School Applicants Research Articles

Disability Stigma Perspectives and Practice Survey: Predicting Teacher Efforts to Improve Acceptance

Disability stigma is widespread in society, particularly in schools, and generates long-term risks for those stigmatized. Research shows teachers are well situated to address stigma in classrooms through empirically-based practices. However, disconnect arises between empirical recommendations and practical applications in schools. Therefore, further research was required to identify causes and potential implications. Survey measures for related constructs of teachers’ backgrounds, personal attitudes towards students with disabilities, awareness of public stigma, use of empirically-based practices to increase acceptance, and perceived barriers to implementing practices were not yet developed. In this study, the Disability Stigma Perspectives and Practice (DSPP) survey was created for these purposes. The composite scales were adapted from existing measures or developed originally, and analyzed to ensure reliability, validity, and accurate factor structure. In initial analyses, 142 participants recruited through a school district completed the survey electronically. Correlational, item, and rasch analyses were conducted to revise the scales. Subsequently, 330 additional participants from the school district responded to finalized measures. Further correlational analyses, and exploratory and confirmatory factor analyses were completed. Implementation of the DSPP allows for examination of teachers’ impacts on use of empirically-based practices to address disability stigma, and informs methods of supporting teachers for this purpose.

Literatur Review : Tren Penggunaan Aplikasi Sebagai Fasilitator Dalam Penerapan Model Blended Learning Pada Pembelajaran Fisika

This study aims to see what applications are commonly used by teachers in teaching physics with blended learning. This study uses a literature review method. from the search results retrieved four articles that represent the use of the application as a facilitator in applying the blended learning model to learning physics. The applications used in the articles that were successfully reviewed were the Zoom Meeting, Whatapp, PHeT simulation, Quipper School, and Edomo applications. Based on the review results, it was found that each application has its own advantages. but both are able to improve learning outcomes and student independence in learning. Especially for the PHet simulation application, students who have low abilities have lower scores when using blended learning assisted by the PHet simulation. Whereas students who have high abilities have higher scores when using the PHeT simulation. This is because each student requires proficiency in using technology, availability of facilities and sufficient ability or understanding to maximize the potential of the media PhET simulation

Rancang Bangun Pengenalan Sistem Informasi Sekolah Menengah Pertama (SMP) Bina Taruna Medan Berbasis Android Dengan Metode Rest API (Application Programming Interface)

Academic information systems are veritably important for schools, especially for academy and students. Still, the perpetration of the academy information system has not yet reached all educational institutions, for illustration at Bina Taruna Medan Middle School. Therefore, the author make an Android-based school information application, so students can view information about academy biographies, school facilities, school galleries, teacher names, subject schedules, and student grades through the application without having to go to academy. Therefore, in this study the authors used the Rest API (Application Programming Interface) method. The Rest API method is a software that allows developers to integrate and allow two different applications to connect to each other simultaneously. With the Android-based school application at Bina Taruna Medan Middle School, it is hoped that it will make it easier for students to get school information that is more accurate, effective and efficient, as well as make it easier for the school to collect information about student academic development. So from the results of black box testing, the results show that the system built can work well according to its function.

SmaEPho–Smart Photometry in Education 4.0

Digitization offers new perspectives for educational research to identify the effects of visualizations regarding cognitive processing. In addition, new types of data can be generated, expanding the possibilities for visualizing cognitive processes and understanding human learning. Digital twins are already used in Industry 4.0, as an additional visualization to a real object, for data mining and data analysis for process optimization. The increasing integration of digital twins in the industrial sector requires the formulation of corresponding educational goals to ensure high-quality and future-oriented education. Therefore, future generations must be introduced to technologies from industry during their education. In this paper, an intelligent photometric measurement system called SmaEPho with a digital twin for science, technology, engineering, and mathematics (STEM) learning is presented. In addition to its function as a photometric measurement device, an intelligent sensor technology allows for data generation on the user’s usage behavior. The digital twin reflects and visualizes these data in real-time. This enables a variety of new didactic and methodological approaches in teaching. A first study evaluating the hardware and tracking components of SmaEPho shows that the deviation accuracy of the measurement system is sufficient for experimental applications in schools. Another study with n=52 students confirmed the excellent usability of the SmaEPho hardware platform. These research results lay the foundation for a variety of future research questions on data analysis and machine learning algorithms with the aim of increasing the quality of education. The use of intelligent digital twins as an element of digitization in educational contexts offers the extended possibility of identifying cognitive processing steps using this technology.

Teaching local history with the use of De Bono’s Six Thinking Hats, brainstorming; and role play in primary school, multicultural classes- an example of application in Greek school

Τhis study presents an example of an intercultural teaching practice of cultivating of critical thinking and intercultural/ historical literacy in the context of local history learning. The practice was created by the author in the framework of the European eTwinning project “The young time travelers of history” (which was awarded with the Greek National Quality Label and the European one) and was presented as an example of good practice in teacher seminars at the local level. This practice combines a simplified form of De Bono’s Six Thinking Hats with role-playing and brainstorming and emerged from the study of the social-historical background of a primary school multicultural class in which was implemented. Finally, this specific study aims to be an example for the creation of other innovative, alternative teaching practices in local history learning.

TEACHER PERCEPTIONS ON THE USE OF QUIPPER SCHOOL APPLICATION IN TEACHING READING

This study was focus on the teacher perceptions on the use of quipper school in teaching English reading. The study was conducted at SMA N 1 Kayu Agung. There were two English teachers who became the sample for this study. The aim of this study was to answer this following question; How were the teachers perceptions using quipper school application in teaching reading at SMA N 1 Kayuagung? A qualitative study was used for this study. Based on the result of this study, the English teacher assumed that Quipper School application is very helpful for teaching English reading. However, the researcher hope that the next study can conduct a deepen study on the students’ perception in leaning English reading using Quipper school.

The Possibility of Applying the Social-Emotional Learning Model in Teaching of Primary Teachers: A Vietnamese Case Study

<p style="text-align:justify">Although the social-emotional learning model (SEL) has been researched in Vietnam for many years, studies on teachers' SEL-based teaching competence have not been the focus. This study explored the possibility of applying the SEL model to the teaching of Vietnamese primary school teachers. Our case study of 50 teachers who participated in previous SEL projects highlights three factors that prevented successful SEL application in Vietnamese schools, including (a) confusion about the SEL-based teaching perspective, (b) traditional teaching methods, (c) limited training in social-emotional skills, and mental health policies for primary school teachers. The findings have broadened and deepened our understanding of the possibility of successful application of the SEL model in the classroom, which would depend on SEL-based professional supervision, consistency in SEL-based teaching methods and SEL practice guides/manuals, and promotion or adaptation of policies for SEL-based practice and application in schools.</p>

Student-Led Webinar to Support LGBTQ+ Students Applying to Medical School During the COVID-19 Pandemic

ABSTRACT Lesbian, gay, bisexual, transgender, queer, intersex, asexual, non-binary, two-spirit, and other (LGBTQ+) students are a diverse group with unique and frequently overlooked needs in medical training. The present study was designed to understand the concerns of LGBTQ+ applicants to medical school and examine the effectiveness of a webinar in alleviating concerns. Sixty participants joined webinars discussing the medical school application process with particular attention to concerns pertinent to the LGBTQ+ population. Pre and post surveys were administered to examine webinar effectiveness and participant concerns. Results were analyzed using quantitative and qualitative methods. Pre-medical students reported that the webinar format was helpful for their application process. Specifically, pre- and post-test analyses revealed that the webinar increased both students’ preparedness as well as their confidence in disclosing their LGBTQ+ identity or being “out” when applying to medical school. Student-led, online webinars increase LGBTQ+ students’ confidence and help address SGM students’ concerns about applying to medical school.

Pelatihan dan Pendampingan Informasi Geospasial Berbasis Sistem Informasi Geografi (SIG) dalam Meningkatkan Kompetensi Guru Geografi

The rapid development of GIS geospatial information technology demands proficiency from geography teachers, but teachers tend to have minimal knowledge of the technology, and even the impression that teaching and learning activities are not being used optimally. I have. GIS geospatial information technology is very useful in describing environmental problems, metropolitan areas, floods, and various activities to establish trends, determine best locations, and identify patterns and models. The purpose of this activity is the enhancement and application of geographic information technology based on geographic information systems for geography teachers in the form of training and instruction, including data entry, management, analysis and presentation. In carrying out this activity, the participants, while receiving a strengthening of GIS concepts and GIS components, created maps of slopes, elevations and landslides in operational demonstration activities, then classified and scored them, and evaluated them. Click Overlay (Overlay) to create a new map with the new classification. The results of this activity show better control as well as higher enthusiasm and responsiveness during the training activity. The whole operation went smoothly. In addition, GIS education can enhance the effectiveness of geography education through application in schools.

Using artificial intelligence in medical school admissions screening to decrease inter- and intra-observer variability.

Inter- and intra-observer variability is a concern for medical school admissions. Artificial intelligence (AI) may present an opportunity to apply a fair standard to all applicants systematically and yet maintain sensitivity to nuances that have been a part of traditional screening methods. Data from 5 years of medical school applications were retrospectively accrued and analyzed. The applicants (m = 22 258 applicants) were split 60%-20%-20% into a training set (m = 13 354), validation set (m = 4452), and test set (m = 4452). An AI model was trained and evaluated with the ground truth being whether a given applicant was invited for an interview. In addition, a "real-world" evaluation was conducted simultaneously within an admissions cycle to observe how it would perform if utilized. The algorithm had an accuracy of 95% on the training set, 88% on the validation set, and 88% on the test set. The area under the curve of the test set was 0.93. The SHapely Additive exPlanations (SHAP) values demonstrated that the model utilizes features in a concordant manner with current admissions rubrics. By using a combined human and AI evaluation process, the accuracy of the process was demonstrated to be 96% on the "real-world" evaluation with a negative predictive value of 0.97. These results demonstrate the feasibility of an AI approach applied to medical school admissions screening decision-making. Model explainability and supplemental analyses help ensure that the model makes decisions as intended.

Current HPV Vaccination Strategies in Brazil

Cervical cancer is one of the most preventable and treatable malignancies, however, it still has high incidence and mortality rates, especially in less developed countries. For Brazil, the estimate is more than 16,000 new cases and more than 6000 deaths annually. Despite this, vaccines against HPV (responsible for cervical cancer) are effective and promote a significant decrease in infections and neoplastic lesions of the cervix. As recommended by the World Health Organization, girls aged 9 to 14 should be vaccinated before becoming sexually active. Although the vaccine was developed in 2006, in Brazil immunization only started to be carried out in 2014, initially only for girls between 9 and 11 years old. The present work is an integrative review, with the objective of explaining the current situation of vaccination against HPV throughout the country. Using the PubMed, MED-LINE and Google Scholar databases, a search for scientific articles was carried out during the year 2022, using the descriptors “Vaccine”, “HPV” and “Brazil”, simultaneously selecting 17 articles. The Brazilian recommendations for vaccination against HPV have undergone several strategic changes over time, in the following points: age group and gender of the target population, major site of application of vaccines and number of doses to be applied. Currently, in Brazil, the recommendation for vaccination against HPV is neutral in gender, between 9 and 14 years old and in immunosuppressed people up to 45 years old, with a vaccination schedule of 2 doses with an interval of 6 months between them, and 3 doses for those from 15 years and immunocompromised individual (0 - 2 - 6 months). The tetravalent vaccine offered by public funding continues to be applied at health centers, despite several favorable criticisms of the return of application in schools. Even though the vaccine is available free of charge, studies point to the difficulty in achieving and maintaining vaccination coverage, especially for the second dose. Among the factors that impede success, they cite illiteracy in health generated mainly by social inequality and the lack of educational actions by the government, demonstrating the need to plan effective strategies in this regard.

MÉTODOS DE TREINO AERÓBICO PARA O FUTEBOL DE ENSINO MÉDIO

ABSTRACT Introduction: Fatigue impairs exercise activity in high school students, and it is detrimental to explore aerobic training when fatigue cannot be alleviated. This factor limits the ability to exploit the full potential of young athletes for soccer. Objective: Implement a healthy development protocol for soccer application in high school. Methods: This article used a literature review among other research methods. The analysis was devoted to aerobic training for endurance in soccer for students in high school. The specific methods of implementing the developed protocol in high schools were studied. Finally, effective measures for improving students' physical fitness were presented. Results: Judging from the situation, the duration of each training session in high school soccer is closely related to the coaches' ability. High-level coaches tend to organize the duration of training according to the perceived effects in soccer practice, considering the physical and technical characteristics of the sport itself. Conclusion: Soccer endurance training can also promote the long-term development of soccer education while meeting students' actual exercise needs. It is important to carry out soccer aerobic training applied to high school. Level of evidence II; Therapeutic studies - investigation of treatment outcomes.

Influence of a Tripartite Framework of Guidance and Counseling on Student Outcomes in Selected Public Secondary Schools in Kenya

Public secondary schools in Kenya are expected to implement guidance and counseling policy as directed by the Ministry of Education. However, guidance and counselling policy is not supported by a framework for implementation that takes into account the contextual realities of basic education in Kenya. This study sought to contribute to knowledge by originating and testing a tripartite framework of guidance and counseling for application in secondary schools in Kenya. The main objective of the study was to investigate the influence of tripartite framework of guidance and counseling in the outcomes of students of selected public secondary schools in Nairobi County, Kenya. The study was anchored on Person-Centered Theory and Social Learning Theory. Phenomenology was the selected research design. Data were collected using Narrative Assessment Interviews. This was undertaken with a purposive sample of 27 students drawn from three public secondary schools who successfully completed an eight-week long guidance and counselling program based on the tripartite framework. The data were transcribed and assigned codes before grouping the codes into themes. The study established that positive behavior change was the single overarching theme throughout the findings. This was reflected in parental involvement, trust enhancement, self-awareness and appreciation, self-discipline and parent-child bonding. The study concluded that the tripartite framework of guidance and counseling had a positive and compelling influence on student outcomes in the selected public secondary Schools in Kenya. Implementation of the framework resulted in immediate transformative behavior change that potentially set the students up not just for long-run future academic success but potentially holistic life outcomes. Incorporation of the tripartite framework of guidance and counseling into the school curriculum was endorsed by the study participants, and this should be adapted in public secondary schools in Kenya. In order to ascertain the suitability of the model across all public schools, replication of the study in other public secondary schools especially within a rural setting is recommended.

Communicative Language Teaching Approach: Impact on Students’ Speaking Skills of Rural ESL Learners of Secondary Schools in Jhargram District, West Bengal.

Communicative competency is an important theoretical innovation in second language (L2) instruction, especially for ESL learners. Despite broad support for CLT, many teachers lack the skills and expertise to execute it. Thus, this study tries to comprehend instructors′ and students′ viewpoints on CLT's application in Bengali-medium secondary schools in West Bengal to enhance students′ speaking skills. It explores CLT's impacts and how to use it. This study was quasi-experimental. The study uses teacher interviews, classroom observations, pretests, and posttests for data collection. English speakers were evaluated through pre- and post-test scores, observer comments, and teacher and student assessments. Most educators and students increased their communication using CLT. Despite instructors′ and students′ grasp of CLT, finances and students′ trouble concentrating during standardised examinations hinder its implementation. Teachers were urged to aid children with vocabulary and grammar in speaking exercises. CLT's use in classrooms to enhance pupils′ communication skills will be limited. The article advises improving facilities and minimising testing to enhance students′ speaking abilities.

Criminal history inquiries and minority threat in the legal profession: An analysis of law school and state bar admission applications

While all but one U.S. law school and every state bar ask about criminal history on their admissions application, such inquiries vary considerably in the depth of information sought. One potential explanation for variations in the depth of criminal history inquiries among law schools and state bars relates to minority threat dynamics. Drawing on data quantifying the depth of criminal history inquiries for 190 ABA-approved law schools and all state bars, as well as school and state demographics, this study explores the issue for the first time. Negative binomial regressions reveal that law schools and state bars located in states with larger Black and Latino populations employ more probing criminal history inquiries. We also find that this relationship is parabolic – where the minority threat effect is negative in states with a critical mass of Black/Latino residents. Finally, minority threat effects for law school criminal history inquiries are moderated by state bar criminal history inquiries, suggesting that law schools are cued by state bar policies. These results provide some support for minority threat theory, informing debates about the continued use of criminal history inquiries to screen prospective law students and lawyers, and the inclusiveness of the legal profession generally. This article is protected by copyright. All rights reserved.

The Practical of Interactive Online Learning in the Japanese Language by Using LoiLoNote School Application

This paper introduces a practical example of applying it to language learning based on the author’s experience in the Japanese curriculum at Bina Nusantara University, Indonesia. In 2020, due to the pandemic, it was decided to conduct all classes, and faculty collaboration would be conducted online from Japan. This study proposes a three-year interactive Japanese language learning class, including a face-to- face comparison from February 2021 to February 2023. The approach to classroom practice is only from Japan application presented in this paper. This application, demonstrated in this study, was used in each semester’s classes, and the author found the optimal individual learning method. It should be added that the application was used in grammar and reading classes. The survey results of this study were obtained from two types of surveys, a quantitative survey and a qualitative survey of the students. Students did not find the new learning method as “new” and could use it smoothly. The effectiveness of this application was discussed based on the difference in learning ability and students’ comments after using it. Therefore, this research shows how practical this application is in ensuring interactivity in students’ language learning.

Time to Stop Deferring to Davis?: Addressing Discrimination Against Nursing and Medical School Applicants with Physical Disabilities

Time to Stop Deferring to Davis?: Addressing Discrimination Against Nursing and Medical School Applicants with Physical Disabilities

Student-Led Mentoring System Designed to Lower Barriers for Graduate School Applicants

Ocean and Earth science graduate school admissions processes can be bewildering. Unwritten expectations and small professional circles, compounded by oceanography’s history of colonialism, sexism, and racism, advantage those privileged enough to navigate as insiders. Thus, even more holistic graduate admissions processes may be inequitable. Here, we share (1) a model for effective peer-to-peer support, Applicant Support & Knowledgebase (ASK), and (2) insights into challenges faced by under-supported applicants. We aim to generate a discussion about the bias in and inaccessibility of the US-based ocean science graduate school entry process and how peer-to-peer programs like ASK can contribute to a tapestry of solutions that address these inequities.

Experiences of Rural and Metropolitan Background Applicants in Preparing for and Completing a Regionally Focused Multiple Mini-interview for Admission into a Regional Medical Program.

To better target rural background and rurally interested applicants during medical school admission, it is increasingly common for rural medical programs to include multiple mini-interview (MMI) scenarios designed to screen for rural interest. It remains unclear whether the inclusion of regionally/rurally focused MMI scenarios positively impacts the selection of rural background applicants and evidence is limited regarding why rural background applicants may perform worse on the MMI. Therefore, this study explored how rural and metropolitan applicants prepare for and perceive the MMI for admission to a regional medical pathway. A mixed-methods survey was sent to provisional entry regional pathway medical school applicants who had completed an MMI. The survey was distributed before any offers of admission had been released. Rural applicants spent less time and money preparing for the MMI and felt less prepared (P < 0.05). However, time and money spent, and resources used to prepare were not associated with feeling more prepared (all P > 0.05). Respondents mostly felt that the MMI process aligned with their expectations (83%), is fair (64%), and helps a rural program select the most suitable applicants (61%). Rural applicants generally felt that they had an advantage over other applicants (61%) while most metropolitan applicants did not (23%; P = 0.002). Applicants to a regional medical pathway are generally supportive of the MMI process. It appears valuable for applicants to prepare for the MMI by understanding the format and requirements; however, investing substantial time and money does not underpin feeling better prepared. MMI scenarios which include a regional focus are perceived to advantage rural applicants.

New Trends in Neurosurgery: Toward a Future of Integration and Equity Among Male and Female Neurosurgeons.

The gradual rise of women in medical schools and residencies, surpassing men in medical school applications, contrasts with the male dominance in surgical fields, including neurosurgery (only 18% women). Reasons include concerns about work-life balance, traditional childcare roles, and gender biases. In response, Women in Neurosurgery (WINs) was founded in 1989 to address gender disparities. However, WINs sessions at conferences evolved into segregated scientific sessions, deviating from their original purpose. This contradicts the ideal of a unified neurosurgical community. While some support segregated spaces, many advocate against gender-based divisions. Today WINs' existence is deemed outdated, with a call for integration, inclusivity, and equality in the modern era of neurosurgery.