Academic literature on the topic 'BC students'
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Journal articles on the topic "BC students"
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Chase, Lilah, and Jesse Morrell. "Impact of Birth Control Use on Metabolic Syndrome Risk in Female College Students." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 165. http://dx.doi.org/10.1093/cdn/nzaa043_016.
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Abstract Objectives Research suggests birth control (BC) use alters blood lipids in women. The purpose of this study was to examine the differences in metabolic syndrome risk between birth control users vs. nonusers in a sample of female college students, 18–24 years old. Methods Data were collected between 2005–18 from the College Health and Nutrition Assessment Survey, an ongoing, cross-sectional study conducted at a midsized, northeastern university. Anthropometric, biochemical, and clinical measures were obtained in the fasted state and used to determine metabolic syndrome (MetS) prevalence. BC use was self-reported. Proportional differences between BC vs. non-BC users of MetS and individual MetS components were evaluated via chi-square tests. Results Forty-five % of the final sample (n = 6456) reported using BC. MetS (≥3 MetS criteria) was present in 3.9% of students; 16.7% of students had ≥ 2 MetS criteria. BC users vs. nonusers were more likely to have at-risk triglyceride levels (22.4 vs. 11.0%, P < .001) but less likely to have at-risk HDL levels (21.2 vs. 27.7%, P < .001) and abdominal obesity (14.3% vs. 16.4, P < .05). No significant differences were observed in prevalence of elevated blood pressure or glucose between BC users vs. nonusers. Overall, MetS prevalence did not differ between groups (3.8 vs. 3.9%, P = .85). Conclusions Our findings suggest BC use is common and impacts different MetS criteria in college females. College health providers and nutrition educators can utilize research findings to tailor information for female students at risk for MetS and chronic disease. Funding Sources New Hampshire Agriculture Experiment Station and USDA National Institute of Food and Agriculture Hatch Project 1,010,738.
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Bashari, Muhammad Hasan, Hermin Aminah Usman, Dika Widia Nur Azizah, Defi Ardia Pramesti, Arima Kurnia Sari Dewi Nurcahyani, Atika Hana Ilyasa, Nadifah Diana Zalia, et al. "Upaya Meningkatkan Deteksi Dini Kanker Payudara di SMKN 1 Cijulang Kabupaten Pangandaran." Jurnal Pengabdian Pada Masyarakat 3, no. 2 (December 21, 2018): 165–70. http://dx.doi.org/10.30653/002.201832.87.
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EFFORTS TO IMPROVE EARLY DETECTION OF BREAST CANCER IN CIJULANG 1 VOCATIONAL HIGH SCHOOL, PANGANDARAN REGENCY. The high mortality rate of breast cancer (BC) patients in Indonesia is associated with conditions of most patients come to doctor in an advanced stage of BC. This is due to the low BC awareness of Indonesian women. This community service program (PPM) is intended to increase knowledge of adolescent women about early detection of BC. This action was conducted by BC awareness workshop to 114 female students of Vocational High School (SMK) 1 Cijulang, Pangandaran district, West Java. The profile of participants showed that 64% of participants are 17 years old and mostly from Cijulang and Cimerak sub-districts. In addition, the majority of participants were not aware of BC, indicated by lack of knowledge of BC signs and symptoms (97%), and low confident of doing breast self-examination (BSE) (30%). Moreover, there were 7% of the participants were smoking which is known to be one of the major risk factors for BC. These findings point out conducting a program for increasing BC awareness among students. The program was managed by mini-lecture that focuses on BC risk factors, BC early detection and BSE (SADARI) using videos and simulation on a mannequin. This program was expected to have an impact on their families, indirectly. Ultimately, this will increase the finding of new cases of BC which will increase their life expectancy.
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Chapagain, Madan Raj. "Factors Affecting Project Based Learning Intention of Engineering Students." SCITECH Nepal 13, no. 1 (September 30, 2018): 1–8. http://dx.doi.org/10.3126/scitech.v13i1.23495.
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The factors affecting the project-based learning intention (PjBLI) of engineering students have been studied using theory of planned behaviour (TPB). Descriptive study was carried out utilizing quantitative technique. Primary data were collected through cross sectional survey, utilizing seven point Likert scaled questionnaire. The respondents were final year students of Nepal Engineering College. Statistical tool (SPSS) was used for analysis. The result shows that the levels of both the PjBLI and the attitude of students (ATTI) towards project-based learning (PjBL) are high followed by the level of perceived behavioural control (BC). However, the level of subjective norm (SN) is relatively lower. There are no significant differences in PjBLI, ATTI, SN and BC among students from different departments. However the BC (perception of self efficacy or capability) of female students is higher than that of male students. Regression analysis shows that 42.2 and 19.3 percentages of PjBLI are affected by SN and ATTI respectively. The study concludes that additional effort is essential to improve SN (support from project supervisor; department and colleague) which in turn helps to improve PjBLI of students and their performance.
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García-Suárez, Patricia C., Iván Rentería, Priscilla García Wong-Avilés, Fernanda Franco-Redona, Luis M. Gómez-Miranda, Jorge A. Aburto-Corona, Eric P. Plaisance, José Moncada-Jiménez, and Alberto Jiménez-Maldonado. "Hemodynamic Adaptations Induced by Short-Term Run Interval Training in College Students." International Journal of Environmental Research and Public Health 17, no. 13 (June 27, 2020): 4636. http://dx.doi.org/10.3390/ijerph17134636.
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Perceived lack of time is one of the most often cited barriers to exercise participation. High intensity interval training has become a popular training modality that incorporates intervals of maximal and low-intensity exercise with a time commitment usually shorter than 30 min. The purpose of this study was to examine the effects of short-term run interval training (RIT) on body composition (BC) and cardiorespiratory responses in undergraduate college students. Nineteen males (21.5 ± 1.6 years) were randomly assigned to a non-exercise control (CON, n = 10) or RIT (n = 9). Baseline measurements of systolic and diastolic blood pressure, resting heart rate (HRrest), double product (DP) and BC were obtained from both groups. VO2max and running speed associated with VO2peak (sVO2peak) were then measured. RIT consisted of three running treadmill sessions per week over 4 weeks (intervals at 100% sVO2peak, recovery periods at 40% sVO2peak). There were no differences in post-training BC or VO2max between groups (p > 0.05). HRrest (p = 0.006) and DP (p ≤ 0.001) were lower in the RIT group compared to CON at completion of the study. RIT lowered HRrest and DP in the absence of appreciable BC and VO2max changes. Thereby, RIT could be an alternative model of training to diminish health-related risk factors in undergraduate college students.
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Castillo-Retamal, Franklin, Bastián Cárcamo Garrido, Héctor Aravena Calderón, Alfonso Valenzuela Zakuda, Tomás Pérez Farías, Claudio Medel Tapia, and Juan Quezada Alacaino. "Necesidades Educativas Especiales y Educación Física: un análisis desde la propuesta curricular ministerial de Chile (Special Educational Needs and Physical Education: an analysis from the Chilean ministerial curricular proposal)." Retos 42 (March 13, 2021): 56–65. http://dx.doi.org/10.47197/retos.v42i0.86977.
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El artículo tiene como objetivo analizar las Bases Curriculares (BC) de la asignatura de Educación Física y Salud (EFS) en relación con la atención de estudiantes con Necesidades Educativas Especiales (NEE). Se utilizó una metodología cualitativa de tipo descriptiva que tiene como procedimiento el análisis bibliográfico y documental. Los resultados indican que las BC no están diseñadas en lo específico para trabajar con estudiantes con NEE puesto que no existen orientaciones puntuales para ello, sino que el enfoque está en el trabajo general con estudiantes que no tienen dificultad para conseguir los objetivos y habilidades establecidas por el currículo nacional chileno. Se concluye que las BC están orientadas a la homogeneidad del alumnado y presenta poca o nula utilidad en el abordaje de la EFS propiamente tal en este grupo.
Abstract. The article aims to analyze the Curricular Bases (BC) of the Physical Education and Health (EFS) subject in relation to the attention of students with Special Educational Needs (SEN). A qualitative descriptive methodology was used that has as a procedure the bibliographic and documentary analysis. The results indicate that the BC are not specifically designed to work with students with SEN since there are no specific guidelines for it, but rather that the focus is on general work with students who do not have difficulty in achieving the objectives and skills established by the national curriculum. It is concluded that the BC are oriented to the homogeneity of the students and that their usefulness does not contribute to the approach of the SAI itself in this group.
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Perlman, Baron, Lee I. McCann, and Adam Prust. "Students' Grades and Ratings of Perceived Effectiveness of Behaviors Influencing Academic Performance." Teaching of Psychology 34, no. 4 (October 2007): 236–40. http://dx.doi.org/10.1080/00986280701700284.
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We studied undergraduate psychology students' grades and their ratings of the helpfulness of behaviors related to good academic performance. On average students desired an AB (3.5 on a 4-point scale) and would have been satisfied with a B; 31% of students expressed satisfaction with a BC or lower. Overall, students averaged a BC final grade, a B in nonintroductory courses. In every course but introductory psychology, students earned the grade they find satisfactory. Students rated only 7 of 59 behaviors as helping earn desired grades to a great extent; all involved basic studying. Moreover, they did not rate many potentially useful behaviors highly.
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Boddey, Kerrie, and Kevin de Berg. "The impact of nursing students' prior chemistry experience on academic performance and perception of relevance in a health science course." Chemistry Education Research and Practice 16, no. 2 (2015): 212–27. http://dx.doi.org/10.1039/c4rp00240g.
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Nursing students have typically found the study of chemistry to be one of their major challenges in a nursing course. This mixed method study was designed to explore how prior experiences in chemistry might impact chemistry achievement during a health science unit. Nursing students (N = 101) studying chemistry as part of a health science unit were divided into three groups based on prior chemistry experience and into three groups based on their academic performance in the health science unit. Although there was no significant difference in the mean achievement scores for students who had completed a 3-day chemistry bridging course (BC) and students who had not studied chemistry since year 10 (PC), 52.3% of the PC group were low achievers compared to 33.3% of the BC group. The BC students were more evenly distributed across the academic performance categories than was the case for PC students. Students who had previously studied senior chemistry at high school level (SC) had a mean achievement score which was significantly greater than that obtained by BC and PC students. Students described their chemistry experiences in the context of academic performance using terms that related to: basic chemistry as a foundation for further study; the use of different representations in chemistry; and the language and logical structure of chemistry. There were differences and similarities in the way the different prior chemistry experience groups related to these issues. Low chemistry achievers became less optimistic about the relevance of chemistry to nursing as the course proceeded.
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Katiyar, V. M. Hemlata, D. Elango, and Vincent Prasanna. "A cross sectional study of hearing thresholds in medical students." International Journal of Otorhinolaryngology and Head and Neck Surgery 5, no. 2 (February 23, 2019): 434. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20190776.
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<p class="abstract"><strong>Background:</strong> The hearing thresholds of young adults with no known hearing loss or noise exposure is expected to be closer to 0 dB HL, though with the increasing usage of recreational noise through personal amplification devices there is shift in thresholds noted. Some studies have highlighted the effect of these devices on the hearing thresholds and a general shift of thresholds towards 25 dB. Objective was to determine the audiometric thresholds of a screened sample of medical students with presumed normal hearing.</p><p class="abstract"><strong>Methods:</strong> A total of 103 medical students in the age group of 20 to 23 years were screened and subjected to PTA. The Pure tone average was calculated for air conduction (AC) and bone conduction (BC) separately and also for high frequencies (HF). The average for the female students was compared with that of male students. The right ear average was compared with that of left ear. </p><p class="abstract"><strong>Results:</strong> There was a statistically significant difference with higher thresholds for males in BC and HF, however the difference in AC was not significant. Between the right and left ears, there was statistically significant elevation observed in BC average in the right ear, but no significant difference was found in the HF and AC thresholds.</p><p class="abstract"><strong>Conclusions:</strong> There is evidence of thresholds especially BC, shifting more towards 25 dB HL in young adults considered to have normal hearing. Early screening will help in identifying this and prevent further elevation by judicious use of mobile phones, personal music players and personal listening devices.</p>
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Sonn, Tammy, and Whitney Ross. "Patient Safety Teaching to Our Students." Obstetrics & Gynecology 128 (October 2016): 40S—41S. http://dx.doi.org/10.1097/01.aog.0000502665.35651.bc.
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Azham, Nur Azreen Azriana, and Tg Aroal Hawa Delaila Tg Ahmad. "Brand Reputation Management And Brand Experience Towards Reputation of Malaysian Polytechnics." Jurnal Intelek 15, no. 1 (March 20, 2020): 98–106. http://dx.doi.org/10.24191/ji.v15i1.272.
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In higher education, reputation management is essential to ensure the higher education institutionscontinue relevant and significant in the eye of the shareholders worldwide. There are many efforts toincrease reputation by improving the ranking in the world level. Currently, the brand reputation (BR) ofhigher institution cannot be proud of yet as BR management is critical in growing a business or service.The research aim to identify the relationship between brand culture (BC), brand expression (BE) andbrand experience (BEX) regarding polytechnic BR among polytechnic students of the northern region inMalaysia. In addition, this research also aims to identify which of the variables has the strongestrelationship with BR among polytechnic students. The study employs a quantitative method. 378questionnaires were distributed to polytechnic students of the northern region. The study resulted a significant relationship between BC, BE and BEX in the BR of polytechnic’s students. Based on these results, it is found that BC has the strongest relationship with BR among polytechnic’s students of the northern region in Malaysia. The findings from this research can be used by next researchers, practitioners, government, university authority as well as academician, as guidance for them to manage well their BR.
Dissertations / Theses on the topic "BC students"
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Zhu, Yining. "ThePotential Influence that U.S. Institutions Have on International Students’ Values and Perspectives and Individual Future Planning:." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108966.
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Thesis advisor: Rebecca SchendelThe number of international students has risen in the United States for the past twenty years. In order to better understand the role of this population in the U.S. higher education system, many studies have explored the cultural integration of international students, seeking to establish a comprehensive understanding of this commonly identified issue. However, integration difficulties remain integral to many international students’ college life in the U.S. and impact both their in-college experience as well as their post-graduation transitions. Previous studies of international students’ experience in the U.S. context have rarely focused on the endpoint of international students' learning process at college, which encompasses the graduation and post-graduation period. The significant and probably influential outcomes of the long journey international students went through in American Higher Education Institutions have been largely neglected, especially for the international population who attended mission-driven institutions whose educational purpose and focus are individual formation. Therefore, this study used college student development theories and a specific college influential model to understand the potential influence that a mission based American institution has exerted upon international students' perspectives and values and individual future planning. The study surveyed 27 international students and interviewed 11 international students at Boston College with the aim of gaining a solid understanding of the graduating international students’ college experience in an effort to validate and interpret their development during college life. The study result indicates that most participants have developed a better understanding of themselves. This consolidated self-perception has become a basis in forming their future plans and facilitating their decision-making after graduation. However, the relationship between institutional influence and individual changes are difficult to determine due to lack of persuasive evidence
Thesis (MA) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Amy, Margarita E. "Leadership Practices that Support Marginalized Students: How Leaders Support Teacher Leadership for Emergent Bilingual and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108823.
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Thesis advisor: Lauri JohnsonThis qualitative case study examined the perceptions of school and district leaders about fostering teacher leadership, specifically to support emergent bilingual and Latinx students in a public school district in the state of Massachusetts. The most recent model of transformational leadership developed from Leithwood’s research in schools (Leithwood & Jantzi, 2000) served as the conceptual framework. Data collection included 13 individual semi-structured interviews with district, building and teacher leaders as well as field notes and document reviews. Findings indicated that school and district leaders perceived they support formal and informal teacher leadership practices for emergent bilingual and Latinx students. Top-down approaches to collaboration and professional development impacted the development of teachers as leaders, creating barriers and challenges in each of three components of transformational leadership (setting direction, developing people, and redesigning the organization). Recommendations include establishing a collective vision for promoting and developing teacher leadership. Future research could be designed to better understand how teacher leadership is enacted to support issues around equity and social justice, and how we might encourage more teacher leadership among marginalized groups
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Soria, Luis Ramirez. "Leadership Practices that Support Marginalized Students: District and School Leaders' Support for LGBTQ Youth." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108822.
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Thesis advisor: Lauri JohnsonLesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth are a marginalized student population in school settings. The purpose of this qualitative case study was to examine whether and how district and school leaders’ knowledge, attitudes/beliefs, and practices regarding LGBTQ students affected school policies for advocacy, anti-discrimination, and proactive care for this marginalized population. It was part of a larger group case study of how leaders support marginalized students in a Massachusetts urban school district. Data was gathered and analyzed from eight semi-structured interviews, document reviews, and observation of a student organization meeting. Results showed that leaders created and sustained safe environments in schools for LGBTQ youth, made efforts to urge the normalization of LGBTQ advocacy and discourse, and afforded opportunities for LGBTQ student-led activism. The study also found that district and school leaders need to further their systemic efforts toward establishing and implementing inclusive LGBTQ curriculum and instruction. Implications of this study reveal that district and school leadership practices must be explicitly designed, implemented, and sustained in order to effectively support LGBTQ youth
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Haider, Maheen. "Keepers and explorers: An acculturation case study of the multi-faceted identity of Pakistani graduate students navigating US culture." Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104074.
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Thesis advisor: Eve SpanglerThesis advisor: Clifton Shawn Mcguffey
The research explores the influence of US culture on Pakistani graduate students studying in the US. I investigate how the students navigate through the different elements of US culture, while adhering to their pre-existing ideals of the home culture. I examine the role of gender and inter-generational differences of the students, in the process of interaction with the host culture. I use qualitative methods and conducted twenty-eight life history interviews across the students from both F1 and J1 visa categories, while maintaining the gender ratio. The duration of their stay spans over a period of 5 months to 5 years. I argue that the students adopt a keepers and explorers approach while navigating the different cultural elements of the host culture. The explorer approach is further facilitated by a select and drop mechanism, developed by the students, as they navigate the different elements of US culture, while using the value system of the home society
Thesis (MA) — Boston College, 2013
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
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Slaney, Jaime D. "Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108821.
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Thesis advisor: Lauri JohnsonThis qualitative case study, part of a larger group study about how leaders support marginalized student populations in a Massachusetts school district, explored how leaders develop and maintain cultural awareness and self-reflection for themselves and for their teachers. The study asked: 1) How, if at all, does the leader develop and maintain critical self-reflection to support marginalized populations? And 2) What leadership practices does the leader enact, if at all, to engage teachers in cultural awareness and self-reflection? Data was gathered and analyzed from 20 semi-structured interviews, including the superintendent, two assistant superintendents, director of bilingual education, two secondary level principals, two elementary level principals, and 12 teachers, and document reviews. Findings indicate that almost all of the leader participants exhibited cultural awareness and reflectiveness which was attributed to either feeling marginalized themselves, or through childhood and professional experiences. Leaders utilized a variety of leadership practices to maintain their awareness, engage in self-reflection, and create more equitable environments for marginalized students, but these practices were not consistent, embedded, or persistent. Implications of this study reveal that district and school leadership practices to enact cultural awareness and self-reflection of leaders and teachers are critical to effectively address inequities and to support marginalized students
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Kerrigan, Michele Brown. "Challenging the Traditional Student Leadership Paradigm: A Critical Examination of the Perceptions of Students of Color at Predominately White Institution." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107178.
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Thesis advisor: Ana M. Martinez-AlemanThis qualitative study employed a Critical Race Theory (CRT) lens to gather a deeper understanding the racialized experiences of students of color (SOC) at a PWI, and how these experiences impact the way in which they understand, conceptualize, and/or actualize student leadership on campus. This study presents the lived experiences of twenty-five SOC. Participants shared their experiences and perceptions through individual semi-structured interviews, with an opportunity to also participate in a focus group. Findings revealed that the ways in which participants view how race is socially constructed on campus and their encounters with normalized racism (such as their experiences with microaggressions, the lack of diversity, the negative racial climate, and the racial segregation on campus) seemed to profoundly impact participants lived experiences and perceptions. Participants in this study exhibited a strong pull towards SOC groups (both for participation and leadership expression), citing a desire to seek involvement with individuals of similar/racial and ethnic background, a responsibility to give back to their racial/ethnic group, and seeking a group that affirmed their sense of identity as some of the top reasons they joined SOC groups. However, participants’ perceptions of predominately White groups on campus, encounters with normalized racism, and the way they view student groups are valued (or undervalued) on campus seems to suggest that the campus racial climate may play a powerful role in students’ decision making around co-curricular involvement and leadership expression. The findings strongly intimate that the college campus remains a microcosm of larger society in that it continues to perpetuate normalized racism as a product of inherent (and biased structures), influencing students’ leadership perceptions and expression. This study recommends that institutions assess the racial landscape on campus in terms of perceived and actualized student leadership, be willing to engage in experimentation on different practices that will foster a greater sense of inclusivity within student leadership, and take active steps towards creating permanent inclusive change
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Swenson, Brian G. "College Student Engagement: Removing the Costs of Full Participation for Low-Income Students." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107297.
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Thesis advisor: Ana Martinez-AlemanCollege student engagement has been linked to a host of positive educational outcomes including academic performance and persistence. Problematically, many low-income college students are not able to get involved within the social system of higher education due to the costs associated with participation in the co-curricular events and activities that comprise so much of the full college experience. This mixed methods study explored the effect on student engagement of the Pinnacle Alliance (PA) - an intervention program designed to remove these cost barriers for low-income students at Lakefield University (LU), a private, highly selective, religiously-affiliated institution located in the Northeast United States. An electronic survey was administered to a sample of Lakefield undergraduate students concerning their involvement in co-curricular activities. Multiple regression analysis was conducted to examine the relationship between participation in the Pinnacle Alliance and student engagement. While the quantitative findings indicate a non-significant relationship, subsequent focus groups were conducted to further examine and contextualize the effects of the Pinnacle Alliance on low-income students. Qualitative findings from the focus group suggest that the Pinnacle Alliance is an extremely important resource for many low-income LU students. The PA allowed these students to make participation choices free of the financial barriers they often face. In addition, PA-participating students reported feeling a greater sense of community and that they fit in more at LU. However, these students made clear that fitting in and belonging were not the reasons they chose to participate in the program; rather the elevated feelings of fitting in and belonging were the result of their participation. Finally, findings from focus groups conducted with students who were eligible for the Pinnacle Alliance but chose not to participate revealed that beyond financial constraints, motivational constraints can also inhibit engagement. Non-participating students cited lack of time, lack of interest, lack of awareness, and social stigma as the four major reasons behind their decisions to not be more involved with the Pinnacle Alliance
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Gittens, Nicole. "Leadership Practices that Affect Student Achievement: Facilitating High-quality Learning Experiences for Students." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107961.
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Thesis advisor: Diana PullinIt is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study identified and explored the actions that a principal in a high performing, urban school that served a historically marginalized population took to facilitate high-quality learning experience for students. This study reviewed documents and interviewed school and district level personnel to learn whether or not the school leader engaged in certain practices. The study found that the school leader engaged in many practices that facilitate a high-quality learning experience including monitoring instruction, assessment and curriculum, as well as maintaining a safe and orderly environment. Recommendations from this study include considering the diversity of students’ backgrounds as a source of strength and not something to be ignored
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Michel, Evan Burton. "Connecting the Dots: Enhancing Outcomes for Students with Emotional Disturbance through Integrated Student Support." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109085.
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Thesis advisor: Mary E. WalshOut-of-school factors including poverty, mobility, and violence contribute to student learning and development where need often influences negative outcome gaps over time (Coalition for Community Schools, 2018; Mattison & Aber, 2007; Moore, 2014; Moore & Emig, 2014). A subset of students face these and additional challenges with emotional disturbance (ED). The ED designation is a strong predictor of poorer outcomes even with special education practice in place (de Voursney & Huang, 2016; IDEA, 2004; Lewis et al., 2017; Moore et al., 2017; Olivier et al., 2018). These findings heighten calls to reform support systems around students, especially those students facing the most need. Integrated Student Supports (ISS) emerged as a systemic approach to comprehensively service in and out-of-school needs (Moore, 2014; Moore & Emig, 2014; Lee-St. John et al., 2018; Moore et al., 2017). However, limited research exists on the impact of tandem ISS services on special education accommodation for students with ED. This study focused on an approach to ISS, City Connects, on academic and behavior outcomes for students with ED impairment. City Connects offers tailored support for the whole child and implementation has resulted in positive outcomes (City Connects, 2010, 2012, 2016, 2018, 2020; Walsh et al., 2014). The study had two aims. First, to determine if students with ED designation (N=4,427) scored lower on academic and thriving outcomes than students never in special education (N=14,475). The second was to assess if ever participating in City Connects (N=5,067) moderated the relationship between ED impairment and outcomes. School-fixed effects regressions assessed these aims. Results revealed that students with ED scored significantly lower across all outcomes. Analyses for the second study aim were variable. Math scores were significantly higher for City Connects students than children without these supports. Writing and MCAS-ELA scores did not significantly differ between the two groups. Reading and behavior marks were significantly lower for City Connects students. The predicted moderation of City Connects only met significance for reading scores. Findings partially support hypotheses and promote greater attention to investigations of subsets of students and the mechanisms behind the response to City Connects and ISS more broadly
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Pellegrino, Mark J. "Leadership Practices That Support Marginalized Students: Culturally Responsive Discipline for African American, Hispanic, and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108800.
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Thesis advisor: Lauri JohnsonTraditionally, schools have suspended students of color at significantly higher rates than White students. Culturally responsive classroom practices have been found to reduce these disparities. This exploratory case study examined whether or not teachers with low discipline referrals for African American and Hispanic/Latinx students from a midsized urban Massachusetts district report using culturally responsive discipline practices, and how their principal fosters these practices. It was part of a larger group study that examined how school and district leaders support marginalized students. Data was collected over a four-month period using semi-structured interviews with two principals and nine teachers in two schools. Interview questions were based on the Double-Check Framework (Hershfeldt etl al., 2009) which identifies culturally responsive discipline practices. Data showed that teachers with low office discipline referrals might embrace culturally responsive practices, at least to a limited degree. Additionally, while principals reported that they provided culturally responsive professional learning activities for teachers, teachers interviewed did not attribute their practices to these efforts. Results suggest that school leaders should cultivate positive relationships between students and staff to reduce discipline disparities
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Books on the topic "BC students"
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Iron Age Research Student Seminar (8th 2006 Cardiff University). Changing perspectives on the first millennium BC: Proceedings of the Iron Age Research Student Seminar 2006. Oxford: Oxbow Books, 2008.
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Oliver, Davis, Sharples Niall M, and Waddington Kate, eds. Changing perspectives on the first millennium BC: Proceedings of the Iron Age Research Student Seminar 2006. Oxford: Oxbow Books, 2008.
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B.C. Outcomes Working Group. and Centre for Education Information Standards and Services., eds. 1998 outcomes of former arts and sciences students: BC college and institute student outcomes report. [Victoria, BC]: Centre for Education Information, 2000.
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Interactive Student Win 99&sftwr BC IP Pkg. Higher Education Publishing Company, Incorpor, 1999.
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Aia Student Windows 00&bc IP 5pak Pkg. Higher Education Publishing Company, Incorpor, 2000.
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Aia Student Mac 2000&bc IP 5pak Pkg. Higher Education Publishing Company, Incorpor, 2000.
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Information, Centre for Education, ed. 1997 BC student outcomes: Summary of survey results by program area. Victoria, BC: Centre for Education Information, Standards and Services, 1997.
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Hornblower, Simon. Lykophron's Alexandra, Rome, and the Hellenistic World. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198723684.001.0001.
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This book is an original, accessibly written, contribution to Roman and Hellenistic history. Its subject is a long (1474-line) ancient Greek poem, Lykophron’s Alexandra, probably written about 190 BC. The Trojan Kassandra foretells the conflicts between Europe and Asia from the Trojan Wars to the establishment of Roman ascendancy over the Greek world in the poet’s own time, including the founding of new cities by returning Greeks through the Mediterranean zone, and of Rome by the Trojan refugee Aineias, Kassandra’s kinsman. Simon Hornblower now follows his detailed commentary (OUP 2015, paperback 2017) with a monograph asserting the Alexandra’s importance as a historical document of interest to political, cultural, and religious historians and students of myths of identity. Part One explores Lykophron’s geopolitical world, especially south Italy (perhaps the poet’s area of origin), Sicily, and Rhodes, and argues that the recent (in the 190s) hostile presence of Hannibal in south Italy is a frequent if indirectly expressed concern of the poem. Part Two investigates the poem’s relation to Sibylline and other anti-Roman writings, and argues for its cultural and religious topicality. The Conclusion shows that the 190s BC were a turning-point in Roman history, and that Lykophron was aware of this.
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Dignam, Alan, and John Lowry. Company Law. Oxford University Press, 2020. http://dx.doi.org/10.1093/he/9780198848455.001.0001.
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Titles in the Core Text series take the reader straight to the heart of the subject, providing focused, concise, and reliable guides for students at all levels. Company Law provides an account of the key principles of this area of law. It aims to demystify this complex subject. Chapter introductions provide summaries of various aspects of company law and further reading provide the tools for further research and study. This volume includes coverage of new case law such as Rossendale BC v Hurstwood Properties (A) Ltd [2019] EWCA Civ 364; BTI 2014 LLC v Sequana SA [2019] EWCA Civ 112; Global Corporate Ltd v Hale [2018] EWCA Civ 2618; Parr v Keystone Healthcare Ltd [2019] EWCA Civ 1246; Sevilleja Garcia v Marex Financial Ltd [2018] EWCA Civ 1468; and Re Sprintroom Ltd; Prescott v Potamianos [2019] EWCA Civ 932. On corporate governance the latest developments surrounding the UK Corporate Governance Code and Stewardship Developments 2020 together with Wates Corporate Governance Principles for Large Private Companies are discussed.
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Hughes-Hallett, Deborah. Calculus Single & Multivariable 4th Edition Student Solutions Manual 4th Edition ConcepTests 4th Edition and Cliffs AP CalculusAB & BC 3rd Edition Set. Wiley, 2005.
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Mittal, Pankaj. "Creating Responsible and Engaged Students." In The Promise of Higher Education, 197–203. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_30.
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AbstractSince 6 BC, when the first university of the world was established in Takshila in India, higher education in India has been integrating advanced knowledge and skills with larger social concerns. Apart from teaching and research, a prime concern of universities is to engage with the community and to contribute towards the development of society. Much emphasis is placed on the values of education by complementing curricular instruction for shaping future generations and enabling active engagement with society. The emphasis has been on holistic development of the student leading to complete realization and liberalization of oneself. To quote Swami Vivekananda, a well-known Indian scholar, “Education is not the amount of information that we put into your brain and runs riot there, undigested, all your life. We must have life-building, man-making, character-making assimilation of ideas. If you have assimilated five ideas and made them your life and character, you have more education than any man who has got by heart a whole library. If education is identical with information, the libraries are the greatest sages of the world and encyclopaedia are the greatest Rishis”.
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Feffer, Andrew. "The Stooge Grebanier." In Bad Faith, 36–53. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823281169.003.0003.
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This chapter turns to the inquiry’s first main “friendly” or cooperative witness, Brooklyn College (BC) English professor, Bernard Grebanier. Windels began by investigating BC because of its reputation for left-wing activism and the involvement of teachers and students in Popular Front causes. Grebanier, like many of his colleagues, joined the Communist Party because of its strong stance against European fascism, anti-Semitism, and right-wing movements in the United States. Although Grebanier was an unreliable witness, Windels led him to promote the myth that Brooklyn faculty indoctrinated their students.
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Coca, Estevan Leopoldo de Freitas, and Ricardo César Barbosa Júnior. "Responding to neoliberal diets: School meal programmes in Brazil and Canada." In A Handbook of Food Crime, 347–64. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447336013.003.0022.
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This chapter identifies school meal programs in Brazil and Canada as sustainable alternatives to some of the harms caused by the dominance large corporations exert on the global food system. It analyses the new version of the Brazilian National School Meal Program (PNAE) and British Columbia’s Farm to School initiative (F2S BC) in Canada. On one hand, PNAE creates an institutional market for family farmers, while offering students a greater amount of locally produced fresh and healthy food. On the other, F2S BC takes form through activities such as school gardens, food education and incentives to purchase locally produced food. This work finds that PNAE has more reach but limits school meals to consumption, whereas F2S BC emphasizes the role of schools as spaces for growing and recognises food as a pedagogical resource.
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Bradley, Richard, Colin Haselgrove, Marc Vander Linden, and Leo Webley. "Late Foragers and First Farmers (8000–3700 BC)." In The Later Prehistory of North-West Europe. Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780199659777.003.0007.
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This chapter spans an important period division. It considers both the ‘Mesolithic’ hunter-gatherers of the study area, and the first ‘Neolithic’ farmers. The relationship between them is one of the most important issues to be investigated by prehistoric archaeology, but it is also one of the most contentious. The period between 8000 and 3700 BC saw the change from a reliance on wild resources to a new subsistence economy based on the ownership of domesticated plants and animals. It must have involved completely new forms of social organization. The transition between these phases occurred at different times in different parts of north-west Europe, but in all instances it is where two distinctive kinds of scholarship impinge on one another. To some extent the distinction between these kinds of research is determined by the kinds of evidence that are available. For the most part Mesolithic activity is characterized by hearths, scatters of stone tools, shell middens, and other food remains. In some regions there are graves, but traces of domestic buildings are comparatively rare. There is little sign of more monumental structures. The Neolithic period, on the other hand, is characterized by durable wooden houses, enclosures, mounds, and stone-built tombs, and by a much wider range of artefacts. This contrast has implications for the kinds of research that can be undertaken. With notable exceptions, students of the Mesolithic are most concerned with food production, settlement patterns, and lithic technology and place a particular emphasis on ecology and adaptation. Specialists on the Neolithic period do not neglect these fields, but they are also able to consider monumental architecture. Because they can draw on a wider range of data, their studies extend to ritual and social organization in a way that is more difficult to achieve in the archaeology of foragers. That contrast has become even wider with recent increases in the scale of fieldwork. Mesolithic sites contain comparatively few subsoil features and are difficult to detect by remote sensing or sample excavation.
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Horsfall, Nicholas. "From history to legend." In Fifty Years at the Sibyl's Heels, 121–36. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198863861.003.0010.
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Students of early Roman history have been compelled to acknowledge the existence of a story, according to which, in 390 BC, the Capitol fell, like the rest of Rome, to the Gauls. Such a narrative evidently precludes the rousing of the sleeping garrison and hence the saving of the Capitol by the geese as narrated in Livy. Our earliest textual evidence does nothing to encourage acceptance of the traditional Livian version. The story of the geese is itself of a familiar and universal type and at a later stage geese and dogs were both involved in a commemorative ritual, on whose detail we are copiously and variously informed. The growth of a popular and patriotic tale could have led to this more complex pattern of growth.
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Meyer-Peyton, Lore. "Elements of a Successful Distributed Learning Program." In Distance Learning Technologies, 82–90. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-80-3.ch007.
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Global connectivity has opened up a new dimension in education, namely, the concept of delivering education via technology to students who may never see their classmates or their instructor face to face. The typical school with its traditional classrooms does not exist in this new scenario, and many of the professionals responsible for developing distributed learning courses are new to the task. This chapter will guide the reader through the process of planning and implementing a distributed learning program. The model for this chapter is the distributed learning program provided by the Department of Defense Education Activity to schools serving the family members of U.S. military personnel at home and abroad. The DoDEA Electronic School (DES) offers sixteen courses to over six hundred students at 56 high schools in fourteen countries, spanning twelve time zones. The program has been in existence for over twelve years, evolving from a two-teacher program to a worldwide school headed by an administrative staff and employing 23 instructors and four technical support staff members. Courses currently available through the DES include seven advanced placement courses (Calculus AB and BC, Physics B, German, United States History, and Computer Science A and AB); five computer programming courses (Pascal I and II, Q-BASIC, Visual BASIC, and C++); economics; health; humanities; and science research seminar. In addition to offering student courses, the DES is in the process of adding an extensive staff development component. With teachers and staff based worldwide, the system can save a significant amount of travel money by providing staff development opportunities that are accessible at the local site. The DoDEA Electronic School grew up with technology. During those first years, students used an acoustic coupler and a telephone to call a central computer in the United States, where they accessed a text based conferencing program to communicate with their classmates and instructors. Today’s DES instructors develop their courses in Lotus Notes, and students can use either the Lotus Notes client or a Web browser. Domino servers at each school send and receive information via the Internet, resulting in efficient transfer of data. In today’s environment, rich with technology but short on hours in the day, there is no time afforded for the luxury of “evolving.” Professionals tasked with developing distributed learning programs for their organizations are given a staff, a budget and a mandate— and certainly a challenge. The goal of this chapter is to help those professionals meet the challenge by examining the key elements of a successful distributed learning program.
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Wilkes, John. "Sailing to the Britannic Isles: Some Mediterranean Perspectives on the Remote Northwest from the Sixth Century bc to the Seventh Century AD." In Communities and Connections. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780199230341.003.0008.
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If you were training to be an athlete you would not spend all your time doing exercises: you would also have to learn when and how to relax, for relaxation is generally regarded as one of the most important elements in physical training. To my mind it is equally important for scholars. When you have been doing a lot of serious reading, it is a good idea to give your mind a rest and so build up energy for another bout of hard labour. For this purpose the best sort of book to read is not merely one that is witty and entertaining but also has something interesting to say. This advice from the satirist Lucian, sometime itinerant lecturer and at other times a minor government official, seems as valid today as it was in the second century AD. For students engaged in the history and archaeology of Europe in the first millennia BC and ad, I can currently think of no better respite from the structures, models and databases, that are the currencies of modern research, than Barry Cunliffie’s monograph on the explorer Pytheas published in 2001. Unencumbered with footnotes and with minimal bibliography, a text of barely 170 pages introduces one of the great mysteries of antiquity, the fantastic voyage of exploration by a citizen of Massalia, the Greek ancestor of modern Marseilles, to the British Isles and beyond to Iceland and the Arctic Circle and then in the direction of the Baltic (Cunliffe 2001). Nothing is known of Pytheas himself and the only reasonably certain fact we have concerning the voyage is that it was undertaken around the time of Alexander the Great (d. 323 BC). No less remarkable is that all we know of Pytheas’ own account of his travels is preserved in later writers, who at the least denigrated his achievement and often branded him a downright liar with considerable vehemence, while still exploiting his detailed account of the lands and seas he saw. Despite this the value of his astronomical observations was recognized by some of the greatest minds of antiquity and as a result his place in the development of the geographical sciences is assured.
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Briggs, Daphne Nash. "Home Truths from Travellers’ Tales: On the Transmission of Culture in the European Iron Age." In Communities and Connections. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780199230341.003.0009.
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I must have been one of Barry’s first research students in Oxford when he took over supervision of my doctoral thesis in 1973. Central Gaul and its coinage in the late Iron Age were still frontier areas for research for a British student and I had come to them from Classics and Roman history, with a special interest in coinage but with no experience whatever of archaeology. I am eternally grateful to Barry for his kindly and enthusiastic guidance as I completed my thesis on time and for his encouragement to continue afterwards with research into Iron Age economy and society. He invited me to give my first public paper at the landmark Oppida conference at Rewley House in 1975 (Nash 1976) and we jointly supervised a number of research students while I was at the Ashmolean Museum as Assistant Keeper first of Roman, then of Greek coins in the Heberden Coin Room, which I left in 1986 to pursue another career as a Child Psychotherapist. I doubt I would have had the energy or self-discipline to return to part-time, freelance study of Iron Age Italy in its wider European setting a few years ago had Barry not greeted a draft of something I had written on French prehistory with, ‘Don’t stop now!’ and sponsored my application for an Honorary Research Associateship at the Institute of Archaeology at Oxford. With this chapter based on work in progress I would like to thank him for all his support over the years, and celebrate a long association. Re-reading some of Barry’s recent books with this paper in mind I found I kept wanting to engage him in conversation in the many places where, with an enviable narrative freedom that it is difficult to imagine in the academic archaeology of thirty years ago, he evokes the reality of people’s lives in the past, whether it be Pytheas’ journey to the frozen north (Cunliffe 2002) or the Celtic raiding mentality (Cunliffe 1997: 88–9) or wondering whether old fighters living in the Fayum oasis in the mid-third century BC told ‘their incredulous children stories of the fertile Danube plain or the pine-clad slopes of Mount Parnassos remembered from the time when they had camped in its shadow waiting to pillage Delphi’ (Cunliffe 1997: 182).
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Goi, Chai-Lee. "Business Simulation Games." In Handbook of Research on Analyzing IT Opportunities for Inclusive Digital Learning, 65–76. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7184-2.ch004.
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The history of the development of business simulation games started in 3000 BC, and the development of modern business simulation games began in the 1950s. Since the introduction of modern business simulation games, it has grown rapidly and is widely used by corporations, managers, educators, development consulting firms, and collegiate business programs for training and teaching purposes. A dynamic business environment and changing economic conditions require the reorientation and modification of educational programs. The learning process should focus on strengthening knowledge, skills, behaviours, and attitudes according to market needs and wants. The use of business simulation games in education can overcome this problem and even increase student motivation and engagement. This chapter covers three main sections: (1) history of business simulation games, (2) types of business simulation games, and (3) the use of business simulation games in teaching and learning.
Conference papers on the topic "BC students"
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"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.
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Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology: A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution: The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings: The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners: It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers: In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society: Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.