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Journal articles on the topic 'Senior secondary colleges'
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1
Sekhri, Sheetal. "Prestige Matters: Wage Premium and Value Addition in Elite Colleges." American Economic Journal: Applied Economics 12, no. 3 (July 1, 2020): 207–25. http://dx.doi.org/10.1257/app.20140105.
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This paper provides evidence that graduates of elite public institutions in India have an earnings advantage in the labor market even though attending these colleges has no discernible effect on academic outcomes. Admission to the elite public colleges is based on the scores obtained in the Senior Secondary School Examinations. I exploit this feature in a regression discontinuity design. Using administrative data on admission and college test scores and an in-depth survey, I find that the salaries of elite public college graduates are higher at the admission cutoff although the exit test scores are no different. (JEL I23, I26, J24, J31, O15)
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Elsworth, Gerald R. "School Size and Diversity in the Senior Secondary Curriculum: A Generalisable Relationship?" Australian Journal of Education 42, no. 2 (August 1998): 183–203. http://dx.doi.org/10.1177/000494419804200205.
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UNDERPINNING the debate on the desirable size of secondary schools is the assumption that larger schools are able to offer a more diverse curriculum and thereby provide greater equality of educational opportunity and outcomes. A detailed study of curriculum provision at Year 12 in Victoria showed that the positive relationship between school size and the number of distinct subjects offered was generalisable across ‘mainstream’ schools and all curriculum fields. But many small schools were able to offer a broad range of subjects, and the increase in diversity with school size was uneven across fields. Furthermore, evidence that students actually enrolled in the additional subjects offered in the larger schools was equivocal. It remains problematic whether the apparent diversity in Year 12 subject offerings achieved in the new, larger, secondary colleges in Victoria has led to a more equitable curriculum.
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Sharma, Pragalbh. "An Analysis of the Effect of Academic Stress on Achievement Motivation among Senior-Secondary Students of Mathura District." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 11, 2021): 498–502. http://dx.doi.org/10.17762/turcomat.v12i5.1042.
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The objective of this study is to identify and examine the impact of stress on the achievement motivation of the senior secondary students. The Achievement motivation is a phenomenon of consistently attempting for success and to select target oriented success or failure activities. In the present era, a very high motivation for achievement has become very vital need for the students especially in terms of seeking admission into esteemed or reputed colleges in higher education or to become highly successful in life. The word ‘Stress’ is generally used to describe the feeling of not being able to manage with the things or fatigue or an unwanted pressure. The term stress in this study implies the strain, the inability or the hardship among the senior secondary students. Several studies in this field have revealed that the students are very often exposed to stress and strains which can in-turn have very severe negative impacts on their work, health, life and overall well-being. In order to complete the present study, the researcher has selected a total of 120 senior-secondary students (60 Boys & 60 Girls) randomly from three different schools located in Mathura district. The SPSS package (v-16.0) for undertaking “One way analysis of Variance”, post hoc test and t-test have been utilized to analyse the data. The findings of the present study signify that a moderate level of stress group has a better achievement motivation as compared to the high level and low levels of stress groups. While it is also observed that there exists no relevant difference between the genders (Boys & Girls) and it is also revealed that the girl students have comparatively better achievement motivation than the boy students at senior-secondary level.
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Glen, Jonathan. "Case Study of the Dundee Academy of Sport Secondary, Further and Higher Education Work (2013-17)." Journal of Perspectives in Applied Academic Practice 6, no. 2 (September 5, 2018): 91–98. http://dx.doi.org/10.14297/jpaap.v6i2.338.
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Widening access to Higher Education has been a priority globally in recent years. This has helped shape projects that work with educational establishments in more deprived communities to remove barriers to continued education. One such barrier is often the difficulty that students face in transitioning between educational environments. In Scotland, the Government have made widening access a key initiative and have supported projects that work towards this aim. The Dundee Academy of Sport (DAoS) project was established as a venture between Abertay University and Dundee and Angus College. The project works with schools from an SIMD20 (deprived) background and attempts to remove barriers to Further Education (FE) and Higher Education (HE). The project works throughout the educational continuum and supports students at each stage of transition. This study focused specifically on the work within secondary schools, FE, HE, as well as the role of DAoS in supporting transition across sectors. Six practitioners from three partner schools, two partner colleges and one lecturer at the university were interviewed to give their evaluation on how DAoS worked with their institution. At secondary level, work with senior pupils was highlighted as being useful in preparing students for FE and HE. Changes in attitude and mind-set for the pupils were noted among those who previously may not have considered continued education. Financial support and skills of DAoS staff were identified as being beneficial to schools. This suggests that a contextualised approach in schools can be useful for engaging pupils. This also suggests that by offering access to FE and HE establishments can make pupils consider these as viable options moving forward. Areas for improvement identified included further embedding of the project into FE and HE courses, further integration of staff, as well as the project being focussed more towards the senior phases of secondary schools.
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Shimoni, Rena, Gail Barrington, Russ Wilde, and Scott Henwood. "Addressing the needs of diverse distributed students." International Review of Research in Open and Distributed Learning 14, no. 3 (July 5, 2013): 134. http://dx.doi.org/10.19173/irrodl.v14i3.1413.
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Two interrelated studies were undertaken to assist Alberta post-secondary institutions with meeting challenges associated with providing services to diverse distributed students that are of similar quality to services provided to traditional classroom students. The first study identified and assessed best practices in distributed learning; the second refined the focus to students who were identified as members of diverse sub-groups. Research activities for the studies included: a comprehensive literature review of best practice in distributed service delivery; an online survey for students enrolled in distributed learning through eight colleges and technical institutes; staff and student focus groups; and interviews with students, front-line staff, senior post-secondary administrators, and representatives from provincial government and community organizations. Findings highlight impressions and experiences in relation to best practice criteria for service delivery in distributed learning, along with “best practices behind the best practices” that facilitate the adoption and improvement of distributed service delivery.
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Fakomogbon, Michael Ayodele, Rachael Funmi Adebayo, Mosiforeba Victoria Adegbija, Ahmed Tajudeen Shittu, and Oloyede Solomon Oyelekan. "Subject Specialization and Science Teachers’ Perception of Information and Communication Technology for Instruction in Kwara State." International Journal of Information and Communication Technology Education 10, no. 1 (January 2014): 25–34. http://dx.doi.org/10.4018/ijicte.2014010103.
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This study examined Kwara State secondary school science teachers’ perception of ICT for instruction based on their area of specialization. Participants were 630 science teachers of Biology, Chemistry, Physics and Mathematics from both public and private senior secondary schools in 12 Local Government Areas in Kwara State. The data collected through questionnaires tagged Science Teachers Information and Communication Technology Perception Questionnaire (STICOTEPQ) were analysed using frequency count, mean, chi-square and Analysis of Variance (ANOVA) statistics. Findings revealed that (i) the science teachers’ perception of ICT was generally positively low and (ii) there was significant difference in the secondary school science teachers’ perception of ICT for instruction based on their area of specialization{F(3,252) = 50.323, p<0.05}with the Biology teachers having the highest level of perception while the Mathematics teachers had the lowest perception. The implication of this study was that should the secondary school science teachers remain at this level of perception of ICT for instruction, the probability that ICT will be used for classroom instruction in Kwara State is very low. It was therefore recommended that ICT should be fully integrated into science teacher education at the Colleges of Education and the Universities and that Kwara State Government should formulate a programme of ICT training and retraining of teachers currently in service as a way of improving their perception of the use of ICT for instruction.
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Zhan, Chongjiang, Boliang Xu, and Li Cao. "Research on the Development Path of Campus Football in Zhejiang Province." Region - Educational Research and Reviews 3, no. 2 (May 27, 2021): 30. http://dx.doi.org/10.32629/rerr.v3i2.333.
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Through combing the domestic and foreign literature on campus football and using questionnaire surveys, interviews and other methods, a comprehensive analysis of the development path of campus football in Zhejiang Province is conducted. Research conclusions: Regarding the popularization status, Zhejiang campus football penetration rate is regional. High penetration rate is mainly concentrated in eastern Zhejiang, southern Zhejiang, northern Zhejiang and Zhejiang middle-developed cities, and the underdeveloped regions of western Zhejiang need to be strengthened. Regarding the curriculum setting, there is no uniform standard for curriculum setting, and the teaching hours, syllabus, teaching content and teaching evaluation of each school are also different. Regarding the psychological willingness, parents and schools in junior and senior high schools do not support football, but students are more interested in football. And regarding the competition system, there are differences in the campus football competition system between primary and secondary schools and colleges.
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Hong, Bosun, Eoin Daniel O'Sullivan, Christin Henein, and Christopher Mark Jones. "Motivators and barriers to engagement with evidence-based practice among medical and dental trainees from the UK and Republic of Ireland: a national survey." BMJ Open 9, no. 10 (October 2019): e031809. http://dx.doi.org/10.1136/bmjopen-2019-031809.
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ObjectivesTo explore the extent to which doctors and dentists in training within the UK and Republic of Ireland (RoI) engage in and with evidence-based practice (EBP), and to identify motivators and barriers to them doing so.DesignAn observational, prepiloted web-based survey developed by a trainee-led focus group.SettingThe survey instrument was disseminated to doctors and dentists in training within the UK and RoI during June 2017 via social media and through deaneries, Royal Colleges and specialty-specific mailing lists.ParticipantsData from 243 trainees were analysed; 188 doctors from 31 specialties and 55 dentists from 9 specialties. Responses were received from trainees at all stages of postgraduate training though the overall response rate was low.Primary and secondary outcome measuresThe motivators and barriers to, and the extent of, trainee engagement with EBP.ResultsCronbach’s α was 0.83. Most trainees (87.6% (n=148) of doctors and 75.1% (n=39) of dentists) consulted the evidence base at least monthly, while 23.1% [n=39 doctors, 12 dentists] of both specialties did so daily. The two most commonly cited barriers to engagement with EBP for both doctors and dentists, respectively, were insufficient time (57.6% (n=95) and 45.1% (n=23)) and a tendency to follow departmental practice (40.6% (n=67) and 45.1% (n=23)). Key motivators for EBP included curiosity, following the example set by senior colleagues and a desire to avoid harm. Most trainees reported high levels of confidence interpreting evidence yet for 26.8% (n=45) of doctors and 36.5% (n=19) of dentists, medical hierarchy would impede them querying a colleague’s management plan based on their own reading of the evidence.ConclusionsTime, accepted departmental practice and the behaviour of senior clinicians all highly impact on trainee engagement with EBP. Given the low response rate, the extent to which these data represent the overall population is unclear.
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ALAM, Ashraf. "PEDAGOGY OF CALCULUS IN INDIA: AN EMPIRICAL INVESTIGATION." Periódico Tchê Química 17, no. 34 (March 20, 2020): 164–80. http://dx.doi.org/10.52571/ptq.v17.n34.2020.181_p34_pgs_164_180.pdf.
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When students learn a calculus construct, both a concept image as well as a concept definition is imprinted in their mind, and because of it, concrete and real-life examples become a prerequisite for a contextually rich learning environment for the abstractions inherently present in calculus. In the light of aforementioned propositions, the current study focusses on delving into several issues, few of the prominent ones include the epistemological nature of calculus curriculum in India’s senior-secondary schools, role of Indian calculus teachers in students’ cognition, possibility of enumeration of characteristics of a successful calculus teacher with regards to India’s socio-cultural milieu, challenges regarding complete immersion of calculus in manipulation of symbols that eventually give rise to cognitive obstacles, interrelationship between teachers’ calculus content knowledge and their pedagogical practices, effect of secondary school calculus on performance of Indian students’ college calculus, and the nature of effect on Indian learners having calculus in school on their procedural and conceptual performance. For this extensive study, data were collected from PGTs and Assistant/Associate Professors having more than 8 years of calculus teaching experience drawn from 76 different schools, colleges and universities belonging to 23 different states and union territories of India. A total of 323 teachers took part in this study. Multiple methods of data collection were used including naturalistic observation, structured interviews, classroom observations, focussed group interviews, and informal discussions, and these were done both before and after the classroom teaching. The researcher transcribed the interviews, identified emerging and repeated themes, and used NVivo and Concordance software to conduct content and classroom discourse analysis, with simple counting methods and applied grounded theory approach using which empirical data were thematically categorized and in the process of it, employed the induction approach. The researcher analyzed the transcripts using N5 (NUD*IST 5.0; QSR International, Melbourne) with the grounded theory approach. This research study is purely qualitative in nature and its framework lies within the interpretative paradigm. The current study was carried out between June 2016 and March 2019. Findings indicate that there are lots of cognitive obstacles in understanding the concepts inbuilt in calculus: two of the prominent ones that came out from the study include the one related to intuitions and the other related to linguistic/representational aspects.
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Mubita, Akatama. "A History of Physical Education in Zambia." Physical Culture and Sport. Studies and Research 76, no. 1 (December 1, 2017): 47–54. http://dx.doi.org/10.1515/pcssr-2017-0029.
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AbstractThe history of physical education (PE) in Zambia follows the pattern of the history of education in Zambia. Thus, the history of PE in Zambia can be divided into the indigenous period, the colonial period and the post-independence period. “PE” was essential and utilitarian in the indigenous period because it was simply part of the lives of the people at that time. People walked, swam, ran, and were involved in many other forms of physical activity. PE was indispensable. Later, the missionaries provided education to the Africans for the purpose of transmitting the Good News. However, in doing so they rid the Africans of their culture. Africans also wanted to assert themselves in the newly created society and therefore embraced European culture. Eventually, the demand for education grew and many subjects were added including PE. However, while many subjects have enjoyed immense popularity in the country’s curriculum, PE has suffered marginalization. Although the subject was taught in schools supported by the mining companies and in private schools with facilities and infrastructure as well as teacher training institutions, it was not examined. Later, the subject was examined at teacher training colleges and the University of Zambia. From 2005, however, major developments have taken place in the area of PE. President Mwanawasa declared that PE should be taught in all schools. The subject was introduced to the primary school examination as part of Creative and Technology Studies (CTS) and most recently as Expressive Arts (EA). It is now also being examined at junior and senior secondary levels. Teacher education institutions have been steadfast in training students in PE. Despite this, the teaching of the subject still leaves much to be desired. It appears that the past as well as the present are vehemently holding the subject down.
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Von Isenburg, Megan. "Undergraduate Student Use of the Physical and Virtual Library Varies according to Academic Discipline." Evidence Based Library and Information Practice 5, no. 1 (March 17, 2010): 129. http://dx.doi.org/10.18438/b83046.
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A Review of:
Bridges, L.M. (2008). Who is not using the library? A comparison of undergraduate academic disciplines and library use. portal: Libraries and the Academy, 8(2), 187-196.
Objective – To determine differences in undergraduate students' use of the physical library and virtual library by academic disciplines.
Design – Online multiple-choice survey followed by focus groups and secondary online survey with open-ended questions.
Setting – Oregon State University (OSU), a land-grant university with over 19,000 students located in Corvallis, Oregon, United States.
Subjects – A random sample of 22% (n = 3,227) of the undergraduate population (n = 14,443), drawn by the registrar's office. Distance education and students at branch campuses were not included. From this pool, 949 usable survey responses (29% of the sample) were collected. The respondent demographics proved to be reasonably equivalent to those of the total undergraduate population in terms of class standing (freshman, sophomore, junior, or senior) and academic discipline.
Methods – The study consisted of three phases. In phase one, an email invitation with a link to the four-item multiple choice online survey was sent to students in the sample population. Results were analyzed using Pearson chi-square tests to determine goodness of fit between the following variables: class standing and library visits, class standing and virtual library use, academic college and library visits, and academic college and virtual library use. When significant dependence was detected, researchers examined relationships between the specific groups (e.g., freshman and sophomore) and library use, and also compared each group to one another using odds ratios and by constructing 95% confidence intervals.
Phase two was intended to gather qualitative information from the 275 infrequent or non-users of the library in focus groups. However, researchers invited the 95 students in this group who had indicated a willingness to be contacted for further study, and only five students participated. The author therefore does not report on this limited data.
In phase three, researchers invited the 95 students who had self-reported as infrequent or non-users of the library and who had indicated a willingness to be contacted for further study to complete an online survey consisting of 36 open-ended questions. 38 students responded. Much of the data for phase three is reported on in a separate research article (Vondracek, 2007).
Main Results – Results from phase one are reported in detail: in response to the question of how often undergraduates visit the physical library, 24.6% visited several times a year, 29.6% visited several times a month, 34% visited several times a week, 7.7% visited once or more per day, and 4% reported that they did not visit at all. Response to how often undergraduate students use the online library resources or website from outside the library were: 37.7% use them several times a year, 32.8% use them several times a month, 12% used them several times a week, 1.3% used them once or more per day, and 16.2% reported that they did not use them at all.
No significant relationships were found between class standing and visits to the physical library or class standing and virtual library use.
Researchers determined a significant relationship between academic college and visits to the physical library (p=0.003): College of Agriculture students were significantly less likely to visit the library than students from the Colleges of Health and Human Sciences, Liberal Arts, and Sciences.
Researchers also determined a significant relationship between academic college and virtual library use (p=0.008): students in the College of Engineering were significantly less likely to use the virtual library resources than students in the College of Liberal Arts.
The survey from phase three of this study asked students further questions about their library use and relevant results are discussed in this article. Five students from the College of Agriculture responded to the survey and all five students noted that they study at home. When asked about where they go for help with research, three reported that they ask a friend or peer, one noted a professor and the fifth did not respond to the question. Four engineering students responded to this survey; when asked about where they carry out online research, two responded that they use Google, one responded that he/she uses the library, and the fourth noted that he/she uses a building on campus.
Conclusion – This study determined that College of Agriculture students were less likely to use the physical library than their counterparts in the Colleges of Health and Human Sciences, Liberal Arts, and Sciences, and that College of Engineering students were less likely to use the virtual library resources than students in the College of Liberal Arts.
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Abubakar, Isa Ado. "Career Guidance Services in Public Senior Secondary Schools in Kano, Nigeria." Asian Journal of University Education 15, no. 2 (December 27, 2019): 27. http://dx.doi.org/10.24191/ajue.v15i2.7554.
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The study examines career guidance services provided by school counsellors in secondary schools in Kano state. The study used 387 sample respondents drawn through purposive sampling from randomly selected schools. Questionnaire instrument with satisfactory psychometric properties was employed in data collection process. The results show that school counsellors assist students to identify their strength, abilities and learning style, help students to make appropriate career pathway selection, set educational and career goals, search for information about careers and work choices. However, school counsellors underperform in helping students to make future educational planning, college selection and placement. Moreover, no significant difference was found among gender excepts in educational Planning, college selection and placement with female students having better educational planning, college selection and placement. It is concluded that the school counsellors play greatly in the area of career decision making, goal setting and personal awareness. However, it is recommended that school counsellors should improve services involving future educational planning, college selection and placement.
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Bills, Andrew, Jennifer Cook, and David Giles. "Negotiating second chance schooling in neoliberal times: Teacher work for schooling justice." Teachers' Work 12, no. 1 (December 3, 2015): 78–95. http://dx.doi.org/10.24135/teacherswork.v12i1.49.
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The purpose of this paper is to reflect upon our work as two insider teacher researchers using action research methodology with teacher colleagues, marginalised young people and community stakeholders to develop a sustainable and socially just senior secondary ‘second chance’ school for young people who had left schooling without credentials. Twelve years after our beginning developmental work, the Second Chance Community College (SCCC) continues with over 100 students enrolled in 2015. It has catered for over 1000 students since its development. Through pursuing critical forms of action research, enriched through active participation within a university led professional learning community, we became ‘radical pragmatic’ educators. This called us into collaborative, tactical and critical teacher work to navigate through constraining neoliberal logic with students and colleagues, reassembling our professional selves and radically changing the SCCC design from the design logics of conventional secondary schools. The research demonstrated that teachers can build a socially just school for marginalised young people and as a consequence make a significant difference to the lives of young people no longer involved in schooling.
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Schumann, Anja, Claudio R. Nigg, Joseph S. Rossi, Patricia J. Jordan, Gregory J. Norman, Carol Ewing Garber, Deborah Riebe, and Sonya V. Benisovich. "Construct Validity of the Stages of Change of Exercise Adoption for Different Intensities of Physical Activity in Four Samples of Differing Age Groups." American Journal of Health Promotion 16, no. 5 (May 2002): 280–87. http://dx.doi.org/10.4278/0890-1171-16.5.280.
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Purpose. To examine whether the stages of change of exercise adoption appropriately address strenuous, moderate, and mild intensities of physical activity. Design and Setting. Secondary analysis of four data sets investigating transtheoretical model (TTM) constructs for exercise adoption. Subjects. Four samples of differing age groups (adolescents, n = 400; college students, n = 240; adults, n = 346; seniors, n = 504). Measures. Stage of change algorithm for exercise adoption and self-reported physical activity. Results. Multivariate analysis of variance (MANOVA) results showed that stages of change were distinguished by strenuous and moderate but not mild exercise in the adolescent, college student, and adult sample. In the senior sample, stage differences were found in the frequency of exercising (equivalent for moderate to strenuous exercise) and the frequency of walking (equivalent for mild exercise). Bivariate correlation coefficients as well as sensitivity, specificity, and related quality indices decreased respectively from strenuous to moderate to mild exercise and from exercising to walking. Conclusions. Results provide additional support for the construct validity of the stages of change for strenuous and moderate intensities of physical activity. Development of a new stage assessment instrument for mild intensities of physical activity is recommended. Limitations include use of a different validation measure of exercise behavior in the senior sample.
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Gupta, P., and N. Tripathi. "Nationwide Cancer Control Program in India: 3 Decades of Experience With Fundraising Report." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 187s. http://dx.doi.org/10.1200/jgo.18.67100.
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Amount raised: In last decade INR 169,708,369 mobilized through sponsored cancer awareness programs. Background and context: With an eagle's eye our vision of eighties resulted in the incorporation of Cancer Aid Society on 8th of December 1987 at Lucknow. Founders of the Cancer Aid Society perceived the threats early and initiated the fight against cancer by developing a self-sustainable model without external financial assistance unfurling series of events internationally. As of now ours is a holistic model on cancer prevention integrated with NCDs, tobacco and palliative care demonstrating replicability within different communities and scalability across the worlds largest democracy having its own network of branches. Aim: Self-sustainable model prevention and control of tobacco, cancer integrated with other NCDs, palliative care and advocacy. Strategy/Tactics: Sponsored cancer awareness programs are organized free of cost in schools and colleges however we accept voluntary donations from the community if any. As schools have contact with the child and their family from kindergarten to senior secondary, they inculcate the spirit of humanitarianism and work for social amelioration improving the overall health of the citizens strengthening the fight against cancer. It covers the need of the current and future generations on cancer control. Program process: Keeping with the ages old adage “Prevention Is Better Than Cure” thousands of community awareness campaigns are organized in educational Institutions every year by mobilizing a million volunteers who generate awareness among twenty million people all over India on health, hygiene, tobacco abuse including passive smoking, carcinogens, balanced diet, regular exercise, obesity, clean drinking water, pollution of air, water and land etc. This plays an integral part in inculcating healthy lifestyle and keeping children away from tobacco at an age when they are vulnerable and tempted the most further grooming our future generation when they are most receptive and in the process of developing habits. They multiply awareness manifold improving the overall health of the community. Costs and returns: As the program follows an integrated and holistic approach on prevention and control of cancer and other NCDs virtually it lacks any administrative costs and offers 100% returns on investments. In last decade INR 144,968,969 spent in sponsored cancer awareness programs. What was learned: With our 30 years of experience of working at grass root community level all across India in spite of regional complexities in terms of multiple languages, cultures, castes, religions etc. ISO 9001 NGO accreditation has given us teeth since 2004 streamlining our functioning through documentation and continuous improvement program through reporting monitoring and feedback. As of now we are ready to share our experiences at international level.
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Vasquez, Kimberly, Dozene Guishard, William Dionne, Alexandra Jurenko, Caroline Jiang, Cameron Coffran, Andrea Ronning, et al. "2324 A community-academic partnership to understand the correlates of successful aging in place (year 2)." Journal of Clinical and Translational Science 2, S1 (June 2018): 63–64. http://dx.doi.org/10.1017/cts.2018.236.
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OBJECTIVES/SPECIFIC AIMS: Objective: The Rockefeller University Center for Clinical and Translational Science (RU-CCTS), Clinical Directors Network (CDN), and Carter Burden Network (CBN), a multisite senior services organization serving East Harlem, NY, formed a community-academic partnership to examine the use of a simple validated surrogate measure of overall health status and frailty in this population. Many CBN seniors are racial/ethnic minorities, low-income, and suffer from multiple chronic conditions, depression and food insecurity. Multiple biological, musculoskeletal, psychosocial and nutritional factors contribute to frailty, which has been defined variously in senior health outcomes research. The CTSA-funded Pilot Project aims to: (1) Engage CBN seniors and stakeholders in priority-setting, joint protocol development, research conduct, analysis, and dissemination; (2) Characterize the health status of the CBN seniors using validated measures; (3) Establish database infrastructure for current and future research; (4) Understand how health and senior activities information can be used to create programs to improve senior health. METHODS/STUDY POPULATION: Methods: (1) CEnR-Navigation, a collaborative program/process that consists of semistructured meetings and activities facilitated by expert Navigators, was used for partnership development and to engage Carter Burden seniors to refine priorities and research questions, provide feedback on study design and conduct, and analyze and disseminate results. (2) Standard physical measurements and validated survey instruments were used to collect health information; target enrollment is 240 seniors across 2 sites (1 hosted within a subsidized housing facility and Social Model Adult Day Program). (3) A REDCap-based platform was designed for data capture and import. Individual attendance at senior activities for the prior year was extracted from existing records. The primary outcome is frailty, as measured by validated walk/balance tests (Short Physical Performance Battery). Secondary outcomes include measures of engagement, and association of use of services/activities with the primary outcome. RESULTS/ANTICIPATED RESULTS: (1) In total, 29 residents and 14 other stakeholders engaged in partnership-building, study design and implementation. (2) From May to November 2017, 98 participants were enrolled from site 1 (a residential site). Enrollment at site 2 (a senior center), begun in November, is projected for February completion. Characteristics of site 1 participants: median age=63.6 years; Hispanic, 44.90% (44); White, 13.89% (10), Black, 62.50% (45); Asian, 4.17% (3); American Indian or Alaskan Native, 2.78% (2), and Other, 16.67% (12). Educational attainment: 51.04% (49) had not completed high school; 19.79% (19) were high school graduates; 18.75% (18) completed some college, and 10.42% (10) were college graduates. For the 85 participants reporting annual income: 64.71% (55) reported <$10,000; 28.24% (24) reported $10,000–$15,000; 7.06% (6) were among the ranges from $15,000 to $50,000. The average body mass index (BMI) was 30, which is obese. For 83.67% (82) of site 1 participants, the BMI was in the range of overweight or obese. Half of participants (49) reported health literacy barriers in the Single Item Health Literacy Survey. Demographics and Frailty assessments (walk and balance tests) for participants enrolled at both sites will be reported. (3) Activity participation data for July 2016–November 2017 were recovered for 507 sessions at site 1 and are being analyzed. DISCUSSION/SIGNIFICANCE OF IMPACT: Here we report progress in developing a sustainable community-academic partnership, infrastructure and research capacity with the CBN senior services organization, and characterizing this at-risk population, of whom 71% have a high school education or less, 93% live in extreme poverty, and 84% are overweight or obese. A simple validated frailty measure in seniors will enable the acceleration of community-based translational research addressing senior health, and examine changes in this measure in relationship to the utilization of senior services.
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Sawarkar, Dr Dilip, and Dr Sarita Deshpande. "Learning Difficulties In Senior Secondary Students: A Case Study Of Sfs College, Nagpur." International Journal of Humanities and Social Science 7, no. 2 (February 25, 2020): 21–26. http://dx.doi.org/10.14445/23942703/ijhss-v7i2p104.
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Nazari, Abolhassan, and Saeed Taki. "Demotivational Factors among Secondary School EFL Teachers in Iran." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 2 (December 29, 2015): 932–42. http://dx.doi.org/10.24297/jal.v6i2.2954.
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Demotivating factors negatively influence teachers attitudes and behaviors and hence lead to undesired teaching outcomes. The endeavor of this thesis was to scrutinize some sources of demotivational factors among Iranian English language teachers junior and senior high schools. To begin with, 100 junior and senior high school teachers in Chaharmahal Va Bakhtiari province, South West of Iran participated in this study. Two instruments (questionnaire and interview) were used for collecting data. Descriptive and inferential statistics for all questions and categories were generated and reported. The overall results showed that five out of six top items are related to working conditions and class facilities. The lowest number of demotivating factors related to lack of communication among teachers, lack of expression of straight opinion by colleagues, heterogeneity of learners in one class, students' forgetting to do homework, students' forgetting to bring textbook. The results also showed that recognizing and eradicating such impeding factors serve promising attention to learning, teaching and attainment.
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Jain, Sweta, and Anurag Singh. "Temperature-Aware Routing Using Secondary Sink in Wireless Body Area Sensor Network." International Journal of E-Health and Medical Communications 9, no. 2 (April 2018): 38–58. http://dx.doi.org/10.4018/ijehmc.2018040103.
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Wireless Body Area Sensor Network (WBASN) is a developing application of Wireless Sensor Network (WSN) which is very useful in diagnosis of human health remotely. Tiny and smart sensors are placed inside or outside of human body which collects useful data time to time from various parts of body and send it to the corresponding medical staff or doctor. In the future, WBASN will surely make a huge change in traditional health monitoring system and will be helpful for elderly people and patients who suffer from difficult physical mobility. WBASN have many challenges while its design and one of main challenge is controlling temperature rise of sensor node during routing when placed inside human body because temperature rise beyond certain limit will be harmful for human body. The study of controlling temperature rise of sensor nodes during data routing comes under the category of Temperature Aware Routing Protocols. In this article the authors have raised a problem called “Energy Hole Problem” under Temperature Aware Routing Protocols which affects the performance of a network.
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Lalramnghinglova, H., Anil Pratap Singh, and P. C. Lalrintluanga. "Critical analysis on inclusion of environmental studies in the elementary, secondary and senior secondary schools in Mizoram, India." Science Vision 1, no. 1 (March 31, 2019): 1–5. http://dx.doi.org/10.33493/scivis.19.01.01.
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Education is a process of development which includes three major activities, namely teaching, training and instruction. Environmental education is a process to promote the awareness and understanding of the environment, its relationship with man and his activities. It is also aimed at developing responsible actions necessary for preservation, conservation and improvement of the environment and its components. It has been introduced as a regular course in formal school education system in India following the directive of the Supreme Court of India. The present study aims at critically analyzing curriculum of environmental studies at primary, secondary and senior secondary level. The detailed analysis was done on the basis interactions with important stakeholders. In our study, we found that there is scarcity of qualified teachers to teach Environmental studies at each level. During interactions it was found that teachers have several environmental knowledge gaps and misconceptions about important environmental issues like about acid rain, ozone layer depletion and greenhouse effect. Our survey indicates that teachers hardly practice innovative methods to teach environment education. Most commonly used method is lecture. Field visits, practical, study tour and demonstrations are missing in many schools. It was also found that course content is not incremental; there is very often repetition of the topics. At college level, there is a need to focus more on environmental education and upgrade the course components. There should be both pre-service and in-service training for teachers to infuse emerging issues in course content. Such training should equip teachers for collecting and using relevant teaching materials to impart emerging issues. A few suggestions and recommendations are given based on critical analysis.
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Martinez, Corinne, and Cecilia Mendoza. "College and Career Readiness Opportunities for Latinx English Learners in Urban High Schools." Journal of Urban Learning, Teaching, and Research 15, no. 1 (December 16, 2020): 30–50. http://dx.doi.org/10.51830/jultr.2.
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Through interviews and focus groups with 21 high school seniors, this research examines the experiences of Latinx English learners in college and career academies in urban districts across California. In California, the college and career readiness landscape is varied and complex. However, many stakeholders see the Linked Learning approach as leading the reform effort in preparing students for a full range of post-secondary options. Using opportunity to learning theory (OTL) within a social capital framework, we sought to understand the college and career readiness experiences of Latinx English learner students. The results indicated that students expressed a clear desire to attend college and pursue a career. Additional findings reveal that students benefited from the Linked Learning experience in ways that contributed to their self-confidence, increased responsibility, and important 21st century skills that could be used beyond the classroom. However, despite having accumulated social capital, students articulated existing challenges that they must navigate as they pursue their post-secondary opportunities, including attending college and entering the workforce. The recommendations include a multi-pronged approach to addressing the college and career readiness of Latinx English learner students.
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Pagulayan, Editha S., Jay Emmanuel L. Asuncion, Antonio I. Tamayao, Rudolf T. Vecaldo, Maria T. Mamba, and Febe Marl G. Paat. "The value of economic and cultural capital to college readiness among Filipino senior high school graduates." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 174. http://dx.doi.org/10.11591/ijere.v10i1.20963.
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<span>Guided by the lens of Bourdieu, this study examined the relationship of the students' economic capital (parents' monthly income and students' weekly allowance) and cultural capital (parents' highest educational attainment and students' community involvement) to their college readiness. The study utilized a descriptive-correlational design, and data were collected from 6,626 K-12 graduates enrolled in one state-university in Cagayan Valley Region, Philippines. The results reveal that the respondents have parents who have income below the Philippine poverty threshold level and have obtained a secondary level of education. They, too, are college-unready, implying that the competencies they obtained from their basic education need further enhancement. Moreover, economic and cultural capital becomes significant resources that are valuable in explaining the college readiness of Filipino Senior High School (SHS) graduates. Those who come from families with higher economic and cultural capital tend to have higher college readiness. Remarkably, the low economic and cultural capital of the students possibly explains their lack of college readiness. As they have less economic and cultural capital, they tend to have fewer competencies to capacitate them in hurdling tertiary education. Hence, these disadvantaged students generally struggle to achieve more and to be successful in life</span><span lang="IN">.</span>
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Chan, Karly O. W., Maggie K. W. Ng, Joseph C. H. So, and Victor C. W. Chan. "Evaluation of generic competencies among secondary school leavers from the new academic structure for senior secondary education in Hong Kong." Public Administration and Policy 24, no. 2 (August 3, 2021): 182–94. http://dx.doi.org/10.1108/pap-07-2020-0033.
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PurposeA new academic structure for senior secondary and higher education was introduced to Hong Kong in 2009/2010. This paper aims to: (1) compare the cohort from the old academic structure (Cohort 2010) and the cohort from the new academic structure (Cohort 2015) on the 14 categories of generic competencies; and (2) compare these attributes among students from different divisions in a tertiary institution in Hong Kong.Design/methodology/approachSelf-Assessment of All-Round Development (SAARD) questionnaires were distributed to students who took the two-year sub-degree programmes offered by the College of Professional and Continuing Education, The Hong Kong Polytechnic University in 2010 and 2015 on a self-administered basis. A total of 4,424 students have returned the questionnaires. Data were analyzed with t-test to compare between the two cohorts.FindingsWhen comparing Cohort 2015 with Cohort 2010, significantly higher scores were observed on five areas such as global outlook and healthy lifestyle (p<0.05). Significantly lower scores were observed on the other five areas such as problem solving, critical thinking and leadership (p<0.05). Students from all divisions unanimously showed higher perceived rating on social and national responsibility but lower perceived rating on leadership (p<0.05).Originality/ValueThe elimination of one public examination, the newly included components such as Other Learning Experiences (OLE) and the compulsory Liberal Studies were believed to contribute partially to the diverse responses of the two cohorts. The dramatic change of the curriculum has not changed the examination culture in Hong Kong which may hinder the development of generic skills among students.
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Emmanuel, Lamidi Rasheed. "Knowledge and Practices of Food safety among Senior secondary school students of Ambassadors College, Ile- Ife, Nigeria." TEXILA INTERNATIONAL JOURNAL OF PUBLIC HEALTH 4, no. 1 (March 31, 2016): 48–60. http://dx.doi.org/10.21522/tijph.2013.04.01.art005.
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Temitayo, Ilesanmi Oluwafemi. "Knowledge and Practices of Personal Hygiene among Senior Secondary School Students of Ambassadors College, Ile- Ife, Nigeria." TEXILA INTERNATIONAL JOURNAL OF PUBLIC HEALTH 4, no. 4 (December 31, 2016): 648–60. http://dx.doi.org/10.21522/tijph.2013.04.04.art055.
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Espenshade, Thomas J., Lauren E. Hale, and Chang Y. Chung. "The Frog Pond Revisited: High School Academic Context, Class Rank, and Elite College Admission." Sociology of Education 78, no. 4 (October 2005): 269–93. http://dx.doi.org/10.1177/003804070507800401.
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In this article, the authors test a “frog-pond” model of elite college admission proposed by Attewell, operationalizing high school academic context as the secondary school-average SAT score and number of Advanced Placement tests per high school senior. Data on more than 45,000 applications to three elite universities show that a high school's academic environment has a negative effect on college admission, controlling for individual students' scholastic ability. A given applicant's chances of being accepted are reduced if he or she comes from a high school with relatively more highly talented students, that is, if the applicant is a small frog in a big pond. Direct evidence on high school class rank produces similar findings. A school's reputation or prestige has a counterbalancing positive effect on college admission. Institutional gatekeepers are susceptible to context effects, but the influence of school variables is small relative to the characteristics of individual students. The authors tie the findings to prior work on meritocracy in college admission and to the role played by elite education in promoting opportunity or reproducing inequality, and they speculate on the applicability of frog-pond models in areas beyond elite college admission.
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Corbally, Christopher, and Margaret Boone Rappaport. "Evaluation research using astronomy theatre suggests good promise for young Spanish-origin women to choose science majors." EPJ Web of Conferences 200 (2019): 01010. http://dx.doi.org/10.1051/epjconf/201920001010.
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We report evaluation findings and best practices from a morning of research with senior class students at an all-Spanish-origin, secondary school in the southwest United States. We found a jump in interest toward science for the women who self-identified as humanities students, and over the morning, surprisingly, this affected their remembrance of previous attitudes. Our results for this and other evaluations corroborate that experiential activities involving one-to-one or group activities are useful in attracting high school and college students to the sciences, especially young women. These results also pointed toward best practices.
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Pace, Charlotte. "Feline systemic hypertension: the how and why of blood pressure." Veterinary Nurse 10, no. 9 (November 2, 2019): 501–5. http://dx.doi.org/10.12968/vetn.2019.10.9.501.
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Feline hypertension is a common disease seen in cats in veterinary practice. It can be idiopathic in origin, secondary to another disease process or medication, or occur as a result of stress. Left untreated, systemic hypertension can result in severe tissue injury to the renal, cardiovascular and neurological systems, as well as causing ocular changes. It is recommended in the American College of Veterinary Internal Medicine Guidelines (2018) that senior cats and those with concurrent disease, or those at risk of target organ damage, should have blood pressure measurements taken regularly. These measurements need to be repeatable and reliable.
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Khotimah, Husnul, Kirnantoro Kirnantoro, and Fitnaningsih Endang Cahyawati. "Pengetahuan Remaja Putri tentang Menstruasi dengan Sikap Menghadapi Dismenore Kelas XI di SMA Muhammadiyah 7, Yogyakarta." Jurnal Ners dan Kebidanan Indonesia 2, no. 3 (May 9, 2016): 136. http://dx.doi.org/10.21927/jnki.2014.2(3).136-140.
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<p>Incidence of dysmenorrhea in the world is high. It was estimated about 50% women in the world suffer from dysmenorrhea in the menstrual cyclus. Incidence of primary dysmenorrhea in Indonesia was 54.89% and the rest of that were sufferers by secondary type. The Study which conducted in Jakarta find 83.5% college student had dysmenorrhea and 58.2% in Palembang. From the reported that dysmenorrhea caused 14% adolescent often did not go to school. The purpose of study was to know the relationship between knowledge of 11th grade adolescent girls about menstruation and attitudes toward dysmenorrhea at Muhammadiyah 7 Senior High School, Yogyakarta. This study used descriptive analytic methode with cross sectional approach. Study was conducted at Muhammadiyah 7 Senior High School, Yogyakarta on 10 September 2011. Samples was obtained by total sampling technique which consisted of 71 adolescent. The knowledge of 43 (60.6%) adolescent girls about menstruation at Muhammadiyah 7 Senior High School, Yogyakarta was good, and about 39 (54.9%) adolescent girls attitudes toward dysmenorrhea at Muhammadiyah 7 Senior High School, Yogyakarta on positive category. In conclusion, there was a significant relationship between knowledge of 11th grade adolescent girls about menstruation and attitudes toward dysmenorrhea at Muhammadiyah 7 Senior High School, Yogyakarta, evidenced by χ2 count>χ2 table (8.005>5.991) and p-value <0.05 (p=0.018< 0.05).</p><p> </p>
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Chesters, Jenny. "Educational trajectories: parental education, pathways through senior secondary college and post-school outcomes in the Australian Capital Territory, Australia." International Journal of Training Research 16, no. 1 (December 20, 2017): 19–33. http://dx.doi.org/10.1080/14480220.2017.1413992.
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Muborakshoeva, Marodsilton. "STEP: From Collaboration to Innovation and from Innovation to Collaboration." Global Research in Higher Education 2, no. 1 (December 10, 2018): 21. http://dx.doi.org/10.22158/grhe.v2n1p21.
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<em>Secondary Teacher Education Programme (STEP) is a collaborative program of the University College London’s Institute of Education and the Institute of Ismaili Studies in London. Qualitative research was undertaken to collect and analyse data. The findings demonstrate that the collaborative efforts at the senior institutional and lecturers’ levels led to the creation of this innovative programme, which had to constantly reinvent itself and keep the collaboration alive so that the unique features of the programme are sustained. It contends that the most innovative and unique feature of this programme is having an integrated approach to knowledge acquisition and production, where the teacher-candidates are equipped with the content knowledge about Islam and the updated pedagogies and methodologies of teaching to enable them to teach religious education to secondary students. In this endeavour, the teacher-candidates’ roles are immense.</em>
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Saylor, Jennifer, Sara Lee, Michelle Ness, Jodie M. Ambrosino, Emily Ike, Melissa Ziegler, Christina L. Roth, and Christina Calamaro. "Positive Health Benefits of Peer Support and Connections for College Students With Type 1 Diabetes Mellitus." Diabetes Educator 44, no. 4 (June 27, 2018): 340–47. http://dx.doi.org/10.1177/0145721718765947.
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Purpose The purpose of this study is to examine the characteristics and health outcomes of college students with type 1 diabetes mellitus (T1DM) as it relates to membership in a local university-based diabetes student organization. Methods This descriptive, correlational research design is a secondary analysis of data. The sample consisted of nationally representative young adults in college (n = 317) between 18 and 30 years of age who were diagnosed with T1DM. Data were collected during April 2017 using a secure electronic diabetes management survey to inquire about self-reported barriers to diabetes management, hypoglycemia, and diabetic ketoacidosis of members of a diabetes organization. Results Students were evenly distributed from freshman to senior year of college with a slight decrease at the graduate level. Students who were affiliated members of a student-led diabetes student organization were less likely to report increased levels of isolation, depressive symptoms, and anxiety related to their diabetes than were general members. Conclusion Participation in a university-based diabetes student organization on campus and connecting with other college students with diabetes may have health benefits. In conclusion, the current study underscores the potential importance of peer-led, diabetes-specific support for adolescents emerging into adulthood.
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Paat, Febe Marl G., Antonio I. Tamayao, Rudolf T. Vecaldo, Maria T. Mamba, Jay Emmanuel L. Asuncion, and Editha S. Pagulayan. "Does Being Gritty Mean Being College-Ready? Investigating the Link between Grit and College Readiness among Filipino K-12 Graduates." International Journal of Learning, Teaching and Educational Research 19, no. 9 (September 30, 2020): 160–74. http://dx.doi.org/10.26803/ijlter.19.9.9.
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This study challenges the basic assumption that college readiness is accounted to senior high school (SHS) graduates’ cognitive abilities. It proffers that certain non-cognitive personality traits like grit may influence the college readiness of SHS graduates in a non-Western context. The study used descriptive-correlation design to examine the relationship between grit and college readiness of 7,533 K-12 graduates enrolled in one public university in the north-eastern part of the Philippines. The results reveal that K-12 graduates admitted in the respondent-university are “mostly gritty,” and a more significant proportion of them are college-unready. The students' grittiness is exemplified in the Filipinos' grit-related concepts such as sigasig (persistence of effort) and tiyaga (constancy in work) that are pursued because of their concept of “relational self.” The test of the relationship shows that grit has a positive influence on the college readiness of SHS graduates. This finding proves that cognitive traits may not be a good factor in making SHS graduates admitted and successful in college. Essentially, some non-cognitive traits like grit are as vital as intellectual abilities in influencing college readiness. Given these results, it is imperative that educators and school administrators of the K-12 program need to develop further not only the intellectual abilities of the students under their care but also to give equal emphasis and development among elementary and secondary students as it is a valid and essential personal trait to better prepare them for a college education.
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Moloney, Jennifer. "Engaging in action research: a personal and professional journey towards an inquiry into teacher morale in a senior secondary college." Educational Action Research 17, no. 2 (June 2009): 181–95. http://dx.doi.org/10.1080/09650790902914167.
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Lesser, Lawrence M. "Delving Deeper: Sizing Up Class Size: A Deeper Classroom Investigation of Central Tendency." Mathematics Teacher 103, no. 5 (December 2009): 376–80. http://dx.doi.org/10.5951/mt.103.5.0376.
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Being able to select, use, and interpret measures of center is expected of all secondary students (NCTM 2000, 2006). Discussing average class size can be a motivational vehicle for exploring this topic because students (and teachers) at all grade levels notice when they have significantly bigger classes and high school juniors and seniors see average class size touted in the publicity brochures they receive from colleges. Also, educators, administrators, policy makers, and parents are concerned about the impact class size may have on student achievement and equity (e.g., Finn, Gerber, and Boyd-Zaharias 2005; Nye, Hedges, and Konstantopoulos 2004; Pong and Pallas 2001). Finally, using situations that readily yield results that students initially find counterintuitive can be motivating (Lesser 1998).
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Lesser, Lawrence M. "Delving Deeper: Sizing Up Class Size: A Deeper Classroom Investigation of Central Tendency." Mathematics Teacher 103, no. 5 (December 2009): 376–80. http://dx.doi.org/10.5951/mt.103.5.0376.
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Being able to select, use, and interpret measures of center is expected of all secondary students (NCTM 2000, 2006). Discussing average class size can be a motivational vehicle for exploring this topic because students (and teachers) at all grade levels notice when they have significantly bigger classes and high school juniors and seniors see average class size touted in the publicity brochures they receive from colleges. Also, educators, administrators, policy makers, and parents are concerned about the impact class size may have on student achievement and equity (e.g., Finn, Gerber, and Boyd-Zaharias 2005; Nye, Hedges, and Konstantopoulos 2004; Pong and Pallas 2001). Finally, using situations that readily yield results that students initially find counterintuitive can be motivating (Lesser 1998).
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Hicks, Robert A. "Incidence and Severity of Self-Reported Snoring in Male and Female College Students." Perceptual and Motor Skills 74, no. 3 (June 1992): 770. http://dx.doi.org/10.2466/pms.1992.74.3.770.
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The self-reported incidence and severity of snoring were assessed for a group of 749 college students. Although snoring was more frequently reported by the 356 men, these data did not support the speculation that snoring is a masculine secondary sexual characteristic.
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Todd, Petra E., and Weilong Zhang. "A dynamic model of personality, schooling, and occupational choice." Quantitative Economics 11, no. 1 (2020): 231–75. http://dx.doi.org/10.3982/qe890.
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This paper develops a dynamic model of schooling and occupational choices that incorporates personality traits, as measured by the “big five” traits. The model is estimated using the HILDA dataset from Australia. Personality traits are found to play an important role in explaining education and occupation choices over the lifecycle. Results show that individuals with a comparative advantage in schooling and white‐collar work have, on average, higher cognitive skills and higher personality trait scores. Allowing personality traits to evolve with age and with schooling proves to be important to capturing the heterogeneity in how people respond to educational policies. The estimated model is used to evaluate two education policies: compulsory senior secondary school and a 50% college tuition subsidy. Both policies increase educational attainment and also affect personality traits.
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Holzberg, Debra G., David W. Test, and Dana E. Rusher. "Self-Advocacy Instruction to Teach High School Seniors With Mild Disabilities to Access Accommodations in College." Remedial and Special Education 40, no. 3 (January 18, 2018): 166–76. http://dx.doi.org/10.1177/0741932517752059.
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For students with high-incidence disabilities, the transition from secondary to postsecondary educational settings poses the additional challenge of acquiring accommodations. Self-advocacy interventions have been identified as important skills for students with disabilities in accessing accommodations. The purpose of this study was to examine the effects of Self-Advocacy and Conflict Resolution (SACR) instruction on the ability of four high school seniors with mild disabilities to request and negotiate academic accommodations. Results of this multiple probe across participant study indicated a functional relation between SACR instruction and students’ ability to request and negotiate academic accommodations in a role-play situation and in situ. Implications for practice and suggestions for future research are offered.
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Tachakra, Sapal, Peter Jaye, Julie Bak, Jesus Hayes, and Alganandan Sivakumar. "Supervising trauma life support by telemedicine." Journal of Telemedicine and Telecare 6, no. 1_suppl (February 2000): 7–11. http://dx.doi.org/10.1258/1357633001934285.
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The resuscitation room in a community hospital was linked with a main hospital accident and emergency department using telemedicine equipment working at 384 kbit/s. Fifteen simulated casualties replicated the ‘moulage’ scenarios in the Advanced Trauma Life Support Course Manual of the American College of Surgeons. Each of the 15 scenarios was broken down into three main parts: the primary survey, resuscitation and the secondary survey. While a physician in the community hospital undertook each task, a senior doctor in the accident and emergency department recorded his degree of confidence in the supervision of the task on a five-point scale. There were features of the management which the supervisor found difficult, mainly related to the camera view and the use of a proxy examiner. However, supervising major trauma management by telemedicine was feasible. The average scores were mostly above 3 and often above 4 in the assessment of the primary survey and the resuscitation. The average scores were mostly above 3 for the secondary survey but were less often above 4 than for the primary survey and the resuscitation. Trials of remote trauma management with real patients appear to be justified.
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Camayang, Jamina G., and Romiro G. Bautista. "Learning together, learning deeper: A little teacher assisted learning engagement." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (June 1, 2021): 412. http://dx.doi.org/10.11591/ijere.v10i2.21070.
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<span lang="EN-US">Peer mentoring in the dawn of new educational paradigms harnesses the act of becoming an educationist to facilitating learning in a peer mentoring practice. This study explored the opportunities of an emancipatory approach to teaching and learning under the thrust of learning together, learning deeper through the indulgence of little teachers under the peer mentoring scheme of learning. Employing the senior secondary education students (as little teachers), who came from their Student Teaching program from the Department of Education, and the junior secondary education students (as mentees), who enrolled in their Teaching Science in the Secondary Schools under the qualitative research design and phenomenology as point of inquiry, the following were found: Mentors in the mentoring process need to be approachable and accommodating; Mentees in the mentoring process need to be responsible with their learning task coupled with learning initiative; Enjoyable learning encounters, collaborative learning sessions, open and barrier-free communication, and close and rigid supervision through spoon feeding, modelling, and feedback are some of the perceived characteristics of an effective mentoring program; and Readiness of both mentors and mentees hinder the efficacy of the mentoring program. Owing to the results of the study, it is recommended that a formal mentoring program in the College of Teacher Education be institutionalized for it spurs extensive learning. </span>
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Gokhale, Anu A., Paul E. Brauchle, and Kenton F. Machina. "Scale to Measure Attitudes Toward Information Technology." International Journal of Information and Communication Technology Education 9, no. 3 (July 2013): 13–26. http://dx.doi.org/10.4018/jicte.2013070102.
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The current post-secondary graduation rates in computing disciplines suggest American universities are only training enough students to fill one third of the projected 1.4 million technology and computing jobs available (National Center for Women and Information Technology, 2011). Pursuit of information technology (IT) majors depends, to a great extent, on students’ attitudes toward these majors. This study developed an Attitude toward IT Scale with a gender subtext to measure college students' attitudes toward IT. The norm group consisted of mostly freshmen enrolled in summer and fall 2011 (N = 363), at a large four-year public university in Illinois. Reliability and validity of the 30-item Scale were examined by using Cronbach’s alpha and a principal components factor analysis with orthogonal rotation using varimax with Kaiser normalization; the rotation converged in seven iterations. Results of data analyses showed that overall reliability is high (0.85), and factor analyses revealed five orthogonal factors with high coefficient alphas. This Scale may be used by educators at the senior high school and college levels to evaluate the effectiveness of different teaching/learning strategies in promoting positive student attitudes toward IT, and in improving learning among students. The Scale is unique in that it includes attitudes toward gender equality of opportunity in IT.
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Ghebregiorgis, Fitsum, and Habteab Tekie Mihreteab. "Determinants of Internet Use and Internet Penetration in Eritrea: Evidences from the City of Asmara." Journal of Economics and Management Sciences 1, no. 1 (March 29, 2018): p28. http://dx.doi.org/10.30560/jems.v1n1p28.
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This study is designed to determine the use of internet and internet penetration in the city of Asmara, Eritrea with a view to inform policy makers and societal stakeholders on the implications of user behavior for future Internet related options. Self-designed questionnaire was distributed to the districts of the city based on stratified sampling method. 300 (86%) of the 350 distributed questionnaires were found useable on return. However, only 232 (77%) respondents have acknowledged to have made use of the Internet in the last three months. The results show that there is a glaring difference between the genders; female being in the minority and generally the younger ones and young adults constituted the highest users; majority of users are single with senior secondary school certificate followed by college graduates as highest qualification. In addition, users prefer regular visit and shorter browsing hours and the reasons for Internet use follow the usual trend including e-mail, social networking, information searching and video/voice calling.
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Ilgūnaitienė, Ramunė-Vitalija, Eglė Linkevičiūtė, and Diana Ribikauskienė. "Is it purposeful for students of Lithuanian higher schools to continue learning the English language? Motivation factors." Coactivity: Philology, Educology 23, no. 1 (June 22, 2015): 64–72. http://dx.doi.org/10.3846/cpe.2015.265.
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After Lithuania had regained its independence the policy of foreign languages teaching/learning at secondary schools changed cardinally. The majority or former school leavers do not perceive it to be purposeful and meaningful to prolong the English language learning on the university or college level. According to them, having covered the secondary school programme they possess a full baggage of the English language knowl-edge allowing them to communicate fluently in the above mentioned language while travelling, studying and working in foreign countries. Does this belief correspond to the reality of today? The article is based on four factors which are supposed to motivate freshmen and senior students to go on learning the English language as the main tool to enhance their position in contemporary world irreversibly affected by massive globalization and Eurointegration processes. VDU UKI in spring semester of 2014 carried out a research. The questionnaire was compiled the goal of which was to determine whether the English language level of the students matches all the international requirements for the language awareness and present the motives for students to continue the English language studies on a higher level. 172 first year students of various programmes participated in the research. The principle points of the questionnaire sought to provide answers to the following questions: whether the level of the English language acquirement is sufficient after having covered the secondary school programme, if VDU UKI Eng-lish language teaching/learning policy enables students to acquire the language on a higher level, whether a language is a living, thus a constantly changing organism which requires progressive studies and refreshment of knowledge, if the level of language acquisition remains on the same level if it is not exploited on daily ba-sis. Having systematized the questionnaire results the authoresses of the article draw the conclusion for the purposefulness of continuing the English language level on the university and college level.
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Anshel, Mark H., and Scott J. Seipel. "Relationship between Perfectionism and Social Physique Anxiety among Male and Female College Student Exercisers." Perceptual and Motor Skills 104, no. 3 (June 2007): 913–22. http://dx.doi.org/10.2466/pms.104.3.913-922.
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The purpose of this study was to examine the relationships between two constructs, social physique anxiety and perfectionism, both conceptually linked to exercise behavior. A secondary purpose was to examine sex differences. Men ( n = 80) and women ( n = 106) university students who exercised regularly at the campus fitness center completed the Brief Multiple Perfectionism Scale and the Social Physique Anxiety Scale immediately prior to their exercise session. A small but significant correlation was found between the two measures through the Brief Multiple Perfectionism Scale Doubts about Actions. It was concluded that the overall relationship between social physique anxiety and perfectionism is weak.
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Edwards, Patrick W., George W. O'Neill, Amos Zeichner, and Andrzej R. Kuczmierczyk. "Effects of Familial Pain Models on Pain Complaints and Coping Strategies." Perceptual and Motor Skills 61, no. 3_suppl (December 1985): 1053–54. http://dx.doi.org/10.2466/pms.1985.61.3f.1053.
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Recent evidence has underscored the effect of the number of parental pain models in an individual's environment on the frequency of current complaints about pain, yet little is known about the effect of number of familial pain models on other aspects of a person's pain behavior and on coping with pain. The present study assessed the effect of pain models by giving a questionnaire to 224 college students. Analysis showed that the number of familial pain models was related to the perception of pertinent secondary gains but not to the methods used to cope with pain.
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Shah, N., C. Musters, A. Selwood, and D. Ellis. "The rise and fall of a psychiatric antenatal clinic: development of a perinatal psychiatric service linked directly to the provision of antenatal care." Obstetric Medicine 3, no. 2 (June 2010): 69–72. http://dx.doi.org/10.1258/om.2010.090034.
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Usual referral pathways to psychiatric services can miss opportunities for timely intervention in maternal perinatal psychiatric ill health. Psychiatric illness leading to suicide is a significant factor in at least 10% of maternal deaths. Despite Royal College of Psychiatry and National Institute for Health and Clinical Excellence recommendations for specialist provision of perinatal mental health services, this remains sporadic and insufficient. We set out to develop a new integrated antenatal–psychiatric direct referral pathway and present a year of experience using this service model. The psychiatric service was delivered from within the antenatal clinic setting with a direct health-care professional (HCP) led referral pathway between 2003 and 2004. The service comprised one session per week of a senior psychiatric specialist registrar and provided three new patients and two follow-up appointments per week. During this period, a total of 75 referrals to the service were made with 57 individuals attending for an appointment. There was a range of diagnoses among the women who attended, with only 24% meeting eligibility criteria for referral to secondary psychiatric services. The majority diagnosis was depression. More severely ill women were not referred to this clinic by obstetric HCPs. In conclusion, this model for developing and delivering a specialist perinatal psychiatric service using direct links to antenatal medical care was not successful despite requiring minimal funding. Nevertheless, it has been used to inform development of a new perinatal service in keeping with the Royal College of Psychiatrists' recommendations and incorporating enhanced training of HCPs responsible for the referral pathway.
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Pillow, David R., and Rodger W. Dougherty. "Dysphoria and the Failure to Perceive and Use Discounting Information: Implications for Internalizing Negative Feedback." Perceptual and Motor Skills 83, no. 1 (August 1996): 107–13. http://dx.doi.org/10.2466/pms.1996.83.1.107.
Full textAbstract:
The present study examined the proposition that dysphoric individuals make internal attributions because they do not use available discounting cues. To test this hypothesis, 23 dysphoric and 32 nondysphoric college students were either provided a discounting cue or were led to believe that an internal attribution for failure was appropriate (no discounting cue). On the primary measure of internality, nondysphoric individuals made greater external attributions when a discounting cue was available than they did when no such cue was present, but attributions made by dysphoric individuals were unaffected by the presence of a discounting cue. On the other hand, using a secondary dependent measure inserted to replicate a prior study in this area, key comparison differences were not obtained.
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Montare, Alberto. "Knowledge Acquired from Learning: Procedural Cognition and its Declarative Cognizance." Perceptual and Motor Skills 74, no. 1 (February 1992): 243–57. http://dx.doi.org/10.2466/pms.1992.74.1.579.
Full textAbstract:
62 college students articulated the procedural cognition acquired during successful learning of both original and reversal-shifts of the discrimination-reversal learning task. Articulations formed a four-level hierarchy of “declarative cognizance” (defined as correct articulation of reinforcement contingencies) as follows: Level 1 having no declarative cognizance, Level 2 of perceptually based cognizance, Level 3 of concrete-rule-based cognizance, and Level 4 of abstract-rule-based cognizance. The plausibility of this cognitive hierarchy is enhanced by observations that increasingly higher levels of declarative cognizance are associated with increasingly faster learning. Mon-tare's 1983 and 1988 concepts of primary and secondary signalization are invoked to account for the learning processes underlying these examples of procedural cognition and the hierarchy of declarative cognizance.
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Kazantseva, L. V. "THE PROBLEMS OF TEACHING THE RUSSIAN AND ENGLISH LANGUAGES IN 1992–1999: THE REQUIREMENTS OF THE SPEECH AND LANGUAGE TRAINING OF PEDAGOGICAL COLLEGE AND SENIOR SECONDARY SCHOOL STUDENTS." Review of Omsk State Pedagogical University. Humanitarian research, no. 24 (2019): 142–46. http://dx.doi.org/10.36809/2309-9380-2019-24-142-146.
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