Academic literature on the topic 'Young alumni'
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Journal articles on the topic "Young alumni"
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Buttram, Mance E., Maria E. Pagano, and Steven P. Kurtz. "Foster care, syndemic health disparities and associations with HIV/STI diagnoses among young adult substance users." Sexually Transmitted Infections 95, no. 3 (2018): 175–80. http://dx.doi.org/10.1136/sextrans-2017-053490.
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ObjectivesFoster care history is associated with many health and social problems, including sexual risk behaviours, HIV and other sexually transmitted infections (STIs). This cross-sectional study compares sexual risk behaviours among a sample of young adult substance users in Miami (N=602) with and without foster care histories.MethodsParticipants completed a comprehensive assessment which included sections on foster care, sexual risk behaviours and related health and social problems. Logistic regression was used to examine the relationship between foster care history, associated syndemic vulnerabilities and increased likelihood of having a prior HIV/STI diagnosis.ResultsBivariate analyses indicated that foster care alumni were more likely to report a prior HIV/STI diagnosis, higher condomless sex frequencies, being high on alcohol or drugs during sex, sexual victimisation and a history of homelessness compared with other participants in the sample (p<0.05). Multivariate analyses revealed that foster care history, sexual victimisation and group sex participation are associated with a prior HIV/STI diagnosis (p<0.05). Group sex participation doubled the odds of a prior HIV/STI diagnosis for foster care alumni, compared with other participants (p<0.5).ConclusionsThis exploratory study identifies characteristics that distinguish foster care alumni from non-alumni and signals the need to better serve the sexual and related health needs of individuals with foster care histories. Clinicians and healthcare providers should provide foster care alumni with detailed HIV/STI risk reduction information and resources and services to address related syndemic vulnerabilities (eg, victimisation and homelessness).
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Broekaert, Ilse Julia, Joerg Jahnel, Nicolette Moes, et al. "Evaluation of a European-wide survey on paediatric endoscopy training." Frontline Gastroenterology 10, no. 2 (2018): 188–93. http://dx.doi.org/10.1136/flgastro-2018-101007.
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ObjectiveTo evaluate quality of paediatric endoscopy training of Young members of the European Society for Paediatric Gastroenterology, Hepatology and Nutrition (ESPGHAN).MethodsAn online questionnaire designed by the Young ESPGHAN Committee was sent to 125 Young ESPGHAN members between February 2014 and September 2015. The questionnaire comprised 32 questions addressing some general information of the participants and the structure of their paediatric gastroenterology, hepatology and nutrition programmes; procedural volume and terminal ileal intubation (TII) rate; supervision, assessments, participation in endoscopy courses and simulator training; and satisfaction with endoscopy training and self-perceived competency.ResultsOf 68 participants, 48 (71%) were enrolled in an official training programme. All alumni (n=31) were trained in endoscopy. They completed a median of 200 oesophagogastroduodenoscopies (OGDs) and 75 ileocolonoscopies (ICs) with a TII rate of >90% in 43%. There is a significant difference in numbers of ICs between the TII rate groups >90%, 50%–90% and <50% (median 150 vs 38 vs 55) (p<0.001). 11 alumni (35%) followed the ESPGHAN Syllabus during training. 25 alumni (81%) attended basic skills endoscopy courses and 19 (61%) experienced simulator training. 71% of the alumni were ‘(very) satisfied’ with their diagnostic OGD, while 52% were ‘(very) satisfied’ with their IC training. The alumni felt safe to independently perform OGDs in 84% and ICs in 71% after their training.ConclusionsDespite reaching the suggested procedural endoscopy volumes, a rather low TII rate of >90% calls for end-of-training certifications based on the achievement of milestones of competency.
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Jamil, Ahmad Syariful, Annisa Fitri, Hidayat Hidayat, and Fadila Marga Saty. "PARTISIPASI ANGGOTA IKATAN ALUMNI MAGANG JEPANG TERHADAP KELEMBAGAAN PETANI." Mimbar Agribisnis: Jurnal Pemikiran Masyarakat Ilmiah Berwawasan Agribisnis 7, no. 2 (2021): 1271. http://dx.doi.org/10.25157/ma.v7i2.5221.
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Farmer institutions are places where people gather to channel their aspirations, opinions, and tools to fulfill their basic needs. The purpose of this study was to analyze the characteristics and the participation of members of the Japanese internship alumni association to the farmer institution. This research was conducted from September 2020 to March 2021. The respondents were determined as many as 50 alumni by purposive sampling ranging fromWest Java, Central Java to East Java Provinces. The data analysis used was descriptive qualitative method. The results showed that the characteristics of the members of the Japanese internship alumni association in general were relatively young, had relatively high formal and informal education, and most of their businesses had well developed. The participation of members of the Japanese internship alumni association to participate in the farmer institution was 94%. In addition, most of the Japanese alumni had a role as committee members in the farmers institution, 68%, and had been involved for a relatively long time in the farmer institution. The involvement of alumni in agricultural institutions for more than 10 years. One of the reasons for Japanese internship alumni to join the institution was to help gain access to knowledge and technology. This indicates that alumni had a high level of awareness of the strategic role of farmer institutions in advancing their business.
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Tajidan, Tajidan, Efendy Efendy, Halil Halil, and Edy Fernandez. "Prosfek Penumbuhan Wirausahawan Muda Pertanian (PWMP) Di Pulau Lombok." Jurnal Gema Ngabdi 1, no. 2 (2019): 48–55. http://dx.doi.org/10.29303/jgn.v1i2.16.
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The objectives of the community service are: maintaining the alumni commitment as agricultural young entrepreneurs; increase the capacity and ability of alumni in the management of business in agriculture; increasing the business scale by adding the ability to finance agribusiness businesses; and developing business networks (net-working) and financing and marketing cooperation. The output expected as an output of this service activity is an article published in national or international journals. To achieve the purpose of this service, it is carried out with a coaching and mentoring approach. Coaching is done by the focus group discussion (FGD) method, training with the agribusiness field school method, and mentoring in the problem solving method. From a series of implementation activities can be summarized as follows: the commitment of alumni as young agricultural entrepreneurs is still able to be held which is shown by the still strong spirit and entrepreneurial spirit; (the alumni who are members of the PWMP Group have the ability to increase the capacity of business management in agriculture, including 3 (three) of the 7 (seven) PWMP groups that have opened business branches and appointed employees to assist production activities and services to customers; in general there has been an increase in the ability of financing sourced from an average allowance for operating results of 18.3% from November 2017 to July 2018 or 2.29% / month; and the development of business networks and marketing is still an obstacle for most young agricultural entrepreneurs, except the PWMP Bintang Tani Group which has a business network and regular customers in the marketing aspect.
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Fischerová, Martina, and Kateřina Půbalová. "Different Approaches in Recruiting Young Professionals." EMAJ: Emerging Markets Journal 8, no. 1 (2018): 31–38. http://dx.doi.org/10.5195/emaj.2018.149.
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Young Professionals as a significant part of Generation Y have already been examined in various studies that focused on their views, attitudes, values etc. This paper examines the differences in the importance of work and life values among peers of the same age with similar background, but from different study groups. To test the propositions, a life value inventory was distributed among 262 students and alumni from two different study programs at the same Faculty between December 2016 and May 2017. The data were analyzed in the SPSS statistical software with the use of the k-means clustering. The hypotheses expecting differences in life and work values were partially confirmed. The findings are discussed within the framework of strategic leadership and the need of engaging stakeholders.
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Zeira, Anat, Rivka Tuval-Mashiach, Galit Meir, Drorit Levy, Tehila Refaeli, and Rami Benbenishty. "Alumni of National Civic Service: Comparing the experience of at-risk and mainstream volunteers." International Social Work 61, no. 6 (2017): 1027–41. http://dx.doi.org/10.1177/0020872817695393.
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This article describes the perspectives of alumni of National Civic Service (NCS) in Israel on its impact at the individual level. We compared 250 young women who were identified as youth at risk with 295 mainstream volunteers. Overall, the two groups show similar outcomes that are typical to this developmental stage of life. Yet youth at risk experience more difficulties. While NCS aims at increasing equality between groups, it seems that it is not enough to bridge the gaps between the groups. The findings imply a need for a continued intervention to accompany the at-risk alumni that would leverage the progress made during the NCS period.
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McDearmon, J. Travis, and Kathryn Shirley. "Characteristics and institutional factors related to young alumni donors and non-donors." International Journal of Educational Advancement 9, no. 2 (2009): 83–95. http://dx.doi.org/10.1057/ijea.2009.29.
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Franzia, Elda. "Pengaruh Foto Profil dan Cover pada Jejaring Sosial Facebook dalam Membentuk Personal Branding: Studi Kasus Mahasiswa dan Alumni FSRD Universitas Trisakti." Humaniora 6, no. 3 (2015): 382. http://dx.doi.org/10.21512/humaniora.v6i3.3364.
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The need of personal branding development of Indonesian people from various professions has been increasing for self positioning in social and professional states. Students and alumni of Faculty of Art and Design Trisakti University as Indonesian young designers in global market use social media to develop their personal branding, especially from personal identity showed in account’s name, profile picture, and cover photo in personal account in Facebook. Respondents in this research were 40 students and alumni of Faculty of Art and Design Trisakti University with visual data collected by documentation method from Facebook accounts. Research used combination of quantitative and qualitative methods. The quantitative method was used to define respondents’ behavior tendency in forming their personal branding, and the qualitative method was used to define profile picture and cover photo usage in forming respondents’ personal branding. The result of this research is the understanding of the profile picture and cover photo usage in forming personal branding and the understanding of visual elements usage in effective visual communication to endorse the development of personal branding for Indonesian young designers.
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Fusco, Rachel A. "Sleep in Young Adults: Comparing Foster Care Alumni to a Low-Income Sample." Journal of Child and Family Studies 29, no. 2 (2019): 493–501. http://dx.doi.org/10.1007/s10826-019-01555-w.
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Rahmatia, Alfina. "The Awareness of Sharia Financial Literacy in The Quarterlife Crisis Phase." Dinar : Jurnal Ekonomi dan Keuangan Islam 7, no. 2 (2021): 45–62. http://dx.doi.org/10.21107/dinar.v7i2.9339.
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Nowadays, there are enormous challenges toward this era, especially the young generation between 20 and first 30 years old who will face quarterlife crisis phase in which one of the causes is literate or not literate to finance. The grand objective of this research is to analyze gender, income per month, and marital status toward the awareness level to sharia financial literacy in the quarterlife crisis phase for IAIN Palangka Raya Alumni in 2010-2015. Primary data applied in this study are compiled from questionnaires and interviews with mixed methods. This research uses multiple regression with SPSS application, while the interview data uses descriptive analysis. The result reveals that gender and income per month have no significant influence on the awareness level of sharia financial literacy, but marital status has a significant influence on the awareness level of sharia financial literacy for IAIN Palangka Raya Alumni on 2010-2015.
Dissertations / Theses on the topic "Young alumni"
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Day, Deborah A. "Factors in the Undergraduate Experience that Influence Young Alumni Giving." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82966.
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Public funding of higher education has declined substantially in recent years (Alexander, 2000; Esposito, 2010; Mortenson, 2012; NACUBO, 2011; Redd, 2014; Serna and Harris, 2014), while operating costs and demand have increased (Desrochers and Kirshstein, 2012; Mortenson, 2012; Mumper and Freeman, 2011; NCSES, 2014; Serna and Harris, 2014; St. John and Parsons, 2004), forcing institutions to look for alternative sources of revenue (NCSL, 2010). One such alternative source of revenue is alumni giving (Monks, 2003; Archibald and Feldman, 2012; CAE, 2014).
Research has shown that the factors that influence alumni financial giving include demographic characteristics (Hoyt, 2004; Monks, 2003), academic experiences (Monks, 2003; Pumerantz, 2005), social experiences (Monks, 2005; Thomas and Smart, 2005; Volkwein, 1989), and alumni participation variables (Gaier, 2005; Gallo and Hubschman, 2003).
Although there is ample evidence to support the importance of alumni giving, researchers have not examined the factors that influence young alumni giving. This study sought to determine if demographic characteristics, academic experiences and social experiences explain the variance in alumni giving to their alma mater within five years of graduating. I conducted a case study at a single institution and used Volkwein's (1989) model of giving coupled with data from the 2011 National Survey of Student Engagement (NSSE) that captured alumni's demographic characteristics and measured their academic and social experiences while in college. I merged NSSE with data about giving that I retrieved from the Development Office at the selected institution.
The variables included five Demographic items, fourteen Academic Experience items with numerous sub-items, and twelve Social Experience items with numerous sub-items. Exploratory factor analysis revealed five academic factors and four social factors. The results of a multiple regression analysis revealed that only one factor, Class Assignments, explained the variance in young alumni giving, but it may have been spurious. It would appear that demographic characteristics and academic and social factors determined from NSSE are not particularly useful in explaining giving by young alumni. Indeed, only 14.5% of participants actually made a donation within five years of graduating. Clearly more research is needed to expand upon the literature about alumni giving.<br>Ph. D.
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Beach, Alan E. "Sexual attitudes and behaviors of married Christian college alumni." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-07122007-103940/.
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Dobson, Gretchen C. "Young alumni perceptions of English universities in an era of tuition and fees." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592276.
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<p> Before 1998 a majority of English youth were supported to attend university. The government paid out "living grants" to students who enrolled in universities across the country. Some of the grants covered all living and school expenses outside tuition; others were not as generous. The subsequent story in England, however, is one of a society having been given a public good, like education, to then experience that security dwindling away in the form of new tuition and fees. This study analyzes the perceptions of former students who have been caught in the financial spiral and whether their own experience while at university and as recent alumni motivates their involvement with their university. Specific attention to the most recent tuition increases effective in 2012 and the changing nature of alumni relations services across three institutions illustrates how universities have reacted to their own awareness that students and young alumni may be expecting more from universities. A qualitative methodology including document analysis and interviews with three peer universities was conducted in efforts to study this phenomenon. Alumni engagement, however, is not a one-way street. Higher education institutions in England are aware of the notion of alumni as consumers and some are preparing proactively for addressing the needs and interests of their constituents. The quantity and quality of these interactions between the young alum and alma mater may be influenced by what is perceived today as a lifelong transaction. Success in building relationships with recent graduates faced with greater financial debt rests with the ability of the institution to provide relevance and value for students and young alumni alike.</p>
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Smith, Megan Moore Shields Edgar W. Jr. "The profile of giving and non-giving young alumni to the Scotsman Club at Presbyterian College." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1795.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Exercise and Sport Science Sport Administration." Discipline: Exercise and Sports Science; Department/School: Exercise and Sport Science.
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Gaspar, Antony J. "The Impact of Catholic High School Education| Catholic High School Young Adult Alumnae Perception and Engagement in Social Justice Related Activities." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592167.
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<p> This mixed methods research investigated how young adult alumnae from a Catholic female high school perceive the impact of their high school service experience concerning their "beliefs" about the importance of service, current "engagement" in service, and their beliefs about and engagement with four Catholic Social Teaching principles (life and dignity, care for the poor, solidarity and common good, and rights and responsibilities) related to social justice.</p><p> This research draws data from young adult alumnae from a Catholic female single-sex high school in a metropolitan city of the United States. The data collection included a web-based survey (N=131), individual interview (n=9), and school documents review. Catholic theology of the human person, and Catholic social teaching principles served as the conceptual framework for data analysis. </p><p> The quantitative data revealed that Catholic high school service program experience positively impacts participants' "beliefs" about the importance of service (65%), and the importance of four Catholic social teaching principles (73%). The qualitative data corroborates with the quantitative findings. However, participants lacked translating their beliefs in to action with only 42% reporting as "engaged" in service. Although a majority of participants (60%) reported as engaged in activities related to four CST principles, in reality only 25% are significantly engaged in service in the past 12 months. Catholic educators are invited to examine their service pedagogy and address factors that contribute to low level of service engagement. Further research is suggested to identify factors that would raise the level of service engagement in alumnae's young adult life.</p>
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Gaspar, Antony John Joseph. "The Impact of Catholic High School Education: Catholic High School Young Adult Alumnae Perception and Engagement in Social Justice Related Activities." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/223.
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This mixed methods research investigated how young adult alumnae from a Catholic female high school perceive the impact of their high school service experience concerning their "beliefs" about the importance of service, current "engagement" in service, and their beliefs about and engagement with four Catholic Social Teaching principles (life and dignity, care for the poor, solidarity and common good, and rights and responsibilities) related to social justice.
This research draws data from young adult alumnae from a Catholic female single-sex high school in a metropolitan city of the United States. The data collection included a web-based survey (N=131), individual interview (n=9), and school documents review. Catholic theology of the human person, and Catholic social teaching principles served as the conceptual framework for data analysis.
This research draws data from young adult alumnae from a Catholic female single-sex high school in a metropolitan city of the United States. The data collection included a web-based survey (N=131), individual interview (n=9), and school documents review. Catholic theology of the human person, and Catholic social teaching principles served as the conceptual framework for data analysis.
The quantitative data revealed that Catholic high school service program experience positively impacts participants' "beliefs" about the importance of service (65%), and the importance of four Catholic social teaching principles (73%). The qualitative data corroborates with the quantitative findings. However, participants lacked translating their beliefs in to action with only 42% reporting as "engaged" in service. Although a majority of participants (60%) reported as engaged in activities related to four CST principles, in reality only 25% are significantly engaged in service in the past 12 months. Catholic educators are invited to examine their service pedagogy and address factors that contribute to low level of service engagement. Further research is suggested to identify factors that would raise the level of service engagement in alumnae’s young adult life.
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Assis, Léa Nunes de. "Desafios e conquistas de um aluno que procura a escola aos 55 anos." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/16155.
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Previous issue date: 2014-09-04<br>The objective of this search was to comprise how the insertion process occurred, the learning and the feelings experienced by a 55 years old student who has looked for a school for the first time in his life (The Education for Young People and Adults course). For that sought out to understand this student s history of life, as well as the beginning of his way in the school. The Henry Wallon s psychogenetic was the theoretical background used. The results lead us to an affective mediation. In this case it happened by the approach of the teacher and the Literature resources, introducing with great pleasure the student into school, making himself to appropriate the lecture, the written and in consequence boost his self-esteem<br>O objetivo desta pesquisa foi compreender como se deu o processo de inserção na escola, os aprendizados e os sentimentos vivenciados por um aluno de 55 anos que procurou a escola pela primeira vez (um curso de educação de jovens e adultos EJA). Para tanto, procurou-se apreender a história de vida desse aluno, bem como o início do seu percurso na escola. O referencial teórico utilizado foi a psicogenética Walloniana. Os resultados apontam que a mediação da afetividade, que no caso se deu pela proximidade da professora e pelo recurso da literatura, introduziu com prazer o aluno na escola, levou-o a se apropriar da leitura e escrita e, em consequência, elevar sua autoestima
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Albino, Giovana Gomes. "Da representa??o social do ser professor da EJA ? descoberta de seu aluno como referente." Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14406.
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Previous issue date: 2010-08-05<br>Evidence of learning object like representation to social teachings that active in the education of young and adult with the point of view of the ―To be teacher‖ in this modality of teaching, to direct the intention, this research is way, understand the existence of this representation in center acting teachers in the initial periods of the EJA in the Rio Grande do Norte and its reasoning the theories of social representation (MOSCOVICI, 1978, 2003; JODELET, 2001; ABRIC, 1998). We interviewed one hundred and ten (110) teachers who work at schools in the Metropolitan Regions of Natal. We use two procedures: focal group (GATTI, 2005) and multiple classification analysis MCA (ROAZZI, 1995).Thus us with the focal group, attended by eight (08) teachers and seek to know understanding their ideas about EJA, what was possible from the content analysis (BARDIN, 1977; FRANCO, 2007) of the following category: the teacher s view of the EJA context. Developing the MCA, we met twenty (20) teachers in the first stage, free-word association technique FAT (ABRIC, 1998), and ninety in the second stage, including the participants of the focal group. The results of this procedure were submitted to multidimensional analysis and content analysis. The first showed three facets: having and being teacher dimension (ideal), which was about the example teacher s characteristics and behaviors; teacher/ student relation which was about the difficulties and doubts of this relationship as well as its success; at last, conflicting dimension from/ with practice, based on the conflicts experienced by the teachers as EJA workers. Content analysis based on the theme organization from the interpreted data showed four categories: resources to be a teacher which also brought out the definition of an ideal teacher; talk about teaching which disclosed teachers thoughts about the knowledge and being a teacher; obstacles to EJA which showed situations and conditions that prejudice EJA development; and also admission as EJA teacher: viewing reasons which revealed the reasons why teachers went to EJA even though they were formed to deal with children. The conjoint analysis us evidenced the little the dominion of the teachers a participation these search at respect of origin, of the meaning of the character while the singular of EJA modality of teaching the conformation of the social representation from the ―To be‖ on the general vision dissociating with it of inexistence of a social representation of ―to be teacher of the EJA‖ white striking element in the reference at singularity that define the related modality of teaching<br>Evidenciando como objeto de estudo a representa??o social que os docentes atuantes na Educa??o de Jovens e Adultos possuem a respeito do ―ser professor‖ nesta modalidade de ensino, objetivamos, por meio desta pesquisa, compreender a exist?ncia desta representa??o em meio aos professores atuantes nos per?odos iniciais da EJA, tendo como fundamenta??o a Teoria das Representa??es Sociais (MOSCOVICI, 1978, 2003; JODELET, 2001; ABRIC, 1998). Para isto, contamos com a participa??o de cento e dez (110) profissionais que lecionam em escolas da Regi?o Metropolitana de Natal. Nessa busca, utilizamos dois procedimentos metodol?gicos: o grupo focal (GATTI, 2005) e o procedimento das classifica??es m?ltiplas PCM (ROAZZI, 1995). Atrav?s do grupo focal, que contou com a participa??o de oito (08) professores, buscamos conhecer as percep??es que estes possuem sobre a EJA, o que foi alcan?ado por meio da an?lise de conte?do (BARDIN, 1977; FRANCO, 2007), tendo como evid?ncia a categoria: o contexto da EJA sob o olhar docente. Para a realiza??o do PCM, contamos com (20) participantes em sua primeira etapa, a t?cnica de associa??o livre de palavras TALP (ABRIC, 1998), e (90) para a segunda incluindo aqueles participantes tamb?m do Grupo Focal. Os resultados deste procedimento passaram pelas an?lises multidimensional e de conte?do. A primeira evidenciou tr?s facetas: dimens?o do ter e do ser docente (ideal), que trata das caracter?sticas e dos comportamentos que, segundo os professores, definem um profissional modelo; rela??o docente/discente, voltada ?s quest?es que permeiam as dificuldades, as d?vidas e tamb?m os ?xitos desta rela??o; e, por fim, a dimens?o conflitiva da/com a pr?tica, centrada nos conflitos vividos pelos docentes mediante a pr?tica com a EJA. A an?lise de conte?dos, tendo como base a organiza??o dos temas oriundos do material interpretado, revelou-nos quatro categorias: atributos do ter para ser, que retrata igualmente as defini??es do professor ideal, o que precisa ter para ser este profissional; discursos sobre a doc?ncia, reveladora do que pensam os professores sobre o saber e o fazer do docente; obst?culos ? EJA, que evidencia situa??es ou condi??es que dificultam a atua??o na EJA; e, ainda, o ingresso do docente na EJA: vislumbrando raz?es, cujo teor expressa os motivos que impulsionaram os professores a ingressarem na EJA ainda que formados para a pr?tica com crian?as. O conjunto dessas an?lises nos evidenciou o pouco dom?nio dos professores participantes desta pesquisa a respeito da origem, do significado e da natureza da EJA enquanto uma modalidade singular de ensino; a confirma??o de uma representa??o social do ―ser docente‖ numa vis?o generalista, demarcando, com isto, a inexist?ncia de uma representa??o social do ―ser professor da EJA‖; al?m da identifica??o de uma representa??o social de ―aluno da EJA‖ enquanto elemento marcante na refer?ncia ?s singularidades que definem a referida modalidade de ensino
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PORFÍRIO, Alexandre Guilarducci. "O reconhecimento do contexto sociocultural do aluno em meio ao ensino e à aprendizagem da Matemática na educação de adolescentes jovens e adultos - Goiânia/GO." Universidade Federal de Goiás, 2009. http://repositorio.bc.ufg.br/tede/handle/tde/582.
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Previous issue date: 2009-10-16<br>In this work, we point out the importance of the development of the mathematical knowledge from the partner-culture context of the pupil who attends a course the Education of Adolescents, Young and adult (EAJA). We detach the relevance to value the knowledge previously acquired by
these pupils in the practical one of the teacher of athematics in classroom. The research looked for to approach different spheres of the education, having for focus to understand the necessities concerning the EAJA. In harmony to a current and recognized theoretical recital for the scholars that they search improvements for adult young the pertaining to school education of and, we search to display some of the relations that surround the development of the mathematical
knowledge in the school from the partner-cultural context of the individual. For this, we carry through a research of field next to the pupils the school City Maria Helena Bretas in Goiânia- GO, place where our results are context.<br>Neste trabalho, salientamos a importância do desenvolvimento do conhecimento matemático a partir do contexto sócio-cultural do aluno que cursa a Educação de Adolescentes, Jovens e Adultos (EAJA). Destacamos a relevância de valorizar os conhecimentos previamente adquiridos por estes alunos na prática do professor de matemática em sala de aula. A pesquisa procurou abordar diferentes esferas da educação, tendo por foco compreender as necessidades acerca da EAJA. Em harmonia a uma fundamentação teórica atual e reconhecida pelos estudiosos que buscam melhoras para a educação escolar de jovens e adultos, buscamos expor algumas das relações que cercam o desenvolvimento do conhecimento matemático na escola a partir do contexto sócio-cultural do indivíduo. Para isso, realizamos uma pesquisa de campo junto aos alunos da escola Municipal Maria Helena Bretas em Goiânia-GO, local em que nossos resultados
estão contextualizados.
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Sousa, Joilson Pedrosa de. "A aprendizagem matemÃtica no Ãmbito do programa jovem de futuro: foco na metodologia entre jovens." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14895.
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Este trabalho objetivou verificar se a Metodologia Entre Jovens contribuiu para a construÃÃo de uma aprendizagem significativa em MatemÃtica, e como a SequÃncia Fedathi poderia colaborar na melhoria das estratÃgias didÃticas utilizadas pelos tutores-professores da escola selecionados para desenvolver o programa. A metodologia Entre Jovens à promovida pelo Programa Jovem de Futuro, desenvolvido por meio de uma parceria entre o Instituto Unibanco e a Secretaria de EducaÃÃo do Estado do CearÃ. Os sujeitos da pesquisa foram os alunos e os tutores das 2 sÃries da Escola Estadual de Ensino MÃdio Padre Saraiva LeÃo, localizada no municÃpio de RedenÃÃo, no estado do CearÃ. Para o desenvolvimento desta pesquisa, dividiu-se o processo analÃtico em cinco etapas. No momento inicial, realizou-se uma entrevista com os tutores e os alunos assistidos pela metodologia Entre Jovens; em seguida, houve um perÃodo de observaÃÃo das aulas ministradas pelos tutores; posteriormente, buscou-se promover uma oficina com os tutores aplicadores da metodologia Entre Jovens na referida escola; em outro momento, depois de vivenciar a nova proposta em suas aulas, os tutores foram novamente ouvidos, com o objetivo de verificar como foi a receptividade dos alunos à SequÃncia Fedathi; assim Ãltima etapa da anÃlise ocorreu trÃs meses apÃs o inÃcio da oficina, realizando-se um estudo comparativo, baseado na anÃlise documental dos simulados aplicados antes e depois da oficina e dos resultados obtidos pelos alunos participantes da metodologia Entre Jovens, nas avaliaÃÃes do SPAECE dos anos de 2013 e 2014, a fim de analisar se houve ou nÃo progressÃo no nÃmero de acertos e no grau de proficiÃncia dos alunos envolvidos no projeto. A partir dos dados obtidos, concluiu-se que a utilizaÃÃo da proposta teÃrico-metodolÃgica SequÃncia Fedathi durante as aulas do Entre Jovens promoveu maior interaÃÃo aluno-aluno e aluno-tutor, de forma que, essa maior interaÃÃo permitiu a ampliaÃÃo de discussÃes e questionamentos, o que, por sua vez, implicou em um processo mais conciso de aquisiÃÃo do conhecimento. As avaliaÃÃes internas mostraram, em seus resultados quantitativos, que, apÃs a utilizaÃÃo da metodologia Entre Jovens, houve aumento no nÃmero de acertos em relaÃÃo aos anos anteriores, quando o programa ainda nÃo havia sido implantado. O produto das avaliaÃÃes externas tambÃm indicou a melhoria dos resultados obtidos pelos alunos assistidos pelo Programa Jovem de Futuro.
Books on the topic "Young alumni"
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MBAs on the fast track: The career mobility of young managers. Ballinger Pub. Co., 1989.
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Strobel, Leny Mendoza, Nancy Figueroa Gochuico, and Benjamin L. Benitez. From our hearts to yours: Letters to a young student. Phoenix Pub. House International, 2008.
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The short and tragic life of Robert Peace: A brilliant young man who left Newark for the Ivy League. Large Print Press, 2015.
Find full textBook chapters on the topic "Young alumni"
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Jackson, Brandy, and Jacqueline Amparo. "HBCU Young Alumni: Paying It Forward." In Opportunities and Challenges at Historically Black Colleges and Universities. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137480415_7.
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Kim, Young-Hoo. "Alumina Ceramic-on-Highly Cross-Linked Polyethylene Bearing in Cementless Total Hip Arthroplasty in Young Patients with Osteonecrosis of Femoral Head." In Osteonecrosis. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-35767-1_50.
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"Examining Young Alumni Giving Behavior: Every Dollar Matters." In Expanding the Donor Base in Higher Education. Routledge, 2013. http://dx.doi.org/10.4324/9780203113714-16.
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"Creating an Engagement Model of Advancement for Young Alumni." In Expanding the Donor Base in Higher Education. Routledge, 2013. http://dx.doi.org/10.4324/9780203113714-22.
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Caroli, Rosa. "La Regia Scuola e il Giappone." In I rapporti internazionali nei 150 anni di storia di Ca’ Foscari. Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-265-9/006.
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Since its establishment on the eve of the inauguration of the Suez Canal (1869) opening up the route for a privileged sea passage towards the Orient – as it was then called – the Royal Superior School of Commerce of Venice adopted the ambitious and farsighted policy of making it ‘unique in its genre’ by promoting the teaching of foreign languages, particularly the teaching of Oriental languages. The launching of a Japanese language course taught by a native speaker five years after the School’s creation inaugurated a season of relations between Ca’ Foscari and Japan. The year of the Venetian School’s foundation coincides with the beginning of the Meiji period in Japan (1868-1912), which saw its transformation into a modern and industrialised country. The Regia Scuola also entertained direct and indirect relations with similar schools in Japan, exchanging alumni bulletins and scientific publications with them. Many students of Japanese in Venice would spend periods of time in Japan, while native Japanese instructors in Venice, once back in Japan, would transmit knowledge acquired in Venice, sometimes even becoming teachers of Italian in Japan. Scholarships for commercial practice allowed some Venetian alumni to reach Japan, while others were hired by new Japanese educational institutions or attached to the Italian diplomatic and consular missions in Japan. Most of them maintained close ties with Ca’ Foscari by sending postcards, photographs, letters and often detailed reports on Japan to their alma mater, thus helping to increase knowledge of a far and still little-known country, in Venice as well as in the rest of Italy. Young Japanese scholars and prominent professors visited the Regia Scuola, often documenting memories of their Venetian experience in their writings. Following the traces left by some of these characters, the essay aims at reconstructing the many threads of the relationships between the Regia Scuola and Japan in the first six decades of its foundation.
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Fish, Stanley. "Introduction." In Save the World on Your Own Time. Oxford University Press, 2008. http://dx.doi.org/10.1093/oso/9780195369021.003.0004.
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Not long ago, there was a time when I was responsible for a college with close to 30 departments and units, a budget of between 50 and 55 million dollars, 400 tenure-track faculty members, 700 staff, 10,000 undergraduate students, 2,000 graduate students, and 17 buildings. On any given day, I had to deal with disciplinary proceedings, tenure and promotion cases, faculty searches, chair searches, enrollment problems, fundraising, community outreach, alumni relations, public relations, curriculum reform, counteroffers, technology failures, space allocation, information systems, chair meetings, advisory committee meetings, deans council meetings, meetings with the provost, student complaints, faculty complaints, parent complaints, and taxpayer complaints. Office hours were 8:30 a.m. to whenever and often extended into the evenings and weekends. Vacations were few and far between. The pressure never relaxed. When I left the job after slightly more than five years, I felt that I had all the time (well, not quite all ) in the world at my disposal, and for a while, spent it by trying to improve everyone I met, whether or not those I ministered to welcomed my efforts. I took my opportunities wherever I found them. While I still lived in Chicago, but after I stepped down as dean, the building next door to mine was bought by a developer. For a long time, no development occurred, and the lawn and bushes were allowed to grow wild. The developer, however, had made the mistake of putting his telephone number on an overlarge sign, and as a reward he received a series of dyspeptic phone calls from me accusing him of being a bad neighbor, an irresponsible landlord, and an all-around no-goodnik. During the same period, I would go into a store or stand in a ticket line and was often greeted by someone who asked, “And how are you today, young man?” That is my least favorite salutation, and I quickly delivered a lecture and, I trust, a bit of improvement: “When you call someone who is obviously not young ‘young man,’ what you are doing is calling attention to his age and making him feel even older than he is; don’t do it again!” I delivered an even longer lecture to the blameless fastfood workers who routinely handed me a bagel along with a small container of cream cheese and a plastic knife that couldn’t cut butter.
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Bonura, Sandra E. "The Changing Hawaiian Islands." In Light in the Queen's Garden. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824866440.003.0018.
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Ida Pope’s first-hand account of the years that brought her pupils into womanhood during the loss of their kingdom tells an important story about the Hawaiians and a rapidly changing world. Pope fought vigorously for her pupils and alumnae as she saw them struggling under the weight of conflicting expectations imposed on them by the swiftly changing economy. To that end, she worked relentlessly to provide opportunities that would help her young women advance in their society. Pope devised a unique plan, establishing three different options for her graduates; the Honor and Trust Fund, the Kamehameha Alumnae Loan Fund and Relief Fund. Her alumnae could now cover their teacher and/or nursing training in higher education and pay back the money once they were working. History reveals the success of these funds. To keep close tabs on her graduates, Pope developed an alumnae association and constitutionally aligned it with the progressive General Federation of Women’s Clubs (GFWC). Founded in 1890, the nonpartisan, nondenominational organization was dedicated to empowering women. In Pope’s forty-eighth year of life, one of her alumna gave her a child to raise. Gladys was given in the hānai tradition to Ida May Pope at age four. Gladys Brandt grew up to be a fierce defender of Hawaiian traditions, and the Historic Hawai‘i Foundation recognized her as a “living treasure.”
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Keller, Morton, and Phyllis Keller. "The Professional Schools." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0010.
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Harvard’s nine professional schools were on the cutting edge of its evolution from a Brahmin to a meritocratic university. Custom, tradition, and the evergreen memory of the alumni weighed less heavily on them than on the College. And the professions they served were more interested in their current quality than their past glory. True, major differences of size, standing, wealth, and academic clout separated Harvard’s Brobdingnagian professional faculties—the Graduate School of Arts and Sciences and the Schools of Medicine, Law, and Business— from the smaller, weaker Lilliputs—Public Health and Dentistry, Divinity, Education, Design, Public Administration. But these schools had a shared goal of professional training that ultimately gave them more in common with one another than with the College and made them the closest approximation of Conant’s meritocratic ideal. Harvard’s doctoral programs in the Graduate School of Arts and Sciences (GSAS) were a major source of its claim to academic preeminence. As the Faculty of Arts and Sciences became more research and discipline minded, so grew the importance of graduate education. A 1937 ranking of graduate programs in twenty-eight fields—the lower the total score, the higher the overall standing—provided a satisfying measure of Harvard’s place in the American university pecking order: But there were problems. Money was short, and while graduate student enrollment held up during the Depression years of the early 1930s (what else was there for a young college graduate to do?), academic jobs became rare indeed. Between 1926–27 and 1935–36, Yale appointed no Harvard Ph.D. to a junior position. The Graduate School itself was little more than a degree-granting instrument, with no power to appoint faculty, no building, no endowment, and no budget beyond one for its modest administrative costs. Graduate students identified with their departments, not the Graduate School. Needless to say, the GSAS deanship did not attract the University’s ablest men. Conant in 1941 appointed a committee to look into graduate education, and historian Arthur M. Schlesinger, Sr., “called for a thoroughgoing study without blinders.
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Lauter, Paul. "The Book of Bloom and the Discourse of Difference." In Canons and Contexts. Oxford University Press, 1991. http://dx.doi.org/10.1093/oso/9780195055931.003.0020.
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About a year ago, I received a copy of a letter that took the editor of the Trinity Reporter, the College’s alumni magazine, to task for publishing a version of some of the previous chapter. An institution like Trinity College, the writer argued, must “unequivocally support the values and institutions of traditional Judeo-Christian culture and western European civilization.” Otherwise the “elitist” and “totalitarian” political agenda, which he believed I was pushing, would triumph, to the ruination of academic freedom, our democratic way of life, and even the cultural diversity I was espousing. It its small way, this letter expressed a set of ideas in a strident tone widely heard in Reaganized America. Its best known cultural representative is, of course, Allan Bloom. Like the letter writer, Bloom sets forth a conservative answer to the questions of the canon—that is, from what tradition, or traditions, do “we, the people” derive? And what should be the canonical texts we ought to study, teach, and pass on to our young people? My letter writer, in brief, and Bloom, in a book of some 400 pages, argue for what they see as the key works of a well-defined Western tradition, from Plato, through St. Paul, to the American Founding Fathers. Others, like those who succeeded in reforming Stanford University’s core humanities sequence in small but significant ways, propose a rather more diverse set of traditions, reaching out beyond the patriarchal or even the Western script. Under this important but seemingly academic question of the canon lurks a more intense conflict. Indeed, the intellectual battle in which my letter writer and Bloom are enlisted has been waged in terms usually reserved for a war of succession. Stanford gets excoriated as a mutinous principality; whereas Columbia, entrenched behind its primigenial curriculum, is lauded for repelling the hordes from outside the Heights. Questions about the adequacy of the Western canon seem to get taken as doubts about the birthright of its defenders. Bloom pitches his book like an Old Testament jeremiad designed through its very denunciatory power to rescue us from imminent barbarism.
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Keller, Morton, and Phyllis Keller. "Crisis and Recovery." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0020.
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Every institution goes through crises produced by a mix of outside stimuli, internal discontent, and administrative failings. In the case of higher education, that happened in the late 1960s: to Berkeley in 1967 and Columbia in 1968, to Paris in the May Days of 1968, to Harvard in the spring of 1969. Critics of those upheavals resorted to the language of world-class disasters: “The Time of Troubles,” “The Terror,” “World War III.” Apologists favored comparably distended metaphors of revolution and rebirth, of a Words worthian sense of sheer bliss to be young and alive and involved in a time of institutional re-creation. The university protests of the late sixties had large-scale demographic, cultural, and political sources: the coming of age of the baby boomers, the rise of the counterculture, the trauma of Vietnam. But the greatest institutional disruption in Harvard’s history occurred as well in a more particular context: that of the increasingly meritocratic, affluent, self-satisfied university of the sixties. Of course other schools shared these qualities and experienced similar (or worse) student uprisings. But there appears to have been a special degree of shock on the part of Harvard faculty, administrators, and alumni that so much student disaffection existed in their university: that it could have happened here. The Vietnam War was the flash point that set off the protests of the late sixties. As American involvement in Vietnam grew, so did on-campus opposition. Initially it proceeded within the prescribed Harvard tradition of civility and open debate. Divinity School dean Samuel Miller wanted “to be sure that all viewpoints are represented” at a faculty meeting on Vietnam in the spring of 1965, and National Security Adviser McGeorge Bundy participated in the (relatively) polite discussion. Antidraft demonstrations were limited to a handful of students; even the Crimson had what a Pusey aide called a “mature” editorial on the topic. In November 1966, Secretary of Defense Robert McNamara came to discuss the Vietnam War at the invitation of the Kennedy School’s Institute of Politics. He emerged from a talk with students in Quincy House to face a crowd, organized by Students for a Democratic Society, which tried to engage him in a “debate.” Ultimately he was obliged to escape through Harvard’s steam tunnels.
Conference papers on the topic "Young alumni"
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Alexey, Sinitsyn, and Spivak Yulia. "Alumina-based porous materials." In 2016 IEEE NW Russia Young Researchers in Electrical and Electronic Engineering Conference (EIConRusNW). IEEE, 2016. http://dx.doi.org/10.1109/eiconrusnw.2016.7448124.
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Charvani, S., Ch Gopal Reddy, and G. Narendar. "SEM, XRD and TGA study of alumina nanocomposites." In THE VII INTERNATIONAL YOUNG RESEARCHERS’ CONFERENCE – PHYSICS, TECHNOLOGY, INNOVATIONS (PTI-2020). AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0031317.
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Zvonarev, S. V., E. I. Frolov, V. A. Pankov, V. Y. Churkin, and K. Yu Chesnokov. "Luminescent properties of alumina ceramic doping with manganese." In PHYSICS, TECHNOLOGIES AND INNOVATION (PTI-2018): Proceedings of the V International Young Researchers’ Conference. Author(s), 2018. http://dx.doi.org/10.1063/1.5055201.
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Muratova, Ekaterina N., Svetlana S. Nalimova, and Andrey A. Ryabko. "Morphological and Electrophysical Properties of Porous Anodic Alumina Layers." In 2021 IEEE Conference of Russian Young Researchers in Electrical and Electronic Engineering (ElConRus). IEEE, 2021. http://dx.doi.org/10.1109/elconrus51938.2021.9396579.
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Ilin, D. O., D. R. Baitimirov, A. S. Vokhmintsev, and I. A. Weinstein. "ESR study of nanoporous alumina anodized using different electrolytes." In PHYSICS, TECHNOLOGIES AND INNOVATION (PTI-2018): Proceedings of the V International Young Researchers’ Conference. Author(s), 2018. http://dx.doi.org/10.1063/1.5055103.
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Zvonarev, S. V., and I. A. Zvonareva. "Pulse cathodo- and thermoluminescence of Ni-doped alumina ceramic." In PHYSICS, TECHNOLOGIES AND INNOVATION (PTI-2019): Proceedings of the VI International Young Researchers’ Conference. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5134347.
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Zvonarev, S. V., E. I. Frolov, N. O. Smirnov, and K. Yu Chesnokov. "Structure and pulse cathodoluminescence of alumina ceramic doping with magnesium." In PHYSICS, TECHNOLOGIES AND INNOVATION (PTI-2018): Proceedings of the V International Young Researchers’ Conference. Author(s), 2018. http://dx.doi.org/10.1063/1.5055200.
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Ananchenko, D. V., G. R. Ramazanova, S. V. Nikiforov, and S. F. Konev. "ESR of anion-deficient alumina single crystal after UV irradiation." In PHYSICS, TECHNOLOGIES AND INNOVATION (PTI-2019): Proceedings of the VI International Young Researchers’ Conference. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5134396.
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Ilin, D. O., A. S. Vokhmintsev, and I. A. Weinstein. "Luminescence characteristics of nanoporous anodic alumina annealed at different temperatures." In PHYSICS, TECHNOLOGIES AND INNOVATION (PTI-2016): Proceedings of the III International Young Researchers’ Conference. Author(s), 2016. http://dx.doi.org/10.1063/1.4962612.
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Klimov, Alexandr, Aleksey Zenin, Yury Yushkov, and Efim Oks. "Electron beam evaporation of alumina ceramics at forevacuum pressure range." In PROSPECTS OF FUNDAMENTAL SCIENCES DEVELOPMENT (PFSD-2016): Proceedings of the XIII International Conference of Students and Young Scientists. Author(s), 2016. http://dx.doi.org/10.1063/1.4964562.
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