Students For Data Collection Research Articles

A grasp of police research: characteristics of empirical research on police careers based on multiple scoping reviews

PurposeThis article provides an overview of the literature characteristics of empirical research on topics related to police careers from 2000 to 2021. Methodology, distribution in time and space and types of publication are presented. Recommendations for new research avenues are given.Design/methodology/approachEight scoping reviews on specific topics were carried out by criminology students under the close guidance and supervision of the first author, an academic researcher. The reviews followed the same procedure, enabling an overarching reflection.FindingsThe scoping reviews resulted in 179 unique publications for analysis. It appears that the topic of police professional competencies is studied more often in the field of police careers (n = 55), in contrast to informal learning in police training (n = 4) which was studied the least frequently. Since 2012, there has been a noticeable increase in the number of publications. Publications in scientific journals are by far the most common (n = 153), as is a quantitative research design (n = 123). All topics have been studied in Europe and North America.Research limitations/implicationsMore qualitative research and international dissemination of empirical results are recommended to gain a deeper understanding of police careers. As for the limitations, specific topics were selected, which limits the scope of the findings. Working with students for data collection has its benefits in terms of workload, but comes with potential limitations in terms of quality. It is recommended to conduct a screening using the four-eyed principle, as was done here by the first and second authors. Additionally, the review protocol (e.g. keywords and databases) has an influence on the outcome. Different choices may lead to different results.Originality/valueA comprehensive analysis of police career literature is made based on eight scoping reviews that followed the same procedure. It allows to study the literature in a broad sense rather than studying one topic in depth.

WASTE BANK MANAGEMENT DURING THE COVID-19 PANDEMIC AT BOGOR RAYA PERMAI HOUSING

Household waste, not only removes it from the view of its inhabitants, but if it is managed better, it will bring benefits. Starting with general sorting based on organic and inorganic types, then it is necessary to practice separating inorganic waste by paying attention to its composition, whether paper, plastic, cans, styrofoam and other types. Waste bank is one solution in the management of inorganic waste. Community Service Activities from Faculty of Health Sciences and the Faculty of Economics and Business, Ibn Khaldun University, Bogor, provided support to the Baitussalaam Bogor Raya Permai Waste Bank, Curug Village, West Bogor City in November 2021 in the form of socializing the implementation of Waste Bank activities during the COVID pandemic. The method is picking up or visiting people who have difficulty accessing the segregated waste collection site. Due to human activities will continue to produce waste even during a pandemic, while health protocols must still be observed. In addition, the support of the students in data collection and weighing is very important in the success of this activity. The results of this activity become a learning platform for the importance of sorting household waste which can be converted into rupiah based on weight, so that the community can feel the economic and environmental health benefits.

Writing Across the Curriculum (WAC) Assignment in Macroeconomics

This article shares an assignment that has been successfully implemented in Writing Across the Curriculum (WAC) macroeconomic courses available to major and non-major undergraduate students enrolled in the City University of New York (CUNY) Kingsborough Community College. While the outcome at the end of the semester is a paper of about three pages, the steps designed to assist students with completing it are important because they provide a detailed research and investigation guide. The assignment is composed of a series of scaffolded tasks that engage students in data collection, data analysis, and interpretation using economic theory of the subject area, presentation of the actual findings compared to predictions of economic theory, and investigation and interpretation for convergence and/or divergence from the economic theory. This assignment is based on prior research on the benefits of assigning writing in economics courses and aims to achieve the outcomes described by the structure of cognitive process dimension of the revised Bloom’s taxonomy (Bloom et al., 1956; Krathwohl, 2002).

Use of the Chemical SWOT Methodology to Enable Students to Analyse and Discuss the Socio-scientific Issues in the Classroom

Abstract: One of the challenges that science teachers face is the lack of strategy/method to train students in data collection and developing analytical skills, which are pre-requisites to resolve socio-scientific problems and an important element in scientific literacy. In this activity, the SWOT analysis proposed by the Stanford Research Institute in the United States is modified and carried out in a class of university students to teach them how to analyse data and make decisions in the context of socio-scientific issues related to the use of parabens and triclosan, which are chemicals with potential adverse effects that are widely used in everyday products. The participants consist of 31 students, who are enrolled in the environmental and analytical chemistry programme at Universiti Malaysia Terengganu in Malaysia. Data is gathered from the essays submitted by the students to the course coordinator at week seven of their lessons. The findings show that students have positive response towards the implemented activity. After weighing all strength, weakness, opportunity and threat attributes, most students seem to support the use of those chemicals despite their risks and implications to health and the environment, albeit with greater awareness and prudence. This SWOT activity may potentially be used as an alternative instructional tool to promote discussion and resolution of socio-scientific issues in the classroom.
 Keywords: Organic chemistry, controversial chemicals, socio-scientific issues, SWOT analysis

Participatory Design in Developing Gamification on Introducing Renewable Energy to Teenage Students

The Covid-19 pandemic has had an impact on all sectors, including the world of education. Learning that has been carried out using traditional methods such as books has turned to virtual media such as zoom, google meet, and social media.This makes students less interested and feels bored. increase motivation and interest in learning to make gamification related to renewable energy as an effort to socialize energy savings. This study uses a participatory design method that involves teachers and students in data collection. This method is proven to help provide outstanding results in building alternative applications as gamification learning media that can attract interest and motivation to learn for students, especially junior high school students.

Analytical skills and imaginative education in the subject of history

The objective was to establish imaginative education in analytical skills in the history subject at the Veintitrés de Octubre Educational Unit of the Montecristi canton, Manabí province, Ecuador. To achieve this purpose, a mixed methodological approach was applied. First, the exploratory research allowed the application of surveys to teachers and students for data collection. Among the main findings found, the deficient application of imaginative education in history classes was evidenced due to the limited knowledge of this methodology on the part of teachers. 43% of the teachers surveyed know little or nothing about the tools of imaginative education, and a considerable 30% realize it moderately. For these and more reasons it is concluded that it is suitable as a strategy for teaching the subject above.

Screening of stress, anxiety, depression, coping, and associated factors among Engineering students

Background: Stress is a common factor among college students who are subjected to different kind of stressors. The psychological effects of stress, anxiety, and depression, often referred to as “negative emotions,” lead many students down a path of hardship, and it may lead to potentially unfavorable outcomes. Objectives: The objective of this study was to estimate the prevalence of stress, anxiety, and depression and to find out the sources of stressor and coping strategies to deal with stress and their correlation with Depression, Anxiety and Stress Scale (DASS) scores among Engineering students. Materials and Methods: This cross-sectional survey was conducted among 150 students of Bapurao Deshmukh Engineering College from Sevagram, district Wardha, Maharashtra, India. All the students were assessed through semi-structured pro forma, DASS, coping inventory for stressful situation, and sources of academic stress among the students for data collection. Results: The prevalence of stress, anxiety, and depression was found to be 29.3%, 78%, and 59.3%, respectively. The most common source of stressor was academic factors, and coping strategy was task-oriented adopted by the students to deal with their stress. The significant correlations were reported between stress score and gender, satisfaction with academic performance, regularity of attendance; between anxiety score and satisfaction with academic performance; and between depression score and addiction other than smoking. Furthermore, stress and depression were significantly correlated with emotion-oriented strategy. Furthermore, DASS scores were correlated with all sources of stressors. Conclusion: Students are susceptible to different stressors during a study period; hence, there is a need to address these issues to decrease the burden and increase performance.

Study of stress, anxiety, depression, coping, and associated factors among medical students from central India

Objectives: Previous studies worldwide have reported that medical students are subjected to stress and related psychological morbidities. Stress could lead to psychological problems such as depression and anxiety. The objectives were to estimate the prevalence of depression, anxiety, and stress; to identify sources of stress and coping strategies; and their association with depression, anxiety, and stress scores (Depression, Anxiety and Stress scale (DASSs)). Materials and Methods: this cross-sectional survey was conducted among 2nd-year MBBS students during June–July 2017 from Jawaharlal Nehru Medical College, Sawangi (Meghe) Wardha, Maharashtra. A total of 169 students were assessed through semi-structured pro forma, Depression, Anxiety and Stress scale (DASS), coping inventory for the stressful situation, and sources of academic stress among students for data collection. Results: The overall prevalences of depression, anxiety, and stress among the students were found to be 60.94%, 73.37%, and 37.27%, respectively. The most common source of stress was found to be academic factors, with coping strategy being task-oriented. A significant association of student's satisfaction with depression and stress; gender with stress; depression with emotion and task-oriented coping strategies; emotion oriented with stress and anxiety; and all stress sources with DASS had been found. Conclusion: The students were subjected to depression, stress, and anxiety. Academic factors were found to be the important stressor. Hence, appropriate strategies need to be conducted to decrease the burden of students.

An Analysis on Problem Solving Skills of Students Studying in Balikesir University School of Physical Education and Sports

The purpose of this study is to analyze the problem solving skills of the students in Balıkesir University School of Physical Education and Sports by the variables of age, sex, sports branch, department and grade and to reveal the differences. This is a descriptive research. The research population of this descriptive survey modeled study is composed of 1063 students approximately studying in different departments of Balıkesir University School of Physical Education and Sports while the sample consists of randomly selected 304 students. A questionnaire was used to determine the descriptive characteristics of the students in data collection and “Problem solving inventory (PSI)” developed by Heppner and Petersen (1982) and adapted into Turkish by Sahin et al. (1993) was used in the study. In data analysis, percentage and frequency values were used while One Way Anova, Man Whitney U and Kruskal Wallis test were utilized in comparison of data and these data were addressed at the significance level of p<0.05. All analyses were performed with SPSS v17.0 (SPSS Science, Chicago, IL, USA). When comparing the problem solving skills of students studying in Balıkesir University School of Physical Education and Sports by the variable of age, the problem solving skill of 30+ age group was found high. Problem solving perception of the students studying in sports management department by the variable of department was found high. It has been established that problem solving skills don’t differ significantly by the variables of sports branch, sex and grade.

Faktor–Faktor yang Mempengaruhi Kesediaan Berbelanja di Pasar Tradisional Wilayah Kabupaten Sukoharjo

Many traditional markets in the Sukoharjo regency are not used by tenants to sell, because the visitors who want to shop are quiet. This study is to see whether risk factors, social beliefs, perceived benefits, perceived ease of use, perception of reputation, and trust, influence the willingness to shop in traditional markets. Population and research sample are people in Sukoharjo Regency. Data analysis in the study was carried out using AMOS (Analysis of Moment Structures). Research respondents were 150 respondents. This research involves students in data collection and in other implementation processes. Based on the results of the study showed that the benefits, perceived ease of use, perception of perception, risk perception, perception of social trust, perception of reputation, did not have a positive effect on the willingness to shop in traditional markets. Consumer attitudes positively influence the willingness to shop in traditional markets. Perceptions of benefits have a positive effect on perceptions of social trust. Perceptions of social trust have a positive effect on perceptions of reputation. Perception of benefits does not have a positive effect on perceptions of reputation. Perception of reputation does not have a positive effect on perceptions of trust. Perceptions of social trust do not have a positive effect on perceptions of trust. Perceptions of trust have a positive effect on consumer attitudes in traditional markets.

Assessing Learning Styles of Graduate Entry Nursing Students as a Classroom Research Activity: A quantitative research study

BackgroundA number of studies across different disciplines have investigated students' learning styles. Differences are known to exist between graduate and baccalaureate nursing students. However, few studies have investigated the learning styles of students in graduate entry nursing programs. . ObjectivesStudy objective was to describe graduate entry nursing students' learning styles. Design/Setting/Participants/MethodsA descriptive design was used for this study. The Index of Learning Styles (ILS) was administered to 202 graduate entry nursing student volunteers at a southwestern university. Descriptive statistics, tests of association, reliability, and validity were performed. Graduate nursing students and faculty participated in data collection, analysis, and dissemination of the results. ResultsPredominant learning styles were: sensing – 82.7%, visual – 78.7%, sequential – 65.8%, and active - 59.9%. Inter-item reliabilities for the postulated subscales were: sensing/intuitive (α=0.70), visual/verbal (α=0.694), sequential/global (α=0.599), and active/reflective (α=0.572). Confirmatory factor analysis for results of validity were: χ2(896)=1110.25, p<0.001, CFI=0.779, TLI=0.766, WRMR=1.14, and RMSEA =0.034. ConclusionsPredominant learning styles described students as being concrete thinkers oriented toward facts (sensing); preferring pictures, diagrams, flow charts, demonstrations (visual); being linear thinkers (sequencing); and enjoying working in groups and trying things out (active),. The predominant learning styles suggest educators teach concepts through simulation, discussion, and application of knowledge. Multiple studies, including this one, provided similar psychometric results. Similar reliability and validity results for the ILS have been noted in previous studies and therefore provide sufficient evidence to use the ILS with graduate entry nursing students. This study provided faculty with numerous opportunities for actively engaging students in data collection, analysis, and dissemination of results.

Using Mobile Devices to Connect Teachers and Museum Educators

The use of mobile devices is increasing rapidly as a potential tool for science teaching. In this study, five educators (three middle school teachers and two museum educators) used a mobile application that supported the development of a driving question. Previous studies have noted that teachers make little effort to connect learning experiences between classrooms and museums, and few studies have focused on creating connections between teachers and museum educators. In this study, teachers and museum educators created an investigation together by designing a driving question in conjunction with the research group before field trips. During field trips, students collected their own data using iPods or iPads to take pictures or record videos of the exhibits. When students returned to the school, they used the museum data with their peers as they tried to answer the driving question. After completing the field trips, five educators were interviewed to investigate their experiences with designing driving questions and using mobile devices. Besides supporting students in data collection during the field trip, using mobile devices helped teachers to get the museum back to the classroom. Designing the driving question supported museum educators and teachers to plan the field trip collaboratively.

Teaching Sustainable Soil Management: A Framework for Using Problem-Based Learning

Postsecondary institutions are currently developing and applying innovative curricula to meet the future demand for land managers and planners with a solid knowledge of soil science. The objective of this study was to describe and evaluate the University of British Columbia (UBC) Farm problem-based learning (PBL) case study within the upper level, undergraduate/graduate Sustainable Soil Management course. The UBC Farm case led to compilation of a student-generated data set that dates back to 2004 and allowed students to work in collaboration with the UBC Farm managers and staff. Preliminary student feedback indicated that the UBC Farm case was effective at presenting the impacts of agricultural management practices on soil chemical properties and overall soil quality concepts. In addition, students found the hands-on activities of soil sampling, data interpretation, and working in collaboration with the farm staff to be stimulating. Having the opportunity to involve students in data collection each year allows instructors to build depth into the case, to ask more complex questions, and to cooperate with the farm manager in focusing on specific issues of relevance to the farm that change over time. This educational approach could serve as a framework for using PBL within postsecondary soil science curriculum in ways that support both student learning and natural resource management.

An evaluation of a problem‐based learning experience in an occupational therapy curriculum in the UK

The objectives of the study was to evaluate an adapted approach to problem-based learning (PBL) on a pre-registration Masters course in Occupational Therapy at the University of East Anglia in the UK. The adaptation, named placement PBL, required students to write and select the material based on their placement experiences, for the cohort's learning. The evaluation purpose was to determine the students' views of the efficacy of placement PBL for facilitating their learning in the final 3 months of their pre-registration education. Placement PBL was evaluated using both questionnaires and focus groups, with two cohorts of students for data collection. Placement PBL was seen to provide current, relevant and complex learning scenarios that help students to move from a theoretical understanding to application of theory in the complexity of actual service situations. The authors conclude that placement PBL has the potential to prepare students for the transition from student to qualified practitioner. Both researchers were also the PBL tutors which may have affected the students' honesty in their feedback. Further research is indicated for ongoing evaluations of the effectiveness of PBL in helping students to become confident occupational therapy clinicians, and comparative studies with other learning approaches.

Using Media as Subject Matter to Teach Thinking

Learning should occur in social environments in which students are engaged in meaningful activities that require them to think critically and solve problems (Dewey, 1933; Phillips & Soltis, 1998). This article describes how an urban middle school interdisciplinary teaching team partnered with the authors to create a hands-on, highly engaging curriculum project designed to provide a safe way for students to explore and think critically about profound, sometimes frightening aspects of their lives. Sixth grade students used photography to gather data depicting their fears, hopes, community supports, and barriers to academic achievement. The Media-based Inquiry Project engaged students in data collection, data analysis, decision making, and writing. On the pages that follow, we describe the planning process, the implementation of the project, and the results and impacts upon student behavior and academic achievement. Description of the Media-based Inquiry Project The Media-based Inquiry Project began as part of a school-university partnership formed through a federal (GEAR UP) Gaining Early Awareness and Readiness for Undergraduate Programs grant. The project was designed jointly by an interdisciplinary team of language arts, science, history, math, and special education teachers in a Midwestern urban middle school and the authors, two researchers from Western Michigan University's GEAR UP Learning Centers. During initial conversations between the authors and the team members, the teachers shared that the personal problems and issues in their students' lives were often barriers to their learning and developing a sense of efficacy as individuals and as learners. They wanted to learn more about their students' lives without being inappropriately intrusive. They also wanted to find ways to support students' lives so that they could improve academic achievement and gain self-empowerment. How we began We met with the sixth grade team to begin planning an intervention during the fall of 2005. We acquired the following information and shared it with the teachers: retention rates, number of behavioral referrals, and GPA trends of the middle school as a whole and by ethnicity. These data showed a high number of behavioral referrals and an appalling failure rate in core courses, especially by eighth grade. Although teachers were aware of these issues, viewing and discussing the actual data gave teachers a forum for acknowledging the severity of the school's problems. We decided to use this data as a benchmark for assessing the impact of the instructional strategy intervention. Our GEAR UP project goal was to help teaching teams develop curriculum that was personally meaningful (Brooks & Brooks, 1993) thematic and interdisciplinary (Protheroe, 2007), and authentic (Wiggins & McTighe, 2005). During our planning, the sixth grade team was especially focused on its students' personal, social, and community barriers to school engagement and achievement. This team was also refreshingly nonjudgmental about its students and their families. As initial conversations with the team progressed, a focal question emerged from the teaching team about how to offer students a way to explore their lives and to communicate their strengths and needs to adults in a nonjudgmental context that could be engaging for the students (Brooks & Brooks, 1993; Desautels, Garrison, & Fleury, 1998). Their goal was to better understand their students and to provide real supports that would help make the school a community of connection and care. Lee (2005) affirmed the importance of emotional connection, particularly when teaching children from diverse cultural backgrounds. Rather than simply imposing their own understandings of what their students needed, the teachers wanted to open a dialogue with their students. They were deeply concerned about being inappropriately intrusive, so we explored with them various ideas of how to reach their goals, including a workshop with a professional psychologist about the differences between teacher-student and psychologist-client discussions. …

Training interns in population-based research: learners' feedback from 13 consecutive batches from a medical school in India

To document learners' feedback on an educational intervention to provide interns with a hands-on learning experience in population-based research. Cross-sectional inquiry using a structured tool. A medical school in India. 306 interns from 13 consecutive groups in a 3-month posting. Interns' participatory involvement in each of the nine units of learning. In six out of the total of nine units of learning, nearly 70% of the students rated their participatory involvement at 3 points or above (on a 5-point rating scale). This rating was 4 or 5 (good or maximal) for 50% or more students with regard to identification of research questions, review of literature, data analysis and interpretation, and for 65.4% students in data collection. However, in the last two units, on writing the research report and its presentation, a large proportion of students rated their participatory involvement as minimal or unsatisfactory (38.9% and 46.4%, respectively). For 91.2% of students, this was the first hands-on experience of any type of population-based research. When the students were asked to identify the most important factor which hampered learning during the present exposure, 54.2% of them reported that it was the unsuitable timing of the exposure, since their priority during internship was the entrance examination for postgraduate courses. This study empirically demonstrates that with some extra effort from teachers, interns can be exposed to a hands-on learning experience in population-based research, on a systematic basis, without additional resources.

Generations One and Two: Nuclear Physics Experience with On-Line Computers

The installation of an SDS 910 computer at the Brookhaven 60" Cyclotron four years ago represented one of the first on-line computer applications in nuclear physics. The experience gained with this computer and its application to the design of a second-generation system indicates some of the problems inherent in a computer-oriented laboratory as well as possible solutions. The development of a new system has been undertaken jointly at the Rutgers/Bell Accelerator at which the 910 system is now located and at the Brookhaven Cyclotron, in view of the common data handling problems at the two laboratories. In its present location the 910 is used 90% of the time by staff and students for data collection, leaving very little time for data analysis and programming. Experience indicates that these activities each require at least as much time as data collection in order to use the accelerator to best advantage. The solution to this problem is to use an advanced time-sharing computer to handle all applications from a number of user consoles. By using a fast disc file both to store data being accumulated and to furnish display information directly to the oscilloscopes, the central processor will be freed most of the time for program compiling and computation. Program development will be greatly speeded by the storage of source programs on the disc, with conversational editing and debugging from the consoles.