Relevant bibliographies by topics / Studenti vulnerabili

Academic literature on the topic 'Studenti vulnerabili'

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Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Studenti vulnerabili"

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Muscarà, Marinella, and Alessandro Romano. "Le poliferie educative come modello organizzativo a sostegno del processo d'inclusione." EDUCATIONAL REFLECTIVE PRACTICES, no. 2 (December 2021): 24–36. http://dx.doi.org/10.3280/erp2-special-2021oa12913.

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Il contributo propone una riflessione sugli aspetti del processo d'inclusione come azione sistemica e suggerisce il modello delle poliferie educative - intese come "comunità locali di apprendimento" - per promuovere e supportare sinergicamente gli interventi educativi. L'esperienza della pandemia di Covid-19 ha confermato che il contrasto all'isolamento e all'esclusione dei soggetti più vulnerabili, come gli studenti con BES, possa avvenire con la collaborazione attiva di tutti stakeholders del territorio, di cui fanno parte anche le università e i centri di ricerca. Il contributo individua nell'azione di partecipazione, riflessione e trasformazione un'opportunità di altissimo valore per elaborare efficaci schemi interpretativi e di intervento a sostegno del lavoro degli insegnanti e di tutta la comunità educante.
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Sherry, Mark, Peter Thomas, and Wing Hong Chui. "International students: a vulnerable student population." Higher Education 60, no. 1 (November 3, 2009): 33–46. http://dx.doi.org/10.1007/s10734-009-9284-z.

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et al., Tammouch. "Centroid competitive learning approach for clustering and mapping the social vulnerability in Morocco." International Journal of ADVANCED AND APPLIED SCIENCES 9, no. 9 (September 2022): 70–77. http://dx.doi.org/10.21833/ijaas.2022.09.009.

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Over the last three decades, growing inequalities in countries have compounded the issues faced by society's most vulnerable populations. Students are facing the brunt of the effects in particular. A student's social vulnerability emerges as a result of the interaction of a variety of individual and environmental factors that accumulate over time. Poverty, material deprivation, and a lack of parental education can all have an impact on student assessment in school. Previous research has focused on the impact of psychological, cognitive, and physical functioning on children's education, ignoring students’ social vulnerability and its impact on educational achievements in developing countries. This paper aims to identify vulnerable regions that need attention and intervention by clustering Moroccan students based on their social vulnerability using an unsupervised competitive learning approach “Centroid neural network,” subsequently displaying the results in a choropleth map to visualize the results. For this purpose, we used the PISA dataset which contains the full set of responses from individual students focusing on specific information such as their parent’s backgrounds, socioeconomic position, and school conditions. Based on our current findings, we concluded that social vulnerability has a detrimental impact on students’ cognitive development. Moreover, the choropleth map shows that 'Beni Mellal-Khenifra' has the highest level of social vulnerability among all regions, besides "Marrakech-Safi" "Eddakhla-Oued Eddahab" and "Guelmim-Oued Noun" all of which have a high level of social vulnerability as well, urging academicians to incorporate resilience building into the design of policies in these regions in order to improve student’s educational outcomes.
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Waiton, Stuart. "Examining the Idea of the ‘Vulnerable Student’ to Assess the Implications for Academic Freedom." Societies 11, no. 3 (July 31, 2021): 88. http://dx.doi.org/10.3390/soc11030088.

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This paper analyses the concept of vulnerability as it is applied to university students, and also staff, to assess the extent to which it has become a new norm that transforms the understanding of the individual—from being more robust, towards a more fragile sense of personhood. We examine the changing use of the term ‘vulnerable’ over time and with reference to the institutionalisation of the ‘vulnerable subject’. The paper relates this to the theoretical discussion about postmodernism and the ‘end of truth’ within academia, with the subsequent emergence of safe spaces as a mechanism for protecting the vulnerable student. Using snowball sampling, a pilot ethnographic study of academics who have experienced, or claim to have experienced, limits on their academic freedom is developed. One conclusion is that limits to academic freedom stem from within the academy itself. This conclusion is related to the growing understanding that student ‘wellbeing’ necessitates the regulation and ‘policing’ of knowledge and ideas that are deemed to be offensive to the vulnerable student.
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Jydebjerg, Camilla Sabroe, Karin Brantbjerg Madsen, and Michael Christensen. "Educating Resilient Social Work Professionals." Outlines. Critical Practice Studies 22, no. 1 (December 23, 2021): 65–102. http://dx.doi.org/10.7146/ocps.v22i1.120086.

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This article deals with the concept of vulnerability in social work and how social work students understand the concept of professionalism. The article is based on an empirical study of social worker students and on analysis of the literature used in the education. Theoretically, the article rests upon vulnerability theory as elaborated by Martha Fineman. The analysis suggests that the social worker students share an understanding of the client as vulnerable, and of the social worker as not vulnerable. This entails a view that the social worker is objective and somewhat distanced from his/her clients. The article argues that this understanding runs the risk of producing non-reflexive social work practitioners that are not aware of their own vulnerable position. In conclusion, we state that an understanding of professionalism centred on a shared vulnerability of all beings could bridge the often-used dichotomous understanding of the social worker as either “helper” or “authoritative bureaucrat” and thus lead to a more resilient concept of professionalism.
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Ruiz Echeverry, Piedad. "Vulnerabilidad de los estudiantes de comunicación social. Un estudio de caso." Correspondencias & Análisis, no. 9 (April 30, 2019): 171–89. http://dx.doi.org/10.24265/cian.2019.n9.09.

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Forbes-Mewett, Helen. "Vulnerability and Resilience in a Mobile World." Journal of International Students 10, no. 3 (August 15, 2020): ix—xi. http://dx.doi.org/10.32674/jis.v10i3.2002.

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Diverse groups of people experience vulnerability in an increasingly mobile world. Populations relocate to other countries for many and varied reasons including economic, environmental, personal safety and/or educational considerations - generally for a better life.International students form a large and important component of this phenomenon. For international students, education is key to their success. International students are currently facing new challenges, particularly those from China who have been impacted by the Coronavirus situation and the resulting travel restrictions, study implications, visa concerns, and general community ignorance giving rise to xenophobia – all contributing further stresses. These challenges are in addition to long-held pressures including being away from traditional family supports, adapting to a different culture, study pressures and loneliness. For more than 16 years my work has focussed on the safety and security needs of international students. While the vulnerability of international students has been consistently brought to the fore in my research, so too has their resilience. The vulnerability experienced by international students relates to risk and opportunity (Forbes-Mewett, 2020). These dimensions are factored into the decision to leave one’s home country and the security of family and traditional support networks for the opportunity of an international education. Such decisions demonstrate an undeniable aspect of bravery. In a 2015 study, I interviewed 150 key informers including international student support staff and international students across the US, the UK and Australia in relation to the issue of safety from crime (Forbes-Mewett et al., 2015). Importantly, the study acknowledges that most international students do not become victims of crime (Forbes-Mewett et al., 2015, p. 1). The interviewees paint a vivid and nuanced picture of international student vulnerability among many examples of resilience. Their poignant narratives help our understanding of how challenges are overcome and why international education is a crucial part of the contemporary mobile world. More recent work explored international students’ vulnerability in relation to food security, housing and campus security in Australia, the US and the UK (Forbes-Mewett, 2019). Once again, it was shown the difficulties international students face and how they navigate and develop coping mechanisms that present examples of great resilience. In relation to food security, the 2019 study presents a case of a student who communicated regularly with her mother at meal times via mobile phone text message to ask and receive cooking instructions. For this student, who had no experience in preparing her own meals, not only did the strategy provide cooking instruction and ways to enjoy culturally appropriate food but it also ensured comforting communication with a close family member at mealtime. The above dimensions, among others, continue to contribute to international student vulnerability and at the same time present challenges to be faced and overcome – in many cases they are. Of recent times, the long existing issue of the psychological well-being/mental health of international students is gaining traction (Forbes-Mewett 2019). This attention is long overdue and crucial for helping international students manage their mental health to enable the successful completion of their studies. The mental health of Singaporean students was explored to find that this group, over a period of time, shifted from perceiving mental health issues as a taboo subject to a level of acceptance that they are a part of everyday life for many people (Gan and Forbes-Mewett, 2019a). Further, the practice of seeking help was found to be desirable, notwithstanding acknowledgement that the help on offer seemed to mismatch what was expected (Gan and Forbes-Mewett, 2019a). This work was extended to show that intercultural adjustment tends to be a stressful process for international studentsand as a consequence it was contributing to a higher risk of vulnerable mental and emotional states (Gan and Forbes-Mewett, 2019b). In summary, the vulnerability of international students is a topic of ongoing concern with many and varied contributing factors such as outlined above. However, the resilience of international students in the face of such vulnerability is to be applauded. Given nations benefit so greatly from international education we all must take responsibility to address the vulnerability of international students and ensure that they are well-supported in their educational pursuits and desires for a better life. To this end, my work relating to international students continues unabated.
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Batchelor, Denise Claire. "Vulnerable Voices: An examination of the concept of vulnerability in relation to student voice." Educational Philosophy and Theory 38, no. 6 (January 2006): 787–800. http://dx.doi.org/10.1111/j.1469-5812.2006.00231.x.

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Simionescu, Mihaela, Elena-Nicoleta Bordea, and Angelo Pellegrini. "How did the COVID-19 pandemic impact the stress vulnerability of employed and non-employed nursing students in Romania?" PLOS ONE 17, no. 3 (March 4, 2022): e0264920. http://dx.doi.org/10.1371/journal.pone.0264920.

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In the light of the current COVID-19 pandemic, being considered a present challenge for public health, the main purpose of this work is to analyze the vulnerability to stress of a sample of nursing students in Romania considering their status on labour market (employed students in the medical system and non-employed students) before and during the COVID-19 pandemic. Employed students were more vulnerable to stress comparing to non-employed ones during the pandemic. In addition to this, the nursing students working in the medical system experienced medium vulnerability to stress during the pandemic comparing to those working before the pandemic who experienced a low vulnerability to stress. Excepting the non-employed students before the pandemic, the females were more vulnerable to stress comparing to the males in the sample and the students living in the country experienced a higher level of stress comparing to those living in the urban area. During the pandemic, most of the employed nursing students expressed their fear of getting infected with COVID-19, this representing the most stressful factor for them, while most of them mentioned the self-control as being the most proper strategy for them to cope with stress. These empirical findings have practical implications for stress control among present and future nurses, for management of medical units and for higher education nursing.
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Smith, Alexis, Erica Barnett, and Beth Frates. "WholeheartedMD: Medical Students Embracing Vulnerability and Finding Fulfillment." American Journal of Lifestyle Medicine 16, no. 1 (January 2022): 51–56. http://dx.doi.org/10.1177/15598276211042822.

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Introduction. Medical Students experience high levels of stress throughout their four years. When the COVID-19 pandemic exacerbated this, there was a need for programming and this created an opportunity to provide a whole person, lifestyle medicine approach to enhance medical student wellbeing. Methods. Two student leaders and one faculty member created a 12-week program that addressed the 6 pillars of lifestyle medicine as well as positive psychology. The program was offered to all first year students, and within 12 hours the roster was full with 15 students. The program was held weekly by Zoom for 1-2 hours. Results. Attendance was high each week with full participation from everyone present. In the post program evaluation form, conducted one year after completion of the program, 100% of respondents reported they would recommend this group to another medical student, 71% reported they used tools learned from the group at least weekly. Participants noted that growth mindset, gratitude, mindfulness, priorities, and relationship building were the most used well-being strategies learned in the program. Conclusion. An intervention that is based on the 6 pillars of lifestyle medicine and positive psychology and presented by Zoom is feasible in medical school and well accepted by medical students.
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Dissertations / Theses on the topic "Studenti vulnerabili"

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MASTROKOUKOU, SOFIA. "Teaching Effectiveness and SWOC analysis at a Greek Higher Education Institution." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/325866.

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Questa tesi di dottorato consiste in quattro saggi sulla sociologia dell'educazione. Il primo saggio, attraverso una rassegna approfondita, mira a migliorare la comprensione e a concettualizzare l'efficacia degli insegnanti nell'istruzione terziaria. Questa rassegna rappresenta un primo passo avanti nella comprensione della pratica didattica fondata sull’evidenza empirica. Il secondo saggio introduce un nuovo modo di analizzare le università utilizzando la tecnica di analisi SWOC. Per essere più precisi, l'analisi SWOC viene applicata per la prima volta ad una università greca. I risultati mostrano che alcune debolezze metodologiche e pragmatiche dell’ateneo possono essere superate (ad esempio, budget e tempo di elaborazione, vincoli di spazio, lingua del corso in greco), mentre altri limiti sistematici emersi non possono essere superati senza una riforma istituzionale (ad esempio, l'ingresso di pratiche commerciali nell'istruzione superiore) implementata a livello centrale. Allo stesso modo, alcune sfide possono essere risolte (p. es., limitazioni delle infrastrutture), mentre altre non possono o possono essere risolte solo parzialmente, ma c’è bisogno di tempo, riforme istituzionali di tutto il sistema universitario e creazione di una cultura all’interno della società (p. es., necessità di fondi esterni e maggiore autonomia, auto-finanziamento). Il terzo saggio si propone di comprendere le determinanti dell’efficacia dell’insegnante in una università greca, confermando la validità di una scala di 21 item in greco intitolata TAGGED. Mira anche alla creazione di una scala più breve (8 elementi) che possa essere utilizzata da qualsiasi università greca per valutare la qualità dell’insegnamento. I risultati rivelano che TAGGED è uno strumento a costituito da tre dimensioni: stile di insegnamento, difficoltà del corso e coinvolgimento degli studenti. Essendo la prima ricerca accademica che indaga la possibilità di utilizzare un questionario più breve presso le università greche per misurare l'efficacia degli insegnanti attraverso la soddisfazione espressa dagli studenti, questo studio può aiutare i ricercatori a condurre indagini accurate utilizzando la scala breve in una qualsiasi università greca. Il quarto saggio, esplorando il concetto di vulnerabilità, presenta alcuni risultati preliminari riguardanti lo stile di insegnamento preferito dagli studenti vulnerabili di un istituto di istruzione superiore greco. Il saggio individua la vulnerabilità come quadro teorico generativo, e lo utilizza, pur con la limitatezza dei dati a disposizione, per esplorare le vite degli studenti a rischio di vulnerabilità nell’università. I risultati rivelano che, sebbene molti degli studenti intervistati si trovino ad affrontare un qualche tipo di vulnerabilità, la metà di essi non si auto-definisce “vulnerabili”, probabilmente per non essere associati ad etichette e quindi per non essere discriminati o stigmatizzati. L’analisi inoltre analizza la percezione dell’efficacia dell’insegnamento da parte di questi studenti vulnerabili, mostrando come una valutazione negativa dell’efficacia di insegnamento emerga solo per gli studenti che si autodefiniscono vulnerabili, e per gli studenti che chiedono all’ateneo consulenza per la loro carriera. È troppo presto per trarre conclusioni, se non la necessità di ulteriori indagini e la necessità di un ulteriore impegno da parte dell’università per sviluppare opportuni servizi di sostegno agli studenti.
This dissertation consists of four separate essays on sociology of education. The first essay, through a scoping review, aims to enhance understanding and further conceptualise teacher effectiveness in higher education from both practical and research-driven perspectives. This review represents an initial step forward in understanding evidence-based practice in the classroom. The second essay introduces a new way of analysing universities by exploring the use of the SWOC analysis technique. To be more specific, the application of the SWOC analysis is carried out in the Greek Higher Education Institution. Results report that certain methodological and pragmatic weaknesses can be overcome (e.g., budget and process time, space constraints, course language in Greek), while other basic systematic limitations cannot without institutional reform (e.g., entrance of business practices into higher education). Similarly, certain challenges can be solved (e.g., limitations of infrastructure), while others cannot or can only be partially resolved, but there is a need for time, institutional and framework reforms and society preparation (e.g., necessity for external funds and increased self‐funding). The third essay sets out to understand the determinants of teacher effectiveness at a Greek Higher Education Institution by confirming the validity of a 21-item instrument entitled TAGGED, based on an exploration of its dimensionality among undergraduate students. It also aims to assess the perceived teaching quality offered at a Greek university by proposing a shorter (8-item) scale that is extremely accurate in measuring teacher effectiveness. Results reveal that TAGGED is a three-factor instrument consisting of the three dimensions: teaching style, course difficulty, and student engagement. As the first academic research that investigates the possibility of assessing a shorter questionnaire at Greek universities related to teacher effectiveness and thus student satisfaction, this study can help researchers conduct confident investigations using the adapted and validated teaching quality instrument within the Greek higher education system. The fourth essay, exploring the concept of vulnerability, presents some preliminary results concerning the teaching style that vulnerable students at a Greek Higher Education Institution prefer. The essay has gone some way, in the limited context of the data, to make a strong case for locating vulnerability as a generative theoretical framework for exploring the lives of students at risk in Higher Education. Results reveal that although many students are facing some kind of vulnerability, they do not want to be self-defined as vulnerable in order not to be associated with labels and thus not to be discriminated or stigmatized. The analysis further identifies a lack of information to support vulnerable students in making choices about their futures, principally in relation to gaining information about pursuing Higher Education. Further investigation suggests that there must be a commitment on the part of Higher Education Institution to develop student support services and personal development planning must be embedded.
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Mann, Michael. "The relationship of narcissistic vulnerability, shame-proneness, and perfectionism, to college student adjustment /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924904.

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Auletta, Jamie Lynn. "Disaster Vulnerability of University Student Populations." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3960.

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Student populations at Gulf Coast universities and colleges are subjected to multiple forces working together making them an especially vulnerable sub-group to hazards. Research has suggested that college students represent a segment of the population that hazards research has frequently overlooked and maybe not fully appreciated in university emergency planning. Most prior research has focused on university disaster experiences, highlighting what went wrong, and what should be done but little research focuses on what is actually taking place. The primary intent of this research was to gain better insight into university emergency planning and identify areas universities have neglected with respect to students' wellness. Interviews were conducted with various representatives from university Emergency Management, Student Affairs and Residence Life Offices at universities in the Florida State University System. Universities were found to have neglected concerns pertaining to student involvement, assessment of hazards perceptions, language barriers, mutual-aid agreements, emergency housing plans and personal emergency plans of key personnel. The results from this study will help fill gaps in hazards and emergency management research and provide useful suggestions for improving university emergency planning and areas for future research.
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Jandrucko, Sarah K. (Sarah Kutz). "Stereotype Vulnerability in Elementary Aged African American Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278149/.

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This study explores a link between "stereotype vulnerability" and the documented under performance of African American students on standardized tests. The subjects were 41 third grade African American students matched according to language arts grades with 41 third grade Anglo students. The students were from predominately middle class suburban schools, with similar educational experiences. The data suggest that third grade African American and Anglo students from predominately middle class schools, with approximately equivalent language arts grades and similar educational experiences, will score comparably to one another regardless of testing conditions. The data also suggest that this sample of third grade students are confident in their academic ability and are not affected by negative stereotyping.
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Orbay, Ozge. "Resilience / Vulnerability Factors As Predictors Of Turkish University Students." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610532/index.pdf.

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It may be assumed that the various resources individuals have will be needed in coping with the adjustments required in college. Any deficits in individuals&rsquo
psychological make-up or maladaptive coping strategies will block their adjustment to college. Within this idea of adjustment, adjustment to college and psychological well being were predicted by several variables named as personality, hardiness, and coping strategies under a stressful condition. Students who have completed their freshmen year were administered the scales related to the above variables and a series of path analyses were carried out. Results indicated that problem focused coping and helplessness/self blame had a mediator role between personality variables and psychological well being. Neuroticism was named as a vulnerability factor. Students with neuroticism as a personality characteristic were regarded as risk groups, who were likely to use helplessness/self blame coping. On the other hand, personality characteristics such as conscientiousness, openness/intellect, and hardiness were concluded to be a resilience factors together with problem focused coping.
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Kasai, Makiko. "Self-construal, narcissitic vulnerability, and symptoms of psychological distress among Japanese college students /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841308.

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Dreher, Kevin Clark. "College Student Vulnerability to Harmful Religious Groups Based on Perceptions." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1957.

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This study was conducted in an attempt to understand which, if any, groups of college students are susceptible to cult influence based on false perceptions. Religion is a powerful practice that, if used for the wrong reasons, can influence a person to dissolve social and financial relationships with family, friends, and the surrounding community. Surveys were given to randomly selected cluster samples of students currently enrolled at the university. These surveys consisted of demographic questions and a scale designed to measure perceptions. Also devised was a scale to measure traits of depression. Both bivariate and multivariate analysis showed that the depression scale was more significant than the perceptions scale in measuring vulnerability.
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Lee, Sook-Young. "The interaction effect of television violence and cultural identity on international students' perceived vulnerability." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1124740.

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The purpose of this study was to examine the effects of television violence and cultural identity on international students' perceived vulnerability. A total of 73 international students who registered at Ball State University spring semester 1999 participated in the survey research project. MANOVA revealed a significant relationship between perceived vulnerability and television exposure. Although no significant relationship was found between perceived vulnerability and cultural identity levels, there was a significant interaction effect between television exposure and cultural identity. International students who were heavy viewers and had assimilated identity exhibited the greatest perceived vulnerability. Theoretical and methodological implications of the findings were discussed for future research.
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Cook, Travis Andrew Ross. "Associations of age of drinking initiation with other vulnerability factors for alcohol involvement among Chinese, Korean and white college students /." Diss., Connect to a 24 p. preview or request complete full text in PDF formate. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3266846.

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Franklin, Cortney Ann. "Sorority affiliation and rape-supportive environments the institutionalization of sexual assault victimization through vulnerability-enhancing attitudes and behaviors /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/C_Franklin_042408.pdf.

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Books on the topic "Studenti vulnerabili"

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Office, General Accounting. Student loans and foreign schools: Assessing risks could help education reduce program vulnerability : report to congressional addressees. Washington, D.C: GAO, 2003.

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S, Crush J., and Southern African Migration Project, eds. States of vulnerability: The future brain drain of talent to South Africa. Cape Town: Idasa, 2006.

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Crush, Jonathan. States of vulnerability: The future brain drain of talent to South Africa. Cape Town: Idasa, 2006.

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Mandell, Lewis. Our vulnerable youth: The financial literacy of American 12th graders. Washington, DC: Jump$tart Coalition for Personal Financial Literacy, 1998.

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Broad, Bob. Kith and kin: Kinship care for vulnerable young people. London: National Children's Bureau, 2001.

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Nuvolati, Giampaolo, ed. Sviluppo urbano e politiche per la qualità della vita. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-736-8.

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La società attuale appare sempre più vulnerabile, incerta, complessa e ambigua ed in questo contesto aumenta la necessità di creare efficienti ed efficaci ecosistemi per la promozione locale della qualità della vita e dell’innovazione sociale. Il volume propone un excursus delle principali pratiche e politiche innovative che stanno accompagnando lo sviluppo urbano. Ogni saggio approfondisce un ambito di interesse – qualità della vita, innovazione sociale e sharing economy, smart city, mobilità urbana, nuovi luoghi del lavoro, abitare condiviso, eHealth, sicurezza urbana, giovani e turismo, food policy, innovazione didattica e amministrazione condivisa – offrendo una panoramica di riferimento per lo studio, la progettazione e l’implementazione di nuove strategie di intervento e politiche pubbliche. Il testo è rivolto a studenti, docenti, operatori che lavorano a vario livello in settori del sociale.
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Blanchette, Cornelia M. District of Columbia public schools: School year 1996-97 enrollment count vulnerable to errors : statement of Cornelia M. Blanchette, Associate Director, Education and Employment Issues, Health, Education, and Human Services Division, before the Council of the District of Columbia, Committee on Education, Libraries, and Recreation. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1997.

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Blanchette, Cornelia M. District of Columbia public schools: Enrollment count still appears vulnerable to errors : statement of Cornelia M. Blanchette, Director, Education and Employment Issues, Health, Education, and Human Services Division, before the Subcommittee on the District of Columbia, Committee on Government Reform and Oversight, House of Representatives. Washington, D.C: The Office, 1998.

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Farmaki, Anna, Dimitri Ioannides, and Stella Kladou, eds. Peer-to-peer accommodation and community resilience: implications for sustainable development. Wallingford: CABI, 2022. http://dx.doi.org/10.1079/9781789246605.0000.

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Abstract This book contains 11 chapters demonstrating the incredible complexity characterizing the relationship between peer-to-peer (P2P) loding and commmunity resilience, by considering multiple stakeholder perspectives and examining a diverse array of destination communities. The research within this book clearly shows how P2P lodging can foster resilience by helping to make communities more economically, environmentally and socially sustainable. However, the research also clearly shows how P2P lodging can itself be the external force of undesirable change against which communities may struggle to be resilient, and how P2P lodging can destabilize communities in ways that leave the communities vulnerable and less resilient to future disrupting forces. This conflicting duality highlights the complexity of the P2P lodging phenomenon, and the nuance with which one therefore must understand it. This volume will prove to be so valuable for students, academics, policy makers and community leaders looking to better understand the intersection between P2P lodging and community resilience.
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Tyernovaya, Lyudmila. Gastronomic geopolitics. ru: INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/999872.

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The more diverse and rich a person's life is, the more areas of activity, different sides of reality he comes into contact with. People get a lot of resources from them, but at the same time each such sphere has its own vulnerability and is able to create threats to the security of people, societies and States. Most dangerous of all are the threats that affect the vital basis of human existence. These include threats to food security. They have long gone beyond biological or medical limits and received a truly geopolitical scope. The monograph shows how these threats were born and grew, as well as what can be done not only by States or international organizations, but also by individuals to minimize such threats and risks, to return to food the original meanings of the unifying principle. It is intended for specialists in the field of international relations, teachers and students of humanitarian and social disciplines, and will be of interest to a wide range of readers.
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Book chapters on the topic "Studenti vulnerabili"

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Munro, John S. "Vulnerable students." In Psychiatric Emergencies in Family Practice, 139–53. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3191-6_14.

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Darling, Jonathan. "Vulnerable Subjects." In Research Ethics for Human Geography: A Handbook for Students, 159–69. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781529739947.n17.

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Seymour-Walsh, Amy E. "Student Identity Development and Vulnerability." In SpringerBriefs in Education, 99–112. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26792-6_7.

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Wood, Meena Kumari, and Nick Haddon. "A curriculum for SEND and vulnerable students." In Secondary Curriculum Transformed, 37–53. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-7.

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Sing, Nevensha. "Experiences of Doctoral Students’ Vulnerability in South Africa." In Higher Education Marketing in Africa, 343–67. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39379-3_13.

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Båtevik, Finn Ove, and Jon Olav Myklebust. "Some Methodological Challenges in Longitudinal Research on Vulnerable Youths." In Life Course of Special Educational Needs Students, 29–39. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24247-2_3.

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Skjong, Gerd. "Vulnerable Young Adults and Their Adaptation to Working Life." In Life Course of Special Educational Needs Students, 93–105. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24247-2_7.

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Vermeesch, Amber, and Patricia Cox. "Mindfulness and Stress Reduction Strategies with Undergraduate and Graduate Nursing Students." In Integrative Health Nursing Interventions for Vulnerable Populations, 43–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60043-3_4.

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Campana, Kristie. "Industrial and Organizational Psychology and Community Service Involvement: Students Helping Locally." In Industrial and Organizational Psychology Help the Vulnerable, 243–57. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137327734_14.

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Innocente, Nathan, Jayne Baker, and Christine Goodwin De Faria. "Vulnerability and Student Perceptions of the Ethics of SoTL." In Ethics and the Scholarship of Teaching and Learning, 111–28. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11810-4_8.

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Conference papers on the topic "Studenti vulnerabili"

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Haidar, Ahmed M. A., Azah Mohamed, and Aini Hussain. "Vulnerability Assessment of Power System Using Various Vulnerability Indices." In 2006 4th Student Conference on Research and Development. IEEE, 2006. http://dx.doi.org/10.1109/scored.2006.4339343.

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Loshbaugh, Heidi. "Becoming Student Ready: Institutional Evolution in Supporting Vulnerable Students to Achieve Degree Success." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577933.

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Melo, Eduardo, Elisa Tuler, and Leonardo Rocha. "Combining Data Mining Techniques to Analyse Factors Associated with Allocation of Socioeconomic Resources at IFMG." In Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/kdmile.2021.17465.

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The granting of socioeconomic assistance to students from Federal Education Institutions is one of the ways found to provide finantial support during their studies, focusing primarily on those who are more socially vulnerable. Institutions carry out selection processes to identify students with a profile of demand and appropriately distribute the grants according to the budget available for this purpose. This article applied Data Mining techniques to a set of information from students who applied to receive scholarships at IFMG - Campus Bambuí, seeking to identify the attributes associated with the distribution of benefits and analyzing the adequacy of the current indicator used by the institution to classify the level of social vulnerability of students. The proposed methodology involved combining different machine learning algorithms, such as data classification and feature selection techniques. In addition to identifying the degree of importance of each attribute in the constructed model, the differential of this article is to present well-founded suggestions for new attributes that could be able to improve the index used by the institution and, consequently, optimize the workload of those involved with the analysis of selective processes. The composition of the institution's index with five new attributes resulted in a gain of around 10% in rating performance.
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G S, Padmashree, and Mamatha H K. "TRANSFERENCE OF TEACHERS’ EMOTIONAL INTELLIGENCE TO STUDENTS DURING ADOLESCENCE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end088.

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"Introduction. This study explores the impact of teachers’ emotional intelligence on the emotional intelligence of students aged between 14 to 16 yrs. studying in the 9th and 10th grade. The study is interested to understand the level of transference of teachers’ emotional intelligence to the students through the teacher-student interactions that happen at schools. This is the age where the students are highly vulnerable to their surroundings and need highest support from teachers and teachers’ way of behavior has huge impact is the hypothesis. Background. Adolescence is a very vulnerable age where the children need the support of an adult to identify and maneuver through life. School is one place where this is accomplished majorly. But are the teachers equipped enough to provide this support emotionally in this new generation with technological advancements? And how is the EI of teachers affecting that of the students? This study focuses on this question. Methodology. This is a quantitative analytical study involving administering of two questionnaires (one to teachers and one to students). Sample considered were students and teachers from schools from Karnataka state who consented to be part of the study. Each teacher was mapped to the students who were taught by the teacher. Emotional Intelligence of both teachers and students was measured using Bar-On EIQ. Results. There is no correlation between the teachers and students’ emotional intelligence. Analyses was performed using mean analysis, Anova and exploring correlations between the components of EI between teachers and students. Conclusion. This result of no correlation could be due to lockdown and further research (both qualitative and quantitative) needs to be conducted to see if this is the effect of the pandemic and the lockdown."
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Kamaludeen, Hasanathul Bashariyah Bt, and Wan Nor Liza Binti Mahadi. "Assessment and Mitigation of Mental Health among Students using Quantitative Ibm Spss Approach during Covid-19 in Public Higher Learning Institutions." In International Technical Postgraduate Conference 2022. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.141.11.

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The issue of student mental health in higher education is growing. The COVID-19 pandemic has greater focus on this vulnerable group. This study aims to give a comprehensive assessment of the impact of the COVID-19 pandemic on the mental health of university students. 200 students participated in a survey by using the GAD-7 and PHQ-9 screening tests to assess the state of mental health of Malaysian university students. The data was analysed using quantitative methods. The IBM Statistical Product and Service Solutions (SPSS) version 27.0 assessment of mental health revealed that 44.0% of such 88 students were experiencing mild anxiety symptoms. During this COVID-19 outbreak, 74 students (37.0%) experienced mild depressive symptoms at a greater level. Significant findings, however, revealed that 25 students (12.50%) and 24 students (12.00%), respectively, suffer from severe anxiety and depressive symptoms. A significant correlation of at least r=0.147 exists between the students' level of anxiety, depression, and duration of the students staying alone or away from their families. These findings have encouraged the researcher to propose a model for mitigating mental health issues among university students for consideration by universities.
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Marinela, Istrate, Bănică Alexandru, and Athes Haralambie. "Preventing university dropout: the relation between the student vulnerability features and academic performance in the first year." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11139.

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Educational services that universities offer to bachelor students are nowadays under the siege of numerous challenges, ranging from financial and institutional issues to fast changing labour market demands. Universities are confronting fast changes and uncertainties, being asked for adaptation, flexibility and higher ability to (re)act and find the best solutions. Within this broad context, university dropout is one particular new challenge that is often overlooked by decision makers and even by the teaching staff. Our study focuses on problems faced by the first year bachelor students of the Faculty of Geography and Geology at the oldest university in Romania, “Alexandru Ioan Cuza” University of Iasi, students who have benefitted from support from a program financed by BIRD and World Bank, named Romania Secondary Education Project (ROSE). In order to identify and analyse their academic pathway in the first year of study, we tried to correlate a number of qualitative and quantitative using the analysis of variance (ANOVA). The analysis of the results indicates that the prevention of school drop-out should be approached as a continuous process starting from the early years of education. The adaptability to student life depends on the treatment of these inherited and overlooked disadvantages.
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Onur, Şeyma, and Gökşen Bacak Turan. "Geodetic Domination Integrity of Transformation Graphs." In 6th International Students Science Congress. Izmir International Guest Student Association, 2022. http://dx.doi.org/10.52460/issc.2022.030.

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The concept of domination has a wide field of research in graph theory. The dominating set of a graph G is a subset S of vertices of G such that every vertex not in S is adjacent to at least one vertex in S [1]. The concept of domination has various types defined on vertices and edges. If each vertex in a dominating set S of the graph G is also a member of the geodetic set, then the set S is called a geodetic dominating set [2]. A communication network is a connection between centers and those centers that allow them to communicate with each other it consists of lines. These network centers can be modeled as the vertices of the graph and the connecting lines as the edges of the graph. Some parameters have been defined to measure the vulnerability of the graph in case some vertex or edge of the graph modeling a communication network is damaged. One of these parameters is the geodetic domination integrity [3]. In this study, the geodetic domination integrity of graphs is considered, and some general results are obtained for the geodetic domination integrity of some transformation graphs.
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Kruse, Ellen. "Teacher Identity, Vulnerability, and Supportive Relationships With Students." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445759.

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Mahcar, Fatiha Imane. "Nomination of Ksar Kourdane in Laghouat, Algeria to the UNESCO World Heritage List." In 6th International Students Science Congress. Izmir International Guest Student Association, 2022. http://dx.doi.org/10.52460/issc.2022.001.

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Ksar Kourdane is an architectural masterpiece that can be considered as a model with its aesthetic appeal that reveals the skill of the masters who built it. This Ksar offers a window into the history of this city and has preserved the heritage of the region; it represents one of the places frequented by tourists. It is an authentic symbol of the fusion of cultures and civilizations, as well as the opening up of Muslim culture to the world around it. The Ksar was built according to an architecture that combines modern and traditional style. Compared to other ksours of the region, Ksar Kourdane has retained its architectural authenticity in terms of configuration and materials. The architectural style is preserved and the earthen structures are perfectly adapted to the climatic conditions and they are in harmony with the natural and social environment. However, new challenges arise when a balance must be found between function, residents’ needs, heritage questions and the need for new buildings. Authenticity is particularly vulnerable due to improper protection. That’s why it should be nominated in the UNESCO World Heritage List to preserve this great heritage.
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Haidar, Ahmed M. A., Azah Mohamed, and Aini Hussain. "Vulnerability Assessment of a Large Sized Power System Using Radial Basis Function Neural Network." In 2007 5th Student Conference on Research and Development. IEEE, 2007. http://dx.doi.org/10.1109/scored.2007.4451385.

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Reports on the topic "Studenti vulnerabili"

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Glace, Alyssa. Affirmative Consent Endorsement and Peer Norms Supporting Sexual Violence Among Vulnerable Students on College Campuses. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6357.

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Nyabanyaba, Thabiso. Lesotho final report: Developing, implementing and evaluating the SOFIE intervention package to support educational access for vulnerable students. Institute of Education, National University of Lesotho, 2010. http://dx.doi.org/10.35648/20.500.12413/11781/ii078.

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Wang, Zaisheng, Chris Blackmore, and Scott Weich. Mental Health Services International Students can Access in UK Higher Education: an Evidence and Gap Map (EGM). INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0038.

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Review question / Objective: a. Question • What kind of mental health services that international students can access in UK higher education? b. Objectives • to systematically search and identify the range of mental health services that international students in UK higher education can access. • to gather and display evidence on health care and services to maintain or enhance mental health conditions of mental health services in the UK. • to collect clusters of existing evidence and gaps to inform the potential literature review design. Background: Mental health is already a significant global issue in higher education (Alonso et al., 2018; Auerbach et al., 2016a, 2016b; Mortier et al., 2018). As the WHO argued, there is no health without mental health (DH, 2011; Prince et al., 2007; WHO, 2018, 2021, 2022a). Higher education students who are far away from home, lack social support and face language and cultural differences are the vulnerable populations in terms of mental health compared with home students (Blackmore et al., 2019; Forbes-Mewett & Sawyer, 2016, 2019; Minutillo et al., 2020; Sachpasidi & Georgiadou, 2018; Sherry et al., 2010). As a critical industry, UK higher education has the second-largest group of international higher education students globally (Department for Education & Department for International Trade, 2021; QS, 2019; QS Enrolment Solutions, 2021; Universities UK, 2021a, 2021b). However, compared with home students, international students are less likely to use mental health services in UK higher education. Attention to the mental health conditions of international students in UK higher education has more possibility to be improved in this country (HESA, 2021; Orygen, 2020; Quinn, 2020).
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Ajzenman, Nicolás, Gregory Elacqua, Luana Marotta, and Anne Sofie Olsen. Order Effects and Employment Decisions: Experimental Evidence from a Nationwide Program. Inter-American Development Bank, August 2021. http://dx.doi.org/10.18235/0003558.

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In this paper, we show that order effects operate in the context of high-stakes, real-world decisions: employment choices. We experimentally evaluate a nationwide program in Ecuador that changed the order of teaching vacancies on a job application platform in order to reduce teacher sorting (that is, lower-income students are more likely to attend schools with less qualified teachers). In the treatment arm, the platform showed hard-to-staff schools (institutions typically located in more vulnerable areas that normally have greater difficulty attracting teachers) first, while in the control group teaching vacancies were displayed in alphabetical order. In both arms, hard-to-staff schools were labeled with an icon and identical information was given to teachers. We find that a teacher in the treatment arm was more likely to apply to hard-to-staff schools, to rank them as their highest priority, and to be assigned to a job vacancy in one of these schools. The effects were not driven by inattentive, altruistic, or less-qualified teachers. The program has thus helped to reduce the unequal distribution of qualified teachers across schools of different socioeconomic backgrounds.
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Ferreira, Nuno, Judith Townend, William McCready, Erika Carrière, Hannah Farkas, and Samantha Robinson. Developing a cost-free legal advice service for asylum seekers and migrants in Brighton and Hove. University of Sussex Migration Law Clinic, November 2022. http://dx.doi.org/10.20919/wptu7861.

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In 2018, a team of University of Sussex undergraduate law students working under the supervision of academic staff, conducted the Migration Law Clinic Pilot Study. This was in response to growing and grave concerns about the lack of availability of legal support and services for those seeking asylum and other forms of leave to remain in the UK. These concerns have only heightened in the intervening period: most recently, in response to the government’s publication of a draft Bill of Rights to repeal and replace the Human Rights Act 1998, which would make it much more difficult for potential deportees to rely on Article 8 of the European Convention on Human Rights (ECHR) to prevent removal and might have a wider impact on the rights and status of vulnerable groups of migrants in the UK; and, among other initiatives, the government’s intention to involuntarily relocate asylum seekers to Rwanda, which will then be responsible for processing the asylum claim and for providing asylum in successful cases. The purposes of the study were: i) To better understand some of the challenges faced by asylum seekers and vulnerable migrants living in Brighton and Hove when applying for asylum, and other forms of leave to remain and leave to enter. ii) To identify the extent and reasons for any shortfall in cost-free immigration and asylum law advice and representation in Brighton and Hove. iii) To gauge whether there was demand for additional free legal advice in the form of a university law clinic, specialising in immigration and asylum law. The team undertook a review of the legal framework that governs the provision of legal aid for immigration and asylum law matters and of relevant academic commentary on its impact. The team also gathered new empirical data based on interviews with a range of local stakeholders. This report sets out the team’s findings, describes how it informed the development of the clinic, and makes recommendations both for the further development of the Clinic and for changes to the provision of legal aid. Finally, it offers advice to other universities contemplating setting up their own clinic in this area.
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Chopra, Deepta, Devanik Saha, Luize Guimarães, Lucia Bernadete, and Kerry Selvestre. The case of MUVA Assistentes: Moving Beyond Income Generation to a New Approach Towards Achieving Women’s Empowerment. Institute of Development Studies, March 2023. http://dx.doi.org/10.19088/muva.2023.002.

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This paper highlights the case of MUVA Assistentes, a public works programme (PWP) that provided training and mentoring to young vulnerable women (YVW) in urban Mozambique. Our paper draws out the main learnings from the MUVA Assistentes project to inform the design of other PWPs that have women’s empowerment as their major aim. We show through our analysis that it is possible for PWPs to achieve women’s empowerment, but only if they go beyond a sole focus on income provision through paid work to women. Instead, we argue that if PWPs formulate their theory of change in line with Kabeer (1999)’s notion of empowerment, with its three interrelated dimensions (resources, agency and achievements), women’s empowerment through PWPs can be both realistic and long-lasting. PWPs have always been popular in low- and middle-income countries as tools for poverty alleviation and mitigating high unemployment rates among young people. Given the disproportionate impact of poverty on women and girls, many existing PWPs often include a ‘gender’ component in their theories of change. A common limitation of such PWPs and theories of change is their overarching focus on providing income opportunities, which they suggest leads to women’s empowerment. However, this has not been the case for most PWPs; hence, learnings from a project that has led to substantive empowerment of young women are highly valuable. The MUVA Assistentes project was a component of the broader MUVA Programme running in urban Mozambique. It provided training to YVW and gave them paid work as classroom assistants in primary schools for one academic year. The project addressed two major problems plaguing Mozambique today: (1) high unemployment among urban young people, especially women; and (2) poor educational outcomes among primary school students. Through a dedicated focus on mentoring the participants, the project supported these women to build soft assets and skills to enable them to realise their future goals and aspirations. This paper highlights that the MUVA Assistentes project led to three major outcomes: (1) building technical skills; (2) improving opportunities for women’s employability in the labour market (while improving public goods); and (3) building soft assets through training and mentoring. Through a close discussion of the experiences of four women participants, we find that the MUVA Assistentes led to an increase not only in income opportunities for YVW, but also in their sense of self‑worth and confidence to exercise their agency in achieving their goals. Further, the project also provided a critical public good by working towards improving the quality of classroom outcomes in government primary schools. We conclude that through building these skills and increasing women participants’ self-worth, PWPs can build women’s resources, agency and achievements, thereby moving closer to achieving a holistic view of empowerment, which encouragingly extends beyond the PWPs’ duration as well.
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Gendered effects of COVID-19 school closures: Kenya case study. Population Council, 2022. http://dx.doi.org/10.31899/sbsr2022.1003.

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This brief summarizes a case study that assessed the gendered impact of COVID-19 school closures in Kenya. COVID-19 school closures escalated education inequalities especially for girls and young people in rural areas. These closures exacerbated adolescent mental health issues, food and economic insecurity, and experiences of violence. COVID-19 response programs implemented by both the Government of Kenya and non-state actors were not able to fully mitigate the impacts of school closures for adolescents, teachers, or schools. Continued efforts to understand the implications of school closures and to support vulnerable students are needed.
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Bangladesh: Link adolescent reproductive health resources to increase access. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1005.

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Adolescents, who make up about 25 percent of the population of Bangladesh, have limited access to reproductive health (RH) information and services. With age at marriage increasing, young people are vulnerable to a variety of RH risks, including unwanted pregnancy and sexually transmitted infections (STIs). In 1999, FRONTIERS tested the feasibility, impact, and cost of several interventions to improve the RH of adolescents. The intervention took place in two experimental urban sites, while a third control site received prevailing services. Both sites received the community intervention, which involved sensitization and outreach to community stakeholders to encourage local support. Out-of-school adolescents were offered a 20-session “life skills” curriculum that included RH, and peer educators organized community events with RH themes. The experimental sites also received a clinical component, in which providers offered a variety of affordable, adolescent-friendly services. One site also received a school-based intervention, in which trained teachers provided the life-skills curriculum to eighth- and ninth-level students. As noted in this brief, school and community education schemes increased young people’s understanding of RH, and the establishment of links between schools and adolescent-friendly clinics increased the use of RH services.
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