Academic literature on the topic 'Ambo University – Students – Case studies'

Abstract Aim To investigate the employment, the desire to work, the work habits and preferences of the students from the pharmaceutical specialties in Bulgaria. Secondary objectives: To analyze the possibilities for employment, to assess its lawfulness, to analyze existing vicious practices, to establish the main problem in fitting together the academic learning process and the work activity. Materials and methods This was a pilot, retrospective-prospective, longitudinal survey in two centers. We developed a survey questionnaire containing 28 questions of both the open-ended and closed-ended types. The data collection was done using the “Direct individual poll” method. he target group consisted of 165 students from pharmaceutical specialties – pharmacy students from Faculty of Chemistry and Pharmacy, Sofia University “Sv. Kliment Ohridski”, and Bachelor-pharmacists from the Medical College, University “Prof. Dr. Assen Zlatarov”, Bourgas. The data were processed with the SPSS software. Results The results are presented in two parts: the first part refers to Bachelors of Pharmacy, and the second – to Masters of Pharmacy. In their majority, the pharmacy students work during their academic studies – 86.4%. The main stimulus for starting work is of financial origin. Of all students working, 56.8% were hired on an employment contract, while up to one-third worked without any contract at all. In the case of assistant pharmacists 4 45.3% of the respondents worked, and the majority of the respondents did it for financial reasons (66.7%). 86.2% had a signed employment contract, but 67.9% were insured on the basis of the minimum salary. Most commonly the students were working in the field of their future specialty in the pharmacy network. Conclusion The students indicated difficulties in the process of combining their work activity and their studies, a negative attitude to the legal framework and easily discernible negative attitude towards the main field of fulfillment also by the Masters of Pharmacy – working in a pharmacy.

Background: Menstruation is a natural phenomenon which is an indicator of women’s health that occurs throughout the reproductive years of every female. This phenomenon is unique to the females and governed by the girl’s general health condition, genetic, socioeconomic, and nutritional factors. Although it is a normal physiological process, most females experience some degree of pain and discomfort in their menstruation period. Even though there are limited studies so far reported about the issue in some other parts of the country, there is no scientific evidence in the present study area. Objective: To assess menstrual-associated discomfort and associated factors among undergraduate students in Ambo University, Central Ethiopia, 2018. Methods: Institution-based cross-sectional study was conducted at Ambo University from 30 March to 30 April 2018. Stratified sampling technique was used and 748 study participants were randomly selected from faculties using a multi-stage sampling procedure. Only data from 713 study participants were entered into EpiData 3.1 and analyzed using SPSS version 20.0 software. Logistic regression was used to associate factors with menstrual-associated discomfort. All statistical tests were considered as significant at a p-value of < 0.05. Result: The prevalence of menstrual-associated discomfort was found to be 68.6%. The variables age (Being younger) (adjusted odds ratio = 3.9 (95% confidence interval: 1.28, 11.78)), Tigire ethnicity (adjusted odds ratio = 2.4 (95% confidence interval: 1.02, 5.75)), unmarried (adjusted odds ratio = 2.1 (95% confidence interval: 1.21, 3.76)), smokers (adjusted odds ratio = 2.2 (95% confidence interval: 1.12, 4.29)), drinking caffeine (adjusted odds ratio = 1.8 (95% confidence interval: 1.17, 2.74)), amount of flow (adjusted odds ratio = 2.4 (95% confidence interval: 1.28, 4.62)), and duration of pain (adjusted odds ratio = 4.2 (95% confidence interval: 1.93, 9.29)) were significantly associated with menstrual-associated discomfort. Conclusion: This study revealed that majority of the participants was experienced with menstrual-associated discomfort. As the tendency of smoking cigarettes, drinking caffeine, and amount of flow is increased, menstrual associated discomfort is increased. Therefore, specific plan of action and support is urgently needed in order to enlighten and treat menstrual-associated discomfort.

AbstractThis paper explores teaching strategies for communicating complex issues and ideas to a diverse group of students, with different educational and vocational interests, that encourage them to develop critical thinking, and explores pedagogies appropriate to the multidisciplinary field of Aboriginal studies. These issues will be investigated through discussion of a successful simulation case study, including the setting up, resourcing, conducting and debriefing. The simulated case study was an assessed component of the new elective subject, Reconciliation Studies, offered at the University of Technology Sydney. In 2003 students participated in a role-play based on events in relation to the development of the Hindmarsh Island Bridge. Students were assigned roles as stakeholders where they researched and then role-played, through their assigned characters, the multilayered and complex dimensions of this recent dispute. Students were required to reflect critically on the cultural, economic, legal and political issues that were pertinent to their stakeholder and explore the underlying racial, ethical and moral grounds for their particular standpoint. I argue that teaching strategies such as these can contribute to locating Indigenous Australian perspectives and experiences as critical within the professional profiles and practice skills of Australian university graduates.

Apology plays an important role in maintaining social relationships. This paper aims to examine apology strategies employed by students of University of Foreign Language Studies, Vietnam when apologizing to their English language lecturers. A total of 300 students completed the questionnaires which seek to explore their engagement in apology. Among the 300 respondents who completed the questionnaires, 100 students admitted that they wrote apology emails in English to their lecturers at least once during the last three academic semesters. The emails were also analysed to closely examine the apology utterances. Quantitative and qualitative methodologies were employed to analyze the apology utterances and questionnaire data, focusing on the reasons why the students apologized, and the strategies employed in seeking the apology. Data analysis reveals that the students apologized mainly for cheating in exams, being late for classes, showing disrespect to the lecturers and being absent from classes. In terms of apology strategies, the students mostly employed the strategies of Illocutionary Force Indicating Device (expression of the apology), Promise of forbearance and Accounts (telling what has happened). The students tended to use email when apologizing for serious offences and they preferred to meet the lecturers face-to-face for the less serious ones.Keywords: Apology strategy, email, lecturers, students, VietnamCite as: Trang, N.T.H. (2017). Why and how university students apologize to their lecturers: The case of University of Foreign Language Studies, Vietnam. Journal of Nusantara Studies, 2(2), 79-87.

The three case studies in this paper show how flipped classroom approaches can facilitate the renewal of university teaching. The case studies form part of a scholarship of teaching and learning that provides opportunities for educators to learn from the experiences of others. Descriptions of course preparation illuminate the application of constructivist pedagogy, the affordances of a range of learning technologies, and a role for university teachers that facilitates their students' engagement with learning. The cases outline the application of flipped classroom approaches at early and later stages of students' learning journeys and show how they introduce parity of learning experiences for on-campus and off-campus students. The case studies show how flipped classroom approaches can be an instrument of change, forming part of institution-wide planning for coherent and effective student learning journeys. They reveal the importance of an infrastructure of learning technologies to facilitate active and interactive learning and the significance of professional development and organized support teams, including technology experts, librarians and instructional designers, in preparing the groundwork for teachers and students using flipped classroom methodologies.

In this paper I have shared some of my experiences on how to handle case studies in teaching with the intent to facilitate more discussions during our meeting over the two day conference on “research informed teaching” at Samtse College of Education organized by the Royal University of Bhutan in October 2014. We know that case studies are stories used as knowledge and skill transfer vehicles by which a lot of real life scenario is brought into the classroom to be discussed by the students and instructors. How we use case studies dependsuponthe objectives and the format of the course. My experience suggest that if it is a regular university dictated course with astrict timetable (one hour period everyday per subject) with pre-identified contents and has a large class size,it is not normally possible or at least not meaningfully efficient to go beyond the use ofsimple cases that will only help to illustrate the subject concepts and demonstrate afew practical aspects. However, if the class is smaller and the course is more discussion based with properly designed sessions, we choose to use cases through complex analysis thereby guiding the students in a step-wise fashionin the analysis of relevant information, problem identification and option evaluation. Whatever may be the format of the course or the class in which we use case studies, it is important that we, as case teachers, prepare ourselves well and know all the issues involved in the case, prepare questions in advance and prompt discussions and debate in the class, and anticipate where students might run into problems. Needless to mention that we encounter within the class, few or even all students findingthemselves out of place when case studies are used; it particularly true in the Bhutanese situation as our teaching and learning system is historically predominant with the traditional lecture method. To overcome such problems, it is essential to prepare students for case based learning methods. We must know about our students’ backgrounds in advance so that wecan productively draw on their areas of expertise, experiences and personalities to enhance the discussionandenrich learning across the board as facilitators rather than acting as a traditional teacher[1].Â

The article argues that the applicability and value of “skills” depend to a considerable degree on the way in which a person enters a country. Based on a study on potential university students with refugee backgrounds, it shows how difficult it can be to transfer skills through the migration channel of asylum in Switzerland and how social and cultural capital may be reduced. The space in which asylum seekers live and operate is restricted in such intersecting fields as mobility, time, finances, languages, or access to information. In addition, the educational system has regulations regarding recognition. The article raises questions as to how education systems in the destination countries recognize, integrate and develop skills. It makes the case for re-assessing the very term “highly skilled”, along with the notions and associations that surround it, as an empirical object of research, rather than accepting it as a category in its own right.