Journal articles on the topic 'Degree Discipline: Gender and Development'
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Ali, Dhouha Haj. "Inequality in Early Childhood." International Journal of Applied Behavioral Economics 10, no. 3 (July 2021): 41–58. http://dx.doi.org/10.4018/ijabe.2021070103.
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This paper has a dual purpose. First, it aims to construct and evaluate parental investment in early childhood based on five indicators: mental development, discipline, nutrition, health, and leisure. Second, it aspires to establish a link between the education of mother and family well-being and the level of parental investment in early childhood with regard to the five indicators. The author tests the impact of family well-being and mother's education on investment in early childhood to find out if discrimination of gender and residence inequalities matter. Results indicate that the family's degree of wealth/socio-economic class and mother's education have a significant positive effect on all indicators of parental investment in early childhood except on discipline. The author also sees that households in rural areas invest more in the discipline of their children than urban ones. Moreover, they discriminate between gender in favor of boys.
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Bugaj, Justyna M., Małgorzata Budzanowska-Drzewiecka, and Paulina Jędrzejczyk. "Generation Y Employee Career Engagement: Research Results for Poland and Germany." Zarządzanie Zasobami Ludzkimi 149, no. 6 (December 31, 2022): 26–43. http://dx.doi.org/10.5604/01.3001.0016.2044.
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Generation Y career development has been analyzed by both researchers and practitioners. It often necessitates determining the degree of employee engagement in different career behaviors. This can be measured using the Career Engagement Scale introduced by Hirschi in 2014. In the present study, the scale was used to determine the degree of career engagement among representatives of Generation Y from two culturally different markets (Poland and Germany) and to identify the potential differences in engagement relative to gender and country where the respondents build their careers. An online survey was conducted among a group of 772 Polish and German men and women for that purpose. The results demonstrated an average degree of career engagement among respondents, regardless of gender and country. However, there were differences with respect to various career–related behaviors, particularly in terms of (1) serious thinking about personal values, interests, abilities, and weaknesses, and (2) voluntarily participating in further education, training, or other activities in support of the career. Both males and females from Germany are more proactive in these areas as compared to respondents from Poland. The paper was prepared from the perspective of Management and Quality Sciences in the sub–discipline of Human Resource Management.
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Kraimeen, Hani, and Abd Al Raheem Al-Mhasnah. "Degree of Practice of Emotional and Spiritual Education by Faculty Members of Tafila Technical University and Its Role in Development of Self-Behavior from the Perspective of Students." International Journal of Higher Education 6, no. 5 (October 23, 2017): 181. http://dx.doi.org/10.5430/ijhe.v6n5p181.
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This study aims to identify practice of emotional and spiritual education by faculty members of Tafila Technical University and its relation in development of students' self-behavior in light of some variables like gender and specialization.To achieve the goal of the study, a questionnaire was prepared to collect information to be distributed to a random sample consisting of 227 students (males and females) in Tafila Technical University (TTU) in the academic year 2016/2017. The study concludes that the degree of practice of emotional and spiritual education and self-behavior by faculty members of TTU is medium and that there is a correlation between spiritual & emotional values and self-behavior. According to these results, the study provides some recommendations including: to include contents of spiritual and emotional education in training programs for the faculty members of TTU, to develop teaching methods in universities in a manner that agrees with the moral curve that motivates students to develop self-discipline skills.
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A. Blair, Carrie, Charles Allen Gorman, Katherine Helland, and Lisa Delise. "The smart leader: examining the relationship between intelligence and leader development behavior." Leadership & Organization Development Journal 35, no. 3 (April 29, 2014): 241–58. http://dx.doi.org/10.1108/lodj-06-2012-0078.
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Purpose – The purpose of this paper is to examine the relationship between intelligence and behavior during leader development. Design/methodology/approach – As part of a leader development program, a variety of measures are collected, including measures of intelligence and measures of performance (e.g. assessment center performance, a 360-degree appraisal). The participants are given performance feedback from a variety of sources then asked to form developmental goals. The goals are examined for goal quality and goal-feedback correspondence, and examined in relation to intelligence. Findings – Intelligence was positively related to goal-feedback correspondence. Intelligence was also related to goal quality after controlling for variance attributed to professional discipline. Research limitations/implications – Personality, gender, age, and other variables were not included in this study. Other factors, such as the cultures of the organizations from which the individuals hailed, were also not included. Moreover, the conclusions were based on the behaviors exhibited in one leader development program. Future research should address these limitations. Practical implications – Leader development is expensive and is becoming more popular. The results of this research could help organizations better determine who is likely to benefit from the investment in leader development. Originality/value – In addition, a unique method is presented in the study for measuring leader development behavior based on goal quality and goal-feedback correspondence. Generalizability theory is applied in order to determine the reliability of the measures.
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Ristic, Irena, and Bojana Skorc. "The structure of interests in different artistic disciplines of secondary school students." Zbornik Instituta za pedagoska istrazivanja 45, no. 1 (2013): 185–202. http://dx.doi.org/10.2298/zipi1301185r.
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The paper deals with the degree of development of interest in arts in young people, and the justifiability of the current tendency of revision and abbreviation of the art curricula in schools. The research is focused on the structure of interests in various artistic disciplines in secondary school students, and the aim is to determine whether the degree of students? interest depends on the school type, gender and previous experience. The research was conducted on the sample of 555 students from 111 schools, who filled out the questionnaire during one school period. The data were processed by multifactor analysis of variance. There was a higher degree of interest in video and performing arts, which are not present enough in students? surroundings. The girls showed a higher degree of interest in all disciplines, as well as grammar school students compared to their peers from vocational schools. It was shown that the higher the number of programmes attended, the higher the interest in all forms of art. Young people who were completely inactive showed interest in video arts, which serves as an important guideline in the process of moving and socialising them. The results confirm that youth?s interests and needs are discrepant with what is offered to them. It is necessary to introduce various artistic contents as parts of the curriculum, which would make school an integral part of their life, the part that directly influences the development of creativity and increases responsible participation in the society.
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Remington-Doucette, Sonya, and Sheryl Musgrove. "Variation in sustainability competency development according to age, gender, and disciplinary affiliation." International Journal of Sustainability in Higher Education 16, no. 4 (July 6, 2015): 537–75. http://dx.doi.org/10.1108/ijshe-01-2013-0005.
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Purpose – The purpose of this paper is to present the results of a classroom assessment aimed at determining the extent to which five key sustainability competencies develop in students during an introductory transdisciplinary sustainability course. University sustainability programs intend to provide integrated education that fosters the key competencies students need to solve real-world sustainability problems. Translating sustainability competencies into effective pedagogical practice in integrated academic programs is not straightforward. This work builds on a previous study by both expanding the competencies evaluated and considering additional demographic characteristics. Design/methodology/approach – The paper summarizes previously identified key sustainability competencies and describes teaching methodologies used to foster these competencies in students. Development of competencies in students during a semester-long course is assessed using a pre-/post-test based on two case studies. The implications of the findings for teaching practice and overall program structure are discussed. Findings – Based on the assessment methods used here, four of the five sustainability competencies evaluated in this study developed differently in students according to gender, disciplinary affiliation and age. Females improved interpersonal competence more than males. Systems thinking competence improved for students associated with the three disciplinary affiliations considered in this study: sustainability major, sustainability minor and business major. Anticipatory competence improved for sustainability and business majors only, but not for students minoring in sustainability and majoring in other disciplines. Finally, normative competence improved for younger students only. Research limitations/implications – Insights for teaching practice and overall program structure are based on assessment of one introductory transdisciplinary sustainability course. Much additional work is needed to draw strong conclusions about general teaching practices and program structure for sustainability education. This study provides a flexible and field-tested rubric for further evaluative work in other sustainability courses or degree programs. Practical implications – Universities incorporate sustainability into their undergraduate curricula in many ways, ranging from certificates to entire degree programs focused on sustainability. The results of this study suggest that educators pay attention to gender diversity, classroom teaching practices, disciplinary perspectives and student attitudes and developmental stages as they figure out how to make sustainability part of undergraduate education. This information may help create more effective sustainability courses and academic programs, which may maintain the viability of current sustainability programs and promote the institutionalization of sustainability in higher education. Originality/value – This research contributes to undergraduate sustainability education by providing insight into how sustainability education might thoughtfully be integrated into academic programs. It also offers an assessment approach for use by other sustainability educators to evaluate effectiveness of teaching practice and overall program structure based on five key sustainability competencies commonly cited in the literature.
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Blagojevic-Hughson, Marina, and Mirjana Bobic. "Understanding the population change from semi-peripheral perspective: Advancement of theory." Zbornik Matice srpske za drustvene nauke, no. 148 (2014): 525–39. http://dx.doi.org/10.2298/zmsdn1448525b.
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A lot of empirical evidence on demographic changes in ?countries in transition?, those which belong to the semi-periphery of Europe, has been undertheorized, or theorized in the framework of the theories on the First and the Second Transition. However, both of those metanarratives have proven to be applicable only to a certain degree when it comes to the development off population at the semi-periphery. This paper argues that specificity and unprecedented population developments of the semi-periphery of Europe call for a different approach, one which will actually clearly acknowledge the structural difference between the core and the semi-periphery, and the developmental dependence as a core of the problem. The main arguments are related to the specificities of gender regimes at the semi-periphery [Blagojevic 2009; Blagojevic 2013; Bobic 2013], as well as to the process of ?de-development? which results in a profound social structural change. The starting epistemological points for this type of approach relate to the three strands of theoretical developments: 1. feminist standpoint theory (semi-periphery is both strategic standpoint for knowledge articulation, as well as a location where connection between the ontology and the epistemology of gender could be reaffirmed - [Wickramasinghe 2006; Blagojevic 2009]; 2. Connell?s critique of ?metropolitan theory? [Connell 2007], and her vision of ?polycentric social science? [Connell, 2013]; and finally, 3. the idea of multiple modernities and multiple trajectories of modernization [Eisenstadt, 2002]. Historically speaking, demography as a discipline has been empirically rich, but theoretically ?poor?. Striving towards more theory, towards grounded theory, can profoundly enrich our understanding of the population change, by connecting micro, mezzo and macro level into a more heuristically rewarding manner, and, at the same time, it would be moving towards effectiveness and meaningfulness of the population policies.
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Kalabikhina, Irina E., and Sofia M. Rebrey. "Economics of gender: A bibliometric analysis." Russian Journal of Economics 8, no. 3 (October 6, 2022): 295–314. http://dx.doi.org/10.32609/j.ruje.8.72689.
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This research aims to identify major fields and structures of economics of gender research based on bibliometric analysis between 1960 and 2020. The analysis of the journals in economics of gender captures major development stages of gender economics. The study of economics of gender is growing rapidly as seen in the increasing number of journals, articles and citations from the 1970s onwards. It grew faster than the pace of economic publications during the 1980–1990s. The economics of gender research disciplines largely replicates economics and can be viewed as part of economics of inequality. But its feminist philosophy and methodology distinguish the economics of gender as a separate branch of economic sciences which furnishes new findings. According to the Scimago and Web of Science databases, more than 90% of articles in economics of gender are published in English (fewer than in the field of economics in general). The structure of the analyzed countries reflects not only the sophistication of national research in economics of gender, but also the degree of their integration into international scientific discourse, including the presence of a language barrier. Gender economists are primarily focused on the problems of developing countries. Advanced economies account for less than a third of all publications.
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Ignatov, Georgi, and Iliana Petkova. "ACADEMIC MOTIVATION OF STUDENTS IN PHYSICAL EDUCATION AND SPORT AT SOFIA UNIVERSITY “ST. KLIMENT OHRIDSKI“." Trakia Journal of Sciences 17, Suppl.1 (2019): 709–16. http://dx.doi.org/10.15547/tjs.2019.s.01.116.
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Training is a two-way process of pedagogical interaction. The quality of the final result depends not only on the teacher, but also on the academic motivation of students participating as equal partners in the educational process. The PURPOSE of this article is to represent the results from a study aimed at establishing the degree of academic motivation of students. Total of 45 participants (of which 26 male and 19 female students) were questioned. All of them were in the second and third year of their bachelor study in the specialty Physical Education and Sport at Sofia University “St. Kliment Ohridski”. METHODS: As an instrument is used Angel Velichkov’s questionnaire for evaluation of the level of academic motivation in which are set the factors that favour or impede the formation of high academic motivation and also allows to trace its development. RESULTS: Results are aimed at proving the hypotheses. We assume that the students in Physical Education and Sport specialty should have: 1) an active attitude towards the learning process; 2) internal self-discipline and 3) a striving to complete and extend the knowledge obtained. The analysis will be comparative, based on the gender and year of study which will allow us to determine whether these two criteria also influence the degree of academic motivation. CONCLUSION: The establishment of differences in the levels on these three criteria and the overall level of the students’ academic motivation will enable teachers to optimize the teaching process and make it more personal-oriented.
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Bekareva, Svetlana Viktorovna, Anna Vladimirovna Getmanova, and Anastasiya Igorevna Ivanova. "Effectiveness of an interactive method in teaching investment literacy: Factors determining the return of beginning investors’ portfolios." Science for Education Today 12, no. 5 (October 31, 2022): 137–61. http://dx.doi.org/10.15293/2658-6762.2205.08.
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Introduction. The article examines how certain factors influence the efficiency of forming virtual portfolio of financial assets. The purpose of the article is to identify the factors that contribute to the investment return of beginning investors. Materials and Methods. The methodological basis of the study includes Russian and international research articles devoted to enhancing financial and investment literacy on the national level, the role of financial education in successful investments, and the factors of return estimations for various groups of investors, including young people and beginners. The research was carried out at Novosibirsk State University (the Faculty of Economics). Portfolios produced by 396 students majoring in Economics, Management, and IT Business, who completed the ‘Financial Markets and Financial Institutions’ module were analyzed. The portfolios were completed in 2020, 2021, and 2022. The dependent variable in the econometric model was an investment portfolio return. The main factors considered for this research included students' academic performance, academic year, degree programme, age, gender, and financial asset structure of each portfolio. Results. The review of the scholarly literature allowed to identify the following potential return factors: investment literacy, educational background, personal behaviour characteristics, gender, financial market shocks, and economic crises. It was found that portfolio return is determined by the following factors: economic instability influencing financial markets, students’ academic performance in finance disciplines which is closely connected to their investment literacy and personality features revealed in the portfolio structure. However, age, degree programme and gender did not show any significant influence on the project outcome. Conclusions. Identifying the factors of students’ investment portfolio return enabled the authors to determine further development of the financial course with the interactive method in teaching investing literacy. Taking into consideration economic instability factor significance, it is necessary to discuss financial assets characteristics and dynamics during economic crises. In general, investment literacy increase influences the result positively.
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Darawsha, Najwa Abdel Hamid. "The Role of University Administration in Enhancing Intellectual Security Among Yarmouk University Students." Journal of Education and Training Studies 9, no. 5 (May 24, 2021): 35. http://dx.doi.org/10.11114/jets.v9i5.5242.
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This study aimed at identifying the role of university administration in enhancing intellectual security among Yarmouk University students from the students’ viewpoint. The researcher adopted the descriptive survey method, and the questionnaire was used as a study. The study sample comprised of (385) students. The findings showed that university administration plays a high role in enhancing intellectual security, with a mean of (3.53). As shown the mean of “the role of the university in revitalizing the role of students in enhancing their intellectual security” is (3.75) and with a high degree, followed by “The role of the university in promoting the role of activities in enhancing students' intellectual security” with a mean of (3.43), and also with a high degree. Where the last domain records a high degree and a mean of (4.2) .The results also showed that there are statistically significant differences attributable to the effect of the gender variable, and it is in favor of females, and there are no differences attributable to the impact of the two variables "specialization and place of residence". In light of the findings, the study recommended strengthening communication between the university administration and the society and students to control the problem facing the students in terms of intellectual security, providing educational guidance activities, and disseminating them through the available media and enhancing students' intellectual security by providing university programs and activities, Connecting students to the prevailing culture in society and introducing them to the heritage of their nation, while spreading the spirit of innovation, creativity and brilliance, in response to developments and changes in civilization while not contradicting the foundations and constants of religious beliefs. And Training and accustoming students to discipline, good behavior, and the ability to understand the surrounding circumstances and deal with balance within its framework, wisely away from extremism and negative ideas.
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Walentowski, Helge, Bettina Kietz, Jürgen Horsch, Thomas Linkugel, and Wolfgang Viöl. "Development of an Interdisciplinary Master of Forestry Program Focused on Forest Management in a Changing Climate." Forests 11, no. 6 (June 2, 2020): 632. http://dx.doi.org/10.3390/f11060632.
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Concerted efforts are required to achieve the essential UN Sustainable Development Goals (SDGs) of the 2030 Agenda. This concept paper is focused on the development of a new Master of Forestry (MF) degree program at our University of Applied Sciences (UAS). With this move, we want to outline how capacity building and valuable synergy effects can be obtained from close cooperation in teaching and research, in order to educate our scientifically trained and practice-oriented forestry students in applying new management responses to natural disturbance impacts and sustainable use of terrestrial natural resources for forest resource-dependent communities. Specifically, we show how the emergent issues of global warming and the associated increased vulnerability of temperate deciduous forests can be tackled. Actions to overcome knowledge transfer barriers will provide sound solutions for SDG 4 (quality education), SDG 5 (gender equality), SDG 7 (affordable and clean energy), SDG 12 (responsible consumption and production), SDG 13 (climate action), SDG 15 (life on land), and SDG 17 (partnerships to achieve the goal). Focusing on the Global Sustainable Development Goals can trigger intra and inter-faculty processes of cooperation, exchange programs, and optimized interfaces of previously separated disciplines that complement each other perfectly to form a knowledge hub.
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Al-Ani, Wajeha Thabit. "Faculty Members’ Attitudes Toward Interdisciplinary Studies in the College of Education at Sultan Qaboos University." Journal of Arts and Social Sciences [JASS] 7, no. 3 (December 1, 2016): 53. http://dx.doi.org/10.24200/jass.vol7iss3pp53-67.
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In view of the inability of many specialized studies and research to solve the complex problems of human societies due to their limited and narrow areas, it has become necessary to re-consider the principles of knowledge management, the distribution of knowledge in specialized, scientific disciplines, and its dissemination and ways of research. Therefore, this study aims to examine the attitudes faculty members of the College of Education have towards interdisciplinary studies. It also attempts to show the statistical significance (α =0.05) between faculty members’ attitudes toward interdisciplinary studies based on gender and years of experience. The study aims to determine as well the disciplines that faculty members of the College of Education want to research interdisciplinarily. This study adopted the use of the descriptive approach through the development of a questionnaire that included (48) items. The validity and reliability of the questionnaire were estimated using the Chronbach-Alpha reliability coefficient which was (0.898). The results of the study showed that the highest degree of trends among faculty members in the College of Education toward interdisciplinary research was recorded in favor of collaborative research, followed by the desire to conduct interdisciplinary research, then the importance of interdisciplinary research, and finally the implementation of interdisciplinary research. The results also show that there were no statistically significant differences according to the gender of the sample and their number of years of experience. Based on these results, many recommendations and suggestions were proposed.
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Hernández-Peña, Keb, Gemma María Gea-García, Juan Pedro García-Fuentes, Luis Manuel Martínez-Aranda, and Ruperto Menayo Antúnez. "Personality Trait Changes in Athletic Training Students during Their University Career: Effects of Academic Stress or COVID-19 Pandemic?" Sustainability 15, no. 1 (December 28, 2022): 486. http://dx.doi.org/10.3390/su15010486.
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Studies about personality traits have shown a link between emotional stability and coaches’ success. The aim of this study was to explore the effect of university education period on the big five personality traits in sports training students according to gender and the type of sports practice chosen for their vocational training process as sport coaches. Method: A total of 146 Sports Training students completed the adapted NEO-FFI reduced version assessment twice: first semester in August 2018 and at the beginning of the eighth semester in February 2022 (COVID-19 pandemic appeared during this period). Results: Comparing the scores obtained for the different personality traits, it was observed that the level of neuroticism increased in the last semester (Mpost = 8.12 vs. Mpre = 5.77), while the level of extroversion (Mpost = 14.40 vs. Mpre = 15.97) and consciousness (Mpost = 18.14 vs. Mpre = 19.18) decreased. On the other hand, female students showed higher scores in kindness (15.90 ± 0.87) than men (13.58 ± 0.56) (p = 0.029) at the end of their academic semester. Finally, analysing sport discipline chosen by students, team sports showed a higher score in trait neuroticism (post = 10.47 ± 1.43 vs. pre = 7.73 ± 1.11, p = 0.047) and lower scores in extroversion (post = 13.33 ± 1.01 vs. pre = 16.27 ± 1.17, p = 0.009) than individual sports at the end of the academic semester. Conclusions: Academic stress during the last semester of their bachelor’s degree, as well as the consequences of the COVID-19 pandemic could be factors that influenced students’ personality traits concerning neuroticism, extroversion, and consciousness or responsibility.
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Gokulsing, Deepa, and Verena Tandrayen-Ragoobur. "Gender, education and labour market: evidence from Mauritius." International Journal of Sociology and Social Policy 34, no. 9/10 (September 2, 2014): 609–33. http://dx.doi.org/10.1108/ijssp-01-2013-0001.
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Purpose – The purpose of this paper is to analyse the role of women in the small island economy by focussing on the education sector and labour market access. First, we analyse the educational path of women in Mauritius and second we examine the labour market opportunities available to them. We link the two sectors by adopting a gender perspective. Third, we investigate whether the same opportunities are made available to both men and women and whether or not there exist a gender gap in economic participation in the country. Design/methodology/approach – The author used data from the World Bank Development Indicators (2012) for a comparative analysis of the gender situation in Mauritius relative to other African countries. Gender statistics were also made available from the statistical office: statistics, Mauritius. The Global Gender Gap Report (2012) and the SADC Gender Protocol Barometer 2012 were used as secondary data. Findings – The analysis reveals that though girls’ outperform boys at all education levels, starting from primary, secondary and tertiary level, their access to job opportunities are reduced. Female unemployment rate is higher than that of male unemployment and even for those women who manage to enter the labour market, they remain in the low-occupation jobs. This puzzling relationship between good educational performance and female unemployment or low-occupation may first be explained by the wrong choice of subjects at secondary and tertiary levels. Mauritian women are more likely to obtain a degree in education and humanities which are the traditional areas rather than moving to the non-traditional spheres of science and engineering. Hence, not only is it difficult for them to penetrate the labour market which is already saturated in these traditional disciplines but jobs in these fields may not be in the high wage range. Consequently, these subject choices have repercussions for the occupations they choose and the wages they earn. Significant and persistent gaps remain in the fields of study that women and men choose as part of their formal education. These gaps translate henceforth into gender differences in employment and ultimately into differences in productivity and earnings. Originality/value – No study has focused on the puzzling link between good education performance of girls and their inability to access the labour market in Mauritius.
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Mekhdieva, K., A. Zakharova, M. Vladelshchikova, and V. Timokhina. "AGE DYNAMICS OF WINGATE TEST PARAMETERS IN YOUNG ATHLETES." Human Sport Medicine 20, no. 3 (November 26, 2020): 97–103. http://dx.doi.org/10.14529/hsm200311.
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Testing the speed-strength abilities in children and adolescents is a valuable tool of monitoring the development of the most important physical qualities in sports. This test enables adjusting physical training to sensitive periods, identifying the degree of inherited sports talent, as well as a predisposition to the type of sport or sports discipline. Aim. The purpose of the work was to determine the average group results of Wingate test in children and adolescents and to identify the age-related dynamics of speed-strength abilities. Materials and methods. The study was conducted according to the standard Wingate protocol for a cycle ergometer. The obtained data on peak power (PP) and time to peak (tpp) of 370 athletes aged from 7 to 16 years were analyzed. Results. The results showed that no gender and age difference in PP was registered in children from 9 to 11 years (PP/kg – 8.42 ± 1.56 W/kg). The annual increase in PP/kg in boys was as follows: 11–12 years old – 7.53%, 12–13 years old – 17.7%, 13–14 years old – 10.34%. Relative PP in 14 year-old male athletes was 11.74 ± 2.15 W/kg, in 15 – 11.76 ± 1.56 W/kg and 16 year-olds – 12.2 ± 1.39 W/kg, with no significant difference. Relative PP in 14 and 15 year-old females (9.66 ± 2.12 W/kg and 9.88 ± 1.37 W/kg, respectively) was significantly lower than in males. Along with this no significant difference of PP/kg between 16 year-old males and females was established. Conclusion. The article proposes the criteria for evaluating speed-strength in athletes from 9 to 16 years based on the results of Wingate testing.
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Fisenko, P. V., and Yu P. Potekhina. "Changes in the characteristics of perception channels in the process of mastering the discipline «Osteopathy»." Russian Osteopathic Journal, no. 3 (October 5, 2021): 19–30. http://dx.doi.org/10.32885/2220-0975-2021-3-19-30.
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Introduction. Perception is a holistic reflection of objects and phenomena. A person has all the channels of perception — auditory, visual, kinesthetic. Only the expression degree of each channel in the overall structure of perception is different. Psychologists studied the specific weight of perception channels in its overall structure in a single-stage «slice». There is no reliable data on changes in perception in one group of subjects over a long period of time. Osteopathic researches have examined the development of touch during learning process. At the same time, there have not been studied the dynamics of perception as a whole system.The goal of the study is to research the changes of the perception channels among students of the cycle of professional retraining in the specialty «Osteopathy» in the process of 4-year education and to compare it with the perception channels characteristics of teachers of the cycle.Materials and methods. From 2018 to 2021 a cohort, prospective study was conducted. The study involved persons enrolled in a long (3,5 years) cycle of professional retraining in the specialty «Osteopathy» from I to IV courses — 63 people (35 men, 28 women, age from 26 to 52 years, median 36,5 years), and also teachers of osteopathy with at least 5 years of work experience — 20 people (14 men, 6 women, age from 31 to 55 years, median 48 years). An annual survey was conducted based on the questionnaire of S. A. Efremtseva «Diagnostics of the dominant perceptual modality», which consists of 48 questions aimed at identifying the predominant (dominant) channels of perception in three directions: auditory, visual or kinesthetic. The maximum score for each of the three modality channels is 16, the minimum is 0. The survey was anonymous. In the questionnaire, the participants provided only data on their gender, age, study group number, and the date of the study.Results. The general structure of the students′ perception underwent changes during their learning. The specific weight of the kinesthetic channel in the general structure of listeners′ perception grew annually and doubled in the IV year in comparison with the beginning of training. At the same time, the specific weight of other channels of perception decreased steadily. The expression of all channels of listeners′ perception in absolute numbers also increased (p<0,005). The kinesthetic channel showed the most stable positive dynamics. Its expression began to grow already in the second year of the learning (p<0,001), while the expression of the auditory and visual channels had a statistically significant difference only when comparing 3rd and 4th years of the learning (p<0,005). The perception channels among the teachers of osteopathy were characterized by high absolute indices with similar values for individual channels. In half of the subjects, the kinesthetic channel prevailed in the structure of perception, and in the second half the polymodal channel prevailed with a high rate of kinesthetics. The expression of all perception channels of the osteopathic school students during the learning process gradually approached to that of the osteopathy teachers. At the 4th year of the learning, students did not statistically significantly differ from teachers by the absolute values of perception channels indicators.Conclusion. The students of the osteopathic school showed a regular increase in the expression of all perception channels during their learning (p<0,005). The expression of the kinesthetic channel grew most rapidly. The largest increasing across all channels occurred in the 4th year of the learning. During the first three years of the learning, the listeners, in terms of the perception channels expression, gradually approached the teachers who had high indicators by all channels. At the 4th year, the students did not differ statistically significantly from the teachers. Therefore, the primary training in osteopathy should last at least 3,5–4 years for the high perception index formation of perception of an osteopathic physician.
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Fisenko, P. V., and Yu P. Potekhina. "Changes in the characteristics of perception channels in the process of mastering the discipline «Osteopathy»." Russian Osteopathic Journal, no. 3 (October 5, 2021): 19–30. http://dx.doi.org/10.32885/2220-0975-2021-3-19-30.
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Introduction. Perception is a holistic reflection of objects and phenomena. A person has all the channels of perception — auditory, visual, kinesthetic. Only the expression degree of each channel in the overall structure of perception is different. Psychologists studied the specific weight of perception channels in its overall structure in a single-stage «slice». There is no reliable data on changes in perception in one group of subjects over a long period of time. Osteopathic researches have examined the development of touch during learning process. At the same time, there have not been studied the dynamics of perception as a whole system.The goal of the study is to research the changes of the perception channels among students of the cycle of professional retraining in the specialty «Osteopathy» in the process of 4-year education and to compare it with the perception channels characteristics of teachers of the cycle.Materials and methods. From 2018 to 2021 a cohort, prospective study was conducted. The study involved persons enrolled in a long (3,5 years) cycle of professional retraining in the specialty «Osteopathy» from I to IV courses — 63 people (35 men, 28 women, age from 26 to 52 years, median 36,5 years), and also teachers of osteopathy with at least 5 years of work experience — 20 people (14 men, 6 women, age from 31 to 55 years, median 48 years). An annual survey was conducted based on the questionnaire of S. A. Efremtseva «Diagnostics of the dominant perceptual modality», which consists of 48 questions aimed at identifying the predominant (dominant) channels of perception in three directions: auditory, visual or kinesthetic. The maximum score for each of the three modality channels is 16, the minimum is 0. The survey was anonymous. In the questionnaire, the participants provided only data on their gender, age, study group number, and the date of the study.Results. The general structure of the students′ perception underwent changes during their learning. The specific weight of the kinesthetic channel in the general structure of listeners′ perception grew annually and doubled in the IV year in comparison with the beginning of training. At the same time, the specific weight of other channels of perception decreased steadily. The expression of all channels of listeners′ perception in absolute numbers also increased (p<0,005). The kinesthetic channel showed the most stable positive dynamics. Its expression began to grow already in the second year of the learning (p<0,001), while the expression of the auditory and visual channels had a statistically significant difference only when comparing 3rd and 4th years of the learning (p<0,005). The perception channels among the teachers of osteopathy were characterized by high absolute indices with similar values for individual channels. In half of the subjects, the kinesthetic channel prevailed in the structure of perception, and in the second half the polymodal channel prevailed with a high rate of kinesthetics. The expression of all perception channels of the osteopathic school students during the learning process gradually approached to that of the osteopathy teachers. At the 4th year of the learning, students did not statistically significantly differ from teachers by the absolute values of perception channels indicators.Conclusion. The students of the osteopathic school showed a regular increase in the expression of all perception channels during their learning (p<0,005). The expression of the kinesthetic channel grew most rapidly. The largest increasing across all channels occurred in the 4th year of the learning. During the first three years of the learning, the listeners, in terms of the perception channels expression, gradually approached the teachers who had high indicators by all channels. At the 4th year, the students did not differ statistically significantly from the teachers. Therefore, the primary training in osteopathy should last at least 3,5–4 years for the high perception index formation of perception of an osteopathic physician.
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Gabaldón-Estevan, Daniel. "Heterogeneity versus Homogeneity in Schools: A Study of the Educational Value of Classroom Interaction." Education Sciences 10, no. 11 (November 18, 2020): 335. http://dx.doi.org/10.3390/educsci10110335.
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The degree of homogeneity and heterogeneity among schools affects the comprehensiveness and inclusiveness of the school system and the type and scope of classroom interaction. Since the beginning of the 1980s, interest has gradually increased in the effects of homogeneity and heterogeneity of schools on classroom interactions; this research involves various disciplines and has different goals. The present paper contributes to academic debate on the often ignored consequences of socialisation of pupils with diversity. In particular, we revise the evidence on the effect of socialisation (or lack of it) with diversity resulting from the degree of homogeneity or heterogeneity to which school children are exposed through their interactions in the classroom. We aim, in particular, to shed light on what the assumed value of classroom interactions as an argument in favour or either heterogeneous or homogeneous groups. We review work analysing school homogeneity in relation to age, gender, ethnicity and disability and the effect on classroom interactions. Most studies concur with current achievement motivation theories, which highlight the important role of context and agents of socialisation, such as classroom peers, in the development of pupils’ beliefs and behaviours. Studies that find support for classroom homogeneity tend to focus narrowly on academic performance, whereas findings that support classroom heterogeneity tend to analyse higher order values such as equity and inclusiveness. The findings in the literature suggest, furthermore, that children’s experiences of exclusion and diversity influence their friendship decision-making, suggesting that heterogeneous schools promote a more inclusive society.
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Sabah Saleh Shajrawi, Sabah Saleh Shajrawi. "The reality of professional development Among Hail University faculty members from their point of view: واقع التنمية المهنية لأعضاء هيئة التدريس في جامعة حائل من وجهة نظرهم." مجلة العلوم التربوية و النفسية 5, no. 32 (August 30, 2021): 23–1. http://dx.doi.org/10.26389/ajsrp.c050421.
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The present study aimed at investigate the reality of professional development Among Hail University faculty members from their point of view. In this study, the researcher used the descriptive and analytical method. To achieve the aim of the study, a questionnaire was done by the researcher. It was accredited valid and reliable. It included three areas (teaching, scientific research, community service) and 36 paragraphs. The study was conducted on a random sample of (126) members from the University of Hail in different disciplines. The results of the study indicated that the total score for the reality of professional development got moderate, with mean of (3.56), and the field of teaching values got moderate and the highest arithmetic mean reaching (3.64), followed by the field of scientific research which got moderate with an arithmetic mean (3.53), It is followed by the field of community service, and he got moderate with a mean (3.50). The results of the study also revealed that there are statistically significant differences at the level of significance (α≤0.05). Due to the variable of gender, college, degree, and experience. The study recommended the following: encouraging the exchange of visits and experiences between faculty members, encouraging faculty members to participate in community service programs and to overcome all difficulties and obstacles and holding symposia in teaching, teaching methods and classroom management.
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Pavlovskaya, V. A. "FEATURES OF COGNITIVE STYLES IN THE CHESS GAME." Scientific Notes of V.I. Vernadsky Crimean Federal University. Sociology. Pedagogy. Psychology 6(72), no. 3 (2020): 115–26. http://dx.doi.org/10.37279/2413-1709-2020-6-3-115-126.
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The article discusses various approaches to understanding the essence of cognitive styles, and provides a description of the most common types of cognitive styles. In the modern situation of the existence of various types of information influences on the emotional and volitional sphere of preschool and primary school children, problems of low motivation for any type of activity, poor memory, perception disorders are found. Сhess is a means of constructively solving these problems. From the set of cognitive styles studied in the scientific environment, 10 types were selected, namely, utility / gender independence, narrowness / breadth in the range of equivalence, rigidity/flexibility, narrowness/breadth of the category, tolerance to unrealistic experience, narrowness/breadth of the category, focusing/scanning control, smoothing/sharpening, impulsiveness/reflexivity, cognitive simplicity/complexity, concreteness/abstraction. Definitions of each of the indicated cognitive styles and their hypothetical relationship with the checkmate game are given. Based on the fact that chess is an intellectual activity that includes cognitive processes, some psychological features of the chess game are described and designated, hypothetically associated with a specific type of cognitive style. The author emphasizes that in the organization and effectiveness of learning chess, as well as other types of educational activity, a large role is played by such cognitive style as impulsivity/reflexivity and field-dependence/field-independence, as well as the development of mobility and flexibility of the cognitive style, namely, the ability to switch from one style parameter to another at the necessary moment of the game. Some problems in the study of cognitive styles are identified. Most research focuses on the study of utility and differentiation, which is not a comprehensive study of cognitive styles. The nature of cognitive styles is not fully understood. It is also unclear the specific age characteristic of the formation and manifestation of a particular cognitive style in a particular person. The article reveals the concept of chess success as the ability to focus on a group of breakout pieces, creating three levels of significance of the pieces on the Board and distributing the controlled fields of the Board into two levels: significant and insignificant. Some stylistic features of the checkmate game of such world Champions as Botvinnik, Tal, and Petrosyan are described. It is concluded that chess is a means of versatile development of the child. This is a universal discipline of the game character, aimed at fostering a common culture. Chess affects the development of external and internal speech, combinatorial and logical thinking, will, vital activity, criticality, the ability to self-analysis and self-assessment, self-education. The review suggests that in teaching children, among other things, it is advisable to use the following algorithm: to determine the child’s cognitive styles and the degree of their rootedness (formation) in cognitive processes; to identify fragments (components) of learning chess most associated with the advantages of a particular cognitive style and take this connection into account; to train or develop children’s cognitive mobility, i.e. the ability to switch from one style to another if necessary.
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Kornbrot, Diana Eugenie. "Degree performance as a function of discipline studied, parental occupation and gender." Higher Education 16, no. 5 (1987): 513–34. http://dx.doi.org/10.1007/bf00128419.
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Hoskins, Sherria L., Stephen E. Newstead, and Ian Dennis. "Degree Performance as a Function of Age, Gender, Prior Qualifications and Discipline Studied." Assessment & Evaluation in Higher Education 22, no. 3 (September 1997): 317–28. http://dx.doi.org/10.1080/0260293970220305.
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Maccoby, Eleanor E. "Perspectives on gender development." International Journal of Behavioral Development 24, no. 4 (December 2000): 398–406. http://dx.doi.org/10.1080/016502500750037946.
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Two traditional perspectives on gender development—the socialisation and cognitive perspectives— are reviewed. It is noted that although they deal quite well with individual differences within each sex with regard to degree of sex-typing, they do not offer satisfactory explanations for some of the most robust gender dimorphisms: namely, gender segregation and the divergent patterns of interaction within all-male as compared with all-female dyads or groups. These patterns are briefly summarised, and their similarity to those found in nonhuman primates and other mammals is noted. It is argued that an ethological perspective, and its modern successor the psychobiological perspective, are needed, along with the more traditional perspectives, to provide a comprehensive account of gender development as it occurs in dyads and groups as well as within individual children.
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Dean, Bill B. "Integrated Cropping Systems—A Multi-discipline Degree." HortScience 31, no. 4 (August 1996): 568a—568. http://dx.doi.org/10.21273/hortsci.31.4.568a.
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Washington State Univ. Tri-Cities offers a new agricultural degree program titled Integrated Cropping Systems. It is intended to provide a basic education on the fundamentals of crop production and the environmental context in which crops are grown. Courses are offered at the upper division level to interface with the lower division courses offered at local community colleges. The curriculum is composed of courses in environmental science, ecology and conservation as well as crop growth and development, crop nutrition, plant pathology integrated pest management and others. Students need to meet the same requirements as those at other Washington State Univ. campuses in regards to the general education requirements. The purpose of the Integrated Cropping Systems program is to provide an educational opportunity for agricultural professionals and others in the region who are unable to commute or move to the main campus location. The curriculum provides the background needed for such occupations as grower/producer, crop scouting, sales representative and other entry level agricultural professions. It will supply credits toward certification through the American Registry of Certified Professional Agricultural Consultants (ARCPACS). Integrated Cropping Systems is a unique agricultural curriculum designed to help agriculturists integrate their production practices into the local ecosystem in a way that the environment does not incur damage. It emphasizes the use of environmentally conscience decisionmaking processes and sound resource ethics. The program will graduate individuals who have heightened awareness of the impact agricultural practices have on the ecosystem in which they are conducted.
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Jordan, Jeffrey L., and Bulent Anil. "Race, Gender, School Discipline, and Human Capital Effects." Journal of Agricultural and Applied Economics 41, no. 2 (August 2009): 419–29. http://dx.doi.org/10.1017/s1074070800002893.
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Noncognitive factors such as discipline (and its mirror, punishment in the form of discipline referrals) can affect school and labor market outcomes, human capital development, and thus the economic well–being of communities. It is well–known throughout the United States, but particularly in rural areas of the south that black males drop out of school more frequently than white males, face higher levels of unemployment, and are incarcerated at a disproportionate rate compared with their white cohorts. Also students in low–income homes were three times more likely to drop out than those from average–income homes and nine times more likely than students from high–income homes. This paper tests the hypothesis that the odds of a student being referred for disciplinary action in the middle school setting (8th grade) increases if the student is male, black, in special education classes, or is poor. We conclude that is indeed the case, with the exception of students assigned to special education classes. In particular, we find that low income students are up to eight times more likely to be sent for disciplinary referrals than others. We next tested the hypothesis that the gender and race of the teachers who refer students for disciplinary action have a significant impact on the first hypothesis. Here the evidence that there is a “color to discipline“ in this school district is weak.
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SOROKINA, Elena Vladimirovna. "PECULIARITIES OF VARIABLE PROGRAMME ON THE “CREATIVE ABILITIES DEVELOPMENT” DISCIPLINE FOR MASTER’S DEGREE STUDENTS." Tambov University Review. Series: Humanities, no. 174 (2018): 42–47. http://dx.doi.org/10.20310/1810-0201-2018-23-174-42-47.
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We prove the relevance and educational purposefulness of the “Creative Abilities Development” discipline for master’s degree students. We emphasize that there is constant social need in active and ambitious members of society, who are able to see new problematic areas, find new answers for non-standard questions, in other words, the society needs creative individuals. We consider the object, the tasks of the discipline and the demands of the study. The discipline gives a possibility to deepen the knowledge and form the competencies, which are defined by the content of basic disciplines; it also allows master’s degree students to gain skills for future successful pro-fessional and educational activities. We emphasize the special significance of individual work of master’s degree students during their studying. We suggest the following types of individual work: comprehension and assimilation of the lecture contents with a support on the educational and methodical literature recommended by the lecturer, use of information educational resources, preparation for practical classes, preparation of reports on the discipline, abstracts, essays, creation of the creative project, work with primary sources, visiting libraries, museums, exhibitions, concerts for the purpose of collecting and accumulation of information and broadening of horizons. We also emphasize the role of a lecturer in the organization of students’ cognitive activity. We prove that active development of cognitive activity of master’s degree students depends on the organization of non-traditional forms and methods of study: business and role play, training, discussions, implementation of information technologies, using pedagogical methods, which are adequate to the situation. Planning the content of “Creative Abilities Development” classes is possible due to integrative approach to the study, polyartistic development of master’s degree students.
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Leonard, Carrie, and Victoria Violo. "Gender Equality in Gambling Student Funding: A Brief Report." Critical Gambling Studies 2, no. 1 (May 19, 2021): 68–75. http://dx.doi.org/10.29173/cgs59.
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Acknowledgement of gender disparity in academia has been made in recent years, as have efforts to reduce this inequality. These efforts will be undermined if insufficient numbers of women qualify and are competitive for academic careers. The gender ratio at each graduate degree level has been examined in some studies, with findings suggesting that women’s representation has increased, and in some recent cases, achieved equality. These findings are promising as they could indicate that more women will soon qualify for early-career academic positions. Most of these studies, however, examine a specific—or narrow subset—of academic disciplines. Therefore, it remains unclear if these findings generalize across disciplines. Gambling researchers, and the graduate students they supervise, are a uniquely heterogeneous group representing multiple academic disciplines including health sciences, math, law, psychology, and sociology, among many more. Thus, gambling student researchers are a group who can be examined for gender equality at postgraduate levels, while reducing the impact of discipline specificity evident in previous investigations. The current study examined graduate-level scholarships from one Canadian funding agency (Alberta Gambling Research Institute), awarded from 2009 through 2019, for gender parity independent of academic discipline.
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Borrego, Maura, David B. Knight, and Nathan Hyungsok Choe. "Research group experiences and intent to complete." Studies in Graduate and Postdoctoral Education 8, no. 2 (November 13, 2017): 109–27. http://dx.doi.org/10.1108/sgpe-d-17-00009.
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Purpose The purpose of this study is to better understand the nature of graduate training experiences in research groups and to identify factors that may lead to increased student retention and success. Design/methodology/approach Surveys administered at four US universities resulted in quantitative responses from 130 Master’s and 702 doctoral engineering students participating in graduate research groups. Missing data were imputed, and responses were weighted by gender, discipline, degree program and nationality. Exploratory factor analysis identified four factors describing research group experiences. Regression models were built for two outcomes: satisfaction with research group experience and intention to complete degree. Control variables included gender, discipline, degree program, nationality, year in program and institution. Findings Fifty-five per cent of the variance in satisfaction was described by a model including agency, support, international diversity and group climate. Sixty-five per cent of variance in intent to complete was described by a model comprising international diversity, agency and support. Several control variables were significant. Originality/value Agency and support in particular were the most influential predictors of both satisfaction and intention, suggesting that future efforts should emphasize stable funding, clear expectations, access to mentors and agency-building experiences to help students take an active role in their own success.
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Phull, Kiran, Gokhan Ciflikli, and Gustav Meibauer. "Gender and bias in the International Relations curriculum: Insights from reading lists." European Journal of International Relations 25, no. 2 (August 20, 2018): 383–407. http://dx.doi.org/10.1177/1354066118791690.
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Following growing academic interest and activism targeting gender bias in university curricula, we present the first analysis of female exclusion in a complete International Relations curriculum, across degree levels and disciplinary subfields. Previous empirical research on gender bias in the teaching materials of International Relations has been limited in scope, that is, restricted to PhD curricula, non-random sampling, small sample sizes or predominately US-focused. By contrast, this study uses an original data set of 43 recent syllabi comprising the entire International Relations curriculum at the London School of Economics to investigate the gender gap in the discipline’s teaching materials. We find evidence of bias that reproduces patterns of female exclusion: 79.2% of texts on reading lists are authored exclusively by men, reflecting the representation of women neither in the professional discipline nor in the published discipline. We find that level of study, subfield and the gender and seniority of the course convener matter. First, female author inclusion improves as the level of study progresses from undergraduate to PhD. This suggests the rigid persistence of a ‘traditional International Relations canon’ at the earliest disciplinary stage. Second, the International Organisations/Law subfield is more gender-inclusive than Security or Regional Studies, while contributions from Gender/Feminist Studies are dominated by female authorship. These patterns are suggestive of gender stereotyping within subfields. Third, female-authored readings are assigned less frequently by male and/or more senior course conveners. Tackling gender bias in the taught discipline must therefore involve a careful consideration of the linkages between knowledge production and dissemination, institutional hiring and promotion, and pedagogical practices.
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Peña, Marta, Noelia Olmedo-Torre, Elisabet Mas de les Valls, and Amaia Lusa. "Introducing and Evaluating the Effective Inclusion of Gender Dimension in STEM Higher Education." Sustainability 13, no. 9 (April 29, 2021): 4994. http://dx.doi.org/10.3390/su13094994.
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The need to incorporate the gender dimension in higher education is a central element of gender equality policies within the European Union (EU). When most institutions of higher education have already strengthened and consolidated their curricula, the next challenge is to include and ensure that all people have the same opportunities to progress in education. This study intends to incorporate the gender dimension in teaching through a guide providing recommendations for the introduction of changes that will allow its effective incorporation in STEM (Science, Technology, Engineering and Mathematics) areas. It will take into account the administration in charge of formulating policies in the field of education, the students, and, mainly, the teaching staff. Its objective is to cover aspects related to the principles of equal opportunities and gender equality in STEM higher education disciplines. For this purpose, 41 volunteer teachers from 8 degrees and master’s degrees from the Universitat Politècnica de Catalunya in Spain participated. To achieve the results of this study, aspects related to social and gender relevance of the subjects, inclusive methodology, classroom management and assessment were considered. As a preliminary step to the development of the guide of recommendations, a teacher’s self-assessment tool and a questionnaire for students to analyze the perception of the gender dimension were developed.
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Maltsev, D. V., E. M. Genson, and D. S. Repetskiy. "Electronic Study Guides for Applied Bachelor’s Degree Programs." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 4 (April 21, 2019): 134–41. http://dx.doi.org/10.31992/0869-3617-2019-28-4-134-141.
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The development of electronic study guides (ESG) for Bachelor’s disciplines enables to reduce procurement costs for print library collections. Posting of ESGs on the University Internet resources will provide their accessibility and usability, so the subject is topical. The article analyzes the experience of developing electronic study guides for the disciplines of basic professional bachelor’s degree programs in various universities and reviews the literature on this subject. The main features that distinguish ESG from paper teaching materials are the following: multimedia presentation of information, interactivity, dynamic content. In addition, remote interaction between a teacher and students in forums or video conferences is possible, depending on the format of the ESG. Furthermore, ESG allows one to remotely monitor the completeness and timeliness of the study of certain topics of the discipline, unlike other types of educational and methodological support. The implementation of the ESG makes it possible to maintain control in two forms: internal and external. There are also such criteria for assessing the quality of ESG as: proportion in ensuring the total volume of discipline, proportion in ensuring the self-directed student work, quality of design, the effectiveness of multimedia, adaptability, level of remote access. The result of the analysis was the development of requirements for the ESG design for the discipline «Structure and calculation of engines». This discipline includes the basics of structure and calculation elements and systems of internal combustion engines and the processes occurring in them. In Perm National Research Polytechnic University, according to the curriculum, the discipline is studied for 2 semesters; the labor intensity is 7 credits. Classroom lessons consist of lectures, laboratory and practical classes, additionally, coursework was provided. The difficulty of organizing and maintaining a laboratory in working condition is due to high labor and material costs for fuels and lubricants, electricity, forced-air ventilation, maintenance and repair of internal combustion engines, etc. In this regard, it is relevant to use simulation methods and create virtual laboratory benches to determine the characteristics of the internal combustion engine. These benches may be considered as an alternative to field experiments and stands. As a result of the generalization experience, it was possible to draw up general requirements to the structure and content of the ESG and to provide recommendations on the development of ESGs taking into account the specifics of applied bachelor’s programs.
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Al-Hamad, Areej. "Toward health equities, social justice, and emancipatory calls for knowledge development in nursing." Journal of Nursing Education and Practice 10, no. 8 (May 17, 2020): 66. http://dx.doi.org/10.5430/jnep.v10n8p66.
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Knowledge development within the nursing discipline requires an exploration of ethical, philosophical, and spiritual contexts to make nursing a unique discipline within a health-care system. Intersectionality theory as a philosophical paradigm has a potential contribution to the nursing discipline and public health. Moreover, intersectionality is inevitably intertwined with various dimensions of knowledge development in nursing where gender and culture are therefore seen as large categories of knowledge construction. Adopting an intersectional approach that encompasses health equity, social justice, and emancipatory perspectives helps the nurse to gain a better understanding of the life contexts and experiences of the members of a marginalized group, which ultimately helps to enhance their health and quality of life. Therefore, it appears axiomatic that an intersectional approach could yield fruitful insights into public health and knowledge development in nursing.
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Deonandan, Kalowatie, and Colleen Bell. "Discipline and Punish: Gendered Dimensions of Violence in Extractive Development." Canadian Journal of Women and the Law 31, no. 1 (April 3, 2019): 24–57. http://dx.doi.org/10.3138/cjwl.31.1.03.
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Fawcett, Jacqueline. "Thoughts About Teaching: A Nursing Discipline–Specific Perspective of Lifespan Growth and Development." Nursing Science Quarterly 35, no. 4 (September 28, 2022): 494–97. http://dx.doi.org/10.1177/08943184221115110.
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This essay addresses a nursing discipline- specific approach to teaching a course about lifespan growth and development. This course may be a requirement for the baccalaureate degree in nursing, offered as a pre-requisite to the nursing major or relevant content may be integrated into clinical courses. Noteworthy is that the content for the course frequently is drawn from the field of developmental psychology. In this essay, I offer a nursing-discipline specific approach guided by Meleis’ transitions framework and the Roper-Logan-Tierney model of nursing based on activities of daily living.
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Reigal, Rafael E., Rocío Enríquez-Molina, Sara Herrera-Robles, Rocío Juárez-Ruiz de Mier, José Luis Pastrana Brincones, Antonio Hernández-Mendo, and Verónica Morales-Sánchez. "Attentional Span Is Determined by Sport Discipline." Sustainability 14, no. 5 (February 22, 2022): 2524. http://dx.doi.org/10.3390/su14052524.
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Many studies have highlighted the impact of sport on cognitive functioning. However, more evidence is needed to explain which type of sport is more relevant. The main purpose of this study was to determine the level of attention span based on the type of sport practiced (open vs. closed). In addition, this problem was also analyzed based on gender and training hours. The study sample consisted of 547 participants (27.20% male; 72.80% female), aged between 19 and 35 years old (M = 24.19; SD = 3.74). The “Modrian Images” computerized test, hosted in MenPas Cell software(MenPas 1.0), was used to assess the attention span. The results showed that athletes playing open sports have a better attentional span than others playing closed sports. Moreover, this was also replicated when assessing by gender. Likewise, a greater number of hours in a week participating in sports is related to a better level of attentional span, being less determinant than the type of sport practiced. Data obtained suggest that playing open sports would be more related to the greater development of attention span than playing more closed sports.
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Pesic, Jelena. "Gender perspective in migration studies." Sociologija 55, no. 2 (2013): 317–32. http://dx.doi.org/10.2298/soc1302317p.
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Research field of migration has been developing for a long time parallel to and outside mainstream institutional academic sociology and its theoretical foundation. In the last two decades, within the field of migration studies, one specific aspect of the phenomena came to the research focus: gender, as significant factor that influences on motivation for migration, shaping, at the same time, its characteristics and specific experiences. With decisive breakthrough of qualitative methods in social sciences and humanities, as well as with gradual development of postmodern philosophy and feminist theory, gender migration studies have been established as research sub-discipline, with its own theoretical and categorical scientific apparatus (as well as institutional-academic grounding), managing more or less successfully to explain and understand multidimensional character of migration processes. This text represents an attempt to make relatively concise overview of disciplines? historical, theoretical and research field development, as a first step in its broader affirmation within Serbian institutional sociology.
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Hosokawa, Rikuya, and Toshiki Katsura. "Role of Parenting Style in Children’s Behavioral Problems through the Transition from Preschool to Elementary School According to Gender in Japan." International Journal of Environmental Research and Public Health 16, no. 1 (December 21, 2018): 21. http://dx.doi.org/10.3390/ijerph16010021.
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While ineffective discipline can be attributed to authoritarian and permissive parenting styles, little research has examined the role of gender in the association between parenting style and early childhood behavioral problems. Thus, this study aimed to clarify the effects of authoritarian and permissive parenting on children’s externalizing and internalizing behaviors during the preschool-to-elementary-school transition according to gender in Japan. A sample of 1668 Japanese children (853 boys and 815 girls) were followed longitudinally over one-year intervals, and assessed based on parenting styles (the Parenting Scale), children’s behavioral problems (the Strengths and Difficulties Questionnaire), and family characteristics. Multivariate analyses revealed that, when analyzed by gender, authoritarian discipline influenced externalizing problems in boys (β = 0.048, p = 0.047) and girls (β = 0.067, p = 0.023), while permissive discipline influenced externalizing problems in boys only (β = 0.049, p = 0.038). The results document the relationship between family processes and the development of disruptive behavior disorders in children. Support for parents employing such child-rearing styles in early childhood may be effective in reducing school maladjustment.
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Wiliński, Wojciech. "Parallelism of Olympic and Paralympic Sports in the light of gender stereotypes." Advances in Rehabilitation 25, no. 4 (December 1, 2011): 11–17. http://dx.doi.org/10.2478/rehab-2013-0015.
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Abstract Introduction: Gender stereotypes are socially-accepted beliefs pertaining to traits characteristic for women and men as well as activities which are universally considered appropriate for them. Sport is one of the areas subject to very strong gender stereotyping, which places itself primarily among masculine values. Referring to the social tendency for using gender stereotypes, the study is aimed at determining the level of parallelism of the Olympic and Paralympic movement, which while striving for integration (close relations), at the same time is weakened by prejudice associated with disability. Material and methods: The group of subjects consisted of students of Wroclaw University of Physical Education (N=174). They assessed Olympic sports disciplines and their Paralympic equivalents on two independent-five-degree scales: femininity and masculinity. The achieved results have been statistically analyzed by means of repeated measures ANOVA test in the following arrangement: 2 (sex of subjects: women vs. men) x 2 (sports discipline: Olympic vs. Paralympic) x 2 (gender stereotypes: femininity of sports discipline vs. masculinity of sports discipline) x 21( sports disciplines). Results: The obtained results show that Olympic and Paralympic disciplines treated collectively in the students’ opinion are more masculine than feminine, which confirms the thesis on predominance of the stereotype of masculinity in sport. However, Olympic sports disciplines analyzed individually, occurred to be both more masculine and feminine than their Paralympic counterparts. Conclusions: In the light of gender stereotypes, paralympic sport appears to be slightly disavowed, which indicates a threat to its parallelism with the Olympic movement. It seems that prejudice connected with sports practiced by persons with disabilities as well as not a very good current situation of Polish Paralympic athletes may account for this alarming result
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Perevoshikova, E. N. "RATING PLAN AS A MECHANISM OF EVALUATING THE DEGREE FORMATION OF COMPETENCES." Vestnik of Minin University 6, no. 2 (July 14, 2018): 9. http://dx.doi.org/10.26795/2307-1281-2018-6-2-9.
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Introduction:the article is devoted to the identification of the specifics of the construction of a rating plan for the academic discipline. It is shown that the rating system, implemented in the university, is not a stable developing system. One of the reasons is the discrepancy between the three documents: the program on discipline, the rating-plan and the fund of evaluation tools for the academic discipline. The article reveals the author's approach to the development of a rating-plan, evaluation criteria and a fund of valuation means as component parts of methodical support for students in the study of the academic discipline.Materials and methods:in the article the key components of the rating system of evaluation are identified, the place of the rating-plan in the rating system of evaluation is determined, its role in establishing the connection between the program on discipline and the fund of valuation means is determined.The results of the research: the article establishes the specificity of the rating-plan construction, describes the evaluation tools and the form of their presentation in the rating plan and the fund of valuation means , and shows how to determine the rating scale. Examples are given of the construction of the rating- plan, criteria and scales of assessment, the decomposition of competences in the passport of the fund of valuation means. Recommendations are formulated on the development of the passport of the fund of valuation means, which ensure the coordination of the discipline program, of a rating- plan and the fund of valuation means.Discussion and conclusion: the article discusses the existing difficulties in the construction of a rating-plan and a fund of valuation means , analyzes typical errors in the selection of valuation tools, in the description of criteria and scales of assessment. The conclusion formulated in the article is that the rating-plan should be built as a mechanism for assessing the degree of competences formation, which clearly indicated the evaluation criteria and relevant indicators, scale of assessment. This mechanism should be disclosed in the fund of valuation means.
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Jones, Ben. "‘A More Receptive Crowd than Before’: Explaining the World Bank’s Gender Turn in the 2000s." Progress in Development Studies 18, no. 3 (May 10, 2018): 172–88. http://dx.doi.org/10.1177/1464993418766584.
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In the mid-2000s, the gender work of the World Bank took a different turn with a new Gender Action Plan. Up until then, gender equality had been on the margins of the World Bank, concentrated around a small number of advocates. This particular articulation of gender took as its tagline ‘gender equality as smart economics’. The Plan attracted three times the original budget of US$24.5 million, and moved gender analysis into new fields of work: labour, work, land and agriculture rather than the more usual areas of health and education. It emerged at a time when gender work was becoming more legitimate in the field of development economics; where World Bank economists were ‘a more receptive crowd than before’. The mid-2000s was also a time when the World Bank was becoming more conscious of its use of media technologies. The article draws on these two elements—economics and the use of media—to suggest the broader environment against which gender agendas take on meaning. Structural shifts in the field of development economics—the dominant discipline at the World Bank—made work on gender more legitimate and credible, and made World Bank staff ‘a more receptive crowd than before’, while the increasing use of media technologies meant the World Bank was conscious of how its work looked to outside audiences. These elements, only loosely related to what we might think of ‘gender’ as a normative agenda, nonetheless, changed what gender meant to many people working within the World Bank.
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Kusa, O. "Formation of structure and content of the discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical care”, educational degree of junior specialist at higher medical educational institutions." Bukovinian Medical Herald 25, no. 1(97) (May 26, 2021): 108–14. http://dx.doi.org/10.24061/2413-0737.xxv.1.97.2021.16.
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The objective of the article - to acquaint teachers of medical educational institutions, including higher, at which professional medical colleges are created with a course of academic discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical Care”, the educational degree of a junior specialist.Material and methods. This article describes the academic discipline “Obstetrics” which is an important subject for the professional development of future physicians.Results. The content of the discipline “Obstetrics” to prepare students majoring in “Nursing”, area of specialization “Medical Care”, the educational degree of a junior specialist, includes the program which describes the content of educational material, requirements for the organization of its mastering and educational and methodical complex are formulated.Conclusion. Developed program and teaching methods contribute to the formation of professional competence for future specialists. Learned in the process of studying the discipline of knowledge and skills determine the readiness of the paramedic for professional activities, allow to apply their set effectively and competently apply medical interventions in various obstetric conditions.
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Rocha Lopes, Daniela, Kees van Putten, and Peter Paul Moormann. "The Impact of Parental Styles on the Development of Psychological Complaints." Europe’s Journal of Psychology 11, no. 1 (February 27, 2015): 155–68. http://dx.doi.org/10.5964/ejop.v11i1.836.
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The main aim of the present study was to test Rogers’ theory, stating that parental styles characterized by unconditional positive regard (UPR) promote healthier adults than parental styles characterized by conditional regard (CR). For both caregivers CR was found to be associated with significantly higher scores on psychological complaints than UPR (on nearly all SCL-90 scales and the SCL-total score), even when controlling for gender. Although lack of emotional warmth by the father and harsh discipline by the mother were significant predictors of SCL-90-Total (indicating state neuroticism) it should be noted that both variables only explained a small amount of the total variance. Empirical evidence was found for Rogers’ theory. Others factors than merely emotional warmth and discipline play a role in the etiology of state neuroticism. For future research it is therefore recommended to include other factors, such as daily worries, temperament, and alexithymia
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Malik, Subha, Madiha Nadeem, and Farhat Nadeem. "Gender Differences In University Students’ Attitude Towards Gender Roles." Pakistan Journal of Gender Studies 17, no. 1 (September 8, 2018): 279–98. http://dx.doi.org/10.46568/pjgs.v17i1.20.
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Gender role attitudes indicate the dynamics of gender relations in any society. As gender equality is now considered an important indicator of development for any country. Therefore, it is imperative to comprehend the societal especially youth acuity towards gender roles in a culture. This paper examined the university students’ attitude towards gender roles by employing Gender Roles Attitude Scale (Zeyneloglu & Terzioglu, 2011). The objective was to understand whether the attitude of youth towards gender role was egalitarian or traditional. For this purpose, a survey was conducted by taking a sample of 513 respondents conveniently from various universities of Lahore, both descriptive and inferential statistics data were used for data analyses. The results revealed significant gender differences in respondents’ perception, as male students’ approach towards gender roles was found more egalitarian than females. Furthermore, residential cities and socioeconomic background of respondents’ parents was found important in shaping their approach towards gender roles. Findings suggested that parents’ role in the socialization of children may be deemed first critical step towards nurturing gender sensitized society along with the incorporation of gender aspects in academic curriculum across the discipline at the different educational level in Pakistan. Moreover, government and social activists may advocate gender sensitivity by using various programs and policies.
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Bela Kutibashvili, Bela Kutibashvili, and Tariel Kikvadze Tariel Kikvadze. "Gender Equality and Sustainable Development." Economics 104, no. 10-12 (December 12, 2021): 28–40. http://dx.doi.org/10.36962/ecs104/10-12/2021-28.
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The article discusses gender equality as an integral part of democratic values. It is a democratic state that should be based not only on political and social, but also on the idea of gender equality, which means ensuring equal rights and responsibilities, responsibilities and equal participation in socio-political life. The 5th goal of the United Nations-Sustainable Development is to ensure gender equality in society. Therefore, the Government of Georgia is actively working to ensure economic empowerment of women and equal economic opportunities in the country by 2030 and to protect the gender balance in the decision-making process. According to global studies, female potential is the least used economic resource in the world, and a pandemic exacerbates this problem. According to world studies, globally, the rate of job losses in women due to pandemics is about 1.8 times higher than the same rate in men. The article extensively covers additional risk factors for gender equality, such as poverty, as women often do not have access to adequate nutrition, fresh air, water, doctor visits, and housing. For example, the production of textiles is one of the most important polluting industries in the world. 90% of the employees in this field are women. Similarly, in Georgia, the majority of employees in garment factories are women. Our observations show that women earn an average of 400-500 GEL per month, in return for having to work hard, working overtime, which also increases their health risks. Similar problems exist in other industry conditions. For example, the city of Rustavi, where the degree of air pollution is 3-4 times higher than the allowable norms. That is why most women complain of weak immunity, various allergic and oncological diseases. It should also be noted that in Georgia, the integration of gender issues in the development of legislative policies, laws, strategies and programs does not happen often and, unfortunately, the state puts the interest of business profit ahead of the needs of society. The UN Office in Georgia has set up an Extended Gender Thematic Group (GTG) to achieve the goals and objectives set out in the 2021-2025 Partnership Agreement, which brings together all gender contacts and works to promote gender equality and women's empowerment in the country. Keywords: Gender equality, sustainable development, cooperation agreement, women's empowerment, women's rights.
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Dolors Garcia‐Ramon *, Maria, and Herminia Pujol. "Gender representation in academic geography in Catalonia (Spain): towards a masculinization of the discipline?" Journal of Geography in Higher Education 28, no. 1 (March 2004): 111–19. http://dx.doi.org/10.1080/0309826042000198684.
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de Haan, Amaranta D., Peter Prinzie, and Maja Deković. "Change and reciprocity in adolescent aggressive and rule-breaking behaviors and parental support and dysfunctional discipline." Development and Psychopathology 24, no. 1 (January 31, 2012): 301–15. http://dx.doi.org/10.1017/s0954579411000848.
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AbstractThis study examined how the development of aggressive/rule-breaking behaviors (9–17 years) is related to the development of overreactive and warm parenting, and explored gender differences in development and interrelations. Externalizing was assessed using combined mother/father reports of the Child Behavior Checklist (N = 516). Overreactivity was assessed using self-reports of the Parenting Scale; warmth was measured using self-reports of the Parenting Practices Questionnaire. All constructs were assessed three times across 6 years. The interrelated development of externalizing and parenting was examined by cohort-sequential multigroup latent growth models. Timing of effects was investigated using multigroup cross-lagged models. The results from latent growth models suggest that boys and girls change similarly in the extent to which they show externalizing behaviors, and indicate that mothers and fathers show somewhat different parenting toward boys than girls. No gender differences were found for interrelations between externalizing and parenting. Initial levels of aggression were related to changes in overreactivity and warmth, and vice versa. Changes in externalizing were related to changes in parenting. Cross-lagged models showed that relations between overreactivity and aggression/rule breaking were reciprocal. Together, results from this study show that adolescent externalizing and parenting affect each other in important ways, regardless of the gender of the child or the parent.
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Foster, Emma A. "International sustainable development policy: (re)producing sexual norms through eco-discipline." Gender, Place & Culture 21, no. 8 (July 4, 2013): 1029–44. http://dx.doi.org/10.1080/0966369x.2013.810593.
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Zheng, Steven. "The Development of Womens Status in the Olympic Games." Communications in Humanities Research 1, no. 1 (December 21, 2021): 69–76. http://dx.doi.org/10.54254/chr.iceipi.2021219.
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The These days, with the progress of womens status, female athletes have played a more positive role in modern women sports, especially in women's participation in the Olympic Games. It is generally argued that the degree of womens participation in Olympics Games denotes a sign of gender equality progress. Women do not only take their participation number and events in the Olympic Games as a measure of the gender progress in the field of sports but also tend to have a louder voice in decision-making. This article examines how the rising of womens status gradually result in broader participation in Olympic Games by measuring the number of events and the distribution of medals among different countries for male and female competitions and the higher degree of womens participation in IOC (International Olympic Committee). In fact, with the awakening awareness of gender equality, this research method can also employ in a wide range of fields in the future.
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He, Shuqing, and Siyi Xu. "STUDY ON THE INFLUENCE OF INTRODUCTION COURSE ON FRESHMEN'S COLLEGE LIFE ADAPTATION AND EMOTIONAL REGULATION." International Journal of Neuropsychopharmacology 25, Supplement_1 (July 1, 2022): A56—A57. http://dx.doi.org/10.1093/ijnp/pyac032.078.
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Abstract Background Freshman adaptation has always been one of the important topics in academic research. The purpose of this study is to explore the impact of introductory courses on Freshmen's college adaptation and the related aspects of emotion regulation. Subjects and Methods 404 freshmen in a university in Zhejiang Province were investigated by using the psychological survey based on Student Adaptability Scale (sacq) and the survey method of introduction course quality. The anxiety scale designed by Kim was used as the measurement scale, and the scale was evaluated by Likert scoring method. Pearson correlation, standard deviation and statistical significance are combined to illustrate the correlation. T-test of independent samples was used to verify the difference between high anxiety group and low anxiety group. 397 copies have been returned, of which 384 are valid. SPSS 22.0 and Amos 21.0 were used for statistical analysis. In addition, according to the statistical value of anxiety, Adelmann (1989) regarded the emotional function as a whole according to Hochschild's definition of emotional function, and compiled a one-dimensional emotional labor scale composed of five items, with low internal consistency coefficient. The scale compiled by brotheridge and Lee (1998) is divided into two dimensions: surface play and deep play, which is composed of six items. Surface acting projects, in your daily work, you inhibit the frequency of expressing real emotions every day. Deep acting projects, how often you try to experience the emotions you have to express. The emotional labor scale compiled by brotheridge (2002) consists of 40 items. Through confirmatory factor analysis, the items with low factor load were deleted, and the scale used in the formal test was composed of 15 items. The scale includes six dimensions; The frequency, intensity, diversity, continuity of communication, surface play and deep play of emotional performance. Results “The quality of introduction course” and “research and academic atmosphere” jointly explained the difference of “overall university adaptation” of 61% of freshmen, among which the quality of introduction course had the greatest impact. The most powerful predictor of Freshmen's academic adaptation is the quality of introductory courses (β =0.48). Academic research atmosphere has the greatest impact on interpersonal adaptation (β =0.36). The biggest impact on psychological adjustment is the teaching quality of introductory courses (β =0.26), followed by academic research atmosphere (β =0.19). Academic research atmosphere has the greatest impact on life adaptation (β =0.21). (β =0.19). The most influential factor on life adaptation is the academic research atmosphere (β=0.21). Generally speaking, freshmen have a higher degree of adaptation to interpersonal relationships and campus life, a lower degree of adaptation to psychological adjustment, and the lowest degree of adaptation to university learning. In addition, the study also found that the adaptation problems of college students are mainly anxiety, and anxiety is negatively correlated with achievement. Similarly, there is a significant negative correlation between anxiety and self-efficacy. State anxiety, trait anxiety and learning anxiety are all positively correlated. The “anxiety” component of personality characteristics plays a great role in the generation of anxiety. The correlation coefficient between LCAS and trait anxiety was 0.408, while the correlation coefficient between LCAS and state anxiety was 0.395. Both reached a significant level (P < 0.01). There was a positive correlation between self-efficacy and achievement. Research shows that anxiety, gender and self-efficacy can be used as comprehensive variables to measure academic achievement. Conclusion The following conclusions are drawn: (1) universities should pay attention to improving the quality of introduction course and creating a good academic research environment, because it directly affects the freshmen's University adaptability. Freshmen's college adaptation is not just the responsibility of counselors and logistics personnel. Although these tasks are also important, their impact on Freshmen's university adaptation is far less than that of direct academic services. (2) In order to better adapt to university study and adjust their mentality, universities should pay attention to improving the quality of introductory courses. At the same time, in order to promote freshmen to better adapt to interpersonal relationships and life, universities should pay attention to creating a good academic research atmosphere. (3) We should pay attention to the college adaptation and psychological adaptation of freshmen, the learning adaptation of Engineering Freshmen, and the interpersonal adaptation of Engineering Freshmen and boys. In short, we should give full play to the important influence of Discipline Distribution on students' adaptability, actively pay attention to the changes of their psychology, emotion and behavior, and their impact on positive and active behavior, and strive to become the builder, manager, coordinator and collaborator of the environment. According to the psychological characteristics of this part of the group, flexibly organize rich activities, strive to build a relaxed and harmonious living atmosphere, create a friendly and mutual aid relationship, encourage and guide this part of the group, adjust their psychology to the best state, and promote their good cognition and healthy development of life.