel as a study abroad destination, but also other areas of the world where heritage study abroad, language learning, and ethnic identity interrelate. Donitsa-Schmidt and Vadish explore important relationships between study abroad elements that often influence student learning, and in so doing shed light on how the study abroad experience in Israel influences students’ identities, attitudes, and Hebrew language proficiency.
In his article examining returning study abroad students, Hadis present his research on the determinants of “academic focusing” gains that we often observe in students returning from abroad, thereby contributing to our understanding of the experience of re-entry. Utilizing multiple regression and path analyses, he describes and analyzes student growth in terms of “Academic maturation” and the cluster of factors that contribute to their placing a priority on their academic work when they return from abroad.
Using US models for understanding the international student experience, Grayson examines the experience of international students in Canada in his pilot for a three-year research study. This valuable study compares the experiences of domestic students with those of international students, and also the relationship between their experiences and outcomes. This research provides useful information regarding the factors that impact student success in another culture.
The controversial decision by the US government to restrict educational travel to Cuba has meant that only a few US academic programs have been able to operate in Cuba. Bond, Koont, and Stephenson present data from their survey of students participating in three different short-term programs in Cuba with a focus on what they describe as the promotion of a “culture of peace,” alerting us to an important but often overlooked potential outcome of study abroad. Their article provides evidence for the value of short-term programs to Cuba.
The Institute for International Education of Students continues to mine its extensive alumni database for important results on study abroad outcomes. In their article, Mohajeri Norris and Dwyer provide evidence that refutes the commonly-held assumption that direct enrollment, or so-called “full immersion programs,” lead to a fuller range of student learning outcomes than other program models. Drawing on IES alumni who studied abroad on both direct enrollment and hybrid programs, this study helps to inform this debate.
In his article, Peppas addresses the outcomes for non-traditional students participating in short-term business tours abroad. Increasingly, students in fields such as the natural sciences, engineering, and business, all of which have been traditionally underrepresented, are participating in greater numbers in study abroad programs. Peppas offers insights into non-traditional adult study abroad students, many for whom the only option for study abroad is the short-term tour.
Jane Jackson’s study provides further analysis of short-term study abroad through employing a qualitative measure: an analysis of students’ introspective accounts of their experience. Her use of diaries with her Hong Kong Chinese students studying abroad for five weeks in England suggests a model for both encouraging reflective learning and assessing it. The themes that emerge in the students’ reflections provide evidence of the value of short-term study.
For the first time in our history, we are pleased to include in this volume an institutional case study. Drake University’s approach to campus internationalization and education abroad has received much attention. In this case study, Skidmore, Marston and Olson report on how this effort has progressed, and in doing so provide information that should prove useful for our work on our own campuses.
This volume of Frontiers contains two essays that examine study abroad learning from broad perspectives. Slimbach presents a philosophical framework for understanding the “transcultural journey” that deepens our understanding of how students may be transformed by their sojourns. He draws upon a variety of sources to describe the psychological processes that, in many respects, are the most powerful and lasting aspects of study abroad.
We hope that our readers appreciate the opportunity to read essays from faculty colleagues who have served as directors of abroad programs. After directing a program in China, Byrnes has developed his ideas concerning what he labels “other-regarding travel,” and in doing so provides a valuable faculty perspective on the study abroad learning process.
This volume of Frontiers contains provocative book reviews that should inspire us to broaden our consideration of resources that can provide insights into our work. We are indeed fortunate to be in a profession that relates to so many intellectual traditions that inform our field. Our book reviews not only inspire us to read and consider a multiplicity of sources to make education abroad more meaningful, but also opens doors for discussions with faculty colleagues in related disciplines.
In November, 2005, we will publish a Special Issue presenting seven outstanding student research projects completed as part of study abroad programs, along with faculty essays that reflect on the context for and the purposes of this research within their discipline, and within undergraduate education as a whole. These manuscripts were selected as part of the Forum on Education Abroad’s Undergraduate Research Award competition. The student articles were each blind-reviewed by the Frontiers Editorial Board. The resulting articles themselves are an exciting mix of high-quality research that spans several academic fields and geographic regions of the world. This Special Issue, made possible in part through a grant from the IFSA Foundation, we hope will be influential in shaping student learning in education abroad.
With this volume, we welcome new sponsors to Frontiers and extend our thanks to them. The support of these new and of our continuing sponsoring institutions is testimony to their strong commitment to study abroad and their belief in the mission of Frontiers.
Brian Whalen, Dickinson College
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Ambrose, Linda M. "On the Edge of War and Society: Canadian Pentecostal Bible School Students in the 1940s." Journal of the Canadian Historical Association 24, no. 1 (May 12, 2014): 215–45. http://dx.doi.org/10.7202/1025001ar.
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During World War II the Pentecostal Assemblies of Canada put forth arguments on behalf of bible college students concerning military service exemptions, chaplaincy appointments, and veterans’ benefits. The paper deals specifically with the Rev. J.E. Purdie, Principal of the Western Bible College in Winnipeg, his efforts on behalf of his students, and one particularly complex case where attempts were made to have the student exempted from serving, and failing that, to have him appointed as a military chaplain. After the young man’s premature release from service, Purdie argued that he should be entitled to veteran’s benefits to pay for his bible college training. What initially appeared as a bid to protect the individual rights of one young conscript was in fact part of a much larger effort as Pentecostals asserted their right (and by extension the right of other marginal religious groups) to be included in the broader liberal framework in Canada. This case study is significant because it addresses themes of public religion, specifically how Pentecostals challenged the ‘liberal order framework,’ by attempting to carve out recognition for themselves among the religious groups that were acknowledged as legitimate players in Canada’s public affairs.
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Murdoch, Lydia, and Susan Zlotnick. "Leaving Victorian Studies Behind: The Case of Vassar College." Global Nineteenth-Century Studies 1, no. 1 (June 1, 2022): 53–62. http://dx.doi.org/10.3828/gncs.2022.9.
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Much of the recent reflection on nineteenth-century global studies has focused on research, graduate program(me)s, or upper-level courses. This essay recounts the transformation of the Program in Victorian Studies at Vassar College, one of the few institutions in North America offering an undergraduate degree in Victorian Studies, into a global nineteenth-century studies program. The new multidisciplinary program prioritizes teaching at the 100-level in order to prepare students to take a global perspective into advanced courses. Its introductory team-taught course, ‘Revolution, Evolution, and the Global Nineteenth Century’, is the place where the Vassar faculty work out both the practical and theoretical challenges of teaching ‘the global’, such as how to incorporate non-Anglophone materials as well as science and technology into a global curriculum. The course - and the program more broadly - constitute a serious effort to decolonize the study of the nineteenth century at the undergraduate level.
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Genesee, Fred, and Kathryn Lindholm-Leary. "Two case studies of content-based language education." Journal of Immersion and Content-Based Language Education 1, no. 1 (March 6, 2013): 3–33. http://dx.doi.org/10.1075/jicb.1.1.02gen.
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This article describes and discusses two case studies of content-based instruction for second language education — foreign/second language immersion for majority language students in Canada and dual language education for minority language students in the U.S. After discussing the rationale for CBI in general, we examine 45 years of research on each program model and provide empirical evidence on a number of important issues, including: students’ proficiency in the two languages used for instruction; non-language academic outcomes; whether age is an important factor in students’ language outcomes; and the relationship between age of first exposure to the second language and outcomes in that language. Two outstanding major issues are discussed at some length; namely, the suitability of these programs for at-risk learners and the need for a coherent model of how best to integrate language and content instruction to maximize second language proficiency without detracting from academic achievement. Suggestions for future directions are provided.
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Pedrelli, Paola, Brian Borsari, Kathleen M. Palm, Elizabeth Dalton, and Maurizio Fava. "Combined MI + CBT for Depressive Symptoms and Binge Drinking Among Young Adults: Two Case Studies." Journal of Cognitive Psychotherapy 27, no. 3 (2013): 235–57. http://dx.doi.org/10.1891/0889-8391.27.3.235.
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There are high rates of comorbidity between heavy drinking and depressive symptoms among college students, often resulting in severe alcohol-related consequences. No empirically supported treatment exists that concurrently addresses both of these problems in this population. Research with college students has demonstrated that brief motivational interventions (BMIs) reduce heavy drinking and alcohol-related consequences, and that cognitive behavioral therapy for depression (CBT-D) is effective in reducing depressive symptoms. Thus, a program combining BMI and CBT-D appears ideal for college students with co-occurring binge drinking and depressive symptoms. This manuscript presents the rationale and format of a BMI + CBT-D treatment protocol for this population, and provides a case example of a female college student who received the protocol and experienced improvement in depressive symptoms, a reduction in alcohol use and alcohol-related negative consequences, and an increase in readiness to change alcohol consumption. We discuss theoretical and clinical implications of these findings, and suggest directions for future research.
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Săvescu, Roxana, Ana Maria Stoe, and Mihaela Rotaru. "Stress among working college students Case Study: Faculty of Engineering Sibiu, Romania." Balkan Region Conference on Engineering and Business Education 2, no. 1 (December 20, 2017): 399–404. http://dx.doi.org/10.1515/cplbu-2017-0052.
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Abstract Working students face many challenges: they must balance work, school, extracurricular activities, and personal life. Several studies reflected the fact that this balancing act goes hand-in-hand with the level of stress. The scope of the study was to find out whether working students in the Faculty of Engineering Sibiu experience different levels of stress compared with the non-working students. Eighty students from the third year of studies were interviewed regarding the research topic. The interviewed students were randomly selected, five working and five non-working students from each of the eight faculty specializations. The results of the study reflect the fact that the management of the faculty and the professors themselves must take into consideration that stress is a factor that affects students’ performance and behavior.
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Frank, J., J. Nagle, R. Ramsarin, D. Danoff, and P. Rainsberry. "18. The future of Canadian residency education: The core competency project." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 37. http://dx.doi.org/10.25011/cim.v30i4.2778.
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The Core Competency Project (CCP) is an initiative to reexamine fundamental recurring issues in Canadian medical education, including: (1) premature career decision making by medical students, (2) barriers to changing career disciplines by residents and practicing physicians, (3) lack of clarity on the role of “generalism” in medical training, and (4) the optimal structure and function of the PGME system. The CCP is a collaborative national endeavour of The Royal College of Physicians and Surgeons of Canada and the College of Family Physicians of Canada. From 2005 to 2007, the CCP employed four primary methods, including: (1) a systematic review of relevant literature, (2) a series of commentary papers by leaders in medicine and medical education, (3) a series of focus groups across Canada involving medical students, residents, and practicing physicians, and (4) a national survey of stakeholders. This was supplemented by consultations with key groups in the medical profession. We describe the findings of these studies and the implications for medical education policy in Canada and around the world. The CCP is an unprecedented national medical education policy initiative.
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Sabag, Nissim, David Pundak, and Elena Trotskovsky. "Examination of Local Online Course Characteristics Compared with MOOCs – A Case Study." International Research in Higher Education 2, no. 2 (May 26, 2017): 78. http://dx.doi.org/10.5430/irhe.v2n2p78.
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During the past two years, we suggested to the college’s engineering students to diversify their general studies with MOOCs. This experiment was awarded scant interest. The college students were then given the opportunity to enroll in a new online course in Hebrew, as part of the college’s general studies. The current paper compares students' attitudes toward MOOC and the online college course. A qualitative method was used, including in-depth interviews, observations of the forum’s activities and a students' opinion questionnaire. The participants were 25 students studied the online course, eight students completed MOOCs (from an engineering college), and 229 students from two colleges who did not study the online course or the MOOCs answered an opinion questionnaire about online courses. The completion of 25 students of the online course in comparison with the eight students who completed the MOOCs indicates a significant preference by the students for the online course over the MOOCs. The main criterion of the students to participate in the MOOCs was their interest in the subject matter, while the online course participants considered their own convenience first. The MOOC students reported a heavy learning load while the online course students reported a reasonable load.
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Harahap, Dedy Ansari, and Dita Amanah. "Assessment in Choosing Higher Education: A Case of Indonesia." Journal of International Business, Economics and Entrepreneurship 4, no. 1 (June 30, 2019): 10. http://dx.doi.org/10.24191/jibe.v4i1.14413.
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The decision of students to continue their studies is a decision after making considerations that are adjusted to the circumstances of a number of college choices. The purpose of this study is to examine the decisions of students to choose universities in Indonesia. The research method used is to compare the results of research and journals that examine students’ decision to choose a college. Then, examine the theories of consumer behavior so that it can be concluded what is considered by students. The results of previous studies show many influencing factors such as education costs, WOM, university reputation, location, lecture facilities, program accreditation and others. These results can be a reference and consideration for universities in Indonesia in attracting prospective students to choose certain universities and referring to others.
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Martinez, Melissa A., Katherine Lewis, and Jocabed Marquez. "College Ready at a Cost: Underrepresented Students Overwhelmed, Scared, Increasingly Stressed, and Coping." Education and Urban Society 52, no. 5 (November 13, 2019): 734–58. http://dx.doi.org/10.1177/0013124519887713.
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As the push and expectation to attend college continues to increase, making the process of getting into college more competitive than ever before, there is a need to interrogate whether and how efforts to create a college-going culture and increase college readiness among students, particularly those from historically marginalized backgrounds, might have an adverse impact on students. This study illuminates 59 students’ voices who participated in a multisite descriptive case study examining the strong college-going culture and college readiness efforts at three racially and economically diverse urban public high schools in different regions of Texas. Although students revealed positive aspects of their schools’ efforts, this study focuses on some of the negative, unintended consequences related to how students felt and coped with being overwhelmed, scared, and increasingly stressed as a result of the narrow focus on college readiness. Such findings must be considered by scholars, policymakers, and practitioners alike.
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Gibson, Lindsay. "The Case for Commemoration Controversies in Canadian History Education." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 2 (June 30, 2021): 434–65. http://dx.doi.org/10.53967/cje-rce.v44i2.4451.
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Commemorations are events or actions that honour and memorialize significant events, people, and groups from the past. In recent years there have been numerous contentious debates about commemorations of historical events and people in countries around the world, including Canada. In this article I argue that commemoration controversies should be an essential part of teaching and learning history in K–12 schools because they have the potential to be meaningful and relevant for students, they address civic education competencies central to history and social studies curricula in Canada, and they provide rich opportunities for advancing students’ historical consciousness and historical thinking. In the final section of the article I describe how six second-order historical thinking concepts can be used to invite students to think historically about commemorations.
Keywords: historical commemorations, public history, history teaching and learning, citizenship education, history education, historical consciousness, historical thinking, social studies education
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Roy, Banibrata, Kyle Perry, Ira Ripstein, and Barry Cohen. "Predictive value of grade point average (GPA), Medical College Admission Test (MCAT), internal examinations (Block) and National Board of Medical Examiners (NBME) scores on Medical Council of Canada qualifying examination part I (MCCQE-1) scores." Canadian Medical Education Journal 7, no. 1 (April 2, 2016): e47-e56. http://dx.doi.org/10.36834/cmej.36616.
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Background: To determine whether the pre-medical Grade Point Average (GPA), Medical College Admission Test (MCAT), Internal examinations (Block) and National Board of Medical Examiners (NBME) scores are correlated with and predict the Medical Council of Canada Qualifying Examination Part I (MCCQE-1) scores.Methods: Data from 392 admitted students in the graduating classes of 2010-2013 at University of Manitoba (UofM), College of Medicine was considered. Pearson’s correlation to assess the strength of the relationship, multiple linear regression to estimate MCCQE-1 score and stepwise linear regression to investigate the amount of variance were employed.Results: Complete data from 367 (94%) students were studied. The MCCQE-1 had a moderate-to-large positive correlation with NBME scores and Block scores but a low correlation with GPA and MCAT scores. The multiple linear regression model gives a good estimate of the MCCQE-1 (R2 =0.604). Stepwise regression analysis demonstrated that 59.2% of the variation in the MCCQE-1 was accounted for by the NBME, but only 1.9% by the Block exams, and negligible variation came from the GPA and the MCAT.Conclusions: Amongst all the examinations used at UofM, the NBME is most closely correlated with MCCQE-1.
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Reynoso, Nelson, and Sharon Utakis. "Superando Barreras: Case Studies of Three Resilient Dominican Students at an Urban Community College." Caribbean Studies 49, no. 2 (October 2021): 53–74. http://dx.doi.org/10.1353/crb.2021.0018.
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Luetkenhaus, Holly. "Book Review: Planning Academic Library Orientations: Case Studies from Around the World." Reference & User Services Quarterly 58, no. 4 (October 25, 2019): 259. http://dx.doi.org/10.5860/rusq.58.4.7155.
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For those engaging with first-year students and planning first-year programs in academic libraries, the library orientation is a key part of the work we do. “Library orientation” is often a catch-all term that is used to describe many types of library activities aimed at new college students, including in-class sessions, tours, online tutorials, and more. For a librarian revising an existing orientation program or starting from scratch, the possibilities are almost limitless, and it can be daunting to weed through the many options and settle on one that works for your library, your institution, and your students.
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Reis, Sally M., Terry W. Neu, and Joan M. McGuire. "Case Studies of High-Ability Students with Learning Disabilities Who Have Achieved." Exceptional Children 63, no. 4 (June 1997): 463–79. http://dx.doi.org/10.1177/001440299706300403.
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We used qualitative methods to study 12 young people with learning disabilities who were successful at the college level. The participants reported negative school experiences, verified by their parents and school records, such as social problems, difficulty with teachers, and frustration with certain academic areas. The interaction of their high abilities and their learning disabilities produced a number of negative consequences since their talents were not usually addressed by the school system they attended. However, despite these experiences, participants were able to integrate specific personal traits and special compensation strategies and environmental modifications to succeed in a challenging university setting.
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Săvescu, Roxana, Ana Maria Stoe, and Mihaela Rotaru. "Working college students’ profile Case Study: Faculty of Engineering Sibiu, Romania." Balkan Region Conference on Engineering and Business Education 2, no. 1 (December 20, 2017): 337–41. http://dx.doi.org/10.1515/cplbu-2017-0044.
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Abstract Faculty of Engineering in Sibiu is facing an increasing demand from industrial companies to employ students not only by the time of graduation but even during university studies. The scope of the study was to provide an insight on working students’ profile and the problems they are confronting with. Forty working students from the third year of Faculty of Engineering Sibiu were interviewed with regard of the research topic. Results of the study reflect the fact that a majority of working students face difficulties in school, having low grades or failed exams. The exam session seems to be a hard period for working students, and many of them find difficulties in attending all lectures or finding time to learn. Having a job while studying impacts personal activities, as well. Stress symptoms like: loss of appetite or overeating, difficulties in focusing, difficulties in taking decisions or feelings of restless are mentioned by the majority of working students. The results of the study are useful for the management of the faculty to come up with some measures to increase working students’ lectures attendance. Student support programs for reducing the stress among the group of working students must be developed as well.
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Farid, Md Shaikh. "Social Justice and Inclusive Education in Holy Cross Education in Bangladesh: The Case of Notre Dame College." Religions 13, no. 10 (October 18, 2022): 980. http://dx.doi.org/10.3390/rel13100980.
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This paper examines how Holy Cross missionaries in Bangladesh have interpreted the Catholic Church’s teachings on social justice and inclusive education and have implemented its recommendations at Notre Dame College. The Catholic Church’s documents on education provide direction, purpose, and rationale for Catholics across the globe. These documents advocate Catholic educators toward social justice in education by making education available, accessible, and affordable to all. This leads to the question of how Holy Cross adopts social justice and inclusive education at its elite educational institutions such as NDC, which charges high tuition and enrolls mostly urban meritorious students. The paper is based primarily on a combination of the examination of written documents and fieldwork involving interviews with Holy Cross personnel. The study reveals that the Catholic concept of social justice, social teachings and inclusive education are applied partially at NDC. As recommended by the Catholic Church, Holy Cross educators have taken different educational programs and social projects—both formal and non-formal—to serve the poor and underprivileged at Notre Dame College. However, as the admission policy of the college is based on the results of previous examinations, there is very little scope for the poor and underprivileged groups to get admitted to the college. Furthermore, the institution fails to include children with special educational needs because there are no special opportunities at the college for students with special educational needs.
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Diebel, Sebastian, Eve Boissonneault, Luc Perreault, and René Lapierre. "PP17 Differential rater function over time (DRIFT) is not appreciated in paramedic raters using the global rating scale (GRS) during paramedic student simulations." Emergency Medicine Journal 39, no. 9 (August 23, 2022): e5.9. http://dx.doi.org/10.1136/emermed-2022-999.17.
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BackgroundThe field of paramedicine continues to advance in scope. Simulation training is frequently used to teach and evaluate students. Simulation examinations are often evaluated using a standardized global rating scale (GRS) that is reliable and valid. However, the effects of differential rater function over time (DRIFT) have not been evaluated on the GRS during simulations. This study aimed to assess if DRIFT exists during a GRS.MethodsData was collected at Collège Boréal, Sudbury, Ontario, Canada during the 6 simulation evaluations within the scholastic year. Raters were randomly assigned to evaluate several students at the same station. Each station lasted 12-minutes in length and there was a total of 11-stations. A model to test the scores of DRIFT was created and was tested against both a leniency and perceptual model to explain DRIFT.ResultsAmongst the explored alternatives, a model that included students, the rater, and the dimensions had the greatest evidence (-3151 Bayes Factors). This model was then tested against leniency (K= -9.1 dHart) and perceptual models (K= -7.1 dHart) suggesting a substantial finding against DRIFT, however, the tested models used a wide parameter, therefore, the possibility of a minor effect is not fully excluded.ConclusionDRIFT was not found; however, further studies with multiple centres and longer evaluations should be conducted.
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Obagbuwa, Oloyede, and Farai Kwenda. "Determinants of Students' Spending Habits: a Case Study of Students at a Premier University of African Scholarship." African Journal of Business and Economic Research 15, no. 4 (December 1, 2020): 25–43. http://dx.doi.org/10.31920/1750-4562/2020/v15n4a2.
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This study investigated factors that influence the spending habits of university students. The study utilised primary data collected through structured questionnaires from a sample of 479 students from the College of Humanities and College of Law and Management Studies at the University of KwaZuluNatal. Nine independent variables, namely, financial knowledge, financial attitude, gender, age, financial aid, years at university, racial groups, family background and course of study, were regressed against spending habits; the dependent variable. Data analysis was conducted using descriptive statistics, cross-tabulation, Chi-square tests, and binary logistic regression.. The study found that financial attitude has a significant influence on students' spending habits. The study found no statistically significant difference in the spending habits of male and female students; students majoring in business and nonbusiness-majors and among different racial groups.
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Mac Iver, Martha Abele, Douglas J. Mac Iver, and Emily Clark. "Improving College Readiness for Historically Underserved Students: The Role of the District Office." Education and Urban Society 51, no. 4 (September 13, 2017): 555–81. http://dx.doi.org/10.1177/0013124517728102.
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Research on the role of institutions in influencing students’ readiness for college has so far focused primarily on the school level and the state policy context, with only little attention to the district. This case study, based on interview data and documents collected over the course of a year, analyzes an urban district’s attempt to create a systematic approach to improving the college readiness of its students, many of whom have been traditionally underserved by the educational system. It identifies factors contributing to progress as well as challenges encountered in several critical areas: (a) leadership commitment, (b) data infrastructure, (c) building adult capacity around data use and college readiness, (d) connecting indicators with supports to promote college readiness, and (e) partnerships with community and higher education institutions.
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Wong, Yi-Lee. "Student Alienation in Higher Education Under Neoliberalism and Global Capitalism: A Case of Community College Students’ Instrumentalism in Hong Kong." Community College Review 50, no. 1 (October 27, 2021): 96–116. http://dx.doi.org/10.1177/00915521211047680.
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Objective: In view of the values of individualism and competition embedded in neoliberalism and global capitalism, this paper seeks to illustrate empirically students’ instrumentalism in higher education, and to explore how far such instrumentalism could be conceptualized as student alienation. Method: The illustration relies on experiences of community college students from an ethnographic study of students studying in a liberal-arts oriented community college in Hong Kong. The study begun in 2005 to 2006, continued in 2009, and followed up in 2010 to 2011. Eighty-five students in total were recruited and interviewed; 39 of them were interviewed twice. The interviews were analyzed together with the author’s observations and participation as a lecturer of that community college. Results: Against an intensely competitive environment, community college students were rather instrumental in their studies. Their alienation was also manifested in the following aspects: being instrumental about their career planning, preferring surface and strategic learning to deep learning in their studies, and being strategic or even manipulative in dealing with their classmates or teachers. Conclusion: This study provides a nuanced analysis of different aspects of student alienation. Student alienation is worrying, not simply because students are not learning what is required for becoming the educated workforce or citizens, but arguably because throughout the course of their studies, students acquire qualities that may make competitive employees for the cruel business world but do not necessarily make caring or critical citizens.
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Kharka, Damber Singh. "Art of Teaching with Case Studies." INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 10, no. 9 (November 30, 2015): 2488–94. http://dx.doi.org/10.24297/ijmit.v10i9.563.
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In this paper I have shared some of my experiences on how to handle case studies in teaching with the intent to facilitate more discussions during our meeting over the two day conference on “research informed teaching†at Samtse College of Education organized by the Royal University of Bhutan in October 2014. We know that case studies are stories used as knowledge and skill transfer vehicles by which a lot of real life scenario is brought into the classroom to be discussed by the students and instructors. How we use case studies dependsuponthe objectives and the format of the course. My experience suggest that if it is a regular university dictated course with astrict timetable (one hour period everyday per subject) with pre-identified contents and has a large class size,it is not normally possible or at least not meaningfully efficient to go beyond the use ofsimple cases that will only help to illustrate the subject concepts and demonstrate afew practical aspects. However, if the class is smaller and the course is more discussion based with properly designed sessions, we choose to use cases through complex analysis thereby guiding the students in a step-wise fashionin the analysis of relevant information, problem identification and option evaluation. Whatever may be the format of the course or the class in which we use case studies, it is important that we, as case teachers, prepare ourselves well and know all the issues involved in the case, prepare questions in advance and prompt discussions and debate in the class, and anticipate where students might run into problems. Needless to mention that we encounter within the class, few or even all students findingthemselves out of place when case studies are used; it particularly true in the Bhutanese situation as our teaching and learning system is historically predominant with the traditional lecture method. To overcome such problems, it is essential to prepare students for case based learning methods. We must know about our students’ backgrounds in advance so that wecan productively draw on their areas of expertise, experiences and personalities to enhance the discussionandenrich learning across the board as facilitators rather than acting as a traditional teacher[1].Â
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Badger, James. "A Case Study of Chinese Students’ and IEP Faculty Perceptions of a Creativity and Critical Thinking Course." Higher Education Studies 9, no. 3 (June 18, 2019): 34. http://dx.doi.org/10.5539/hes.v9n3p34.
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The attention to fostering learners’ critical thinking and creativity skills in secondary school and college students is growing in Western and non-Western countries. This study investigated the integration of a creativity and critical thinking course in an Intensive English Programs (IEP) to determine how the same course may contribute to international students’ linguistic skills and analytic abilities in preparation for college. Perry’s (1970) conceptual framework was adopted to analyze Chinese students’ views of problems presented in a creativity and critical thinking course, and how the same knowledge related to the Chinese students’ prior educational experiences as well as connect to their future studies. IEP faculty and administrator’s perceptions provided an additional perspective into the purpose and learning outcomes of the same course. Findings from this research address a gap in the literature that seeks effective strategies and models for IEPs to foster international students’ analytic skills in preparation for college studies.
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Trilokekar, Roopa Desai. "IMAGINE: Canada as a leader in international education. How can Canada benefit from the Australian experience?" Canadian Journal of Higher Education 43, no. 2 (August 31, 2013): 1–26. http://dx.doi.org/10.47678/cjhe.v43i2.2103.
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Hosting international students has long been admired as one of the hallmarks of internationalization. The two major formative strands of internationalization in Canadian universities are development cooperation and international students. With reduced public funding for higher education, institutions are aggressively recruiting international students to generate additional revenue. Canada is equally interested in offering incentives for international students to stay in the country as immigrants after completing their studies. In its 2011 budget, the Canadian federal government earmarked funding for an international education strategy and, in 2010, funded Edu-Canada—the marketing unit within the Department of Education and Foreign Affairs (DFAIT)—to develop an official Canadian brand to boost educational marketing, IMAGINE: Education in/au Canada. This model emulates the Australian one, which rapidly capitalized on the recruitment of international students and became an international success story. Given current Canadian higher education policy trends, this paper will address the cautionary lessons that can be drawn from the Australian case.
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Christoph, Mary J., Ruopeng An, and Brenna Ellison. "Correlates of nutrition label use among college students and young adults: a review." Public Health Nutrition 19, no. 12 (November 9, 2015): 2135–48. http://dx.doi.org/10.1017/s1368980015003183.
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AbstractObjectiveNutrition labels are an essential source for consumers to obtain nutrition-related information on food products and serve as a population-level intervention with unparalleled reach. The present study systematically reviewed existing evidence on the correlates of nutrition label use among college students and young adults.DesignKeyword and reference searches were conducted in PubMed, EBSCO, PsycInfo, Cochrane Library and Web of Science. Inclusion criteria included: study design (randomized controlled trial, cohort study, pre–post study or cross-sectional study); population (college students and young adults 18–30 years old); main outcome (nutrition label use); article type (peer-reviewed publication); and language (English).SettingCollege/university.SubjectsCollege students and young adults.ResultsSixteen studies based on data from college surveys in four countries (USA, UK, Canada, South Korea) were identified from keyword and reference search. Reported prevalence of nutrition label use varied substantially across studies; a weighted average calculation showed 36·5 % of college students and young adults reported using labels always or often. Females were more likely to use nutrition labels than males. Nutrition label use was found to be associated with attitudes towards healthy diet, beliefs on the importance of nutrition labels in guiding food selection, self-efficacy, and nutrition knowledge and education.ConclusionsThe impact of nutrition labelling on food purchase and intake could differ by population subgroups. Nutrition awareness campaigns and education programmes may be important mechanisms for promoting nutrition label use among college students and young adults. Future research is warranted to assess the role of label use on improved dietary decisions.
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Poole, Alex. "Reading Strategies and Academic Success: The Case of First-Semester College Males." Journal of College Student Retention: Research, Theory & Practice 21, no. 1 (December 22, 2016): 2–20. http://dx.doi.org/10.1177/1521025116685094.
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Research has shown that males often struggle with the demands of college, one of which involves comprehending academic texts. Many males, however, do understand course readings and are successful students. Unfortunately, little is known about how successful and struggling college males differ in their use of reading strategies, the effective use of which is vital for academic text comprehension. The following study aimed to fill this gap by analyzing first-semester college males’ strategy use and investigating whether it was related to academic success. The results were similar to other studies of college students’ strategy use and suggest that many males are unwilling or unable to use certain strategies. In addition, a small number of significant correlations between strategy use and academic success were found. Explanations for such results and pedagogical interventions to help first-semester college males better use reading strategies are considered.
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Loday, Sonam, and Dawa Drukpa. "A Study of Employability Soft Skills of Final-Year Students: A Case of Gedu College of Business Studies." Technium Social Sciences Journal 26 (December 9, 2021): 710–27. http://dx.doi.org/10.47577/tssj.v26i1.5143.
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Employability soft skills is a set of highly desirable, transferable skills that turn one into an attractive employee. It can be defined as a set of skills employers want from a potential employee. This study was designed to evaluate the employability soft skills of Gedu College of Business Studies’ Students and for evaluation, the quantitative research design was adopted. A proportionate sampling method was used and enumerated 228 B. Com and BBA students. Collected data were analyzed using a one-sample t-test and an independent sample t-test. The result reveals that Gedu College of Business Studies’ students possess above-average employability soft skills where the mean score is greater than the test value (3). It further reveals that there is no statistically significant mean difference in employability soft skills between male and female students apart from problem-solving skills which were found statistically significant (p=.046, p<0.05).
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Sung, Kyung-Mi, Soyaja Kim, Kathryn R. Puskar, and Euisook Kim. "Comparing Life Experiences of College Students with Differing Courses of Schizophrenia in Korea: Case Studies." Perspectives In Psychiatric Care 42, no. 2 (May 2006): 82–94. http://dx.doi.org/10.1111/j.1744-6163.2006.00057.x.
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Kras, Nicole. " Reflecting on Professional Identity Through Art: A Case Example." Journal of Human Services 40, no. 1 (March 2021): 136–38. http://dx.doi.org/10.52678/2021.10.
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Undergraduate human services programs seek ways to support students as they develop their professional identities. Few, if any studies, have considered the benefits of engaging human services students in art directives as a method for them to reflect on their professional identities. The following is a case example on how an art directive was incorporated in an undergraduate fieldwork course at an urban community college.
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Abunuwara, Kim, Ryan T. Cragun, and J. E. Sumerau. "Complicating marginalisation: the case of Mormon and nonreligious college students in a predominantly Mormon context." Journal of Beliefs & Values 39, no. 3 (March 8, 2018): 317–29. http://dx.doi.org/10.1080/13617672.2018.1441252.
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Erickson, MaryGrace, Danielle Marks, and Elizabeth Karcher. "Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course." Teaching & Learning Inquiry 8, no. 1 (March 15, 2020): 138–53. http://dx.doi.org/10.20343/teachlearninqu.8.1.10.
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This study examines the interest, motivation, and behavioral engagement of college students in an introductory course relative to three instructional formats used in the course: hands-on, problem-based laboratory stations; problem-based written case studies; and video lectures. Groups of five to seven students were assigned learning activities as treatments in a Latin Square design consisting of three experimental periods. At the beginning of selected laboratory sessions, students completed 10 minutes of the experimental activity immediately followed by a questionnaire. Students rated hands-on, problem-based laboratory stations as more challenging, novel, and attention-grabbing than they rated case studies or video lectures. Interest, intrinsic motivation, and behavioral engagement were greatest for groups completing laboratory stations followed by those completing case studies and lectures, respectively. Overall, the greater situational interest experienced during laboratory stations and case studies indicates that these activities can be leveraged to create learning environments that promote interest, engagement, and achievement.
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Dean, Gary J., Jan P. Eriksen, and Sherie A. Lindamood. "ADULTS IN MID-CAREER CHANGE: CASE STUDIES FOR ADVISORS." NACADA Journal 7, no. 1 (March 1, 1987): 16–26. http://dx.doi.org/10.12930/0271-9517-7.1.16.
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Adults are making mid-career changes more frequently today than ever before. According to Arbeiter et al., over 40,000 Americans are engaging in or anticipating a career change at some time in the future.1 Of these, 60% desire educational and career services. The National Center for Education Statistics reports that over 14,000,000 adults are currently enrolled in two- and four-year college credit courses.2 Three trends have i weased the importance of rumtraditional student programs in many universities across the country: 1) the increase in numbers and visibility of the adult, non-traditional college student population, 2) the stabilization or decrease in the size of the traditional, younger student population, and 3) the expanded services and offerings of programs and courses geared to nontraditional students.3 Thus, academic advisors must be able to understand the needs and motivations of adult learners and to develop advising skills and programs in response to these needs. The purpose of this paper is to outline some of the motivations and needs of both full-time and part-time adult learners who are in transition from work to school and to offer suggestions to academic advisors on how to meet those needs.
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Alsharah, Naser Ibrahim, Abd-Alnaser Ahmad Alazam, Nayef Fadous Alhamad, and Faisal Khlaif Al-Sharaah. "The Effect of Religious Commitment on Psychological Security: The Case of Female Students at Irbid University College." Review of European Studies 10, no. 4 (October 18, 2018): 124. http://dx.doi.org/10.5539/res.v10n4p124.
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Both a 75-items and a 30-items scales were used to uncover the relationship between religious commitment and psychological security among a sample of (156) female students in Irbid University College. Answers revealed that female students are religiously committed as they are psychologically secure. The study has found out that academic average, and income influence the degree of religious commitment of sample, but not their psychological security. Meanwhile, the study proved that parents’ religiosity and relationship influence their daughters’ religious commitment and psychological security. In this retrospect, the study suggests to conduct further research that tackle the behavioural (treatment) aspect of religion on students, and father-child relationship, and psychological security.
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Cardoso, Fernando Luiz. "Sexual survey: a cross-cultural perspective." Psicologia: Teoria e Pesquisa 23, no. 1 (March 2007): 71–80. http://dx.doi.org/10.1590/s0102-37722007000100009.
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This is a comparative cross-cultural investigation and an analysis of the sexual life of presumably middle class college students of four countries: Israel, Colombia, Canada and Brazil. Post graduation-level students of the Institute for Advanced Studies in Human Sexuality (IASHS) in San Francisco collected the data as a PhD requirement. The data analysis revealed that, even though members of various sample groups speak different languages and belong to distinct cultures, they exhibit some similar aspects in their sexual life. Additionally, comparisons were made with the data of the NHSLS Report (USA) in a few selected topics and, again, more similarities were found among the international university students.
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Peng, Altman Yuzhu. "Gender and the privacy paradox in Chinese college students’ locative dating communication." Global Media and China 6, no. 2 (May 25, 2021): 225–40. http://dx.doi.org/10.1177/20594364211017333.
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This article explores the role gender plays in addressing the privacy paradox in the context of young Chinese people’s locative dating communication. Based on a case study of 19 Chinese college students, I explore differing privacy management strategies adopted by female and male participants in their use of WeChat People Nearby. This gendered phenomenon reveals how People Nearby works within patriarchal Chinese society to pose more privacy-related risks to women than to men in locative dating communication. The research findings shed new light on the socio-technological processes through which existing gender power relations are reproduced in young Chinese people’s use of locative social media applications.
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M, Suresh, and Anchal Yadav. "Knowledge on Breast Cancer among College Students." Young Nurses Journal of Nursing Research 01, no. 01 (September 20, 2021): 1–4. http://dx.doi.org/10.53926/ynjr/0001.
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Background: Globally, breast cancer is one of the most common cancer among females of age group 15-40 years. India is also one of the leading countries of breast cancer. It is found that incidence rate of breast cancer is higher in less developing countries in comparison to development country. In 2018, worldwide, nearly 2 million new breast cancer cases were diagnosed. Early diagnosis of breast cancer can increase the chance of early case detection and favourable outcomes, resulting in improved survival rates and quality of life of women and is therefore important public health strategy at all settings [2]. Several studies suggests that even though the incidence and mortality of breast cancer have been on the increase, the knowledge and awareness regarding the breast cancer is low among college students. Therefore, this study was conducted to assess knowledge and awareness among college students about breast cancers in Lucknow Materials & Methods: Descriptive research design was selected for this study. Target population includes the female students studying in the selected colleges of Lucknow. 87 female students were selected through non-probability, purposive sampling techniques. Data was gathered using a self-administered semi structured questionnaire. Results: Overall results of this study show that, 34 (39.08%) female students had adequate knowledge, 49 (56.32%) female students had moderately inadequate knowledge, and 04 (4.59%) female students had inadequate knowledge. Conclusion: Findings of this study revealed that knowledge of breast cancer among female college students was inadequate.
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M. Hines, Erik, L. DiAnne Borders, Laura M. Gonzalez, José Villalba, and Alia Henderson. "Parental involvement in college planning." Journal for Multicultural Education 8, no. 4 (November 4, 2014): 249–60. http://dx.doi.org/10.1108/jme-06-2014-0025.
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Purpose – The purpose of this article was to describe Hossler and Gallagher’s (1987) college choice model and emphasize the predisposition phase of the model as the starting point for school counselors’ efforts to help African American parents foster their children’s college planning in the college choice process. Design/methodology/approach – The authors wrote this manuscript as a conceptual approach to helping school counselors work with African American parents in their children’s college planning process by including two case studies as examples. Findings – This is a conceptual article. Practical implications – School counselors should be culturally competent and aware of how African Americans rear their children to help them successfully navigate college planning. For example, school counselors can learn about and share information with families about colleges that have support programs assisting African American students toward college completion. Originality/value – This paper is important to the field of education as it contributes to the literature regarding how school counselors can assist students in becoming college and career ready by working with their parents using a college choice model.
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Wang, Xinli, and Yan Bai. "Introducing Penetration Test with Case Study and Course Project in Cybersecurity Education." Journal of The Colloquium for Information Systems Security Education 9, no. 1 (March 8, 2022): 6. http://dx.doi.org/10.53735/cisse.v9i1.148.
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Teaching college students ethical hacking skills is considered a necessary component of a computer security curriculum and an effective method for teaching defensive techniques. However, there is a shortage of textbooks and technical papers that describe the teaching materials and implementation of penetration testing techniques for hands-on exercises. In our teaching practice, we have been using case studies and course projects as a means to help students learn the fundamental concepts of, primary techniques and commonly used tools for penetration testing. We think this is a beneficiary complement of a cybersecurity course that is taught in a defensive approach. Through these activities, students have gained hands-on experience and developed their ethical hacking skills. Feedback from them is positive and student learning outcomes are promising. In this paper, we describe the principles of developing and implementing case studies and course projects along with associated considerations for specified educational objectives when introducing penetration test. An example case study and course project that we have been using in our courses are described to introduce the major design ideas and activities to complete them. Experience, lessons and the feedback from students are discussed. Our results will provide a good point of reference for those educators who teach a cybersecurity course at a college or university and would like to offer an introduction to ethical hacking. This work can also be a reference for a college that wants to integrate