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Статті в журналах з теми "Young Student"

Автор: Grafiati

Опубліковано: 11 березня 2023

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1

Gavin, M. Katherine, and Tutita M. Casa. "Nurturing young student mathematicians." Gifted Education International 29, no. 2 (May 23, 2012): 140–53. http://dx.doi.org/10.1177/0261429412447711.

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Developing mathematical talent in our students should be of primary consideration in education today as nations respond to the challenges of economic crises and ever-changing technological advances. This paper describes two U.S. federally funded curriculum projects, Project M3, Mentoring Mathematical Minds, and Project M2, Mentoring Young Mathematicians for students ages 5 through 12. These projects foster in-depth understanding of advanced mathematical concepts by challenging and motivating students to solve and discuss high-level problems in a fashion similar to practicing mathematicians. The curricula have undergone national field tests with proven research results showing significant achievement gains for students studying the curricula over a comparison group of like-ability students. This paper outlines the philosophy behind each program and its connection to the literature and best practices in the fields of gifted education and mathematics education. Next, specific instructional strategies integral to both curricula are outlined. These strategies help teachers establish a community of learners that promotes rich discussions as a platform for posing and solving interesting problems, constructing viable arguments, and defending as well as critiquing solutions. Finally, strategies to help young student mathematicians develop clear and logical written justifications for their mathematical reasoning and share their creative insights are described.

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2

Jasinski, Marek. "Recent Student Awards [Students and Young Professionals News]." IEEE Industrial Electronics Magazine 10, no. 4 (2016): 79–80. http://dx.doi.org/10.1109/mie.2016.2616027.

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3

Waseem, Muaaz, Faraz Ahmed Bokhari, Muhammad Aakif Jalal, Zainab Zahra, Mahnoor Khalid, and Maria Aman. "PRE DIABETES IN YOUNG MEDICAL STUDENTS." Annals of King Edward Medical University 21, no. 1 (July 2, 2021): 39. http://dx.doi.org/10.21649/akemu.v21i1.694.

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Abstract Introduction: A study was conducted among students of a public medical college in Lahore, Pakistan to determine proportion of pre diabetic students (Blood sugar levels between 100 mg/dl - 125 mg/dl, accord- Waseem M.1 Fourth Year MBBS Student Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore Bokhari F.A.2 Assistant Professor, Department of Physiology, Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore Jalal M.A.3 Fourth Year MBBS Student Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore Zahra Z.4 Fourth Year MBBS Student Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore Khalid M.5 Fourth Year MBBS Student Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore Aman M.6 Fourth Year MBBS Student Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore ing to American Diabetes Association) and its relation with body mass index, family history of Diabetes, die-tary habits, socioeconomic status and physical activity. Methods: A cross sectional survey was conducted at Sheikh Zayed Medical Complex in February 2013 on medical students of either gender. Data was collected on a validated questionnaire. Fasting blood sugar lev-els of 65 students (enrolled after taking informed con-sent) were taken by trained co investigators through standardized glucose meter. Results: A total of 65 medical students (43 males and 22 females) enrolled in this study. Their ages ranged from 18 to 23 years (mean age 20.56 ± 0.97 years). No student was found to be pre diabetic. Fasting blood sugar level in male participant with a family historyof diabetes was significantly higher (85 ± 6.228 vs. 79.857 ± 6.602, P = 0.016). Conclusion: In this study, no student was found to be pre diabetic, though male participants with a family history of diabetes had higher fasting blood sugar levels. However, a larger study sample is required so that any significant finding may be shown, if it exists. Data on prevalence of pre-dia-betes in youth in South Asia is scarce. The high incidence of diabetes in developing countries un-derlines the need to explore prevalence of pre dia-betes in the younger population. Key Words: Pre diabetes, Impaired Fasting Glucose (IFG).

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4

Kuurme, Tiiu. "Student Interpretations of Student Roles: What About Sustainability?" Journal of Teacher Education for Sustainability 9, no. 1 (January 1, 2008): 5–20. http://dx.doi.org/10.2478/v10099-009-0015-4.

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Student Interpretations of Student Roles: What About Sustainability?The goal of this article is to investigate the relationship between the contemporary humanistic ideology and the student roles as perceived by young people themselves. First, the traditional humanist ideas of education as a relational term and its contemporary features are analysed. Theoretically, a good education today offers young persons positive experiences for developing and is dialogical in nature. After this discussion, the interpretations of young people from different school types and age groups on their perceived role at school and their relations attributed to that role are described. These young people see their role in a very traditional way, meaning that the most important goal is to behave in manner that best insures their receiving good grades. This paper shows that there is no congruence between the currently desired image of education and the described role of student

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5

Jasinski, Marek. "IES Student Paper Travel Awards [Students and Young Professionals News]." IEEE Industrial Electronics Magazine 10, no. 3 (September 2016): 63–66. http://dx.doi.org/10.1109/mie.2016.2590781.

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6

Jasinski, Marek. "Student Paper Travel Assistance Program [Students and Young Professionals News]." IEEE Industrial Electronics Magazine 11, no. 2 (June 2017): 69–74. http://dx.doi.org/10.1109/mie.2017.2694614.

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7

Mwanzia, Dorothy Kanini, Peace Zowa, Dennis Achoki, Ozotta Ogochukwu, Chioma Onwumelu, and Antony Hiuhu Mwangi. "Student Zone." Leading Edge 40, no. 1 (January 2021): 74–75. http://dx.doi.org/10.1190/tle40010074.1.

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More than 80 young professionals and students from around the world attended the 1st Virtual African Young Professionals and Students Geoscience Week, which took place 21–26 September 2020. Participants were from Argentina, Brazil, Congo, Germany, Ghana, Indonesia, Kenya, Malawi, Mexico, Nigeria, Rwanda, South Africa, Tanzania, Uganda, Ukraine, the United States, and Zimbabwe. Figure 1 shows a distribution map of the represented locations. A total of 12 speakers presented on a variety of interesting topics throughout the week.

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8

Jocius, Robin. "Good Student/Bad Student." Literacy Research: Theory, Method, and Practice 66, no. 1 (June 30, 2017): 198–214. http://dx.doi.org/10.1177/2381336917718177.

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This study situates young adolescents’ multimodal composing practices within two figured worlds—school and creative multimodal production. In a microanalysis of two focal students’ multimodal processes and products, I trace how pedagogical, interactional, and semiotic resources both reified and challenged students’ developing identities as multimodal composers. This research illustrates the necessity of critical perspectives on the design and implementation of multimodal composing activities for academic purposes.

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9

Li, Hong, and Marek Jasinski. "The Intelligent Industrial Electronics Young Professional and Student Seminar 2019 [Students and Young Professionals News]." IEEE Industrial Electronics Magazine 13, no. 4 (December 2019): 132–34. http://dx.doi.org/10.1109/mie.2019.2946411.

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10

Sung, Kyungmin. "To the Young Student of Japan." Journal of The Institute of Electrical Engineers of Japan 134, no. 4 (2014): 214. http://dx.doi.org/10.1541/ieejjournal.134.214.

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11

Lanouette, William. "STUDENT PUGWAS: Ideals for young scientists." Bulletin of the Atomic Scientists 46, no. 3 (April 1990): 12–52. http://dx.doi.org/10.1080/00963402.1990.11459806.

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12

Ball, Stanley. "Programming Benchmarks for the Young Student." School Science and Mathematics 85, no. 5 (May 6, 1985): 374–82. http://dx.doi.org/10.1111/j.1949-8594.1985.tb09637.x.

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13

Bundy, Tess. "“Revolutions Happen through Young People!”." Journal of Urban History 43, no. 2 (January 30, 2017): 273–93. http://dx.doi.org/10.1177/0096144216688277.

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From the late 1960s through the early 1970s, thousands of black high school students in Boston protested their educational marginalization by staging school boycotts, forming student organizations, and leading demonstrations. They demanded dramatic changes in the content and delivery of education in the Boston Public Schools (BPS). They called for a “culturally relevant education” that valued black culture, to be mentored by black educators, and for collaboration between school and community. Through these arguments for the value of black culture, students rejected characterizations of their racial heritage as inadequate—in a time when theories of cultural inferiority were widespread. Black youth were key players in a decades-long movement led by black Bostonians for educational justice in the BPS. This story challenges a dominant narrative of desegregation and civil rights in Boston, which focuses on busing, white resistance, and court-ordered desegregation. This narrative portrays black Bostonians as apathetic to racial politics and blindly following court-ordered desegregation plans. The story of the black student movement highlights the vital political work performed by black youth in civil rights protest. The erasure of black youth activism from the historical record strengthens stereotypes of black urban teens as apathetic, dangerous, and culturally depraved, which served as a justification for the criminalization of black youth. Their demands for black studies courses, black educators, and the revision of student dress and disciplinary codes forced educators and city leaders to grapple with changing understandings of quality education within the nation’s diverse urban public school systems.

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14

Mitra, Dana L. "Conclusion: The Intersection of Student Voice and Policy Research." Teachers College Record: The Voice of Scholarship in Education 117, no. 13 (April 2015): 237–50. http://dx.doi.org/10.1177/016146811511701304.

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This concluding chapter examines how this book on student voice intersects with previous research about policy implementation and sustainability, focusing on three issues: (a) Legitimizing the role of young people in the policy and reform process. This book considers how to reconceptualize the role of young people in educational systems as policy actors rather than as clients. Building on theoretical concepts of positioning and reframing, it articulates how young people have the right to participate in conversations and decisions that affect their lives. (b) Preparing adults to work with young people. The book also amplifies the need to develop structures that can maximize the ben-efits of the partnership for young people, adults, and the policy system. While adults can create barriers to authentic student participation, student voice efforts can teach adults how to work with young people as partners. When adults refuse to partner, the book demonstrates how student voice activities can serve as a social movement to challenge adults to rethink relationships with students. (c) Sustaining ongoing student voice work. The book also considers the contexts and conditions that might enable the sustainability of successful student voice efforts. Aligning with an intermediary organization can serve as a bridge for sharing knowledge and resources between student voice efforts. Additionally, inquiry-based processes can create a structure for creating meaningful student voice work. The book focuses mostly on a particular form of inquiry—Youth Participatory Action Research (YPAR), which allows an exchange of ideas, critique, and expertise.

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Brigida, Intan Printina. "THE TRACK RECORD OF USD STUDENT ORGANIZATIONS: A YOUNG DRIYARKARA CREATIVITY REVOLUTION." International Journal of Humanity Studies (IJHS) 1, no. 2 (March 15, 2018): 253–63. http://dx.doi.org/10.24071/ijhs.v1i2.978.

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This article describes the track record of student organizations (UKM) at Sanata Dharma University (SDU). This study tried to reveal the contribution of student organizations as a creativity revolution especially for students personality development, which will lead to the progress of SDU. The research type was a descriptive qualitative research which aims to elaborate the history of student organizations in SDU based on the viewpoint and spirit of youngDriyarkara. The method of the research were interviewing, gathering data, and analyzing results. The result of this study indicated that student organizations in SDU have contributed to improve students personality developments such as mental and physical development, cognitive and social development, public speaking and also vocal skill. Thus, the students are not only competent in hard skills but also soft skills which prioritize human values.DOI:https://doi.org/10.24071/ijhs.2018.010211

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Oga-Baldwin, W. L. Quint, and Yoshiyuki Nakata. "How teachers promote young language learners’ engagement." Language Teaching for Young Learners 2, no. 1 (March 2, 2020): 101–30. http://dx.doi.org/10.1075/ltyl.19009.oga.

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Abstract Teachers of young learners often seek guidance on how best to engage and motivate their students. In this study, we aimed to document engaging teacher practices in the context of foreign language classes in Japanese elementary schools. We surveyed 16 public elementary school foreign language classes in western Japan using quantitative (questionnaire; external rating) and qualitative (naturalistic observation) tools grounded in self-determination theory. Classes were sorted into three groups of high, middle, and low teacher support based on student surveys, and observed for practices that influenced student engagement in each tercile. Results indicate that students are most responsive in classrooms involving teacher warmth and strictness, homeroom teacher involvement, appropriate pacing, instructional clarity, and a balance of activities. We offer descriptions of how these practices were employed, with implications for classroom practice and teacher training.

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17

Şensoy, Gözde, Diğdem M. Siyez, and Serhat Kalen. "Occupational engagement scale-student: Psychometric properties in Turkish university students." Australian Journal of Career Development 30, no. 1 (March 24, 2021): 64–71. http://dx.doi.org/10.1177/1038416220986557.

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Young adults pursue a career path in the face of many barriers, such as financial worries and parental influences. Engaging in occupational behaviours enables them to know themselves and the world better, and also provides them with opportunities to have experiences that help them decide on a career. This study adapts the Occupational Engagement Scale-Student (OES-S) into Turkish and examines its psychometric properties in a university sample. Participants consisted of 304 university students (149 females and 155 males). Confirmatory factor analysis confirmed the original unidimensional factor structure of the OES-S. For discriminant and concurrent validity, significant relationships were found between the OES-S and subscales of the Career Decision Scale. The internal consistency coefficient (Cronbach’s alpha) was .80. The results indicated that the OES-S could be considered as a valid and reliable tool to measure the occupational engagement of young adults.

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18

Ajgaonkar, Mihir. "Student leadership programme: igniting the young minds." Emerald Emerging Markets Case Studies 12, no. 1 (January 12, 2022): 1–20. http://dx.doi.org/10.1108/eemcs-11-2020-0401.

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Learning outcomes This case will help students to understand the following: Develop a basic understanding of competency building processes. Learn about the mentoring process and its application in leadership development. Develop awareness about the methodology for assessment of the effectiveness of training. Case overview/synopsis Dr A. R. K. Pillai founded the Indian Leprosy Foundation in 1970 in response to the national call by late Mrs Indira Gandhi, prime minister of India, to the public-spirited people to take up leprosy eradication. It collaborated with international agencies to reduce leprosy drastically in India from four million, in 1982 to around a hundred thousand cases in 2006. In 2006, the Indian Leprosy Foundation was renamed as Indian Development Foundation (IDF) as the trustees decided to expand the work of IDF in the areas of health, children’s education and women’s empowerment. Dr Narayan Iyer, Chief Executive Officer (CEO) of IDF initiated a leadership development intervention called the Students’ leadership programme (SLP) for children in the age group of 12 to 14, from the urban poor households in 2014. It was a structured mentoring programme spanning over three months in collaboration with the schools. It aimed at incubating skills in the areas of leadership, teamwork, personality, behavioural traits and provided career guidance. It had a humble beginning in 2014 with a coverage of 50 students. Initially, IDF welcomed executives from the corporate sector as mentors. As there was a need to rapidly expand the scope of SLP to the other cities of India, IDF tied up with the graduate colleges and invited the students to be the mentors. The other objective behind this move was to create social awareness among the students from more affluent strata of society. IDF was able to dramatically increase the participation of the students through SLP by approximately up to 100,000 by 2020. However, rapid progress threw up multiple challenges. The teachers complained about the non-availability of the students for regular classes to teach the syllabus as the students were busy with SLP. The schools forced IDF to shorten the duration of SLP to two months. Also, many undergraduate mentors were unable to coach the participants due to lack of maturity and found wanting to strike a rapport with them. There was a shortage of corporate executives who volunteered for the mentoring, due to work pressures. Dr Narayan, CEO & National Coordinator and Ms Mallika Ramchandran, the project head of SLP at IDF, were worried about the desired impact of SLP on the participants and its sustainability due to these challenges. So, with the support of Dr Narayan, she initiated a detailed survey to assess the ground-level impact of SLP. The objective was to get clarity about what was working for SLP and what aspects needed to improve, to make the programme more effective. Overall feedback from the survey was very positive. The mothers had seen very positive changes in the participants’ behaviour post-SLP. The teachers had specific concerns about the effectiveness of undergraduate mentors. The need for a refresher course to inculcate ethical behaviour and the inadequacy of the two-month duration of the SLP to reinforce values were highlighted. Respondents also voiced the requirement to build responsible citizenship behaviours among the participants. Mallika was all for preparing a model to further enhance the effectiveness of SLP. Dr Narayan and Mallika embraced the challenge and they were raring to go to develop SLP as a cutting-edge leadership programme and to take it to new heights. Complexity academic level This case can be used in courses on human resource management in postgraduate and graduate management programmes. It can also be used in the general and development management courses and during executive education programmes to teach methodologies for evaluating the effectiveness of the training interventions, with emphasis on the voluntary sector. Supplementary materials Teaching notes are available for educators only. Subject code CSS 6: Human Resource Management.

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Peretti-Watel, Patricky, Valérie Guagliardo, Pierre Verger, Jacques Pruvost, Patrick Mignon, and Yolande Obadia. "Risky Behaviours among Young Elite-Student-Athletes." International Review for the Sociology of Sport 39, no. 2 (June 2004): 233–44. http://dx.doi.org/10.1177/1012690204043467.

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20

Thornton, Holly J. "A Student Perspective on Young Adolescent Violence." Middle School Journal 34, no. 1 (September 2002): 36–42. http://dx.doi.org/10.1080/00940771.2002.11495340.

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21

Demeules, Joan, and Beth Hamer. "Retaining Young Student Parents: A Growing Challenge." About Campus 18, no. 4 (September 2013): 22–25. http://dx.doi.org/10.1002/abc.21127.

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22

Siskowski, Connie. "Young Caregivers: Effect of Family Health Situations on School Performance." Journal of School Nursing 22, no. 3 (June 2006): 163–69. http://dx.doi.org/10.1177/10598405060220030701.

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Recognition, assessment, education, support, and research of young caregivers is yet to be well established throughout the United States. Studies show that as a result of family caregiving, employees miss work, arrive late, have telephone interruptions, and pass up promotions. Education is essentially the work-life of a student. Research among 12,681 public school students in Palm Beach County, Florida, shows that more than 1 in 2 middle and high school youth (6,210) have the dual role of young caregiver and student; one third of all students (67.1% of young caregivers) miss school/after school activities, do not complete homework, and/or are interrupted in their studying—their work-life. As demonstrated in the United Kingdom, assessment, education, and support of young caregivers in school and in the community can improve education outcomes. Proactive school nurses have the opportunity to identify, assess, and promote the well-being and academic success of U.S. student-caregivers.

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23

Litman, Raviv. "Singaporean Societies: Multimedia Communities of Student Migration." Migration, Mobility, & Displacement 4, no. 1 (June 7, 2019): 7–20. http://dx.doi.org/10.18357/mmd41201918968.

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As young Singaporeans are evaluating their obligations towards their parents at home, the state of Singapore is implementing policies to entrench long-term connection between overseas Singaporean students and their families by using nancial support to guide over- seas Singaporean student societies. These methods reach far beyond Singapore’s borders and involve a combination of online and of ine communities of practice that bring young overseas Singaporeans closer together by setting social boundaries across multiple media. Young Singaporeans learn about studying overseas through online communities, and Sin- gaporean societies seek to control that form of communication. In this paper, the author describes the worldwide state-funded and student-run Singaporean societies and how they seek to govern overseas students’ relationships with family at home using methods such as social media, nances, and parties. Drawing from ethnographic and online methods of inquiry over three months in 2015, this article explores how students experienced Singa- porean societies as a tool to access social and nancial resources, which set boundaries for them when reevaluating their responsibilities at home while they live abroad. The author looks at the critical language that is present in an online community of young Singaporeans and shows how Singaporean societies limit opportunities for criticism.

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Bland, Derek, Suzanne Carrington, and Kate Brady. "Young people, imagination and re-engagement in the middle years." Improving Schools 12, no. 3 (November 2009): 237–48. http://dx.doi.org/10.1177/1365480209342655.

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This article reports on the first stage of a study that uses Young People as Researchers methodology to investigate the phenomenon of middle-year student disengagement. The study obtains student perspectives on the meanings of engagement and disengagement using a variety of innovative research methods. The first stage of the study focused on a two-day workshop giving students and teachers an overview of the project and providing training and experience in conducting research in their schools. The process employed by the study provides spaces and resources for critical thinking and encourages imaginative responses to the real life problems confronting the students and their peers and affecting their educational engagement. This article describes ways in which engagement is viewed both theoretically and through the empirical work of the student researchers, and how various applications of ‘disciplined imagination’ connect with methods of investigating and understanding engagement.

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Rufanda, Natalia. "Lectura – factor decisiv în formarea și dezvoltarea personalității elevilor de vârstă școlară mică." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 49, no. 3 (December 2021): 74–79. http://dx.doi.org/10.46727/jshs.2021.v49.i3.p74-79.

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Reading is one of the decisive factors through which the young school age student learns to develop skills and abilities, to accumulate skills, but also to take an attitude. A key role in this development is played by the school, the family and, of course, the methods and means by which students receive the texts.

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Bryant, Carol. "Build a Sense of Community among Young Students with Student-Centered Activities." Social Studies 90, no. 3 (May 1, 1999): 110–13. http://dx.doi.org/10.1080/00377999909602400.

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Santovec, Mary Lou. "Encourage student-athletes, staff to serve as coaches, mentors to young students." College Athletics and the Law 14, no. 1 (April 2017): 1–3. http://dx.doi.org/10.1002/catl.30324.

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Toledo, William. "Civic perspective-taking: Examining how young children engage with locally relevant public issues." Citizenship Teaching & Learning 14, no. 3 (October 1, 2019): 277–305. http://dx.doi.org/10.1386/ctl_00011_1.

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Abstract This manuscript examines the civic perspective-taking of second-grade students in three majority non-white classrooms as they participated in a civics unit with a perspective-taking focus. Specifically, this work examines student learning related to key concepts within the unit through analyses of individual student work samples and small group work and discussions. Based on these data, a rubric of learning civic perspective-taking and related concepts is presented. Patterns in student work are examined through three student exemplars that demonstrate advanced, developed and limited levels of understanding of key concepts throughout the unit. Larger patterns of student understandings from these three classrooms are also discussed.

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Stewart, Kate. "The development of a Critical Incident Student Team." Aotearoa New Zealand Social Work 21, no. 3 (July 17, 2017): 46–54. http://dx.doi.org/10.11157/anzswj-vol21iss3id275.

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As a response to the work I have done in the field of critical incidents in relation to young people, this paper begins with a brief discussion of resilience and the involvement of young people in decision making, particularly in this field of practice. This is followed by an overview of the ongoing development of a Critical Incident Student Team within Wanganui Collegiate. Young people’s views and opinions are integral to its functioning and as such their opinions are regularly, and often informally, gathered, analysed and acted upon. The third section is an evaluation of a formal exercise.This paper explores the development of a Critical Incident Student Team at Wanganui Collegiate in New Zealand. This school is an independent co-educational secondary school with students being aged between 12 and 18 years. There are approximately 500 students: two-thirds are boarders, two-thirds are boys and 10 percent are international students. There is a philosophy of student involvement within the school so that they are represented in a number of decision-making areas such as the Peer Support Team and the Dining Hall Committee as well as the Critical Incident Team. This is based on a belief that what the students have to offer is worth listening to, and acting upon.

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Ilieva, Zhivka. "DEVELOPING MATERIALS FOR YOUNG LEARNERS." Годишник на Шуменския университет. Факултет по Хуманитарни науки XXXIIIA, no. 1 (November 10, 2022): 309–17. http://dx.doi.org/10.46687/nhna4898.

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The article views the principles of materials development for young learners. It suggests a three-steps model in teaching materials development. The first step is reading and reviewing picture books and thinking of possible activities, the second one is choosing suitable video materials and creating activities for the corresponding age group – primary students or pre-school children, and the third step is creating their own stories, visualizing and digitalizing them and creating activities. Finally, it presents materials for young and very young learners developed by the student teachers at College – Dobrich, Shumen University.

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Shakhov, Artem A. "First student conference!" Physical Education and University Sport 1, no. 2 (October 28, 2022): 199–202. http://dx.doi.org/10.18500/2782-4594-2022-1-2-199-202.

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Анотація:

The article presents a report on the I All-Russian scientific and practical conference of young scientists with international participation “Current issues of physical education of youth and student sports”, held on April 15, 2022 at the Yelets State University named after I. A. Bunin.

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32

Mirkovic, Luka. "Hegemonies in Art: Struggles of an Aspiring Artist." Journal of Extreme Anthropology 1, no. 2 (September 7, 2017): 35–40. http://dx.doi.org/10.5617/jea.4884.

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A student essay for the Special Student Issue of the Journal of Extreme Anthropology accompanying the art exhibition 'Artist's Waste, Wasted Artists', which opened in Vienna on the 19th of September 2017 and was curated by the students of social anthropology at the University of Vienna. This essay considers the pressures young artists face in the contemporary art world, illustrated on the case of a young Viennese artist Kathrin Zobl.

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33

Wickett, Maryann S. "Nurturing the Voices of Young Mathematicians with Dyads and Group Discussions." Teaching Children Mathematics 6, no. 6 (February 2000): 412–15. http://dx.doi.org/10.5951/tcm.6.6.0412.

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34

Gvaldin, Alexander Yu, Narine A. Dadayan, Tatiana B. Oganyan, and Tatiana V. Panasenkova. "The problem of dialogicity in upbringing of the economic culture of young people." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 48–63. http://dx.doi.org/10.32744/pse.2021.4.3.

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Анотація:

Research problem. The relevance of the study is due to the need to update the forms, conditions for organizing pedagogical interaction, aimed at the subjective mastery of the economic culture elements well-established in modern society by the student. The purpose of the article is to provide a theoretical and practical substantiation of the phenomenon of dialogicity in the upbringing of the youth economic culture. Research methods. The survey involved 104 students of the Rostov State University of Economics from the first to the fourth year of full-time and part-time education at the age of 17 to 33 years acting in educational program "Organization of work with youth." The survey included the questions, the purpose of which was to identify the needs of student youth in dialogue on economic topics. Research results. As a result of ensuring dialogicity in the upbringing of the economic culture of young people, an economic question that is most in demand among students emerged: "How to get a high-paying job?" After conducting dialogues of economic content, new economic issues emerged among students, directly affecting their professional activities in the field of organizing work with youth. In the process of solving the stated problem, there was a personally significant demand among students for dialogues of economic content, which manifested itself in them during the organization of various types of dialogues of economic content: career planning (30%), professional sphere (25%), personal budget planning (20%). Conclusion. As a result of the systemic organization of various types of educational dialogues (motivational, intergroup, intragroup, interpersonal, intrapersonal; dialogue with the past, present, future) in the open space "Boiling Point", in the process of studying the subject "Project Management in the field of organizing work with youth" in youth public organizations their specificity was revealed. Economic education is spontaneous in interpersonal dialogue in the student-student, student-teacher, student-parents system. The dialogue carried out in a professional environment is distinguished by its practical orientation, concreteness of content and purposefulness in terms of the economic education of students.

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35

Padilla-Petry, Paulo, and Raquel Miño Puigcercós. "Engaging Young People in a Research Project: The Complexities and Contributions of Using Participatory Methods With Young People in Schools." SAGE Open 12, no. 1 (January 2022): 215824402110684. http://dx.doi.org/10.1177/21582440211068457.

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The lack of student engagement in school has been studied from different approaches. Participatory methods are gaining acceptance and relevance in educational research because they respond to both ethical and validity concerns. Since youth engagement in participatory research should not be taken for granted and may overlap with student engagement in studies in schools, this article presents an analysis of adult researchers’ and young co-researchers’ field notes, journals, and reports of an ethnographic participatory research about learning in and outside school carried out in five secondary schools with 35 students. Findings show the different perceptions of youth engagement between young and adult researchers and how youth agency and autonomy may be more easily desired than recognized by adult researchers.

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36

Burkhanova, D. K., and A. N. Nurkanat. "The role and peculiarity of student organizations in modern Kazakhstan society." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 133, no. 4 (2020): 226–35. http://dx.doi.org/10.32523/2616-6895-2020-133-4-226-235.

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Анотація:

The article is devoted to the activities of student public organizations, its role and influence on the formation of the social culture of young people. The purpose of this article is to study the role of student organizations in the higher education system of modern Kazakhstan society. The scientific significance of the research is the substantiation of the main activities of student organizations and the motivation of young participants. There has been used a questionnaire as the main method of studying the role of student organizations among students of the Al-Farabi Kazakh National University. And its results have been analyzed by statistical analysis and data analysis. Based on the materials of the sociological research, the role and relevance of student organizations in the implementation of educational work with students are determined. The theoretical and practical importance of the article lies in the fact that the features of student organizations are presented and the potential possibilities of student self-government as a social institution are analyzed. According to the results of the study, the authors have found that students in most cases join student organizations in order to expand the circle of acquaintances and are interested in the opportunity to make a career in the future.

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37

Ivanova Panova, D., B. Zafirova Ivanovska, V. Jovanovska, G. Dimitrov, A. Atanasova Boshku, and V. Dejanova Ilijevska. "125 Dysmenorrhea among young student population-epidemiological analysis." European Journal of Obstetrics & Gynecology and Reproductive Biology 273 (June 2022): e53. http://dx.doi.org/10.1016/j.ejogrb.2022.02.154.

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38

Reis, Rita. "Sahrawi Student Mobilities: Exile Routes Among Young Refugees." L’Ouest Saharien Vol. 12, no. 2 (December 10, 2020): 55–74. http://dx.doi.org/10.3917/ousa.202.0055.

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39

Fenwick, J., D. Cullen, J. Gamble, and M. Sidebotham. "Being a young midwifery student: A qualitative exploration." Midwifery 39 (August 2016): 27–34. http://dx.doi.org/10.1016/j.midw.2016.04.010.

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40

Elder, Natalie Mira, and Jennifer Yee. "Venous Thoracic Outlet Syndrome in a Young Student." Journal of Emergency Medicine 59, no. 2 (August 2020): e69-e71. http://dx.doi.org/10.1016/j.jemermed.2020.04.044.

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41

Denehy, Janice. "Our Young Student Scientists: Implications for School Nurses." Journal of School Nursing 24, no. 6 (December 2008): 347–49. http://dx.doi.org/10.1177/1059840508327942.

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42

Haber-Curran, Paige, and Lorri Sulpizio. "Student Leadership Development for Girls and Young Women." New Directions for Student Leadership 2017, no. 154 (May 19, 2017): 33–46. http://dx.doi.org/10.1002/yd.20238.

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43

Chu, Chenhao, Sagar K. Dhar, and Xinyu Zhou. "Young Professionals’ Experience During High Efficiency Power Amplifier Student Design Competition [Young Professionals]." IEEE Microwave Magazine 24, no. 3 (March 2023): 85–88. http://dx.doi.org/10.1109/mmm.2022.3226552.

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44

Jasinski, Marek. "Student Paper Travel Assistance Awards at Two Conferences [Students and Young Professionals News]." IEEE Industrial Electronics Magazine 12, no. 2 (June 2018): 74–76. http://dx.doi.org/10.1109/mie.2018.2827864.

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45

Žunić-Rizvić, Lejla, and Vildana Dubravac. "BUILDING RAPPORT WITH YOUNG EFL LEARNERS AND ITS IMPACT ON THEIR ACHIEVEMENT IN AN EFL LEARNING CONTEXT." Zbornik radova 15, no. 15 (December 15, 2017): 277–92. http://dx.doi.org/10.51728/issn.2637-1480.2019.15.277.

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This paper aims to stress the importance of building rapport with young EFL (English as a foreign language) learners and to investigate the connection between student-teacher rapport and students’ achievement in an EFL classroom. It also treats some methods and approaches that should be used when teaching young language learners with respect to their needs and characteristics. In addition, this paper describes the importance of motivation for language acquisition and explores some motivational strategies for young language learners. The paper also aims at inspiring EFL teachers to focus on dimensions of language teaching which are associated with pedagogical aspects of teaching and are focused on creating positive student-teacher relations. The positive classroom atmosphere in which students feel safe and comfortable is considered essential for their success in language learning.

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46

Knightsmith, Pooky. "Student wellbeing and issues of mental health." SecEd 2020, no. 2 (February 2, 2020): 17–23. http://dx.doi.org/10.12968/sece.2020.2.17.

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Анотація:

Every day, school staff will encounter students struggling with issues of mental health. In this practical guide, Dr Pooky Knightsmith looks at spotting the signs, the common mental health issues, how to intervene, talk and listen to young people, referring successfully to CAMHS, and eight tips for supporting young people

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47

Levitska, Liudmila. "FORMING GENDER CULTURE OF STUDENT YOUNG PEOPLE IN UKRAINE'S HIGHER EDUCATION STAFF." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (8) (2018): 42–45. http://dx.doi.org/10.17721/2415-3699.2018.8.11.

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The aspects of formation of gender culture of students in the process of studying psychological and pedagogical disciplines are revealed. Gender education and upbringing were studied as a psychological and pedagogical problem. Generalized existing approaches to the interpretation of the key concept of the study, which gave grounds for interpreting its own definition of the phenomenon of "gender culture". The essence and peculiarities of the gender culture of modern student youth have been established. The pedagogical conditions for the formation of the gender culture of student youth in the process of studying psychological and pedagogical disciplines are grounded: 1) the content of the content of educational disciplines is filled with a gender theme aimed at the formation of contemporary ideas about the relationship of the sexes among students; 2) the use of interactive technologies that will be based on improving the personality-oriented approach to increasing the motivation of student youth to form their own gender culture; 3) the organization of teachers of psychological and pedagogical disciplines of out-of-class work with student youth, aimed at the destruction of established and the formation of modern gender stereotypes. Realization of pedagogical conditions of formation of gender culture of students in the process of studying of psychological and pedagogical disciplines allowed us: to acquaint students with information about gender problems in modern society; promote the assimilation of the conceptual and terminological apparatus of gender studies, the formation of knowledge about gender theories, awareness in the legal and regulatory framework, the formation of ideas about the characteristics of gender and gender identity of a person; to focus on building humane interpersonal relations and recognizing the ideas of gender equality in the public and private spheres of life; form behavior based on gender.

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48

Sangia, Rohib Adrianto. "Emerging Word Games to Improve Young Learners' Vocabulary Skills in Ambonese Islamic School." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 9, no. 1 (June 30, 2022): 72. http://dx.doi.org/10.33394/jo-elt.v9i1.5233.

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This study aims to determine the implementation of word games and their impact on student learning outcomes in learning new vocabulary in grade VII Mts Hasyim Asyari Ambon academic year 2020/2021. This research was conducted in three cycles. Using word games as a methodology in teaching English vocabulary starts with the preliminary activities of the teacher opening the class, preparing word game activities, and conveying the objectives of the material. Then in the core activity, the teacher applies the word games. The teacher gives instructions about the rules and activities of word games. In the closing activity, the teacher asks students to express their difficulties and problems when doing word games. The subsequent finding is that student learning outcomes increase each cycle, wherein only five students, or 20%, have completed the pre-cycle using conventional methods. During the first cycle, learning was carried out using word game methodologies. The number of students who achieved completeness threshold rose to 16 people or 64%. In the last cycle, all students can complete the post-test with the same methodology. It shows that using the word games methodology to deliver vocabulary learning materials has significantly improved student learning outcomes.

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Indrayati, Tri, and Marzuki Marzuki. "Strengthening Democratic Characters in Young Citizens." Jurnal Ilmu Pendidikan 27, no. 2 (December 24, 2021): 52. http://dx.doi.org/10.17977/um048v27i2p52-57.

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This study aims to strengthen the democratic character of young citizens in an educational environment. In detail, this study's objectives are to (1) establish a democratic character for young citizens in schools, and (2) strengthen democratic character in young citizens in the classroom. This article is a descriptive study with a qualitative approach investigating the reinforcement of the democratic character of young citizens. The data were gathered using in-depth interview techniques. The validity tests consisted of three activities, namely: 1) data reduction, 2) data presentation, and 3) drawing conclusions or verification. The research results suggest that the strengthening of democratic character for young citizens has been provided through school and classroom activities. Schools play a role in strengthening students' democratic character through activities such as student council and extracurricular activities that facilitate students to develop their democratic character. Simultaneously, the teacher reinforces students’ democratic character in class while teaching. The reinforcement of democratic character is carried out so that students know that they have equal rights as students in the classroom and school

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50

Daragan, Tetiana, and Oksana Vlasyuk. "THE ROLE OF EUROPEAN PRACTICES OF THE YOUTH POLICY IMPLEMENTATION IN THE FORMATION OF YOUNG POLITICAL ELITE IN UKRAINE." Educational Analytics of Ukraine, no. 3 (2022): 119–27. http://dx.doi.org/10.32987/2617-8532-2022-3-119-127.

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The article is devoted to the study of the organization of student self-government in two European countries, such as France and England. The relevance of the study is due to the need to analyze and thus introduce the best experience of leading universities in Western Europe on the functioning of student unions. Student activity in European HEIs is aimed not only at obtaining high-quality higher education but also at active social and public activities. As a result, in various unions, students acquire primary skills in organizing election companies and acquire the basics of management and political experience. The article reveals that the activities of student self-government in France are mainly reflected in the work of the various student unions. Students should be elected and work in councils of students and, therefore, gain experience in electoral campaigns. Student unions are politically oriented, and their members have certain political preferences, but they do not openly support any political party. Student union activity in England is characterized by excessive politicization, which is a consequence of the history of its establishment. Hence, all forms of political life in England are reflected in the activities of student unions. Through their activities, student unions seek to involve more young people in public life. For this, seminars and conferences are held, various manuals are printed and different projects are implemented. Financial support for the work of student councils not only creates good conditions for their activities but also requires justification for the use of funds and is constantly monitored. Thus, students acquire the skills of correct and balanced use of finance and timely reporting on expenditures. According to the results of the study, the authors found that the experience of student government in France and England is essential for the development of student democracy in Ukraine, as well as for determining the form of youth involvement in social and political life (both within their community and within the state). Prospects for further research include an analysis of the impact of the activities of student self-government bodies of Ukrainian HEIs on the formation of the civic position of youth, as well as the development of a new political elite of the country.

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