Journal articles on the topic 'Mature women student'

This study, based on female engineering students at the Moorabbin College of TAFE and Swinburne University of Technology, examined the influences on mature-aged women making non-traditional career choices. It was designed to investigate how these influences and the students' personal values had changed since making career choices as a high school student. Through the use of a survey and personal case study interviews, information regarding the problems and benefits of being a mature-aged female student of a non-traditional career was gathered. An insight into the personality type of the ‘non-traditional’ career student was also gained.

Much has been written about the growing influence and reach of online learning in higher education, including the opportunities that this can offer for improving student equity and widening participation. One area of student equity in which online learning has an influence is that of gender equity, particularly for mature-age students. This article explicitly explores how the dual identities of student and family carer are managed by women studying online. It highlights the largely invisible yet emotional and time-consuming additional load that many women are carrying and discusses the importance of this being recognised and accommodated at an institutional level. Online study has the potential to facilitate a more manageable and achievable study path for students with caring responsibilities, most of whom are women. Institutional understanding and awareness are required for this potential to be truly realised, thereby reducing educational inequity.

Mature and reentry female students enrolled in post-secondary education, in most cases, combine school with other life roles. Despite the growing trend to study how multiple roles may conflict with each other, evidence suggests that multiple roles can be enriching and that female non-traditional students are particularly prone to experience these benefits. Thus, we tested a school-to-family and family-to-school enrichment model, in which school dimensions (mastery experiences, low school exclusion, school satisfaction and school-to- -family balance) were antecedents to school-to-family enrichment and family dimensions (family satisfaction and family-to-school balance) were antecedents of family-to-school enrichment. This model was tested, through path analysis, using 88 non-traditional Portuguese students (female student parents) enrolled in an evening undergraduate program. The model showed an adequate fit to the data, suggesting that aspects of school-to-family and family-to-school enrichment coexist. Mastery experiences and low school exclusion were associated with school-to-family enrichment while perceptions of school-to-family balance and satisfaction with the school role were not. Perceptions of family-to-school balance were associated with family-to-school enrichment but family satisfaction was not. These findings unveil a new view on mature students enrolled at the university, pointing to the role of positive experiences at school and on school-family balance to a better interface of school and family roles.

This paper is a report on a study of 276 women aged 35 to 64 who have re-entered university. We used the life-event framework to focus on the stress of university life, on the methods these women use to cope with stress and on their adaptations to the demands of school. We compared the re-entry experience of two sub-groups in our population: students aged 35 to 44 (with young families) and those aged 45 to 64 (with mature families). We found that each group had different motives for attending school, each group felt different strains during the school year and each group used different methods and resources to cope with the demands of student life. The paper concludes with a review of the literature on programs that meet the needs of re-entry women. We note the applicability of these programs to the distinct needs of younger and older re-entry women and we encourage the development of more programs to meet both groups' needs.

Background. Students’ conceptualization of learning has been associated with their approaches to studying. However, whether students’ learning concepts are associated with their personal characteristics is unknown. Aim. To investigate whether sociodemographic, education-related, and personal factors were associated with the learning concepts of Norwegian occupational therapy students. Methods. One hundred and forty-nine students (mean age 23.9 years, 79.2% women) participated in the study. The employed self-report questionnaires included the Approaches and Study Skills Inventory for Students, the Rosenberg Self-Esteem Scale, and the General Self-Efficacy Scale. Differences between student cohorts were analyzed with one-way analyses of variance and χ2 tests, whereas factors associated with the students’ learning concepts were analyzed with bivariate correlation and linear regression models. Results. The students’ mean scores on the deep and surface learning concept scales were similar. Spending more time on the independent study was associated with having higher scores on the unidimensional learning concept measure. Conclusions. The students’ learning concept appears to encompass a surface concept as well as a deep concept of learning, and the two ways of conceptualizing learning were positively related to each other. Over time, a mature deep concept may add to, rather than replace, a basic surface concept of learning.

Purpose. This paper aims to examine the short stories On the Night before Easter, Student and Bishop by A. P. Chekhov, which the author unites into an individual Easter story cycle based on their common spiritual and moral challenges and particular calendar time – the Easter. Results. The landscape in On the Night before Easter is in consonance with thoughts and inner world of the storyteller, novitiate Hieronimus and idling folk. By depicting nature, Chekhov manages to antithesize ‘spiritual’ and ‘fleshly’, ‘true’ and ‘borrowed’ knowledge. Easter motifs and attributes also contribute to this atmosphere. In this short story, Chekhov portrays the Church representatives as common people, which results in powerful emotional feedback from the readers. The main idea of the Easter short story Student – the issue of human memory, belief and time. At Easter the protagonist – Ivan Velikopolskii – has ‘resurrected’, feels a desire to live and enjoy his life. An accidental meeting with two women at the campfire on Great Friday allows him to acknowledge the importance of being involved in someone else’s suffering and uniting with people. In Bishop, one of Chekhov’s ‘top’ works, Easter motifs, attributes and landscape sketches help the writer to reveal the protagonist’s inner world and get through the author’s idea of the value of human life. This story finalizes many motifs and themes typical for Chekhov’s mature works. Conclusion. The works represented in this article are united by common themes, plots and Easter motifs and multiple psychological details embedded in the narration, which depict the inner world of characters. Landscape descriptions correlating with the characters’ spiritual state also play a significant role.

Objective.Blood vessels of bone are thought to influence osteogenesis of bone. No clinical studies have determined whether angiogenesis is related to bone mass and gene expression of growth factors. We compared bone marrow endothelial progenitor cells (EPC), which control angiogenesis of bone in postmenopausal women incurring fragility fracture, with osteoporosis or traumatic fracture with normal bone mass (COM).Methods.Bone specimens were obtained from age-matched women with osteoporosis or COM. Mononuclear cells were isolated and EPC were detected by flow cytometry. The expression levels of specific genes were measured. Bone mineral density (BMD) was determined, and serum markers of bone turnover also were measured. Differences between OP and COM were assessed with Student t test or Mann-Whitney U test, and correlations were determined using Spearman’s correlation.Results.Compared with COM, patients with OP had significantly lower levels of serum osteocalcin, procollagen type-1 N-terminal propeptide, and 25-hydroxy vitamin D, as well as decreased BMD of total hip and femoral neck and fewer bone marrow EPC. Expression levels of vascular endothelial growth factor, angiopoietin-1 (Ang-1), angiopoietin 2 (Ang-2), and the osteoblast-specific genes runt-related transcription factor 2 (RUNX2) and osterix in bone were significantly lower in OP than in COM. We determined that mature EPC were correlated positively with BMD of the femoral neck and total hip, gene expression of Ang-1, RUNX2, and CD31, and negatively with gene expression of receptor activator of nuclear factor-κB ligand and Ang-2.Conclusion.Our results demonstrate correlations of bone marrow EPC with bone mass and gene expression of growth factors, which support a hypothesis of crosstalk between angiogenesis and osteogenesis in bone health.

436 Background: Angiogenesis inhibitors have become a cornerstone in the management of clear cell renal cell carcinoma (CCRCC). Since circulating endothelial cells (CECs) counts have been proposed as surrogate biomarkers of angiogenesis, they could potentially be used to assess the activity of such drugs. Methods: An observational prospective study is being performed in 11 institutions members of the SOGUG group. Patients with confirmed CCRCC on first-line treatment who have not progressed after 3 months of therapy are considered eligible. CECs (CD 105+,CD 45-, DAPI + cells assessed by the Cell Search system), are determined every 6 weeks for 15 months or radiological tumor progression. Results: Up to 64 of the 75 scheduled patients have already been recruited. Mean age was 64 years, 73% were men and 27% women. Distribution upon MSKCC risk cathegories was: good 30%, intermediate 58%, poor 3% and not available (N/A) 9%. 57 (90%) patients received sunitinib, 3 (5%) pazopanib, 1 (2%) temsirolimus and was N/A in 3 (5%). The CECs counts were determined in 60 patients. At baseline median was 47 cells/4 ml (range 4-480). When comparing patients who experienced tumor progression while on study (11 cases) with patients who did not (28 CECs/4 ml vs. 73 CECs/4ml respectively), a significant difference was found (p = 0.002, t-student). Several exploratory analysis regarding concomitant conditions and patients and tumor characteristics showed that cases with heavily treated hypertension (8 in 60 patients) had lower baseline CECs counts, though without statistical significance (p = 0.068, t-student). Conclusions: Our data point to a different behaviour of CECs counts among CCRCC patients tretated with anitangiogenic drugs that could lead to identify specific subpopulations. Mature results will be presented at the meeting.

<p>In the Widening Participation in Higher Education agenda, students’ retention and success should be a matter of concern, since high students’ attrition can negatively affect the reputation of institutions. Mature women students’ juggling roles and academic study place them at a high risk of dropping out or successful completion. Using the guidelines for systematic reviews formulated by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre), this review set out to examine institution-based support systems that are available to mature women students and their experiences of the support systems. It found that very few studies focus on women only. In the studies that included mature women or focused on them, support from friends, tutors and administrators emerged crucial in their stories of progression and successful completion, though this was not systematically administered. Overall, institution-based support was not an important source of support, as in most cases, students had no knowledge about it. The paper recommends the provision and systematic administration of institution-based support for mature women students and regular evaluation of such a system.</p>

This study was based on the assumption that in Ghana, women who return late to higher education combine domestic and academic work and, in the process, experience tensions and difficulties in the face of cultural and academic prejudice. It employed an interpretive qualitative research approach via narrative interviews with eight mature undergraduate women from different socio-economic backgrounds in one public university. The intention was to explore their experiences and use the findings to make suggestions for institutional development and learning. The data was collected in May 2009 from a sample of first- and final-year women from the Departments of Sociology and Basic Education in one of the oldest public universities in the southern part of Ghana. The women students found academic work difficult and made reference to gaps in terms of their knowledge deficit, unfamiliar courses and teaching methods. Recommendations from the study include the formulation of an institutional policy on mature women students in particular, and non-traditional students in higher education generally, and the regular provision of professional development programmes for higher education practitioners.

Extending Ingold's research on adult viewers' responses to mature content advisories, this study examined the likelihood of viewing television programs and of viewing theatrical movies with general and content-specific advisories. The results show that among the 63 undergraduate men, viewing likelihood was increased significantly with the provision of all types of mature content advisories, whereas among the 122 undergraduate women viewing interest increased with the ‘sexuality’ advisory but decreased with the ‘violence’ advisory.

Curriculum design for a technology access course This article describes a system approach to technology used on a course for mature women with little maths and science background. Using practical work and materials written for schools, the aim is to increase the students’ confidence and enthusiasm for engineering and develop their technical competence and study skills.

In view of implications of Kohlberg's theory of moral development, two hypotheses were considered in two independent studies: a) individuals who consider the use of potentially harmful substances to be morally wrong will be less likely to use such substances than peers who view such activities as a personal choice; and b) compared to those who are less mature, more mature moral reasoners display more consistency between their expressed beliefs about the morality of drug use and their reports of actual drug use. Two samples of college students, 29 men and 59 women in Study 1 and 46 men and 100 women in Study 2, served as participants. All completed questionnaires about their use of tobacco, alcohol, and illicit drugs and their beliefs about the morality of using these substances. Participants in Study 2 also responded to the Defining Issues Test (DIT) to assess their level of moral thinking. Results from Study 1 supported hypothesis (a). Findings from Study 2 supported hypotheses (a) and (b).

Through the use of mixed qualitative and quantitative methods, the current study explored the impact of postsecondary study on the intimate relationships and school experiences of partnered mature students. Quantitative regression analyses indicated that parental status, family support, partner support, and sexual desire significantly predicted relationship satisfaction, while family support and partner support significantly predicted sexual satisfaction. Age and sexual desire predicted school satisfaction for women only. Through qualitative thematic analysis it was determined that not having enough time, feeling too tired, and being stressed negatively impacted sexual satisfaction, while experiencing personal growth was described as both beneficial and problematic. Some participants reported using sex to aid in their academic success by way of offering a distraction or reducing stress. We discuss possible ways that postsecondary institutions, through their campus programs, can better address the impact school may have on mature students’ intimate relationships.

Mature university students (14 men and 16 women) were asked to complete the 16 PF and a scale that samples temporal lobe signs in the normal population. People who reported frequent temporal lobe experiences were more emotionally unstable, impulsive, emotionally sensitive (imaginative inner self, actions based upon intuition and self-anxiety), and tense (free-floating anxiety). The results were compatible with personality characteristics of people who report “temporal lobe experiences” and have been assessed by the Minnesota Multiphasic Personality Inventory and the California Personality Inventory.

With the rapid development of science and technology, electronic payment platforms have become increasingly mature, and network consumption has become increasingly popular. As a special consumer group, more and more college students tend to become addicted to online shopping. This study examines the probability and difference of 183 college students' online shopping addiction, and puts forward the strategies to cope with it from four perspectives: individual, family, school and society. The results showed that 62.8% of college students were addicted to online shopping. There were significant gender differences in the sub-dimensions of excessive consumption, impaired function, truncation reaction and online shopping pleasure, and women scored higher than men. There are significant grade differences in the dimension of excessive consumption and functional impairment of online shopping addiction. The excessive consumption of freshmen is significantly higher than that of other grades. The scores of functional impairment dimension of freshmen and sophomores are significantly higher than that of other grades.

This study was designed to investigate and represent a spectrum of women's experiences with and attitudes toward pornography. Q methodology was used to achieve this goal. In Phase 1, 30 participants were recruited for their varying views on and experiences with pornography. These participants were interviewed on their beliefs about the role of sexually explicit materials in their lives. Ninety-eight Q-sort items were written to adequately represent the variety of themes present in the interview transcripts. Participants in Phase 2 were mature women students recruited from university classes and participants from Phase 1 who agreed to continue their participation ( N = 59). The participants sorted the 98 items in a manner that best represented their own experiences and views. The Q sorts were analyzed using principal components analysis. A five-factor solution represented five unique perspectives held by women within the sample. Four of these perspectives are discussed. Only two of these factors represent perspectives previously discussed in the psychological literature.

The aim: to determine occurrence and structure of non-psychotic mental disorders associated with chronic pain among young people. Materials and methods: The results of examination of 1235 students were analyzed. The following methods were applied: clinical, clinical-psychopathological, clinicalepidemiological, clinical-anamnestic, experimental-psychological and statistical. Results: Students with neurotic disorders associated with stress and somatoform disorders were found to prevail in the main group (F40-48.1) 187 (58,99%), affective mood disorders were on the second position (F30-34.1) - 79 (24,92%) individuals, followed by disorders of a mature personality and behavior of adults (F60-60.7) diagnosed in 31 (9,78%) students, and at last, behavioral syndromes associated with physiological disorders and physical factors (F50-51.4) - 20 (6,30%) respectively. Chronic pain syndrome was diagnosed in 113 (35,65%) students with NMD including 43 (38,05%) men and 70 (61,95%) women. The majority of young people (86 individuals – 76,11%) observed severe pain, and 27 (23,89%) of them – moderate pain. A clear correlation was found between a depressive episode and CPS (γ<0,02). Conclusions: The findings obtained should be considered in development of screening systems concerning diagnostics, prevention of nonpsychotic mental disorders associated with chronic pain syndrome.

The rapid expansion of fully online delivery of initial teacher education (ITE) seen in the past decade has generated some concerns about impact on teacher quality. This is set within broader, sustained concerns about ITE generally. Much of the criticism of online ITE has been made without sufficient evidence to support the claims, largely due to the still-nascent evidence base. The data presented here contributes to that evidence base by providing demographic and academic achievement insights for cohorts of graduate teachers (N = 2008) across the years 2012 to 2018 who have engaged in fully online ITE at an Australian university. The literature has recognised the traditional barriers to accessing higher education for many of these students, including women, the mature-aged, and those with family and work responsibilities. Performance data for online ITE students within their programs demonstrates that they are breaking through these barriers associated with the digital divide. Analysis of who these people are, where they come from, and how they are performing provides valuable insights into online ITE, at a time when the value of broadening access to education and digital equity are being widely acknowledged.

The secondary sex characteristics are physical characteristics that differentiate males andfemales evolve according to patterns that can be predicted, but at the end of puberty these patterns arealready mature or approaching maturity level. With the development of this period, the appearance ofboys - men and women are increasingly different. With the change in the majority of teenagers are notable to accept his physical state. Objective: The aim of this study was to determine the effectiveness ofeducation to the knowledge of teenagers (female). The research was pre experiment with the approachof one group pre - post test desaigh. The population was the entire young women and the sample was Vgrade students, 26 respondents taken with total sampling technique. The data education knowledge ofsecondary sex characteristics was collected by questionnaire, which were categorized in ordinal scaleand analyzed by Wilcoxon. The results of this study was 16 respondents (61.5%) were in good criteria,8 respondents was in sufficient criteria (30.8%), and 2 respondents were in less criteria (7.7%). Thedata analysis obtained in the manual calculation results showed the arithmetic value of z = -4.346 <ztable = 1,96 proved that H0 and H1 accepted. This means that there was an effect of education on thesecondary sex characteristics to the knowledge of young women. The respondents were expected to gainknowledge not only from books but also the health of other media such as electronic media and printmedia, in addition to the provision of education and education to increase knowledge about the teenagedaughter of secondary sex characteristics.

Studies indicate complexity of causes for occurence and expression of homophobia, and indicate gender differences in its expression. However, studies that would investigate the relationship of known sources of homophobia, like implicit attitudes, personality, and defense mechanisms, are not available. The aim of this study is to investigate predictive validity of different factors like intensity of sexual attraction towards opposite sex, implicit associations related to homosexuality, personality, use of defense mechanisms in men and women, and to examine a moderating role of gender in prediction of homophobia.Test of homophobia (H-25) was administered to a sample of 123 students. For assessment of the intensity of sexual attraction towards opposite sex we used Connotative Differential (CD-15), while for assessment of implicit attitudes the Implicit Association Test (IAT) was applied. Personality was measured with a short adjective scale for assessment of the Big Five, and defense mechanisms were assessed with the Defense Style Questionnaire (DSQ40). Results of hierarchical regression analysis suggest that use of immature and less frequent use of mature defence mechanisms have influence on expression of homophobia in both sexes. In addition, findings indicate that the motivational aspect of sexual attraction towards opposite sex and rigid personality lead to stonger homophobia in man in comparison to women. Results supportthe hypothesis that homophobia can have different sources and functions depending of the sex of the person.

In 2018, KPAI noted that 84% of students in Indonesia had experienced violence at school. The research conducted by Jannah (2018) on early adolescents at Surabaya A Junior High School revealed that 76% of students had hit, 66% had fought, 46% had damaged items when angry, 90% had been hostile, 84% were angry and indicated adolescents tend to be prone to aggressive behavior. Adolescents who are male have a tendency to behave aggressively higher when compared to women (Santrock, 2007). The development of impulsive aggression involves emotional processes (Teten et al, 2008). Emotional states during adolescence are characterized by unstable and turbulent emotions, so that the mood can change quickly. Teenagers are said to have reached emotional maturity if they do not "blow up" their emotions in front of other people but wait for a more appropriate time and place to express their emotions in ways that are more acceptable. Adolescents whose emotions mature provide stable emotional reactions, do not change from one emotion or mood to another. The difficulty of reacting to emotions is called alexithymia. According to Sadock & Virginia (2010), alexithymia is a person's inability to describe or have difficulty describing or being aware of his emotions or mood. Goleman (2017) states that emotional blindness will cause several disadvantages including aggressive behavior. Research shows that high alexithymia levels are associated with high aggressive behavior and impulsive behavior (Teten et al, 2008). Salminen et al. (1998) stated that men were more likely to be not expressive in conveying emotions so that the possibility of alexithymia occurring in men was more than women. Based on the theoretical study above, there is an association between alexithymia and aggressive behavior in male adolescents.

In the contemporary world, modernising at an incredible pace, an increasing importance is being placed on education, which is supposed to prepare communities for this acceleration. A few areas can be separated during discussions on education: among the others it is the issue of competencies indispensable on the labour market of the future as well as values and global education. Such issues are also a starting point for the authors of the publication issued in English “Responsibility – Participation - Conscious Citizenship – The Dilemmas of Global Education. Global education – as it is the main subject matter of the publication - was implemented into Polish system of education in the school year 2009/2010 (it was placed in the core curriculum of general education). Prior to this, in 2002 in Maastricht European politicians developed Declaration of Global Education which put forward systemic solutions in this area. The significance of education in the world of multiculturalism and globalization was stressed out long before by researchers indicating the need to focus on such issues and prepare communities for the challenges of postmodernity. It emerges that after more than a dozen years of implementing and practicing global education there is still a need to intellectually deal with this difficult and complex notion. Real practice has revealed a number of areas which still are and will long continue to remain a challenge both for researchers and practitioners. The aim of the publication, edited by Klaudia Śledzińska, is to provide an answer to the question not so much about the essence of global education in Polish educational practice but rather about its axionormative dimension and values implemented in various social dimensions. The axis for deliberations undertaken by the authors is based on such values like responsibility, committed participation and social engagement. It is education – as observed by the editor in the introduction – that is supposed to “enhance the awareness and reflexive cognition of phenomena, social processes, interrelations between people and places, as well as to foster stronger social engagement” [s.8], It should also contribute to better understanding of mutual interrelations and the permeation of cultural, environmental, economic, social, political and technological systems. This, however requires a basic consensus regarding the understanding and interpretations of the values essential in education as well as their transmission methods. The publication is composed of three parts: the first two make an attempt to put in order the notions and conceptualize the categories of responsibility as well civic participation and civic society and akin ideas of a social bond and social capital. Part three deals with selected concepts of social life and experience, wherein we can discern the very essence of responsibility, participation and process towards conscious citizenship. Thus, presented are those aspects through which “we can appreciate the significance of educational actions towards the formation of responsible civic attitudes, notably work according to a corporational model, employee - volunteering, insurance reciprocity, horizontal and vertical gender segregation in scientific milieu as well as lifelong learning and activation of older people” [s.11]. It worth emphasizing several significant issues emphasized by the Authors and related to the notions related to global education, especially in the context of transformations of contemporary societies. One of them is a crucial issue present in public and academic discourse and dealing with the division of the world into global North and South, the impact of which is mostly “felt” by the countries of a global South. Global education which was supposed to increase sensitivity to the problems of inequality and bring closer or tame “the Other” has become an element of a specific symbolic violence and imposing on poor countries the civilizational and economic model incorporated in the countries of the North. Klaudia Śledzińska in her chapter focuses on a “hidden programme” of global education, thus a Europocentric, stereotyping model of creating a global awareness, taking no consideration of the specificity and local conditions, which the countries of the North “offer” to the global South. Another manifestation of organizing the world according to old post-colonial principles is “educational disease”, that is “forcing by the rich North the only vision of the development of the deprived regions, in both individual and group dimensions, by means of formal education towards achieving a high social status” [s.43]. Thus, paradoxically the present task of global education is to deconstruct itself and include/ take into consideration other perspectives and discourses, including the ones put forward by minorities. It is teaching responsibility, creating a strong personal subjectivity, stressing out respect to subjectivity of “the Other”, learning “out of Others and from Others [s.47]. Only such attitude where “personal subjectivity of “you” appears through “I” (and vice versa) (…) and thereby secures relationships which no longer carry the features of exploitation, injustice or dominance” [s.47]. In their publication, the Authors indicate and emphasize the significance of numerous citizen-making mechanisms, practices and strategies, which they place in the context of education, making it possible to disseminate and enhance them. Both the employee participation in companies, employee volunteering, pro-social activity on community portals but also more increasingly a common activity of women, the elderly not only on the labour market but also in the social sphere contributes to building a mature civic society. Nonetheless, it will not be lasting unless education provides substantial foundations based on commonly developed values. The proposal of the model of education offered in the publication means “focusing on teaching a pupil/student – not as an uprooted citizen of the world , but as a citizen endowed with his own unique identity, socially enrooted in concrete local contexts and capable of making rational choices”[s.52]. This statement - though perhaps controversial - gives the publication Authors- proprietary feature. It reveals that the recently depreciated locality and identity, built around universal values such as responsible partnership still remains valid. In the first chapters of the publication a certain nostalgia for the return of the “culture of character” instead of the currently functioning culture of personality is clearly seen (from the perspective of one of the authors, a crucial moment for an axio-normative shift and understanding responsibility took place in the early 20th century). It “was a shift from the culture of character to the culture of personality, from internal to external values” . “The culture of character was associated with the notions of, e.g.: citizenship, obligation, democracy, labour, honour, reputation, morality. The culture of personality, in other words, the culture of “making a good impression on others” and “standing out from the crowd” refers rather to the categories of: fascination, attractiveness, bewilderment, creativity, domination, strength, power or determination” [s.20]. Even though the publication is not easy to read and requires an attentive and careful reader, it is a great contribution to the discussion on the essence and directions of global education development, especially in its axionormative character. It is recommended not only for researchers but also non-academics who are committed to the idea of the world continuously improving but also learning from its own mistakes.

This volume of Frontiers: The Interdisciplinary Journal of Study Abroad offers a wide variety of approaches and topics in international education research. First, readers will note the geographic diversity that the articles represent; they examine study abroad topics in Africa, Argentina, Costa Rica, France, Nepal, Thailand, and Vietnam. Second, the articles cover a wide-range of issues, including language acquisition, risk management, recruitment of minority students for study abroad, evaluation of cultural integration, and financial inequities in study abroad. Third, this volume contains articles by a variety of authors, including U.S.-based study abroad administrators, faculty members, and on-site resident directors. Finally, the modes of inquiry are as varied as the topics and authors. Research approaches in this volume include survey instruments, interviews, participant observation, case studies, literature review, as well as analytical essays.
 This diversity of geography, issues, authors, and modes of inquiry has from the beginning characterized the content of Frontiers and been one of its chief strengths. When the first volume of Frontiers appeared in 1995, one was hard pressed to find many research-based and analytical studies in the field, let alone the diversity of such work that this volume represents. In this regard, Frontiers has matured along with the field of international education, and today, almost ten years later, this volume reflects the growing importance being placed on research on the critical aspects of our work.
 The opening article by Lilli Engle and John Engle, “Study Abroad Levels: Toward a Classification of Program Types,” offers a revolutionary perspective by which international educators may categorize and judge study abroad programs. Their proposed typology makes qualitative distinctions between study abroad program models based on their view of a spectrum of cultural immersion. Frontiers readers will find their analysis provocative, stimulating study abroad professionals to examine programming in useful ways.
 In “Women and Cultural Learning in Costa Rica: Reading the Contexts,” Adele Anderson reviews research on Costa Rica’s cultural context, student adjustment and tourism theory, relating them to American student experiences, and she includes data from ethnographic observations and interviews collected during three years as a resident director of short-term programs. Anderson introduces a tool that may be used by resident directors to guide student cultural adjustment more systematically.
 Mark Ritchie, an on-site resident director in Thailand, provides a very useful analysis of study abroad risk management in his article, “Risk Management in Study Abroad: Lessons from the Wilderness.” Ritchie draws upon the principles of wilderness education, especially as it is conducted in developing countries, in offering recommendations for study abroad risk management. Readers will appreciate his suggestions for reducing risk by applying the experiential techniques of wilderness education.
 J. Scott Van Der Meid’s study, “Asian Americans: Factors Influencing the Decision to Study Abroad,” examines the factors that influence Asian American students’ decision to study abroad, and provides useful suggestions for considering ways to increase study abroad participation among this population. As the field of study abroad continues to seek ways to increase minority participation in study abroad, Van Der Meid’s study offers a model for examining this question among all ethnic groups.
 In their analysis of an innovative Vietnam study abroad program, “History Lived and Learned: Students and Vietnam Veterans in an Integrative Study Abroad Course,” Raymond Scurfield, Leslie Root, and Andrew Wiest et al, analyze the collaborative learning experience of students and Vietnam veterans in a program that combined the teaching of Vietnam culture and military history with an exploration of the mental health aspects of combat and post-war recovery of the veterans. This article discusses the lessons learned from the experience of designing and implementing a study abroad program that integrates history education with therapeutic objectives. Jennifer Coffman and Kevin Brennan analyze the economic imbalance of African educational exchange with the United States in their article, “African Studies Abroad: Meaning and Impact of America’s Burgeoning Export Industry.” Coffman and Brennan recommend developing more equitable models of reciprocity by examining the economics of U.S. – African exchanges, and by reconsidering the ways in which African study abroad programs are conceived and implemented in light of their social and intellectual impact.
 “Development of Oral Communication Skills Abroad” by Christina Isabelli-Garcia examines the impact of a semester study abroad program in Argentina on the second language acquisition of three American university Spanish learners. Isabelli-Garcia’s study measures the development of two aspects of communications skills: first, fluency and performance in the oral functions of narration, and, second, description and supporting an opinion. Her study provides insight into the conditions of a study abroad program that best promote the acquisition of improved oral communication skills in a target language.
 In “Studying Abroad in Nepal: Assessing Impact,” Patricia Farrell and Murari Suvedi present the perceived impact of studying in Nepal on students’ academic program, personal development, and intellectual development. Using a survey instrument as well as interviews and case studies, the authors link the reported outcomes to the objectives of the study abroad program.
 We are pleased to include in this volume of Frontiers an essay by Patti McGill Peterson, “New Directions for the Global Century.” McGill Peterson’s analysis of the changing and challenging context for global education inspires us to meet the demands of the 21st century with determination, creativity, and enhanced global collaboration.
 This volume of Frontiers concludes with reviews of books of interest to international educators, each relating to diverse intellectual foundations of the field: Jean-Philippe Mathy’s Extrême-Occident: French Intellectuals and America, Louis Menand’s The Metaphysical Club: A Story of Ideas in America, and First Great Triumph: How Five Americans Made Their Country a World Power by Warren Zimmermann. We encourage our readers to continue to suggest books of interest, and to submit reviews for consideration.
 The update on the Forum on Education Abroad that appears at the back of this volume reflects the continuing fruitful collaboration between Frontiers and the Forum. Together with the Forum, Frontiers will continue to encourage and support research studies on study abroad topics, and to disseminate this research as widely as possible.
 The next volume of Frontiers, due to be published in November, 2004, will be our tenth anniversary volume. It is appropriate that this anniversary volume will be a Special Issue that focuses on the assessment of the learning outcomes of study abroad, a topic that reflects the maturation of a field that is now beginning to document the results of its activity. Other Special Issues that are in the planning stages include: curriculum integration and study abroad, the arts and study abroad, and student development and study abroad.
 Finally, I want to thank the new sponsors of Frontiers who, together with our existing sponsors, make the publication of this journal possible. The sponsors of Frontiers are institutions with a strong commitment to international education, and we are proud to be supported by them. The editorial board takes seriously its responsibility to provide the very best writing about and research on study abroad to our readers, and the support of our sponsors makes this mission possible.
 Brian J. Whalen
 Editor

ABSTRAKMasa remaja adalah suatu tahap dengan perubahan yang cepat dan penuh tantangan yang sulit. Berbagai tantangan ini kadang-kadang sulit diatasi walaupun secara fisik sudah dewasa namun secara psikologis belum tentu. Sebagian kelompok remaja mengalami kebingungan untuk memahami tentang apa yang boleh dilakukan dan apa yang tidak boleh dilakukan. Pada usia 15-19 tahun, proporsi terbesar berpacaran pertama kali pada usia 15-17 tahun. Sekita 33,3% remaja perempuan dan 34,5% remaja laki-laki yang berusia 15-19 tahun mulai berpacaran pada saat mereka berlum berusia 15 tahun. Pada usia tersebut dikhawatirkan belum memiliki perilaku pacaran tidak sehat, antara lain melakukan hubungan seks pra nikah. Tujuan penelitian ini adalah untuk menganalisa Hubungan Tingkat Pengetahuan Kesehatan Reproduksi Dengan Perilaku Seksual Pada Siswi Kelas X-XI Di SMK Al-Asror Gunungpati, Kota Semarang. Penelitian ini menggunakan rancangan cross sectional. Menurut sifat dasar penelitian, penelitian ini termasuk jenis penelitian analitik korelasi. Populasi dalam penelitian ini adalah siswi kelas X-XI Tahun Ajaran 2018/2019 di SMK Al-Asror Gunungpati Kota Semarang. sejumlah adalah 35 responden. Teknik sampling pada penelitian ini menggunakan teknik total sampling pada keseluruhan populasi. Analisa data pada penelitian ini menggunakan Uji chi square yang dilakukan untuk mencari hubungan antara tingkat pengetahuan remaja putri tentang kesehatan reproduksi dengan perilaku seksual diperoleh hasil p value sebesar 0,195 ( 0,195 ? 0,05 ) maka dapat disimpulkan bahwa Ho diterima Ha ditolak artinya tidak ada hubungan antara tingkat pengetahuan tentang kesehatan reproduksi dengan perilaku seksual . Saran Ditujukan kepada Tenaga Kesehatan, Peneliti, Institusi dan Masyarakat Khususnya remaja putri hendaknya tetap menjaga perilaku positif yang selama ini telah diterapkan Kata Kunci : Pengetahuan, Kesehatan Reproduksi, Perilaku Seksual. ANALYSIS OF HEALTH KNOWLEDGE LEVELS REPRODUCTION WITH SEXUAL BEHAVIOR IN CLASS X - XI STUDENTS IN SMK AL-ASROR GUNUNGPATI SEMARANG CITYABSTRACTAdolescence is a stage of rapid change and full of difficult challenges. These challenges are sometimes difficult to overcome despite being physically mature but psychologically uncertain. Some groups of adolescents experience confusion about what to do and what not to do. At the age of 15-19 years, the largest proportion of dating was first aged 15-17 years. About 33.3% of female teenagers and 34.5% of male teenagers aged 15-19 start dating when they are not yet 15 years old. At that age it was feared that he did not yet have unhealthy courtship behavior, including pre-marital sex. The purpose of this study was to analyze the Relationship between Reproductive Health Knowledge Levels and Sexual Behavior in X-XI Grade Students at Al-Asror Gunungpati Vocational School, Semarang City. This study uses a cross sectional design. According to the nature of the study, this research is a type of correlation analytic study. The population in this study were students of class X-XI 2018/2019 Academic Year at Al-Asror Vocational School Gunungpati Semarang City. a number are 35 respondents. The sampling technique in this study used a total sampling technique in the entire population. Analysis of the data in this study using the chi square test conducted to look for the relationship between the level of knowledge. Adolescent girls about reproductive health with sexual behavior obtained p value of 0.195 (0.195 ? 0.05 ) then it can be concluded that Ho is accepted Ha is rejected, meaning that there is no relationship between the level of knowledge about reproductive health with sexual behavior.. Suggestions Aimed at Health Workers, Researchers, Institutions and Society Especially young women should continue to maintain positive behavior that has been applied so far. Keywords: Knowledge, Reproductive Health, Sexual Behavior.

<p><strong>List of abstracts and authors:</strong></p><p><strong>1. Antipsychotics in anxiety disorders</strong></p><p>Christer Allgulander</p><p><strong>2. Anxiety in somatic disorders</strong></p><p>Christer Allgulander</p><p><strong>3. Community rehabilitation of the schizophrenic patient</strong></p><p>Orlando Alonso Betancourt, Maricela Morales Herrera</p><p><strong>4. Dual diagnosis: A theory-driven multidisciplinary approach for integrative care</strong></p><p>David Blackbeard</p><p><strong>5. The emotional language of the gut - when 'psyche' meets 'soma'</strong></p><p>Helen Clark</p><p><strong>6. The Psychotherapy of bipolar disorder</strong></p><p>Franco Colin</p><p><strong>7. The Psychotherapy of bipolar disorder</strong></p><p>Franco Colin</p><p><strong>8. Developing and adopting mental health policies and plans in Africa: Lessons from South Africa, Uganda and Zambia</strong></p><p>Sara Cooper, Sharon Kleintjes, Cynthia Isaacs, Fred Kigozi, Sheila Ndyanabangi, Augustus Kapungwe, John Mayeya, Michelle Funk, Natalie Drew, Crick Lund</p><p><strong>9. The importance of relapse prevention in schizophrenia</strong></p><p>Robin Emsley</p><p><strong>10. Mental Health care act: Fact or fiction?</strong></p><p>Helmut Erlacher, M Nagdee</p><p><strong>11. Does a dedicated 72-hour observation facility in a district hospital reduce the need for involuntary admissions to a psychiatric hospital?</strong></p><p>Lennart Eriksson</p><p><strong>12. The incidence and risk factors for dementia in the Ibadan study of ageing</strong></p><p>Oye Gureje, Lola Kola, Adesola Ogunniyi, Taiwo Abiona</p><p><strong>13. Is depression a disease of inflammation?</strong></p><p><strong></strong>Angelos Halaris</p><p><strong>14. Paediatric bipolar disorder: More heat than light?</strong></p><p>Sue Hawkridge</p><p><strong>15. EBM: Anova Conundrum</strong></p><p>Elizabeth L (Hoepie) Howell</p><p><strong>16. Tracking the legal status of a cohort of inpatients on discharge from a 72-hour assessment unit</strong></p><p>Bernard Janse van Rensburg</p><p><strong>17. Dual diagnosis units in psychiatric facilities: Opportunities and challenges</strong></p><p>Yasmien Jeenah</p><p><strong>18. Alcohol-induced psychotic disorder: A comparative study on the clinical characteristics of patients with alcohol dependence and schizophrenia</strong></p><p>Gerhard Jordaan, D G Nel, R Hewlett, R Emsley</p><p><strong>19. Anxiety disorders: the first evidence for a role in preventive psychiatry</strong></p><p>Andre F Joubert</p><p><strong>20. The end of risk assessment and the beginning of start</strong></p><p>Sean Kaliski</p><p><strong>21. Psychiatric disorders abd psychosocial correlates of high HIV risk sexual behaviour in war-effected Eatern Uganda</strong></p><p>E Kinyada, H A Weiss, M Mungherera, P Onyango Mangen, E Ngabirano, R Kajungu, J Kagugube, W Muhwezi, J Muron, V Patel</p><p><strong>22. One year of Forensic Psychiatric assessment in the Northern Cape: A comparison with an established assessment service in the Eastern Cape</strong></p><p>N K Kirimi, C Visser</p><p><strong>23. Mental Health service user priorities for service delivery in South Africa</strong></p><p>Sharon Kleintjes, Crick Lund, Leslie Swartz, Alan Flisher and MHaPP Research Programme Consortium</p><p><strong>24. The nature and extent of over-the-counter and prescription drug abuse in cape town</strong></p><p>Liezl Kramer</p><p><strong>25. Physical health issues in long-term psychiatric inpatients: An audit of nursing statistics and clinical files at Weskoppies Hospital</strong></p><p>Christa Kruger</p><p><strong>26. Suicide risk in Schizophrenia - 20 Years later, a cohort study</strong></p><p>Gian Lippi, Ean Smit, Joyce Jordaan, Louw Roos</p><p><strong>27.Developing mental health information systems in South Africa: Lessons from pilot projects in Northern Cape and KwaZulu-Natal</strong></p><p>Crick Lund, S Skeen, N Mapena, C Isaacs, T Mirozev and the Mental Health and Poverty Research Programme Consortium Institution</p><p><strong>28. Mental health aspects of South African emigration</strong></p><p>Maria Marchetti-Mercer</p><p><strong>29. What services SADAG can offer your patients</strong></p><p>Elizabeth Matare</p><p><strong>30. Culture and language in psychiatry</strong></p><p>Dan Mkize</p><p><strong>31. Latest psychotic episode</strong></p><p>Povl Munk-Jorgensen</p><p><strong>32. The Forensic profile of female offenders</strong></p><p>Mo Nagdee, Helmut Fletcher</p><p><strong>33. The intra-personal emotional impact of practising psychiatry</strong></p><p>Margaret Nair</p><p><strong>34. Highly sensitive persons (HSPs) and implications for treatment</strong></p><p>Margaret Nair</p><p><strong>35. Task shifting in mental health - The Kenyan experience</strong></p><p>David M Ndetei</p><p><strong>36. Bridging the gap between traditional healers and mental health in todya's modern psychiatry</strong></p><p>David M Ndetei</p><p><strong>37. Integrating to achieve modern psychiatry</strong></p><p>David M Ndetei</p><p><strong>38. Non-medical prescribing: Outcomes from a pharmacist-led post-traumatic stress disorder clinic</strong></p><p>A Parkinson</p><p><strong>39. Is there a causal relationship between alcohol and HIV? Implications for policy, practice and future research</strong></p><p>Charles Parry</p><p><strong>40. Global mental health - A new global health discipline comes of age</strong></p><p>Vikram Patel</p><p><strong>41. Integrating mental health into primary health care: Lessons from pilot District demonstration sites in Uganda and South Africa</strong></p><p>Inge Petersen, Arvin Bhana, K Baillie and MhaPP Research Programme Consortium</p><p><strong>42. Personality disorders -The orphan child in axis I - Axis II Dichotomy</strong></p><p><strong></strong>Willie Pienaar</p><p><strong>43. Case Studies in Psychiatric Ethics</strong></p><p>Willie Pienaar</p><p><strong>44. Coronary artery disease and depression: Insights into pathogenesis and clinical implications</strong></p><p>Janus Pretorius</p><p><strong>45. Impact of the Mental Health Care Act No. 17 of 2002 on designated hospitals in KwaZulu-Natal: Triumphs and trials</strong></p><p>Suvira Ramlall, Jennifer Chipps</p><p><strong>46. Biological basis of addication</strong></p><p>Solomon Rataemane</p><p><strong>47. Genetics of Schizophrenia</strong></p><p>Louw Roos</p><p><strong>48. Management of delirium - Recent advances</strong></p><p>Shaquir Salduker</p><p><strong>49. Social neuroscience: Brain research on social issues</strong></p><p>Manfred Spitzer</p><p><strong>50. Experiments on the unconscious</strong></p><p>Manfred Spitzer</p><p><strong>51. The Psychology and neuroscience of music</strong></p><p>Manfred Spitzer</p><p><strong>52. Mental disorders in DSM-V</strong></p><p>Dan Stein</p><p><strong>53. Personality, trauma exposure, PTSD and depression in a cohort of SA Metro policemen: A longitudinal study</strong></p><p>Ugashvaree Subramaney</p><p><strong>54. Eating disorders: An African perspective</strong></p><p>Christopher Szabo</p><p><strong>55. An evaluation of the WHO African Regional strategy for mental health 2001-2010</strong></p><p>Thandi van Heyningen, M Majavu, C Lund</p><p><strong>56. A unitary model for the motor origin of bipolar mood disorders and schizophrenia</strong></p><p>Jacques J M van Hoof</p><p><strong>57. The origin of mentalisation and the treatment of personality disorders</strong></p><p>Jacques J M Hoof</p><p><strong>58. How to account practically for 'The Cause' in psychiatric diagnostic classification</strong></p><p>C W (Werdie) van Staden</p><p><strong>POSTER PRESENTATIONS</strong></p><p><strong>59. Problem drinking and physical and sexual abuse at WSU Faculty of Health Sciences, Mthatha, 2009</strong></p><p>Orlando Alonso Betancourt, Maricela Morales Herrera, E, N Kwizera, J L Bernal Munoz</p><p><strong>60. Prevalence of alcohol drinking problems and other substances at WSU Faculty of Health Sciences, Mthatha, 2009</strong></p><p>Orlando Alonso Betancourt, Maricela Morales Herrera, E, N Kwizera, J L Bernal Munoz</p><p><strong>61. Lessons learnt from a modified assertive community-based treatment programme in a developing country</strong></p><p>Ulla Botha, Liezl Koen, John Joska, Linda Hering, Piet Ooosthuizen</p><p><strong>62. Perceptions of psychologists regarding the use of religion and spirituality in therapy</strong></p><p>Ottilia Brown, Diane Elkonin</p><p><strong>63. Resilience in families where a member is living with schizophreni</strong></p><p>Ottilia Brown, Jason Haddad, Greg Howcroft</p><p><strong>64. Fusion and grandiosity - The mastersonian approach to the narcissistic disorder of the self</strong></p><p>William Griffiths, D Macklin, Loray Daws</p><p><strong>65. Not being allowed to exist - The mastersonian approach to the Schizoid disorder of the self</strong></p><p>William Griffiths, D Macklin, Loray Daws</p><p><strong>66. Risky drug-injecting behaviours in Cape Town and the need for a needle exchange programme</strong></p><p>Volker Hitzeroth</p><p><strong>67. Neuroleptic malignant syndrome in adolescents in the Western Cape: A case series</strong></p><p>Terri Henderson</p><p><strong>68. Experience and view of local academic psychiatrists on the role of spirituality in South African specialist psychiatry, compared with a qualitative analysis of the medical literature</strong></p><p>Bernard Janse van Rensburg</p><p><strong>69. The role of defined spirituality in local specialist psychiatric practice and training: A model and operational guidelines for South African clinical care scenarios</strong></p><p>Bernard Janse van Rensburg</p><p><strong>70. Handedness in schizophrenia and schizoaffective disorder in an Afrikaner founder population</strong></p><p>Marinda Joubert, J L Roos, J Jordaan</p><p><strong>71. A role for structural equation modelling in subtyping schizophrenia in an African population</strong></p><p>Liezl Koen, Dana Niehaus, Esme Jordaan, Robin Emsley</p><p><strong>72. Caregivers of disabled elderly persons in Nigeria</strong></p><p>Lola Kola, Oye Gureje, Adesola Ogunniyi, Dapo Olley</p><p><strong>73. HIV Seropositivity in recently admitted and long-term psychiatric inpatients: Prevalence and diagnostic profile</strong></p><p>Christina Kruger, M P Henning, L Fletcher</p><p><strong>74. Syphilis seropisitivity in recently admitted longterm psychiatry inpatients: Prevalence and diagnostic profile</strong></p><p>Christina Kruger, M P Henning, L Fletcher</p><p><strong>75. 'The Great Suppression'</strong></p><p>Sarah Lamont, Joel Shapiro, Thandi Groves, Lindsey Bowes</p><p><strong>76. Not being allowed to grow up - The Mastersonian approach to the borderline personality</strong></p><p>Daleen Macklin, W Griffiths</p><p><strong>77. Exploring the internal confirguration of the cycloid personality: A Rorschach comprehensive system study</strong></p><p>Daleen Macklin, Loray Daws, M Aronstam</p><p><strong>78. A survey to determine the level of HIV related knowledge among adult psychiatric patients admitted to Weskoppies Hospital</strong></p><p><strong></strong> T G Magagula, M M Mamabolo, C Kruger, L Fletcher</p><p><strong>79. A survey of risk behaviour for contracting HIV among adult psychiatric patients admitted to Weskoppies Hospital</strong></p><p>M M Mamabolo, T G Magagula, C Kruger, L Fletcher</p><p><strong>80. A retrospective review of state sector outpatients (Tara Hospital) prescribed Olanzapine: Adherence to metabolic and cardiovascular screening and monitoring guidelines</strong></p><p>Carina Marsay, C P Szabo</p><p><strong>81. Reported rapes at a hospital rape centre: Demographic and clinical profiles</strong></p><p>Lindi Martin, Kees Lammers, Donavan Andrews, Soraya Seedat</p><p><strong>82. Exit examination in Final-Year medical students: Measurement validity of oral examinations in psychiatry</strong></p><p>Mpogisheng Mashile, D J H Niehaus, L Koen, E Jordaan</p><p><strong>83. Trends of suicide in the Transkei region of South Africa</strong></p><p>Banwari Meel</p><p><strong>84. Functional neuro-imaging in survivors of torture</strong></p><p>Thriya Ramasar, U Subramaney, M D T H W Vangu, N S Perumal</p><p><strong>85. Newly diagnosed HIV+ in South Africa: Do men and women enroll in care?</strong></p><p>Dinesh Singh, S Hoffman, E A Kelvin, K Blanchard, N Lince, J E Mantell, G Ramjee, T M Exner</p><p><strong>86. Diagnostic utitlity of the International HIC Dementia scale for Asymptomatic HIV-Associated neurocognitive impairment and HIV-Associated neurocognitive disorder in South Africa</strong></p><p>Dinesh Singh, K Goodkin, D J Hardy, E Lopez, G Morales</p><p><strong>87. The Psychological sequelae of first trimester termination of pregnancy (TOP): The impact of resilience</strong></p><p>Ugashvaree Subramaney</p><p><strong>88. Drugs and other therapies under investigation for PTSD: An international database</strong></p><p>Sharain Suliman, Soraya Seedat</p><p><strong>89. Frequency and correlates of HIV Testing in patients with severe mental illness</strong></p><p>Hendrik Temmingh, Leanne Parasram, John Joska, Tania Timmermans, Pete Milligan, Helen van der Plas, Henk Temmingh</p><p><strong>90. A proposed mental health service and personnel organogram for the Elizabeth Donkin psychiatric Hospital</strong></p><p>Stephan van Wyk, Zukiswa Zingela</p><p><strong>91. A brief report on the current state of mental health care services in the Eastern Cape</strong></p><p>Stephan van Wyk, Zukiswa Zingela, Kiran Sukeri, Heloise Uys, Mo Nagdee, Maricela Morales, Helmut Erlacher, Orlando Alonso</p><p><strong>92. An integrated mental health care service model for the Nelson Mandela Bay Metro</strong></p><p>Stephan van Wyk, Zukiswa Zingela, Kiran Sukeri</p><p><strong>93. Traditional and alternative healers: Prevalence of use in psychiatric patients</strong></p><p>Zukiswa Zingela, S van Wyk, W Esterhuysen, E Carr, L Gaauche</p>

<P class=abstract>This paper discusses the aspect of student support that emerged as a key component of a longitudinal study into the experiences of nurses studying through open learning in the UK. Students engaged in this study were mature learners who were practicing nurses and predominantly, but not exclusively, women. Participants perceived entering higher education as a considerable challenge.</P>
 
 <P class=abstract><B>Key Terms:</B> Longitudinal research; constant comparative analysis; social, professional and academic networks </P>

This paper explores the student experience of learning and teaching through the medium of videoconferencing (VC), on a range of HE programmes across all the partners of the University of the Highlands (UHI). The primary evidence used are the 190 responses to an online survey made available to any taught HE student at UHI that had taken modules where VC had played a significant role in delivery. Twenty-nine multiple choice, multiple answer and continuous response questions were asked, covering a wide range of subjects from students’ circumstances of study, to how they rated difference aspects of the experience. The study suggests that not only can VC succeed as a mode of educational delivery when undertaken by pioneering staff with a strong interest in educational technology, but it continues to succeed when delivered by an institution’s rank and file teachers, as a mature technology that has lost its novelty value. The much greater sample size of this study compared to those that have been undertaken in the past also provides a quantitative basis for identifying the approaches to teaching which succeed best, and for identifying the groups amongst whom VC is best received. Key factors for success were found to be appropriate allocation and configuration of VC suites, effective training in the use of VC, and teaching that placed a premium on interaction with students. However, social circumstances appear to be as important as substantive quality factors in colouring perception. Students’ rating of the technology as a mode of study seems to be heavily coloured by their access to educational alternatives. Students in remote locations appear more favourably disposed than those in larger campuses, mature students more than school leavers and women more than men. This has important implication for design and marketing of VC mediated degrees in the future.

This paper examines the academic experiences of five mature, mid-career female international student-parents with preschool children studying on a one-year Built Environment master’s degree in the United Kingdom. The group was selected to form a purposive small-scale study because they had preschool children with them while studying. Tinto’s “sense of belonging” was used as a theoretical framework and the data revealed the stress that this group experienced when returning to full-time study while caring for a preschool child or children. Balancing the academic demands of a one-year full-time degree with childcare was compounded by a lack of appropriate support from the university. Although universities in general were viewed as offering a welcoming environment, this group of students often felt disappointed with their experience. Strategies for addressing identified barriers are proposed that contribute to widening existing inclusive university policies that address the specific needs of this group of female students.

Teenagers are the time to mature with the rapid development of physical, cognitive, emotional and social. Not all adolescents get through smoothly. Emotional, social problems marked aggressiveness and delinquency during 2016 in DIY recorded 43 cases of student brawl, perpetrators of children aged 14-18 years. One of the factors that influence is peers. Teens spend a lot of time hanging out with their peers, so peers are influential in emotional-social development. To know the relationship of peer role with emotional-social development of students at SMK Negeri 2 Sewon Bantul Yogyakarta. The design of this research is analytic descriptive with a cross-sectional approach — the sampling condition used cluster random sampling method with 107 student sample. The research instrument used is a peer role questionnaire and emotional, social development questionnaire — bivariate statistical test using Pearson. The majority of respondents were women of 81 people (75.7%), 16 years of age 77 people (72%), peer role was 81 people (75.7%), and emotional, social development both 101 people (94.4 %). The role of peers is with emotional-social development, both 76 (71.0%). Result of bivariate test analysis obtained p-value = 0,028 and correlation coefficient value 0,213. There is a significant relationship between the role of peers with emotional-social development in the students at SMK Negeri 2 Sewon Bantul Yogyakarta

Background: Polycystic ovary syndrome affects 7 to 8% of women and may be the most common cause of female infertility. Anovulation, early pregnancy loss has all been implicated in the low fecundity. The aim of this study was to compare between the use of clomiphene citrate by stair-step protocol and use of combined clomiphene citrate and gonadotropins in patients with polycystic ovary syndrome.
 Methods: This randomized non blinded controlled clinical study was carried out on 60 Patients who was selected from outpatient clinic of Tanta university hospitals from September 2019 to September 2020. Selected patients were allocated into two groups with 1:1 ratio. Group (A): was subjected to clomiphene citrate stair-step stimulation protocol. Group (B): was subjected to combined clomiphene and gonadotropins stimulation protocol.
 Results: Mann-Whitney U test was used to compare quantitative data because it is not normally distributed (Age, BMI and duration of infertility). Significance defined by p < 0.05. Chi-square analysis was used for the categorical variable (number of MGF). Mann-Whitney U test was used to compare quantitative data because it is not normally distributed (Size of larger follicle and Endometrial thickness), Chi-square analysis was used for the categorical variables (Ovulation rate and Pregnancy rate). Mann-Whitney U test was used to compare quantitative data which are not normally distributed (FSH and LH). Student t test was used for the quantitative data which are normally distributed (Prolactin and TSH).
 Conclusions: In conclusion, the CC stair‐step protocol is a safe, simple option for the management of PCOS patients, having a larger number of mature Grafian follicle, lower endometrial thickness and higher ovulation rate compared to combined clomophine and gonadotrophin protocol.

In this study we investigate the intersecting impacts of perpetrators’ gender, sexuality, and age on perceptions of teacher sexual misconduct. When the teacher was a woman, respondents perceived the relationship to be less detrimental to the student, the student to be more mature and responsible, and the relationship as more acceptable. Heterosexual pairings were perceived as more acceptable than same-sex pairings, with the student perceived as more mature and responsible. Lastly, when the teacher was older respondents perceived them as more responsible and the student as having psychological issues contributing to the relationship.

AbstrakFrekuensi sindrom pra menstruasi pada wanita usia subur di Indonesia tahun 2014 sebesar 80-90%. Hasil survey yang dilakukan di SMAN 1 Kota Jambi menunjukkan delapan dari sepuluh siswi mengalami sindrom pra mentruasi dengan gejala yang berbeda. Jika sindrom pra menstruasi dibiarkan akan menimbulkan gangguan yang lebih parah atau Disforia Pramenstruasi.Penelitian ini merupakan deskriptif kuantitatif dengan desain cross sectional yang bertujuan untuk mengatahui hubungan aktivitas fisik dan depresi dengan kejadian sindrom pra menstruasi. Populasi sebanyak 449 responden dan sampel 82 responden dengan tekhnik stratified random sampling, menggunakan kuesionerdilakukan pada Maret-Agustus 2016. Analisis data dilakukan secara univariat dan bivariat. Hasil penelitian menunjukkan bahwa sebagian besar siswi mengalami sindrom pra menstruasi sedang sebanyak 60% (49 responden), sebagian kecil mengalami sindrom pra menstruasi berat sebanyak 40% (33 responden), sebagian kecil memiliki aktivitas fisik yang baik sebanyak 39% (32 responden), sebagian besar responden mengalami depresi sedang sebanyak 30,5% (25 responden) dan sebagian kecil mengalami depresi berat sebanyak 23,2% (19 respponden). Ada hubungan antara aktivitas fisik dengan kejadian sindrom pra menstruasi p-value 0,013. Ada hubungan antara depresi dengan kejadian sindrom pra menstruasi p-value 0,000.Diperlukan pemberian informasi mengenai gejala, penyebab, dampak sindrom pramenstruasi serta penyediaan sarana aktivitas fisik dan konselor. Kata kunci: sindrom pra menstruasi, aktifitas fisik, depresi. Abstract Premenstrual syndrom frequence of mature women in 2014 is 80-90%. A survey conducted at Senior High School 1 of Jambi City showed that eight out of ten schoolgirl experience premenstrual syndrom with different symptoms. If the premenstrual syndrom left unchecked will cause premenstrual dysphoric. This study used descriptive quantitative approach to the cross sectional design that aimed to relationship physical activity and depression with premenstrual syndrom. The population is 449 respondents and the samples are 82 respondents with technique stratified random sampling, use questionare on March- August 2016. Data analityc univariat and bivariat.The result show that the partially student experience moderate premenstrual syndrom is 60% (49 respondent), fraction have good physival activity is 39% (32 respondent), partially respondent experience moderate depression is 30,5% (25 respondent), fraction experience weight depression is 23,2% (19 respondent).There is relationship between physical activity with event premenstrual syndrom p-value of 0,013. There is relationships between depression with event premenstrual syndrom p-value of 0,000.Required the provision of symptoms, cause, impact prementrual syndrom and provision means of physical activity and conselor. Keywords: premenstrual syndrom, physical activity, depression

Study level/applicability The case is suitable for all post-graduate students and executives doing a course in human resource management (HRM). The case will enable these students to apply concepts such as inclusion, empowerment, glass ceiling, in business situations involving women. It will help them to trace the evolution path for women employees who have the traits to lead a department or organisation and assume entrepreneurial roles. Subject Area The case study is particularly beneficial for MBA students specialising in HRM focussed on leadership and training. It can be used in courses such as gender and entrepreneurship for students of MBA entrepreneurship and MBA family business management. As the case is written in India, it can explore the gender issues in emerging markets surreptitiously. Most importantly, the case addresses COVID-19 perspective adequately, to teach modules embedded in main courses of any MBA program. Case overview PRISM World Pvt Ltd is a leading training and consultancy firm in Delhi, India. The firm is owned and managed by a young woman Dr Anubha Walia. She started her career as a human resource manager in leading Indian companies, but somewhere down the line, she felt the job was not allowing her to realise the fullest potential. The Indian corporate training industry was male dominated with self-serving men, supporting the “glass ceiling”. To break the barrier, Anubha opened her training firm founded on the basis of a new philosophy, which should serve the ideals of helping and promoting women in workplace. This new philosophy was called PRISM. Anubha provided an inclusive environment which allowed her trainers to grow and feel empowered in a gender-biased industry.Very recently, when COVID-19 pandemic happened, female trainers were under tremendous strain as training requirements completely dried up, and they were rendered jobless. Most of these educated young women had small kids and paid monthly installments for their home loans, sharing the financial burden with their husbands. Some mature trainers were single women who had to support themselves through savings in these difficult times. But Anubha’s sense of empowerment at PRISM helped these women to do things which made their livelihoods turnaround even in uncertain circumstances. PRISM philosophy made a turnaround too. While employees were thinking of abandoning their companies and vice-versa, trainers at PRISM went for free webinars to draw clients to their firms and changed the concept of training and delivery in corona times.PRISM acquired a new meaning of wellness and spirituality in these difficult times and soared ahead successfully. Expected learning outcomes The case study hopes to achieve the following pedagogical objectives: 1. To educate students on manners and traits of women entrepreneurs. Besides, the usual difficulties of financing and running a business, women face adversities at home in the form of lack of access to working capital, trust deficit amongst family and friends. Basically, lack of support system to propels women into the tougher role of an entrepreneur graduating from a regular employee. Gender becomes a disability, which women had to fight in the workplace. The case introduces the PRISM philosophy as a unique methodology to inculcate inclusivity in work environment leading to women empowerment. 2. To outline all issues related to ‘glass ceiling” – the barrier which existed in the corporate world for businesswomen. Students need to know about problems women faced in the business environment as well as shortcomings within themselves, which can make them unproductive. 3. To align students first hand with the challenges of COVID-19 pandemic, specific to women. The case talks about educated young and mature women in Anubha’s firm PRISM, fighting for lost livelihood owing to reduced levels of business. But women are known to be highly resilient and empowered in the right direction will turnaround the situation in their favour. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Social implications The case has tremendous social implication for educated working women in traditional patriarchal Indian societies. Though a sizeable percentage of women have achieved higher education and started working in a male-dominated corporate world, only a small number of them are visible as entrepreneurs and/or leaders. Every woman needs to trace her journey from an employee to an entrepreneur or a CEO to assume a position of leadership. This case can be an eye opener for many such ambitious women who can build small- to mid-size businesses in a short span of time. Digital intervention is very important in COVID times to stay afloat. The author has shared links for many videos which can disseminate ideas for digital transformation in businesses. The case tries to showcase an ideal inclusive environment which will propel women to achieve their latent goals and desires breaking the 'glass ceiling.' Subject code CSS 3: Entrepreneurship.

ABSTRACTPromoting a sense of societal connectedness is critical in today’s engineering educational environment. The NAE’s Grand Challenges for Engineering point to broad human concerns — sustainability, health, vulnerability, and joy of living — and human connectivity as the future of engineering problem solving. Engineering studies, however, are often presented in a completely decontextualized manner, with an emphasis on technical content that is free of any human meaning. As a result, students may have difficulty identifying either personal or societal value in their learning tasks. Through their course design, instructors can help students situate themselves and their engineering learning experiences within the larger human system. Studying technologies and technological development within the broader societal context may, in turn, offer significant benefits to student motivation and engagement in learning. In this paper, we report findings from a three-year investigation of the effects of disciplinary integration on student motivation and learning engagement in introductory materials science courses. The quantitative results show that integrating materials science with humanities provides for increased student motivation and cognitive engagement in learning. Compared to students in non-integrated project-based courses, students in integrated project-based courses show higher intrinsic motivation and task value. In addition to these motivational gains, students in the integrated materials science-history course report significantly higher use of critical thinking strategies in their project work, indicating that an emphasis on societal context may help students cognitively engage in their engineering studies. Our findings also indicate that women in the integrated materials-history course report higher intrinsic motivation, task value, self-efficacy, and critical thinking strategy use compared to women in the non-integrated materials course. Overall, our research suggests that putting human contexts at the center of engineering learning can help students build a sense of societal relatedness that promotes better learning.