Dissertations / Theses on the topic 'Student activists'
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Rodgers, Jessica. "Australian queer student activists' media representations of queer." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/41528/1/Jessica_Rodgers_Thesis.pdf.
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Queer student activists are a visible aspect of Australian tertiary communities. Institutionally there are a number of organisations and tools representing and serving gay, lesbian, bisexual, transgender, intersex and ‘otherwise queer identifying’ (GLBTIQ) students. ‘Queer’ is a contentious term with meanings ranging from a complex deconstructive academic theory to a term for ‘gay’. Despite the institutional applications, the definition remains unclear and under debate. In this thesis I examine queer student activists’ production of print media, a previously under-researched area. In queer communities, print media provides crucial grounding for a model of queer. Central to identity formation and activism, this media is a site of textuality for the construction and circulation of discourses of queer student media. Thus, I investigate the various ways Australian queer student activists construct queer, queer identity, and queer activism in their print media. I use discourse analysis, participant observation and semi-structured interviews to enable a thorough investigation of both the process and the products of queer student media. My findings demonstrate that queer student activists’ politics are grounded in a range of ideologies drawing from Marxism, Feminism, Gay Liberation, Anti-assimilation and Queer Theory. Grounded in queer theoretical perspectives of performativity this research makes relatively new links between Queer Theory and Media Studies in its study of the production contexts of queer student media. In doing so, I show how the university context informs student articulations of queer, proving the necessity to locate research within its social-cultural setting. My research reveals that, much like Queer Theory, these representations of queer are rich with paradox. I argue that queer student activists are actually theorising queer. I call for a reconceptualisation of Queer Theory and question the current barriers between who is considered a ‘theorist’ of queer and who is an ‘activist’. If we can think about ‘theory’ as encompassing the work of activists, what implications might this have for politics and analysis?
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Piccigallo, Jacqueline. "Men against rape male activists' views towards campus-based sexual assault and acquaintance rape /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 144 p, 2008. http://proquest.umi.com/pqdweb?did=1605142181&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Hudson, Nicholas. "Undocumented Latino Student Activists' Funds of Knowledge| Transforming Social Movements." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602620.
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There are approximately 28,000 to 55,000 undocumented enrolled in postsecondary institutions in the United States (Passel, 2003). In order to achieve their educational ambitions despite the structural social, socioeconomic, political, and legislative barriers facing them, undocumented students utilize various resources they have at their disposal. Minoritized populations, specifically undocumented Latino students, have employed individual and collective agency in overcoming structural racism and barriers enacted to maintain the status quo. This study of eight undocumented Latino student activists in Virginia and Washington reveals the various forms of resources available undocumented Latino student activists and documents how these students utilize them to navigate the barriers they encounter, shape the undocumented student social movement, and achieve their educational aspirations. This study seeks to uncover what resources undocumented Latino student activists have at their disposal and how the usage of said resources impacts policy formation on an institutional, state and national level.
The study seeks to uncover whether undocumented students utilize their available funds of knowledge to achieve their educational goals and navigate through the barriers they encounter. The study finds that undocumented Latino student activists utilize their funds of knowledge in agriculture, business, construction, mechanics, music, and religion to develop strategies to navigate through educational, financial, institutional, and intrapersonal barriers they encountered. This application of funds of knowledge and community cultural wealth to student activism moves the debate from a deficiency narrative that has long permeated higher education research to an agency narrative.
This study provides valuable insight into the increase of undocumented Latino students’ participation in activism and how one can best aid undocumented Latino student activists. Through the thematic narrative analysis, the lived history and stories of undocumented Latino student activists from Washington and Virginia are woven together to unveil individual and collective routes to educational attainment and activism on behalf of undocumented students.
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Moy, Lisa. "Anti-racism and multiculturalism in secondary schools : listening to student activists and leaders." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27479.
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Much debate on the conceptualization and implementation of anti-racist (AR) and multicultural (MC) education exists both in the literature and in practice. But often overlooked is the influence that students have in generating these initiatives against racism. This qualitative research draws on the experiences of ten student activists and leaders, and explores student-involved AR and MC programs in Vancouver, Montreal, and Toronto. Specifically, the roots of student involvement, their views of AR and MC, the factors which limit action within schools, and the sources of hope and discouragement will be documented. It is argued that school ethos, a hierarchy of student activities, bureaucracy, and power relations between adults and students all act to marginalize and affect the outcome of student programs which challenge racism. Genuine collaboration, and the influence and necessity of adult allies, are emphasized.
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Moy, Lisa. "Anti-racism and multiculturalism in secondary schools, listening to student activists and leaders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29854.pdf.
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Nazemi, Mahtab. "Beyond racism: mapping ruling relations in a Canadian university from the standpoint of racialized female student activists." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104875.
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This study is an institutional ethnography which employs a critical race feminist theoretical framework in order to explicate the social relations that coordinate the experiences of racialized female student activists at McGill University. Interviews with students, administrators, faculty and staff, along with observations about texts, institutional language and experiences around equity at McGill make up the data for conducting this anti-racist feminist analysis. In the first part of this study, knowledge produced through the experiences of racialized female student activists – who make up the entry point of this study – exposes a disjuncture between McGill's self-portrayal as equitable and diverse and how it is experienced by some racialized women. The next part of this study explores some challenges to doing anti-racist activist work at McGill and the lack of – yet need for – an institutional memory that encourages present and future organizing to document, refer to, and build on past initiatives (successful and otherwise) around race, racism and equity.Cette étude est une ethnographie institutionnelle qui emploie une cadre théorique féministe-critique afin d'expliquer les relations sociales qui coordonnent les expériences des étudiantes-organisatrice racialisées à l'Université McGill. Les entrevues avec les étudiantes, administrateurs, professeurs et employés, avec des observations sur les textes, la langue institutionelle et des expériences autour de l'équité à l'Université McGill constituent les données pour effectuer cette analyse anti-raciste féministe. Dans la première partie de cette étude, les connaissances produites par les expériences des étudiantes-organisatrice racialisées – qui constituent le point d'entrée de cette étude – expose une disjonction entre la façon dont l'Université se portrait comme équitable et diversifiée et comment elle est vécue par certains étudiantes racialisées. La prochaine partie de cette étude examine certains des défis au travail d'organisation anti-raciste à l'Université McGill et le manque (et le besoin) d'une mémoire institutionnelle qui encourage l'organisation actuelle et future de documenter, de consulter, et de s'appuyer sur les initiatives passées (réussie et autrement) autour de la race, le racisme et l'équité.
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Lertchoosakul, Kanokrat. "The rise of the Octobrists : power and conflict among gormer left wing student activists in contemporary Thai politics." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/503/.
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Since the early 1990s, the prominent role of 'Octobrists' – former left wing student activists from the 1970s – has become increasingly evident in parliamentary and extra-parliamentary politics. Some Octobrists have played leading or supporting roles in key moments of political transition, such as the 1992 urban middle-class movement for democracy, various social movements throughout the mid-1990s, the political reform process of the late 1990s, and the rise of the Thais Love Thais (Thai Rak Thai) government under Thaksin Shinawatra in 2001. But over the course of the past ten years, these former student activists have become increasingly divided, amidst the protracted conflict between 'Yellow shirt' (anti-Thaksin) and 'Red Shirt' (pro-Thaksin) forces in Thai politics. Octobrists have defended opposing political stances and severely attacked one another across the political divide. This thesis examines why the Octobrists have managed to remain a significant force in Thai politics, despite the collapse of left wing politics in the late 1970s, and why they have experienced deepening internal divisions and a crisis of legitimacy over the course of the past decade. This thesis argues that the Octobrists successfully exploited shifts in the structure of political opportunities over the 1980s and 1990s which allowed them to overcome constraints on their involvement in politics. These former left wing student activists successfully made use of the political skills, social networks, and progressive language which they had developed and refined since the 1970s, in order to gain access to new channels of political influence and power. Above all, they managed to reframe their earlier history as leftist failures and to craft a new political identity as 'Octobrists', as heroic fighters for democracy and against authoritarian rule in the 1970s. In examining the rise and deepening of conflicts among the Octobrists, moreover, this thesis traces the shifts in political environment which accompanied the ascendancy and entrenchment of the Thaksin government and the rise of antiThaksin mobilisation over the past decade, which undermined the loose unity among Octobrists and created new sources of tension and conflict in their midst. The thesis also shows how the notion of 'Octobrists' shifted from an effective rubric for forging a shared identity among former student activists to a rhetorical device for conflict and contestation among former comrades-in-arms.
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Merry, Johnny Deane Merry. "Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512047502495518.
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Cannon, John William. "The rise of democratic student movements in Thailand and Burma." Thesis, [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13465442.
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Anderson, Kevin R. "Links in the chain : African American ideology and strategic action /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137673.
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Sundberg, Sharon Eloise. "The effect of a relationship-building activity on nursing student anxiety in the clinical setting." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27736.
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A pre-test post-test group design was used to determine whether student nurses who received a relationship-building intervention would rate their relationship with the instructor higher than those who received a placebo/ whether student nurses who received the intervention would have less state anxiety than those who received a placebo/ and whether there was a relationship between ratings of state anxiety and student-instructor relationships. The intervention was designed to occur over a three-day period. Data were collected from a homogenous sample of 30 control nursing students and 31 experimental nursing students. Effectiveness of the intervention was determined by measuring student anxiety levels using the State-Trait Anxiety Inventory (Spielberger/ Gorsuch/ & Lushene/ 1970) and by measuring the student-instructor relationship using the Relationship Questionnaire (adapted from Truax & Carkhuff/ 1967). Additional data were collected from a Stressful Event Questionnaire/ a demographic data form/ and a debriefing session with participating instructors. Analysis of data indicated a treatment main effect was statistically significant. Members of the experimental group rated the perceived relationship with the instructor higher than members of the control group. There was no significant difference between groups in their ratings of anxiety. There was a trend/ however/ for those in the experimental group to have lower state anxiety than those in the control group. Correlations between the student-instructor relationship scores and the anxiety scores were low but were in the anticipated negative direction.Applied Science, Faculty of
Nursing, School of
Graduate
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Suarez, Ashley R. "Activist anthropology : an ethnography of Asian American student activism at Oberlin College." Oberlin College Honors Theses / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1334944597.
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Hilton, Annette I. "Attitudes to school of extracurricular activity participants and non-participants /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19154.pdf.
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Duthie, Jennifer. "Physiotherapy student practice education : students' perspectives through cultural-historical activity theory." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/25656.
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Physiotherapy student practice education, the focus of this thesis, is a highly valued, yet scarcely researched component of pre-registration physiotherapy education. Moreover, the student voice is largely absent from existing research. In this study, 14 physiotherapy students’ perspectives of practice education were gained through email communications (n=13) and face-to-face interviews (n=12). To provide an in-depth and provocative view, physiotherapy student practice education was analysed as a type of activity system, employing concepts borrowed from cultural-historical activity theory (CHAT). Interacting activity systems, objects, players, rules, norms, divisions of labour, mediating artefacts, intra- and inter-systemic contradictions were explored and identified. The findings show that assessment skewed students’ object motives. Practice educators were positioned as powerful gatekeeper/assessor gift-holders. Physiotherapy students enacted ‘learning practice’ norms, such as extensive reading, and adopted the position of practice educator-pleaser. Students sometimes refrained from speaking when they wanted to, for example, to challenge unprofessional staff behaviour. Students were reluctant to show themselves as learners, feeling instead that they needed to present themselves as knowledgeable, able practitioners. However, students did not easily recognise themselves as able contributors to practice. For students, knowledge for practice was focussed on patient assessment and treatment, but the level, depth and volume of knowledge required was perceived differently across distinctive practice areas. Intra- and inter-systemic contradictions, such as the skewing of student object motives towards assessment, and away from whole-patient-centred care, are highlighted. The study findings therefore have implications for patient care as well as for the object of physiotherapy student practice education, student learning and assessment and workplace learning. A cross-profession review of the object of physiotherapy student practice education, to include the voice of service users, students, practice educators, HEIs and service providers, is recommended. A review of physiotherapy student practice-placement assessment, which seemed to be at the core of PSPE dynamics and conditions, is recommended, to take account of the extent to which assessment can influence students’ PSPE object motives, PE/student dynamics and student/patient interactions. Developmental Work Research is proposed as a way forward for future research in this area.
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Schalk, Samantha Dawn. "When Students Take Action: How and Why to Engage in College Student Activism." Miami University Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1208968417.
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Sproston, Ronald Leslie, and res cand@acu edu au. "What a Difference a Play Makes: an examination of factors influencing personal development benefits through involvement in extracurricular theatre." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp89.09042006.
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The research investigates the personal development benefits to students of involvement in a particular extracurricular activity (student theatre). It examines aspects of student personal development that are promoted by involvement in this extracurricular activity and discusses factors within the activity that encourage or promote these results. It does this through its focus on participants’ perceptions of what happens in the group, in terms of personal development and events and actions that affected that personal development. The extracurricular theatrical activity that is the focus of this study takes place annually in a regional Catholic co-educational secondary college in Victoria, Australia. It is a multi-age activity that involves students from Years 7 – 12. Participation is open to all students and the activity is non-competitive. A detailed review of the literature covering the areas of extracurricular activity, adolescent development and resilience is provided. The research is underpinned by an holistic enactivist world-view and makes use of the constant comparison methodology of grounded theory to analyse the data it obtains. The theoretical justification for this position is provided. The data were obtained through semi-structured or guided interviews with long term participants in the activity. The participants included students, ex-students, teachers and parents. The participants’ perspectives of the personal development that occurred through involvement in the extracurricular activity were revealed through their voices, and were examined as they described and reflected upon their experiences. The interconnectedness of the personal development benefits and the factors that enable them are highlighted. Conclusions about the significance of an increased awareness of the complex inter-relatedness of the events that subscribe to the enhancement of personal development are offered. Theory related to the elements that contribute to the development of an environment that facilitates personal development benefits is developed.
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Kilrea, Timothy B. Lugg Elizabeth T. "A study of the relationship between extracurricular activity participation and the academic achievement of high school students." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924349.
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Thesis (Ed. D.)--Illinois State University, 1998.Title from title page screen, viewed July 13, 2006. Dissertation Committee: Elizabeth T. Lugg (chair), Larry McNeal, Ken Strand, David Tucker. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.
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Ott, Katherine. "Students' awareness and perceptions of the activity fee at the University of Toledo : a descriptive research study /." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo.1239728340.
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Thesis (M.Ed.)--University of Toledo, 2009.Typescript. "Submitted as partial fulfillment of the requirements for The Master of Education in Higher Education." "A thesis entitled"--at head of title. Bibliography: 72-78.
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Sheppard, Peggy. "The relationship between student activism and change in the University : with particular reference to McGill University in the 1960s." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61810.
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Ott, Katherine S. "Students’ awareness and perceptions of the activity fee at the University of Toledo: A descriptive research study." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1239728340.
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Lintelman, Karryn Audra. "Students for Social Change: Activist Literacy and Digital Media." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1248473294.
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Mwollo-Ntallima, Angolwisye Malaisyo. "Higher education and democracy : a study of students' and student leaders' attitudes towards democracy in Tanzania." Thesis, University of the Western Cape, 2011. http://hdl.handle.net/11394/1722.
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Magister Educationis - MEdStudents in African universities have a long history of political involvement at the institutional level and in national politics. The present study investigates the political opinions of students in Tanzania with respect to (1) their attitudes towards democracy and how these attitudes could be explained, (2) student satisfaction with the way their university and their country, Tanzania, are governed, and (3) whether student leaders (SL) have more democratic attitudes than students who are not in formal student leadership positions (SNL) and if there are other relevant groups that can be identified whose political attitudes differ significantly from those of other groups. The study draws on the work of Bratton, Mattes and Gyimah-Boadi (2005) and employs a survey questionnaire adapted from the Afrobarometer. Using survey data collected at the University of Dar es Salaam in Tanzania, a number of questions are investigated, and related hypotheses are tested in order to determine the extent to which students understand and demand democracy, how they perceive the supply of democracy, and what their attitudes are towards university governance and national politics in general.
South Africa
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Hanks, Camille E. "Relationship between Extracurricular Activity Involvement and Student Success Among High School Students in Accelerated Academic Curricula." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7302.
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Over the last few decades, a growing body of research has linked extracurricular activity participation with positive outcomes among high school students. Extracurricular activities often provide a rich environmental context for positive youth development, given that they provide opportunities for identity formation, the creation of interpersonal connections, and the development of social, emotional, academic, and/or career-related skills. However, there are no studies to date examining the relationship between extracurricular activity involvement and student outcomes among students enrolled in rigorous high school curricula (e.g., Advanced Placement [AP] and International Baccalaureate [IB]). The purpose of the current study was to extend the current understanding of the relationship between extracurricular activity involvement and academic and mental health outcomes for youth enrolled in AP and IB programs by investigating the levels of extracurricular activity participation among AP/IB students, and examining whether participation predicted student success in terms of academic and mental health outcomes. Given the increased academic demands faced by this group of students, this study aimed to also investigate the overscheduling hypothesis to see whether there was a curvilinear relationship between extracurricular activity involvement and student success (i.e., a point of diminishing return). In addition, this study examined whether the program type (i.e., AP or IB) moderated the relationship between extracurricular activity participation and student outcomes. Using data obtained from a larger research project led by Dr. Shannon Suldo and Dr. Elizabeth Shaunessy-Dedrick (Institute of Education Science: R305A100911), results indicated that on average, AP and IB students (N= 2,379) reported being involved in 3-4 different extracurricular activity types and spent approximately 5-9 hours per week involved in extracurricular activities. Findings also revealed that compared to AP students, IB students participated in a greater number of types of activities (3.38 vs. 3.89) and more hours of activities per week (3.03 vs. 3.18, where “3” corresponds to 5-9 hours per week). Although a significant difference in the overall levels of involvement in extracurricular activities was observed between AP and IB students, these differences did not translate into differences in associations between extracurricular involvement and student outcomes. Finally, this study found significant linear associations between the breadth of extracurricular activity participation and higher levels of life satisfaction, lower levels of psychopathology, higher GPAs, and higher AP/IB exam scores. Significant linear relationships between the intensity of extracurricular activity participation and lower levels of psychopathology and higher GPAs were also observed. Regarding the overscheduling hypothesis, results from the current study found curvilinear relationships between breadth of participation and AP/IB exam scores and GPA, with optimal levels of breadth of 4.1 and 5.2 types of extracurricular activities, respectively. Moreover, curvilinear relationships were also observed between intensity of participation and students’ psychopathology and GPA, with optimal intensity scores of 3.2 and 3.3 (i.e., between the “5-9” and “10-19” hours per week response option categories), indicating that participation in 20 or more hours of activities per week was associated with diminishing outcomes. Implications of findings for school psychologists and educational stakeholders, as well as future directions for research are discussed.
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Wilson, Katherine R. Bryant. "A case study of college student political involvement." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9499.
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Typescript. "Case study ... comparing two groups of highly politically involved 18-24 year old college students at a large, public, urban university"--P. iv. Includes vita and abstract. Includes bibliographical references (leaves 107-120). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Habura, Michael. "The effects of a student focused print intervention on the physical activity habits of freshmen college students." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/309.
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Significant amounts of researchers have found college students' physical activity participation decreases as they transition from high school to college. Numerous methods to overcome this reduction in physical activity have been explored. The purpose of this research is to determine the effects of a student focused print brochure on the physical activity habits of freshmen college students. To determine if the brochure was effective, incoming freshmen college students were grouped into three intervention conditions and asked to participate in a pre and post intervention survey that assessed their physical activity participation eight months prior to arriving at university and again six weeks into college. The researcher hypothesized that students' who received the student focused brochure would exhibit greater amounts of physical activity than those in the other two groups during the intervention period. Consistent with previous studies, the mean physical activity levels of each condition dropped. However, the results indicated that statistically the student focused brochure had the greatest impact in minimizing students' drop in physical activity. Recreation and public health practitioners should create market specific promotional materials that take advantage of current trends in technology. Suggestions for future research include exploring the effectiveness of physical activity promotional material created for specific market segments and using social media and cell phone applications to promote physical activity participation.
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Rosas, Marisela. "College student activism: an exploration of learning outcomes." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/589.
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Long has been the charge by society for college and universities to produce more engaged citizenship. Institutional initiatives on civic engagement have focused on community service and service-learning initiatives to meet this demand. The existing literature, therefore, is reflective of these civic engagement involvements and outcomes. Little research is conducted on another form of civic engagement, activism. The existing literature on student activism focuses on the student activists of the 1960s. This study intends to address the gaps in the literature related to activism. Specifically, the purpose of this study was to identify the learning outcomes associated with student participation in activism
Data from the Higher Education Research Institute's surveys, the 1999 Student Information Form (SIF) and the 2003 College Student Survey (CSS), were used in this study. Multiple regression, along with logistic regression, were used.
The results of this study provide some noteworthy findings that improve our understanding of activism and its effect on the learning outcomes of undergraduate students. In addition, this study provides a number of implications for student affairs practice and future research.
Student activism has a long and rich history in our colleges and universities and will continue to have a place in our institutions of higher learning. This study reveals that activism is an active part of students' learning experiences while in college. This study supports the notion that (a) learning outcomes are associated with involvement in college student activism, (b) involvements do make a difference, (c) faculty and peer relationships matter, (d) curricular and co-curricular experiences, and (d) gender and ethnicity in activism is worth exploring
The examination of specific learning outcomes associated with activism provides student affairs professionals and higher education research and policy-makers a better understanding of what students gain from their activism. In addition, the results of this study contribute to the body of knowledge on the role of college involvements in developing an action-oriented citizen.
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PAULA, LUCILIA LINO DE. "STUDENT ACTIVITY UFRURALRJ: MEMORIES AND EXEMPLARINESS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5235@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROEsta pesquisa tem como objeto o movimento estudantil organizado da UFRuralRJ, dirigido pelo DCE, nos últimos vinte e cinco anos. Esta investigação teve como material empírico os depoimentos coletados sobre a forma de entrevistas, com ex-estudantes que ocuparam posições de liderança no movimento estudantil no período estudado e exerceram cargos de direção no DCE. Dessa forma buscou-se reconstruir a memória social desse movimento, baseada no relato dos estudantes que rememoram e reinterpretam suas vivências e experiências. O estudo analisou o significado atribuído pelos militantes à sua atuação política e sua influência na formação acadêmica e profissional, destacando a importância dessa atuação no conjunto de sua experiência de vida e na sua concepção de sociedade. O movimento estudantil é investigado como uma instância de formação política e acadêmica privilegiada na aquisição do habitus universitário, e como integrante de uma estratégia de distinção no interior da instituição. A origem social e a trajetória escolar desponta como influência importante na disposição do estudante de ingressar no movimento estudantil, reforçada pela intensa convivência no campus. O processo de construção das representações e modos de vida dos estudantes universitários investigados aponta para a centralidade do movimento estudantil nestas trajetórias.
The object of this research is the student activity which has been organized and directed by the DCE of UFRuralRJ for the last twenty five years. The empirical material of this investigation was the collected testimony through interviews with former students who had command position in the students activity during that studied period of time. They were also in change of leadership positions at DCE. This way we tried to restore the social memory of these students who remember and reinterpret their own existences and experiences. The study analyzed the meaning given by the militants to their political performance and this influence on the professional and academic development. It also stood out the importance of such performance in their life experience and society perception. The student activity is investigated as a privileged entreaty of professional and academic development in the acquisition of university habitus and it is also investigated as part of strategies of distinction inside the institution. The social origin and the school trajectory emerge as an important influence on the student`s willingness to enter the student activity, reinforced by the intense conviviality at the campus. The process of construction of student`s investigated representation and ways of life aims at the core of student activity in the trajectories.
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Webster, Sarah. "Protest activity in the British student movement, 1945 to 2011." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/protest-activity-in-the-british-student-movement-1945-to-2011(0111ba06-9b2d-468c-9bf0-11b938b15d37).html.
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This thesis examines the historical pattern of protest activity involving students from the University of Manchester and the London School of Economics between the academic years 1945/46 and 2010/11. Gathered through a protest event analysis of the universities’ student press, quantitative protest event data is presented that establishes a continuous pattern of protest activity at both institutions from the mid-fifties onwards. Adding to a small body of scholarship on student activism beyond the sixties epoch, the thesis challenges the assumption that student protest peaked in the late sixties, which currently dominates the student protest literature. The decade’s wave of student unrest is widely presented as exceptional and unprecedented, a golden age of student protest, casting non-sixties student generations as politically apathetic. The quantitative data refutes these claims, demonstrating an ongoing history of student protest on both campuses that sets precedent for the sixties mobilisations and undermines the idea that student apathy is pervasive on the post-sixties university campus. Between 1945/46 and 2010/11, University of Manchester students are involved in 840 protest events, while London School of Economics students participate in 505 protest events, a combined total of 1345 protest events. Using qualitative data drawn from the student press and other archival materials alongside the numeric data, the thesis argues that the British student unrest in the sixties had precedent in the fifties and early sixties, noting tactical and ideological similarities. Further, the thesis refutes the student apathy narrative using protest activity as evidence of student political participation, but also pointing to student engagement in formal and informal political activity, such as political party membership, voluntary action and campaigning for NGOs and pressure groups. Echoing studies on youth political participation, the thesis finds that students remain politically engaged across the twentieth and twenty-first century. Drawing together social movement theory with insights from the archival materials and student press, the thesis identifies factors contributing to the emergence, decline and survival of student protest activity at the University of Manchester and London School of Economics. The thesis establishes that progressive political and social values, student produced movement frames, access to resources on campus, political opportunities and campus activist networks interact to facilitate the emergence of student unrest. It also demonstrates that political factionalism and some forms of authority responses to unrest are key factors in declines in student protest activity. The thesis argues that attempts at co-option and repression by the state and the university, normally understood to prompt declines in protest, may actually provoke further activity amongst students. Applying Nella Van Dyke’s theory of ‘hotbeds of activism’ to the British context (1998), the thesis argues protest activity survives across the timeframe, because both universities have developed student activist networks and subcultures that maintain the traditions and practices of activism on campus. Activist expertise is transferred between student generations through the student unions, student societies and informal groupings, ensuring that that the campus activist networks are primed to seize opportunities for protest activity on and off campus.
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Ališauskaitė, Danguolė. "Šiaulių universiteto I ir IV kurso studentų sveikata, gyvensena ir fizinis aktyvumas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140717_153059-53772.
Full textAbstract:
Darbe atlikta teorinė sveikatos, gyvensenos ir fizinio aktyvumo analizė.
Iškelta hipotezė, kad Šiaulių universiteto I ir IV kurso studentų sveikatos, gyvensenos ir fizinio aktyvumo rodikliai nėra geri.
Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - ištirti Šiaulių universiteto I ir IV kurso studentų sveikatą, gyvenseną ir fizinį aktyvumą.
Tyrime dalyvavo 240 Šiaulių universiteto I ir IV kurso socialinės gerovės ir negalės studijų, technologijų, humanitarinio ir edukologijos fakultetų studentai. Atlikta statistinė (aparašomoji dažnių, x² testo) duomenų analizė.
Empirinėje dalyje nagrinėjama studentų sveikata, gyvensena ir fizinis aktyvumas.
Svarbiausios empirinio tyrimo išvados:
1. Tik nedidelė dalis Šiaulių universiteto tiriamųjų sveikatą profilaktiškai tikrinasi bent kartą per metus (p>0,05), taip pat paaiškėjo, kad stresą patiria visi apklausti tiriamieji (p<0,05), dažniausiai jis patiriamas universitete (p>0,05), tačiau tik kartais (p<0,05).
2. Dauguma Šiaulių universiteto tiriamųjų domisi sveika gyvensena (p>0,05), tačiau paaiškėjo, kad didžioji dauguma Šiaulių universiteto studentų nesilaiko sveiko gyvenimo būdo (p<0,05). Taip pat nustatyta, kad tik kūno kultūrą studijuojantys studentai maitinasi reguliariai (p<0,05). Šiaulių universiteto studentų tarpe narkotinės medžiagos vartojamos retai (nelegalūs narkotikai, cigaretės) (p<0,05), tačiau paaiškėjo, jog studentų bendrabutyje ir nuomojamame (nuosavame) bute alkoholis yra labiau paplitęs... [toliau žr. visą tekstą]It was done in work the theoretical analysis health, lifestyle and to physical activity analysis. The hypothesis sued in Siauliai University that I and IV course students’ health, lifestyle and physical activity indicators are not good. A study has been conducted yourself to the questionnaire, the aim of which is to examine Siauliai University 1st and IVth course students’ health, lifestyle and to physical activity 240 students participated in the survey. Statistical data analysis was performed. In empirical part analyse the students’ health, lifestyle and physical activity. The empirical findings of the investigation: 1. A very small part of health prevention are examined at least once a year (p>0,05), it has also emerged that the vast majority of the respondents are experiencing the stress at the university (p>0,05). Stress only sometimes entailed (p<0,05). 2. The majority of the population is interested in healthy lifestyles (p>0,05) and shall endeavour to adopt a healthy lifestyle (p<0,05). The students found that among drug paraphernalia used rarely (illegal drugs, cigarettes) (p<0,05), but it turned out that the rented apartment or dorm is a high prevalence of alcohol (p>0,05). 3. The vast majority of subjects in the culture of the body (p>0,05), but only from students are physically more than 3 hours per week (p<0,05). Although the study showed that the vast ... [to full text]
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Oestrich, Charlotte Rose. "Student Speech Rights: The Ideological Influences of Narrative in Student Activism." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594906015520059.
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Ajunwa, Kelechi. "It's Our School Too: Youth Activism as Educational Reform, 1951-1979." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/150577.
Full textAbstract:
Urban EducationPh.D.
Activism has the potential for reform (Howard, 1976). Unlike previous studies on high school activism this study places a primary focus on underground newspapers and argues that underground newspapers allowed high school students to function as activists as well as educational reformers. In order to make this argument, this study examined over 150 underground newspapers and other primary source publications. The goals and tactics of high school activists evolved from the 1950s to the 1970s. During this time there were some shifts in ideologies, strategies, and priorities that were influenced by both an ever increasing student frustration with school leaders and by outside historical events. Underground newspapers captured the shift that occurred in the objectives and tactics of student activists. As a result, the contents of underground newspapers were the primary focus of this study. My study reveals that there were three types of student activists: "incidental" activists who simply wanted to change individual school policies, "intentional" activists who wanted high school students to have greater authority and autonomy in schools, and lastly, "radical" activists who desired an end to oppression of people based on race, class, sex, and age. The evidence overwhelmingly indicates that for the most part incidental, intentional, and radical student activists were all working towards improving their high schools. This common goal was pivotal in the development of a Youth Empowerment social movement, which would be born out of the actions of all three types of high school activists. . Incidental activists were the focal point of attention for school administrators in the 1950s, however; intentional and radical activists would take center stage by the late 1960s. Throughout the 1970s intentional and radical activists would overshadow incidental activists and dominate the high school activism scene.
Temple University--Theses
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Eakle, Elaina Helene. "Organizing resistance: Resistance and identity in student activist coalitions." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1564676169027417.
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Boyce, Steven James. "Modeling Students' Units Coordinating Activity." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/50430.
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Primarily via constructivist teaching experiment methodology, units coordination (Steffe, 1992) has emerged as a useful construct for modeling students' psychological constructions pertaining to several mathematical domains, including counting sequences, whole number multiplicative conceptions, and fractions schemes. I describe how consideration of units coordination as a Piagetian (1970b) structure is useful for modeling units coordination across contexts. In this study, I extend teaching experiment methodology (Steffe and Thompson, 2000) to model the dynamics of students' units coordinating activity across contexts within a teaching experiment, using the construct of propensity to coordinate units. Two video-recorded teaching experiments involving pairs of sixth-grade students were analyzed to form a model of the dynamics of students' units coordinating activity. The modeling involved separation of transcriptions into chunks that were coded dichotomously for the units coordinating activity of a single student in each dyad. The two teaching experiments were used to form 5 conjectures about the output of the model that were then tested with a third teaching experiment. The results suggest that modeling units coordination activity via the construct of propensity to coordinate units was useful for describing patterns in the students' perturbations during the teaching sessions. The model was moderately useful for identifying sequences of
interactions that support growth in units coordination. Extensions, modifications, and implications of the modeling approach are discussed.Ph. D.
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Hardee, Angelica M. "Physical Activity among College Students." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1409065705.
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Stokes, Sarah. "Paris and Mexico City : 1968 student activism." Thesis, University of Oxford, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560489.
Full textAbstract:
This thesis investigates the mass student movements in Paris and Mexico City in 1968. Many parts of the world experienced activism of this nature in 1968, yet scholars debate whether this was coincidental or part of a genuinely global movement. Most studies of such activism have focussed either on one country or on nations that belonged to the same region and/or were at the same level of economic development. France and Mexico were on different continents and economically and culturally distinct. Exploring the student movements in their respective capitals offers the possibility of shedding light on the global phenomenon of 1968 from a fresh perspective. The thesis adopts both a comparative and a transnational approach. The comparative approach establishes what the two movements had in common, where they diverged, and why. It contrasts their internal policies and structures with how they were presented publicly, analysing the groupings, leadership structures, role of professors, participation of foreigners, flyers, posters, icons and mass marches that constituted the two activisms. It concludes that in underlying character there were many parallels between the two. Moreover, both movements faced a similar four-stage government response: confrontation, negotiation, repression and reconciliation. The thesis also examines the degree to which the two movements were transnational in terms of their collaboration and interaction. It finds that both experienced the same cycle of international, national and transnational activism. Many students in France and Mexico were politicised for the first time through their involvement in international campaigns over issues such as Vietnam. During the phase of mass activism, however, both movements focussed mainly on national concerns. With the decline of mass activism, students from both countries began to interact together on a broader scale and a transnational dimension to the student movement became apparent.
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Hill, Edwin. "The Effects of Student Activity Dashboards on Student Participation, Performance, and Persistence." NSUWorks, 2018. http://nsuworks.nova.edu/gscis_etd/1026.
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Researchers have turned their attention to the use of learning analytics and dashboard systems in education. Schools are using knowledge gained in this area to address the issue of persistence to increase graduation rates. While dashboard systems have been developed and are starting to be implemented, it is not yet clear how activity and performance data from dashboards influences student behavior. In addition, much of the research has been focused on instructor-facing dashboards rather than student-facing dashboards. The current study implemented a student-facing dashboard in the learning management system and measured how information on the dashboard may have influenced participation in discussions, student performance on graded items, and persistence in future courses. A dashboard tool was developed for this study. Activity, performance, and persistence data was collected from all participating students. The study followed an experimental design approach that involved assigning a random group of students from multiple courses to a dashboard tool which showed the individual student’s activity and performance compared with that of their peers. Activity indicators included frequency of posting, average length of posts, percent of posts made to peers, and percent of posts made to instructor. The current score for the student, as a measure of performance, was also shown on the dashboard along with the current class average. Multivariate analysis of variance (MANOVA) was used to determine whether there were statistically significant differences in participation as measured by number of posts, word count of posts, and percent of posts to peers or performance as measured by final grade. Chi Squared analysis was used to determine whether there were significant differences in persistence as a measure of whether students registered for and attended the following session. The analysis of results indicated no significant differences in participation or performance between the experimental and control groups (f(4, 59) = .947, p = .443). Similarly, no significant differences were found in persistence between the two groups (χ2(2) = .960, p = .619). Further research is needed to more fully understand the use of student dashboard interfaces and their impact on student behavior. Future studies using a similar methodology should incorporate larger sample sizes and include all students in the class, rather than using self-selected samples. A better understanding of how the use of dashboards influences participation, performance, and persistence is needed in order to develop effective strategies for supporting students.
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Kgosithebe, Lucky. "Higher education and democracy in Botswana: Attitudes and behaviours of students and student leaders towards democracy." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4018.
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Magister Educationis - MEdThis study investigates the attitudes of students and student leaders towards democracy in terms of their demand for democracy, their perception of the supply of democracy, and their awareness of and participation in politics. Existing literature does not provide any conclusive explanation as to how and to what extent higher education contributes to democracy. Mattes and Mughogho (2010) argue that the contribution of higher education to support for democracy in Africa is limited while other scholars such as Bloom et al. (2006), Hillygus (2005), and Evans and Rose (2007a, 2007b) maintain that higher education impacts positively on support for democracy. The study follows the conceptualisation and methodology of previous studies based on the Afrobarometer public opinion surveys into the political attitudes of African mass publics (Bratton, Mattes and Gyimah-Boadi, 2005; Mattes and Bratton, 2003; 2007), and of students in African universities (Luescher-Mamashela et al., 2011; Mwollo-Ntalimma, 2011). The survey uses a stratified random sample of third-year undergraduate students at the University of Botswana. Furthermore, it isolates the subgroup of student leaders to investigate whether active participation in student politics influences support for democracy
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Deters, Matthew J. "Preventing Violent Unrest: Student Protest at the University of Toledo, 1965-1972." Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1270585177.
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Thesis (M.Ed.)--University of Toledo, 2010.Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Education Degree in Higher Education." "A thesis entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 96-109.
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Poindexter, Debby S. "Effects of chronological age on middle level students' academic achievement, self-esteem, satisfaction with school and activity participation /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924913.
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Grišiūtė, Giedrė. "Ryšys tarp studentų fizinio aktyvumo ir patiriamo streso." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130910_110632-89911.
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Remiantis mokslininkų tyrimais, darbe yra nagrinėjamos fizinio aktyvumo bei padidėjusio žmonių streso lygio temos. Buvo norėta išsiaiškinti, ar šios temos gali sietis tarpusavyje. Tyrimui atlikti buvo pasirikta studentai, nes šiuo gyvenimo laikotarpiu streso lygis yra ryškiai padidėjęs.
Tyrimo tikslas: įvertinti studentų patiriamo streso ir fizinio aktyvumo ryšį
Tyrimo uždaviniai:
1. Įvertinti studentų fizinį aktyvumą lyties, universitetų ir kursų aspektu;
2. Išsiaiškinti kokio intensyvumo ir kokios fizinės veiklos vyrauja tarp studentų;
3. Įvertinti studentų patiriamą stresą įvairių atsiskaitymų metu;
4. Nustatyti fizinio aktyvumo ir streso sąsają.
Hipotezė: Fiziškai aktyvesni studentai patiria mažiau streso įvairių atsiskaitymų metu.
Išvados:
1. Nepriklausomai nuo lyties, universitetų ar kursų didžioji dalis studentų yra fiziškai aktyvūs. Vaikinai fiziškai aktyvesni nei merginos o jų fizinė veikla yra intensyvesnė. Merginos dažniau nei vaikinai užsiima vidutinio ir lengvo fizinio intensyvumo veiklomis.
2. Populiariausios studentų fizinės veiklos pagal intensyvumą:
• Intensyvios veiklos: vaikinai - greitas bėgimas, krepšinis. Merginos - aerobika, sportiniai šokiai, greitas bėgimas.
• Vidutinio intensyvumo veiklos nepriklausomai nuo lyties - greitas ėjimas
• Populiariausia lengvo intensyvumo veikla – vaikščiojimas.
Taip pat studentų tarpe populiarūs boulingas ir kitos neįvardintos lengvos fizinės veiklos.
3. Kur kas dažniau įvairių atsiskaitymų metu stresą... [toliau žr. visą tekstą]In the paper there are two themes analyzed: physical activity and a rise of personal stress level. For this analysis there were used different scientists researches. The purpose of it was to find out whether these themes can correlate together. The students were chosen for this research, because during this period of their life, stress level is raised. The purpose of the research: to evaluate the connection between the stress students get and their physical activity. Tasks: 1. To evaluate students physical activity by gender.; 2. To know what intensity and what kind of physical activity students like the most; 3. To evaluate the stress, which students are getting during the examinations. Hypothesis: more physical active students get less stress during examinations. Conclusion: 1. Most of students are physical active. It does not depend from the gender, university or study year. The boys are more active than the girls and their activities are more intensive. Girls usually are doing medium or low physical intensive activities. 2. Top students activities on intensity: • High intensity activities: boys – fast running, basketball. Girls – aerobics, sports dance, fast running. • Medium intensity activity (gender has no impact) – fast walking. • Walking is the most popular in low intensity activities. There are also popular bowling and other unnamed low intensity activities. 3. During the examination girls get more stressed than boys. Students get the biggest stress during... [to full text]
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Casey, Arthur Clifford. "A Study of the Relationship of Student Participation in the Activities Program to Student Achievement, Attendance and Scores on College Admissions Examinations." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331575/.
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This investigation studied the impact of male student involvement in selected school activities upon grade-point averages, rates of attendance and college entrance examination scores. The main purpose of this study was to provide data for state officials, school administrators, and school boards as they seek to make decisions concerning the activities program and its place in the educational system. The specific purpose was to determine if involvement in selected school activities had any relationship to the variables grade-point average, attendance, and scores on college entrance examinations. The study was carried out in four large Texas high schools with a total student population of 6,456. Male participants in seven major school activities were randomly selected. This process produced a total sample of 280 male students representing participation in seven activities in four high schools. Each activity was represented by a sample of forty male students. The conclusions were drawn that (1) there is a positive relationship between participation in the activities program by male students and attendance rate, grade-point average, and scores on the Scholastic Aptitude Test and (2) there was no negative relationship between participation in the activities program and the participants' ability to receive a high school education.
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Vaino, Loide Mwasheka. "Transformation through engagement: developing Grade 9 leadership opportunities through activity system using change laboratory intervention in a secondary school in Omusati region of Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61569.
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The evolution of traditional educational leadership theory to contemporary leadership theory came as a response to an increased demand for better services in schools by creating platforms for learner leadership such as distributed leadership where learner leadership is located. This study of learner leadership is conducted in a secondary school in Omusati region of Namibia. Drawing on distributed leadership theory, the study sought to promote the distribution of leadership opportunities amongst all educational stakeholders, including learners, as provided for by policy and projected by educational leadership theory. The motivation of this study was the need to understand the problems associated with learner leadership as identified by past research. In addition, this study hoped to address the gap in the literature by exploring learner leadership development opportunities developing agency in learners through a Change Laboratory (CL) intervention. This study was as a transformative case study, how the grade 9s in the case study school were involved in leadership, the constraining factors that hindered the involvement of grade 9 learners in leadership, the enhancement of learner leadership at school, the positive contributions of CL workshops to participants and the leadership growth brought about by an intervention. This study generated data through observation, questionnaires, semi-structured interviews, focus group interviews, and Change Laboratory Workshops. The findings revealed that the grade 9 learners were marginally involved in leadership at the school. The most substantial challenge relates to traditional and outdated views of leadership on the part of teachers and educational managers. Additionally, the findings from the Change Laboratory workshops revealed that despite grade 9 learners being the youngest at school, they have the potential to be learner leaders. Hence in addition to several practical recommendations, the study recommends a change of mindset towards learner leadership so that opportunities are provided to contribute to the growth and development of learners. Finally, these research study findings will help my professional colleagues and policy makers in education to better understand the significance role of learner leadership involvements in schools.
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Dunn-Carver, Margaret. "Increasing Physical Activity of Preschool Students." ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/71.
Full textAbstract:
Background. Childhood overweight and obesity is a serious health issue. Childhood obesity is associated with asthma, hepatic steatosis, sleep apnea, psychosocial complications, increased presence of cardiovascular disease risk factors, and increased medical costs. A decrease in physical activity, an increase in sedentary behavior, and unhealthy eating likely contribute to childhood overweight and obesity. Over the last 3 decades, the prevalence of early childhood obesity has also risen. The level of physical activity that preschoolers engage is influenced by policies and practices of childcare centers they attend. Given the large number of children enrolled in preschool settings and the variability of physical activity among centers, these environments provide a promising opportunity to engage more children in health promoting levels of physical activity. Preschool students are highly sedentary and very little is known about how to significantly increase physical activity in childcare environments with structured, teacher-led activity. Methods. Activity levels among children aged 4-5 in four childcare centers were measured before and after a one-day preschool physical activity teacher training by accelerometry for approximately 5 hours per child over two mornings. Observers coded individual child activities by time. Accelerometer measures of activity levels in METs and related indicators were linked at one-minute intervals with child activity codes. Data were evaluated using single-group repeated measures analysis of variance. Results. After six weeks of implementation the intervention, average MET levels in preschoolers in three of the four centers increased by 11.5% from baseline to follow up. The average MET level per minute for these children at baseline was 2.69±0.40 and at follow-up was 2.98±0.52 (p value= .001). Teachers from all four centers reported spending 24.6 ±13.0 minutes per activity session with up to two sessions completed per day. Teachers reported following the curriculum closely and indicated that the children were generally enthusiastic. Conclusions. These results justify larger trials to determine the impact of physical activity teacher training on the intensity and duration of preschool students' physical activity in childcare settings
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Jennings, LaShay, Renee Rice Moran, Karla Knupp, Edward J. Dwyer, and Huili Hong. "Word Recognition Competency Activity for Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3388.
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Halloran, John. "The activity space : analyzing intentionality in open cooperative work." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324182.
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Strand, Jon E. "The relationship between children's at-home activity involvement and academic achievement." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005strandj.pdf.
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Blaser, Lisa Malan. "The impact of a university wellness requirement on student nutrition and physical activity behavior /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd735.pdf.
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Ntloedibe, Frans Selekane. "Student activism: a comparative analysis between the Student Nonviolent Coordinating Committee (SNCC) and the Student South African Student Organization ( SASO) 1960-1977." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2000. http://digitalcommons.auctr.edu/dissertations/3351.
Full textAbstract:
The main aim of this study is to make comprehensible the actual interactions or connections between the Student Nonviolent Coordinating Committee (SNCC) and the South African Student Organization (SASO) in their black freedom struggle between 1960-1977.The primary focus is on how broadly similar conceptualizations of black liberation by black students were modified or reinterpreted to suit local circumstances, and what occurred when similar ideologies were acted upon under conditions that were in some ways very different. There were cross-cultural links and mutual awareness between the freedom struggle of students in the United States and South Africa. For instance, in their condemnation of apartheid policy in South Africa during 1962, SNCC activists were confronting white power on behalf of black South Africans. In the same vein, SASO activists were inspired by the history of SNCC freedom struggle in the United States. They even employed SNCC and its Black Power language in their formulation of policies and ideology. This ideological congruence between SNCC and SASO manifested itself in a number of instances. First, students in both organizations confronted comparable questions on the methods to be used in their freedom struggle. The alternative in both cases was nonviolent resistance to challenge the status quo, and a revolutionary violence to overthrow the system. Although this similarity, per se, does not tell the whole story, evidence by SASO activists conclusively
proves that SASO's moral idealism was largely influenced by SNCC. This is not, however, to suggest that SASO was a carbon copy of SNCC; yet the profound effect of SNCC and its Black Power variant on SASO’s particular language and slant must be recognized and acknowledged if the developments of the 1970s are to be understood in the total context of the black south African intellectual struggle.
Another issue that arose in the context of students' discussions was the role of whites in the black struggle. In South Africa, this took place under the rubric of Black Consciousness; in the United States it was espoused under the slogan of Black power. How all these common ideological and tactical issues were debated and finally resolved, and how the theoretical and practical results of these deliberations affected the historical trajectory of the respective student struggles, is the main concern of this study.
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Gadeikienė, Jovita. "Lietuvos sporto universiteto I-IV kurso studentų fizinio aktyvumo motyvacijos raiška." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130910_152819-18056.
Full textAbstract:
Visame pasaulyje susirūpinimą kelia vis prastėjanti jaunų žmonių sveikata. Dažnas studentas neskiria pakankamai dėmesio sveikai elgsenai. Fizinis aktyvumas - vienas iš svarbiausių sveikos gyvensenos veiksnių, tačiau Lietuvos aukštųjų mokyklų studentų fizinis aktyvumas yra nepakankamas. Daugelio mokslininkų nuomone, Lietuvos aukštųjų mokyklų studentų sveikata yra prasta, ir tai susiję su mažu fiziniu aktyvumu, nepakankamai sąmoningu ir motyvuotu asmens požiūriu į fizinę veiklą. Studentai ateina turėdami teigiamą požiūrį į kūno kultūrą, bet be vidinio fizinės saviugdos poreikio, prastas jų kūno kultūros žinių lygis. Dėl menkos motyvacijos mažai tikėtina, kad studentai reguliariai mankštintųsi, nes jų poelgiai labiau priklauso nuo išorinių veiksnių ir situacijos. Labai svarbu tirti studentų fizinio aktyvumo poreikius, siekius bei, tuo remiantis, kurti palankią edukacinę aplinką, skatinančią juos fizinei veiklai.
Darbo objektas — studentų motyvacija fiziniam aktyvumui.
Darbo tikslas – ištirti Lietuvos sporto universiteto sporto biomedicinos fakulteto I pakopos I- IV kurso studentų motyvacijos fiziniam aktyvumui raišką lyčių aspektu.
Darbo uždaviniai:
1. Nustatyti, kaip studentai vertina savo sveikatą lyčių aspektu.
2. Nustatyti fizinio aktyvumo svarbą jaunimui.
3. Įvertinti LSU sporto biomedicinos fakulteto studentų motyvus fiziniam aktyvumui lyčių aspektu.
Išvados:
1. Nustatyta, kad vaikinai geriau vertina savo sveikatą negu merginos. Vaikinai dažniau vertino savo sveikatą... [toliau žr. visą tekstą]Worldwide concerns about the continued deterioration of the young people's health. Frequent student does not pay sufficient attention to healthy behavior. Physical activity is one of the most important factors in a healthy lifestyle, but physical activity of Lithuanian high school students is insufficient. Many scientists believe that Lithuanian high school student’s health is poor, and it is associated with low levels of physical activity, lack of conscious and motivated individual approach to physical activity. Students come by having a positive attitude towards physical education, but without the need for an internal physical self-education, they have poor Physical Education knowledge. Due to poor motivation is unlikely to believe, that the students are doing exercises on a regular basis, because of their actions depend more on external factors and situations. It is important to research physical activity requirements, objectives of the students, and, on this basis, to create a supportive educational environment that promote their physical activity. Object of the work – physical activity motivation of the students. Aim of the work is to determine the Lithuanian Sports University sports biomedical faculty I-IV courses students motivation to physical activity by gender. Objectives: 1. Determine how students value their health by gender. 2. Determine the importance of physical activity for young people. 3. Evaluate motivation to physical activity of LSU Sports Biomedicine... [to full text]
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Laukaitytė, Eglė. "Studentų fizinio aktyvumo, subjektyvaus savo sveikatos vertinimo, žalingų įpročių ir nesveikos mitybos sąsajų tyrimas." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130910_091813-70411.
Full textAbstract:
Tyrimo objektas – Lietuvos sporto universiteto ir Antano Stulginskio universiteto 3-4 kurso studentai
Tyrimo tikslas: Įvertinti studentų mitybos sąsajas su subjektyviu savo sveikatos vertinimu, fiziniu aktyvumu ir žalingais įpročiais.
Uždaviniai: 1. Įvertinti studentų fizinio aktyvumo lygį. 2. Išanalizuoti studentų sveikų ir nesveikų maisto produktų vartojimo įpročius. 3. Išanalizuoti mitybos sąsajas su fiziniu aktyvumu. 4. Įvertinti mitybos sąsajas su subjektyviu savo sveikatos vertinimu. 5. Įvertinti studentų mitybos sąsajas su žalingais įpročiais.
Tyrimo imtis ir organizavimas. 2013 metų sausio – vasario mėnesiais buvo vykdoma anketinė apklausa tarp trečio ir ketvirto kurso Lietuvos sporto universiteto ir Antano Stulginskio universitetų studentų. Iš viso buvo apklausti 194 studentai. Iš jų 85 LSU studentai ir 109 ASU studentai.
Išvados: 1. Dažniau nepakankamai fiziškai aktyvios buvo studentės (44,3 proc.), negu studentai (19,1 proc., p<0,05). 2. Tyrimo metu buvo išsiaiškinta, jog vaikinai studentai dažniau už studentes merginas vartoja sultis, virtas daržoves, paukštieną, greitą maistą, gaiviuosius gėrimus su cukrumi, natūralų pieną bei stiprius alkoholinius gėrimus (p<0,05). Studentės už studentus dažniau valgo pieno produktus ir saldumynus (p<0,05). LSU studentai dažniau už ASU studentus vartoja vaisus, šviežias daržoves, pieno produktus (p<0,05). ASU studentai dažniau už LSU studentus vartoja natūralų pieną (p<0,05). 3. Fiziškai aktyvūs studentai linkę vartoti daugiau... [toliau žr. visą tekstą]Subject - students of 3- 4 courses of Lithuanian Sport University and Antanas Stulginskis University The aim of the study: To evaluate students’ nourishment connection with subjective evaluation of their heath physical activity and harmful habits. Objektives: 1. To evaluate level of students physical activity. 2. To evaluete students‘ subjective evaluation of their health with noutrishment. 3. To evaluete nourishment connection with physical activity. 4. To analyze consumption habits of healthy and unhealthy food. 5. To evaluate connection between harmful habits and unhealthy nourishment. Sample and organization. In January and February 2013 it was carried out a survey among third and fourth courses students of Lithuanian Sport University and Antanas Stulginskis University. It was surveyed 194 students: 85 students of LSU and 109 ones of ASU. Conclusion: 1. Students men were more physically active than students women, who were not enough physically active. 2. According to the data of the survey male students consume juice, boiled vegetables, paultry, refreshments with sugar, natural milk and strong drinks more often than female students (p<0,) Female students more often choose milk products and confectionary than male students (p<0,05). Students of LSU consume more fruit, fresh vegetables and milk products than students of ASU (p<0,05). Students of ASU more often have natural milk than students of LSU (p<0,05). 3. Physically active students are prone to use more... [to full text]