Higher education experiences of students with autism spectrum disorder: challenges, benefits and support needs.

Science.gov (United States)

Van Hees, Valérie; Moyson, Tinneke; Roeyers, Herbert

2015-06-01

The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students' well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings.

The lived experience of violence: using storytelling as a teaching tool with middle school students.

Science.gov (United States)

Werle, Gretchen D

2004-04-01

This qualitative study explored 8th-grade students' responses to hearing stories about the lived experience of violence. A convenience sample of 13 students attending health education classes at a public middle school was used. After hearing each story, students answered a series of questions using the process of free writing. Free writing is a technique that allows students to explore their thoughts and reactions while promoting critical thinking. Student free writing samples were analyzed using a process of constant comparison. Three themes emerged from the data: (a) students gain insights into the realities of violence through hearing these stories, (b) students respond on an emotional level to both the stories and the storytellers, and (c) students respond positively to and are engaged by these stories. The findings lend support to the use of storytelling in teaching youth about violence. School nurses can develop and implement violence prevention education programs using the storytelling model, seek grant and community support for such programs, and conduct further research into the use of the storytelling model.

Mental health status among Burmese adolescent students living in boarding houses in Thailand: a cross-sectional study.

Science.gov (United States)

Akiyama, Takeshi; Win, Thar; Maung, Cynthia; Ray, Paw; Sakisaka, Kayako; Tanabe, Aya; Kobayashi, Jun; Jimba, Masamine

2013-04-12

In Tak province of Thailand, a number of adolescent students who migrated from Burma have resided in the boarding houses of migrant schools. This study investigated mental health status and its relationship with perceived social support among such students. This cross-sectional study surveyed 428 students, aged 12-18 years, who lived in boarding houses. The Hopkins Symptom Checklist (HSCL)-37 A, Stressful Life Events (SLE) and Reactions of Adolescents to Traumatic Stress (RATS) questionnaires were used to assess participants' mental health status and experience of traumatic events. The Medical Outcome Study (MOS) Social Support Survey Scale was used to measure their perceived level of social support. Descriptive analysis was conducted to examine the distribution of sociodemographic characteristics, trauma experiences, and mental health status. Further, multivariate linear regression analysis was used to examine the association between such characteristics and participants' mental health status. In total, 771 students were invited to participate in the study and 428 students chose to take part. Of these students, 304 completed the questionnaire. A large proportion (62.8%) indicated that both of their parents lived in Myanmar, while only 11.8% answered that both of their parents lived in Thailand. The mean total number of traumatic events experienced was 5.7 (standard deviation [SD] 2.9), mean total score on the HSCL-37A was 63.1 (SD 11.4), and mean total score on the RATS was 41.4 (SD 9.9). Multivariate linear regression analysis revealed that higher number of traumatic events was associated with more mental health problems. Many students residing in boarding houses suffered from poor mental health in Thailand's Tak province. The number of traumatic experiences reported was higher than expected. Furthermore, these traumatic experiences were associated with poorer mental health status. Rather than making a generalized assumption on the mental health status of

City Connects: Redesigning Student Support for Academic Success. The Abell Report. Volume 29, No. 3

Science.gov (United States)

Manekin, Sarah

2016-01-01

Public school systems employ a range of professionals to provide support to children and youth in schools. For students living in poverty and experiencing trauma, the work of these professionals is particularly necessary and urgent. Ranging from the treatment of acute mental health issues and accommodations for students with special needs, to…

Social support and common mental disorder among medical students

Directory of Open Access Journals (Sweden)

Adriano Gonçalves Silva

2014-03-01

Full Text Available INTRODUCTION: Different kinds of psychological distress have been identified for students in the health field, especially in the medical school. OBJECTIVE: To estimate the prevalence of mental suffering among medical students in the Southeastern Brazil and asses its association with social support. METHODS: It is a cross-sectional study. Structured questionnaires were applied for students from the 1st up to the 6th years of the medical school of Universidade Estadual Paulista "Júlio de Mesquita Filho", assessing demographic variables related to aspects of graduation and adaptation to the city. Psychological suffering was defined as a common mental disorder (CMD assessed by the Self Reporting Questionnaire (SRQ-20. Social support was assessed by the social support scale of the Medical Outcomes Study (MOS. The association between the outcome and explanatory variables was assessed by the χ2 test and Logistic Regression, for the multivariate analyses, using p < 0.05. RESULTS: The response rate was of 80.7%, with no differences between sample and the population regarding gender (p = 0.78. The average age was 22 years old (standard deviation - SD = 2.2, mainly women (58.2% and students who were living with friends (62%. The prevalence of CMD was 44.9% (95%CI 40.2 - 49.6. After the multivariate analyses, the explanatory variables that were associated with CMD were: feeling rejected in the past year (p < 0.001, thinking about leaving medical school (p < 0.001 and "interaction" in the MOS scale (p = 0.002. CONCLUSIONS: The prevalence of CMD among medical students was high and insufficient social support was an important risk factor. Our findings suggest that interventions to improve social interaction among those students could be beneficial, decreasing the prevalence of CMD in this group.

Social support and common mental disorder among medical students.

Science.gov (United States)

Silva, Adriano Gonçalves; Cerqueira, Ana Teresa de Abreu Ramos; Lima, Maria Cristina Pereira

2014-01-01

Different kinds of psychological distress have been identified for students in the health field, especially in the medical school. To estimate the prevalence of mental suffering among medical students in the Southeastern Brazil and asses its association with social support. It is a cross-sectional study. Structured questionnaires were applied for students from the 1st up to the 6th years of the medical school of Universidade Estadual Paulista "Júlio de Mesquita Filho", assessing demographic variables related to aspects of graduation and adaptation to the city. Psychological suffering was defined as a common mental disorder (CMD) assessed by the Self Reporting Questionnaire (SRQ-20). Social support was assessed by the social support scale of the Medical Outcomes Study (MOS). The association between the outcome and explanatory variables was assessed by the χ2 test and Logistic Regression, for the multivariate analyses, using p < 0.05. The response rate was of 80.7%, with no differences between sample and the population regarding gender (p = 0.78). The average age was 22 years old (standard deviation - SD = 2.2), mainly women (58.2%) and students who were living with friends (62%). The prevalence of CMD was 44.9% (95%CI 40.2 - 49.6). After the multivariate analyses, the explanatory variables that were associated with CMD were: feeling rejected in the past year (p < 0.001), thinking about leaving medical school (p < 0.001) and "interaction" in the MOS scale (p = 0.002). The prevalence of CMD among medical students was high and insufficient social support was an important risk factor. Our findings suggest that interventions to improve social interaction among those students could be beneficial, decreasing the prevalence of CMD in this group.

Considering Students' Out-of-School Lives and Values in Designing Learning Environments for Climate Change

Science.gov (United States)

Walsh, E.; Tsurusaki, B.

2012-12-01

What are the implications of social controversy for the teaching and learning of climate change science? How do the political dimensions of this controversy affect learners' attitudes towards and reasoning about climate change and climate science? Case studies from a pilot enactment of an ecological impacts of climate change curriculum explore these questions by describing how five high school students' understandings of climate change science developed at the intersection of political and scientific values, attitudes, and ways of knowing. Case studies combine qualitative, ethnographic methods including interviews and classroom video observations with quantitative pre/post-assessments of student conceptual understandings and weekly surveys of student engagement. Data indicate that students had initial perceptions of climate change informed by the media and their families—both supporting and rejecting the scientific consensus—that influenced how they engaged with the scientific evidence. While students who were initially antagonistic to anthropogenic climate change did develop conceptual understandings of the scientific evidence for human-influences on climate change, this work was challenging and at times frustrating for them. These case studies demonstrate the wide range of initial attitudes and understandings that students bring to the study of climate change. They also demonstrate that it is possible to make significant shifts in students' understandings of climate change science, even in students who were initially resistant to the idea of anthropogenic climate change. Finally, multiple case studies discuss ways that the learning that occurred in the classroom crossed out of the classroom into the students' homes and family talk. This work highlights how learners' pathways are shaped not only by their developing understanding of the scientific evidence but also by the political and social influences that learners navigate across the contexts of their lives

Supporting Transparency between Students

DEFF Research Database (Denmark)

Dalsgaard, Christian

The paper presents the results of a case study that explores the potentials of weblogs and social bookmarking to support transparency in a university course. In the course, groups of students used weblogs and social bookmarking in their work. The objective of the case was to empower students...... by providing them with tools that would be visible to the other students in the course, thus, making students’ ideas, thoughts and questions visible to the other students in the course. The paper concludes that use of digital media for transparency can support empowerment of students and inspiration among...... students in a course, but that the challenge is to create a balance between personal tools and tools for collaborative group work that are also suitable for transparency between students....

Supporting Success for All Students

Science.gov (United States)

Manduca, C. A.; Macdonald, H.; McDaris, J. R.; Weissmann, G. S.

2015-12-01

The geoscience student population in the United States today does not reflect the diversity of the US population. Not only does this challenge our ability to educate sufficient numbers of students in the geosciences, it also challenges our ability to address issues of environmental justice, to bring geoscience expertise to diverse communities, and to pursue a research agenda reflecting the needs and interests of our nation as a whole. Programs that are successful in supporting students from underrepresented groups attend to the whole student (Jolly et al, 2004) as they develop not only knowledge and skills, but a sense of belonging and a drive to succeed in geoscience. The whole student approach provides a framework for supporting the success of all students, be they members of underrepresented groups or not. Important aspects of support include mentoring and advising, academic support, an inclusive learning community, and opportunities to learn about the profession and to develop geoscience and professional skills. To successfully provide support for the full range of students, it is critical to consider not only what opportunities are available but the barriers different types of students face in accessing these opportunities. Barriers may arise from gaps in academic experiences, crossing into a new and unfamiliar culture, lack of confidence, stereotype threat, implicit bias and other sources. Isolation of geoscience learning from its application and social context may preferentially discourage some groups. Action can be taken to increase support for all students within an individual course, a department or an institution. The InTeGrate STEP Center for the Geosciences, the Supporting and Advancing Geoscience Education at Two-Year Colleges program and the On the Cutting Edge Professional Development for Geoscience Faculty program all provide resources for individuals and departments including on line information, program descriptions, and workshop opportunities.

Student Perceptions on Live-Case Projects: Undergraduate Marketing Research

Science.gov (United States)

Gundala, Raghava Rao; Singh, Mandeep; Baldwin, Andrew

2014-01-01

This paper is an investigation into undergraduate students' perceptions on use of live projects as a teaching pedagogy in marketing research courses. Students in undergraduate marketing research courses from fall 2009 to spring 2013 completed an online questionnaire consisting of 17 items. The results suggested that student understanding of…

Teaching school children basic life support improves teaching and basic life support skills of medical students: A randomised, controlled trial.

Science.gov (United States)

Beck, Stefanie; Meier-Klages, Vivian; Michaelis, Maria; Sehner, Susanne; Harendza, Sigrid; Zöllner, Christian; Kubitz, Jens Christian

2016-11-01

The "kids save lives" joint-statement highlights the effectiveness of training all school children worldwide in cardiopulmonary resuscitation (CPR) to improve survival after cardiac arrest. The personnel requirement to implement this statement is high. Until now, no randomised controlled trial investigated if medical students benefit from their engagement in the BLS-education of school children regarding their later roles as physicians. The objective of the present study is to evaluate if medical students improve their teaching behaviour and CPR-skills by teaching school children in basic life support. The study is a randomised, single blind, controlled trial carried out with medical students during their final year. In total, 80 participants were allocated alternately to either the intervention or the control group. The intervention group participated in a CPR-instructor-course consisting of a 4h-preparatory seminar and a teaching-session in BLS for school children. The primary endpoints were effectiveness of teaching in an objective teaching examination and pass-rates in a simulated BLS-scenario. The 28 students who completed the CPR-instructor-course had significantly higher scores for effective teaching in five of eight dimensions and passed the BLS-assessment significantly more often than the 25 students of the control group (Odds Ratio (OR): 10.0; 95%-CI: 1.9-54.0; p=0.007). Active teaching of BLS improves teaching behaviour and resuscitation skills of students. Teaching school children in BLS may prepare medical students for their future role as a clinical teacher and support the implementation of the "kids save lives" statement on training all school children worldwide in BLS at the same time. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Factors That Influence Campus Dwelling University Students' Facility to Practice Healthy Living Guidelines.

Science.gov (United States)

Walsh, Audrey; Taylor, Claudette; Brennick, Debbie

2017-01-01

Background Young adult university students living on campus are at an increased risk of developing lifestyle habits that encourage unintentional weight gain. Purpose The purpose of this study was to identify the individual and contextual factors that influence campus dwelling university students' facility to practice healthy living guidelines that reduce their risk of unintentional weight gain. Lifestyle practices included nutrition, physical activity, and sleep. Methods For seven days, 48 campus dwelling students recorded their activities and reflected on how closely they were able to follow recommended healthy living guidelines. Recorded data were supplemented by follow-up focus groups. All data were analyzed using thematic analysis. Results Students described multiple factors and conditions that influenced their facility to practice healthy living guidelines for nutrition, activity, and sleep. Many students' lifestyle practices put them at an increased risk of unintentional weight gain. Conclusions The campus environment challenges student's facility to practice healthy living guidelines. Nurses can intervene to build individual student capacity and to advocate for environmental polices that increase students' facility to choose lifestyle practices that promote health, lessen their risk of unintentional weight gain, and reduce their risk of developing chronic illness.

Lived experiences of nursing students about their pregnancies ...

African Journals Online (AJOL)

Nursing students face challenges when they get pregnant as it often leads to either the termination of their studies or unnecessary long study periods. Our aim was to explore and describe the lived experiences of nursing students at a college in South Africa regarding their pregnancies. In a descriptive phenomenological ...

Biology Student Teachers' Cognitive Structure about "Living Thing"

Science.gov (United States)

Kurt, Hakan

2013-01-01

The current study aims to determine biology student teachers' cognitive structure on the concept of "living thing" through revealing their conceptual framework. Qualitative research method was applied in this study. The data were collected from 44 biology student teachers. A free word association test was used as a data collection…

Live lecture versus video-recorded lecture: are students voting with their feet?

Science.gov (United States)

Cardall, Scott; Krupat, Edward; Ulrich, Michael

2008-12-01

In light of educators' concerns that lecture attendance in medical school has declined, the authors sought to assess students' perceptions, evaluations, and motivations concerning live lectures compared with accelerated, video-recorded lectures viewed online. The authors performed a cross-sectional survey study of all first- and second-year students at Harvard Medical School. Respondents answered questions regarding their lecture attendance; use of class and personal time; use of accelerated, video-recorded lectures; and reasons for viewing video-recorded and live lectures. Other questions asked students to compare how well live and video-recorded lectures satisfied learning goals. Of the 353 students who received questionnaires, 204 (58%) returned responses. Collectively, students indicated watching 57.2% of lectures live, 29.4% recorded, and 3.8% using both methods. All students have watched recorded lectures, and most (88.5%) have used video-accelerating technologies. When using accelerated, video-recorded lecture as opposed to attending lecture, students felt they were more likely to increase their speed of knowledge acquisition (79.3% of students), look up additional information (67.7%), stay focused (64.8%), and learn more (63.7%). Live attendance remains the predominant method for viewing lectures. However, students find accelerated, video-recorded lectures equally or more valuable. Although educators may be uncomfortable with the fundamental change in the learning process represented by video-recorded lecture use, students' responses indicate that their decisions to attend lectures or view recorded lectures are motivated primarily by a desire to satisfy their professional goals. A challenge remains for educators to incorporate technologies students find useful while creating an interactive learning culture.

Learning analytics dashboard to support the live interaction between student advisor and student

OpenAIRE

De Laet, Tinne; Charleer, Sven; Verbert, Katrien; Langie, Greet; Van Soom, Carolien

2017-01-01

Each year around 2500 new students enroll in the bachelor programs of the Faculties of Science, Engineering Science, Engineering Technology, and Bio-engineering at the KU Leuven. The Flemish (Belgium) higher education system presents the universities with a particular challenge as they have to accept all students with a secondary education diploma (no selection is allowed, except for the Bachelors of Medicine and Dentistry). As a result, not all students have the right qualifications for the ...

Student Preferences for Live versus Virtual Rats in a Learning Course

Science.gov (United States)

Elcoro, Mirari; Trundle, Melissa B.

2013-01-01

We examined the preference of undergraduate students for a live or a virtual rat when learning about concepts of operant conditioning. Students were provided with the opportunity to directly compare a virtual and a live rat in a supplemental exercise for Learning courses. We argue that the design of teaching exercises should involve a systematic…

Student perceptions of support in practice.

Science.gov (United States)

Gidman, Janice; McIntosh, Annette; Melling, Katherine; Smith, Debra

2011-11-01

This paper reports on a funded research project exploring perceptions and experiences of pre-registration nursing students of support in practice in one Higher Education Institution in England. The study used a mixed method approach with samples of new students (within the first six months) and finishing students (within the last three months). Students reported that the most important areas they needed support with were clinical skills, placement situations, documentation and personal issues. The mentor qualities that were valued were personal attributes, being facilitative and being knowledgeable; newly qualified mentors and experienced students were seen as being the most supportive. Students saw their own responsibilities as learning and gaining skills, being professional and caring for patients. The finishing students also felt that accountability and teaching were part of their role. Reported challenges encompassed personal issues, including work-life balance and finances, dealing with elements such as patient death and uncertainties in new situations. The best aspects of practice emerged as being involved in patient care, feeling part of a team and experiencing positive support from mentors. The findings explicated the multi-faceted nature of student support in practice that need to be taken into account when putting support frameworks in place. Copyright © 2011 Elsevier Ltd. All rights reserved.

Understanding Students' Transition to High School: Demographic Variation and the Role of Supportive Relationships.

Science.gov (United States)

Benner, Aprile D; Boyle, Alaina E; Bakhtiari, Farin

2017-10-01

The transition to high school is disruptive for many adolescents, yet little is known about the supportive relational processes that might attenuate the challenges students face as they move from middle to high school, particularly for students from more diverse backgrounds. Identifying potential buffers that protect youth across this critical educational transition is important for informing more effective support services for youth. In this study, we investigated how personal characteristics (gender, nativity, parent education level) and changes in support from family, friends, and school influenced changes in socioemotional adjustment and academic outcomes across the transition from middle to high school. The data were drawn from 252 students (50% females, 85% Latina/o). The results revealed declines in students' grades and increases in depressive symptoms and feelings of loneliness across the high school transition, with key variation by student nativity and gender. Additionally, stable/increasing friend support and school belonging were both linked to less socioemotional disruptions as students moved from middle to high school. Increasing/stable school belonging was also linked to increases in school engagement across the high school transition. These findings suggest that when high school transitions disrupt supportive relationships with important others in adolescents' lives, adolescents' socioemotional well-being and, to a lesser extent, their academic engagement are also compromised. Thus, in designing transition support activities, particularly for schools serving more low-income and race/ethnic minority youth, such efforts should strive to acclimate new high school students by providing inclusive, caring environments and positive connections with educators and peers.

Does Paired Mentoring Work? A Study of the Effectiveness and Affective Value of Academically Asymmetrical Peer Mentoring in Supporting Disadvantaged Students in School Science

Science.gov (United States)

Sharpe, Rachael; Abrahams, Ian; Fotou, Nikolaos

2018-01-01

Background: In England, there is a growing need to improve the lives of secondary school students who are defined as disadvantaged and to support these students in their attainment and attitudes to secondary school science. Purpose: This paper reports on a project designed to support students from disadvantaged backgrounds by pairing them with…

Exploring the disconnections: Student interaction with support services upon commencement of distance education

Directory of Open Access Journals (Sweden)

Mark Brown

2013-08-01

Full Text Available While provision of appropriate supports in the first year of study has been found to have a positive effect on student success, supports targeting online and distance learners are often applied in a “goulash approach.” Against this backdrop, the research investigated the experiences of first-time distance learners with a view to informing the future design of supports during the early stages of the study lifecycle. The study was framed around Design-Based Research involving a mixed method approach over three phases: a stocktake of services designed to support distance learning; a pre- and post-semester survey of first-time distance learners; and a video diary phase that gathered the lived experiences of 20 students upon commencement of their study. Triangulated results of the three phases highlight a disconnection between institutional support services and the majority of first-time distance learners who demonstrated a self-sufficient, lone wolf approach to learning. .

Student financial support. An inventory in 24 European countries. Background report for the project on portability of student financial support

OpenAIRE

Vossensteyn, Johan J.

2004-01-01

This report provides a description of the current national systems of student financial support in 24 European countries. It provides information on tuition fees, grants, scholarships, student loans, and indirect student support through students families (family allowances and tax benefits) and support in kind in the form of subsidies for travel, accommodation, student restaurants etc. It forms a background report for the study on the extent to which student financial support can be used for ...

Eating habits of university students living at, or away from home in Greece.

Science.gov (United States)

Papadaki, Angeliki; Hondros, George; A Scott, Jane; Kapsokefalou, Maria

2007-07-01

The aim of this study was to assess the effect of living away from, or in, the family home on the dietary habits of a group of Greek undergraduate University students. Eighty-four undergraduates at Athens Agricultural University, aged 20-24, completed a single, self-administered food habits questionnaire that asked about their current food practices and their food practices before they started University. Students living at home did not show major changes in their eating habits since starting University. Although students living away from the family home had made some positive changes, they decreased their weekly consumption of fresh fruit, cooked and raw vegetables, oily fish, seafood, pulses and olive oil, and increased their sugar, wine, alcohol and fast food intake. Between group comparisons of dietary changes showed that since starting University, students living away from home had developed more unfavourable eating habits than students living at the family home. These findings suggest that moving away from the family home and assuming responsibility for food preparation and purchasing for the first time affect dietary habits in this sample of Greek University students. Nutrition interventions in this young population should be encouraged to promote healthier diets and lifestyles, as well as adherence to the traditional Mediterranean diet.

Student measurement of blood pressure using a simulator arm compared with a live subject's arm.

Science.gov (United States)

Lee, Jennifer J; Sobieraj, Diana M; Kuti, Effie L

2010-06-15

To compare accuracy of blood pressure measurements using a live subject and a simulator arm, and to determine students' preferences regarding measurement. This was a crossover study comparing blood pressure measurements from a live subject and a simulator arm. Students completed an anonymous survey instrument defining opinions on ease of measurement. Fifty-seven students completed blood pressure measurements on live subjects while 72 students completed blood pressure measurements using the simulator arm. There were no significant systematic differences between the 2 measurement techniques. Systolic blood pressure measurements from a live subject arm were less likely to be within 4 mm Hg compared with measurements of a simulator arm. Diastolic blood pressure measurements were not significantly different between the 2 techniques. Accuracy of student measurement of blood pressure using a simulator arm was similar to the accuracy with a live subject. There was no difference in students' preferences regarding measurement techniques.

Healthcare seeking behaviour of students living on their own compared to those living in the parental home: a cross-sectional study

NARCIS (Netherlands)

Hof, Samuel N.; Messoussi, Ilyes; Schuijt, Michiel T. U.; de Goeij, Moniek C. M.; Kunst, Anton E.

2017-01-01

Objective This study aimed to investigate differences in healthcare seeking behaviour and barriers between students living in the parental home and those living on their own. Participants Five hundred and six second year students of the University of Amsterdam (UvA), interviewed in March and April

Proper Support Improves Online Student Success

Directory of Open Access Journals (Sweden)

Julia Sweitzer

2005-10-01

Full Text Available To ensure success of students enrolled in distance learning courses factors such as training for instructors, allocation of resources, administrative support, perceived relevance of content to the student's career or personal interests, degree of student support, amount and nature of feedback and amount of time/effort required as well as establishment of learning communities are critical. Unfortunately, these services are not always in place when colleges first begin to venture into distance education. In addition, faculty members are often reluctant to develop courses in the absence of sufficient support from administrators and technical staff, not only for themselves, but their students as well. This article will discuss these issues and why they are important for student success.

PEDAGOGICAL SUPPORT OF GIFTED STUDENTS FROM CARPATHIAN MOUNTAIN AREAS BY MEANS OF FOLK ART CRAFTS

Directory of Open Access Journals (Sweden)

Iryna Kozlovska

2015-04-01

Full Text Available This paper, presented at the Conference Plenary the possibilities of pedagogical support of gifted students from vocational schools, living in the mountainous areas of the Carpathians. Education of talented and gifted students requires pedagogical support. The specific conditions, in which Carpathian students live, require the development of pedagogical support of their abilities. New approaches to teaching science, which led to the selection of topics of this article are described. Gifted personalities differ from their peers by same criterias. The social aspect of the problem remains in the shadow: not to be ashamed of your talent and not to compare it with cliches. And goals of educators and psychologists have to be slightly different as is common. Widespread  Carpathian crafts include: embroidery, artistic textiles producing, carpet manufacture, carving, pottery, metalworking, fabric painting, knitting, lace, artistic weaving, artistic working of  leather, stones, bones and horns. Nowadays, some detachment of mountainous regions has significantly reduced due to new means of communication, including the Internet. The possibilities of colleges in mountainous regions still cannot reach the level of the colleges in capital. In Carpathian and Prykrpattya regions there is a number of vocational schools of art direction. During the execution of creative work in class industrial training necessary for students to comply with the rules of relationships form and decoration in various ways: decorative motif obeys the functional form, enriching it artistic and creative solutions, utilitarian function obeys the decorative motif Products, the form of the product can be extremely decorative, artistic and creative product solutions focused on practical value and decorative value of the product. Pedagogical support of gifted students from art colleges in the Carpathian region has extremely wide range of opportunities. The problem of finding and nurturing

Supported Housing and Supported Independent Living in the Netherlands, with a Comparison with England

NARCIS (Netherlands)

de Heer-Wunderink, Charlotte; Visser, Ellen; Caro-Nienhuis, Annemarie; Sytema, Sjoerd; Wiersma, Durk

Research into community housing programs for people with severe mental illness is underexposed. The Dutch UTOPIA study describes characteristics of their service users, which may predict their allocation to either supported housing or supported independent living programs. Additionally, a comparison

Experiences of university students living with mental health problems: Interrelations between the self, the social, and the school.

Science.gov (United States)

Kirsh, Bonnie; Friedland, Judith; Cho, Sunny; Gopalasuntharanathan, Nisha; Orfus, Shauna; Salkovitch, Marni; Snider, Katrina; Webber, Colleen

2015-01-01

A university education is becoming ever-more important in preparing for employment in the knowledge-driven economy. Yet, many university students are not able to complete their degrees because they experience mental health problems during the course of their higher education. Despite the growing numbers of students seeking help, there is limited knowledge about the issues that these students face. The purpose of this study was to understand the range of individual, interpersonal, and environmental factors that affect the lives of university students living with mental health problems. The study was based at a large public university in Canada. Semi-structured interviews were conducted with 19 students with self-identified mental health problems. Their narratives were analyzed using grounded theory methods and a model was developed which drew upon social-ecological theory. Findings depict student experiences as a function of the self (individual factors), the social (interpersonal factors) and the school (environmental factors) and their interrelations. Interventions must be designed to address all three of these areas and their interrelations. The model can be used to guide universities in designing interventions; however, a fourth level that incorporates a university policy that values and supports student mental health, should be included.

Community College Students Truly Live the Magic

Science.gov (United States)

Shook, Stephanie

2006-01-01

This article talks about the Disney Theme Parks & Resorts College Program. The program attracts a variety of students each year from different backgrounds, major and career goals to the Walt Disney World Resort outside of Orlando, Florida, for a semester of living, learning and earning. The program has provided a foundation for thousands of…

Living in an older adult community: a pharmacy student's experience.

Science.gov (United States)

Anastasia, Emily; Estus, Erica

2013-12-01

Interacting with older adults is a daily practice for pharmacists. It is important to understand how medications affect their wellbeing, but there are many other factors that affect quality of life. To truly understand some of the challenges facing older adults, Emily Anastasia, a sixth-year pharmacy student at the University of Rhode Island, moved into South Bay Retirement Living, a senior living community, for an eight-day immersion experience as a special project within one of her advanced pharmacy practice experience rotations. During her stay, she did not attend classes nor leave the facility unless on the South Bay bus with the other assisted living residents. She lived with a 92-year-old roommate, developed close friendships with many of the residents, and kept a detailed journal of her experience. The purpose of this reflection is to share her experience and recognize lifestyle as well as social and physical environment as factors in understanding the aging process. Immersing a pharmacy student within an assisted living community provides a unique opportunity to observe and appreciate characteristics of older adults that cannot be learned within a classroom setting.

Training for staff who support students.

Science.gov (United States)

Flynn, Eleanor; Woodward-Kron, Robyn; Hu, Wendy

2016-02-01

Front-line administrative, academic and clinical teaching staff often find themselves providing pastoral and learning support to students, but they are often not trained for this role, and this aspect of their work is under-acknowledged. Staff participating in an action research study at two medical schools identified common concerns about the personal impact of providing student support, and of the need for professional development to carry out this responsibility. This need is magnified in clinical placement settings that are remote from on-campus services. Informed by participatory action research, brief interactive workshops with multimedia training resources were developed, conducted and evaluated at eight health professional student training sites. These workshops were designed to: (1) be delivered in busy clinical placement and university settings; (2) provide a safe and inclusive environment for administrative, academic and clinical teaching staff to share experiences and learn from each other; (3) be publicly accessible; and (4) promote continued development and roll-out of staff training, adapted to each workplace (see http://www.uws.edu.au/meusupport). The workshops were positively evaluated by 97 participants, with both teaching and administrative staff welcoming the opportunity to discuss and share experiences. Staff supporting health professional students have shared, often unmet, needs for support themselves Staff supporting health professional students have shared, often unmet, needs for support themselves. Participatory action research can be a means for producing and maintaining effective training resources as well as the conditions for change in practice. In our workshops, staff particularly valued opportunities for guided discussion using videos of authentic cases to trigger reflection, and to collaboratively formulate student support guidelines, customised to each site. © 2015 John Wiley & Sons Ltd.

Does paired mentoring work? A study of the effectiveness and affective value of academically asymmetrical peer mentoring in supporting disadvantaged students in school science

Science.gov (United States)

Sharpe, Rachael; Abrahams, Ian; Fotou, Nikolaos

2018-04-01

In England, there is a growing need to improve the lives of secondary school students who are defined as disadvantaged and to support these students in their attainment and attitudes to secondary school science.

Social Support and Successful Aging in Assisted Living Residents

Science.gov (United States)

Howie, Laura Odell; Troutman-Jordan, Meredith; Newman, Ann M.

2014-01-01

Successful aging has been associated with adequate social support. However, impaired functionality, increased dependence, multiple comorbidities, and reduced social interactions place older assisted living community (ALC) residents at risk for poorer social support and less successful aging. This cross-sectional descriptive study used the revised…

Student financial support. An inventory in 24 European countries. Background report for the project on portability of student financial support

NARCIS (Netherlands)

Vossensteyn, Johan J.

2004-01-01

This report provides a description of the current national systems of student financial support in 24 European countries. It provides information on tuition fees, grants, scholarships, student loans, and indirect student support through students families (family allowances and tax benefits) and

A Living Laboratory Exploring Mobile Support for Everyday Life with Diabetes

DEFF Research Database (Denmark)

Kanstrup, Anne Marie; Bjerge, Kim; Kristensen, Jens E.

2010-01-01

The paper presents the set up of a Living Laboratory in a city of North Denmark exploring mobile support for everyday life with diabetes. Background and definitions of the living lab method is presented together with descriptions of the technical setup, applications and explorations. The living l...

Food insecurity among students living with HIV: Strengthening safety ...

African Journals Online (AJOL)

Food insecurity among students living with HIV: Strengthening safety nets at the Nelson Mandela Metropolitan University, South Africa. ... of age and managed as part of the Campus Health Service antiretroviral therapy (ART) programme.

The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students' intrinsic motivation and flow-experience

Science.gov (United States)

Hofferber, Natalia; Basten, Melanie; Großmann, Nadine; Wilde, Matthias

2016-09-01

Self-Determination Theory and Flow Theory propose that perceived autonomy fosters the positive qualities of motivation and flow-experience. Autonomy-support can help to maintain students' motivation in very interesting learning activities and may lead to an increase in the positive qualities of motivation in less interesting learning activities. This paper investigates whether autonomy-supportive or controlling teaching behaviour influence students' motivation and flow-experience in biology class. In study 1, 158 students of grade six worked on the adaptations of Harvest Mice (Micromys minutus) with living animals. The 153 sixth graders of study 2 dealt with the same content but instead worked with short films on laptops. Previous studies have shown that students perceive film sequences as less interesting than working with living animals. Students' intrinsic motivation and flow-experience were measured at the end of the first and the third lesson. In study 1, autonomy-supportive teaching behaviour led to significant differences in students' intrinsic motivation and flow-experience when compared to controlling teaching behaviour. In study 2, motivation and flow-experience were not always in line with theory. The positive effects of autonomy-supportive and the non-beneficial effects of the controlling teaching behaviour seem to be dependent on the interestingness of the teaching material.

Classification of Support Needs for Elderly Outpatients with Diabetes Who Live Alone.

Science.gov (United States)

Miyawaki, Yoshiko; Shimizu, Yasuko; Seto, Natsuko

2016-02-01

To investigate the support needs of elderly patients with diabetes and to classify elderly patients with diabetes living alone on the basis of support needs. Support needs were derived from a literature review of relevant journals and interviews of outpatients as well as expert nurses in the field of diabetes to prepare a 45-item questionnaire. Each item was analyzed on a 4-point Likert scale. The study included 634 elderly patients with diabetes who were recruited from 3 hospitals in Japan. Exploratory factor analysis was performed to determine the underlying structure of support needs, followed by hierarchical cluster analysis to clarify the characteristics of patients living alone (n=104) who had common support needs. Exploratory factor analysis suggested a 5-factor solution with 23 items: (1) hope for class and gatherings, (2) hope for personal advice including emergency response, (3) supportlessness and hopelessness, (4) barriers to food preparation, (5) hope of safe medical therapy. The hierarchical cluster analysis of subjects yielded 7 clusters, including a no special-support needs group, a collective support group, a self-care support group, a personal-support focus group, a life-support group, a food-preparation support group and a healthcare-environment support group. The support needs of elderly patients with diabetes who live alone can be divided into 2 categories: life and self-care support. Implementation of these categories in outpatient-management programs in which contact time with patients is limited is important in the overall management of elderly patients with diabetes who are living alone. Copyright © 2015 Canadian Diabetes Association. Published by Elsevier Inc. All rights reserved.

Epidemiologic Observations on Diarrhea Developing in U.S. and Mexican Students Living in Guadalajara, Mexico.

Science.gov (United States)

Ericsson; DuPont; Mathewson

1995-03-01

Background: A previous study suggested that U.S. students who lived in Mexico for 1 year had a risk of diarrhea intermediate between the rate for newly arrived U.S. students and Mexican students; however, the study was not controlled for changes of risky behavior over time. Methods: An analysis of acute diarrhea occurring among U.S. and Mexican student groups living in Guadalajara, Mexico was conducted to explore the association of diarrhea developing during selected 28-day periods with length of residence, season, and risk factors such as locations of food consumption, consumption of tap water, unsafe ice, alcohol, and antibiotics. Results: Compared to U.S. and Mexican student groups, newly arrived U.S. college students in July had the highest rate of diarrhea (55%), highest enteropathogen isolation rate (46%), and most consumption of alcohol and antibiotics; they also ate most frequently at restaurants and in Mexican family homes. Compared to a 34% rate of diarrhea among newly arrived U.S. medical students in August, the rate was only 6% among established medical students in January. This drop in attack rate was attended by less tap water and unsafe ice consumption by established students in January compared to the habits of newly arrived students in January or August when risky behavior was otherwise similar among these groups. The role of tap water and unsafe ice in the acquisition of wintertime diarrhea is further supported by the relatively high 29% rate of diarrhea among U.S. medical students newly arrived in January, who also consumed more tap water and ice than established students in January. Enterotoxigenic E. coli disease was observed only during the summer months; whereas, Campylobacter jejuni disease and disease associated with no detected pathogen were more common in winter. Conclusions: These data imply that wintertime diarrhea in Guadalajara is more likely than summertime diarrhea to be waterborne and to be caused by agents such as viruses or

Validation of Reasons for Living and Their Relationship with Suicidal Ideation in Korean College Students

Science.gov (United States)

Lee, Yuri; Oh, Kyung Ja

2012-01-01

This study aimed to examine the validity of reasons for living (RFL) and the protective role they may play against suicidal ideation in college students in South Korea. A total of 277 undergraduate students participated by completing the College Student Reasons for Living Inventory (CS-RFL), along with measures of suicide risk including…

Interactive CaringTV® supporting elderly living at home.

Science.gov (United States)

Lehto, Paula

2013-01-01

Interactive CaringTV® is a Finnish innovation that was developed by Laurea University of Applied Sciences in 2006. CaringTV was developed through action research during three research projects. The aim of interactive CaringTV is to support the health and well-being of elderly people living in their own homes. The Safe Home project was based on action research, userdriven methods, and a case study. User-driven methods were applied in planning, implementing and evaluating the programme and eServices e.g. testing and evaluating peer support, including eConsultation as the methods for supporting clients´ coping with life in their own homes. Costeffectiveness and process modelling were studied through the case study. The user-driven approach and the collected data formed the basis for the interactive programme. The online CaringTV programme included content to: support everyday life for the elderly, safety, and activities of daily living, support social relationships, participate in rehabilitation and physical exercises, manage self-care, and health issues. Active participation in the CaringTV programme provided functional ability and everyday coping as well as a meaningful activity in everyday life. CaringTV is an interactive platform to support elderly in their everyday life and help them cope at home. User-driven methods enable participants´ active involvement in planning interactive and online programmes and eServices via CaringTV. The ultimate goal of the CaringTV is to support elderly´s health, wellbeing and interaction. CaringTV empowers elderly people to take responsibility for their own health care as part of healthy ageing.

Living with students: Lessons learned while pursuing tenure, administration, and raising a family.

Science.gov (United States)

Humphrey, Michael; Callahan, Janet; Harrison, Geoff

2015-01-01

An emerging promising practice in many universities has been the development of faculty-in-residence programs, in which university faculty members and their family moved into university student residences, sharing common living spaces with students. This case study is centered on two faculty-in-residence living in university residence halls. One was an assistant professor pursuing tenure while raising a young child, while the second was a tenured full professor and associate dean raising two teens. This case study offers the post-experience conclusions of these two faculty-in-residence individuals, noting the benefits and challenges each experienced while living -and working closely with these students outside of the university classroom, all while striving for an optimal balance in managing professional and familial obligations.

Depression among Indian university students and its association with perceived university academic environment, living arrangements and personal issues.

Science.gov (United States)

Deb, Sibnath; Banu, Parveen R; Thomas, Shinto; Vardhan, R Vishnu; Rao, P Tirupathi; Khawaja, Nigar

2016-10-01

The aim of the study is to ascertain the level of depression among university students across gender, academic stream, semesters, perception of family environment and relationship with parents, academic performance, and family income. In addition, the study examines the association between students' perceived university academic environment, living arrangements, personal issues, and depression. Seven hypotheses were formulated for verification. A total of 717 students were recruited following the multistage cluster sampling method, and data were collected by a specially designed structured questionnaire, academic achievement record and a standardized University Students Depression Inventory. Findings disclosed that 37.7%, 13.1%, and 2.4% of the students were suffering from moderate, severe, and extremely severe depression. A significant difference was found across semester, that is, semester II students reported a higher level of depression than semester III students. So far as academic stream is concerned, students from humanities and social science were found to be suffering from more depression compared to students from science and management streams. The study further disclosed that the students who reported positive views about the university academic environment and living arrangements had lower level of depression compared to their counterparts. Personal resilience's such as being able to sharing personal problems with others and doing regular exercise were found to be associated with positive mental health. The findings of the study emphasize the need for immediate mental health support services for about 15.6% of the students who were either suffering from severe or extremely severe depression at the University. Copyright © 2016 Elsevier B.V. All rights reserved.

Novel Active Learning Experiences for Students to Identify Barriers to Independent Living for People with Disabilities.

Science.gov (United States)

McArthur, Polly; Burch, Lillian; Moore, Katherine; Hodges, Mary Sue

2016-07-01

This article describes interactive learning about independent living for people with disabilities and features the partnership of the College of Nursing and a Center for Independent Living (CIL). Using qualitative descriptive approach, students' written reflections were analyzed. Through "Xtreme Challenge," 82 undergraduate nursing students participated in aspects of independent living as well as identifying barriers. Students were engaged and learned to consider the person before the disability. Moreover, students valued the activity leaders' openness, which facilitated understanding the point of view of a person with disability. The value of partnership was evident as it allowed students to participate in active learning, which led to growth in the affective domain. Students became aware of potential education resources through the CIL. This article will guide educators in designing experiences that teach nursing care at the individual, family, and community level for people living with disabilities. © 2015 Association of Rehabilitation Nurses.

Living Arrangement and Life Satisfaction in Older Malaysians: The Mediating Role of Social Support Function

Science.gov (United States)

Kooshiar, Hadi; Yahaya, Nurizan; Hamid, Tengku Aizan; Abu Samah, Asnarulkhadi; Sedaghat Jou, Vajiheh

2012-01-01

Background This cross-sectional and correlational survey examines the association between different types of living arrangements and life satisfaction in older Malaysians, while taking into account the mediating effects of social support function. Methodology and Findings A total of 1880 of older adults were selected by multistage stratified sampling. Life satisfaction and social support were measured with the Philadelphia Geriatric Center Morale Scale and Medical Outcomes Study Social Support Survey. The result shows living with children as the commonest type of living arrangement for older adults in peninsular Malaysia. Compared to living alone, living only with a spouse especially and then co-residency with children were both associated with better life satisfaction (psocial support function (psocial support function enhanced the relation between living arrangements and life satisfaction. Conclusion This study revealed that types of living arrangement directly, and indirectly through social support function, play an important role in predicting life satisfaction for older adults in Malaysia. This study makes remarkable contributions to the Convoy model in older Malaysians. PMID:22912806

Brazilian Dental Students' Attitudes About Provision of Care for Patients Living in Poverty.

Science.gov (United States)

Dos Santos, Beatriz Ferraz; Madathil, Sreenath; Zuanon, Angela Cristina Cilense; Bedos, Christophe; Nicolau, Belinda

2017-11-01

The aims of this study were to investigate dental students' attitudes toward people living in poverty and the extent to which their perceptions were associated with their willingness to treat those patients in their future practice. All 910 dental students enrolled in three Brazilian public universities in 2010 were invited to take part in a cross-sectional survey. A total of 766 students (83.7% response rate) completed the self-administered questionnaire on their perceptions of and attitudes about poverty and their intention to provide dental care to poor people. The responding students showed slightly positive attitudes about people living in poverty; however, a high percentage (35%) reported thinking they were different from the rest of the population. Nevertheless, most of these students expressed willingness to provide care to underserved populations in their future practice; this willingness was found to be associated with their beliefs about poverty (OR 1.65; 95% CI=1.41-1.94). Overall, the study found that these dental students had altruistic views toward people living in poverty. However, they seemed to lack a deep understanding of poverty that may prevent them from acting on their good intentions.

"Live from IPY"--Connecting Students, Teachers and the Public to Polar Research

Science.gov (United States)

Breen, K.; Warnick, W. K.; Warburton, J.; Fischer, K.; Wiggins, H.

2007-12-01

PolarTREC-Teachers and Researchers Exploring and Collaborating is a three-year (2007-2009) teacher professional development program of the Arctic Research Consortium of the U.S. (ARCUS) that pairs K-12 teachers with researchers to improve science education through authentic polar research experiences. Each year of PolarTREC, approximately 15 teachers spend two to six weeks in the Arctic or Antarctic, working closely with researchers investigating a wide range of topics such as sea-ice dynamics, terrestrial ecology, marine biology, atmospheric chemistry, and long-term climate change. PolarTREC is funded by the National Science Foundation. While in the field, teachers and researchers communicate extensively with their colleagues, communities, and hundreds of students of all ages across the globe, using a variety of communication technologies and tools to appeal to broad student and public engagement in polar science. Through the PolarTREC website (www.polartrec.com) teachers connect from the field through the use of online journals and forums, photo galleries, podcasts, and learning resources. "Live from IPY," a key activity of PolarTREC, is a free, interactive, distance-learning experience that virtually transports students and the public to unique and remote polar locations through a live Internet interface. Rather than relying solely on the asynchronous elements of online journals, forums, photo albums, and podcasts, "Live from IPY" allows real-time interaction by adding elements including live voice, video, chat, application sharing, polling, and whiteboards, but requires only telephone and/or Internet access for participants and presenters to connect. "Live from IPY" and the online outreach elements of PolarTREC convey the excitement of polar research experiences to a broad audience far beyond the classrooms of the PolarTREC teachers, allowing anyone to join a global network of scientists, teachers, students, and communities and actively participate in the

STUDENT ACADEMIC SUPPORT AS A PREDICTOR OF LIFE SATISFACTION IN UNIVERSITY STUDENTS

OpenAIRE

Ahmet Akýn; Serhat Arslan; Eyüp Çelik; Çýnar Kaya; Nihan Arslan

2015-01-01

The purpose of this study is to examine the relationship between Academic Support and Life Satisfaction. Participants were 458 university students who voluntarily filled out a package of self-report instruments. Student Academic Support Scale and Satisfaction with Life Scale were used as measures. The relationships between student academic support and life satisfaction were examined using correlation analysis and stepwise regression analysis. Life satisfaction was predicted positively by info...

Student support infrastructure

DEFF Research Database (Denmark)

Nøhr, Christian

2004-01-01

The development and diffusion of distance learning programmes has made it possible for students to choose their preferred location to study and consequently, they are expected to be able to use new technologies in order to gain necessary support in a wide range of ares. When universities implement...

Student Academic Support as a Predictor of Life Satisfaction in University Students

Science.gov (United States)

Akin, Ahmet; Arslan, Serhat; Çelik, Eyüp; Kaya, Çinar; Arslan, Nihan

2015-01-01

The purpose of this study is to examine the relationship between Academic Support and Life Satisfaction. Participants were 458 university students who voluntarily filled out a package of self-report instruments. Student Academic Support Scale and Satisfaction with Life Scale were used as measures. The relationships between student academic support…

Guest Editorial - Reflections on Student Support in Open and Distance Learning

Directory of Open Access Journals (Sweden)

Alan Tait

2003-04-01

Full Text Available This is a very interesting moment to reflect on Student Support in Open and Distance Learning (ODL. After some 10 years of the radical intrusion of a range of technologies, principally those grouped around what has been broadly termed ICT, we have the chance to see if and how the world of ODL has qualitatively changed. I suggest that those of us who began our careers more than a decade ago are like those survivors in a landscape painting of a battle, peering about the field while some wisps of smoke still hang in the air from earlier cannon barrage. But the battle that the picture represents is over. There are new authorities in place, and of course there are losers: those who have lost power if not their lives. We look to see who has died, which amongst the wounded can be given help, while those who walk away wonder if the world has really changed. Have we just substituted one set of powerful rulers for another? Or has the way we live our lives been altered forever?

Student Support for EIPBN 2010 Conference

Energy Technology Data Exchange (ETDEWEB)

Reginald C. Farrow

2011-03-11

The 54th International Conference on Electron, Ion and Photon Beam Technology and Nanofabrication, 2010, held at the Egan Convention Center and Hilton in Anchorage, Alaska, June 1 to 4, 2010 was a great success in large part because financial support allowed robust participation from students. The conference brought together 444 engineers and scientists from industries and universities from all over the world to discuss recent progress and future trends. Among the emerging technologies that are within the scope of EIPBN is Nanofabrication for Energy Sources along with nanofabrication for the realization of low power integrated circuits. Every year, EIPBN provides financial support for students to attend the conference.The students gave oral and poster presentations of their research and many published peer reviewed articles in a special conference issue of the Journal of Vacuum Science and Technology B. The Department of Energy Office of Basic Energy Sciences supported 20 students from US universities with a $15,000.

Perceptions around teacher's social support with student achievement motivation

Directory of Open Access Journals (Sweden)

Maria Oktasari

2017-11-01

Full Text Available Several indications that indicate student in low achievement motivation, among others: (1 lack of enthusiasm to follow the lesson, (2 less attention to the teacher, (3 the students have not targeted yet, (4 students tend to ignore the task, (5 (6 students are less harmonious with teachers, (7 students are lazy to learn, and (8 some students feel scared with the teacher. Students 'perceptions of teacher's social support are factors that allegedly influence students' achievement motivation. This study aims to determine the relationship of students' perceptions of the social support of teachers with achievement motivation. The method used throughout this research is quantitative with regression technique. Samples numbered to 206 students of SMA Negeri 1 V Koto Timur Padang Pariaman, and selected by proportional random sampling. The instrument used is the student's perception scale of teacher's social support and achievement motivation. The research findings indicate that there is a significant correlation between around teacher's social support with student achievement motivation.

IMPROVING WOMEN'S LIVES Practical support for women gives ...

International Development Research Centre (IDRC) Digital Library (Canada)

IMPROVING WOMEN'S LIVES Practical support for women gives communities a better future. October 26 ... Organized into small cooperatives, the women produce and market argan oil using a mix of traditional and modern methods. At the same time ... arts and craft. Technology helps Asian women balance family and work.

Exploration of the lived experiences of undergraduate science, technology, engineering, and mathematics minority students

Science.gov (United States)

Snead-McDaniel, Kimberly

An expanding ethnicity gap exists in the number of students pursuing science, technology, engineering, and mathematics (STEM) careers in the United States. The National Action Council for Minorities in Engineering revealed that the number of minorities pursuing STEM degrees and careers has declined over the past few years. The specific origins of this trend are not quite evident; one variable to consider is that undergraduate minority students are failing in STEM disciplines at various levels of education from elementary to postsecondary. The failure of female and minority students to enter STEM disciplines in higher education have led various initiatives to establish programs to promote STEM disciplines among these groups. Additional funding for minority STEM programs have led to a increase in undergraduate minority students entering STEM disciplines, but the minority students' graduation rate in STEM disciplines is approximately 7% lower than the graduation of nonminority students in STEM disciplines. This phenomenological qualitative research study explores the lived experiences of underrepresented minority undergraduate college students participating in an undergraduate minority-mentoring program. The following nine themes emerged from the study: (a) competitiveness, (b) public perception, (c) dedication, (d) self-perception, (e) program activities, (f) time management, (g) exposure to career and graduate opportunities, (h) rigor in the curriculum, and (i) peer mentoring. The themes provided answers and outcomes to better support a stronger minority representation in STEM disciplines.

Octopus Moms: The Lived Experiences of College Students Who Are Mothers

Science.gov (United States)

Zambito, Jill

2017-01-01

The purpose of this phenomenological study was to explore the lived experiences of college students who are mothers at a large, public Midwestern research university. Using a feminist theoretical perspective, the focus of the research was to better understand how students who are mothers experience college. I sought to understand how the gendered…

Relationships between food consumption and living arrangements among university students in four European countries - a cross-sectional study.

Science.gov (United States)

El Ansari, Walid; Stock, Christiane; Mikolajczyk, Rafael T

2012-04-24

The transition of young people from school to university has many health implications. Food choice at the university can differ because of childhood food consumption patterns, sex and the living arrangements. Food consumption may change especially if students are living away from home. We aimed to assess food consumption patterns among university students from four European countries and how they differ by their living arrangements. We analysed data from a cross-country survey assessing health and health behaviours of students. The sample comprised a total of 2402 first year undergraduate students from one university in each of the countries of Germany, Denmark, Poland and Bulgaria. Food consumption was assessed by means of a food frequency questionnaire with 9 food groups (indicators). Students' food consumption patterns differed across the countries. Frequent consumption of unhealthy items was common. Bulgarian students reported most often frequent consumption of sweets and cakes and snacks (e.g. chips and fast food). Polish students reported the least frequent consumption of vegetables and a low consumption of fruits. Across all countries except Bulgaria, men reported substantially more often frequent consumption of snacks than women. Students living at parental home consumed more fruit, vegetables, and meat than those who resided outside of their family home in all studied countries. There was more variation with regard to cakes and salads with more frequent consumption of cakes among Bulgarian female students and Danish male students and more frequent consumption of salads among Danish female students not living at parental home, compared to students from other countries. Nutrition habits of university students differed across countries and by sex. Students living at parental home displayed more healthy nutrition habits, with some exceptions.

Student Diligence and Student Diligence Support: Predictors of Academic Success.

Science.gov (United States)

Arthur, Christon G.

The purpose of this study was to examine ways in which students can become academically engaged and satisfied with their academic experience. A correlational study, using the survey method, was used to describe in quantitative terms, the degree of the relationships between student diligence, student support systems, other related factors, and…

Surveillance on University Students' Living Behaviors in the Private Residence, Prathumthani, Thailand

Science.gov (United States)

Luckanavanich, Suwannee

2011-01-01

The purpose of this study was to investigate the relationship among lifestyles, personal relationship (friendship and romantic relationship), and living behaviors shared with closed friends and romantic friends. The study undertook a quantitative research of university students' living behaviors in the private residence. A survey questionnaire was…

Student supports: developmental education and other academic programs.

Science.gov (United States)

Bettinger, Eric P; Boatman, Angela; Long, Bridget Terry

2013-01-01

Low rates of college completion are a major problem in the United States. Less than 60 percent of students at four-year colleges graduate within six years, and at some colleges, the graduation rate is less than 10 percent. Additionally, many students enter higher education ill-prepared to comprehend college-level course material. Some estimates suggest that only one-third of high school graduates finish ready for college work; the proportion is even lower among older students. Colleges have responded to the poor preparation of incoming students by placing approximately 35 to 40 percent of entering freshmen into remedial or developmental courses, along with providing academic supports such as summer bridge programs, learning communities, academic counseling, and tutoring, as well as student supports such as financial aid and child care. Eric Bettinger, Angela Boatman, and Bridget Terry Long describe the role, costs, and impact of these college remediation and academic support programs. According to a growing body of research, the effects of remedial courses are considerably nuanced. The courses appear to help or hinder students differently by state, institution, background, and academic preparedness. The mixed findings from earlier research have raised questions ranging from whether remedial programs, on average, improve student academic outcomes to which types of programs are most effective. Administrators, practitioners, and policy makers are responding by redesigning developmental courses and searching for ways to implement effective remediation programs more broadly. In addition, recent research suggests that colleges may be placing too many students into remedial courses unnecessarily, suggesting the need for further examining the placement processes used to assign students to remedial courses. The authors expand the scope of remediation research by discussing other promising areas of academic support commonly offered by colleges, including advising, tutoring

Supporting University Students with Autism Spectrum Disorder

Science.gov (United States)

Hillier, Ashleigh; Goldstein, Jody; Murphy, Deirdra; Trietsch, Rhoda; Keeves, Jacqueline; Mendes, Eva; Queenan, Alexa

2018-01-01

Increasing numbers of students with autism spectrum disorder are entering higher education. Their success can be jeopardized by organizational, social/emotional, and academic challenges if appropriate supports are not in place. Our objective was to evaluate the effectiveness of a support group model for university students with autism spectrum…

Students' Perceptions of the Residence Hall Living Environment at Kuwait University

Science.gov (United States)

Al Kandari, Nabila

2007-01-01

The purpose of this study is to explore students' perceptions of the residence hall living environment at Kuwait University. The researcher developed a questionnaire for this purpose that included 36 items. The sample of the study consisted of 191 residential students, of whom 98 were male and 93 were female. The research findings indicated that:…

Student Success for All: Support for Low-Income Students at an Urban Public University

Science.gov (United States)

Potter, Mark

2017-01-01

Although federal financial aid has increased in recent years, the costs of college tuition and living expenses have increased even more, leaving larger numbers of students with unmet need. Restructuring of financial aid, however, is insufficient to address the problem of diverging attainment gaps between low-income students and their more…

The need to support students with autism at university.

Science.gov (United States)

Mulder, Ann M; Cashin, Andrew

2014-09-01

Publicity surrounds the increased prevalence of autism. However, in contrast to support in primary and secondary schools, there exists little focus on supporting students with autism at university. Mental health nurses are well placed to facilitate support programmes for students with autism who have the capacity for higher education. This article examines the international literature around the support needs for these students and discusses opportunities that exist to support these students, their families, and higher education staff. Research is urgently needed to evaluate the success of such interventions, particularly in light of the low participation rates in study and work for people with autism.

Lived Experiences of Secondary Instrumental Music Teachers Who Teach Students with Learning Disabilities

Science.gov (United States)

Vinciguerra, Salvatore

2016-01-01

Very little research is published on teaching music to students with learning disabilities. Nevertheless, federal law mandates that instruction of such students take place in all public schools. The purpose of this study was to investigate the lived experiences of four secondary instrumental music teachers who teach five students with learning…

Relationships between food consumption and living arrangements among university students in four European countries - A cross-sectional study

Directory of Open Access Journals (Sweden)

El Ansari Walid

2012-04-01

Full Text Available Abstract Background The transition of young people from school to university has many health implications. Food choice at the university can differ because of childhood food consumption patterns, sex and the living arrangements. Food consumption may change especially if students are living away from home. We aimed to assess food consumption patterns among university students from four European countries and how they differ by their living arrangements. Methods We analysed data from a cross-country survey assessing health and health behaviours of students. The sample comprised a total of 2402 first year undergraduate students from one university in each of the countries of Germany, Denmark, Poland and Bulgaria. Food consumption was assessed by means of a food frequency questionnaire with 9 food groups (indicators. Results Students’ food consumption patterns differed across the countries. Frequent consumption of unhealthy items was common. Bulgarian students reported most often frequent consumption of sweets and cakes and snacks (e.g. chips and fast food. Polish students reported the least frequent consumption of vegetables and a low consumption of fruits. Across all countries except Bulgaria, men reported substantially more often frequent consumption of snacks than women. Students living at parental home consumed more fruit, vegetables, and meat than those who resided outside of their family home in all studied countries. There was more variation with regard to cakes and salads with more frequent consumption of cakes among Bulgarian female students and Danish male students and more frequent consumption of salads among Danish female students not living at parental home, compared to students from other countries. Conclusions Nutrition habits of university students differed across countries and by sex. Students living at parental home displayed more healthy nutrition habits, with some exceptions.

Relationships between food consumption and living arrangements among university students in four European countries - A cross-sectional study

Science.gov (United States)

2012-01-01

Background The transition of young people from school to university has many health implications. Food choice at the university can differ because of childhood food consumption patterns, sex and the living arrangements. Food consumption may change especially if students are living away from home. We aimed to assess food consumption patterns among university students from four European countries and how they differ by their living arrangements. Methods We analysed data from a cross-country survey assessing health and health behaviours of students. The sample comprised a total of 2402 first year undergraduate students from one university in each of the countries of Germany, Denmark, Poland and Bulgaria. Food consumption was assessed by means of a food frequency questionnaire with 9 food groups (indicators). Results Students’ food consumption patterns differed across the countries. Frequent consumption of unhealthy items was common. Bulgarian students reported most often frequent consumption of sweets and cakes and snacks (e.g. chips and fast food). Polish students reported the least frequent consumption of vegetables and a low consumption of fruits. Across all countries except Bulgaria, men reported substantially more often frequent consumption of snacks than women. Students living at parental home consumed more fruit, vegetables, and meat than those who resided outside of their family home in all studied countries. There was more variation with regard to cakes and salads with more frequent consumption of cakes among Bulgarian female students and Danish male students and more frequent consumption of salads among Danish female students not living at parental home, compared to students from other countries. Conclusions Nutrition habits of university students differed across countries and by sex. Students living at parental home displayed more healthy nutrition habits, with some exceptions. PMID:22531503

Higher education and spatial (im)mobility: nontraditional students and living at home

OpenAIRE

Hazel Christie

2007-01-01

I investigate the mobility decisions of students going into higher education in the UK, and look particularly at the circumstances under which students in one higher education market chose to live at home and their experiences of attending a local university. As more young people from nontraditional backgrounds are encouraged to participate in higher education, and as the financial costs of attending are increasingly borne by students and their families, more students are choosing to stay at ...

A Reason to Live: The Protective Influence of Close Friendships on College Students

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Hope, Keely J.

2009-01-01

The purpose of this study was to examine the relationships among college age student's experiences in close friendship, emotional autonomy and reasons to live. This study was grounded in Attachment Theory and College Student Development. A sample of undergraduate students was drawn from one Southeastern U.S. university. A total of 441 participants…

Pedagogical Support Components of Students' Social Adaptation

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Vlasova, Vera K.; Simonova, Galina I.; Soleymani, Nassim

2016-01-01

The urgency of the problem stated in the article is caused by the need of pedagogical support of students' social adaptation on the basis of systematicity, which is achieved if we correctly define the components of the process. The aim of the article is to determine the pedagogical support components of students' social adaptation. The leading…

Customer Decision Support Systems: Resources for Student Decision Making

Directory of Open Access Journals (Sweden)

Cara Okleshen Peters, Ph.D.

2005-07-01

Full Text Available This paper highlights the potential of customer decision support systems (CDSS to assist students in education-related decision making. Faculty can use these resources to more effectively advise students on various elements of college life, while students can employ them to more actively participate in their own learning and improve their academic experience. This conceptual paper summarizes consumer decision support systems (CDSS concepts and presents exemplar websites students could utilize to support their education-related decision making. Finally, the authors discuss the potential benefits and drawbacks such resources engender from a student perspective and conclude with directions for future research.

Supporting seamless mobility for P2P live streaming.

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Kim, Eunsam; Kim, Sangjin; Lee, Choonhwa

2014-01-01

With advent of various mobile devices with powerful networking and computing capabilities, the users' demand to enjoy live video streaming services such as IPTV with mobile devices has been increasing rapidly. However, it is challenging to get over the degradation of service quality due to data loss caused by the handover. Although many handover schemes were proposed at protocol layers below the application layer, they inherently suffer from data loss while the network is being disconnected during the handover. We therefore propose an efficient application-layer handover scheme to support seamless mobility for P2P live streaming. By simulation experiments, we show that the P2P live streaming system with our proposed handover scheme can improve the playback continuity significantly compared to that without our scheme.

Supporting Seamless Mobility for P2P Live Streaming

Directory of Open Access Journals (Sweden)

Eunsam Kim

2014-01-01

Full Text Available With advent of various mobile devices with powerful networking and computing capabilities, the users' demand to enjoy live video streaming services such as IPTV with mobile devices has been increasing rapidly. However, it is challenging to get over the degradation of service quality due to data loss caused by the handover. Although many handover schemes were proposed at protocol layers below the application layer, they inherently suffer from data loss while the network is being disconnected during the handover. We therefore propose an efficient application-layer handover scheme to support seamless mobility for P2P live streaming. By simulation experiments, we show that the P2P live streaming system with our proposed handover scheme can improve the playback continuity significantly compared to that without our scheme.

Living with parents and risky sexual behaviors among preparatory ...

African Journals Online (AJOL)

EB

Keywords: Risky sexual behavior, living with parents, family environment. African Halth ... increases the probability of negative consequences ... greater the gender imbalance in rates of HIV infection, with ... communication and family support) (22 Items with. 5-point ... students relationship and school-students relationship).

Hip-Hop Culture in College Students' Lives: Elements, Embodiment, and Higher Edutainment

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Petchauer, Emery

2011-01-01

College campuses have become rich sites of hip-hop culture and knowledge production. Despite the attention that campus personnel and researchers have paid to student life, the field of higher education has often misunderstood the ways that hip-hop culture exists in college students' lives. Based upon in-depth interviews, observations of…

Instructors' Support of Student Autonomy in an Introductory Physics Course

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Hall, Nicholas; Webb, David

2014-12-01

The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a self-determination theory perspective. A correlational study investigated whether certain aspects of the student experience correlated with how autonomy supportive (versus controlling) students perceived their instructors to be. An autonomy-supportive instructor acknowledges students' perspectives and feelings and provides students with information and opportunities for choice while minimizing external pressures (e.g., incentives or deadlines). It was found that the degree to which students perceived their instructors as autonomy supportive was positively correlated with student interest and enjoyment in learning physics (β =0.31***) and negatively correlated with student anxiety about taking physics (β =-0.23**). It was also positively correlated with how autonomous (versus controlled) students' reasons for studying physics became over the duration of the course (i.e., studying physics more because they wanted to versus had to; β =0.24***). This change in autonomous reasons for studying physics was in turn positively correlated with student performance in the course (β =0.17*). Additionally, the degree to which students perceived their instructors as autonomy supportive was directly correlated with performance for those students entering the course with relatively autonomous reasons for studying physics (β =0.25**). In summary, students who perceived their instructors as more autonomy supportive tended to have a more favorable motivational, affective, and performance experience in the course. The findings of the present study are consistent with experimental studies in other contexts that argue for autonomy-supportive instructor behaviors as the cause of a more favorable student experience.

Students' voices: the lived experience of faculty incivility as a barrier to professional formation in associate degree nursing education.

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Del Prato, Darlene

2013-03-01

Nursing faculty play an important role in constructing learning environments that foster the positive formation of future nurses. The students' construction of a nursing identity is grounded in social interactions with faculty and is shaped by values and norms learned in both the formal and informal curriculum. The informal curriculum is communicated in faculty teaching practices and relationships established with students. To acquire an understanding of the students' lived experience in associate degree nursing education and identify educational practices that support students' professional formation. A phenomenological design was chosen to study the lived experience of nursing education. In-depth interviews were conducted with 13 participants. Five students participated in second interviews for a total of 18 interviews. Symbolic interactionism guided data analysis. Participants represented three ADN programs in the northeastern U.S. and were diverse in terms of gender and age and to a lesser extent race, and sexual orientation. Faculty incivility included demeaning experiences, subjective evaluation, rigid expectations, and targeting and weeding out practices. Targeting practices contributed to a perceived focus on clinical evaluation and inhibited clinical learning. Faculty incivility hindered professional formation by interfering with learning, self-esteem, self-efficacy, and confidence. Faculty who model professional values in the formal and hidden curriculum contribute to the positive formation of future nurses. Nursing faculty should be formally prepared as educators to establish respectful, connected relationships with students. Faculty should role model professional values, deemphasize their evaluative role, provide constructive formative feedback, and remain open to the student's potential for growth. Copyright © 2012 Elsevier Ltd. All rights reserved.

A Study on Evaluation of Living Environment by Students' Preferences in Residences

OpenAIRE

鶴崎, 直樹; 坂井, 猛; 上野, 武; 有馬, 隆文; Tsurusaki, Naoki; Sakai, Takeru; Ueno, Takeshi; Arima, Takafumi

2006-01-01

The purpose of this paper was to construct a living quarters environment evaluation method by surveying students' preferences in residences and to apply the evaluation method to the Kyushu University Hakozaki campus so as to inspect the method's efficacy and applicability to a new campus. The obtained results included: 1)information about preferences in residence selection by students attending Kyushu University. 2)proof of efficacy from the viewpoint of students in the Kyushu University Hako...

Study of basic-life-support training for college students.

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Srivilaithon, Winchana; Amnaumpatanapon, Kumpon; Limjindaporn, Chitlada; Imsuwan, Intanon; Daorattanachai, Kiattichai

2015-03-01

To study about attitude and knowledge regarding basic-life-support among college students outside medical system. The cross-sectional study in the emergency department of Thammasat Hospital. The authors included college students at least aged 18 years old and volunteers to be study subjects. The authors collected data about attitudes and knowledge in performing basic-life-support by using set of questionnaires. 250 college students participated in the two hours trainingprogram. Most ofparticipants (42.4%) were second-year college students, of which 50 of 250 participants (20%) had trained in basic-life-support program. Twenty-seven of 250 participants (10.8%) had experience in basic-life-support outside the hospital. Most of participants had good attitude for doing basic-life-support. Participants had a significant improved score following training (mean score 8.66 and 12.34, respectively, pbasic-life-support to cardiac arrest patient. The training program in basic-life-support has significant impact on knowledge after training.

Coaching as support for postgraduate students: A case study

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Ingrid Le Roux

2018-05-01

Full Text Available Background: Undergraduate students as a group are well researched, with focus on enhancing student engagement and improving learning and teaching methods. However, working postgraduate students have become a growing trend in the higher education sector, with little known about their experience. The purpose of this research is to better understand and to gain insight into the inter-role conflict experienced by postgraduate students owing to managing the multiple roles of work, personal life and studies. This article reports the case study of a coaching intervention administered to a group of postgraduate students over a 5-month period. The study concludes that the inclusion of a coaching intervention to assist postgraduate students in dealing with inter-role stress can no longer be ignored. Coaching support is an authentic way to support these students, with benefits reaching beyond the classroom. Research purpose: The purpose of this research is to better understand the inter-role conflict emanating from managing work, personal life and studies, and to gain insight into the role of coaching as a support function. Motivation for the study: There is limited research focusing on the experiences of postgraduate students, who are often working either part-time or full-time while pursuing their studies, and navigating three overlapping role domains simultaneously. Furthermore, even less is known about coaching as a support function to strike a balance between these three demanding roles. Research design, approach and method: This study is qualitative in nature. A coaching intervention over a 5-month period was used to assist postgraduate students in managing inter-role conflict. Main findings: The study suggests that coaching can be used as a method to address the interface between work, personal life and study demands for the working postgraduate student. To ensure successful throughput rates in the allocated time, a new support framework is

The Lived Experience of Nursing Students Who Study Abroad: A Qualitative Inquiry

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Edmonds, Michelle Lynn

2010-01-01

Nurse Researchers need to explore study abroad programs and identify their impact on the development of cultural competence and global perspectives in nursing students. The purpose of this study was to explore the lived experience of nursing students who study abroad and to identify benefits and impediments that may be used to spawn future…

Hmong Students in Higher Education and Academic Support Programs

Directory of Open Access Journals (Sweden)

Soua Xiong

2011-12-01

Full Text Available Student awareness, usage, and perception of academic support programs were examined among 55 Hmong college students at a large, public western university. Twenty-eight students had participated in one or more ASPs while 27 students had not participated in any ASPs. Those who had participated found the programs to be supportive with an average rating of 7.39 out of 10 (10 being most supportive. The majority of students who did not participate in ASPs reported that they were not aware of ASPs and their services. Results also show that the majority of Hmong college students perceived a lack of time to study, poor study habits, lack of money, lack of motivation, lack of direction on career goals, and poor time management to be obstacles for them in higher education. Based on the findings, it seems ASPs were not able to reach some Hmong students with their outreach efforts. However, those that they were able to reach found academic support services helpful, especially with financial concerns and direction on career goals.

Appraisal Support from Natural Mentors, Self-worth, and Psychological Distress: Examining the Experiences of Underrepresented Students Transitioning Through College.

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Hurd, Noelle M; Albright, Jamie; Wittrup, Audrey; Negrete, Andrea; Billingsley, Janelle

2018-05-01

The current study explored whether cumulative appraisal support from as many as five natural mentors (i.e., nonparental adults from youth's pre-existing social networks who serve a mentoring role in youth's lives) led to reduced symptoms of depression and anxiety via improved global self-worth among underrepresented college students. Participants in the current study included 340 college students (69% female) attending a 4-year, predominantly White institution of higher education. Participants were first-generation college students, students from economically disadvantaged backgrounds, and/or students from underrepresented racial/ethnic minority groups. Participants completed surveys during the Fall and Spring of their first year of college and in the Spring of their second and third years of college. Results of the structural equation model (including gender, race/ethnicity, and extraversion as covariates) indicated that greater total appraisal support from natural mentoring relationships predicted decreases in students' psychological distress via increases in self-worth (indirect effects assessed via boot-strapped confidence intervals; 95% CI). The strength of association between appraisal support and self-worth was not moderated by the proportion of academic natural mentors. Findings from the current study extend previous research by measuring multiple natural mentoring relationships and pinpointing supportive exchanges that may be of particular consequence for the promotion of healthy youth development. Institutional efforts to reinforce pre-existing natural mentoring relationships and encourage the onset of new natural mentoring relationships may serve to bolster the well-being and success of underrepresented students attending predominantly White universities.

Living in supportive housing for people with serious mental illness: a paradoxical everyday life.

Science.gov (United States)

Bengtsson-Tops, Anita; Ericsson, Ulf; Ehliasson, Kent

2014-10-01

Since the closure of large psychiatric institutions, various types of community-based supportive housing for people with serious mental illness (SMI) have been developed. There is currently limited knowledge about users' experiences of living in supportive housing. The aim of the present study was to describe user experiences of living in supportive housing for people with SMI. Twenty-nine people living in such facilities participated in open, qualitative interviews. Data were subjected to latent content analysis. Three main themes emerged from this analysis: (i) having a nest, which included the subthemes of a place to rest and having someone to attach to; (ii) being part of a group, with the subthemes of being brought together and a community spirit; and (iii) leading an oppressive life, including the subthemes of questioning one's identity, sense of inequality, and a life of gloom. It could be concluded that user experiences of living in supportive housing are complex and paradoxical. In order to provide supportive housing, staff need to recognize and work within social group processes, and perform continual and structural evaluations of users' social and emotional needs. © 2014 Australian College of Mental Health Nurses Inc.

Student-Centered Educational Reform: The Impact of Parental and Educator Support of Student Diligence.

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Bernard, Hinsdale; And Others

1996-01-01

Diligence is a significant, meaningful predictor of student competence. This study examines the level of diligence displayed by students from two selected northeastern Ohio school districts and relates student diligence to the level of support provided by parents and educators. There was no distinction in support levels provided by mothers and…

The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis

Directory of Open Access Journals (Sweden)

Hao Lei

2018-01-01

Full Text Available This meta-analysis examines the association between teacher support and students' academic emotions [both positive academic emotions (PAEs and negative academic emotions (NAEs] and explores how student characteristics moderate these relationships. We identified 65 primary studies with 58,368 students. The results provided strong evidence linking teacher support and students' academic emotions. Furthermore, students' culture, age, and gender moderated these links. The correlation between teacher support and PAEs was stronger for Western European and American students than for East Asian students, while the correlation between teacher support and NAEs was stronger for East Asian students than for Western European and American students. Also, the correlation between teacher support and PAEs was strong among university students and weaker among middle school students, compared to other students. The correlation between teacher support and NAEs was stronger for middle school students and for female students, compared to other students.

Supporting Student Autonomy in Physical Education

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Perlman, Dana; Webster, Collin A.

2011-01-01

The lack of motivation among students is a common challenge in physical education. Studies drawing on the self-determination theory consistently show that perceived autonomy facilitates adaptive motivation in students, which can lead to a wide range of desired educational outcomes. However, instructional strategies designed to support student…

Strategies to Support Ethical Reasoning in Student Argumentation

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Carlton Griswold, Joan; Ting Chowning, Jean

2013-01-01

This article discusses the importance and benefits of incorporating ethics\tinto the classroom and presents five strategies that both scaffold students'\tunderstanding of ethical issues and support students' abilities to come to a reasoned and well-supported decision about those issues. (Contains 1 table and 4 notes.)

Relationships between social support and student burnout: A meta-analytic approach.

Science.gov (United States)

Kim, Boram; Jee, Sooin; Lee, Joungwha; An, Sunghee; Lee, Sang Min

2018-02-01

This study is a meta-analysis of 19 relevant studies, with 95,434 participants, investigating the relationships between various types of social support and 3 dimensions of student burnout. The overall results indicate that social support is negatively correlated with student burnout. Specifically, school or teacher supports have the strongest negative relationship to student burnout. Social supports from parents and from peers also have a significant negative relationship with student burnout. Among the 3 dimensions of student burnout, inefficacy was more strongly related to social support than emotional exhaustion or cynicism. The results of a moderation analysis suggest that the type of schools (secondary school and postsecondary school) affected the relationships between the overall social support and student burnout. We discuss the implications to ameliorate student burnout. Copyright © 2017 John Wiley & Sons, Ltd.

JULIUS CAESAR. PLUTARCH'S LIVES. AUTOBIOGRAPHY. LITERATURE CURRICULUM IV, STUDENT VERSION.

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KITZHABER, ALBERT R.

THIS 10TH-GRADE STUDENT GUIDE POSED SOME QUESTIONS AND CLARIFIED OTHERS ON SHAKESPEARE'S "JULIUS CAESAR," AND PRESENTED SHORT SELECTIONS FROM PLUTARCH'S "LIVES" (ON CAESAR, BRUTUS, AND MARK ANTONY) WITH ACCOMPANYING DISCUSSION QUESTIONS. A UNIT OF AUTOBIOGRAPHICAL READINGS OF EARLY LIFE EXPERIENCES WAS ALSO OUTLINED. BY…

[Study on health support strategies by analyzing the diet, alcohol intake, and smoking behavior of university students: examination of non-communicable disease risk factors according to their sex, age and living arrangement].

Science.gov (United States)

Kasamaki, Junichi

2015-01-01

The purpose of this study was to understand the diet, drinking, and smoking behaviors of university students and to analyze the health behaviors that could be a risk factor for non-communicable diseases (NCDs) in order to contribute to the promotion of NCD prevention in youth. The survey was carried out using a questionnaire with closed questions including items about health behaviors. The subjects surveyed were students of 10 universities on the main island of Japan (1,196 valid responders). The score for the nutritional balance was significantly low in the group living alone for both students in their teens and 20s. For the frequency of not eating breakfast, results suggest that living alone and increase in age are related to the lack of breakfast for both males and females. Teenage males living alone tended to lack in consideration for the intake of animal fat than those not living alone. The females showed a higher tendency to eat sweets and snacks during the day than the males. For the males who living alone, results suggest that they tended to have a higher or equal alcohol intake to females in their 20s and males in their 20s not living alone even when they are underage. Males in their 20s tended to have a higher amount and frequency of smoking than other groups regardless of their living arrangement. Accumulation of health behavior that could be a risk for NCDs was found in some of the groups, such as males living alone.

Need support in students with visual impairments : Comparing teacher and student perspectives.

NARCIS (Netherlands)

Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander

2018-01-01

According to Self-Determination Theory, need-supportive teaching positively influences students’ engagement to learn. Need-supportive teaching involves teachers providing students with structure, autonomy support, and involvement. It enables teachers to support students’ psychological needs to feel

Faculty as Sources of Support for LGBTQ College Students

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Linley, Jodi L.; Nguyen, David; Brazelton, G. Blue; Becker, Brianna; Renn, Kristen; Woodford, Michael

2016-01-01

This study, drawn from a subset of qualitative data from a national study of LGBTQ (lesbian, gay, bisexual, transgender, queer) student success, explores the role of faculty support in promoting LGBTQ student success. Six aspects of faculty support are identified and illuminated within formal and informal contexts. Students' voices show how LGBTQ…

College Students' Beliefs about Supporting a Grieving Peer

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Tedrick Parikh, Sara J.; Servaty-Seib, Heather L.

2013-01-01

The present study used I. Ajzen's (1991) Theory of Planned Behavior (TBP) to explore college students' beliefs about listening supportively to a grieving friend. Responses to open-ended questions suggested that students ("N" = 23) perceived both benefits and risks, connected with listening supportively, for the grieving friend and for…

Support Needs of Families Living with Children with Autism Spectrum Disorder

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Searing, Billie Margaret Jean; Graham, Fiona; Grainger, Rebecca

2015-01-01

This study examined the perceived availability and helpfulness of supports used by caregivers of children with Autism Spectrum Disorder in New Zealand, particularly for caregivers who are Maori, and who live rurally. Caregivers (N = 92) completed the Family Support Scale with comparisons analysed using t tests. Free text comments were invited and…

Supporting student nurses in practice with additional online communication tools.

Science.gov (United States)

Morley, Dawn A

2014-01-01

Student nurses' potential isolation and difficulties of learning on placement have been well documented and, despite attempts to make placement learning more effective, evidence indicates the continuing schism between formal learning at university and situated learning on placement. First year student nurses, entering placement for the first time, are particularly vulnerable to the vagaries of practice. During 2012 two first year student nurse seminar groups (52 students) were voluntarily recruited for a mixed method study to determine the usage of additional online communication support mechanisms (Facebook, wiki, an email group and traditional methods of support using individual email or phone) while undertaking their first five week clinical placement. The study explores the possibility of strengthening clinical learning and support by promoting the use of Web 2.0 support groups for student nurses. Results indicate a high level of interactivity in both peer and academic support in the use of Facebook and a high level of interactivity in one wiki group. Students' qualitative comments voice an appreciation of being able to access university and peer support whilst working individually on placement. Recommendations from the study challenge universities to use online communication tools already familiar to students to complement the support mechanisms that exist for practice learning. This is tempered by recognition of the responsibility of academics to ensure their students are aware of safe and effective online communication. Copyright © 2013 Elsevier Ltd. All rights reserved.

Informal support networks of low-income senior women living alone: evidence from Fort St. John, BC.

Science.gov (United States)

Ryser, Laura; Halseth, Greg

2011-01-01

Within the context of an aging Canadian rural and small-town landscape, there is a growing trend of low-income senior women living alone. While there is a perception that rural seniors have well-developed social networks to meet their daily needs, some research suggests that economic and social restructuring processes have impacted the stability of seniors' support networks in small places. While much of the research on seniors' informal networks focuses upon small towns in decline, booming resource economies can also produce challenges for low-income senior women living alone due to both a higher cost of living and the retrenchment of government and service supports. Under such circumstances, an absence of informal supports can impact seniors' health and quality of life and may lead to premature institutionalization. Drawing upon a household survey in Fort St. John, British Columbia, we explore informal supports used by low-income senior women living alone in this different context of the Canadian landscape. Our findings indicate that these women not only have a support network that is comparable to other groups, but that they are also more likely to draw upon such supports to meet their independent-living needs. These women rely heavily on family support, however, and greater efforts are needed to diversify both their formal and informal sources of support as small family networks can quickly become overwhelmed.

Providing Co-Curricular Support: A Multi-Case Study of Engineering Student Support Centers

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Lee, Walter C., Jr.

2015-01-01

In response to the student retention and diversity issues that have been persistent in undergraduate engineering education, many colleges have developed Engineering Student Support Centers (ESSCs) such as Minority Engineering Programs (MEPs) and Women in Engineering Programs (WEPs). ESSCs provide underrepresented students with co-curricular…

ACM CCS 2013-2015 Student Travel Support

Science.gov (United States)

2016-10-29

ACM CCS 2013-2015 Student Travel Support Under the ARO funded effort titled “ACM CCS 2013-2015 Student Travel Support,” from 2013 to 2015, George...Computer and Communications Security (ACM CCS ). The views, opinions and/or findings contained in this report are those of the author(s) and should not...AGENCY NAME(S) AND ADDRESS (ES) U.S. Army Research Office P.O. Box 12211 Research Triangle Park, NC 27709-2211 travel grant, acm ccs REPORT

Supporting Students with Disabilities during School Crises: A Teacher's Guide

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Clarke, Laura S.; Embury, Dusty Columbia; Jones, Ruth E.; Yssel, Nina

2014-01-01

Most schools have crisis plans to support student safety, but few plans address the complex needs of students with disabilities. School supports should include analysis of school plans and student strengths and needs to ensure that students with disabilities have the best opportunity to be safe in school crises. Recommendations include developing…

"Social jetlag" in morning-type college students living on campus: implications for physical and psychological well-being.

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Lau, Esther Yuet Ying; Wong, Mark Lawrence; Ng, Eddie Chi Wai; Hui, Chi-chiu Harry; Cheung, Shu Fai; Mok, Doris Shui Ying

2013-08-01

Although on-campus residence allows easier access to campus facilities, existing studies showed mixed results regarding the relationship between college residence and students' well-being indicators, such as sleep behaviors and mood. There was also a lack of studies investigating the role of chronotype in the relationship between on-campus residence and well-being. In particular, the temporal relationships among these factors were unclear. Hence, this longitudinal study aims to fill in these gaps by first reporting the well-being (measured in terms of mood, sleep, and quality of life) among students living on and off campus across two academic semesters. We explored factors predicting students' dropout in university residences. Although students living on campus differ in their chronotypes, activities in campus residence (if any) are mostly scheduled in the nighttime. We therefore tested if individual differences in chronotype interact with campus residence in affecting well-being. Our final sample consisted of 215 campus residents and 924 off-campus-living students from 10 different universities or colleges in Hong Kong or Macau. Their mean age was 20.2 years (SD=2.3); 6.5% of the participants are female. Participants completed self-reported questionnaires online on their sleep duration, sleep quality, chronotype, mood, and physical and psychological quality of life. Across two academic semesters, we assessed if students living on and off campus differed in our well-being measures after we partialed out the effects of demographic information (including age, sex, family income, and parents' education) and the well-being measures at baseline (T1). The results showed that, campus residents exhibited longer sleep duration, greater sleep efficiency, better sleep quality, and less feeling of stress than off-campus-living students. From one semester to the next, around 10% of campus residents did not continue to live on campus. Logistic regression showed that a morning

COMPARATIVE STUDY OF STUDENT SUPPORT SERVICES OF AIOU AND UKOU

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Amtul Hafeez CHOUDHRY

2008-01-01

Full Text Available ABSTRACT This paper attempts to compare the availability, quality, similarities and differences of student support services in Allama Iqbal Open University (AIOU and United Kingdom Open University (UKOU and also to identify and enlist the deficiencies that AIOU students are facing in the student support services. The study found out that student support services of AIOU are quantitatively developing rapidly on the lines of UKOU. Though the regional campuses of both the institutions have almost the same status in the provision of student support service yet the UKOU students have better services in the guidance and counseling, modern communication facilities and career guidance. Moreover, there also exists Open University student association in UKOU. The conclusions led to the recommendation that AIOU regional campuses may be made independent like UKOU, counseling and guidance cell might be established at every regional campus, modern communication facilities like toll free, auto answer may be provided at AIOU regional campuses.

Perceived social support among students of medical sciences.

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Zamani-Alavijeh, Freshteh; Dehkordi, Fatemeh Raeesi; Shahry, Parvin

2017-06-01

Social support is emotional and instrumental assistance from family, friends or neighbors, and has an important but different impact on individuals, mainly depending on contextual factors. To determine the status of perceived social support and related personal and family characteristics of medical sciences students in Ahvaz, Iran. In this cross-sectional study, the target population included the students of Ahvaz Jundishapur University of Medical Sciences in the second semester of 2013-2014, of whom 763 were selected by cluster random sampling method. The study tool was a two-part questionnaire containing 48 self-administered questions including 25 questions of measurements of personal and family characteristics and a Persian modified version of Vaux's social support scale (Cronbach's α=0.745). Data were analyzed with T test, ANOVA and chi-square and using SPSS version 16 and 0.05 was considered as the level of significance. The mean score of the perceived social support was 17.06±3.6 and 60.3% of them reported low social support. There was a significant relationship among the perceived social support and sex (p=0.02), faculty (psocial support and importance of social support in reducing stress and academic failure, the planners need to provide efficient supportive interventions for students.

Commuting, Transitions and Belonging: The Experiences of Students Living at Home in Their First Year at University

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Pokorny, Helen; Holley, Debbie; Kane, Suzanne

2017-01-01

In this study, our cross-case analysis of students' lives challenges the conventional home-university model of transition and highlights the importance of acknowledging the influence of this complex symbiotic relationship for students who attend university and live at home. We argue that as with stay-at-home holidays, or "staycations",…

Student Affairs Professionals Supporting Students with Disabilities: A Grounded Theory Model

Science.gov (United States)

Kimball, Ezekiel; Vaccaro, Annemarie; Vargas, Nadia

2016-01-01

In an action-based grounded theory project, the authors collected data from 31 student affairs professionals. During seven focus groups, practitioners described feeling unknowledgeable about disability law, accommodations, and diagnoses. However, they drew upon their core values and transferrable skills to support individual students. Participants…

COMPARATIVE ANALYSIS OF HEALTH IN STUDENTS OF SECONDARY SCHOOL DEPENDING ON THEIR MODE OF LIVING

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N.B. Mirskaya

2008-01-01

Full Text Available 405 students of secondary school in Moscow, Kaliningrad and Murmansk took part in the testing. The correlation between poor health in students and mode of their living was shown. It's recommended to create unified standard of students education in the field of hygiene, breeding and healthy life style.Key words: secondary school students, health, life style.

Using Text Mining to Uncover Students' Technology-Related Problems in Live Video Streaming

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Abdous, M'hammed; He, Wu

2011-01-01

Because of their capacity to sift through large amounts of data, text mining and data mining are enabling higher education institutions to reveal valuable patterns in students' learning behaviours without having to resort to traditional survey methods. In an effort to uncover live video streaming (LVS) students' technology related-problems and to…

A comparison of physical health status, self-esteem, family support and health-promoting behaviours between aged living alone and living with family in Korea.

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Sok, Sohyune R; Yun, Eun K

2011-06-01

This study examined and compared the physical health status, self-esteem, family support and health-promoting behaviours between aged living alone and the aged living with family. As the Korean population ages, the number of older people living alone is steadily rising. Previous studies have been conducted to define the factors affecting the health of older people. However, research studies focused on the impact of family support, which potentially affects the overall health of older people, have been rarely conducted. This was a comparative descriptive design. The survey included a set of four questionnaires. All measures were self-administered. In the data analysis, descriptive statistics were used to analyse the demographic characteristics. The Chi-square test and independent t-test were used to examine the differences between the aged living alone and the aged living with family. The physical health status (t=-40·85, pself-esteem (t=-26·75, pexercise (t=-15·86, pself-esteem and health-promoting behaviours than the aged living alone. Clinical practice should be focused on emotional support with family or society for Korean aged, especially the aged living alone. Also, the practice should be adjusted to encourage the health-promoting behaviour for them as well. © 2011 Blackwell Publishing Ltd.

A Phenomenological Investigation of the Lived Experiences of Successful First Generation Hispanic College Students

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Puente, Christina C.

2013-01-01

This qualitative phenomenological research study investigated the lived experiences of five successful first generation Hispanic college students. Participants' interviews were analyzed using Creswell's (2007) six steps for analyzing phenomenological studies. Findings from this study affirm the factors for student success in college regarding…

Studying International Students: Adjustment Issues and Social Support.

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Zhai, Lijuan

This study investigated international student adjustment issues and needed social support. Data were obtained from individual interviews with 10 international students at The Ohio State University. Results indicate that international students experience significant problems in their coping with U.S. education, cultural differences, and language…

Clinical supervision and nursing students' professional competence: support-seeking behaviour and the attachment styles of students and mentors.

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Moked, Zahava; Drach-Zahavy, Anat

2016-02-01

To examine whether the interdependent attachment style of students is positively related to their support-seeking behaviour during supervision and whether their over-dependent and counter-dependent attachment styles are negatively related to it. Second, to determine whether the mentors' attachment styles moderate the relationship between the students' support-seeking behaviours and their professional competence, such that this relationship is stronger when supervisors are characterized by higher independent attachment style. The mentor-student encounter during nursing clinical supervision is expected to create a supportive environment aimed at promoting support-seeking behaviours and subsequent positive supervision outcomes. Bowlby's attachment theory suggests that the three attachment styles - independent, counter-dependent and over-dependent - may have implications for clinical supervision. A correlative-prospective study. One hundred and seventy-eight students and 66 clinical mentors completed questionnaires at the beginning and end of a clinical supervision session during 2012-2013. Results demonstrated that high compared with low independent nursing students tended to seek less support. Second, students who seek less support evaluated their professional competence as higher than students who seek more support. Third, mentor's counter-dependent attachment style moderated the relationship between students' support-seeking behaviour and their professional competencies. The results allude to the detrimental meaning of support-seeking in the eyes of nursing students. Results can guide administrators in promoting supervision processes that are compatible with the students' independent learning style, while also preventing the negative implications of autonomic learning. Furthermore, as mentors' counter-dependent attachment style can hinder students' support-seeking, attachment styles should be considered in the selection of mentors. © 2015 John Wiley & Sons Ltd.

Relationships between food consumption and living arrangements among university students in four European countries - A cross-sectional study

OpenAIRE

El Ansari, Walid; Stock, Christiane; Mikolajczyk, Rafael T

2012-01-01

Abstract Background The transition of young people from school to university has many health implications. Food choice at the university can differ because of childhood food consumption patterns, sex and the living arrangements. Food consumption may change especially if students are living away from home. We aimed to assess food consumption patterns among university students from four European countries and how they differ by their living arrangements. Methods We analysed data from a cross-co...

Postsecondary study and mental ill-health: a meta-synthesis of qualitative research exploring students' lived experiences.

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Ennals, Priscilla; Fossey, Ellie; Howie, Linsey

2015-04-01

The postsecondary educational experiences of students living with mental health issues are not well understood. Existing studies are generally qualitative, small and context-specific in nature, and individually have limited influence on policy and practice. To identify and synthesise the findings of qualitative studies exploring student views of studying while living with mental ill-health. A systematic search of six electronic databases including CINAHL, ERIC, PsycINFO and Medline up to March 2013 was conducted. Findings were extracted from included studies and combined using qualitative meta-synthesis to identify core processes. The search identified 16 studies from five countries, with a total of 231 participants. Meta-synthesis of the findings revealed three common core processes: (1) knowing oneself and managing one's mental illness, (2) negotiating the social space, and (3) doing the academic work required for successful postsecondary participation. Beyond the learning processes that underpin studying, these findings suggest knowing oneself and negotiating social spaces of educational settings are key processes for students living with mental ill-health seeking to survive and thrive in postsecondary education. With increased awareness of these processes, students and policy makers may conceive new ways to optimise student experiences of postsecondary study.

Supporting Students as Scientists: One Mission's Efforts

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Taylor, J.; Chambers, L. H.; Trepte, C. R.

2012-12-01

NASA's CALIPSO satellite mission provides an array of opportunities for teachers, students, and the general public. In developing our latest plan for education and public outreach, CALIPSO focused on efforts that would support students as scientists. CALIPSO EPO activities are aimed at inspiring young scientists through multiple avenues of potential contact, including: educator professional development, student-scientist mentoring, curriculum resource development, and public outreach through collaborative mission efforts. In this session, we will explore how these avenues complement one another and take a closer look at the development of the educator professional development activities. As part of CALIPSO's EPO efforts, we have developed the GLOBE Atmosphere Investigations Programs (AIP). The program encourages students to engage in authentic science through research on the atmosphere. The National Research Council (NRC) has emphasized the importance of teaching scientific inquiry in the National Science Education Standards (1996, 2000) and scientific practice in the recent Framework for K-12 Science Education (2011). In order to encourage student-centered science inquiry, teacher training utilizing GLOBE Atmosphere Investigations and GLOBE's Student Research Process are provided to middle and high school teachers to assist them in incorporating real scientific investigations into their classroom. Through participation in the program, teachers become a part of GLOBE (Global Learning and Observations to Benefit the Environment) - an international community of teachers, students, and scientists studying environmental science in over 24,000 schools around the world. The program uses NASA's satellites and the collection of atmosphere data by students to provide an engaging science learning experience for the students, and teachers. The GLOBE Atmosphere Investigations program offers year-long support to both teachers and students through direct involvement with NASA

Psychological and Educational Support in Professional Self-Determination in Students: Through the Lens of Professional Standard for Teachers

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Antonova M.V.,

2016-07-01

Full Text Available The paper focuses on the importance of organized educational support for students in their professional self-determination. It reviews the list of professional competencies defined in the professional standard for teachers dealing with self-determination in students and analyses the basic requirements set for teacher education programmes. The system of professional self-determination for young people is described basing on the experience of the Republic of Mordovia, where career guidance in schools is regulated by the Regional Educational Module “Start into the Profession”. This module was developed according to the specifics of the given region and represents an integrated system of activities aimed at efficient career guidance for students living in rural and urban areas of the Republic of Mordovia.

Health-related quality of life of medical students in a Brazilian student loan programme.

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Lins, Liliane; Carvalho, Fernando Martins; Menezes, Marta Silva; Porto-Silva, Larissa; Damasceno, Hannah

2016-08-01

This study aimed to evaluate the health-related quality of life of medical students participating in a large Brazilian government loan programme for undergraduate students in private schools.A cross-sectional study in a stratified sample of students from a private medical school in Salvador, Brazil, evaluated their health-related quality of life by using a Brazilian Portuguese version of the 36-item Short Form Health Survey questionnaire (SF-36).Students supported by the loan programme consistently presented lower mean scores in all SF-36 domains and in the physical and mental component summary scores than those who were not in the programme. Students supported by the loan programme presented systematically lower physical and mental component mean scores, after stratification by age, gender, school year, physical activity, sleepiness, headache, having a car, having a housemaid, living with family, and living in a rented house.The loan programme has enabled less wealthy undergraduate students to attend private medical schools in Brazil. However, this support is insufficient to improve students' health-related quality of life during medical school, as compared with students who do not participate in the programme. Because of a poorer health-related quality of life, students supported by the loan programme deserve special attention from private medical schools.

Self-Guided Field Explorations: Integrating Earth Science into Students' Lives

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Kirkby, K. C.; Kirkby, S.

2013-12-01

Self-guided field explorations are a simple way to transform an earth science class into a more pedagogically effective experience. Previous experience demonstrated that self-guided student explorations of museum and aquarium exhibits were both extremely popular and remarkably effective. That success led our program to test an expansion of the concept to include self-guided student explorations in outdoor field settings. Preliminary assessment indicates these self-guided field explorations are nearly as popular with students as the museum and aquarium explorations and are as pedagogically effective. Student gains on post-instruction assessment match or exceed those seen in instructor-assisted, hands-on, small group laboratory activities and completely eclipse gains achieved by traditional lecture instruction. As importantly, self-guided field explorations provide a way to integrate field experiences into large enrollment courses where the sheer scale of class trips makes them logistically impossible. This expands course breadth, integrating new topics that could not be as effectively covered by the original class structure. Our introductory program assessed two models of self-guided field explorations. A walking/cycling exploration of the Saint Anthony Falls area, a mile from campus, focuses on the intersections of geological processes with human history. Students explore the geology behind the waterfalls' evolution as well as its subsequent social and economic impacts on human history. A second exploration focuses on the campus area geology, including its building stones as well as its landscape evolution. In both explorations, the goal was to integrate geology with the students' broader understanding of the world they live in. Although the explorations' creation requires a significant commitment, once developed, self-guided explorations are surprisingly low maintenance. These explorations provide a model of a simple, highly effective pedagogical tool that is

Student Support for EIPBN 2015 Conference - Final Report

Energy Technology Data Exchange (ETDEWEB)

Farrow, Reginald C. [New Jersey Inst. of Technology, Newark, NJ (United States)

2016-01-19

The 59th International Conference on Electron, Ion and Photon Beam Technology and Nanofabrication, 2015, held at the Manchester Grand Hyatt in San Diego, CA from May 26 to May 29, 2015 was a great success in large part because financial support allowed robust participation from students. The students gave oral and poster presentations of their research and many will publish peer-reviewed articles in a special conference issue of the Journal of Vacuum Science and Technology B. The Department of Energy Office of Basic Energy Sciences supported 10 students from US universities with a $5,000 grant (DE-SC0013773).

Supporting Diverse Challenges of Ageing with Digital Enhanced Living Solutions.

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Grundy, John; Mouzakis, Kon; Vasa, Rajesh; Cain, Andrew; Curumsing, Maheswaree; Abdelrazek, Mohamed; Fernando, Niroshine

2018-01-01

By the 2050, it is estimated that the proportion of people over the age of 80 will have risen from 3.9% to 9.1% of population of Organisation for Economic Cooperation and Development countries. A large proportion of these people will need significant help to manage various chronic illnesses, including dementia, heart disease, diabetes, limited physical movement and many others. Current approaches typically focus on acute episodes of illness and are not well designed to provide adequately for daily living care support. In our rapidly ageing society, a critical need exists for effective, affordable, scalable and safe in-home and in-residential care solutions leveraging a range of current and emerging sensor, interaction and integration technologies. Key aims are to support the ageing to live longer in their own homes; make daily challenges associated with ageing less limiting through use of technology supports; better support carers - both professional and family - in providing monitoring, proactive intervention, and community connectedness; enable in-home and in-residential care organisations to scale their support services and better use their workforces; and ultimately provide better quality of life. Deakin University researchers have been investigating a range of emerging technologies and platforms to realise this vision, which we in broad terms coin Digital Enhanced Living, in the ageing space but also supporting those with anxiety and depression, sleep disorders, various chronic diseases, recovery from injury, and various predictive analytics. A Smart Home solution, carried out in conjunction with a local start-up, has produced and trialled a novel sensor, interaction, and AI-based technology. Virtual Reality (VR) solutions have been used to support carers in the set-up of dementia-friendly homes, in conjunction with Alzheimers Australia. Activity and nutrition solutions, including the use of conversational agents, have been used to build dialogue to engage and

The Value of Caregiver Time: Costs of Support and Care for Individuals Living with Autism Spectrum Disorder

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Carolyn Dudley

2016-01-01

Full Text Available WHY IS THIS AN IMPORTANT ISSUE? An estimated 1 in 86 children are diagnosed with Autism Spectrum Disorder (ASD1 making it the most commonly diagnosed childhood neurological condition in Canada.2 The true costs of lifelong support for people living with ASD3 are often underestimated and fail to acknowledge the value of caregiver time over the lifespan. Significant gaps in publically provided support systems leave the cost burden to be picked up by families. Relying on continued family supports where community services are fragmented or unavailable is not a sustainable approach. WHAT DOES THE RESEARCH TELL US? A continuum of supports are needed Most people living with ASD need supports that range from occasional assistance with higher level tasks, like organizing appointments or banking, to those who need continuous help with daily living.4 Areas where supportive care may be needed can be categorized broadly to include: self care, home living, service co-ordination, personal organization, health and safety management, adult day opportunities/employment, transportation, advocacy and social skills. These supports are most successful when they address the individual’s uniqueness in terms of communication, social, sensory, behavioural needs and physical and/or mental health conditions. Currently there are a lack of available supports, limiting opportunities for socialization, employment and residential living resulting in reduced independence for adults with ASD.

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

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Ruzek, Erik A.; Hafen, Christopher A.; Allen, Joseph P.; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C.

2017-01-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11–17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools. PMID:28190936

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence.

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Ruzek, Erik A; Hafen, Christopher A; Allen, Joseph P; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C

2016-04-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.

Reorganization of Students Disability Support Unit in Bülent Ecevit University

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Hakan KALYON

2012-01-01

Full Text Available Universities are the centers where science and knowledge can be produced and shared freely. In these centers, it is probable that disabled people can be in the audience and benefit from these training and education activities. Therefore, removing inequalities defined as “inequitable differences of individuals not caused by personal characteristics” and solving problems in accessing information and education is an indispensible target for our country.The highest step among the needs of the human beings is self-perform. Especially, in the social order of 21st century, the disabled people who aim to meet the expectations of life should be supported allover.Turkey has a young and dynamic population; there is a significant increase in the number of the disabled students who reach and graduate from higher education in 2000s. In 2000, 97 disabled students graduated from universities and this number reached 410 in 2008 and 1090 in 2009. Number of disabled students in the Universities of Turkey reached 3584 in 2011.One of the most important examples in the process of legislative changes about the education of disabled people is the “Institutions of Higher Education Disabled People Consultation and Coordination Regulation.” The purpose of the regulation is to take steps in order to ease the education lives of the disabled people in higher education. In the context of applicable law, the unit of disabled students is restructured at Bülent Ecevit University.

Driving Home: An Analysis of Obesity-Related Behaviors among U.S. College Students Living On and Off Campus

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Garcia, Sophia E.

2015-01-01

The purpose of this study was to determine whether there are differences in weight status, aerobic and strength physical activity, sugar-sweetened beverage consumption, and perceived stress about having enough money to buy nutritious meals between United States college students who live on campus and college students who live off campus. A…

Visual Supports for Students with Behavior and Cognitive Challenges

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Jaime, Karen; Knowlton, Earle

2007-01-01

In many schools, supports for children with a dual diagnosis of mental retardation and behavioral disorders are inadequate or nonexistent. Often these students are placed with teachers who, although appropriately trained and licensed, are not familiar with support strategies for meeting the behavioral and emotional needs of these students at an…

Social Support and Stress among University Students in Jordan

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Hamdan-Mansour, Ayman M.; Dawani, Hania A.

2008-01-01

The purpose of this study was to examine the relationship between perception of social support and perceived stress among university students in Jordan. A sample of 241 university students from private and government universities in Jordan answered self-report questionnaires including the perceived social support scale and perceived stress scale.…

Senior Research Connects Students with a Living Laboratory As Part of an Integrated Crop and Livestock System

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Senturklu, Songul; Landblom, Douglas; Brevik, Eric C.

2015-04-01

highest expenses in beef cattle production. Senior research investigating the impact of livestock integration and multi-species cover crop grown within the crop rotation is studying changes in soil attributes resulting from the crop-animal integration by measuring bulk density and in-season soil fertility in the crop rotation. These responses are further contrasted with results from within the crop rotation and responses from perennial native range. Students that become engaged in the research represent a broad cross section of the consuming public and include high school junior and senior students, college undergraduate students that conduct research projects, postdoctoral research scientists engaged in senior level research, agricultural extension educators, and finally, farmer and rancher businessmen. The integrated nature of the research provides a wealth of learning opportunities for these various groups. For the high school students, visits to the living laboratory increase awareness and introduces students to a potential career path in agriculture, natural resource fields, and the many allied vocational fields that support agriculture. When college undergraduate students visit the living laboratory, they seek to address a researchable question or a problem in agriculture, while fulfilling requirements for graduation by conducting a research project. Because postdoctoral students want to be actively engaged in research and advanced learning, they are interested in conducting research in the living laboratory that can be published in peer reviewed journals. Agricultural extension educators, who advise farmers and ranchers, are looking for research results from the living laboratory that can be convey to their constituents. Farmers and ranchers participate in workshop events that give them face-to-face learning opportunities that they can use to effect change in their farm and ranch businesses. Each of these demographic groups are unique in their interest in the

The Effects of Autonomy Support on Student Engagement in Peer Assessment

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Yuan, Jiangmei; Kim, ChanMin

2018-01-01

Although peer assessment is widely implemented in higher education, not all students are highly engaged in it. To enhance student engagement in peer assessment, we designed and developed a web-based tool, autonomy-supportive peer assessment (ASPA), to support students' need for autonomy when they conducted peer assessment. Students' sense of…

Live lectures or online videos: students' resource choices in a first-year university mathematics module

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Howard, Emma; Meehan, Maria; Parnell, Andrew

2018-05-01

In Maths for Business, a mathematics module for non-mathematics specialists, students are given the choice of completing the module content via short online videos, live lectures or a combination of both. In this study, we identify students' specific usage patterns with both of these resources and discuss their reasons for the preferences they exhibit. In 2015-2016, we collected quantitative data on each student's resource usage (attendance at live lectures and access of online videos) for the entire class of 522 students and employed model-based clustering which identified four distinct resource usage patterns with lectures and/or videos. We also collected qualitative data on students' perceptions of resource usage through a survey administered at the end of the semester, to which 161 students responded. The 161 survey responses were linked to each cluster and analysed using thematic analysis. Perceived benefits of videos include flexibility of scheduling and pace, and avoidance of large, long lectures. In contrast, the main perceived advantages of lectures are the ability to engage in group tasks, to ask questions, and to learn 'gradually'. Students in the two clusters with high lecture attendance achieved, on average, higher marks in the module.

Overview and Categorization of Robots Supporting Independent Living of Elderly People: What Activities Do They Support and How Far Have They Developed.

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Bedaf, Sandra; Gelderblom, Gert Jan; De Witte, Luc

2015-01-01

Over the past decades, many robots for the elderly have been developed, supporting different activities of elderly people. A systematic review in four scientific literature databases and a search in article references and European projects was performed in order to create an overview of robots supporting independent living of elderly people. The robots found were categorized based on their development stage, the activity domains they claim to support, and the type of support provided (i.e., physical, non-physical, and/or non-specified). In total, 107 robots for the elderly were identified. Six robots were still in a concept phase, 95 in a development phase, and six of these robots were commercially available. These robots claimed to provide support related to four activity domains: mobility, self-care, interpersonal interaction & relationships, and other activities. Of the many robots developed, only a small percentage is commercially available. Technical ambitions seem to be guiding robot development. To prolong independent living, the step towards physical support is inevitable and needs to be taken. However, it will be a long time before a robot will be capable of supporting multiple activities in a physical manner in the home of an elderly person in order to enhance their independent living.

SOCIAL MEDIA USE AND PERCEPTION OF LIVE LECTURES BY MEDICAL STUDENTS

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Nisha Narendran

2017-02-01

Full Text Available BACKGROUND The current generation is rightly described as generation M (edia highlighting the increasing time spent with media on any given day. The availability of mobiles and the absence of mobile jammers in lecture classes will seriously interfere with lecture attendance or concentration in lecture hours. We intend to take a survey on the level of social media use or use of smartphone for other non-academic uses by medical students during their lecture hours. We expect them to put forward their views as to how they perceive live lectures and what can be done to improve the effect of live lectures in this era of widespread and anytime media use. Aims of the study were- 1. To conduct a survey among medical students in preclinical postings regarding use of social media use during live lecture hours. 2. To assess their perception regarding conventional lecture duration and the factors, which could improve their concentration during lecture hours. MATERIALS AND METHODS A cross-sectional descriptive study was conducted among the participants. Approval was obtained from the Institutional Research Committee. All the 135 participants of the study were administered a semi-structured prevalidated questionnaire to assess their perception regarding live lecture and a survey regarding use of social media was taken. The collected data was entered into MS Excel and analysed using Epiinfo version 7. Percentages were used to quantify the results. Settings and Design- The study was conducted among third semester students attending pharmacology lectures in Government Medical College, Thrissur. RESULTS 77 (57% participants agreed of using social media regularly in lecture hours. Majority used it to chat or connect with friends and in gaming either because of addiction or to avoid boredom. They were a majority in opinion that the hot noon time lectures should be cut short in duration. They preferred the use of newer technology based methods to be adopted for

Understanding College Students' Lived Experiences in a Diverse Blended Model Class

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Cook, Sarah Taylor

2016-01-01

The current study was used to explore the lived experiences of students enrolled in a college-level course developed within an interinstitutional partnership that leveraged technology platforms, such as Twitter® and online learning management systems, and included the participation of prominent figures from the 1960s Civil Rights Era. The focus of…

Medical students' subjective ratings of stress levels and awareness of student support services about mental health.

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Walter, Garry; Soh, Nerissa Li-Wey; Norgren Jaconelli, Sanna; Lampe, Lisa; Malhi, Gin S; Hunt, Glenn

2013-06-01

To descriptively assess medical students' concerns for their mental and emotional state, perceived need to conceal mental problems, perceived level of support at university, knowledge and use of student support services, and experience of stresses of daily life. From March to September 2011, medical students at an Australian university were invited to complete an anonymous online survey. 475 responses were received. Students rated study and examinations (48.9%), financial concerns (38.1%), isolation (19.4%) and relationship concerns (19.2%) as very or extremely stressful issues. Knowledge of available support services was high, with 90.8% indicating they were aware of the university's medical centre. Treatment rates were modest (31.7%). Students' concerns about their mental state were generally low, but one in five strongly felt they needed to conceal their emotional problems. Despite widespread awareness of appropriate support services, a large proportion of students felt they needed to conceal mental and emotional problems. Overall treatment rates for students who were greatly concerned about their mental and emotional state appeared modest, and, although comparable with those of similarly aged community populations, may reflect undertreatment. It would be appropriate for universities to address stressors identified by students. Strategies for encouraging distressed students to obtain appropriate assessment and treatment should also be explored. Those students who do seek healthcare are most likely to see a primary care physician, suggesting an important screening role for these health professionals.

Humanistic approach to nursing education: lived experiences of Iranian nursing students.

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Ghiyasvandian, Shahrzad; Bolourchifard, Fariba; Parsa Yekta, Zohreh

2014-09-28

The nurse teachers tried to have a complete understanding of the educational contents, to transfer knowledge to nursing students better, and to facilitate the process of education. The purpose of this study was to explore the lived experiences of Iranian nursing students regarding the characteristics of academic nurse teachers. In this hermeneutic phenomenological study, data were collected via in-depth, semi-structured interviews with 12 Iranian nursing students and the audio-taped and transcribed interviews analyzed according to Van Manen´s method. The main theme emerged during data analysis, was "humanistic approach to nursing education". The theme was extracted from 2 sub-themes including 'ethical necessities' and 'effective interaction'. The findings present greater understanding of humanistic approach to nursing education.

Supportive care needs of rural individuals living with cancer: A literature review.

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Loughery, Joanne; Woodgate, Roberta L

2015-01-01

Regardless of geographic location, the cancer journey is an extremely difficult experience for both patients and their families. The aim of this literature review is to explore the impact of rural or remote residence on the supportive care needs of individuals living with cancer. This review included ten qualitative, seven quantitative, and six mixed design studies. Data collection, analysis, and evaluation were guided using a multi-domain supportive care framework based on seven domains: physical, emotional, informational, psychological, spiritual, social, and practical (Fitch, 2009). This review will suggest that there are distinct experiences that present both challenges and benefits to individuals living with cancer in rural areas. These findings will be detailed with recommendations, and grounding for future research outlined.

Online Digital Archives Technology That Supports Rich, Student-Centered Learning Experiences

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Hofer, Mark

2004-01-01

Today's students watch the newest movie trailers on the Web, share music files, play video games with other players over the Internet, and swap digital pictures of the latest teen idols. Donald Tapscott points out in his book Growing Up Digital that as this rich multimedia experience becomes more a part of students' lives outside of school, they…

Public transfers and living alone among the elderly: A case study of Korea's new income support program

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Erin Hye-Won Kim

2015-06-01

Full Text Available Background: Despite the significant implications of older adults' living arrangements for their well-being, it is not clear whether public transfers for the elderly will increase or decrease their independent living. A few natural experiments in the U.S. show that such support increases elders' living alone owing to their preferences for privacy. There has been little quasi-experimental evidence in Asia, where multigenerational coresidence is prevalent and norms and preferences for that form of living arrangement remain strong. Objective: In 2008 the Korean government introduced the Basic Old-Age Pension (BOAP, a means-tested income support program for elders. This article examines how the program affects unmarried Korean elders' likelihood of living alone. Methods: I analyze the 2005, 2007, 2009, and 2011 waves of the Korean Retirement and Income Study, a longitudinal survey of nationally representative Koreans. The analysis takes a difference-in-difference approach, which compares changes in the living arrangements of two elderly groups, one that received BOAP benefits and the other that did not. Results: Overall, the program has a negative, not positive, impact on elders' living alone. A closer look reveals that the transfers helped non-coresident elders to continue living alone and prevented coresident elders from forming one-person households. Conclusions: Ambivalent attitudes towards living alone in the transitional Korean society, together with the modest amount of BOAP benefits, appear to explain the mixed results. These findings are particularly relevant to other rapidly changing societies where public elder-support systems are expanding and norms of familial elder support are weakening.

Simulation as a learning strategy: supporting undergraduate nursing students with disabilities.

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Azzopardi, Toni; Johnson, Amanda; Phillips, Kirrilee; Dickson, Cathy; Hengstberger-Sims, Cecily; Goldsmith, Mary; Allan, Trevor

2014-02-01

To promote simulation as a learning strategy to support undergraduate nursing students with disabilities. Supporting undergraduate nursing students with disabilities has gained further momentum because of amendments to the Disability Discrimination Act in 2009. Providers of higher education must now ensure proactive steps to prevent discrimination against students with a disability are implemented to assist in course progression. Simulation allows for the impact of a student's disability to be assessed and informs the determination of reasonable adjustments to be implemented. Further suitable adjustments can then be determined in a safe environment and evaluated prior to scheduled placement. Auditing in this manner, offers a risk management strategy for all while maintaining the academic integrity of the program. Discursive. Low, medium and high fidelity simulation activities critically analysed and their application to support undergraduate nursing students with disabilities assessed. With advancing technology and new pedagogical approaches simulation as a learning strategy can play a significant role. In this role, simulation supports undergraduate nursing students with disabilities to meet course requirements, while offering higher education providers an important risk management strategy. The discussion recommends simulation is used to inform the determination of reasonable adjustments for undergraduate nursing students with disabilities as an effective, contemporary curriculum practice. Adoption of simulation, in this way, will meet three imperatives: comply with current legislative requirements, embrace advances in learning technologies and embed one of the six principles of inclusive curriculum. Achieving these imperatives is likely to increase accessibility for all students and offer students with a disability a supportive learning experience. Provides capacity to systematically assess, monitor, evaluate and support students with a disability. The students

Interactive anatomical and surgical live stream lectures improve students' academic performance in applied clinical anatomy.

Science.gov (United States)

Shiozawa, Thomas; Butz, Benjamin; Herlan, Stephan; Kramer, Andreas; Hirt, Bernhard

2017-01-01

Tuebingen's Sectio Chirurgica (TSC) is an innovative, interactive, multimedia, and transdisciplinary teaching method designed to complement dissection courses. The Tuebingen's Sectio Chirurgica (TSC) allows clinical anatomy to be taught via interactive live stream surgeries moderated by an anatomist. This method aims to provide an application-oriented approach to teaching anatomy that offers students a deeper learning experience. A cohort study was devised to determine whether students who participated in the TSC were better able to solve clinical application questions than students who did not participate. A total of 365 students participated in the dissection course during the winter term of the 2012/2013 academic year. The final examination contained 40 standard multiple-choice (S-MC) and 20 clinically-applied multiple-choice (CA-MC) items. The CA-MC items referred to clinical cases but could be answered solely using anatomical knowledge. Students who regularly participated in the TSC answered the CA-MC questions significantly better than the control group (75% and 65%, respectively; P  0.05). The CA-MC questions had a slightly higher level of difficulty than the S-MC questions (0.725 and 0.801, respectively; P = 0.083). The discriminatory power of the items was comparable (S-MC median Pearson correlations: 0.321; CA-MC: 0.283). The TSC successfully teaches the clinical application of anatomical knowledge. Students who attended the TSC in addition to the dissection course were able to answer CA-MC questions significantly better than students who did not attend the TSC. Thus, attending the TSC in addition to the dissection course supported students' clinical learning goals. Anat Sci Educ 10: 46-52. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Promoting retention, enabling success: Discovering the potential of student support circles.

Science.gov (United States)

Bass, Janice; Walters, Caroline; Toohill, Jocelyn; Sidebotham, Mary

2016-09-01

Retention of students is critical to education programs and future workforce. A mixed methods study evaluated student engagement within a Bachelor of Midwifery program and connection with career choice through participation in student support circles. Centred on the Five Senses of Success Framework (sense of capability, purpose, identity, resourcefulness and connectedness) and including four stages of engagement (creating space, preparing self, sharing stories, focused conversations), the circles support and develop student and professional identity. Of 80 students 43 (54%) provided responses to a two item survey assessed against a five point Likert scale to determine utility. Using a nominal group technique, student's voices gave rich insight into the personal and professional growth that participation in the student support circles provided. Evaluated as helpful to first year students in orientating to university study and early socialisation into the profession, the circles appear to influence the development of a strong sense of professional identity and personal midwifery philosophy based on the relational nature of the midwife being with woman rather than doing midwifery. This suggests that student support circles positively influence perceptions and expectations, contributing to a shared sense of purpose and discipline connection, for enhancing student retention and future workforce participation. Copyright © 2016 Elsevier Ltd. All rights reserved.

Veteran Student Persistence: The Lived Experiences of Veteran Students Coping with Post-Traumatic Stress Disorder While Enrolled in Online Degree Programs

Science.gov (United States)

Henderson-White, Mary

2017-01-01

Persistence as it pertained to traditional college students had been widely researched, but little was known about persistence and the role of resilience and engagement for veteran students experiencing post-traumatic stress disorder while enrolled in online degree programs. The focus of the study was to understand the lived experiences of veteran…

The Use of ICT to Support Students with Dyslexia

Science.gov (United States)

Diraä, Nadia; Engelen, Jan; Ghesquière, Pol; Neyens, Koen

The Katholieke Universiteit Leuven (K.U.Leuven) has a tradition of supporting students with a disability in order to guarantee equal opportunities to achieve their educational, personal and vocational goals. The K.U.Leuven policy is working towards inclusive education in the long term, by improving facilities and accommodation for certain target groups in the short term. Efforts have also been directed to make the learning environment more accessible for all kind of students, especially over the last few years. One of the target groups that has increasing numbers are students with learning disabilities (including dyslexia, dyscalculia, ...). To accommodate these students, the K.U.Leuven set off a project to evaluate the use of assistive technology (AT) for dyslexia. This small-scale study examined the experiences of two groups of students with dyslexia using 2 different software programs specifically developed to support this group of students. It was apparent that for students with dyslexia, reading and studying presents additional limitations which AT could facilitate to some extent.

First-Generation Undergraduate Students' Social Support, Depression, and Life Satisfaction

Science.gov (United States)

Jenkins, Sharon Rae; Belanger, Aimee; Connally, Melissa Londono; Boals, Adriel; Duron, Kelly M.

2013-01-01

First-generation undergraduate students face challenging cross-socioeconomic cultural transitions into college life. The authors compared first- and non-first-generation undergraduate students' social support, posttraumatic stress, depression symptoms, and life satisfaction. First-generation participants reported less social support from family…

Quality of Parental Support and Students' Emotions during Homework: Moderating Effects of Students' Motivational Orientations

Science.gov (United States)

Knollmann, Martin; Wild, Elke

2007-01-01

Two studies investigated the relationship between parental support, students' motivational orientations, and students' emotions during homework. It was assumed that intrinsically motivated students would feel better when parents provided much learning autonomy, while extrinsically motivated students would experience more positive affect when…

Coping, family social support, and psychological symptoms among student veterans.

Science.gov (United States)

Romero, Daniel H; Riggs, Shelley A; Ruggero, Camilo

2015-04-01

With rising numbers of student veterans on today's college campuses, multicultural competence in college counseling centers increasingly includes an understanding of military culture and its relation to the psychological health and functioning of student veterans. Research on interpersonal and intrapersonal factors associated with college student veterans' mental health is scarce. The current study examines the contributions of coping style and family social support on symptoms of anxiety, depression, and posttraumatic stress in a student veteran sample. We also tested the moderating role of family social support in the relationship between coping style and psychological symptoms. Data from 136 student veterans were analyzed by using path analysis. Results revealed that avoidant coping and family social support significantly predicted depressive and anxiety symptoms. Avoidant coping also significantly predicted posttraumatic stress symptoms. In addition, findings indicated that family social support moderated the relationship between problem-focused coping and depression, as well as between avoidant coping and symptoms of anxiety and depression but not posttraumatic stress. Implications of results for college and university counselors are discussed. (c) 2015 APA, all rights reserved).

Supporting students with disabilities--promoting understanding amongst mentors in practice.

Science.gov (United States)

Tee, Stephen; Cowen, Michelle

2012-01-01

Good practice demands a clinical practice culture positively disposed to students with disabilities. Equality legislation seeks to protect those with a disability from either direct or indirect discrimination. The balance between providing "reasonable adjustments" for the student, whilst ensuring "Fitness to Practice", and ultimate employability, requires a close partnership between higher education and practice mentors. This paper reports on the development and evaluation of a range of interactive resources, used in the preparation of mentors to help them address the specific learning needs of disabled students. The evaluation revealed the benefit of student 'stories' in helping mentors to understand the support needs of disabled students and ensure reasonable adjustments are implemented in compliance with disability legislation. The interactive resources have been helpful in promoting positive action towards disabled students' learning, empathic understanding of mental health issues and knowledge and skills acquisition in support of dyslexic students. Implementing reasonable adjustments in practice requires a close working partnership between HEI's and mentors who appreciate support in understanding the development and application of coping strategies to overcome disabilities. Effective preparation of mentors is essential to ensure that opportunities for disabled students to succeed are maximised. Copyright © 2011. Published by Elsevier Ltd.

Social support and performance anxiety of college music students.

Science.gov (United States)

Schneider, Erin; Chesky, Kris

2011-09-01

This study characterized perceived social support and performance anxiety of college music students, compared characteristics to those of non-music majors, and explored the relationships between social support and performance anxiety. Subjects (n = 609) completed a questionnaire that included demographics, the Multidimensional Scale of Perceived Social Support (MSPSS), and visual analog scale measures of performance anxiety. Results showed that music majors perceived significantly lower levels of social support from significant others when compared to non-music majors. Perceived social support was significantly correlated with measures of performance anxiety. Students with greater perceived social support reported less frequent anxiety and lower levels of impact of anxiety on ability to perform. These findings may have practical implications for schools of music and conservatories.

Longitudinal Effects of Student-Perceived Classroom Support on Motivation - A Latent Change Model.

Science.gov (United States)

Lazarides, Rebecca; Raufelder, Diana

2017-01-01

This two-wave longitudinal study examined how developmental changes in students' mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students' intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students' motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 ( Mean age = 13.70, SD = 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students' academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students' perceptions of competence in class when aiming to enhance students' academic effort in secondary school classrooms.

The development and implications of peer emotional support for student service members/veterans and civilian college students.

Science.gov (United States)

Whiteman, Shawn D; Barry, Adam E; Mroczek, Daniel K; Macdermid Wadsworth, Shelley

2013-04-01

Student service members/veterans represent a growing population on college campuses. Despite this growth, scholarly investigations into their health- and adjustment-related issues are almost nonexistent. The limited research that is available suggests that student service members/veterans may have trouble connecting with their civilian counterparts and be at risk for social isolation. The present study compared the development and implications of emotional support from peers among 199 student service members/veterans and 181 civilian students through 3 distinct occasions over the course of 1 calendar year. Data were collected via electronic survey. Measured constructs included perceived emotional support from university friends, mental health, alcohol use, and academic functioning. A series of multilevel models revealed that student service members/veterans reported less emotional support from their peers compared with their civilian counterparts; yet, emotional support from peers increased similarly for both groups over time. Although, increasing peer emotional support was generally related to better academic and mental health outcomes for both groups, the links between emotional support and mental health were stronger for civilian students. Results suggest that mental health practitioners, particularly those on college campuses, should be prepared to deal with veteran-specific experiences that occur before and during college.

Medical student use of Facebook to support preparation for anatomy assessments.

Science.gov (United States)

Pickering, James D; Bickerdike, Suzanne R

2017-06-01

The use of Facebook to support students is an emerging area of educational research. This study explored how a Facebook Page could support Year 2 medical (MBChB) students in preparation for summative anatomy assessments and alleviate test anxiety. Overall, Facebook analytics revealed that in total 49 (19.8% of entire cohort) students posted a comment in preparation for either the first (33 students) or second (34) summative anatomy assessments. 18 students commented in preparation for both. In total, 155 comments were posted, with 83 for the first and 72 for the second. Of the 83 comments, 45 related to checking anatomical information, 30 were requiring assessment information and 8 wanted general course information. For the second assessment this was 52, 14 and 6, respectively. Student perceptions on usage, and impact on learning and assessment preparation were obtained via a five-point Likert-style questionnaire, with 119 students confirming they accessed the Page. Generally, students believed the Page was an effective way to support their learning, and provided information which supported their preparation with increases in perceived confidence and reductions in anxiety. There was no difference between gender, except for males who appeared to be significantly less likely to ask a question as they may be perceived to lack knowledge (P Facebook can play an important role in supporting students in preparation for anatomy assessments. Anat Sci Educ 10: 205-214. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Student Support for EIPBN 2014 Conference - Final Report

Energy Technology Data Exchange (ETDEWEB)

Farrow, Reginald C.

2014-09-16

The 58th International Conference on Electron, Ion and Photon Beam Technology and Nanofabrication (EIPBN), 2014, was held at the Omni Shoreham Hotel in Washington, DC, May 27 to 30, 2014. The EIPBN Conference is recognized as the foremost international meeting dedicated to lithographic science and technology and its application to micro and nanofabrication techniques. The conference brought together 386 engineers and scientists from industries and universities from all over the world to discuss recent progress and future trends. Among the emerging technologies that are within the scope of EIPBN is Nanofabrication for Energy Sources along with nanofabrication for the realization of low power integrated circuits. Every year, EIPBN provides financial support for students to attend the conference. Travel support for 43 students came from a mixture of government agencies and corporate donors. The Department of Energy Office of Basic Energy Sciences provided $5,000 to support student travel from US universities to participate at EIPBN 2014 through grant DE-SC0011789.

Understanding the Educational Lives of Community College Students: A Photovoice Project, a Bourdieusian Interpretation, and Habitus Dissonance Spark Theory

Science.gov (United States)

Latz, Amanda O.

2012-01-01

Too little research exists that provides windows into the day-to-day lives of community college students. The purpose of this paper is to explicate one finding and concomitant grounded theory derived from a photovoice project aimed at understanding the educational lives of community college students. Participants saw the community college as a…

Interprofessional Education Perceptions of Dental Assisting and Radiologic Technology Students Following a Live Patient Experience.

Science.gov (United States)

Reddington, Amanda R; Egli, Amy J; Schmuck, Heather M

2018-05-01

Health professions students are often unaware of other health care providers' roles or professional expertise due to most education taking place within their single profession. This pattern may be even more prevalent for baccalaureate and associate degree programs since most interprofessional education (IPE) occurs in predoctoral programs and, when IPE is incorporated into allied health professions education, it often utilizes simulation instead of live patient experiences. The aim of this study was to determine if radiologic technology and dental assisting students' perceptions changed regarding interprofessional practice and teamwork after an IPE activity with actual patients. The participants were students in the University of Southern Indiana (USI) radiologic technology and dental assisting programs. This mixed-methods pilot study conducted in 2017 collected quantitative and qualitative data from pre and post surveys, the researchers' observations of student interactions during live patient assessment and acquisition of panoramic images, and large-group discussion. Twenty-five of the 26 students who participated in the IPE program completed both pre and post surveys, for a 96% response rate. The results showed significant differences in the participants' perceptions from the pre to post surveys on a wide variety of survey items. Most notable were the positive changes in perceptions related to trust in judgment of others within their profession (p=0.001), relationships with other professions (p=0.002), and thinking highly of other professions (p=0.002). Overall, this study found that incorporating the IPE activity with a live patient into these radiologic technology and dental assisting programs improved the students' perceptions of other allied health professionals. Future research should include more participants to increase sample size and add quantitative data collection.

Providing support to nursing students in the clinical environment: a nursing standard requirement.

Science.gov (United States)

Anderson, Carina; Moxham, Lorna; Broadbent, Marc

2016-10-01

This discussion paper poses the question 'What enables or deters Registered Nurses to take up their professional responsibility to support undergraduate nursing students through the provision of clinical education?'. Embedded within many nursing standards are expectations that Registered Nurses provide support and professional development to undergraduate nursing students undertaking clinical placements. Expectations within nursing standards that Registered Nurses provide support and professional development to nursing students are important because nursing students depend on Registered Nurses to help them to become competent practitioners. Contributing factors that enable and deter Registered Nurses from fulfilling this expectation to support nursing students in their clinical learning include; workloads, preparedness for the teaching role, confidence in teaching and awareness of the competency requirement to support students. Factors exist which can enable or deter Registered Nurses from carrying out the licence requirement to provide clinical education and support to nursing students.

Understanding the psychology of seeking support to increase Health Science student engagement in academic support services. A Practice Report

Directory of Open Access Journals (Sweden)

Gerard Francis Hoyne

2013-04-01

Full Text Available Increasing student engagement within higher education academic support services is a constant challenge. Whilst engagement with support is positively associated with successful retention, and non-engagement connected to attrition, the most vulnerable students are often the least likely to engage. Our data has shown that Health Science students are reluctant to engage with academic support services despite being made aware of their academic deficiencies. The “psychology of seeking support” was used as a lens to identify some of the multifaceted issues around student engagement. The School of Health Sciences made attendance at support courses compulsory for those students who were below the benchmark score in a post entrance literacy test. Since the policy change was implemented, there has been a 50% reduction in the fail rate of “at risk” students in a core literacy unit. These findings are encouraging and will help reduce student attrition in the long term.

Student Support for EIPBN 2016 Conference - Final Report

Energy Technology Data Exchange (ETDEWEB)

Farrow, Reginald C. [New Jersey Inst. of Technology, Newark, NJ (United States)

2017-01-26

The 60th International Conference on Electron, Ion, and Photon Beam Technology and Nanofabrication (EIPBN) was held in Pittsburgh, PA, from May 31st to June 3rd, 2016. The conference received technical co-sponsorship from the American Vacuum Society (AVS) in cooperation with the Optical Society of America (OSA), and the American Physical Society (APS). The conference was a great success in large part because financial support allowed robust participation from students. The students gave oral and poster presentations of their research and many published peer-reviewed articles in a special conference issue of the Journal of Vacuum Science and Technology B. The Department of Energy Office of Basic Energy Sciences supported 10 students from US universities with a $5,000 grant (DE-SC0015555).

Re-living anatomy: medical student use of lecture capture

OpenAIRE

Diss, L; Sharp, A; Scott, F; Moore, L; Daniel, P; Memon, S; Smith, C

2017-01-01

Lecture capture resources have become common place within UK Higher education to enhance and support learning in addition to the tradition lecture. These resources can be particularly useful for medical students in anatomy teaching where time dedicated to anatomy within the curriculum has been reduced compared to previous generations(1).\\ud \\ud This study aimed to investigate how lecture capture aided student learning Qualitative feedback was also collected in view to further improve the reso...

From Research to Application: Supportive and Therapeutic Environments for People Living With Dementia.

Science.gov (United States)

Calkins, Margaret P

2018-01-18

The evidence about the role the designed and built environment plays in supporting individuals living with dementia has been steadily mounting for almost 40 years. Beginning with the work of M. Powell Lawton at the Weiss Pavilion at the Philadelphia Geriatric Center, there are now dozens of researchers who are exploring how the environment can be either supportive and therapeutic, indeed even serving as a prosthetic for various changes in cognition, or be a barrier to independent functioning and high quality of life. Two recent literature reviews published on the impact of environmental factors and characteristics on individuals living with dementia clearly delineate evidence that the environment can have a therapeutic or a debilitating impact on individuals living with dementia. Rather than duplicate these excellent reviews, this article puts the knowledge gleaned from this research into the shifting context that is long-term care. This article begins with an exploration of the evolution of approaches to the design of spaces for individuals living with dementia from traditional or medical models, to special care units (SCUs), to person-centered care (PCC), which is the organizing theme of this supplemental issue. A novel, person-centered way of conceptualizing the domains of environmental systems is then presented and used as the framework for structuring recommendations and creating supportive and therapeutic environments for individuals living with dementia. Although there are distinct pathophysiological and behavioral manifestations of different forms of dementia, there is almost no evidence that suggests alternative environmental characteristics are better for one type of dementia over another. Thus, this article will refer to "individuals living with dementia" as opposed to Alzheimer's disease or other specific forms of dementia. Further, this article only addresses residential environments: homes in the community, independent and assisted living residences

Objective community integration of mental health consumers living in supported housing and of others in the community.

Science.gov (United States)

Yanos, Philip T; Stefancic, Ana; Tsemberis, Sam

2012-01-01

Housing programs for people with severe mental illnesses aim to maximize community integration. However, little is known about how the community integration of mental health consumers living in supported housing compares with that of other community residents in the socially disadvantaged communities where supported housing is often located. The purpose of this study was to examine predictors of objective community integration of mental health consumers living in supported housing and of other persons living in the same communities. Participants were 124 adults (60 mental health consumers and 64 other community residents) residing in designated zip codes in the Bronx, New York. Participants were administered measures of psychiatric symptoms, substance use, physical community integration (participation in local activities), social integration (interactions with community members), and citizenship (political activism or volunteering). Mental health consumers living in supported independent housing had significantly lower scores on indicators of objective community integration than other community members. However, differences were relatively small. Among mental health consumers, African-American race, education, and length of time in current residence were associated with better community integration. Findings suggest that mental health consumers living in supported housing may not achieve levels of objective community integration that are comparable with other community members; however, psychiatric factors did not account for this difference. Length of time in neighborhoods appears to be an important factor in facilitating social integration.

Identification of critical timeconsuming student support activities in e-learning

Directory of Open Access Journals (Sweden)

Fred J. de Vries

2005-12-01

Full Text Available Higher education staff involved in e-learning often struggle with organising their student support activities. To a large extent this is due to the high workload involved with such activities. We distinguish support related to learning content, learning processes and student products. At two different educational institutions, surveys were conducted to identify the most critical support activities, using the Nominal Group Method. The results are discussed and brought to bear on the distinction between content-related, process-related and product-related support activities.

The relationship between autonomous motivation and autonomy support in medical students' academic achievement.

Science.gov (United States)

Feri, Rose; Soemantri, Diantha; Jusuf, Anwar

2016-12-29

This study applied self-determination theory (SDT) to investigate the relationship between students' autonomous motivation and tutors' autonomy support in medical students' academic achievement. This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Mean score (±standard deviation) of the autonomous motivation, tutors' autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students' autonomous motivation was associated with improvement of students' academic achievement (β=15.2, p=0.004). However, augmentation of tutors' autonomy support was not reflected in the improvement of students' academic achievement (β = -12.6, p = 0.019). Both students' autonomous motivation and tutors' autonomy support had a contribution of about 4.2% students' academic achievement (F = 4.343, p = 0.014, R 2 = 0.042). Due to the unique characteristic of our medical students' educational background, our study shows that tutors' autonomy support is inconsistent with students' academic achievement. However, both autonomous motivation and support are essential to students' academic achievement. Further study is needed to explore students' educational background and self-regulated learning competence to improve students' academic achievement.

The Importance of Sport in Students’ Lives and the Frequency of Sport Participation Among Students - Gender Differences

OpenAIRE

Matej Majerič

2016-01-01

The main purpose of this research was to analyse the gender differences among students at the University of Ljubljana in the importance of sport in their lives and the frequency of sport participation. The research was done in the 2013 academic year on a random sample of 3% of the students (N = 1390); a questionnaire about students’ lifestyles was used (Majerič, 2013). In this study, two variables were analysed: the importance of sport in students’ lives and the frequency of sport participati...

Supporting Students with Asperger Syndrome on College Campuses: Current Practices

Science.gov (United States)

Barnhill, Gena P.

2016-01-01

With the increasing number of students with Asperger syndrome (AS) and high functioning autism (HFA) enrolling in college, it has become apparent that support services are greatly needed to assist these students in navigating college life, both academically and socially. Yet, there is a dearth of research describing the specific supports needed…

Student Support Teams: Helping Students Succeed in General Education Classrooms or Working To Place Students in Special Education?

Science.gov (United States)

Logan, Kent R.; Hansen, Carol D.; Nieminen, Paul K.; Wright, E. Heath

2001-01-01

A study involving 24 elementary teachers found they were not using Student Support Teams (SST) as designed. Teachers believed the primary purpose of SST was to test and place students into special education, referred students with whom they had not been successful, and believed there was a covert evaluation process. (Contains references.)…

Social Media Use: An Exploratory Test of Effects on the Daily Lives of College Students

Science.gov (United States)

Barnett, Barbara; Cothern, Katherine

2011-01-01

This study covers the effects that social media use has on the daily lives of college students. More specifically, the current study focuses on college students' academic success, study habits, social interaction, and family interaction. Social media is a source of online tools that allow people from across the world to communicate with others.…

Making Connections to Students' Lives and Careers Throughout a General Education Science Course

Science.gov (United States)

LaDue, D. S.

2014-12-01

The University of Oklahoma's general education lecture course Severe & Unusual Weather, taught in two sections each fall and spring, covers about nine topics. The sections are taught by different instructors, each of whom has flexibility to employ a variety of instructional strategies and choose specific topics to cover while meeting the requirement that general education courses in the natural sciences help students understand the importance of the science for appreciating the world around them. Students enrolled have been approximately 6-10% returning adult students, some of whom were veterans or active duty military, and about 10% members of racial or ethnic groups. Their majors are mostly in the humanities (theater, photography) and social sciences (education, English, journalism, sociology), with some natural science majors (psychology, aviation). For the past two years, Section 001 has been designed with adult and active learning concepts in mind, using deliberate connections between course content and students' lives and careers to motivate meaningful learning. Students were grouped in teams according to similar majors and assigned group presentations connecting course content to topics that should interest them, such as economic impacts of weather, societal and personal impacts of severe weather, risks to aviation, media coverage of weather, and psychological and sociological responses to weather risks. Students learn about the peer review process for scientific papers while also exploring a connection of course content to their future career or life interests through papers that are run through a mock peer review process. Public policy is discussed in several sections of the course, such as hurricane building codes, wind-resistant construction in tornado alley, and the disproportionate impacts of weather and climate on certain socioeconomic groups. Most students deeply appreciate the opportunity to explore how course content intersects with their lives

Emergent leadership among tenants with psychiatric disabilities living in supported housing.

Science.gov (United States)

Piat, Myra; Sabetti, Judith; Padgett, Deborah

2018-06-01

The overall aim of this study was to explore the experiences of people with psychiatric disabilities living as tenants in independent, supported apartments for the first time. Supported housing provides an alternative to structured, custodial housing models, such as foster homes, or board-and-care homes, for clients in public mental health systems. This article reports findings on how leadership emerged among tenants after making the transition from custodial to supported housing. Semi-structured interviews were conducted with tenants (n = 24) and included questions on their housing history, current living situation, relationships with staff, participation, and understanding or experience of leadership. Interviews were transcribed verbatim, codes generated, and a thematic analysis conducted using a constructivist approach. The findings revealed an understanding and appreciation of leadership among tenants, who identified six pathways to leadership in their housing as a response to unmet tenant needs. Most tenant leaders emerged outside of formal authority or power structures. Supported housing provides a unique social setting and empowering community where the potential of persons with psychiatric disabilities to assume leadership may be realized and further developed. Mental health professionals working in community housing networks are well placed to harness these face-to-face tenant communities, and their natural leaders, as an additional tool in promoting tenant recovery, mutual help, neighbourhood integration, and the broader exercise of citizenship. © 2017 Australian College of Mental Health Nurses Inc.

Supporting a friend, housemate or partner with mental health difficulties: The student experience.

Science.gov (United States)

Byrom, Nicola C

2017-07-14

When experiencing mental health difficulties, university students turn to their friends for support. This study assessed the consequences of caregiving among a university sample, identifying predictors of caregiving burden among students. A total of 79 students with experience of supporting a friend with mental health difficulties were recruited through a UK student mental health charity to complete an online survey. Alongside qualitative data, the online survey used the Experience of Caregiving Inventory and the Involvement Evaluation Questionnaire as measures of the consequences of caregiving. Students supporting friends, housemates or partners were found to experience significant consequences of caregiving. Frequency of face-to-face contact and duration of illness predicted more negative consequences of caregiving, but these relationships were not straightforward. The presence and intensity of professional support did not influence the experience of caregiving. The study suggests that the impact of supporting friends with mental health difficulties is not insubstantial for students. Broadening the network of informal social support may help improve the experience for students supporting a friend, but currently, contact with professional services appears to have a limited effect. © 2017 John Wiley & Sons Australia, Ltd.

[Structural Equation Modeling on Living and Brain Death Organ Donation Intention in Nursing Students].

Science.gov (United States)

Kim, Eun A; Choi, So Eun

2015-12-01

The purpose of this study was to test and validate a model to predict living and brain death organ donation intention in nursing students. The conceptual model was based on the theory planned behavior. Quota sampling methodology was used to recruit 921 nursing students from all over the country and data collection was done from October 1 to December 20, 2013. The model fit indices for the hypothetical model were suitable for the recommended level. Knowledge, attitude, subjective norm and perceived behavioral control explained 40.2% and 40.1% respectively for both living and brain death organ donation intention. Subjective norm was the most direct influential factor for organ donation intention. Knowledge had significant direct effect on attitude and indirect effect on subjective norm and perceived behavioral control. These effects were higher in brain death organ donation intention than in living donation intention. The overall findings of this study suggest the need to develop systematic education programs to increases knowledge about brain death organ donation. The development, application, and evaluation of intervention programs are required to improve subjective norm.

The impact of embedded support for underprepared students in a college chemistry course

Science.gov (United States)

Hesser, Tiffany L.

This quasi-experimental study examined the impact of embedded support on academic success for students requiring remediation in college chemistry. Additional support for underprepared students incorporated within a course is recommended by Connecticut's Public Act 12-40, An Act Concerning College Readiness and Completion. For this study, embedded support consisted of weekly instructional support sessions and introduced the concepts of metacognitive awareness and motivation in learning. Students' progression through the course was measured using a series of standardized questions. Metacognitive awareness and motivation levels were measure at the start and completion of the semester using the Metacognitive Awareness Inventory (MAI) and Motivated Student Learning Questionnaire (MSLQ). It was found that with embedded support, underprepared students performed academically at a level equivalent to that of their college-ready peers. Based on these results, this embedded support model as an evidence-based practice should be considered in class development or policies surrounding students identified as underprepared.

Supporting Geoscience Students at Two-Year Colleges: Career Preparation and Academic Success

Science.gov (United States)

McDaris, J. R.; Kirk, K. B.; Layou, K.; Macdonald, H.; Baer, E. M.; Blodgett, R. H.; Hodder, J.

2013-12-01

Two-year colleges play an important role in developing a competent and creative geoscience workforce, teaching science to pre-service K-12 teachers, producing earth-science literate citizens, and providing a foundation for broadening participation in the geosciences. The Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project has developed web resources for geoscience faculty on the preparation and support of students in two-year colleges (2YCs). Online resources developed from two topical workshops and several national, regional, and local workshops around the country focus on two main categories: Career Preparation and Workforce Development, and Supporting Student Success in Geoscience at Two-year Colleges. The Career Preparation and Workforce Development resources were developed to help faculty make the case that careers in the geosciences provide a range of possibilities for students and to support preparation for the geoscience workforce and for transfer to four-year programs as geoscience majors. Many two-year college students are unaware of geoscience career opportunities and these materials help illuminate possible futures for them. Resources include an overview of what geoscientists do; profiles of possible careers along with the preparation necessary to qualify for them; geoscience employer perspectives about jobs and the knowledge, skills, abilities and attitudes they are looking for in their employees; employment trends in sectors of the economy that employ geoscience professionals; examples of geotechnician workforce programs (e.g. Advanced Technological Education Centers, environmental technology programs, marine technician programs); and career resources available from professional societies. The website also provides information to support student recruitment into the geosciences and facilitate student transfer to geoscience programs at four- year colleges and universities, including sections on advising support before

A student-facilitated community-based support group initiative for ...

African Journals Online (AJOL)

A student-facilitated community-based support group initiative for Mental Health ... was a collaborative partnership between a local University Psychology Department ... users, Rehabilitation, Primary Health Care, Social support, Stigmatisation ...

Supporting Student Transition through Social Media

Science.gov (United States)

Woodley, Carolyn; Meredith, CaAtherine

2012-01-01

Views about the role of Facebook and other social networking sites in education are extremely varied. Facebook threatens academic success and yet "certain kinds of Facebook use" can support study; indeed, Facebooking students may perform better than their unwired peers (Ellison, Steinfield, and Lampe 2007). Facebook is emphatically a…

Reducing medical students' stigmatization of people with chronic mental illness: a field intervention at the "living museum" state hospital art studio.

Science.gov (United States)

Cutler, Janis L; Harding, Kelli J; Hutner, Lucy A; Cortland, Clarissa; Graham, Mark J

2012-05-01

The authors designed an intervention to reduce beginning medical students' stigmatization of people with chronic mental illness (CMI). Pre-clinical medical students visited a state psychiatric facility's "Living Museum," a combination patient art studio/display space, as the intervention. During the visit, students interacted with artist-guides who showed their work and discussed their experiences creating art. Students completed a self-assessment survey developed to measure attitudes and feelings toward people with CMI after half of the class visited the Living Museum, constituting a Visit/No-Visit cross-sectional comparison. Students who visited the Living Museum (N=64), as compared with those who did not visit (N=110), endorsed more positive attitudes toward people with CMI. Among the students who visited, however, those who reported having spoken individually with a patient-artist (N=44), paradoxically, indicated less-positive feelings toward people with CMI. An intervention in which pre-clinical medical students visited patient-artist guides in an art-studio setting generally improved students' attitudes toward people with CMI. Thus, nontraditional psychiatric settings offer a valuable adjunct to more traditional clinical settings to reduce stigma when introducing medical students to the field of psychiatry.

75 FR 873 - Extramural Support Reimbursement of Travel and Subsistence Expenses Toward Living Organ Donation...

Science.gov (United States)

2010-01-06

... Support Reimbursement of Travel and Subsistence Expenses Toward Living Organ Donation Program AGENCY... of making living donations of their organs. For example, if the community thinks lost wages and... donation of the organ.'' 42 U.S.C. 274e(c)(2). As the Secretary considers rulemaking, she will consider...

Support Services for Student-Athletes: Assessing the Differences in Usage among Student-Athletes

Science.gov (United States)

Powell, Julie A.

2009-01-01

The purpose of this study was to determine the usage rates of support services for student-athletes at a small, private college in the southeast with membership in the National Association of Intercollegiate Athletics (NAIA), in efforts to understand how universities and sport organizations can assist in the challenges student-athletes face when…

An exploration of how young people and parents use online support in the context of living with cystic fibrosis.

Science.gov (United States)

Kirk, Susan; Milnes, Linda

2016-04-01

There is increasing recognition of the Internet's potential role in providing information and support for people living with long-term conditions. However, how young people and parents use online forms of self-care support in the context of living with childhood chronic illness has been under-researched. To explore how online peer support is used by young people and parents to support self-care in relation to cystic fibrosis (CF). Online forum for young people and parents based on a CF charity website. A total of 279 individuals participated in the forum during the study. An online ethnographical approach, involving observing, downloading and analysing discussion group postings. All postings made over a random 4-month period were included (151 discussion threads). The online setting enabled a physically disconnected group to connect and create a safe space to collectively share experiences and receive support to manage and live with cystic fibrosis. Participants exchanged experientially derived advice and views on how to manage treatments, emotions, relationships, identity and support from services. While parents sought information and support on managing specific therapies/services and ways of maintaining their child's health, the information and support young people desired appeared to be more directed at how to 'fit' CF into their everyday lives. Online support groups appear to supplement professional support in relation to self-management. They enable young people and parents to share experiences, feelings and strategies for living with long-term conditions with peers and develop the expertise to empower them in interactions with health-care professionals. © 2015 John Wiley & Sons Ltd.

Role of Academic Self-efficacy and Social Support on Nursing Students' Test Anxiety.

Science.gov (United States)

Warshawski, Sigalit; Bar-Lev, Oshra; Barnoy, Sivia

2018-05-25

Associations between test anxiety, academic self-efficacy (ASE), and social support through social media have not been fully explored. The purposes were to explore associations between test anxiety, ASE, and social support from social media and to examine differences in test anxiety by students' year of studies and cultural background. This study used a cross-sectional, descriptive design. The sample comprised first- and fourth-year nursing students (n = 240) attending a baccalaureate nursing program in Israel. Higher ASE and support through social media were related to lower test anxiety. Fourth-year students and Jewish students had higher ASE than first-year and Arab students, who received more support on social media than Jewish students. Developing learning strategies designed to increase students' ASE and reduce test anxiety is warranted. Social media as an educational tool can be adopted for this purpose.

Perceived Social Support and Well Being: First-Year Student Experience in University

Science.gov (United States)

Awang, Mohd Mahzan; Kutty, Faridah Mydin; Ahmad, Abdul Razaq

2014-01-01

The current study explored first-year student experience in receiving social support and its relation to their ability to adapt with university ethos. It also explored how social support on academic adjustment, social adjustment and emotional adjustment among students were significantly associated with student well-being. This qualitative research…

Availability, Use and Contribution of Support Services to Students ...

African Journals Online (AJOL)

Availability, Use and Contribution of Support Services to Students Academic and Social Development in Nigerian University System. ... support services contribute meaningfully to the academic activities and social life. It was therefore ...

Legal Regulation of Measures in Support of Talented Students in the Russian Federation

Science.gov (United States)

Jankiewicz, S.

2018-01-01

The identification and support of talented students is one of the priorities of educational policy in the Russian Federation. There is currently a wide range of regulatory legal acts aimed at organizing work and support for students who have demonstrated outstanding ability. This article considers both direct support for talented students such as…

Supporting undergraduate nursing students through structured personal tutoring: Some reflections.

Science.gov (United States)

Watts, Tessa E

2011-02-01

Support is imperative for nursing students worldwide as they face the many challenges associated with learning and working. Moreover enhancing student retention is an increasing concern for institutions across the globe. The personal tutor is a frequently hidden yet potentially significant figure in many students' experience of higher education. This paper offers some critical reflections on a structured approach to personal tutoring within an undergraduate nursing programme in a research focused Welsh university. Structured personal tutoring can provide an organised, coherent and proactive support system throughout students' educational programmes. However the approach changes the shape of personal tutoring and has the potential to increase academics' workloads and with it costs. Copyright © 2010 Elsevier Ltd. All rights reserved.

Asthma in the community: Designing instruction to help students explore scientific dilemmas that impact their lives

Science.gov (United States)

Tate, Erika Dawn

School science instruction that connects to students' diverse home, cultural, or linguistic experiences can encourage lifelong participation in the scientific dilemmas that impact students' lives. This dissertation seeks effective ways to support high school students as they learn complex science topics and use their knowledge to transform their personal and community environments. Applying the knowledge integration perspective, I collaborated with education, science, and community partners to design a technology enhanced science module, Improving Your Community's Asthma Problem. This exemplar community science curriculum afforded students the opportunity to (a) investigate a local community health issue, (b) interact with relevant evidence related to physiology, clinical management, and environmental risks, and (c) construct an integrated understanding of the asthma problem in their community. To identify effective instructional scaffolds that engage students in the knowledge integration process and prepare them to participate in community science, I conducted 2 years of research that included 5 schools, 10 teachers, and over 500 students. This dissertation reports on four studies that analyzed student responses on pre-, post-, and embedded assessments. Researching across four design stages, the iterative design study investigated how to best embed the visualizations of the physiological processes breathing, asthma attack, and the allergic immune response in an inquiry activity and informed evidence-based revisions to the module. The evaluation study investigated the impact of this revised Asthma module across multiple classrooms and differences in students' prior knowledge. Combining evidence of student learning from the iterative and evaluation studies with classroom observations and teacher interviews, the longitudinal study explored the impact of teacher practices on student learning in years 1 and 2. In the final chapter, I studied how the Asthma module and

Supporting Student Learning in Computer Science Education via the Adaptive Learning Environment ALMA

Directory of Open Access Journals (Sweden)

Alexandra Gasparinatou

2015-10-01

Full Text Available This study presents the ALMA environment (Adaptive Learning Models from texts and Activities. ALMA supports the processes of learning and assessment via: (1 texts differing in local and global cohesion for students with low, medium, and high background knowledge; (2 activities corresponding to different levels of comprehension which prompt the student to practically implement different text-reading strategies, with the recommended activity sequence adapted to the student’s learning style; (3 an overall framework for informing, guiding, and supporting students in performing the activities; and; (4 individualized support and guidance according to student specific characteristics. ALMA also, supports students in distance learning or in blended learning in which students are submitted to face-to-face learning supported by computer technology. The adaptive techniques provided via ALMA are: (a adaptive presentation and (b adaptive navigation. Digital learning material, in accordance with the text comprehension model described by Kintsch, was introduced into the ALMA environment. This material can be exploited in either distance or blended learning.

International Students' Perspectives on the Importance of Obtaining Social Support from Host National Students

Science.gov (United States)

Chuah, Julie S. C.; Singh, Manjet Kaur M.

2016-01-01

Students pursuing studies in a foreign land experience a disruption or loss of familiar support networks that function as powerful coping mechanisms in times of stress. Loss of social support has been associated with negative consequences such as depression, anxiety and loneliness. Researchers have categorized social support as emotional,…

Early identification of at-risk nursing students: a student support model.

Science.gov (United States)

Hopkins, T Hampton

2008-06-01

Due to the shortage of nurses in the health care industry, colleges offering associate-degree nursing programs are beginning to pay more attention to attrition and the factors contributing to success. Alogistic regression model was used to explain the cognitive and noncognitive variables that contribute to success in a nursing fundamentals course. Although much work is necessary to fully understand first-semester nursing students' retention and success, an early identification model is explored to better support students as they enter associate-degree nursing programs.

Live Lectures or Online Videos: Students' Resource Choices in a First-Year University Mathematics Module

Science.gov (United States)

Howard, Emma; Meehan, Maria; Parnell, Andrew

2018-01-01

In "Maths for Business", a mathematics module for non-mathematics specialists, students are given the choice of completing the module content via short online videos, live lectures or a combination of both. In this study, we identify students' specific usage patterns with both of these resources and discuss their reasons for the…

English in the Primary Classroom in Vietnam: Students' Lived Experiences and Their Social and Policy Implications

Science.gov (United States)

Nguyen, Lan Chi; Hamid, M. Obaidul; Renshaw, Peter

2016-01-01

Although the teaching of English as a foreign language in primary schools has emerged as one of the major language-in-education policy decisions, students' perspectives on primary English have received very little research attention. Drawing on data from a larger study, this paper depicts primary school students' lived experiences in the English…

Hearing Math: Algebra Supported eText for Students With Visual Impairments.

Science.gov (United States)

Bouck, Emily C; Weng, Pei-Lin

2014-01-01

Supported eText for students with visual impairments in mathematics has a promising, emerging literature base, although little of the existing research focuses on implementation within a classroom setting. This qualitative study sought to understand the use of supported eText to deliver algebra to students with visual impairments enrolled in algebra mathematics courses. The study also sought to explore supported eText in contrast to students' traditional means of accessing an algebra text. The main results suggest supported eText holds potential in terms of delivering mathematics content; however, more research and more reflection on the field is needed regarding this approach as a sole means of presenting text. Implications for teacher professional development and implementation practices are discussed.

Daily Living Skills at Your Fingertips. Daily Living Skills for 0-4 Level Adult Basic Education Students. Curriculum and Teacher Guide.

Science.gov (United States)

Greene, Margret

A curriculum and teacher guide are provided for a program to teach daily living skills to 0-4 level adult basic education students. The guide presents a method of instruction and lists the materials provided. Teaching plans (content outlines) are provided for these areas: cooking, housekeeping, laundry, leisure skills, and medication awareness. A…

From Social Exclusion to Supported Inclusion: Adults with Intellectual Disability Discuss Their Lived Experiences of a Structured Social Group.

Science.gov (United States)

Wilson, Nathan J; Jaques, Hayden; Johnson, Amanda; Brotherton, Michelle L

2017-09-01

People with intellectual disability often have few friends and experience social exclusion. Recognising this gap, supported social groups with the aim of inclusion and interdependence were created by a supported employment provider. Interviews were undertaken with 10 adults with intellectual disability exploring their lived experiences of a supported social group. Data were analysed using descriptive phenomenology. Two themes emerged (i) supported engagement fosters wellbeing, and (ii) developing social belonging and connectedness. Participants not only acknowledged the support that they needed to participate, but also that the social group had changed their lives in many ways. Adults with intellectual disability want to socialise, have friends and be part of their community. For this to be achieved, they recognise the need to seek some form of support. With appropriate and targeted support, adults with intellectual disability can move from social exclusion towards supported inclusion and experience richer lives. © 2016 The Authors Journal of Applied Research in Intellectual Disabilities Published by John Wiley & Sons Ltd.

Dyscalculia: awareness and student support.

Science.gov (United States)

Kirk, Kirsty; Payne, Bob

Dyscalculia is a learning need that requires assessment and provision of reasonable adjustments. Although there have been numerous discussions about how to identify, assess and support dyscalculic children, there is less information available covering further and higher education, and even less concerned with the education of health professionals. This article aims to address this deficit, to discuss the disparity often felt by educators, and to raise awareness of the impact of dyscalculia on student nurses.

The predicting roles of reasons for living and social support on depression, anxiety and stress among young people in Malaysia.

Science.gov (United States)

Amit, N; Ibrahim, N; Aga Mohd Jaladin, R; Che Din, N

2017-10-01

This research examined the predicting roles of reasons for living and social support on depression, anxiety and stress in Malaysia. This research was carried out on a sample of 263 participants (age range 12-24 years old), from Klang Valley, Selangor. The survey package comprises demographic information, a measure of reasons for living, social support, depression, anxiety and stress. To analyse the data, correlation analysis and a series of linear multiple regression analysis were carried out. Findings showed that there were low negative relationships between all subdomains and the total score of reasons for living and depression. There were also low negative relationships between domain-specific of social support (family and friends) and total social support and depression. In terms of the family alliance, self-acceptance and total score of reasons for living, they were negatively associated with anxiety, whereas family social support was negatively associated with stress. The linear regression analysis showed that only future optimism and family social support found to be the significant predictors for depression. Family alliance and total reasons for living were significant in predicting anxiety, whereas family social support was significant in predicting stress. These findings have the potential to promote awareness related to depression, anxiety, and stress among youth in Malaysia.

Sources of Social Support among International College Students in the United States

Science.gov (United States)

Bhochhibhoya, Amir; Dong, Yue; Branscum, Paul

2017-01-01

International students are challenged due to the abrupt change in social support. The purpose of this study was to operationalize different sources of social support and evaluate determinants of mental health among international students (n = 328). An instrument was developed to measure four distinct sources of social support. Repeated measures…

Psychosocial support for trauma-affected students after school shootings in Finland.

Science.gov (United States)

Turunen, Tuija; Punamäki, Raija-Leena

2014-01-01

In Finland, as many as 20 people have lost their lives in two school shootings within one year. This article describes trauma-theoretical rationale, planning, and implementation of acute and long-term psychosocial aftercare that was organized in Kauhajoki where one of the school shootings happened. The aftercare was embedded in the school community's everyday life to enhance easy access. The aftercare proceeded in 6 phases, involving the immediate support phase at the first 24 hr, the acute phase for the first 2 weeks, followed by a 5-month period of empowerment, normalization, and creating "a safe place." The habituation phase coincided with the completion of the renovation of the damaged school building and students returning to the scene. The first anniversary was marked by shared rituals and remembrance, and the follow-up phase lasted until the end of the aftercare in 2 years. The aftercare contained, for example, psychoeducation, screening, and services at community, group, and individual levels.

Support for medical students with mental health problems: a conceptual model.

Science.gov (United States)

Grant, Andrew; Rix, Andrew; Winter, Peter; Mattick, Karen; Jones, Debbie

2015-02-01

Medical students experience higher prevalence of mental illness than age-matched controls and are less likely to access appropriate help when this happens. The aim of this study was to determine the range of strategies deployed by medical schools to support medical students with mental health concerns and to use this to identify distinct categories. Websites and documents relating to all 32 UK medical schools were looked at, as were reports for quality assurance visits carried out by the General Medical Council (UK). A structured telephone interview was carried out with medical schools. Support services were examined by tracing the path that might be taken by a hypothetical student with mental health concerns of varying severity, seeing what was required and what was available at each stage. A range of support strategies is available to most medical students both from their medical school and from generic services in the university. Medical students will usually first contact a personal tutor or a senior member of faculty or be contacted by them as a result of concerns raised either via performance issues or by another student. While individual support interventions are mostly based on evidence of effectiveness, there is no unifying theory in terms of what constitutes effective support. To enable analysis of support interventions and comparison across providers, a six-stage conceptual model of prevention was developed. The six stages are the following: prevention, identification, referral, escalation, treatment, and reintegration. The staged model, derived from analysis of existing interventions, provides a framework for evaluation of current provision and comparison of different methods of delivery. Moreover, it provides a framework for future research.

Supporting students of diverse cultures and faiths - Experiences from a University perspective.

Science.gov (United States)

Gale, Jill; Thalitaya, Madhusudan Deepak

2017-09-01

University of Bedfordshire is a large University with over 24000 students from over 100 countries. The main religions recorded are Christianity, Islam, Hinduism, Buddhism, Jewish and Sikhism amongst others. Around 45% of them do not have any recorded religion. The Mental Health Advisor will come across a wide range of students from different backgrounds each with their own unique presentation of mental health distress. It is well known that people of different communities and cultures experience signs and symptoms of mental distress in different ways. This is very important for clinicians to be aware of the nuances around cultures and traditions in the context of mental illness in order to assist clinicians more accurately diagnose, support and manage them. In an effort to improve diagnosis and care to people of all backgrounds, the 5 th edition of the Diagnosis and Statistical Manual of Mental Disorders (DSM-5) incorporates a greater cultural sensitivity throughout the manual. This includes a reflection of cross-cultural variations in presentations and cultural concepts of distress. The mental Health Advisor is available to help with practical support to assist students to manage their mental health and study. This includes support with an initial assessment, structures support, assisting with making reasonable adjustments under the Equality Act (2010), support students to access Disabled Student's Allowances and reasonable adjustments to enable them to study effectively and achieve their potential and where necessary, making appropriate referrals to internal and/or external services. One of the main roles of the advisor is to support students with mental health difficulties which are impacting on their studies. This support may include anxiety management, motivation, relaxation techniques, study plans and understanding the impact of medication. This paper will look at some of the experiences faced by the mental health advisor and will also reflect on

Providing Students with Interdisciplinary Support to Improve Their Organic Chemistry Posters

Science.gov (United States)

Widanski, Bozena; Thompson, Jo Ann; Foran-Mulcahy, Katie; Abafo, Amy

2016-01-01

A two-semester-long interdisciplinary support effort to improve student posters in organic chemistry lab is described. In the first semester, students' literature search report is supported by a workshop conducted by an Instruction Librarian. During the subsequent semester, a second workshop is presented by the Instruction Librarian, an English…

How Teacher Emotional Support Motivates Students: The Mediating Roles of Perceived Peer Relatedness, Autonomy Support, and Competence

Science.gov (United States)

Ruzek, Erik A.; Hafen, Christopher A.; Allen, Joseph P.; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C.

2016-01-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and…

Design Support System for Open Distance Learning Student Teamwork

Science.gov (United States)

Putranto, A.; Pradipto, Y. D.

2017-01-01

Open distance learning students in doing team assignment, they seldom face to some problems such as student fell unfair in numbers of workload contribution, instructors also do not know which students do more work than others. So there are some questions ie: how to connect between instructor, team members, and working documents. Methods will be used are first, analyzing current condition and last by designing systems to connect between instructor, team members, and document. The expected result is support systems for open distance learning student teamwork.

Students' satisfaction to hybrid problem-based learning format for basic life support/advanced cardiac life support teaching.

Science.gov (United States)

Chilkoti, Geetanjali; Mohta, Medha; Wadhwa, Rachna; Saxena, Ashok Kumar; Sharma, Chhavi Sarabpreet; Shankar, Neelima

2016-11-01

Students are exposed to basic life support (BLS) and advanced cardiac life support (ACLS) training in the first semester in some medical colleges. The aim of this study was to compare students' satisfaction between lecture-based traditional method and hybrid problem-based learning (PBL) in BLS/ACLS teaching to undergraduate medical students. We conducted a questionnaire-based, cross-sectional survey among 118 1 st -year medical students from a university medical college in the city of New Delhi, India. We aimed to assess the students' satisfaction between lecture-based and hybrid-PBL method in BLS/ACLS teaching. Likert 5-point scale was used to assess students' satisfaction levels between the two teaching methods. Data were collected and scores regarding the students' satisfaction levels between these two teaching methods were analysed using a two-sided paired t -test. Most students preferred hybrid-PBL format over traditional lecture-based method in the following four aspects; learning and understanding, interest and motivation, training of personal abilities and being confident and satisfied with the teaching method ( P < 0.05). Implementation of hybrid-PBL format along with the lecture-based method in BLS/ACLS teaching provided high satisfaction among undergraduate medical students.

Improving basic life support training for medical students

OpenAIRE

Lami, Mariam; Nair, Pooja; Gadhvi, Karishma

2016-01-01

Mariam Lami, Pooja Nair, Karishma GadhviFaculty of Medicine, Imperial College, London, London, UKAbstract: Questions have been raised about basic life support (BLS) training in medical education. This article addresses the research evidence behind why BLS training is inadequate and suggests recommendations for improving BLS training for medical students.Keywords: medical education, basic life support

Perceptions of Social Support, Empowerment and Youth Risk Behaviors

Science.gov (United States)

Reininger, Belinda M.; Perez, Adriana; Flores, Maria I. Aguirre; Chen, Zhongxue; Rahbar, Mohammad H.

2012-01-01

This study examined the association of perceived social support and community empowerment among urban middle-school students living in Matamoros, Mexico and the risk behaviors of fighting, alcohol and tobacco use, and sexual activity. Middle school students (n = 1,181) from 32 public and private Mexican schools were surveyed. Weighted multiple…

Supporting Law Students' Skills Development Online--A Strategy to Improve Skills and Reduce Student Stress?

Science.gov (United States)

Hewitt, Anne; Stubbs, Matthew

2017-01-01

Law students internationally suffer from a high level of psychological distress compared with the general and student populations, and anecdotal evidence suggests that students developing skills without adequate support experience significant stress and anxiety. This article considers an initiative at one Australian law school to develop a…

Supporting and structuring "contributing student pedagogy" in Computer Science curricula

Science.gov (United States)

Falkner, Katrina; Falkner, Nickolas J. G.

2012-12-01

Contributing student pedagogy (CSP) builds upon social constructivist and community-based learning principles to create engaging and productive learning experiences. What makes CSP different from other, related, learning approaches is that it involves students both learning from and also explicitly valuing the contributions of other students. The creation of such a learning community builds upon established educational psychology that encourages deep learning, reflection and engagement. Our school has recently completed a review and update of its curriculum, incorporating student content-creation and collaboration into the design of key courses across the curriculum. Our experiences, based on several years of experimentation and development, support CSP-based curriculum design to reinforce the value of the student perspective, the clear description of their own transformative pathway to knowledge and the importance of establishing student-to-student networks in which students are active and willing participants. In this paper, we discuss the tools and approaches that we have employed to guide, support and structure student collaboration across a range of courses and year levels. By providing an account of our intentions, our approaches and tools, we hope to provide useful and transferrable knowledge that can be readily used by other academics who are considering this approach.

Students, Economics, and the Federal Reserve

Science.gov (United States)

Bernanke, Ben S.

2011-01-01

Students with an understanding of economics are better equipped to comprehend the forces that influence people's standard of living and overall financial well-being. Broad-based economic literacy supports an environment where students can participate in America's democracy as well-informed and responsible citizens, whose collective actions may…

A decision-support framework for promoting independent living and ageing well.

Science.gov (United States)

Billis, Antonis S; Papageorgiou, Elpiniki I; Frantzidis, Christos A; Tsatali, Marianna S; Tsolaki, Anthoula C; Bamidis, Panagiotis D

2015-01-01

Artificial intelligence and decision support systems offer a plethora of health monitoring capabilities in ambient assisted living environment. Continuous assessment of health indicators for elderly people living on their own is of utmost importance, so as to prolong their independence and quality of life. Slow varying, long-term deteriorating health trends are not easily identifiable in seniors. Thus, early sign detection of a specific condition, as well as, any likely transition from a healthy state to a pathological one are key problems that the herein proposed framework aims at resolving. Statistical process control concepts offer a personalized approach toward identification of trends that are away from the atypical behavior or state of the seniors, while fuzzy cognitive maps knowledge representation and inference schema have proved to be efficient in terms of disease classification. Geriatric depression is used as a case study throughout the paper, so to prove the validity of the framework, which is planned to be pilot tested with a series of lone-living seniors in their own homes.

Strategies to support engagement and continuity of activity during mealtimes for families living with dementia; a qualitative study.

Science.gov (United States)

Keller, Heather H; Martin, Lori Schindel; Dupuis, Sherry; Reimer, Holly; Genoe, Rebecca

2015-10-09

Mealtimes are an essential part of living and quality of life for everyone, including persons living with dementia. A longitudinal qualitative study provided understanding of the meaning of mealtimes for persons with dementia and their family care partners. Strategies were specifically described by families to support meaningful mealtimes. The purpose of this manuscript is to describe the strategies devised and used by these families living with dementia. A longitudinal qualitative study was undertaken to explore the meaning and experience of mealtimes for families living with dementia over a three-year period. 27 families [older person with dementia and at least one family care partner] were originally recruited from the community of South-Western Ontario. Individual and dyad interviews were conducted each year. Digitally recorded transcripts were analyzed using grounded theory methodology. Strategies were identified and categorized. Strategies to support quality mealtimes were devised by families as they adapted to their evolving lives. General strategies such as living in the moment, as well as strategies specific to maintaining social engagement and continuity of mealtime activities were reported. In addition to nutritional benefit, family mealtimes provide important opportunities for persons with dementia and their family care partners to socially engage and continue meaningful roles. Strategies identified by participants provide a basis for further education and support to families living with dementia.

In their own words: Student stories of seeking learning support

Directory of Open Access Journals (Sweden)

Mark Brown

2013-11-01

Full Text Available Many Open and Distance Learning (ODL providers report that their students are prone to lower rates of retention and completion than campus-based students. Against this background, there is growing interest around distance-specific learning support. The current research investigated the experiences of students during their first semester as distance learners at Massey University in New Zealand. The overarching methodology was Design-Based Research, within which phenomenological data gathering methods were used to study the experiences of twenty participants from their own point of view. Using video cameras, over twentytwo hours of self-reflections were gathered between July and November 2011 using a technique adapted from previous studies. A grounded theory approach was applied to the process of thematic data analysis. Results revealed how participants varied in their engagement with learning supports, including orientation events, outreach activity, cultural services, learning consultants, library services, fellow students, lecturers, residential courses, and other people. The discussion reflects on clusters of participants who utilised learning supports effectively, moderately and barely. The paper concludes by summarizing how the current research has had an impact on the design of learning support services at one of the world’s leading providers of distance education.

Note-Taking Habits of Online Students: Value, Quality, and Support

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Watkins, Ryan; Corry, Michael; Dardick, William; Stella, Julie

2015-01-01

Do online students take notes when reading lecture content or watching video lectures? Can they benefit from note-taking supports, such as graphic organizers, to improve their study skills? These are among the questions explored in a pilot study with student participants enrolled in a 100% online graduate program. Students were provided academic…

Informal and formal support among community-dwelling Japanese American elders living alone in Chicagoland: an in-depth qualitative study.

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Lau, Denys T; Machizawa, Sayaka; Doi, Mary

2012-06-01

A key public health approach to promote independent living and avoid nursing home placement is ensuring that elders can obtain adequate informal support from family and friends, as well as formal support from community services. This study aims to describe the use of informal and formal support among community-dwelling Nikkei elders living alone, and explore perceived barriers hindering their use of such support. We conducted English and Japanese semi-structured, open-ended interviews in Chicagoland with a convenience sample of 34 Nikkei elders age 60+ who were functionally independent and living alone; 9 family/friends; and 10 local service providers. According to participants, for informal support, Nikkei elders relied mainly on: family for homemaking and health management; partners for emotional and emergency support; friends for emotional and transportation support; and neighbors for emergency assistance. Perceived barriers to informal support included elders' attitudinal impediments (feeling burdensome, reciprocating support, self-reliance), family-related interpersonal circumstances (poor communication, distance, intergenerational differences); and friendship/neighbor-related interpersonal situations (difficulty making friends, relocation, health decline/death). For formal support, Nikkei elders primarily used adult day care/cultural programs for socializing and learning and in-home care for personal/homemaking assistance and companionship. Barriers to formal support included attitudinal impediments (stoicism, privacy, frugality); perception of care (incompatibility with services, poor opinions of in-home care quality); and accessibility (geographical distance, lack of transportation). In summary, this study provides important preliminary insights for future community strategies that will target resources and training for support networks of Nikkei elders living alone to maximize their likelihood to age in place independently.

Teacher Role Breadth and its Relationship to Student-Reported Teacher Support

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Phillippo, Kate L.; Stone, Susan

2013-01-01

This study capitalizes on a unique, nested data set comprised of students ("n" = 531) and teachers ("n" = 45) in three high schools that explicitly incorporated student support roles into teachers' job descriptions. Drawing from research on student-teacher relationships, teacher effects on student outcomes, and role theory,…

Social learning theory and the effects of living arrangement on heavy alcohol use: results from a national study of college students.

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Ward, Brian W; Gryczynski, Jan

2009-05-01

This study examined the relationship between living arrangement and heavy episodic drinking among college students in the United States. Using social learning theory as a framework, it was hypothesized that vicarious learning of peer and family alcohol-use norms would mediate the effects of living arrangement on heavy episodic drinking. Analyses were conducted using data from the 2001 Harvard School of Public Health College Alcohol Study, a national survey of full-time undergraduate students attending 4-year colleges or universities in the United States (N = 10,008). Logistic regression models examined the relationship between heavy episodic drinking and various measures of living arrangement and vicarious learning/social norms. Mediation of the effects of living arrangement was tested using both indirect and direct methods. Both student living arrangement and vicarious-learning/social-norm variables remained significant predictors of heavy episodic drinking in multivariate models when controlling for a variety of individual characteristics. Slight mediation of the effects of living arrangement on heavy episodic drinking by vicarious learning/social norms was confirmed for some measures. Although vicarious learning of social norms does appear to play a role in the association between living arrangement and alcohol use, other processes may underlie the relationship. These findings suggest that using theory alongside empirical evidence to inform the manipulation of living environments could present a promising policy strategy to reduce alcohol-related harm in collegiate contexts.

Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

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Ronald Brecke, PhD

2007-08-01

Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

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Ronald Brecke

2007-01-01

Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

Knowledge and affective traits of physiotherapy students to provide care for patients living with AIDS.

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Oyeyemi Y. Adetoyeje

2010-02-01

Full Text Available Purpose: This  study  aimed  to  assess  Nigerian physiotherapy students’ knowledge and their affective traits in caring for patients living with AIDS (PWA.Methods: Nigerian students (N=104 in four training programs were surveyed using a 43-item questionnaire that elicited information on the  students’  demographics  characteristics,  knowledge  levels  on AIDS transmission, universal precaution and pathophysiology, their feeling  of  preparedness,  comfort,  ethical  disposition  for  PWA  and their  willingness  to  evaluate  and  provide  care  to  PWA  in  different clinical scenarios.Results: Overall  the  students  showed  unsatisfactory  know ledge  of universal  precaution  and  AIDS  pathophysiology  and  did  not  feel comfortable or prepared to care for PWA. The students did not also show  satisfactory  ethical  disposition  and  may  be  unwilling  to  care for PWA. The students’ knowledge levels on AIDS transmission and willingness were influenced by religious affiliation while feeling of comfort and ethical disposition were influenced by gender and knowing someone living with AIDS. They were more unwilling to provide whirlpool wound care procedures and chest physiotherapy compared to providing gait training, therapeutic exercise and activities of daily living training for PWA.Conclusion: The study identified the need to improve the curriculum on AIDS and recommends clinical clerkship and a methodical and sequential exposure of students to cases during clinical rotations.

The experiences of supporting learning in pairs of nursing students in clinical practice.

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Holst, Hanna; Ozolins, Lise-Lotte; Brunt, David; Hörberg, Ulrica

2017-09-01

The purpose of this study is to describe how supervisors experience supporting nursing students' learning in pairs on a Developing and Learning Care Unit in Sweden. The present study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on phenomenology. A total of 25 lifeworld interviews were conducted with supervisors who had supervised pairs of students. The findings reveal how supervisors support students' learning in pairs through a reflective approach creating learning space in the encounter with patients, students and supervisors. Supervisors experience a movement that resembles balancing between providing support in learning together and individual learning. The findings also highlight the challenge in supporting both the pairs of students and being present in the reality of caring. In conclusion, the learning space has the potential of creating a relative level of independency in the interaction between pairs of students and their supervisor when the supervisor strives towards a reflective approach. Copyright © 2017 Elsevier Ltd. All rights reserved.

Identification and Support of Outstanding Astronomy Students

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Stoev, A. D.; Bozhurova, E. S.

2006-08-01

The aims, organizational plan and syllabus of a specialized Astronomy School with a subject of training students for participation in the International Astronomy Olympiad, are presented. Thematic frame includes basic educational activities during the preparation and self-preparation of the students and their participation in astronomical Olympiads. A model of identification and selection of outstanding students for astronomical Olympiads has been developed. Examples of didactic systems of problems for development of mathematical, physical and astronomical skills are shown. The programme ends with individual training for solving problems on astronomy and astrophysics. Possibilities, which the characteristic, non-standard astronomical problems give for stimulating the creative and original thinking, are specified. Basic psychological condition for development of the students' creative potential - transformation of the cognitive content in emotional one - is demonstrated. The programme of identification and support of outstanding students on astronomy is realized in collaboration with The Ministry of Education and Science, Public Astronomical Observatories and Planetaria, Institute of Astronomy - Bulgarian Academy of Sciences, and The Union of Astronomers in Bulgaria.

Data for improvement and clinical excellence: protocol for an audit with feedback intervention in home care and supportive living.

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Fraser, Kimberly D; Sales, Anne E; O'Rourke, Hannah M; Schalm, Corinne

2012-01-18

Although considerable evidence exists about the effectiveness of audit coupled with feedback, very few audit-with-feedback interventions have been done in either home care or supportive living settings to date. With little history of audit and feedback in home care or supportive living there is potential for greater effects, at least initially. This study extends the work of an earlier study designed to assess the effects of an audit-with-feedback intervention. It will be delivered quarterly over a one-year period in seven home care offices and 11 supportive living sites. The research questions are the same as in the first study but in a different environment. They are as follows: 1. What effects do feedback reports have on processes and outcomes over time? 2. How do different provider groups in home care and supportive living sites respond to feedback reports based on quality indicator data? The research team conducting this study includes researchers and decision makers in continuing care in the province of Alberta, Canada. The intervention consists of quarterly feedback reports in 19 home care offices and supportive living sites across Alberta. Data for the feedback reports are based on the Resident Assessment Instrument Home Care tool, a standardized instrument mandated for use in home care and supportive living environments throughout Alberta. The feedback reports consist of one page, printed front and back, presenting both graphic and textual information. Reports are delivered to all employees working in each site. The primary evaluation uses a controlled interrupted time-series design, both adjusted and unadjusted for covariates. The concurrent process evaluation includes observation, focus groups, and self-reports to assess uptake of the feedback reports. The project described in this protocol follows a similar intervention conducted in our previous study, Data for Improvement and Clinical Excellence--Long-Term Care. We will offer dissemination strategies

Data for improvement and clinical excellence: protocol for an audit with feedback intervention in home care and supportive living

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Fraser Kimberly D

2012-01-01

Full Text Available Abstract Background Although considerable evidence exists about the effectiveness of audit coupled with feedback, very few audit-with-feedback interventions have been done in either home care or supportive living settings to date. With little history of audit and feedback in home care or supportive living there is potential for greater effects, at least initially. This study extends the work of an earlier study designed to assess the effects of an audit-with-feedback intervention. It will be delivered quarterly over a one-year period in seven home care offices and 11 supportive living sites. The research questions are the same as in the first study but in a different environment. They are as follows: 1. What effects do feedback reports have on processes and outcomes over time? 2. How do different provider groups in home care and supportive living sites respond to feedback reports based on quality indicator data? Methods The research team conducting this study includes researchers and decision makers in continuing care in the province of Alberta, Canada. The intervention consists of quarterly feedback reports in 19 home care offices and supportive living sites across Alberta. Data for the feedback reports are based on the Resident Assessment Instrument Home Care tool, a standardized instrument mandated for use in home care and supportive living environments throughout Alberta. The feedback reports consist of one page, printed front and back, presenting both graphic and textual information. Reports are delivered to all employees working in each site. The primary evaluation uses a controlled interrupted time-series design, both adjusted and unadjusted for covariates. The concurrent process evaluation includes observation, focus groups, and self-reports to assess uptake of the feedback reports. The project described in this protocol follows a similar intervention conducted in our previous study, Data for Improvement and Clinical Excellence

Students' and lecturers' perceptions of support in a UK pre-registration midwifery programme.

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McIntosh, Annette Elizabeth; Gidman, Janice; McLaughlin, Andrea

2013-11-01

This paper reports on a study that explored the perceptions of students and lecturers regarding support within a pre-registration midwifery programme in one Higher Education Institution in England. A mixed method design was used: questionnaires were completed by first year and third year students and lecturers, complemented by focus groups with each of the three sets of participants. The findings showed that there are multi-focal challenges for student midwives in undertaking their programme of study. The main theme that emerged was of the difficulties involved in maintaining an appropriate work-life balance, especially within what was seen as a relatively inflexible programme structure. The value of peer support was also highlighted as a key factor in helping the students succeed in their studies. There were a number of implications for midwifery educators to consider in optimising support for students. These include ensuring that students have realistic expectations at the outset of their studies, formalising peer support mechanisms and reviewing programmes to provide more flexibility to better underpin the maintenance of an appropriate work-life balance. Further study is warranted to explore perceptions of support in practice and to identify the factors that help students to persevere in their studies. Copyright © 2013 Elsevier Ltd. All rights reserved.

Kinesthetic Astronomy: Significant Upgrades to the Sky Time Lesson that Support Student Learning

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Morrow, C. A.; Zawaski, M.

2004-12-01

This paper will report on a significant upgrade to the first in a series of innovative, experiential lessons we call Kinesthetic Astronomy. The Sky Time lesson reconnects students with the astronomical meaning of the day, year, and seasons. Like all Kinesthetic Astronomy lessons, it teaches basic astronomical concepts through choreographed bodily movements and positions that provide educational sensory experiences. They are intended for sixth graders up through adult learners in both formal and informal educational settings. They emphasize astronomical concepts and phenomenon that people can readily encounter in their "everyday" lives such as time, seasons, and sky motions of the Sun, Moon, stars, and planets. Kinesthetic Astronomy lesson plans are fully aligned with national science education standards, both in content and instructional practice. Our lessons offer a complete learning cycle with written assessment opportunities now embedded throughout the lesson. We have substantially strengthened the written assessment options for the Sky Time lesson to help students translate their kinesthetic and visual learning into the verbal-linguistic and mathematical-logical realms of expression. Field testing with non-science undergraduates, middle school science teachers and students, Junior Girl Scouts, museum education staff, and outdoor educators has been providing evidence that Kinesthetic Astronomy techniques allow learners to achieve a good grasp of concepts that are much more difficult to learn in more conventional ways such as via textbooks or even computer animation. Field testing of the Sky Time lesson has also led us to significant changes from the previous version to support student learning. We will report on the nature of these changes.

Web-Based Administrative Supports for University Students.

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McClelland, Robert J.

2001-01-01

Evaluates development and effectiveness of a Web-based administration support for business students at Liverpool John Moores University. Considers whether the strategic planning and individual school developments have influenced the development and usefulness of the campus-wide information system. Discusses action research findings on student…

College students as facilitators in reducing adolescent obesity disparity in Southern Appalachia: Team Up for Healthy Living.

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Slawson, Deborah Leachman; Dalton, William T; Dula, Taylor McKeehan; Southerland, Jodi; Wang, Liang; Littleton, Mary Ann; Mozen, Diana; Relyea, George; Schetzina, Karen; Lowe, Elizabeth F; Stoots, James M; Wu, Tiejian

2015-07-01

The proportion of obese adolescents in Southern Appalachia is among the highest in the nation. Through funding from the National Institute on Minority Health and Health Disparities--National Institutes of Health, the Team Up for Healthy Living project was a cluster-randomized trial targeting obesity prevention in adolescents through a cross-peer intervention. The specific aims of the project were to: 1) develop a peer-based health education program focusing on establishing positive peer norms towards healthy eating and physical activity (PA) among high school students, 2) test program efficacy, and 3) explore mechanisms underlying the program. The study was guided by the Theory of Planned Behavior, which presupposes that human behavior is primarily driven by attitude, subjective norms, perceived behavioral control, and social support. To deliver the intervention, undergraduate students from the disciplines of public health, nutrition, and kinesiology were hired as peer facilitators. Ten area high schools were invited to participate, were matched on demographics and then randomized to intervention or control. The primary outcomes of the study included body mass status, dietary behaviors, PA, and sedentary behaviors which were assessed at baseline and at three and twelve months post baseline. Intervention schools received Team Up for Healthy Living curriculum, which consists of eight 40-minute sessions. The curriculum focused on improving nutrition awareness, PA, leadership and communication. Control schools received their regularly scheduled Lifetime Wellness curriculum. The long-term goal of the study was to establish an effective academia-community partnership program to address adolescent obesity disparity in Southern Appalachia. Published by Elsevier Inc.

A Mathematics Support Programme for First-Year Engineering Students

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Hillock, Poh Wah; Jennings, Michael; Roberts, Anthony; Scharaschkin, Victor

2013-01-01

This article describes a mathematics support programme at the University of Queensland, targeted at first-year engineering students identified as having a high risk of failing a first-year mathematics course in calculus and linear algebra. It describes how students were identified for the programme and the main features of the programme. The…

Technology to Support Sign Language for Students with Disabilities

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Donne, Vicki

2013-01-01

This systematic review of the literature provides a synthesis of research on the use of technology to support sign language. Background research on the use of sign language with students who are deaf/hard of hearing and students with low incidence disabilities, such as autism, intellectual disability, or communication disorders is provided. The…

Development and implementation of a local government survey to measure community supports for healthy eating and active living

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Latetia V Moore

2017-06-01

Full Text Available The ability to make healthy choices is influenced by where one lives, works, shops, and plays. Locally enacted policies and standards can influence these surroundings but little is known about the prevalence of such policies and standards that support healthier behaviors. In this paper, we describe the development of a survey questionnaire designed to capture local level policy supports for healthy eating and active living and findings and lessons learned from a 2012 pilot in two states, Minnesota and California, including respondent burden, survey sampling and administration methods, and survey item feasibility issues. A 38-item, web-based, self-administered survey and sampling frame were developed to assess the prevalence of 22 types of healthy eating and active living policies in a representative sample of local governments in the two states. The majority of respondents indicated the survey required minimal effort to complete with half taking <20 min to complete the survey. A non-response follow-up plan including emails and phone calls was required to achieve a 68% response rate (versus a 37% response rate for email only reminders. Local governments with larger residential populations reported having healthy eating and active living policies and standards more often than smaller governments. Policies that support active living were more common than those that support healthy eating and varied within the two states. The methods we developed are a feasible data collection tool for estimating the prevalence of municipal healthy eating and active living policies and standards at the state and national level.

A Survey of First-Year Biology Student Opinions Regarding Live Lectures and Recorded Lectures as Learning Tools

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Simcock, D. C.; Chua, W. H.; Hekman, M.; Levin, M. T.; Brown, S.

2017-01-01

A cohort of first-year biology students was surveyed regarding their opinions and viewing habits for live and recorded lectures. Most respondents (87%) attended live lectures as a rule (attenders), with 66% attending more than two-thirds of the lectures. In contrast, only 52% accessed recordings and only 13% viewed more than two-thirds of the…

Use of a student support group to reduce student stress in a nurse anesthesia program.

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Kless, J R

1989-02-01

Stress in nurse anesthesia programs may be excessive at times, especially in new students. While some degree of stress is necessary to motivate learning, excessive or prolonged stress can interfere with the normal learning process, thereby prolonging a student's clinical and academic progress. In the extreme, excessive stress may even preclude a student's successful completion of the educational program. Active faculty intervention through a student support group is advocated as a method for controlling stress levels and facilitating student learning. The positive effects of such intervention also increase the overall productivity of a program and better prepare nurse anesthesia students for their future careers.

A case study on support for students' thinking through computer-mediated communication.

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Sannomiya, M; Kawaguchi, A

2000-08-01

This is a case study on support for thinking through computer-mediated communication. Two graduate students were supervised in their research using computer-mediated communication, which was asynchronous and written; the supervisor was not present. The students' reports pointed out there was more planning and editing and low interactivity in this approach relative to face-to-face communication. These attributes were confirmed by their supervisor's report. The students also suggested that the latter was effective in support of a production stage of thinking in research, while the former approach was effective in support of examination of thinking. For distance education to be successful, an appropriate combination of communication media must consider students' thinking stages. Finally, transient and permanent effects should be discriminated in computer-mediated communication.

The Essences of Culinary Arts Students' Lived Experience of General Education Online Learning: An Interpretive Phenomenological Analysis

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Keovilay, Sisavath

2015-01-01

This phenomenological research study explored the lived experiences of culinary arts students learning general education online while enrolled in a face-to-face (f2f) culinary arts class. This research used Interpretative Phenomenological Analysis (IPA) to analyze how culinary arts students, in a not-for-profit Florida University, made sense of…

Employing Microsoft Live@edu Cloud Platform to Assist in Teaching Chinese Reading for Junior High School Students

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Shih, Ru-Chu; Cho, Chia-Liang; Tsai, Chih-Cheng; Lou, Shi-Jer

2013-01-01

This study aimed to investigate junior high school students' learning attitudes and learning effectiveness through administering Microsoft Live@edu to assist in teaching Chinese reading. Quasi-experimental approach was used and a total of 63 eighth grade students were divided into the experimental group (N = 32) and control group (N = 31).…

The Social Support for International Graduate Students to Obtain Academic Success

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He, Ping

2013-01-01

Previous studies suggest that international graduate students' academic success is significantly associated with the average grade point (GPA), and this measure is closely related with international graduate students' received academic and financial supports. However, international graduate students' academic success can involve a multidimensional…

Students' Perceptions of Parental Support during the College Years

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Kolkhorst, Brittany B.; Yazedjian, Ani; Toews, Michelle L.

2010-01-01

The purpose of this study was to explore the quality of the parent-adult child attachment relationship by examining students' perceptions of how their parents support them and facilitate their independence while they are in college. A total of 58 third-year students participated in an online interview via synchronous chat technology. Our findings…

Technology use as a support tool by secondary students with autism.

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Hedges, Susan H; Odom, Samuel L; Hume, Kara; Sam, Ann

2018-01-01

The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided.

Missouri botanical garden’s support of ex-situ conservation with living collections

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David Gunn; Meg Engelhardt; Derek. Lyle

2017-01-01

The Missouri Botanical Garden’s living collections are critical for supporting its multi-disciplinary strategy of integrated plant conservation. The Garden is increasing ex-situ collections of plants in need of conservation to build species diversity into its displays for visitor education. Current areas of focus include native Missouri species and International Union...

Social Support in a Virtual Community: Analysis of a Clinic-Affiliated Online Support Group for Persons Living with HIV/AIDS.

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Flickinger, Tabor E; DeBolt, Claire; Waldman, Ava Lena; Reynolds, George; Cohn, Wendy F; Beach, Mary Catherine; Ingersoll, Karen; Dillingham, Rebecca

2017-11-01

Social support can improve outcomes for people living with HIV (PLWH) and could be provided through online support groups. The Positive Links smartphone app is a multicomponent intervention that allows users to interact in a clinic-affiliated anonymous online support group. We investigated how social support was exchanged in a group of 55 participants over 8 months, using an adaptation of the Social Support Behavior Code. Participant interviews assessed their experiences and perceptions of the app. Of 840 posts analyzed, 115 (14 %) were coded as eliciting social support and 433 (52 %) as providing social support. Messages providing support were predominantly emotional (41 %), followed by network (27 %), esteem (24 %), informational (18 %), and instrumental (2 %) support. Participants perceived connection and support as key benefits of the app. Technical issues and interpersonal barriers limited some participants in fully using the app. Mobile technology offers a useful tool to reach populations with barriers to in-person support and may improve care for PLWH.

Examining the Role of the Catholic Environment in Students' Search for Meaning

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Jessup-Anger, Jody; Dooley, Jonathan C.; Leih, Rachel; Mueller, Elizabeth; Dean, Kathleen Lis

2016-01-01

Emerging research illustrates that undergraduate students are searching for meaning in their lives, yet postsecondary institutions generally do little to support them in exploring such issues (Astin et al., 2005b). We speculated that religiously affiliated institutions might offer guidance on supporting students' spiritual development, and thus…

Support needs of people living with Mycobacterium ulcerans (Buruli ulcer) disease in a Ghana rural community: a grounded theory study.

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Effah, Alex; Ersser, Steven J; Hemingway, Ann

2017-12-01

Mycobacterium ulcerans (also known as Buruli ulcer) disease is a rare skin disease which is prevalent in rural communities in the tropics mostly in Africa. Mortality rate is low, yet morbidity and consequent disabilities affect the quality of life of sufferers. The aim of this paper is to use the grounded theory method to explore the support needs of people living with the consequences of Buruli ulcer in an endemic rural community in Ghana. We used the grounded theory research approach to explore the experiences of people living with Mycobacterium ulcerans in a rural district in Ghana and provide a basis to understand the support needs of this group. The key support needs identified were: functional limitations, fear and frequency of disease recurrence, contracture of limbs and legs, loss of sensation and numbness in the affected body area, lack of information from health professionals about self-care, feeling tired all the time, insomnia, lack of good diet, lack of access to prostheses, having to walk long distances to access health services, and loss of educational opportunities. The study discusses how the systematically derived qualitative data has helped to provide a unique insight and advance our understanding of the support needs of people living with BU and how they live and attempt to adapt their lives with disability. We discuss how the availability of appropriate interventions and equipment could help them self-manage their condition and improve access to skin care services. The support needs of this vulnerable group were identified from a detailed analysis of how those living with BU coped with their lives. A key issue is the lack of education to assist self-management and prevent deterioration. Further research into the evaluation of interventions to address these support needs is necessary including self-management strategies. © 2017 The International Society of Dermatology.

“For a Long Time Our Voices have been Hushed”: Using Student Perspectives to Develop Supports for Neurodiverse College Students

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Gillespie-Lynch, Kristen; Bublitz, Dennis; Donachie, Annemarie; Wong, Vincent; Brooks, Patricia J.; D’Onofrio, Joanne

2017-01-01

Although the challenges that autistic students face adapting to college are often pronounced, they are similar to the challenges that students with other disabilities face (e.g., difficulties with social interaction, self-advocacy, and executive functioning). However, extant evaluations of services for autistic college students are very limited despite an emerging literature examining supports for college students with a range of other disabilities. Given that many autistic students do not self-identify as autistic in college, and consequently might avoid autism-specific services, autistic students might benefit from services that are designed to support a broad range of neurodiverse students, or services that are structured according to the principles of Universal Design. In order to develop such services, we assessed the self-reported needs of autistic college students and their peers with other disabilities. Guided by needs assessments and feedback from students, we developed and evaluated two semesters of mentor-led group programming for autistic college students and students with other disabilities. The first semester of the program focused on social skills; after receiving feedback from participants, the curriculum for the second semester focused on self-advocacy. Participation in social-skills groups was associated with decreased anxiety and autism symptoms. Participation in self-advocacy groups was associated with increased perceived social support from friends, academic self-efficacy, and more accurate definitions of self-advocacy. This research suggests that supports for neurodiverse college students should be developed with their input and should include opportunities to engage with diverse peers. PMID:28458645

The Influence of Inadequate Teacher-to-Student Social Support on Amotivation of Physical Education Students

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Shen, Bo; Li, Weidong; Sun, Haichun; Rukavina, Paul Bernard

2010-01-01

Guided by Green-Demers, Leagult, Pelletier, and Pelletier's (2008) assumption that amotivation (absence of motivation) is a multidimensional construct, we designed this study to investigate the influence of inadequate teacher-to-student social support on amotivation of high-school physical education students. Five hundred and sixty-six ninth…

Depression and anxiety mediate perceived social support to predict health-related quality of life in pregnant women living with HIV.

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Xiaowen, Wang; Guangping, Guo; Ling, Zhou; Jiarui, Zheng; Xiumin, Liang; Zhaoqin, Li; Hongzhuan, Luo; Yuyan, Yang; Liyuan, Yang; Lin, Lu

2018-04-01

Pregnant women living with HIV represent one of the most high-priority groups for HIV treatment and health assessment. Although social support has been shown to be a protective factor for improved health-related quality of life (HRQoL), and depression and anxiety have been identified as two major causes of psychological distress among people living with HIV, it is still unclear how social support, anxiety, and depression interact to influence HRQoL. The objective of our study was to demonstrate the nature of predictors, direct effects and mediator effects among social support, anxiety, depression symptoms and HRQoL in pregnant women living with HIV. We investigated a total of 101 pregnant women living with HIV in Yunnan province in China from April 2016 to June 2016. All participants completed the Social Support Rating Scale (SSRS), the Chinese version of the Hospital Anxiety and Depression Scales (HADS) and Quality of Life instruments (EuroQoL Five Dimensions Questionnaire, EQ-5D). The relationships between the variables were examined by Pearson's or Spearman's correlation analysis. Predictor effects were tested using separate multiple regressions, controlling for demographic variables and HIV diagnosis variables. Direct and mediation effects of social support on HRQoL were tested using a structural equation model (SEM). Anxiety and depression symptoms were negatively correlated with subjective social support, support utilization, social support and HRQoL. Social support significantly predicted better HRQoL, and anxiety and depression symptoms significantly predicted poorer HRQoL. Anxiety and depression symptoms partially mediated the associations between social support and HRQoL. Anxiety and depression symptoms completely mediated the associations of objective support and support utilization with HRQoL. Interventions to improve HRQoL in pregnant women living with HIV must consider the mediation effect of anxiety and depression symptoms on the association between

Depression, stress, emotional support, and self-esteem among baccalaureate nursing students in Thailand.

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Ross, Ratchneewan; Zeller, Richard; Srisaeng, Pakvilai; Yimmee, Suchawadee; Somchid, Sujidra; Sawatphanit, Wilaiphan

2005-01-01

Nursing students are valuable human resources. Detection of potential depression among nursing students is crucial since depression can lead to low productivity, minimized quality of life, and suicidal ideas. Identifying factors affecting depression among students can help nursing educators to find ways to decrease depression. The purpose of this study was to examine rates of depression and the associations between depression and stress, emotional support, and self-esteem among baccalaureate nursing students in Thailand. This correlational, cross-sectional study recruited 331 baccalaureate Thai nursing students. Students completed three instruments that had been translated into Thai: The Center for Epidemiology Studies Depression Scale, Perceived Stress Questionnaire, and Rosenberg Self-Esteem Scale. Another instrument created in Thai was used to measure emotional support. Results revealed that, when using the standard definition, 50.1% of the students were depressed. Stress was positively related to depression, whereas emotional support and self-esteem were negatively related to depression.

Information Communication Technology to support and include Blind students in a school for all An Interview study of teachers and students’ experiences with inclusion and ICT support to blind students

OpenAIRE

Rony, Mahbubur Rahman

2017-01-01

The topic of this is this study is how blind students and teachers experiences Information Communication Technology as a tool to support and include blind students in a school for all. The study investigates how Information and Communication Technologies (ICT) enables blind students to adjust into non-special schools. The research method used to collect data is interview. The goal is to get insight to teachers and students’ experiences with inclusion and ICT as a tool to support blind student...

Improving basic life support training for medical students.

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Lami, Mariam; Nair, Pooja; Gadhvi, Karishma

2016-01-01

Questions have been raised about basic life support (BLS) training in medical education. This article addresses the research evidence behind why BLS training is inadequate and suggests recommendations for improving BLS training for medical students.

A Caregiver Support Platform within the Scope of an Ambient Assisted Living Ecosystem

Directory of Open Access Journals (Sweden)

Angelo Costa

2014-03-01

Full Text Available The Ambient Assisted Living (AAL area is in constant evolution, providing new technologies to users and enhancing the level of security and comfort that is ensured by house platforms. The Ambient Assisted Living for All (AAL4ALL project aims to develop a new AAL concept, supported on a unified ecosystem and certification process that enables a heterogeneous environment. The concepts of Intelligent Environments, Ambient Intelligence, and the foundations of the Ambient Assisted Living are all presented in the framework of this project. In this work, we consider a specific platform developed in the scope of AAL4ALL, called UserAccess. The architecture of the platform and its role within the overall AAL4ALL concept, the implementation of the platform, and the available interfaces are presented. In addition, its feasibility is validated through a series of tests.

How Is Family Support Related to Students' GPA Scores? A Longitudinal Study

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Cheng, Wen; Ickes, William; Verhofstadt, Lesley

2012-01-01

Previous studies of the influence of family support on college students' academic performance have yielded inconsistent results. Therefore, the present study aimed to examine the link between family support and students' university-level academic performance in a more detailed way. First, we sought to clarify how two distinct aspects of perceived…

Social Support and Optimism as Predictors of Life Satisfaction of College Students

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Yalcin, Ilhan

2011-01-01

The purpose of this study was to investigate the predictive value of optimism, perceived support from family and perceived support from faculty in determining life satisfaction of college students in Turkey. One hundred and thirty three students completed the Satisfaction with Life Scale (Diener et al., Journal of Personality Assessment…

Positive Social Support, Negative Social Exchanges, and Suicidal Behavior in College Students

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Hirsch, Jameson K.; Barton, Alison L.

2011-01-01

Objective: Risk for suicide is often higher among college students, compared to same-age noncollegiate peers, and may be exacerbated by quality of social support and interactions. The authors examined the independent contributions of positive social support and negative social exchanges to suicide ideation and attempts in college students.…

Attitude toward living kidney donation: differences between students from two Spanish universities.

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Martínez-Alarcón, L; Ramis, G; Gómez-Laguna, J; Quereda, J J; Herrero-Medrano, J M; Mrowiec, A; Mendonça, L; López-Navas, A; Ríos, A

2015-01-01

Due to the current deficit of organs for transplantation, living kidney related donations (LKRD) should be promoted. Veterinarians often hold decision-making positions in the public health care system, and therefore can influence public opinion about organ donation. The objective was to analyze the attitude of Spanish veterinary students toward LKRD because they may influence public opinion in the future, and to determine the factors that condition it. The study was carried out among fifth-year veterinary science students from 2 southern and southeastern Spanish universities. The students' attitude toward LKRD was assessed using a psychosocial, anonymous, self-administered questionnaire. Statistics used were χ(2) test and Student t test. Data from the southern Spain university included a response rate of 87%. The survey showed that 94% of respondents would donate a kidney to a relative who needed it. This attitude toward LKRD was more favorable in women (P attitude was not associated with any psychosocial variables. However, only 58% would accept a kidney from a relative. There are no differences between the 2 universities (P = .879). Although the attitude of veterinary students from southern and southeastern Spain toward LKRD was very favorable and there are no differences between them, only 58% of the students would accept an organ from a relative. Copyright © 2015 Elsevier Inc. All rights reserved.

Family Members' Views on Seeking Placement in State-Supported Living Centers in Texas

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Colvin, Alex D.; Larke, Patricia J.

2013-01-01

This study investigated the factors that influence family members' decisions to seek placement for relatives with intellectual and/or developmental disabilities (ID/DD) into state-supported living centers in Texas. The sample included 51 family caregivers between the ages of 26 and 95. Using descriptive statistics, correlation, and inferential…

The Lived Experiences of Vice Presidents for Student Affairs: A Study Exploring How Social Identity Impacts Leadership Approach

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Jones, David E.

2016-01-01

This study aimed to both draw awareness and increase understanding of how lived experiences across race, gender and sexual orientation social identities impact the leadership approach of Vice Presidents for Student Affairs. As the student demographic becomes increasingly more diverse on college and university campuses, higher education leaders…

Perceived Social Support and Mental Health Problems Among Pakistani University Students.

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Jibeen, Tahira

2016-11-01

Despite the growing number of cross-cultural studies focusing on psychological problems, little is known about social support outside of western civilization, particularly among people in South Asian cultures. This study examined the cultural orientation regarding perceived social support and psychological problems among 912 undergraduate students (age 19-26) studying at COMSATS Institute of Information Technology, Lahore, Pakistan. The present study supported variance in cultural values regarding the relative prominence of sources of support in collectivist culture indicating that low levels of family support were related to various psychological problems. Further, low levels of peer support were related to depression, anxiety, and interpersonal sensitivity. While familial support played a bigger role than peer support in affecting psychological problems, peer support also had a role to play. The results may help counsellors and researchers to identify more effectively the population of students at high risk for mental illness and develop culturally effective interventions to address this significant and growing public health issue.

Good Grubbin': Impact of a TV Cooking Show for College Students Living off Campus

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Clifford, Dawn; Anderson, Jennifer; Auld, Garry; Champ, Joseph

2009-01-01

Objective: To determine if a series of 4 15-minute, theory-driven (Social Cognitive Theory) cooking programs aimed at college students living off campus improved cooking self-efficacy, knowledge, attitudes, and behaviors regarding fruit and vegetable intake. Design: A randomized controlled trial with pre-, post- and follow-up tests. Setting:…

Stress, Social Support, and Psychosocial Functioning of Ethnically Diverse Students

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Farrell, Michelle; Langrehr, Kimberly J.

2017-01-01

This study examined the stress-buffering role of social support on indicators of psychosocial functioning among a combined and split sample of ethnically diverse college students. Although high social support significantly moderated 2 relationships in the combined sample, high and low levels of social support significantly reduced the effect of…

Middle school students' learning about genetic inheritance through on-line scaffolding supports

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Manokore, Viola

The main goal of school science is to enable learners to become scientifically literate through their participation in scientific discourses (McNeill & Krajcik, 2009). One of the key elements of scientific discourses is the ability to construct scientific explanations that consist of valid claims supported by appropriate evidence (e.g., McNeill & Krajcik, 2006, Sadler, 2004; Sandoval & Reiser, 2004). Curricula scaffolds may help students construct scientific explanations and achieve their learning goals. This dissertation study is part of a larger study designed to support fifth through seventh grade students' learning about genetic inheritance through curricula scaffolds. Seventh grade students in this study interacted with a Web Based Inquiry Science Environment (WISE) unit called "From Genotype to Phenotype" that had curricula scaffolds. Informed by the Scaffolded Knowledge Integration, two versions of the unit were developed around concepts on genetic inheritance. Version one of the units was explicit on explaining to students how to make a claim and support it with appropriate evidence. Although the science concepts covered were the same, Version two was not explicit on claims and evidence use. Embedded in the units were scaffolding supports in the form of prompts. This dissertation study explored students' responses to the scaffolding support prompts using a knowledge integration (KI) rubric as described by Linn and His (2000). Two teachers, each with about 150 students in five classes of about 25 each, participated in the study. Each teacher had three classes of students that received a version one and the other two classed received version two of "From Genotype to Phenotype" unit. Using the Statistical Package for Social Scientists (SPSS), I explored whether students' scores, as measured by the KI rubric, varied by the unit version the students received or by the teacher they had. The findings suggested that the two versions of the unit were equally

A dyadic model of living with epilepsy based on the perspectives of adults with epilepsy and their support persons

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Walker, Elizabeth Reisinger; Barmon, Christina; McGee, Robin E.; Engelhard, George; Sterk, Claire E.; DiIorio, Colleen; Thompson, Nancy J.

2015-01-01

Epilepsy is a chronic condition that significantly affects the lives of individuals with epilepsy and their support persons, though few studies have examined the experiences of both individuals. To examine these experiences and explore the interpersonal relationships between dyad members, we conducted in-depth interviews with 22 people with epilepsy and 16 support persons. Data analysis was guided by a grounded theory perspective. We developed a model that shows how epilepsy impacts the lives of both people with epilepsy and support persons and how the experiences of people with epilepsy and supporters influence one another. The core model elements were seizure and treatment factors, relationship characteristics, self-management, seizure control, support provided, illness intrusiveness, and quality of life. People with epilepsy moved through the model in five trajectories depending on seizure control, relationship type, and gender. Support providers followed four trajectories based on seizure control, perception of burden, and support for themselves. People with epilepsy and their primary support providers have varied experiences in how epilepsy affects their lives. This model could serve as a basis for future research and intervention efforts focused on ways to reduce illness intrusiveness and improve quality of life for people with epilepsy and their supporters. PMID:26515151

Client-centeredness of Finnish and Estonian nursing students and the support from nursing education to develop it. Students' self-evaluation.

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Kalam-Salminen, Ly; Valkonen, Marjo-Riitta; Aro, Ilme; Routasalo, Pirkko

2013-10-01

The purpose of this comparative study is to describe the differences between Finnish and Estonian students evaluations about their client-centeredness and educational support they received to develop it. Client-centeredness has many positive effects on the quality and effectiveness of care. However, some deficiencies have been identified in the client-centeredness of nursing staff. Research on the subject has been limited, and we lack knowledge of graduating students' competence in client-centeredness and the support of their education to develop it. The sample consisted of 390 undergraduate nursing students, 195 from Finland and 195 from Estonia. The data were collected in 2009 using the structured five-point scale questionnaire. The questionnaire was designed to measure students' client-centeredness and the educational support they received from nursing education. The data were analyzed by the PASW Statistics 18-programme using descriptive statistics, Kolmogorov-Smirnov test and Mann-Whitney U-test. Predominantly, students in both countries evaluated their level of client-centeredness high. The Estonian students generally evaluated their client-centeredness higher compared to the Finnish students. The same applied to support provided by nursing education. The greatest differences were related to education and particularly theoretical teaching. In Estonia, students' client-centeredness manifested itself more in politeness and willingness to serve clients, whereas respecting the clients' values was emphasized in Finland. Students' requisites, referred here as knowledge, skills and abilities to implement client-centered nursing, for client-centeredness had deficiencies, and the support from education was also the weakest regarding these aspects. In future, education on development of nursing activities, acquisition of knowledge and services provided by health care as well as legislation should be enhanced, since these areas proved the most difficult for the students

Socio-Pedagogical Complex as a Pedagogical Support Technology of Students' Social Adaptation

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Sadovaya, Victoriya V.; Simonova, Galina I.

2016-01-01

The relevance of the problem stated in the article is determined by the need of developing technological approaches to pedagogical support of students' social adaptation. The purpose of this paper is to position the technological sequence of pedagogical support of students' social adaptation in the activities of the socio-pedagogical complex. The…

Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being

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Tennant, Jaclyn E.; Demaray, Michelle K.; Malecki, Christine K.; Terry, Melissa N.; Clary, Michael; Elzinga, Nathan

2015-01-01

Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and…

Reliability and validity of the Student Perceptions of School Cohesion Scale in a sample of Salvadoran secondary school students

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Arrivillaga Marcela

2009-11-01

Full Text Available Abstract Background Despite a growing body of research from the United States and other industrialized countries on the inverse association between supportive social relationships in the school and youth risk behavior engagement, research on the measurement of supportive school social relationships in Central America is limited. We examined the psychometric properties of the Student Perceptions of School Cohesion (SPSC scale, a 10-item scale that asks students to rate with a 5-point Likert-type response scale their perceptions of the school social environment, in a sample of public secondary school students (mean age = 15 years living in central El Salvador. Methods Students (n = 982 completed a self-administered questionnaire that included the SPSC scale along with measures of youth health risk behaviors based on the Center for Disease Control and Prevention's Youth Risk Behavior Survey. Exploratory factor analysis was used to assess the factor structure of the scale, and two internal consistency estimates of reliability were computed. Construct validity was assessed by examining whether students who reported low school cohesion were significantly more likely to report physical fighting and illicit drug use. Results Results indicated that the SPSC scale has three latent factors, which explained 61.6% of the variance: supportive school relationships, student-school connectedness, and student-teacher connectedness. The full scale and three subscales had good internal consistency (rs = .87 and α = .84 for the full scale; rs and α between .71 and .75 for the three subscales. Significant associations were found between the full scale and all three subscales with physical fighting (p ≤ .001 and illicit drug use (p Conclusion Findings provide evidence of reliability and validity of the SPSC for the measurement of supportive school relationships in Latino adolescents living in El Salvador. These findings provide a foundation for further research on

Student Support and Academic Performance: Experiences at Private Universities in Mexico

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Canton, Erik; Blom, Andreas

2010-01-01

Financial aid to students in tertiary education can contribute to human capital accumulation through two channels: increased enrollment and improved student performance. We pay particular attention to the latter channel, and study its quantitative importance in the context of a student support program from the Sociedad de Fomento a la Educacion…

Social support over Facebook as predictor of life satisfaction among Malaysian university students

OpenAIRE

SHOK HONG OOI

2017-01-01

Many young people interact and thus receive and communicate social support over the online world, particularly through Facebook. This paper focuses on how Malaysian university students perceived social support over Facebook. More specifically, this study focuses on how perceived social support influence university students’ life satisfaction. Participants were 800 university students from southern of Malaysia (178 male and 622 female). The finding showed that social support is related to univ...

Why Educators Support Self-Determination for Students with Disabilities [and] Why Families Support Self-Determination for Students with Disabilities.

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Minnesota Univ., Minneapolis. Inst. on Community Integration.

Two brief papers provide reasons to support self-determination for students with disabilities, with one paper written from the perspective of educators and one written from the parents' perspective. Each paper discusses 11 benefits of self-determination, including: (1) personal control, (2) motivation, (3) prosocial behaviors, (4) self-awareness,…

Mindset Matters: Supporting Student Persistence Through The Developmental Mathematics Pipeline

OpenAIRE

Kiser, Tracey Nicole

2016-01-01

Abstract of the DissertationMindset Matters: Supporting Student Persistence Through The Developmental Mathematics PipelinebyTracey Nicole KiserDoctor of Education in Teaching and LearningUniversity of California, San Diego, 2016Christopher P. Halter, ChairDevelopmental mathematics is one of the most challenging leaks in the mathematics K-20 pipeline. Few students enter two-year colleges prepared to successfully engage in college-level mathematics classes. Many of students who place into devel...

Missed Opportunities for Religious Organizations to Support People Living with HIV/AIDS: Findings from Tanzania

OpenAIRE

Watt, Melissa H.; Maman, Suzanne; Jacobson, Mark; Laiser, John; John, Muze

2009-01-01

Religious beliefs play an important role in the lives of Tanzanians, but little is known about the influence of religion for people living with HIV/AIDS (PLWHA). This study shares perspectives of PLWHA and identifies opportunities for religious organizations to support the psychological well-being of this group. Data were collected in 2006 and 2007 through semistructured interviews with 36 clients (8 Muslims and 28 Christians) receiving free antiretrovirals (ARVs) in Arusha, Tanzania. Swahili...

Longitudinal Effects of Student-Perceived Classroom Support on Motivation – A Latent Change Model

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Lazarides, Rebecca; Raufelder, Diana

2017-01-01

This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age = 13.70, SD = 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms. PMID:28382012

Online Support Service Quality, Online Learning Acceptance, and Student Satisfaction

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Lee, Jung-Wan

2010-01-01

This paper examines potential differences between Korean and American students in terms of their perception levels regarding online education support service quality, online learning acceptance, and satisfaction. Eight hundred and seventy-two samples, which were collected from students in online classes in the United States and Korea, were…

Multimodal and ubiquitous computing systems: supporting independent-living older users.

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Perry, Mark; Dowdall, Alan; Lines, Lorna; Hone, Kate

2004-09-01

We document the rationale and design of a multimodal interface to a pervasive/ubiquitous computing system that supports independent living by older people in their own homes. The Millennium Home system involves fitting a resident's home with sensors--these sensors can be used to trigger sequences of interaction with the resident to warn them about dangerous events, or to check if they need external help. We draw lessons from the design process and conclude the paper with implications for the design of multimodal interfaces to ubiquitous systems developed for the elderly and in healthcare, as well as for more general ubiquitous computing applications.

Supportive College Environment for Meaning Searching and Meaning in Life among American College Students

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Shin, Joo Yeon; Steger, Michael F.

2016-01-01

We examined whether American college students who perceive their college environment as supportive for their meaning searching report higher levels of meaning in life. We also examined whether students' perception of college environmental support for meaning searching moderates the relation between the presence of and search for meaning. Students'…

The Influence of Need-Supportive Teacher Behavior on the Motivation of Students with Congenital Deafblindness

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Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander

2017-01-01

Introduction: Research has indicated that need-supportive learning environments positively influence students' motivation. According to self-determination theory, a need-supportive learning environment is one in which teachers provide structure, autonomy support, and involvement, and thereby support their students' psychological needs for…

STUDENTS: COMMUNICATION AND PEACE CULTURE

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Elizabeth Arapé Copello

2008-11-01

Full Text Available This paper shows a research about Communication and Peace Culture developed with Venezuelan students. We did a theoretical review and field-work with students. We are looking for visions and perceptions about communication to peace from students. The research is focused on three student groups who live near of Venezuela frontier. We work with three test: (COMPAZ-1, Peace Builder and Learning to Dialoguing. The students show changes in their initials perceptions after the workshop. The experience developed that short training could be useful to be better the communication behavior as support of peace project.

A study to ascertain the effect of structured student tutorial support on student stress, self-esteem and coping.

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Gammon, John; Morgan-Samuel, Heulwen

2005-05-01

The overall aim of this intervention study was to investigate, and measure quantitatively, the psychological effects of structured student tutorial support, on undergraduate students' level of stress, self-esteem and cognitive coping. A quantitative research approach was adopted using a quasi-experimental design (post-test only, non-equivalent control group design) in order to ascertain whether there were any significant differences between the experimental conditions (n=25) and a control group (n=25). The independent variable was structured student tutorial support and the dependent variables were student stress, self-esteem and cognitive coping. A total of 50 subjects were randomly assigned to either the experimental or control group. Quantitative data were collected using: the Student Nurse Stress Index (Jones, M.C., Johnston, D.W., 1997a. The derivation of a 22 item Student Nurse Stress Index, using exploratory, confirmatory and multi-sample confirmatory factor analytic techniques. In: Paper Presented at the Annual Nursing Research Conference, 18-20th April, University of Wales, Swansea; Jones, M. C. Johnston, D.W., 1999. Derivation of a brief Student Nurse Stress Index. Work and Stress 13(2), 162-181), the Self Esteem Scale (Rosenberg, M., 1965. Society and the Adolesent Self Image. Princeton University Press, Princeton, NJ) and a Linear Analogue Coping Scale (Gammon, J., 1998. Analysis of the stressful effects of hospitalisation and source isolation on coping and psychological constructs. International Journal of Nursing Practice 4(2), 84-97). The methods of data analysis were the application of the t-test and descriptive statistics. The results indicated a significantly lower level of stress in the experimental group (t=-3.85, p=0.001) and a significantly higher self esteem (t=4.11, p=0.001). Results also suggested that students who were provided with structured tutorial support perceived they coped more effectively with their studies (t=4.65, p=0.001). The

Supporting Social and Cognitive Growth Among Disadvantaged Middle-Grades Students in TASC After-School Projects

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Christina A. Russell

2006-09-01

Full Text Available The field of after-school programming remains rife with unanswered questions. What constitutes quality in after-school programs? Are after-school opportunities valuable for participants regardless of their quality? Are differences in quality associated with differences in participant benefit? This sub-study of the longitudinal evaluation of The After-School Corporation (TASC looks at how after-school opportunities with varying features affect urban middle-grades (6-8 adolescents who live in impoverished circumstances. Supported by the William T. Grant Foundation, the study explores the associations between after-school project features and the social and cognitive outcomes of disadvantaged middle-grades participants in TASC programs. The study relies on data collected during the 2001-02 and 2002-03 school years in eight TASC projects serving middle-grades students.

The Moderating Effect of Perceived Social Support on Stress and Depression among University Students

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Prashanth Talwar

2016-10-01

Full Text Available Background and objectives: The omnipresence of stress and depression among university students is a cause for concern, as it can have adverse consequences on all aspects of their life. Understanding the role of social support as a protective factor within this context, may well be vital to the enhancement of overall wellbeing among students. The main aim of the present study was to examine the moderating effect of perceived social support on the relationship between stress and depression. Methods: A cross-sectional survey was conducted to garner data from 254 university students for hierarchical multiple regression and structural equation modeling analysis. Results: Firstly, the present study replicated the frequently reported positive relationship between stress and depression. Secondly, an inverse association between social support and depression was also depicted. Finally, the results also supported an interaction between perceived social support and stress in predicting depression among students. Conclusion: In sum, the results of the current study may well augment our understanding of the role of perceived social support in combating stress and depression among students, and thereby convey important implications for intervention strategies tailored to this demographic.

Reducing Medical Students' Stigmatization of People with Chronic Mental Illness: A Field Intervention at the "Living Museum" State Hospital Art Studio

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Cutler, Janis L.; Harding, Kelli J.; Hutner, Lucy A.; Cortland, Clarissa; Graham, Mark J.

2012-01-01

Objective: The authors designed an intervention to reduce beginning medical students' stigmatization of people with chronic mental illness (CMI). Methods: Pre-clinical medical students visited a state psychiatric facility's "Living Museum," a combination patient art studio/display space, as the intervention. During the visit, students interacted…

"Think aloud" and "Near live" usability testing of two complex clinical decision support tools.

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Richardson, Safiya; Mishuris, Rebecca; O'Connell, Alexander; Feldstein, David; Hess, Rachel; Smith, Paul; McCullagh, Lauren; McGinn, Thomas; Mann, Devin

2017-10-01

Low provider adoption continues to be a significant barrier to realizing the potential of clinical decision support. "Think Aloud" and "Near Live" usability testing were conducted on two clinical decision support tools. Each was composed of an alert, a clinical prediction rule which estimated risk of either group A Streptococcus pharyngitis or pneumonia and an automatic order set based on risk. The objective of this study was to further understanding of the facilitators of usability and to evaluate the types of additional information gained from proceeding to "Near Live" testing after completing "Think Aloud". This was a qualitative observational study conducted at a large academic health care system with 12 primary care providers. During "Think Aloud" testing, participants were provided with written clinical scenarios and asked to verbalize their thought process while interacting with the tool. During "Near Live" testing participants interacted with a mock patient. Morae usability software was used to record full screen capture and audio during every session. Participant comments were placed into coding categories and analyzed for generalizable themes. Themes were compared across usability methods. "Think Aloud" and "Near Live" usability testing generated similar themes under the coding categories visibility, workflow, content, understand-ability and navigation. However, they generated significantly different themes under the coding categories usability, practical usefulness and medical usefulness. During both types of testing participants found the tool easier to use when important text was distinct in its appearance, alerts were passive and appropriately timed, content was up to date, language was clear and simple, and each component of the tool included obvious indicators of next steps. Participant comments reflected higher expectations for usability and usefulness during "Near Live" testing. For example, visit aids, such as automatically generated order sets

Partnerships for clinical learning: A collaborative initiative to support medical imaging technology students and their supervisors

International Nuclear Information System (INIS)

Thompson, A.; Smythe, L.; Jones, M.

2016-01-01

Introduction: The involvement of practitioners in the teaching and supervision of medical imaging technology students is central to students' learning. This article presents an overview of a learning partnership initiative, reinforced by an online platform to support students' learning and their medical imaging technologist supervisors' (MITs) teaching within a clinical learning environment in a New Zealand context. Methodology: Data were generated through a series of fourteen collaborative action research focus group meetings with MITs and student MITs. Results: The findings revealed that a robust relationship between a student and their MIT partner gave students an ‘anchor’ for learning and a sense of belonging. The online platform supported the relationship and provided an effective means for communication between students and their MIT partners. The relationship was not one-directional as it also supported the enhancement of MITs' practice. Conclusions: The recommendations from the study suggest learning partnerships between MITs and student MITs will be valuable in supporting teaching and learning respectively. MITs need to be better supported in their teaching role to enable them to make a greater investment in students' learning. A redistribution of funding for clinical education needs to be considered to support the MITs' central role in teaching medical imaging students. - Highlights: • Learning partnerships within a clinical setting support students' learning. • An online platform can provide online support when face-to-face support is not possible. • Learning partnerships can enhance MITs' practice.

Living Systems Energy Module

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-09-26

The Living Systems Energy Module, renamed Voyage from the Sun, is a twenty-lesson curriculum designed to introduce students to the major ways in which energy is important in living systems. Voyage from the Sun tells the story of energy, describing its solar origins, how it is incorporated into living terrestrial systems through photosynthesis, how it flows from plants to herbivorous animals, and from herbivores to carnivores. A significant part of the unit is devoted to examining how humans use energy, and how human impact on natural habitats affects ecosystems. As students proceed through the unit, they read chapters of Voyage from the Sun, a comic book that describes the flow of energy in story form (Appendix A). During the course of the unit, an ``Energy Pyramid`` is erected in the classroom. This three-dimensional structure serves as a classroom exhibit, reminding students daily of the importance of energy and of the fragile nature of our living planet. Interactive activities teach students about adaptations that allow plants and animals to acquire, to use and to conserve energy. A complete list of curricular materials and copies of all activity sheets appear in Appendix B.

Self Reflections of Undergraduate Students on Using Web-Supported Counterintuitive Science Demonstrations

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Kumar, David Devraj; Dunn, Jessica

2018-03-01

Analysis of self-reflections of undergraduate education students in a project involving web-supported counterintuitive science demonstrations is reported in this paper. Participating students (N = 19) taught science with counterintuitive demonstrations in local elementary school classrooms and used web-based resources accessed via wireless USB adapters. Student reflections to seven questions were analyzed qualitatively using four components of reflection (meeting objectives/perception of learning, dynamics of pedagogy, special needs accommodations, improving teaching) deriving 27 initial data categories and 12 emergent themes. Overall the undergraduates reported meeting objectives, engaging students in pedagogically relevant learning tasks including, providing accommodations to students with special needs, and gaining practice and insight to improve their own teaching. Additional research is needed to arrive at generalizable findings concerning teaching with web-supported counterintuitive science demonstrations in elementary classrooms.

The Association Between Supportive High School Environments and Depressive Symptoms and Suicidality Among Sexual Minority Students.

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Denny, Simon; Lucassen, Mathijs F G; Stuart, Jaimee; Fleming, Theresa; Bullen, Pat; Peiris-John, Roshini; Rossen, Fiona V; Utter, Jennifer

2016-01-01

The purpose of this study was to determine if sexual minority students in supportive school environments experienced fewer depressive symptoms and lower rates of suicide ideation, plans and attempts ("suicidality") than sexual minority students in less supportive school environments. In 2007, a nationally representative sample (N = 9,056) of students from 96 high schools in New Zealand used Internet tablets to complete a health and well-being survey that included questions on sexual attractions, depressive symptoms, and suicidality. Students reported their experience of supportive environments at school and gay, lesbian, bisexual, and transgender (GLBT) bullying, and these items were aggregated to the school level. Teachers (n = 2,901) from participating schools completed questionnaires on aspects of school climate, which included how supportive their schools were toward sexual minority students. Multilevel models were used to estimate school effects on depressive symptoms and suicidality controlling for background characteristics of students. Sexual minority students were more likely to report higher levels of depressive symptoms and suicidality than their opposite-sex attracted peers (p school environments for GLBT students were associated with fewer depressive symptoms among male sexual minority students (p = .006) but not for female sexual minority students (p = .09). Likewise in schools where students reported a more supportive school environment, male sexual minority students reported fewer depressive symptoms (p = .006) and less suicidality (p schools where students reported less favorable school climates. These results suggest that schools play an important role in providing safe and supportive environments for male sexual minority students.

Students' Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

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Federici, Roger A.; Skaalvik, Einar M.

2014-01-01

We explored whether students' perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students' perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking…

Faculty support for ESL nursing students: action plan for success.

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Hansen, Eileen; Beaver, Shirley

2012-01-01

Nursing students whose first language is not English have lower retention and NCLEX-RN pass rates. This review identifies four areas of difficulty and recommends strategies that can be employed by supportive faculty to assist these students and help ensure a more diverse nursing workforce to care for our increasingly diverse patient population.

Depression among Collage Students; The Role of General Self-Efficacy and Perceived Social Support

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F. Jalilian

2012-01-01

Full Text Available Introduction & Objective: Depression is the most common psychiatric disorder reported among college students. Evidence suggests that depression rate is especially high among medical students. The goal of this study was to examine the relationship of general self-efficacy and social support with depression levels of university students.Materials & Methods: This was a descriptive analytic study carried out among 235 students in Hamadan University of medical sciences. Samples were classified with the appropriate assignment done and gathering information from standard questionnaires (Beck Depression Inventory test & General Self Efficacy Scale & Perceived Social Support Scale. The data were analyzed by SPSS-13.Results: 37 percent of students showed different degrees of depression. A significant negative correlation was found among depression, self efficacy (P.value= 0.000, r= -0.581, and social support (P.value= 0.000, r= -0.617. Also the results showed that there was significant relationship between depression and student's dwelling (P<0.05.Conclusion: These findings also indicated the potential roles of social support in mediating depression. According to the results self efficacy strategies could improve the students' mental health.(Sci J Hamadan Univ Med Sci 2012;18(4:60-66

Development of a College Transition and Support Program for Students with Autism Spectrum Disorder.

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White, Susan W; Elias, Rebecca; Capriola-Hall, Nicole N; Smith, Isaac C; Conner, Caitlin M; Asselin, Susan B; Howlin, Patricia; Getzel, Elizabeth E; Mazefsky, Carla A

2017-10-01

Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS on promotion of successful transition into college and positive outcomes for students during higher education is currently being evaluated in a randomized controlled trial.

Can We Make Definite Categorization of Student Attitudes? A Rough Set Approach to Investigate Students' Implicit Attitudinal Typologies toward Living Things

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Narli, Serkan; Yorek, Nurettin; Sahin, Mehmet; Usak, Muhammet

2010-01-01

This study investigates the possibility of analyzing educational data using the theory of rough sets which is mostly employed in the fields of data analysis and data mining. Data were collected using an open-ended conceptual understanding test of the living things administered to first-year high school students. The responses of randomly selected…

An Approximation of an Instructional Model for Developing Home Living Skills in Severely Handicapped Students.

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Hamre, S.

The author discusses the need for severely handicapped students to acquire basic home living skills, reviews task analysis principles, and provides sample instructional programs. Listed are basic grooming, dressing, domestic maintenance, and cooking skills. A sample task analysis procedure is demonstrated for the skill of brushing teeth. Reported…

Yurtta ve Ailesi Yanında Kalan Ortaöğretim Öğrencilerinin Kaygı Düzeylerinin Karşılaştırılması = The Comparison between the Anxiety Levels of Secondary School Students Living with Their Parents and Living in Dormitories

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Kemal DEMİRAY

2010-06-01

Full Text Available In this study, the relationship between secondary school students’ levels of state trait anxiety and some factors such as age, gender, living with parents and living in dormitories has been investigated. 166 secondary school students who stay in dormitories and 139 students who live with their parents –totally 305 students in Karabük- have been taken as subjects in this research. In data collection, a “Personal Inquiry Form” in which personal characteristics are asked and “State Trait Anxiety Inventory-STAI” have been used. As a result, the level of state anxiety of female students (p<.05 and the students who stay in dormitories (p<.01 were found to be significantly higher than those of male students and those of who live with their parents. The findings have been discussed with reference to relevant literature.

Supporting students in building interdisciplinary connections across physics and biology

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Turpen, Chandra

2014-03-01

Our research team has been engaged in the iterative redesign of an Introductory Physics course for Life Science (IPLS) majors to explicitly bridge biology and physics in ways that are authentic to the disciplines. Our interdisciplinary course provides students opportunities to examine how modeling decisions (e.g. knowing when and how to use different concepts, identifying implicit assumptions, making and justifying assumptions) may differ depending on canonical disciplinary aims and interests. Our focus on developing students' interdisciplinary reasoning skills requires 1) shifting course topics to focus on core ideas that span the disciplines, 2) shifting epistemological expectations, and 3) foregrounding typically tacit disciplinary assumptions. In working to build an authentic interdisciplinary course that bridges physics and biology, we pay careful attention to supporting students in constructing these bridges. This course has been shown to have important impacts: a) students seek meaningful connections between the disciplines, b) students perceive relevance and utility of ideas from different disciplines, and c) students reconcile challenging disciplinary ideas. Although our focus has been on building interdisciplinary coherence, we have succeeded in maintaining strong student learning gains on fundamental physics concepts and allowed students to deepen their understanding of challenging concepts in thermodynamics. This presentation will describe the shifts in course content and the modern pedagogical approaches that have been integrated into the course, and provide an overview of key research results from this project. These results may aid physicists in reconsidering how they can meaningfully reach life-science students. This work is supported by NSF-TUES DUE 11-22818, the HHMI NEXUS grant, and a NSF Graduate Research Fellowship (DGE 0750616).

Chinese and Taiwanese International College Students' Participation in Social Organizations: Implications for College Counseling Professionals

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Tsai, Pei-Chun; Wong, Y. Joel

2012-01-01

This qualitative focus group study explored the meaning of Chinese and Taiwanese international students' lived experiences in social organizations. Participants were 9 Chinese and Taiwanese international college students in a midwestern U.S. university. The analyses uncovered 7 themes: social support, recreation, emotional support, practical…

Computer-Tailored Student Support in Introductory Physics

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Huberth, Madeline; Chen, Patricia; Tritz, Jared; McKay, Timothy A.

2015-01-01

Large introductory courses are at a disadvantage in providing personalized guidance and advice for students during the semester. We introduce E2Coach (an Expert Electronic Coaching system), which allows instructors to personalize their communication with thousands of students. We describe the E2Coach system, the nature of the personalized support it provides, and the features of the students who did (and did not) opt-in to using it during the first three terms of its use in four introductory physics courses at the University of Michigan. Defining a ‘better-than-expected’ measure of performance, we compare outcomes for students who used E2Coach to those who did not. We found that moderate and high E2Coach usage was associated with improved performance. This performance boost was prominent among high users, who improved by 0.18 letter grades on average when compared to nonusers with similar incoming GPAs. This improvement in performance was comparable across both genders. E2Coach represents one way to use technology to personalize education at scale, contributing to the move towards individualized learning that is becoming more attainable in the 21st century. PMID:26352403

Computer-Tailored Student Support in Introductory Physics.

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Huberth, Madeline; Chen, Patricia; Tritz, Jared; McKay, Timothy A

2015-01-01

Large introductory courses are at a disadvantage in providing personalized guidance and advice for students during the semester. We introduce E2Coach (an Expert Electronic Coaching system), which allows instructors to personalize their communication with thousands of students. We describe the E2Coach system, the nature of the personalized support it provides, and the features of the students who did (and did not) opt-in to using it during the first three terms of its use in four introductory physics courses at the University of Michigan. Defining a 'better-than-expected' measure of performance, we compare outcomes for students who used E2Coach to those who did not. We found that moderate and high E2Coach usage was associated with improved performance. This performance boost was prominent among high users, who improved by 0.18 letter grades on average when compared to nonusers with similar incoming GPAs. This improvement in performance was comparable across both genders. E2Coach represents one way to use technology to personalize education at scale, contributing to the move towards individualized learning that is becoming more attainable in the 21st century.

School Violence, Social Support and Psychological Health among Taiwanese Junior High School Students

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Chen, Ji-Kang; Wei, Hsi-Sheng

2013-01-01

Objectives: This paper examines how peer social support mediates the association between school victimization and student psychological health among junior-high students in an Asian context (Taiwan), and further examines how gender and ethnicity differ in the interrelationships of school violence, peer social support and psychological health.…

Retention of Knowledge following training of students in Basic Trauma Life Support.

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Lim, K G; Lum, S K; Burud, I A S

2016-12-01

In the course of their undergraduate training at the International Medical University, students receive a Basic Trauma Life Support course. We wanted to test the long-term retention of knowledge (after 16 months) of third year medical students who had received training in Basic Trauma Life Support Method: To assess the retention of knowledge one cohort of students who received the training course were tested again 16 months later using the same 30 question One Best Answer quiz. Seventy-three students who underwent the course sat for the Retention test. The number of students who passed the Retention test was not significantly different from the test taken immediately after the course. The mean scores, 62.5% and 59.5% respectively, were however significantly different. Our study involves a relatively long interval between the course and retention of knowledge test shows encouraging results.

Mobile Phone Dependence, Social Support and Impulsivity in Chinese University Students.

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Mei, Songli; Chai, Jingxin; Wang, Shi-Bin; Ng, Chee H; Ungvari, Gabor S; Xiang, Yu-Tao

2018-03-13

This study examined the frequency of mobile phone dependence in Chinese university students and explored its association with social support and impulsivity. Altogether, 909 university students were consecutively recruited from a large university in China. Mobile phone use, mobile phone dependence, impulsivity, and social support were measured with standardized instruments. The frequency of possible mobile phone use and mobile phone dependence was 78.3% and 7.4%, respectively. Multinomial logistic regression analyses revealed that compared with no mobile phone dependence, possible mobile phone dependence was significantly associated with being male ( p = 0.04, OR = 0.7, 95% CI: 0.4-0.98), excessive mobile phone use ( p phone dependence was associated with length of weekly phone use ( p = 0.01, OR = 2.5, 95% CI: 1.2-5.0), excessive mobile phone use ( p phone dependence and mobile phone dependence was high in this sample of Chinese university students. A significant positive association with impulsivity was found, but not with social support.

A model to facilitate collaborative social support for pregnant students in secondary schools

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Matlala SF

2017-09-01

Full Text Available Sogo F Matlala Department of Public Health, University of Limpopo, Sovenga, South Africa Abstract: Pregnancy among secondary school students remains a public health problem and is associated with school dropout as well as poor maternal and child health outcomes. Schools in South Africa no longer expel pregnant students as was the case before 2000. Instead, the government encourages them to remain in class to complete their education, but pregnant students often face stigma, and some drop out of school as a result. To remain in class and access antenatal care, pregnant students require social support from teachers, parents and professional nurses. Unfortunately, teachers, parents and professional nurses support pregnant students on an ad hoc basis, and this calls for a model to facilitate collaborative social support. The purpose of this paper is to present and describe a model to facilitate collaborative social support for pregnant students attending secondary schools in South Africa, using the model description steps of Chinn and Kramer. The model is designed as a tool to enable pregnant students to remain in school, attend antenatal care and in the end, deliver healthy babies. The professional nurse, as a member and leader of the school health team which visits secondary schools to provide a package of school health services, is the agent or facilitator of the model. Keywords: communication, health team, learner pregnancy, maternal and child health, school health services, social network

Influence of a persuasive strategy on nursing students' beliefs and attitudes toward provision of care to people living with HIV/AIDS.

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Valois, P; Turgeon, H; Godin, G; Blondeau, D; Cote, F

2001-11-01

Based on the theory of planned behavior and the elaboration likelihood model, the aim of this study was to verify the effect of persuasive messages on nursing students' beliefs and attitudes regarding provision of care to people living with HIV/AIDS. The assumption was that a persuasive communication strategy induces a constructive change in beliefs and attitudes regarding provision of care. Baseline data collection was performed among a group of 74 nursing students (experimental group = 27; control group = 47). The questionnaire assessed the variables of the theory of planned behavior (i.e., beliefs, attitudes, perceived behavioral control). The results confirmed that persuasive messages generated a change in beliefs and attitudes of the nursing students concerning providing care to people living with HIV/AIDS. It appears that this strategy of modifying behavioral predispositions is effective and generates cognitive and affective changes. Therefore, educational programs should take these observations into consideration to ensure that future nurses are better prepared to provide appropriate care to people living with HIV/AIDS.

Coping, social support, stigma, and gender difference among people living with HIV in Guangxi, China.

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Xiao, Zhiwen; Li, Xiaoming; Qiao, Shan; Zhou, Yuejiao; Shen, Zhiyong

2018-01-01

The current study examined whether gender, HIV-related stigma, social support, and the interaction between gender and social support are associated with coping responses among people living with HIV and AIDS (PLWHA) in Guangxi, China. A total of 2987 PLWHA in Guangxi participated from October 2012 to August 2013. Multivariate analysis of covariance was conducted with gender and social support as main factors in the model, and stigma and other variables as covariates. After controlling for demographic variables and stigma, there were significant main effects of emotional social support (F = 1.61, p social support (F = 1.67, p social support (F = 3.67, p social support (F = 1.33, p social support differences in the coping strategies among PLWHA in Guangxi, China.

Understanding Students' Experiments--What Kind of Support Do They Need in Inquiry Tasks?

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Arnold, Julia Caroline; Kremer, Kerstin; Mayer, Jürgen

2014-01-01

Inquiry learning is a widely recognized method for fostering inquiry competence in science education. Nevertheless, there is discussion about how to best support students while working on inquiry tasks (in this case: experiments on causal relationships). To identify the kind of support students need in order to design experiments in upper grades,…

Strategies for successful academic writing - institutional and non-institutional support for students.

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Gopee, Neil; Deane, Mary

2013-12-01

Students develop better academic writing skills as they progress through their higher education programme, but despite recent continuing monitoring of student satisfaction with their education in UK, there has been relatively little research into students' perceptions of the active support that they need and receive to succeed as academic writers. To examine the strategies that university students on health or social care courses utilise to develop as writers in the face of many pressures and demands from different sources. Qualitative research conducted at a British University into undergraduates' writing practices in the field of healthcare. Ten participants took part in semi-structured interviews, half of whom were international students. The data was analysed by the researchers from the field of writing development using thematic analysis. The main findings are that certain students struggle as academic writers if they do not receive tuition on appropriate and effective academic writing through institutional provisions, or through non-institutional strategies, that can promote success with the writing process. There is also uncertainty over the extent to which nurse educators are expected to teach academic writing skills, alongside their discipline-specific subject areas. Both institutional provisions for academic writing development, such as a dedicated writing support department, and non-institutional factors such as peer-collaboration should be fully recognised, supported and resourced in tertiary education at a time when students' satisfaction and performance are high on the agenda. Copyright © 2012 Elsevier Ltd. All rights reserved.

International medical students--a survey of perceived challenges and established support services at medical faculties.

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Huhn, D; Junne, F; Zipfel, S; Duelli, R; Resch, F; Herzog, W; Nikendei, C

2015-01-01

Medical students with a non-German background face several challenges during their studies. Besides support given by foreign student offices further specific projects for international students have been developed and are offered by medical faculties. However, so far, neither a systematic survey of the faculties' perceived problems nor of the offered support exists. All study deaneries of medical faculties in Germany were contacted between April and October 2013 and asked for their participation in a telephone interview. Interview partners were asked about 1.) The percentage of non-German students at the medical faculty; 2.) The perceived difficulties and problems of foreign students; 3.) The offers for non-German students; and 4.) The specification of further possibilities of support. Given information was noted, frequencies counted and results interpreted via frequency analysis. Only 39% of the medical faculties could give detailed information about the percentage of non-German students. They reported an average share of 3.9% of students with an EU migration background and 4.9% with a non-EU background. Most frequently cited offers are student conducted tutorials, language courses and tandem-programs. The most frequently reported problem by far is the perceived lack of language skills of foreign students at the beginning of their studies. Suggested solutions are mainly the development of tutorials and the improvement of German medical terminology. Offers of support provided by medical faculties for foreign students vary greatly in type and extent. Support offered is seen to be insufficient in coping with the needs of the international students in many cases. Hence, a better coverage of international students as well as further research efforts to the specific needs and the effectiveness of applied interventions seem to be essential.

Lower Secondary School Students' Attitudes Toward Computer-Supported Laboratory Exercises

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Andreja Špernjak

2010-03-01

Full Text Available In Science teaching laboratory work is recognized as one of the cornerstones. In school science laboratory work computers can be used as computer supported laboratory (real and as virtual laboratory. In the first case “real” laboratories involve bench top experiments utilizing data acquisition systems while “virtual” laboratory entails interactive simulations and animations. Lower secondary school students in age between 11 and 15 performed three laboratory exercises (Activity of yeast, Gas exchange in breathing, Heart rate as classic, computer-supported and virtual laboratory. As a result of testing we know that all three methods are suitable even for younger students. When they were asked which method they liked the most, their first choice was computer-supported laboratory, followed by classic laboratory, and virtual laboratory at the end. Additionally recognized weak and strong sides of used methods are discussed.

The Use of ICT to Support Students with Dyslexia

OpenAIRE

Diraä, Nadia; Engelen, Jan; Ghesquière, Pol; Neyens, Koen

2009-01-01

The Katholieke Universiteit Leuven (K.U.Leuven) has a tradition of supporting students with a disability in order to guarantee equal opportunities to achieve their educational, personal and vocational goals. The K.U.Leuven policy is working towards inclusive education in the long term, by improving facilities and accommodation for certain target groups in the short term. Efforts have also been directed to make the learning environment more accessible for all kind of students, especially over ...

Trauma, post-migration living difficulties, and social support as predictors of psychological adjustment in resettled Sudanese refugees.

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Schweitzer, Robert; Melville, Fritha; Steel, Zachary; Lacherez, Philippe

2006-02-01

This paper explores the impact of pre-migration trauma, post-migration living difficulties and social support on the current mental health of 63 resettled Sudanese refugees. A semistructured interview including questionnaires assessing sociodemographic information, pre-migration trauma, anxiety, depression and posttraumatic stress, post-migration living difficulties and perceived social support were administered assisted by a bilingual community worker. Resettled refugees from Sudan evidenced a history of trauma. Less than 5% met criteria for posttraumatic stress but 25% reported clinically high levels of psychological distress. The results indicate that social support--particularly perceived social support from the migrant's ethnic community--play a significant role in predicting mental health outcomes. Pre-migration trauma, family status and gender were also associated with mental health outcomes. Refugees in Australia may constitute a particularly vulnerable group in terms of mental health outcomes. Culturally specific sequelae in terms of social isolation and acculturation may be particularly problematic for these migrants.

Supporting Student-Teacher Researchers’ Quest for Their Voice

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Rigoberto Castillo

2012-12-01

Full Text Available This article deals with teacher identity development of students enrolled in the teacher training program. The authors, who advocate inquiry-based teaching practices, propose reflective and organizational strategies to support these. In order to gain insights into the experiences and values of student-teacher-researchers (STRs here on to shape a professional teaching identity, a pre-service teacher and a professor in a second language (L2 program joined efforts to share their reflections on the process of inquiry and on the quest to find a voice when conducting and reporting their inquiry.

The Influence of Living Values Education-Based Civic Education Textbook on Students' Character Formation

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Komalasari, Kokom; Saripudin, Didin

2018-01-01

This study aims to develop and examine a civic education textbook model based on living values education in order to foster the development of junior high school students' characters. This research employs Research and Development approach with an explorative method being used at model development stage and experiment method at model testing…

Supporting Business Students' Transition into Higher Education: The Case of Marketing Downloads

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Anderson, Deborah; Wason, Hilary; Southall, Jane

2016-01-01

This paper discusses a student-centred learning and teaching approach, "Marketing Downloads", designed to support students in transition into Higher Education. The move from secondary to tertiary education can be stressful for students and it impacts on their academic performance, their social life and general sense of well-being.…

Feedback and learning support that fosters students' independent learning: an Australian case study

NARCIS (Netherlands)

Issa, Tomayess; Issa, Theodora; Kommers, Petrus A.M.

2015-01-01

This paper aims to examine students’ reactions to formative (i.e. face to face, audio, wiki and live, email) feedback. This approach is used to improve students’ communication and critical-thinking skills and to encourage independent learning. This paper provides empirical evidence from 327 students

Early Student Support for Process Studies of Surface Freshwater Dispersal

Science.gov (United States)

2016-06-24

Sebastian Essink, benefitted from participation in tlte ASIRl research crurses. He has acquired skiUs in both numerical modeling and observational...reactive tracers was examined in a numerical model, subject to different degrees of turbulence. The Ph.D. student, Sebastian Essink, benefitted from...ACCOMPLISHMENTS This grant supported MIT/WHOI Joint Program student, Sebastian Essink, toward a Ph.D. Major Activities 1. Performed modeling

Young adults' childhood experiences of support when living with a parent with a mental illness.

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Nilsson, Stefan; Gustafsson, Lisa; Nolbris, Margaretha Jenholt

2015-12-01

There are several concerns in relation to children living with a parent suffering from a mental illness. In such circumstances, the health-care professionals need to involve the whole family, offering help to the parents on parenting as well as support for their children. These children are often helped by participating in meetings that provide them with contact with others with similar experiences. The aim of this study was to investigate young adults' childhood experiences of support groups when living with a mentally ill parent. Seven young women were chosen to participate in this study. A qualitative descriptive method was chosen. The main category emerged as 'the influence of life outside the home because of a parent's mental illness' from the two generic categories: 'a different world' and 'an emotion-filled life'. The participants' friends did not know that their parent was ill and they 'always had to…take responsibility for what happened at home'. These young adults appreciated the support group activities they participated in during their childhood, stating that the meetings had influenced their everyday life as young adults. Despite this, they associated their everyday life with feelings of being different. This study highlights the need for support groups for children whose parents suffer from mental illness. © The Author(s) 2014.

Supporting Deaf Students--and All Students

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Yuknis, Christina; Santini, Joseph; Appanah, Thangi

2017-01-01

Two faculty members and a Ph.D. student at Gallaudet University, the world's only university for the deaf, explain the concept of Deaf-Gain, which reframes the idea of hearing loss into one of gaining deafness and recognizes the contributions that deaf people make to society. This narrative assumes that deaf students and all students bring…

Student Support at The Open University Of Tanzania (OUT) for the ...

African Journals Online (AJOL)

According to lecturers and students the second decade has witnessed improvement in student support in terms of timely delivery of courses (through CDs and MOODLE LMS), access to learning resources (through OUT's website and Portals of other universities) and communication and interactions between lecturers and ...

Lived-experience participation in nurse education: reducing stigma and enhancing popularity.

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Happell, Brenda; Byrne, Louise; Platania-Phung, Chris; Harris, Scott; Bradshaw, Julie; Davies, Jonathan

2014-10-01

Mental health nursing consistently emerges as less popular than other specialties, and both service users and mental health practitioners are affected by negative attitudes. Education is fundamental to attracting students to the field of mental health nursing. The aim of this study was to determine the impact of undergraduate mental health curricula on student attitudes to people with mental illness, and career interest in mental health nursing. A traditional mental health course was compared to a course delivered by a person with lived experience of mental illness (and mental health service use) for its impact on student attitudes and career intentions in mental health nursing (cohort 1: n = 70, cohort 2: n = 131, respectively). In both cohorts, attitudes were measured via self-report, before and after the course, and changes were investigated through within-subjects t-tests. The lived experience-led course demonstrated statistically-significant positive changes in intentions to pursue mental health nursing and a decrease in negative stereotypes, which were not observed in the traditional course. The valuable contribution of mental health nursing emerged in the traditional, but not lived-experience-led, programmes. These findings support the value of an academic with lived experience of mental health challenges in promoting attraction to mental health nursing as a career option. © 2014 Australian College of Mental Health Nurses Inc.

20 CFR 670.525 - What residential support services must Job Corps center operators provide?

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2010-04-01

..., vending machines, disciplinary fines, and donations, and is run by an elected student government, with the... the Secretary: (a) A quality living and learning environment that supports the overall training... week, 24 hours a day; (b) An ongoing, structured counseling program for students; (c) Food service...

Exploring Efficacy in Negotiating Support: Women Re-Entry Students in Higher Education

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Filipponi-Berardinelli, Josephine Oriana

2013-01-01

The existing literature on women re-entry students reveals that women students concurrently struggle with family, work, and sometimes health issues. Women students often do not receive adequate support from their partners or from other sources in helping manage the multiple roles that compete for their time, and often face constraints that affect…

The Effect of Peer Support on University Level Students' English Language Achievements

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Sari, Irfan; Çeliköz, Nadir; Ünal, Süleyman

2017-01-01

The purpose of the study is to investigate the effect of peer support on university level students' English language achievements. An experimental model with pretest-posttest experimental and control group was used with 800 students who were studying at a university in Istanbul vicinity. As experiment group, 400 students (200 of whom…

Towards a Reframing of Student Support: A Case Study Approach

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Roberts, Pamela Anne; Dunworth, Katie; Boldy, Duncan

2018-01-01

This paper reports on a study that investigated the range of institutional support needs of international students at one Australian university with a view to increasing understanding of their needs and the ways in which support was provided. The study involved a number of data collection methods including focus groups, key informant interviews…

Smartphone Habits and Behaviors in Supporting Students Self-Efficacy

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Abdur Razzaq

2018-02-01

Full Text Available The widespread of smartphones usage have increased the convenience of accessing information and knowledge sharing for higher learning students. University’s students are exposed with the multi channels of knowledge from various sources primarily from online learning’s resources. The study examines smartphone habit, internet literacy, and mobile learning in relation to self-efficacy. Self-efficacy refers to the internal forces of a student’s belief in the abilities in utilizing smartphone as educational aid in the context of mobile learning. This study deploys a quantitative approach in assessing the relationship between self-efficacy, internet literacy and smartphone’s habits for of university students. Understanding student self-efficacy is important factor to deliver an effective ways in supporting mobile learning activities. In addition to documenting the findings of self-efficacy and mobile learning, the research also represents a model of internal and external factors that affects student self-efficacy to make mobile learning successful.

The Importance of Sport in Students’ Lives and the Frequency of Sport Participation Among Students - Gender Differences

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Matej Majerič

2016-06-01

Full Text Available The main purpose of this research was to analyse the gender differences among students at the University of Ljubljana in the importance of sport in their lives and the frequency of sport participation. The research was done in the 2013 academic year on a random sample of 3% of the students (N = 1390; a questionnaire about students’ lifestyles was used (Majerič, 2013. In this study, two variables were analysed: the importance of sport in students’ lives and the frequency of sport participation; the data were analysed with SPSS for Windows. The basic statistical parameters for both variables were calculated. To calculate the gender differences, a t-test for independent samples and the Mann-Whitney U test were run. For the variable ‘importance of sport in students’ lives’, 61.95% of male and 53.20% of female respondents reported that sport is important and very important in their lives. The gender differences were small but statistically significant (p=0.013. For the variable ‘frequency of participation in sport activity’, 79.61% of male and 77.10% of female respondents reported that they were sport active every day, 4 to 6 times a week or 2 to 3 times a week. The gender differences in this variable were also statistically significant (p=0.000. Our findings and conclusions provide useful guidance to the closer and wider professional public who organize sport programmes for students.

A cross-disciplinary assessment of student loans debt, financial support for study and career preferences upon graduation.

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Webster, Craig S; Ling, Christopher; Barrow, Mark; Poole, Phillippa; Henning, Marcus

2017-07-21

To explore relationships between student loans debt, financial support and career preferences upon graduation for all healthcare disciplines offered at the Faculty of Medical and Health Sciences, University of Auckland. The Faculty Tracking Project is a longitudinal study which invites students to complete a questionnaire at the beginning and end of their educational programmes, including questions on debt, financial support and career preference. Our analysis comprised three phases: (1) a descriptive analysis of data related to debt and financial support; (2) a principal component analysis in order to find related categories of career choice; and (3) logistic regression models to determine how career preference categories could be explained by either levels of student loans debt or financial support. Data from 2,405 participating students were included. Students in health sciences, nursing and pharmacy typically accrue levels of student loans debt of around $15,000 to $29,999, while optometry students accrue debt around $15,000 higher. Medical students show debt distributed around modes of $0 and $90,000 or more. All students typically access three sources of financial support during study. Career preferences at graduation reduced to four categories for all health disciplines. We found five significant effects, involving students in health sciences, medicine and pharmacy, relating the number of sources of financial support to the four categories of career preference. No significant effects were found related to level of student loans debt. Our results suggest that financial support is a more strongly determining factor in career choices than the level of student loans debt. The four-category framework for student career preferences appears to be a useful model for further research.

Future of family support: Projected living arrangements and income sources of older people in Hong Kong up to 2030.

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Ng, Kok-Hoe

2016-06-01

The study aims to project future trends in living arrangements and access to children's cash contributions and market income sources among older people in Hong Kong. A cell-based model was constructed by combining available population projections, labour force projections, an extrapolation of the historical trend in living arrangements based on national survey datasets and a regression model on income sources. Under certain assumptions, the proportion of older people living with their children may decline from 59 to 48% during 2006-2030. Although access to market income sources may improve slightly, up to 20% of older people may have no access to either children's financial support or market income sources, and will not live with their children by 2030. Family support is expected to contract in the next two decades. Public pensions should be expanded to protect financially vulnerable older people. © 2015 AJA Inc.

A Phenomenological Study: The Lived Experience of Former Foster Youth Attending a Four-Year College in Southern California

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Lee, Dora Yiu Lam

2010-01-01

This qualitative study examined the lived experience of eight individuals attending a four-year college who were all part of a campus support program for former foster youth. The purpose of this phenomenological study was to understand and explore the lived experiences of these unique college students that have gone through the foster care system.…

Effects of teacher autonomy support and students' autonomous motivation on learning in physical education.

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Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Fahlman, Mariane

2009-03-01

This study applied self-determination theory to investigate the effects of students' autonomous motivation and their perceptions of teacher autonomy support on need satisfaction adjustment, learning achievement, and cardiorespiratory fitness over a 4-month personal conditioning unit. Participants were 253 urban adolescents (121 girls and 132 boys, ages = 12-14 years). Based on a series of multiple regression analyses, perceived autonomy support by teachers significantly predicted students'need satisfaction adjustment and led to learning achievement, especially for students who were not autonomously motivated to learn in physical education. In turn, being more autonomous was directly associated with cardiorespiratory fitness enhancement. The findings suggest that shifts in teaching approaches toward providing more support for students' autonomy and active involvement hold promise for enhancing learning.

Supporting minority nursing students: 'Opportunity for Success' for Ethiopian immigrants in Israel.

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Arieli, D; Hirschfeld, M J

2013-06-01

To report on an Israeli academic nursing project, aimed at supporting the integration of Ethiopian immigrants into nursing studies. The representation of ethnic minorities within nursing is crucial for the provision of efficient care in diverse societies. Nevertheless, successful integration of minority students in nursing programs is not a simple task and needs developing support systems that will attract and retain students from minorities. Ethiopian Jewish immigrants and their descendants in Israel form a community of 120,000 people. Their participation in the national workforce is low, as well as their average income. The paper is based on formative evaluation, using action research, of an academic nursing program in Israel. Four main strategies identify this project: (1) a policy of institutional commitment, (2) personal relations with staff, (3) personal tutoring, and (4) cultural safety education. The project has reached success in terms of attraction, retention and students' satisfactions. The project's two main challenges, which need further concern, are: (1) giving support without labelling and (2) supporting without creating dependency. CONCLUSIONS AND INTERNATIONAL POLICY IMPLICATIONS: Appropriate strategies can enable success of minority students. Nevertheless, the amount of support needed for such programs raises two major questions: (1) To what extent should individual nursing departments be expected to bear solutions to this widely experienced problem? (2) How does focusing on one minority affect cultural safety of the overall group? © 2013 The Authors. International Nursing Review © 2013 International Council of Nurses.

Quantity, Quality, and Readability of Online Information for College Students with ASD Seeking Student Support Services

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Bellon-Harn, Monica L.; Smith, Danielle J.; Dockens, Ashley L.; Manchaiah, Vinaya; Azios, Jamie H.

2018-01-01

Problem: Although many young adults with Autism Spectrum Disorder (ASD) are intellectually capable of pursuing college degrees, a high percentage either do not enroll in or do not graduate from two-year or four-year institutions. Online student support services may uniquely support the higher education goals of this population. Understanding…

A Decision Support System for Predicting Students' Performance

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Livieris, Ioannis E.; Mikropoulos, Tassos A.; Pintelas, Panagiotis

2016-01-01

Educational data mining is an emerging research field concerned with developing methods for exploring the unique types of data that come from educational context. These data allow the educational stakeholders to discover new, interesting and valuable knowledge about students. In this paper, we present a new user-friendly decision support tool for…

Supporting students' strategic competence: a case of a sixth-grade mathematics classroom

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Özdemir, İ. Elif Yetkin; Pape, Stephen J.

2012-06-01

Mathematics education research has documented several classroom practices that might influence student self-regulation. We know little, however, about the ways these classroom practices could be structured in real classroom settings. In this exploratory case study, we purposefully selected a sixth-grade mathematics teacher who had participated in a professional development program focussed on NCTM standards and SRL in the mathematics classroom for extensive classroom observation. The purpose was to explore how and to what extend she structured classroom practices to support strategic competence in her students. Four features of classroom practices were found as evidence for how strategic competence was potentially supported in this classroom: (a) allowing autonomy and shared responsibility during the early stages of learning, (b) focusing on student understanding, (c) creating contexts for students to learn about strategic learning and to exercise strategic behaviour, and (d) helping students to personalise strategies by recognising their ideas and strategic behaviours.

Mobile Phone Dependence, Social Support and Impulsivity in Chinese University Students

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Mei, Songli; Chai, Jingxin; Wang, Shi-Bin; Ng, Chee H.; Ungvari, Gabor S.; Xiang, Yu-Tao

2018-01-01

This study examined the frequency of mobile phone dependence in Chinese university students and explored its association with social support and impulsivity. Altogether, 909 university students were consecutively recruited from a large university in China. Mobile phone use, mobile phone dependence, impulsivity, and social support were measured with standardized instruments. The frequency of possible mobile phone use and mobile phone dependence was 78.3% and 7.4%, respectively. Multinomial logistic regression analyses revealed that compared with no mobile phone dependence, possible mobile phone dependence was significantly associated with being male (p = 0.04, OR = 0.7, 95% CI: 0.4–0.98), excessive mobile phone use (p mobile phone dependence was associated with length of weekly phone use (p = 0.01, OR = 2.5, 95% CI: 1.2–5.0), excessive mobile phone use (p mobile phone dependence and mobile phone dependence was high in this sample of Chinese university students. A significant positive association with impulsivity was found, but not with social support. PMID:29533986

Patients’ experiences of support for learning to live with diabetes to promote health and well-being: A lifeworld phenomenological study

Directory of Open Access Journals (Sweden)

Karin Johansson

2016-08-01

Full Text Available Learning to live with diabetes in such a way that the new conditions will be a normal and natural part of life imposes requirements on the person living with diabetes. Previous studies have shown that there is no clear picture of what and how the learning that would allow persons to incorporate the illness into their everyday life will be supported. The aim of this study is to describe the phenomenon of support for learning to live with diabetes to promote health and well-being, from the patient’s perspective. Data were collected by interviews with patients living with type 1 or type 2 diabetes. The interviews were analysed using a reflective lifeworld approach. The results show that reflection plays a central role for patients with diabetes in achieving a new understanding of the health process, and awareness of their own responsibility was found to be the key factor for such a reflection. The constituents are responsibility creating curiosity and willpower, openness enabling support, technology verifying bodily feelings, a permissive climate providing for participation and exchanging experiences with others. The study concludes that the challenge for caregivers is to create interactions in an open learning climate that initiates and supports reflection to promote health and well-being.

Social support and loneliness in college students: effects on pulse pressure reactivity to acute stress.

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O'Donovan, Aoife; Hughes, Brian

2007-01-01

Socially supportive relationships at university may buffer against psychological stress in students, particularly in those experiencing loneliness. To examine the relation of social support at university and loneliness with pulse pressure (PP) reactivity to acute psychological stress in a sample of first-year undergraduate students. Sixty-five female, adolescent, first-year university students. Pulse pressure (PP) was calculated as the arithmetic difference between systolic blood pressure and diastolic blood pressure, which were measured during a resting baseline and during a stressful reading task. The difference between baseline and reading task PP represents PP reactivity. The Social Support at University Scale (SSUS) was used to assess social support availability in university, and the Revised UCLA Loneliness Scale was used to assess loneliness. Hierarchical linear regression was used to examine main and interactive effects of SSUS and loneliness on PP change scores, and simple slopes were computed to assist in the interpretation of interaction effects. Social support at university was associated with lower PP reactivity in students reporting medium (t = -2.03, p = .04) or high levels of loneliness (t = -2.93, p = .004), but not in those reporting low levels of loneliness (t = -0.20, p = .83). Psychosocial interventions designed to increase social support available at university, and targeted at students experiencing loneliness may buffer against the harmful effects of acute stressors in lonely first-year students.

Dental School Administrators' Attitudes Towards Providing Support Services for LGBT-Identified Students.

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Behar-Horenstein, Linda S; Morris, Dustin R

2015-08-01

A lack of curriculum time devoted to teaching dental students about the needs of lesbian, gay, bisexual, and transgendered (LGBT) health care patient needs and biases against LGBT students and faculty have been reported. Understanding dental school administrators' attitudes about LGBT students' needs might provide further insight into these long-standing issues. The aims of this study were to develop a survey to assess dental administrators' attitudes regarding the support services they believe LGBT-identified students need, to identify dental schools' current diversity inclusion policies, and to determine what types of support dental schools currently provide to LGBT students. A survey developed with the aid of a focus group, cognitive interviewing, and pilot testing was sent to 136 assistant and associate deans and deans of the 65 U.S. and Canadian dental schools. A total of 54 responses from 43 (66%) schools were received from 13 deans, 29 associate deans, and 11 assistant deans (one participant did not report a position), for a 40% response rate. The findings suggest there is a considerable lack of knowledge or acknowledgment of LGBT dental students' needs. Future studies are needed to show the importance of creating awareness about meeting the needs of all dental student groups, perhaps through awareness campaigns initiated by LGBT students.

Targeted, Timely, Learning Support for International Students: One Australian University's Approach

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Baird, Craig

2012-01-01

This paper documents the approach taken by an Australian University to enhance student study skills, development of academic language, and writing skills. The Curtin Business School (CBS) has the only fully faculty-based student learning support centre at Curtin University in Western Australia. Called the CBS Communication Skills Centre (CSC) it…

A Collaborative Programming and Outreach Model for International Student Support Offices

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Briggs, Peter; Ammigan, Ravichandran

2017-01-01

Increasing international student enrollment has been a key priority for many institutions of higher education in the United States. Such recruitment efforts, however, are often carried out without much consideration for providing sufficient support services to these students once they arrive to campus. This article proposes a model for structuring…

An Analysis of Supports for Persistence for the Military Student Population

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Mentzer, Bruce; Black, Ellen Lowrie; Spohn, R. Terry

2015-01-01

This study sought to describe the correlation of academic, financial, and social supports to the persistence of a military student population: veterans, active duty and their families. The study also contrasted these relationships with those of nonmilitary students and looked at the results of both groups together to determine how supports…

Student veterans' construction and enactment of resilience: A constructivist grounded theory study.

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Reyes, A T; Kearney, C A; Isla, K; Bryant, R

2018-02-01

WHAT IS KNOWN ON THE SUBJECT?: Resilience is an ability and a process that allows an individual to develop positive adaptation despite challenges and adversities. Many military veterans returning to college after their military service have difficulty transitioning to civilian life. Although some research exists that explores factors related to the resilience of college student veterans, limited theoretical descriptions exist that explain how student veterans construct resilience, and how resilience is enacted and enhanced in their academic and personal (non-academic) lives. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: The resilience of student veterans involves a complex process of transitioning from military to civilian life and an iterative journey between positive adaptation and transient perturbations. Student veterans' resilience is a result of integrating and resolving various aspects of their academic and personal challenges. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Nurses can apply this grounded theory as a practical framework for equipping student veterans with effective strategies to develop and enhance resilience. Nurses can employ a holistic approach of care in their interactions with military veterans and student veterans that includes fostering psychological resilience, helping to manage their multiple non-academic responsibilities and supporting their academic success. Introduction Adjusting to college life is one of the most difficult experiences in a military veteran's transition to civilian life. Many military veterans returning to college not only encounter academic challenges, but also deal with physical and psychiatric disabilities, loss of military camaraderie and social disconnect. These often negatively affect their personal and academic lives. Hence, it is important to explore resilience to best support student veterans as they transition from military to civilian life. Aim The aim of this study was to explore how student veterans

Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes.

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Hughes, Jan N; Im, Myung Hee; Wehrly, Sarah E

2014-06-01

This longitudinal study examined the prospective relations between 713 elementary students' individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students' peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students' peer academic reputation, net the effect of PTSR and covariates. Students' academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers' perceptions of teacher support and of the structure of those perceptions for children's social and academic outcomes. Implications for practice are discussed. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Effects of an Autonomy-Supportive Teaching Intervention on Chinese Physics Students and their Teacher

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Zhang, Danhui; Bobis, Janette; Wu, Xiaolu; Cui, Yiran

2018-04-01

Increasing student exposure to autonomy-supportive teaching approaches has been linked to enhanced student intrinsic motivation to learn. However, such approaches are rare in mainland Chinese science classrooms. An intervention-based study with quasi-experimental design and mixed methods was conducted to explore the impact of a 9-month-long autonomy-supportive teaching intervention on a physics teacher and 147 grade 8 students attending a middle school in China. Data collected through questionnaires, interviews, and observations were analyzed to elicit and track shifts in teacher practices and students' perceptions of learning physics at pre-, post-, and follow-up intervention phases. General linear modeling confirmed significant changes in students' perceptions of their learning environment over time in terms autonomy, satisfaction of autonomy needs, and agentic engagement. Interview and observational data analyses confirmed increased use of autonomy-supportive teaching behaviors and provided further insights into teacher and students' perceptions of the impact on student learning.

Commercialism in Schools: Supporting Students or Selling Access?

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Robelen, Erik W.

1998-01-01

This information brief discusses the impact of commercialism in schools. It asks the question of whether such advertising is supporting students or is simply selling access. It describes how children are a desirable market since they have most of their purchases ahead of them; they can also frequently convince parents to buy items. The brief…

'Living History'--An Opportunity for Living Science

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Linfield, Rachel

2018-01-01

Rachel Linfield describes a favorite annual school visit to Wimpole Hall where her year 4 and 5 students (ages 8-10) took part in a living history project. Each summer, dressed as servants from the Georgian era, students would spend the day as apprentice housemaids and butlers. Although the trips to Wimpole Hall were invaluable for developing a…

How do students from Student Incubators (SI) use networks and how can SI support the activity?

DEFF Research Database (Denmark)

Andersen, Henrik Mariendal

2015-01-01

This paper examines Student Entrepreneur’s (SE) use of networks as part of their activities in a Student Incubator (SI). Recommendations are made as to how SI can create activities to support students' use of internal and external relationships and discusses the paradox between running a learning...... in an entrepreneurial context. Often the increasing attention to entrepreneurship and entrepreneurial processes will probably emphasise growth and development environments (e.g. SIs) at educational institutions. An aspect which is currently not given much attention but which have considerable influence on both learning...

Perceived Social Support as a Determinant of Quality of Life Among Medical Students: 6-Month Follow-up Study.

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Hwang, In Cheol; Park, Kwi Hwa; Kim, Jin Joo; Yim, Jun; Ko, Kwang Pil; Bae, Seung Min; Kyung, Sun Young

2017-04-01

This longitudinal study aimed to identify the relevant factors related to quality of life (QoL) changes in medical students. For this 6-month follow-up study, we enrolled 109 students from a Korean medical school. To assess students' QoL, we used the World Health Organization QoL scale. Possible determinants of student QoL included demographics, fatigue, and social support. A stepwise multivariate analysis identified factors associated with changes of student QoL. Among sources of support, the "friends" category was the main position affecting their overall QoL, and "significant other" had the strongest influence on psychological and social domains. The impact of support from friends on QoL was confirmed in the longitudinal analysis. Final regression models revealed that providing students with more social support and promoting fatigue reduction best improved medical student sense of well-being. Creating stronger student support programs to prevent social detachment and implementing strategies to reduce fatigue can improve QoL in medical students.

Embedded academic writing support for nursing students with English as a second language.

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Salamonson, Yenna; Koch, Jane; Weaver, Roslyn; Everett, Bronwyn; Jackson, Debra

2010-02-01

This paper reports a study which evaluated a brief, embedded academic support workshop as a strategy for improving academic writing skills in first-year nursing students with low-to-medium English language proficiency. Nursing students who speak English as a second language have lower academic success compared with their native English-speaking counterparts. The development of academic writing skills is known to be most effective when embedded into discipline-specific curricula. Using a randomized controlled design, in 2008 106 students pre-enrolled in an introductory bioscience subject were randomized to receive either the intervention, a 4-day embedded academic learning support workshop facilitated by two bioscience (content) nursing academics and a writing and editing professional, or to act as the control group. The primary focus of the workshop was to support students to work through a mock assignment by providing progressive feedback and written suggestions on how to improve their answers. Of the 59 students randomized to the intervention, only 28 attended the workshop. Bioscience assignment results were analysed for those who attended (attendees), those randomized to the intervention but who did not attend (non-attendees), and the control group. Using anova, the results indicated that attendees achieved statistically significantly higher mean scores (70.8, sd: 6.1) compared to both control group (58.4, sd: 3.4, P = 0.002) and non-attendees (48.5, sd: 5.5, P = 0.001). A brief, intensive, embedded academic support workshop was effective in improving the academic writing ability of nursing students with low-to-medium English language proficiency, although reaching all students who are likely to benefit from this intervention remains a challenge.

Birth Cohort Changes in Chinese College Students' Loneliness and Social Support

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Xin, Sufei; Xin, Ziqiang

2016-01-01

With the dramatic recent changes in Chinese society, Chinese college students' average levels of loneliness and social support might also have changed across their birth cohorts. The present cross-temporal meta-analysis of 56 studies (N = 21,541) found that Chinese college students' scores on the UCLA Loneliness Scale (Version 3) increased…

Autonomy support environment and autonomous motivation on nursing student academic performance: An exploratory analysis.

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Bronson, Sevilla

2016-09-01

In the U.S., enrollment and graduation rates of baccalaureate nursing programs are slowly increasing. Rigorous program requirements can be overwhelming for students who may have difficulty adjusting to curriculum demands. Faculty who help students to adjust may also build a supportive learning environment that promotes autonomous motivation, improves engagement, and strengthens academic performance. Students may also experience well-being and autonomy when they feel supported and when their needs are met. The aim of this study was to investigate nursing students' autonomy support environments and autonomous motivation (measured as spirituality), and the influence on engagement and academic performance. A cross-sectional correlational design using a convenience sample of 150 nursing students in the last year of a baccalaureate nursing program was used. Participants were recruited from four universities in Florida and data collection occurred over three months. All participants were enrolled in the last year of their baccalaureate nursing program with an average Grade Point Average (GPA) of 3.36. The learning climate alone was moderately supportive of student motivation (M=70.60, SD=18.99). No significant relationship between the autonomy support environment and autonomous motivation (r=.034, p=.676) was found. Correlations and regression analysis of autonomous motivation and work engagement were significant (F (2, 147)=28.28, p=.000). Comparison of participant groups from each university independently revealed supportive learning environments. Strategies to promote autonomy must be developed and implemented as a means of ensuring a favorable learning environment. Future research may include the investigation of spirituality and autonomous motivation as two separate variables. Copyright © 2016 Elsevier Ltd. All rights reserved.

Beliefs versus Lived Experience: Gender Differences in Catholic College Students' Attitudes Concerning Premarital Sex and Contraception

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Maher, Michael J.; Sever, Linda M.; Pichler, Shaun

2008-01-01

In April 2003, the researchers conducted a survey of undergraduate students living in residence halls at Loyola University Chicago. The survey contained twenty statements on issues currently discussed in the religious circles, especially the Catholic Church. The majority of both Catholic males and Catholic females disagreed with the statements,…

Technology Use as a Support Tool by Secondary Students with Autism

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Hedges, Susan H.; Odom, Samuel L.; Hume, Kara; Sam, Ann

2018-01-01

The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as…

Signing Avatars: Using Virtual Reality to Support Students with Hearing Loss

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Zirzow, Nichole K.

2015-01-01

Students who are deaf or hard of hearing (D/HH) need additional support to learn curricular content and achieve academic outcomes. Students who attend rural schools may face greater challenges since they may have more limited access to services provided specially trained deaf educators. Yet, they need specialized instruction in learning how to use…

Best Practices in Supporting Persistence of Distant Education Students through Integrated Web-Based Systems

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McCracken, Holly

2009-01-01

The importance of the interconnectedness of academic, student, and technical support processes intrinsic to the provision of on-line instruction has been frequently depicted as a "service Web," with students at the center of the infrastructure. However, as programming to support distance learning continues to develop, such service Webs have grown…

"Daring to Volunteer": Some Reflections on Geographers, Geography Students and Evolving Institutional Support for Community Engagement in Higher Education

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Spalding, Richard

2013-01-01

Volunteering with our local community organizations (many of them charitable) is clearly set to become more of a feature of our lives as staff and students working in higher education. This activity is seen as potentially valuable in enhancing the student experience, particularly through a strengthening of students' employability prospects. This…

The role of social support in students' perceived abilities and attitudes toward math and science.

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Rice, Lindsay; Barth, Joan M; Guadagno, Rosanna E; Smith, Gabrielle P A; McCallum, Debra M

2013-07-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.

International medical students – a survey of perceived challenges and established support services at medical faculties

Directory of Open Access Journals (Sweden)

Huhn, D.

2015-02-01

Full Text Available Introduction: Medical students with a non-German background face several challenges during their studies. Besides support given by foreign student offices further specific projects for international students have been developed and are offered by medical faculties. However, so far, neither a systematic survey of the faculties’ perceived problems nor of the offered support exists.Method: All study deaneries of medical faculties in Germany were contacted between April and October 2013 and asked for their participation in a telephone interview. Interview partners were asked about 1. The percentage of non-German students at the medical faculty; 2. The perceived difficulties and problems of foreign students; 3. The offers for non-German students; and 4. The specification of further possibilities of support. Given information was noted, frequencies counted and results interpreted via frequency analysis.Results: Only 39% of the medical faculties could give detailed information about the percentage of non-German students. They reported an average share of 3.9% of students with an EU migration background and 4.9% with a non-EU background. Most frequently cited offers are student conducted tutorials, language courses and tandem-programs. The most frequently reported problem by far is the perceived lack of language skills of foreign students at the beginning of their studies. Suggested solutions are mainly the development of tutorials and the improvement of German medical terminology.Discussion: Offers of support provided by medical faculties for foreign students vary greatly in type and extent. Support offered is seen to be insufficient in coping with the needs of the international students in many cases. Hence, a better coverage of international students as well as further research efforts to the specific needs and the effectiveness of applied interventions seem to be essential.

International medical students – a survey of perceived challenges and established support services at medical faculties

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Huhn, D.; Junne, F.; Zipfel, S.; Duelli, R.; Resch, F.; Herzog, W.; Nikendei, C.

2015-01-01

Introduction: Medical students with a non-German background face several challenges during their studies. Besides support given by foreign student offices further specific projects for international students have been developed and are offered by medical faculties. However, so far, neither a systematic survey of the faculties’ perceived problems nor of the offered support exists. Method: All study deaneries of medical faculties in Germany were contacted between April and October 2013 and asked for their participation in a telephone interview. Interview partners were asked about 1.) The percentage of non-German students at the medical faculty; 2.) The perceived difficulties and problems of foreign students; 3.) The offers for non-German students; and 4.) The specification of further possibilities of support. Given information was noted, frequencies counted and results interpreted via frequency analysis. Results: Only 39% of the medical faculties could give detailed information about the percentage of non-German students. They reported an average share of 3.9% of students with an EU migration background and 4.9% with a non-EU background. Most frequently cited offers are student conducted tutorials, language courses and tandem-programs. The most frequently reported problem by far is the perceived lack of language skills of foreign students at the beginning of their studies. Suggested solutions are mainly the development of tutorials and the improvement of German medical terminology. Discussion: Offers of support provided by medical faculties for foreign students vary greatly in type and extent. Support offered is seen to be insufficient in coping with the needs of the international students in many cases. Hence, a better coverage of international students as well as further research efforts to the specific needs and the effectiveness of applied interventions seem to be essential. PMID:25699112

Ordinary Lives Illuminated: Writing Oral History.

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Gandesbery, Jean

1990-01-01

Describes how writing oral history can help students to feel that they are participating in a lively intellectual and cultural process that travels beyond the limits of the classroom. Says students claim that their obligations to the assignment are surpassed by their feelings of gratification in having created living works with lasting vitality.…

Attitudes toward Disability and Beliefs Regarding Support for a University Student with Quadriplegia.

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Gannon, P. M.; MacLean, D.

1996-01-01

Australian college students (n=338), faculty (n=49), and administrators (n=21) completed measures of attitudes toward disabled persons and responded to a list of possible adaptations for a hypothetical college student with quadriplegia. Results indicated overwhelming support for the student's college attendance and receipt of adaptive equipment,…

A Holistic Model of Care to Support Those Living with and beyond Cancer

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Cadet, Tamara; Davis, Cindy; Elks, Jacinta; Wilson, Patricia

2016-01-01

Background: Globally, the burden of cancer continues to increase and it is well-documented that while not a homogeneous population, cancer patients and cancer survivors face many physical, psychological, social, spiritual, and financial issues. Cancer care is shifting from a disease-focused to a patient-centered approach resulting in an increased need to address these concerns. Methods: Utilizing a quality improvement approach, this paper describes an integrated cancer care model at Bloomhill Cancer Center (BCC) in Queensland, Australia that demonstrates the ability to meet the holistic needs of patients living with and beyond cancer and to identify opportunities for better practice and service provision. Results: Survey results indicate that 67% and 77% of respondents were very satisfied and 27% and 17% were satisfied with their first contact and very satisfied with their first meeting with a nurse at BCC. Clients also reported being very satisfied (46%) or satisfied (30%) with the emotional support they received at BCC and over 90% were very satisfied or satisfied with the touch therapies that the received. Conclusion: Due to the early success of the interventions provided by BCC, the model potentially offers other states and countries a framework for supportive cancer care provision for people living with and beyond cancer. PMID:27869728

Teachers' Role Breadth and Perceived Efficacy in Supporting Student Mental Health

Science.gov (United States)

Mazzer, Kelly R.; Rickwood, Debra J.

2015-01-01

Teachers are considered well placed to identify issues concerning students' mental health and well-being and can play a critical role in the helping process for their concerns. However, little is known about the views of teachers regarding their role in supporting student mental health and how well-equipped they feel to fulfil it. The aim of this…

Social Support as a Contributor to Student Teachers' Experienced Well-Being

Science.gov (United States)

Väisänen, Sanna; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina

2017-01-01

The aim of this study is to gain better understanding of the dynamics of the social support system adopted in teacher education and its significance for the student teachers' experienced well-being. The focus was on exploring the extent to which empowering "emotional," "informational" or "instrumental" support is…

Attitudes of Students Living in Dormitories of Zahedan University of Medical Sciences Towards the Causes of Drug Addiction.

Science.gov (United States)

Mir Lotfi, Parvizreza; Javadimehr, Mani; Adrome, Mahdiye

2015-06-01

Health-threatening behavior is one of the most challenges of social and mental health, that most countries are involved somehow in it, and as a result widespread and severe problems are imposed on communities. The aim of this study was to assess the attitudes of students living in dormitories of Zahedan University of Medical Sciences towards causes of drug addiction. In this study, 100 students (60 boys and 40 girls) living in dormitories (Kooser and Misagi) of Zahedan University of Medical Sciences were selected using the simple random sampling method. Data were collected by oral interview and participants were asked demographic, geographic and economic oral questions about their attitude towards causes of drug addiction. The interview was conducted by psychology experts and respondents' answers were recorded on tape recorder and then transcribed on papers, and finally the data were analyzed by SPSS (15). Different percentages of participants expressed different views about the causes of drug addiction. Results showed that 75%, 65%, 55.5% 90%, 40% and 85%, of participants believed being away from their parents, curiosity, unconsidered friendships, smoking, using drug at home, and easy accessibility were as major contributing factors involved in drug addiction, respectively, and the same factors underlie the student's involvement in addiction. Many contributing factors of drug abuse obtained in this study can influence on tendency towards drug use for new students. It is evident that the period of residency in dormitories is one of the most critical periods in students' life. Thus, the concerned authorities take necessary measures to overcome the students' mental and social problems.

Supporting aging in place & assisted living through home care.

Science.gov (United States)

Gorshe, N

2000-06-01

This article defines assisted living, discusses the pros and cons of limited regulation, scope of service, Aging-in-Place partnerships, and how home care agencies can work with assisted-living facilities to provide care. It also examines a study on assisted living in six states that is funded by the Robert Wood Johnson Foundation.

Teacher and student supports for implementation of the NGSS

Science.gov (United States)

Severance, Samuel

Through three articles, this dissertation examines the use of supports for implementing the Next Generation Science Standards (NGSS) within a large urban school district. Article one, titled Organizing for Teacher Agency in Curricular Co-design, examines the need for coherent curriculum materials that teachers' had a meaningful role in shaping and how the use of a co-design approach and specific tools and routines can help to address this need. Article two, titled Relevant Learning and Student Agency within a Citizen Science Design Challenge, examines the need for curriculum materials that provide students with learning experiences they find relevant and that expands their sense of agency and how a curriculum centered around a community-based citizen science design challenge can help achieve such an aim. Article three, titled Implementation of a Novel Professional Development Program to Support Teachers' Understanding of Modeling, examines the need for professional development that builds teachers' understanding of and skill in engaging their students in the practice of developing and using models and how a novel professional development program, the Next Generation Science Exemplar, can aid teachers in this regard by providing them with carefully sequenced professional development activities and specific modeling tools for use in the classroom.

The Use of E-supervision to Support Speech-Language Pathology Graduate Students during Student Teaching Practica

Directory of Open Access Journals (Sweden)

Charles H. Carlin

2013-12-01

Full Text Available In the present feasibility study, e-supervision was used to provide university liaison supervision to SLP graduate students enrolled in student teaching practica. Utilizing a mixed methodology approach, interview and survey data were compared in order to identify similarities and differences between face-to-face and e-supervision and guide future practice. Results showed e-supervised graduate students received adequate supervision, feedback, support, and communication. Further, e-supervision provided additional benefits to supervisors, children on the caseload, and universities. Despite the benefits, disadvantages emerged. Implications for future practice and limitations of the study were identified.

Sensor monitoring to measure and support daily functioning for independently living older people: A systematic review and road map for further development

NARCIS (Netherlands)

Pol, M.C.; Poerbodipoero, S.; Robben, S.; Daams, J.; van Hartingsveldt, M.; de Vos, R.; de Rooij, S.E.; Kröse, B.; Buurman, B.M.

2013-01-01

Objectives To study sensor monitoring (use of a sensor network placed in the home environment to observe individuals' daily functioning (activities of daily living and instrumental activities of daily living)) as a method to measure and support daily functioning for older people living independently

Sensor monitoring to measure and support daily functioning for independently living older people: a systematic review and road map for further development

NARCIS (Netherlands)

Pol, Margriet C.; Poerbodipoero, Soemitro; Robben, Saskia; Daams, Joost; van Hartingsveldt, Margo; de Vos, Rien; de Rooij, Sophia E.; Kröse, Ben; Buurman, Bianca M.

2013-01-01

To study sensor monitoring (use of a sensor network placed in the home environment to observe individuals' daily functioning (activities of daily living and instrumental activities of daily living)) as a method to measure and support daily functioning for older people living independently at home.

The Interplay of International Students' Acculturative Stress, Social Support, and Acculturation Modes

Science.gov (United States)

Sullivan, Christopher; Kashubeck-West, Susan

2015-01-01

This study examined the relationship between acculturation modes (assimilation, integration, separation and marginalization), social support, and acculturative stress in undergraduate and graduate international students (N=104) at a medium-sized public university in the Midwestern United States. The study found that international students with…

Student nurses' experiences of living and studying in a different culture to their own and the development of cultural sensitivity

DEFF Research Database (Denmark)

Ruddock, Heidi

With the increase of culturally diverse people residing in Denmark, it has become imperative to provide student nurses with knowledge and skills that will enable them to become culturally sensitive in order interact effectively with clients from culturally diverse backgrounds. The aim of this study...... was to explore whether student nurses develop cultural sensitivity as a consequence of living and studying in a culture that is different from their own. Seven Danish student nurses who had participated in student exchanges in Jamaica, Australia, Malta and Greenland took part in this study. A qualitative...

Modes of ordering disability: students living with visual disabilities in the Sultanate of Oman

OpenAIRE

Näslund, Rebecka; Qais Al Said, Shariffa Khalid

2017-01-01

This article examines how a group of students with visual disabilities speak about becoming disabled and living with disability in relation to: material entities, practices, and their own expectations regarding the future in the Sultanate of Oman. It draws upon individual interviews among six adults with visual disabilities. The article outlines, from a material semiotics approach, how various forms of modes of ordering enact disability. An interdisciplinary approach, informed by disability s...

Designing Science Learning Environments That Support Emerging Bilingual Students to Problematize Electrical Phenomena

Science.gov (United States)

Suarez, Enrique A.

This dissertation investigates how emerging bilingual students make sense of natural phenomena through engaging in certain epistemic practices of science, and the elements of the learning environment that created those opportunities. Specifically, the dissertation focuses on how emerging bilingual students problematized electrical phenomena, like electric flow and electrical resistance, and how the design features of the environment (e.g., sequencing of activities, linguistic practices) may have supported students as they made sense of phenomena. The first study describes how for students presented and evaluated mechanistic models of electric flow, focusing specifically on how students identified and negotiated a disagreement between their explanatory models. The results from this study highlight the complexity of students' disagreements, not only because of the epistemological aspects related to presenting and evaluating knowledge, but also due to interpersonal dynamics and the discomfort associated with disagreeing with another person. The second study focuses on the design features of the learning environment that supported emerging bilingual students' investigations of electrical phenomena. The findings from this study highlight how a carefully designed set of activities, with the appropriate material resources (e.g., experimental tools), could support students to problematize electrical resistance. The third study describes how emerging bilingual students engaged in translanguaging practices and the contextual features of the learning environment that created and hindered opportunities for translanguaging. The findings from this study identify and articulate how emerging bilingual students engaged in translanguaging practices when problematizing electrical resistance, and strengthen the perspective that, in order to be equitable for emerging bilingual students, science learning environments need to act as translanguaging spaces. This dissertation makes three

The impact of Christian Higher Education on the lives of students and societies in Africa

Directory of Open Access Journals (Sweden)

Petria M. Theron

2013-04-01

Full Text Available Corruption is a worldwide problem. Authors do not only agree that it should be addressed at a personal level, but they encourage everyone to become involved in the fight against corruption. For this to happen, individual transformation is a prerequisite. In this article, Chipapata, Fátima and Jacinto’s personal stories will bear witness to the potential role of Christian Higher Education (CHE in the moral and spiritual transformation of individuals in local African communities. These three persons were extra-mural students enrolled at Hefsiba in Mozambique. That the impact of these three persons’ studies goes beyond the personal level is seen in the community in which they live and work. They consented to tell their stories starting with events before they commenced their studies, sharing experiences they had during their studies and describing how their studies impacted their lives, families, work and the community in which they live. In this article, the essence, purpose and content of CHE are addressed. It is argued that through CHE, students’ faith and education could be integrated. Apart from being competent in their professions, students would be committed to apply their competency to deal with the spiritual and material conditions of their communities. This might bring about a transformation of society.Die impak van Christelike Hoër Onderwys op die lewens van studente en gemeenskappe in Afrika. Korrupsie is ’n wêreldwye probleem. Outeurs stem nie net saam dat dit op persoonlike vlak aangespreek moet word nie, maar hulle moedig almal ook aan om betrokke te raak in die stryd teen korrupsie. Dit kan net gebeur as individuele transformasie reeds plaasgevind het. In hierdie artikel lewer Chipapata, Fátima en Jacinto se persoonlike verhale getuienis van die potensiële waarde van Christelike Hoër Onderwys (CHO met betrekking tot die morele en geestelike transformasie van individue in plaaslike Afrikagemeenskappe. Hierdie drie