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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.
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Stephens, Teya A., Jennifer L. Black, Gwen E. Chapman, Cayley E. Velazquez, and Alejandro Rojas. "Participation in School Food and Nutrition Activities among Grade 6–8 Students in Vancouver." Canadian Journal of Dietetic Practice and Research 77, no. 3 (September 2016): 148–53. http://dx.doi.org/10.3148/cjdpr-2016-003.
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This study examined student-reported participation in school food and nutrition activities in Vancouver, British Columbia (BC), and whether engagement differed by gender and between elementary and secondary school students. A cross-sectional survey of grade 6–8 public school students (n = 937) from 20 elementary and 6 secondary schools assessed student-reported participation in a range of food and nutrition activities. Statistical analyses included descriptive statistics and multilevel logistic regression to examine associations between participation with gender and school type. Overall, <50% of students reported engaging in most of the food and nutrition activities examined in the 2011–2012 school year, including: food preparation (36%), choosing/tasting healthy foods (27%), learning about Canada’s Food Guide (CFG) (45%), learning about foods grown in BC (35%), gardening (21%), composting (32%), and recycling (51%). Females were more likely to report recycling and learning about CFG and BC-grown foods (P < 0.05). Secondary students were more likely to report activities focused on working with or learning about food/nutrition (P < 0.05). Despite local and provincial efforts to engage students in food and nutrition experiences, participation in most activities remains relatively low, with few students exposed to multiple activities. Continued advocacy is needed from the dietetics community to improve student engagement in food and nutrition activities.
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Nashon, Samson Madera, and Wendy S. Nielsen. "Participation rates in physics 12 in BC: Science teachers’ and students’ views." Canadian Journal of Science, Mathematics and Technology Education 7, no. 2-3 (July 2007): 93–106. http://dx.doi.org/10.1080/14926150709556722.
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Vaquero, C., M. Cebollero, M. Á. Escudero, and J. Saiz. "Reduction of negative social attributions towards people with mental illness through a combination of treatments." European Psychiatry 33, S1 (March 2016): s245—s246. http://dx.doi.org/10.1016/j.eurpsy.2016.01.622.
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IntroductionStigma towards people with mental illness can have very negative consequences for the persons that experience it. So, it becomes strongly necessary to combat this problem.Objectives/AimsEvaluate the effectiveness of multiple interventions to reduce stigma against mental illness in a group of high school students.MethodsQuasi-experimental study. Seventy-six students between 16 to 19 years old from 3 schools of southern Madrid State participated. No significant differences in age and gender between groups were found. The quasi-control group was obtained from 3 different classrooms (1 in each school). This group did not go through any treatment. The experimental group had 2 treatments. Treatment “A” consisted in 1 psychoeducation session. Treatment “B” was 1 visit (real or virtual) to the Thyssen-Bornemisza museum. Persons exercising as museum guides had been diagnosed with mental illness. They already were participants in the PCEA program of the CRPS Latina. The instrument to assess stigma was the AQ-27, validated in Spanish.ResultsWe found significant reductions of stigma in all dimensions explored: Anger (A vs BC; P < 0.001), Threat (A vs BC; P < 0.001), Fear (A vs BC; P < 0.001), Coercion (A vs BC; P < 0.001) Segregation (A vs BC; P < 0.001) and Avoidance (A vs BC; P < 0.001).ConclusionsThe combination of treatments for intervention on stigma in samples of school students seems to be a very effective option to reduce stigma.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Andromeda, Andromeda, Zonalia Fitriza, and Faizah Qurrata 'Aini. "Evaluation of Pedagogy Competence of Chemistry Teacher in Compiling Higher Order Thinking Skill (HOTS) Assessment Instrument for High School Students." Edukimia 2, no. 2 (May 21, 2020): 91–95. http://dx.doi.org/10.24036/ekj.v2.i2.a134.
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Basic Competence (BC) is a minimum students’ achievement after learning process. Most of the BC in the 2017 revised Indonesian curriculum requires students to have higher order thinking skills (HOTS), therefore teachers have to prepare assessment instruments referring HOTS. However, there are still many teachers who misperceive HOTS and think that HOTS is a difficult problem. This causes the teacher’s understanding of HOTS questions to be low. This study aims to describe chemistry teachers’ competence in evaluating HOTS of students. 19 teachers from 14 Senior High Schools was examined using structured essay test to figure out their ability and problems in compiling HOTS assessment instrument. The data collected was analysed using Miles Huberman methods starting with data reduction, data display and conclusion. Through this evaluation, it is known that only 10.53% of teachers comprehended HOTS and were able to apply it in evaluation, 57,89% of them understood the HOTS but weren’t able to apply in evaluation while 31,58% others didn’t know the comprehensive HOTS evaluation. This fact will certainly disrupt the planning, implementation and assessment of learning. Furthermore, the instrument compiled to assess higher order thinking skills based on BC does not measure expected abilities.
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Ahmed, Md Sabbir, Abu Sayeed, Trisha Mallick, and H. M. Syfuddin. "Knowledge and Practices on Breast Cancer among Bangladeshi Female University Students: A Cross-sectional Study." Asian Pacific Journal of Cancer Care 5, no. 1 (February 10, 2020): 19–25. http://dx.doi.org/10.31557/apjcc.2020.5.1.19-25.
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Objective: Breast cancer (BC) is the leading and most prevalent form of cancer among women in Bangladesh and worldwide. The objectives of this study were to assess the existing knowledge on breast cancer and the practices of breast self-examination among female Bangladeshi university students. Method: A cross-sectional study was carried out among the 276 female university students. Data were collected by face-to-face interview by using a pre-tested questionnaire.Results: The study results indicate that most of the participants were well informed about breast cancer. Predominantly mentioned signs of breast cancer was a lump in the breast followed by pain in the breast or nipple. The correct responses of breast cancer risk factors were exposure to radiation (58.20%), positive family history (47.6%), obesity (46.9%), lack of physical exercise (43.6%) and smoking (43.2%). The students were well informed about breast self-examination for early diagnosis, but they were not properly informed about frequency. Only 17% reported that they practiced breast self-examination. Respondent’s age, religion, marital status, having a problem in Breast and practices of breast self-examinations were significantly associated (p<0.05) with the knowledge scores in different aspects of breast cancer.Conclusion: The findings of this study indicate that the female students had inadequate knowledge on different aspects of BC and low compliance to recommended BSE practices. Initiating BC educational programs among university students is highly recommended for the early detection and treatment of this increasingly alarming disease.
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Hsiao, Feilin, Xueli Tan, Jonathan “Jaytee” Tang, and Juan Chen. "Factors Associated with Music Therapy Board Certification Examination Outcomes." Music Therapy Perspectives 38, no. 1 (November 29, 2019): 51–60. http://dx.doi.org/10.1093/mtp/miz017.
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Abstract The Music Therapy Board Certification (BC) Examination is a high-stakes test that affects test takers’ entry into the profession and reflects the quality of music therapy programs. Accumulating studies in the health sciences have identified the factors that contribute to first-time test takers’ success in passing credentialing examinations. However, these variables have not been investigated in music therapy. The purposes of this study are to investigate recent certificants’ perceptions and experiences of the BC examination and identify the predictors of success on the first attempt. It aims to delineate the factors associated with performance in the BC examination; identify effective strategies and resources for future test takers; and inform educators, internship directors, clinical supervisors, and test administrators regarding areas of concern and necessary support. A sample of 662 recent music therapy board certificants completed a 32-item online survey consisting of checklists, Likert scales, open-ended questions, and the Westside Test Anxiety Scale. Self-reported cumulative grade point average and general test anxiety scores were significant predictors of BC examination success on the first attempt. The results suggest the need for (a) a consistent standard for education programs that includes various theoretical orientations and clinical practice models to better prepare students with content knowledge and (b) program progression policies to identify students at risk of failing the examination and to provide remediation.
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Renwick, Kerry, Lisa Jordan Powell, and Gabrielle Edwards. "‘We are all in this together’: Investigating alignments in intersectoral partnerships dedicated to K-12 food literacy education." Health Education Journal 80, no. 6 (April 23, 2021): 699–711. http://dx.doi.org/10.1177/00178969211011522.
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Background: Activities to foster food literacy in young people are increasingly common in schools, driven both by the public health sector and by curriculum mandates from education officials in government. In Canada, both Kindergarten–Grade 12 (K-12) classroom teachers and educators from community organisations deliver food literacy education programmes in schools, often framed as partnerships working in the interests of young people. Objective: The study examines the alignment between what both classroom teachers and community educators state are the desired outcomes for students of their food literacy education work and the topics/activities they engage in with students. Design, setting and method: We surveyed and interviewed teachers and community educators in British Columbia, Canada, and utilised participant observation and secondary data from food literacy education network activities. Results: Shared food literacy education goals and topics/activities were evident in the responses of classroom teachers and community educators. Teachers framed their food literacy education programmes around the curriculum-as-plan – in this case, the provincial curriculum known as the BC Curriculum – and then enacted a lived curriculum that students experienced in the classroom. Community educators offered programmes that were initially designed to meet their organisation’s focus, but which varied in terms of how much of the BC Curriculum was addressed. Conclusion: Our results show broad alignment between teachers and community educators in food literacy education goals and practices; however, there is potential to increase this alignment and build stronger partnerships that support teachers in enacting the BC curriculum and meeting the needs of their students.
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Johnson, Mary P., and Jennifer A. Smith. "Mary Johnson, DNP, ACNP-BC, Visits Norway as Fulbright Specialist in Simulation Pedagogy." Clinical Scholars Review 5, no. 2 (January 1, 2012): 144–46. http://dx.doi.org/10.1891/1939-2095.5.2.144.
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Assistant Professor of Clinical Nursing at Columbia University School of Nursing (CUSON) Mary Johnson, DNP, ACNP-BC, was selected as a Fulbright Specialist in the host institution of Oslo and Akershus University College of Applied Sciences (HiOA). The main purpose of the project was to strengthen and enhance collaboration between HiOA and CUSON related to simulation pedagogy and acute care practice. Falling within the mission of Columbia’s WHO Collaborating Center for Advanced Practice Nursing, the two universities signed a Memorandum of Understanding in 2009 and have collaborated in several areas: master’s students exchanges; faculty visits; presentations at academic conferences; and development of a multicountry network, IRIS, which focuses on opportunities for postbaccalaureate students and faculty between the United States and Europe. The specific goal for Dr. Johnson was to move beyond the level of “visits” to focus on areas of acute care nursing, simulation pedagogy, and development of common cases that can be used to compare student work and teaching methods in both institutions. This Fulbright program also provided Dr. Johnson with a better understanding of the Norwegian health care system, hospitals, and the role of the acute care practitioner—essential information for future advisement of visiting HiOA students to the United States.
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Piccolino, Anthony V. "The Advanced Placement Course in Statistics: Increasing Students' Options." Mathematics Teacher 89, no. 5 (May 1996): 376–77. http://dx.doi.org/10.5951/mt.89.5.0376.
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The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) stresses the need to empower all students and to encourage students to study mathematics throughout their four years in high school. For the past forty years, the Advanced Placement program of the College Board has offered students the opportunity to pursue collegiate-level course while in high school. The offering in mathematics consists of a full-year course in either Calculus AB or Calculus BC. Each Advanced Placement course culminates with an examination, typically three hours in duration, for which students may receive college credit or advanced standing when entering college.
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Lo, C. Owen, Yuen Sze Michelle Tan, Megan Chrostowski, Shun-Fu Hu, Diana Chan, Deanna M. Sue, I.-Chen Wu, and Wei Li. "Reenvisioning Gifted Education in British Columbia: A Qualitative Research Protocol of Policy Analysis in the Context of a Redesigned Curriculum." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691882223. http://dx.doi.org/10.1177/1609406918822233.
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Background: British Columbia (BC) is undergoing a curriculum migration. While the new curriculum highlights elements inspired by gifted education practices, there has been little conversation on how gifted education should/could be situated in this new curricular context. Moreover, a shift in the field of gifted education toward more inclusive practices aiming to promote gifted learning for all students has emerged. Taken together, this project highlights a unique juncture that invites a critical examination of the current provincial policy on gifted education and presents opportunities for sustaining better alignment between gifted education philosophy and local policies and practices. Aims: To examine the epistemic understandings of giftedness reflected in BC gifted education policy and to identify incongruence between this policy and the redesigned curriculum. Objectives: (1) To construct a historical and archival account of gifted education policy context in BC, (2) to evaluate the conceptualization of giftedness as reflected in BC policy texts, and (3) to provide insights into how policies and practices might be reconfigured. Methods: This project uses a case study method with a focus on evaluation to generate an in-depth account of the policy context and to develop a critical understanding of potential issues. Research participants include two to three provincial-level policy makers, 60 policy linkers, and two policy informers who have expertise in gifted education. Qualitative data include legislative and supplementary documents, interviews, and memos and field notes. Quantitative data will be gathered through the administration of an online survey. Significance: This project will uncover the merits, issues, and opportunities of gifted education policy in BC and enhance the connectivity between gifted education philosophy and local policy and practices. The results will further contribute to professional development opportunities for teachers and school districts to help improve their supports for students with advanced learning needs within the new curricular context.
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Du Toit, Peet J., Dina Christina Janse van Rensburg, Audrey Jansen van Rensburg, and Catharina C. Grant. "Influence Of Two Visual Skills Training Techniques On Performance Of University Students." Medicine & Science in Sports & Exercise 47 (May 2015): 661. http://dx.doi.org/10.1249/01.mss.0000478520.46240.bc.
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Crooks, Christine, Martin L. Cross, Clare Wall, and Ajmol Ali. "Effect of Bovine Colostrum Supplementation on Respiratory Tract Mucosal Defenses in Swimmers." International Journal of Sport Nutrition and Exercise Metabolism 20, no. 3 (June 2010): 224–35. http://dx.doi.org/10.1123/ijsnem.20.3.224.
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Purpose:This study investigated the effect of bovine colostrum (BC) on mucosal defense in the respiratory tracts of athletes and a nonexercising control group.Methods:An athlete cohort (ATH) of 25 (12 male, 13 female) elite swimmers (age 14–23 yr) and a control cohort (CON) of 28 (9M, 19F) students (age 18–27 yr) were randomly allocated in a double-blind manner to receive either 25 g BC (low-protein colostrum powder) or isocaloric placebo (PL) per day for 10 wk. Postprandial saliva samples were analyzed for immunoglobulins (A, G, and M) and osmolality at baseline, after 4 and 10 wk, and 2 wk postsupplementation. Blood samples were analyzed for immunoglobulins and C-reactive protein at baseline, after 5 and 10 wk, and 2 wk postsupplementation. Dietary intake was assessed by self-recorded dietary records. Upper respiratory tract symptoms (URS) and exercise were also self-recorded daily.Results:There was no significant time-related effect of the BC supplement on either saliva or plasma immunoglobulin levels for either cohort. After 4 wk supplementation fewer ATH/BC (25%) than ATH/PL participants (61%) reported URS incidents (p = .062). No significant difference occurred in URS reports in the control group.Conclusion:There was no measurable effect on immunoglobulin levels of consuming BC, which is in contrast to effects that have been reported previously in marathon runners, indicating that the effect of BC supplementation is not universal in all groups of athletes. Fewer athletes reported URS (although cause unknown) when consuming BC, which may be advantageous for training.
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Cruz, Adriana Dibo, Jefferson Jesus Costa, and Solange Maria Almeida. "Distance learning in dental radiology: Immediate impact of the implementation." Brazilian Dental Science 17, no. 4 (December 8, 2014): 90. http://dx.doi.org/10.14295/bds.2014.v17i4.930.
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<strong>Objective: </strong>This study assessed the immediate impact in terms of learning of the dento-maxillomandibular radiographic anatomy in intraoral periapical radiographs after entire replacement of the method of classroom learning by the distance learning using the Moodle platform.<strong> Material and Methods: </strong>The teaching of this subject by traditional educational setting in classroom was made until the first semester of 2011, “A class” (AC), using radiographic slabs from duplicated films. In the second semester of 2011, “B class” (BC), these radiographic slabs were digitalized, creating the Moodle e-course about dento-maxillomandibular anatomy in intraoral radiographs for distance learning. The impact was assessed by comparison of scores of students from two distinct classes, AC (N=60) and BC (N=62), after application of a similar test with all content of the topic of dento-maxillomandibular anatomy, using T-Student unpaired test (α=0.05). A voluntary and unidentified questionnaire with 12 questions, developed in Google Docs spreadsheets, was used to evaluate the acceptance of students for this e-course. <strong>Results: </strong>No significant differences (p>0.05) were observed in scores of the students from two classes. Among other questions, all students of BC who completed the questionnaire had interest in content of the available material in e-course, and their satisfaction level on a scale from 0 to 10 had a mean of 8.47 (SD=1.69). <strong>Conclusion:</strong> The method of distance learning of this subject using the Moodle platform can be utilized with same educational results as of those obtained from a traditional educational setting.
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Buunaaim, Alexis Dun Bo-Ib, Waliu Jawula Salisu, Hawawu Hussein, Yempabe Tolgou, and Stephen Tabiri. "Knowledge of Breast Cancer Risk Factors and Practices of Breast Self-Examination among Women in Northern Ghana." Innovative Journal of Medical and Health Science 10, no. 10 (October 17, 2020): 1332–45. http://dx.doi.org/10.15520/ijmhs.v10i10.3119.
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Introduction: Breast cancer remains a major global health concern in both developed and developing countries. The current study aimed to assess the knowledge of risk factors of breast cancer (BC), and the practice of breast self-examination (BSE) among females in the Tamale Metropolis of Northern Ghana. Methods: This is a cross-sectional study involving 1122 participants; consisting of nurses 157 (14.1%), teachers 227 (20.2%), undergraduate university students 339 (30.5%), medical students 95 (8.5%) and market women 304 (27.3%). Using a convenience sampling method to select the participants, we distributed questionnaires to participants which were completed and returned. Results: Most of the participants, 498 (44.4%) were between age 19-25. The majority were enlightened about BC (93.1%), and BSE (87.6%), 723 (64%) had good knowledge about the risk factors of BC. A total of 857 (76.4%) had previously been taught BSE. However, only 417 (37.2%) were found to practice BSE regularly. Conclusion: The knowledge of BC risk factors and BSE was remarkable, but varied in the various occupational categories. However, only a few participants practiced BSE regularly. There is a need for widespread educational campaigns to educate further and encourage women to practice BSE regularly. The inclusion of men in these crusades is long overdue. Equipped with the knowledge and skills of BSE, men could assist and encourage their spouses to frequently examine themselves. Further research studies will be necessary to ascertain the role of men in championing BSE among their significant others.
Keywords: awareness; breast cancer; breast self-examination; knowledge; practice; Ghana; Tamale
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KUIPER, RUTHANNE. "Use of Personal Digital Assistants to Support Clinical Reasoning in Undergraduate Baccalaureate Nursing Students." CIN: Computers, Informatics, Nursing 26, no. 2 (March 2008): 90–98. http://dx.doi.org/10.1097/01.ncn.0000304776.40531.bc.
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Baumbusch, Jennifer, and Jennifer E. V. Lloyd. "94 Using Research Priority Setting to Investigate Special Education in British Columbia." Paediatrics & Child Health 25, Supplement_2 (August 2020): e39-e39. http://dx.doi.org/10.1093/pch/pxaa068.093.
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Abstract Background In a recent school year, nearly 58,000 (10.5%) Kindergarten-Grade 12 students in British Columbia had a special needs designation, according to the BC Ministry of Education (BC MED) Student Statistics 2015/2016. Despite these considerable numbers, we know little about the educational journeys of students with special needs. To help set a research agenda in this area, we undertook a Research Priority Setting (RPS) study, which is an approach used in knowledge translation and exchange research. RPS is a relatively new approach, particularly in educational research, and is used to involve knowledge users early in the research process. It can include a diverse range of methods including surveys, workshops, and Delphi studies. As part of a larger research program to investigate the population-level educational journeys of students with special needs, we employed RPS. Objectives The purpose of this study was to explore educational leaders’ perspectives on research priorities in special education. The specific research questions were: 1. Given a pre-determined set of research areas based upon available population-level administrative data, what are educational leaders’ research priorities? 2. Which specific special education student groups (here, called designations) are educational leaders most interested in learning about through population-based research? 3. Beyond the available administrative data, what additional population-level research priorities do educational leaders identify? Design/Methods We employed a cross-sectional survey design. In December, 2017, we invited public school districts to participate in a survey we created to help us identify research priorities related to the educational journeys of students with special needs and disabilities. The specific needs the BC MED routinely tracks are presented with their respective designation codes in Table 1. The survey invited participants to rank eight specific research areas in order of perceived importance. Then, they were asked to indicate which of the 12 special needs designations were of most interest in relation to the research areas. Finally, the survey included an open-ended question inviting participants to suggest further areas for research. Quantitative results were analyzed using descriptive analyses, including frequency tables, cross-tabulations, and histograms. Qualitative data from the open-ended question was analyzed using content analysis. Results We asked a wide range of education professionals to complete this survey, including: district administrators, district learning support service providers, and school staff. In total, 71 participants volunteered to complete our survey, representing 43 of BC’s 60 public school districts. The average participant had: a master’s degree; a district administrator position; and between 20 and 29 years of educational experience. The majority of participants were experienced in special education. Overall, survey participants agreed on three specific priorities for future research on the educational journeys of students with special needs and disabilities: We then used approved BC MED data to prepare district-specific reports for each of these three topics, with province-wide data included for comparison. In each report, we break down students’ results by their BC MED special needs designation. Conclusion This study is an important step forward in our knowledge about the educational journeys of students with special needs. The results can be useful in guiding policy and program development, both here in British Columbia and beyond. Healthcare providers in pediatrics are in key roles to advocate for supports and resources for this population on their educational journeys.
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Mastorci, Francesca, Luca Bastiani, Gabriele Trivellini, Cristina Doveri, Anselmo Casu, Marta Pozzi, Irene Marinaro, Cristina Vassalle, and Alessandro Pingitore. "Well-Being Perception during COVID-19 Pandemic in Healthy Adolescents: From the Avatar Study." International Journal of Environmental Research and Public Health 18, no. 12 (June 12, 2021): 6388. http://dx.doi.org/10.3390/ijerph18126388.
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The COVID-19 pandemic provided an extraordinary and naturalistic context to observe young people’s psychosocial profiles and to study how a condition of environmental deprivation and lack of direct social contact, affects the well-being and health status of adolescents. The study explored whether the COVID-19 outbreak changes, in the short term, the acute well-being perception in adolescents, as measured by a Personalized Well-Being Index (PWBI) and the four components affecting health (i.e., lifestyle habits, social context, emotional status, mental skills), in a sample of early adolescent students. Data from 10 schools were collected on 1019 adolescents (males 48.3%, mean age 12.53 ± 1.25 y). Measurements were obtained at two time points, in September/October 2019, (baseline condition, BC) as part of the “A new purpose for promotion and eVAluation of healTh and well-being Among healthy teenageRs” (AVATAR) project and during the Italian Lockdown Phase (mid–late April 2020, LP), with the same students using an online questionnaire. During COVID-19 quarantine, adolescents showed a lower PWBI (p < 0.001) as compared to the BC. Considering the four health-related well-being components, lifestyle habits (p < 0.001), social context (p < 0.001), and emotional status (p < 0.001), showed significantly lower values during LP than BC. However, mental skills, in LP, displayed a significant increase as compared to BC (p < 0.001). In this study, we have provided data on the personalized well-being index and the different components affecting health in adolescents during the COVID-19 lockdown, showing a general decrease in well-being perception, expressed in lifestyle habits, social, and emotional components, demonstrating detrimental effects in the first phase of quarantine on adolescents’ psychosocial profiles. Our results shed new light on adolescence as a crucial period of risk behavior, especially when social support is lacking.
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McIntyre, Jen, Crystal Karakochuk, Christa Meuter, Damian Duffy, and Laura Sauvé. "62 Nutritional assessment of children in Hartley Bay (Gitga’at), BC." Paediatrics & Child Health 25, Supplement_2 (August 2020): e26-e26. http://dx.doi.org/10.1093/pch/pxaa068.061.
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Abstract Background Hartley Bay is a small, remote Gitga’at community. As part of “Brighter Smiles”, a multidisciplinary child health partnership between the Gitga’at Nation and BC Children’s Hospital, the community requested a quality assurance project to describe the nutritional status of its children and assess the impact of the existing school based nutrition program. Objectives The community wished to explore ways in which the existing nutrition program could be optimized to further meet the nutritional needs of its children in terms of macronutrient, micronutrient and meal content and to explore food beliefs and values. Design/Methods Gitga’at health leadership guided the design of the study and community approval was sought at an early stage. All Hartley Bay families with children aged 5-18 were invited to participate. With the support of the teachers, a 24-hour dietary recall survey was completed online during school time using the WEB-Q software program. Nutritional information was then analyzed and compared. Anthropometric data (heights, weights, BMI and blood pressures) were collected during routine clinic visits in September 2018, compared with population based norms and analyzed. Results Anthropometric data was collected for 23/30 school aged children. In terms of anthropometrics, 45.5% of girls and 16.7% of boys had a body mass index (BMI) in the healthy range (3rd-85th percentile). Results showed 18.2% girls and 25% of boys had a BMI in the overweight range (85th – 97th percentile), while 36.4% of girls and 58.3% of boys respectively were in the obese or severely obese range. Blood pressures demonstrated that 75% of females and 62.5% of males were normotensive (systolic BC <87%ile). There are many accomplishments of the community highlighted in this study including attitudes towards traditional foods and harvesting, openness to try new foods and spending meal time with family. Four in 18 students were meeting the recommended 5 servings of vegetables/fruits per day. The average intake of sodium for 9-13 year olds was 3g/day (recommended upper limit is 2.2g/day). For 14-18 year olds the average sodium intake was 4.6g/day (recommended upper limit is 2.3g/day). One in 18 students met adequate intake for calcium, 2/18 for fibre and 13/18 for vitamin D. The majority of children in this community are obtaining the recommended percentage energy from fats, carbohydrates and protein. Conclusion A significant proportion of Hartley Bay children had anthropometric measurements suggesting they were at risk for long term negative health outcomes. The study also indicated areas to improve, with suboptimal micronutrient intake. Successes of the community were also highlighted. The data was presented to Hartley Bay health staff, Elders and community members so that it can be used collaboratively by the health staff and community leadership to work on community-designed programs for health promotion.
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Bennett, Dan. "A New Look at Circles." Mathematics Teacher 82, no. 2 (February 1989): 90–93. http://dx.doi.org/10.5951/mt.82.2.0090.
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I recently came across the Calvin and Hobbes comic strip in figure 1 that, in spite of the anti-word-problem focus of its humor, poses a very fertile problem. On the surface it seems simple, but in fact. the problem presents a good challenge for analytic geometry students studying loci. When students first try to visualize the problem, most will start by looking for solutions on line BC and will discover one or both the solutions shown in figure 2.
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Hegge, Ann Magdalen, and Øyvind Sandbakk. "Gender Differences in Upper Body Power and VO2peak between Elite Cross-Country Skiers and Healthy Students." Medicine & Science in Sports & Exercise 47 (May 2015): 763–64. http://dx.doi.org/10.1249/01.mss.0000478821.49095.bc.
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Nettlefold, Lindsay, Patti-Jean Naylor, Heather M. Macdonald, and Heather A. McKay. "Scaling up Action Schools! BC: How Does Voltage Drop at Scale Affect Student Level Outcomes? A Cluster Randomized Controlled Trial." International Journal of Environmental Research and Public Health 18, no. 10 (May 13, 2021): 5182. http://dx.doi.org/10.3390/ijerph18105182.
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Action Schools! BC (AS! BC) was scaled-up from an efficacy trial to province-wide delivery across 11 years (2004–2015). In this study we: (1) describe strategies that supported implementation and scale-up; (2) evaluate implementation (teachers’ physical activity (PA) delivery) and student’s PA and cardiorespiratory fitness (CRF) within a cluster randomized controlled trial during years 2 and 3 of scale-up; and (3) assess relationships between teacher-level implementation and student-level outcomes. We classified implementation strategies as process, capacity-building or scale-up strategies. Elementary schools (n = 30) were randomized to intervention (INT; 16 schools; 747 students) or usual practice (UP; 14 schools; 782 students). We measured teachers’ PA delivery (n = 179) using weekly logs; students’ PA by questionnaire (n = 30 schools) and accelerometry (n = 9 schools); and students’ CRF by 20-m shuttle run (n = 25 schools). INT teachers delivered more PA than UP teachers in year 1 (+33.8 min/week, 95% CI 12.7, 54.9) but not year 2 (+18.8 min/week, 95% CI −0.8, 38.3). Unadjusted change in CRF was 36% and 27% higher in INT girls and boys, respectively, compared with their UP peers (year 1; effect size 0.28–0.48). Total PA delivered was associated with change in children’s self-reported MVPA (year 1; r = 0.17, p = 0.02). Despite the ‘voltage drop’, scaling-up school-based PA models is feasible and may enhance children’s health. Stakeholders must conceive of new ways to effectively sustain scaled-up health promoting interventions if we are to improve the health of students at a population level. Clinical Trials registration: NCT01412203.
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Bishop, M. C. "The articulated cuirass in Qin dynasty China." Antiquity 63, no. 241 (December 1989): 697–705. http://dx.doi.org/10.1017/s0003598x00076833.
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The discovery of the Qin dynasty terracotta army at Mount Li near Xianyang has provided an interesting insight into the equipment of 3rd-century BC Chinese soldiers, and also opens up a number of issues of interest to students of armour from other regions and periods in the ancient world, particularly concerning the use of evidence.
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Kawalec-Kajstura, Ewa, Iwona Malinowska-Lipien, and Tomasz Brzostek. "The Diagnosis of Excessive Body Mass and Body Fat in 18-Year-Old Youth – Assessment of Comparability of Results Obtained on the Basis of BMI and BIA Methods." Polish Journal of Public Health 124, no. 3 (December 10, 2014): 120–24. http://dx.doi.org/10.2478/pjph-2014-0027.
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Abstract Introduction. A systematic increase in the frequency of excessive body mass in young Poles is an argument supporting the need for identification persons with the increased risk. It is justified to test the level of comparability of the applied screening methods and criteria of diagnosing excessive body mass and body fat in the adolescent group. Aim. To assess the comparability of the results in terms of frequency of diagnosing of overweight and body fat excessive content depending on the method and assessment criteria in 18-year-olds. Material and methods. The study comprised 141 secondary school students (100 women and 41 men), with the age median of 17.8 ± 0.5 years. The measurements included height and body mass (to calculate the BMI) and assessment of the percentage of body fat content with two methods of bioelectric impedance in two bipolar versions: Tanita BC-570 and Omron BF-306. Results. Excessive body mass, as defined by the BMI, was found in 12.1% of students. The incidence of diagnosing excessive contents of body fat in the organism depended on the method of measurement and criteria of results interpretation; 20.6% with the Tanita and 28.3% with the Omron method. The measurements with Tanita BC-570 scales demonstrated stronger correlation with BMI value (p<0.001; r2=0.34) than measurements with the Omron BF-306 (p<0.001; r2=0.16). Conclusions. In young adults: 1. the diagnosis of excessive body mass by BMI and measurement with use of the bioelectric impedance methods with two bipolar versions (Tanita BC-570, Omron BF-306) provided inconsistent results. 2. The proportion of young people with excessive body fat was greater than indicated by the BMI norms. 3. The measurement with Tanita BC-570 scales demonstrated stronger correlation with BMI values than by the ones with the Omron. 4. Critical approach to the applied methods is indispensable in screening studies of nutrition level among adolescents.
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Sweet, Robert, Ashley Pullman, Maria Adamuti-Trache, and Karen Robson. "Ethno-linguistic patterns of degree completion in BC universities: How important are high-school academic achievement and institution of entry?" Canadian Journal of Higher Education 49, no. 3 (January 9, 2020): 69–87. http://dx.doi.org/10.7202/1066636ar.
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We examine bachelor's degree completion in the British Columbia post-secondary system, which is noted for its multiple pathways to graduation and ethnically diverse student population. Employing an administrative longitudinal dataset, we compare how the probability of degree completion by students enrolled at research-intensive, teaching-intensive, and college-technical institutions differs by ethno-linguistic background and high school grades. Estimates from multi-level logistic regression modelsdemonstrate that Korean, Tagalog, and Vietnamese speakers have lower probabilities of degree completion than English-speaking students. The type of institution a student initially enters is, however, an important correlate of degree completion for all ethno-linguistic groups. Students with lower high school grades who initially enter a research-intensive institution are more likely to graduate compared with higher-achieving students who enter a teaching-intensive or college-technical institution. To improve completion by institutional type and among ethno-linguistic groups, our study highlights the need for research on why degree completion is lower at certain institutions for all ethno-linguistic groups and consistently lower among Korean, Tagalog, and Vietnamese speakers regardless of their level of academic achievement in high school or the type of post-secondary institution they initially entered.
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Sweet, Robert, Ashley Pullman, Maria Adamuti-Trache, and Karen Robson. "Ethno-linguistic patterns of degree completion in BC universities: How important are high-school academic achievement and institution of entry?" Canadian Journal of Higher Education 49, no. 3 (December 10, 2019): 69–87. http://dx.doi.org/10.47678/cjhe.v49i3.188531.
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We examine bachelor's degree completion in the British Columbia post-secondary system, which is noted for its multiple pathways to graduation and ethnically diverse student population. Employing an administrative longitudinal dataset, we compare how the probability of degree completion by students enrolled at research-intensive, teaching-intensive, and college-technical institutions differs by ethno-linguistic background and high school grades. Estimates from multi-level logistic regression modelsdemonstrate that Korean, Tagalog, and Vietnamese speakers have lower probabilities of degree completion than English-speaking students. The type of institution a student initially enters is, however, an important correlate of degree completion for all ethno-linguistic groups. Students with lower high school grades who initially enter a research-intensive institution are more likely to graduate compared with higher-achieving students who enter a teaching-intensive or college-technical institution. To improve completion by institutional type and among ethno-linguistic groups, our study highlights the need for research on why degree completion is lower at certain institutions for all ethno-linguistic groups and consistently lower among Korean, Tagalog, and Vietnamese speakers regardless of their level of academic achievement in high school or the type of post-secondary institution they initially entered.
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Afza, Aulia. "EFEKTIVITAS PERANGKAT PEMBELAJARAN BERORIENTASI MODEL PROBLEM BASED LEARNINGBERMUATAN KARAKTER DITINJAU DARI HASIL BELAJAR PESERTA DIDIK." Bioconcetta 6, no. 1 (July 2020): 1–6. http://dx.doi.org/10.22202/bc.2020.v6i1.4186.
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This research aims to produce learning materials oriented problem-based learning model contain character that effective from student learning outcomes aspect, affective, cognitive, and psychomotor. This is research with the Plom model.Research conductedfor student of XI MIAgradeof senior high school. The instrumentusedan observation sheet with 6 indicators, multiple choicewritten testas many as 25 items with high cognitive levelsandthe performance assessment. Data analysis uses the percentage formula. The research results obtained that the average value of affective learning outcomes is 83,44% (effective), the average value of cognitive learning outcomes is 81,13%(effective)and 87,5% of students have exceeded the minimum criteria. The average value of psychomotor learning outcomes is 89,6% (effective). Conclude that product development has been effective from the student learning outcomes aspect.
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Harrick, Matthew, and Lee Ann Fullington. "“Don’t Make Me Feel Dumb”: Transfer Students, the Library, and Acclimating to a New Campus." Evidence Based Library and Information Practice 14, no. 3 (September 11, 2019): 77–91. http://dx.doi.org/10.18438/eblip29512.
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Abstract
Objective – This qualitative study sought to delineate and understand the role of the library in addressing the barriers transfer students experience upon acclimating to their new campus.
Methods – A screening survey was used to recruit transfer students in their first semester at Brooklyn College (BC) to participate in focus groups. The participants discussed the issues they encountered by answering open-ended questions about their experiences on campus, and with the library specifically.
Results – Transfer students desired current information about campus procedures, services, and academic support. They often had to find this information on their own, wasting valuable time. Students felt confused and stressed by this process; however, strategic library involvement can help alleviate this stress.
Conclusion – Involving the library more fully in orientations could ease students’ confusion in their transitional semester. Students desired local knowledge, and the library is in a key position to disseminate this information.
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Bennett, Sheila. "Rethinking the Familiar: It Is Not About Changing Our Actions, It Is About Changing Our Thinking." Exceptionality Education International 30, no. 2 (September 1, 2020): 19–31. http://dx.doi.org/10.5206/eei.v30i2.11079.
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This work has as its central theme a discussion of the “truth” of inclusion. Through our beliefs and actions we set a pathway for students in our schools. As educators and leaders we choose paths that can encourage or stifle access and opportunity for all students. Regardless of the path taken inclusion as a fundamental truth still exists and challenges us to explore what we bring to this educational endeavour. Given as a talk in June 2019 at the conference, Exploring Intersectionalities for Leadership and School Inclusion (Vancouver, BC), this work pushes us to examine who we are as individuals and community members within the framework of inclusive education.
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Bottorff, Joan L., Casey Hamilton, Anne Huisken, and Darlene Taylor. "Correlates of Food Insecurity Among Undergraduate Students." Canadian Journal of Higher Education 50, no. 2 (July 22, 2020): 15–23. http://dx.doi.org/10.47678/cjhe.v50i2.188699.
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Food insecurity has been identified as an issue among postsecondary students. We conducted this study to describe the level of food insecurity in a sample of university students with a particular interest in the effect of marginalization. A cross-sectional survey was conducted using a volunteer sample of 3,636 undergraduate students (44% participation rate) at one BC university campus between February and May 2017. Forty-two percent (n=1479) of respondents were classified as experiencing food insecurity. Among those who were food insecure 58% (n=891) were female. Logistic regression analysis indicated that females, students living on campus, those with a diverseability (developmental, physical, or other diversability), individuals self-reporting as belonging to a visible minority and international students were more likely to experience food insecurity. When adjusted for sex, years on campus, and living situation, students who reported experiencing two or more forms of marginalization were 2.52 times more likely to be food insecure compared to students who do not report any form of marginalization. This study further supports concerns about high levels of food insecurity among university students in Canada. In particular, the findings highlight the risk for food insecurity among students who are already vulnerable to socio-economic inequity due to belonging to marginalized groups. Efforts to promote student wellbeing on university campuses need to address food insecurity by addressing system-level factors to equalize the field for all students at risk for food insecurity.
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Islam, T., T. T. Su, S. Musthaffa, N. Abdullah Din, Z. Rahman, K. N. Mohamed, S. Kaur, et al. "Improving Breast Health Literacy Through an Innovative Breast Cancer Awareness Campaign Using the Know Your Lemons (KYL) Materials in Malaysia." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 36s. http://dx.doi.org/10.1200/jgo.18.59400.
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Background: Breast cancer (BC) is the most common cancer in Malaysia but has the worst survival in the Asia Pacific region. Main drivers identified in previous research include late-stage disease at presentation, poor adherence to treatment and sociocultural barriers. Factors affecting late presentations include lack of awareness on basic symptoms of BC and poor access to early detection. Although BC awareness campaigns have been done, Hadi et al., showed low BC awareness among university students in Malaysia. This is an evaluation of the “Show You Care, Be Aware” campaign that was done in University of Malaya, Kuala Lumpur in October 2017. The campaign was carried out using KYL materials through use of posters, awareness booths and public forums. The materials contain information on the normal breast, 12 symptoms of BC, information on breast self examination (BSE), screening and diagnostic (detection) pathways in Malay and English language. Aim: To evaluate the campaign effect on breast health literacy. Methods: A quasi-experimental research was conducted. The KYL materials were forward and backward translated by 2 native bilingual individuals. The context and content of the translation was ensured to be accurate and fitted into the KYL design. A total of 679 participants participated in the study. A self-designed questionnaire was used to assess effectiveness of the materials. Educational intervention sessions were provided in the form of KYL materials (leaflets, posters and banners) displayed in awareness booths in the campus. Discussion on leaflets and questions and answers, and practical demonstrations of BSE dummy were done. The questionnaire was administered through face to face interview. The data were analyzed via SPSS 20; descriptive and Wilcoxon matched paired signed rank test was performed. Results: 72% (n=492) of our participants were Malay, 19% (n=119) Chinese and 10% (n=68) Indians and others. Majority of our participants were female (94.2%), age 30 or below (61%), single (62.9%), had college or university education (85.7%). Most of our participants, 96.2% stated that the language used in the KYL materials were clear and understandable; 95.3% thought materials were attractive and 89.2% found them acceptable in Malaysian culture. 52.7% preferred Malay materials, 40.4% English and 6.5% in both Malay and English. The materials improved perceived knowledge on the process of detecting BC (96.5%). 92.8% agreed or strongly agreed that they felt more confident in recognizing the symptoms of BC themselves. There was an increase in self reported knowledge of BC; mean scores before and after exposure to KYL materials were 2.83 versus 4.30 respectively ( P < 0.001). Conclusion: Health education using KYL materials promoted breast cancer awareness, confidence in detecting symptoms and knowing processes of diagnosis among urban and educated Malaysians. Future research in lower educated and rural communities in Malaysia is warranted.
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Walden, Joseph L. "Sun Tzu: The Art of War and 21st Century Curriculum Development – What can the early Asian philosopher tell us about developing curriculums in the 21st Century?" Advances in Social Sciences Research Journal 7, no. 10 (November 3, 2020): 330–39. http://dx.doi.org/10.14738/assrj.710.9217.
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The Art of War was written by Sun Tzu around 512 BC. Sun Tzu’s book focused on military strategy. However, looking the guidance from Sun Tzu can be adapted to curriculum development. This paper uses the words of Sun Tzu from a curriculum development perspective. With a curriculum development perspective, Sun Tzu provides some good guidance on preparing for, conducting and implementing curriculum reviews in order to keep the offerings to the students current and relevant.
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Van Camp, Alyssa M., Joseph H. Wehby, Bailey A. Copeland, and Allison L. Bruhn. "Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions." Journal of Positive Behavior Interventions 23, no. 1 (May 8, 2020): 53–64. http://dx.doi.org/10.1177/1098300720916716.
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School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are less common. If classroom levels of Tier 1 supports are variable, schools may identify students for Tier 2 supports when, instead, teachers need support implementing Tier 1 in classrooms. The purpose of this case study was to assess the impact of a self-monitoring intervention, Monitoring Behavior on the Go (MoBeGo), on the academic engagement and disruptive behavior of a middle school student. Initially, the impact of the self-monitoring intervention was inadequate. In the context of evaluating the impact of a Tier 2 intervention, we identified an opportunity to assess whether a class-wide Tier 1 program, Class-Wide Function-Related Intervention Teams (CW-FIT), enhanced the effectiveness of the Tier 2 intervention. Using an A-B-BC-B-BC design, we compared the effectiveness of a Tier 2 intervention alone with a combined Tier 1 + Tier 2 intervention. When the class-wide Tier 1 program was layered on top of the Tier 2 intervention, the student’s academic engagement showed an increase in level and stability.
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Peltier, Corey, Tracy E. Sinclair, Joshua M. Pulos, and Andrea Suk. "Effects of Schema-Based Instruction on Immediate, Generalized, and Combined Structured Word Problems." Journal of Special Education 54, no. 2 (October 21, 2019): 101–12. http://dx.doi.org/10.1177/0022466919883397.
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Instruction targeting the underlying math problem structure is identified as an evidence-based practice for students with a specific learning disability (SLD). Furthermore, schema-based instruction is identified as a potentially evidence-based practice for students with a SLD. This study extended prior work by (a) using a teacher as the implementer, (b) evaluating the efficacy of an adaptable intervention, and (c) evaluating student performance on generalized and combined schema structure problems. The participants included 12 fourth- and fifth-grade students with a disability and receiving supplemental mathematics instruction in a resource room setting. The intervention package consisted of a problem-solving mnemonic and schema-based instruction for mathematics. A multiple-probe design across participant groups was used to establish a functional relation. Students improved performance on word problems representing simple, generalized, and combined schema structures. The aggregated Tau-U effect size (ES) for this study was 95% (CI90 [83%, 100%]) and the aggregated between-case standardized mean difference (BC-SMD) was 3.05 (CI95 [2.54, 3.60]).
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Pichugina, Victoria, Emiliano Mettini, and Yana Volkova. "Cicero’s writings as learning texts for humanities students: from Augustus Wilkins to Cicero Digitalis." Hypothekai 5 (September 2021): 191–213. http://dx.doi.org/10.32880/2587-7127-2021-5-5-191-213.
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The heritage of the ancient Roman politician, orator and thinker Marcus Tullius Cicero (106 BC – 43 BC), is considered as a set of texts that over centuries have been included in the curricula for humanities students, significantly changing the narrative tradition and detecting a way of understanding what is related to humanities. The key questions for the authors is the following: how and for what purposes was Cicero’s heritage presented to humanities students in educational texts in the first two decades of the 20th and 21st centuries? At the beginning of last century, scholars’ attention to Cicero was largely due to Augustus Samuel Wilkins (1843–1905), Paul Monroe (1869–1947) and his disciple Ellwood Cubberley (1868-1941). Many textbooks compiled by P. Monroe, A.S. Wilkins and E. Cubberley were published one after another. Thanks to the educational books of P. Monroe, A.S. Wilkins and E. Cubberley, different approaches to presenting Cicero's works for educational purposes were developed. It is these approaches that were reflected in educational books for humanists a century later. In Russian textbooks, sourcebooks, and anthologies on history of pedagogy, Cicero was mostly a figure of omission not only in the first decades, but throughout the entire 20th century. At the beginning of the 21st century, many learning books for humanities students appeared. Their authors and compilers consider Cicero as an author who left a conceptual description of pedagogical reality (a detailed description of educational process) and chose a narrative description (description of what happened through the eyes of those who take part in it). We have to regret that the Russian domestic tradition of including Cicero's heritage in the content of humanitarian education has hardly undergone any changes over a century: fragments of his works continue to be presented on a small scale, are practically not grouped according to key issues, and rarely accompanied by pedagogical commentaries. The question of why some texts were selected while others were not, can be asked to every author and compiler who included Cicero's texts in their books for humanities students. The search for answers to this “eternal question” can be associated both with the flexibility of the humanitarian curriculum, and with the personal preferences of the authors and compilers of learning books.
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Goetz, Albert. "Using Open-Ended Problems for Assessments." Mathematics Teacher 99, no. 1 (August 2005): 12–17. http://dx.doi.org/10.5951/mt.99.1.0012.
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In my high school precalculus classes, students spend a great deal of time working in cooperative groups. During the course of the year, opportunities to assess students on group assignments will frequently present themselves. Many of the usual labs and worksheets require collaboration with one or more partners. Particularly in the honors class (with most of the class on track for the BC calculus level of the Advanced Placement course) I can make the group worksheets and labs a little more challenging, with the expectation that three or four minds are better than one. This approach works nicely in units on probability or counting, where it is easy to find problems that are both nonroutine and will stretch the students' minds a bit. When class time is devoted to these exercises, I can circulate and make sure that groups are moving in the right direction.
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Jeans, Matthew, Matthew Landry, Fiona Asigbee, Sarvenaz Vandyousefi, Amy Hoover, Reem Ghaddar, and Jaimie Davis. "Breakfast Consumption Is Associated with Increased HEI-2015 Component Scores and Consumption of Unprocessed Foods." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 531. http://dx.doi.org/10.1093/cdn/nzaa046_031.
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Abstract Objectives Studies have evaluated the benefits of breakfast consumption (BC) on overall dietary quality. However, further research is warranted to determine which components of the diet, including the amount of processed foods, attribute to those findings. This study examined the associations of BC, Health Eating Index-2015 (HEI-2015) component scores, and consumption of processed foods. Methods This analysis used baseline data from TX Sprouts, a large school-based gardening, nutrition, and cooking randomized control trial implemented in 16 elementary schools in Austin, TX, targeting 3rd-5th grade students. Each child completed two 24-hour dietary recalls, from which HEI-2015 scores and NOVA Food Classification System scores were calculated, classifying each food item as unprocessed, processed, or ultra-processed. Breakfast was defined as a meal consumed before 10am and accounting for ≥15% of daily energy. BC groups (BCG) included: breakfast skippers (BS; no breakfast both days), intermittent breakfast consumers (IBC; breakfast one day), and regular breakfast consumers (RBC; breakfast both days). Analysis of covariance was used to examine associations between BCG, HEI-2015 scores, and NOVA scores, controlling for age, sex, race/ethnicity, free/reduced lunch (FRL) status, daily energy, and day of the week. Results The study included 668 children (mean age 9 y; 54% female, 59% Hispanic, 67% FRL) with a BCG composition of 17% BS, 37% IBC, and 46% RBC. RBC had higher total HEI scores compared to both IBC and BS (P = 0.03 and P = 0.02). Specifically, RBC compared to IBC and BS had higher total fruit (P < 0.001 and P < 0.001) and dairy (P < 0.04 and P < 0.001) intake and lower saturated fat intake (P < 0.02 and P < 0.04). RBC consumed a higher percentage of unprocessed foods than IBC and BS (P < 0.02 and P < 0.04). Conclusions Regular BC was associated with higher dietary quality and intake of unprocessed foods; however, studies examining interventional effects of regular BC on processed food intake and diet quality are needed. Funding Sources Supported by the National Heart, Lung, and Blood Institute.
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Alam, Shahid, and LillAnne Jackson. "A Case Study: Are Traditional Face-To-Face Lectures Still Relevant When Teaching Engineering Courses?" International Journal of Engineering Pedagogy (iJEP) 3, S4 (December 1, 2013): 9. http://dx.doi.org/10.3991/ijep.v3is4.3161.
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In this rapidly changing age, with virtually all information available on the Internet including courses, students may not find any reason to physically attend the lectures. In spite of the many benefits the online lectures and materials bring to teaching, this drift from the traditional (norm) face-to-face lectures is also creating further barriers, such as difficulty in communicating and building personal relationships, between students and instructor. In this paper we carry out a study that presents and analyzes factors that motivate students to attend a (1) face-to-face instruction in-class versus an (2) online class. This study is based on an anonymous and voluntary survey that was conducted in the School of Engineering at University of Victoria, BC, Canada. This paper presents and shares the detailed results and analysis of this survey that also includes some interesting and useful comments from the students. Based on the results, analysis and comments the paper suggests methodologies of how to improve face-to-face in-class instructions to make them more relevant to the current global information age.
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Marmysz, John. "That’s Not Funny: The Humor of Diogenes." Philosophy of Humor Yearbook 1, no. 1 (September 1, 2020): 97–116. http://dx.doi.org/10.1515/phhumyb-2020-0009.
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Abstract This article offers an analysis of the role humor plays in the philosophy of Diogenes of Sinope (c. 412-c. 323 BC). It argues that the Cynicism authored by Diogenes is a philosophy premised on a number of doctrines, and that among these doctrines humor holds the central place. The Cynical humor of Diogenes is characterized as more than just a feature of his personality or a method through which he communicates his real message, but as the actual state of mind that he intends to impart to his students.
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Meidawati, Natasya D. P, Erika Marsi,. "FORMULASI PEMBELAJARAN MATEMATIKA BAGI ANAK TUNAGRAHITA." SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme 1, no. 2 (September 3, 2019): 1–9. http://dx.doi.org/10.37680/scaffolding.v1i2.113.
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This study aims to determine the learning formulation that is suitable for students with mental disabilities. This type of research is qualitative research. Data analysis uses the process of data reduction, data presentation, and conclusion drawing. Planning mathematics learning for mentally disabled children at BC SLB Hamong Putro uses the 2013 curriculum implementation plan (RPP). The learning process of mathematics for mentally disabled children contains several aspects, namely the material taught is material learning that is concrete to material that is abstract, then positive giving reinforcement so that students are enthusiastic in learning, besides learning programs that are given to students individually, after that the learning evaluation process is carried out to find out the ability of students, then the material conveyed must be material that supports the achievement of set goals, and the material conveyed must be material that is useful for everyday life. The evaluation and follow-up steps that must be done are the preparation of an Individual Learning Program (PPI) and follow-up activities after conducting an evaluation in the form of special guidance carried out by teachers for mentally disabled students.
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Perlman, Paula J. "Invocatio and Imprecatio: the Hymn to the Greatest Kouros from Palaikastro and the oath in ancient Crete." Journal of Hellenic Studies 115 (November 1995): 161–67. http://dx.doi.org/10.2307/631654.
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The hymn to the Greatest Kouros from Palaikastro, Crete, has occasioned considerable debate among students of choral lyric and ancient Greek religion since its discovery in 1904. The god invoked as the greatest kouros has been identified with Zeus Diktaios in whose sanctuary at Palaikastro the hymn was discovered. The hymn as we have it is a second or third century AD copy of a late fourth or third century BC composition. As is so often the case in Cretan studies, Minoan antecedents for the cult of Zeus Diktaios at Palaikastro and for the hymn have been suggested and explored.