Student Reports Research Articles

Living with parents and risky sexual behaviors among preparatory school students in Jimma zone, South west Ethiopia

Risky sexual behavior is any behavior that increases the probability of negative consequences associated with sexual contact. Family environment, peer influence, community factors and school attachment seem an important factor affecting sexual risk behavior and decision of in-school youths. To assess sexual risk behaviors and associated factors among students living with parents in Jimma zone preparatory schools. A cross sectional study designs both qualitative and quantitative approaches was conducted in 5 randomly selected preparatory schools. A total of 273 students were randomly selected. Multiple logistic regressions were performed to identify the independent predictor of risk sexual behavior. One hundred fiten (42.1%) students had sexual risk behavior. Thirty six (30.8%) student's reports they had two or more sexual partners in their lifetime. Out of 117 students, 13 (11.2%) students used condom always. One hundred one (37%) students were consumed alcohol. Higher likelihood of risky sexual behavior significantly associated with higher levels of alcohol consumption and low frequency of religious visit. Alcohol consumption and religious visit were the major predictors of risky sexual behaviors. Therefore, Behavior change communication should consider family environment and other factors which predict risk sexual behaviors.

Does Public Health Fieldwork Attachment for Doctorate Student Beneficial? A Qualitative Exploratory Evaluation

Fieldwork attachment allows student to explore thoughts, feelings, developing self-awareness and fresh insights related to public health knowledge. Practical experience through reflection is as important as theory in fields. Habit of critical reflection prepares students as future health professionals.The aim of this study was to explore learning experience within the fieldwork attachment among the Doctor of Public Health students in achieving stated learning objectives. A qualitative study based on a student's fieldwork, reflection report and supervisor's report on fieldwork attachment in third semester was explored. Descriptive analysis was performed. Students reported that they were in general satisfied with the posting. It helped them to increase their motivation as future health manager. Few have different points of view in achieving learning objectives: the field attachment is tiring or insufficient. Most of the students found it was beneficial and enjoyable. Students have come back with various meaningful learning and positive attitudes. The outcomes were grouped as: (1) student satisfaction and perceived usefulness, (2) ability to practice strategic planning in health programme, (3) length of attachment and (4) availability of field supervisor to coordinate, giving guidance and barrier in communication. In overall, students have benefitted from the fieldwork attachment but the experience gained has not as deep and wide as what had been expected due to time limitation and weakness in coordination.

Enhancing Virtual and Remote Labs to Perform Automatic Evaluation

Virtual and remote laboratories are increasingly popular as learning tools in engineering education. The laboratories can help students to understand practical and theoretical concepts in a more human-readable way. It's common to ask students a report done by following a set of activities to be performed with the laboratories. Instructors can assess each student according to the report. However, the process of evaluation could require a great effort. This could be even worse if the correct answers are not unique, such as the PID parameters that stabilize a system. Here's where automatic evaluation comes in handy. Automatic evaluation can reduce the effort needed to assess student's report. This article describes an approach to add automatic evaluation to virtual and remote laboratories by using the server application Goodle, which actually performs the evaluation, and the Java package AEE, which adds this feature to the laboratories built with the authoring tool Easy Java Simulations.

An evaluation of a structured learning programme as a component of the clinical practicum in final year bachelor of nursing programme: a pre–post‐test analysis

To evaluate the impact of a structured learning programme as a component of the clinical practicum in final year bachelor of nursing course on the student's report of their anxiety and self-efficacy pre-post programme participation. Student anxiety and low levels of self-efficacy are known to affect the quality of clinical learning. A three-day structured learning programme at the commencement of an acute care clinical placement was designed to reduce student anxiety and enhance self-efficacy. A pre-post test design. The hospital anxiety and depression scale (The HAD) and the general self-efficacy scale (GSES-12) were administered prior to the commencement of the structured learning programme (time one) and at the end of the programme (time two). One hundred and twenty final year students undertaking an acute care clinical placement participated in the programme in three cohorts and completed the questionnaires at time one and 118 at time two. Students levels of anxiety >8 with The HAD pre-post programme 53 vs. 30% (p < 0·001). Levels of self-efficacy <40 with the GSES-12 pre-post programme were 7 vs. 4% (p < 0·001). Participation in the structured learning programme resulted in a statistically significant reduction in student anxiety and increase in self-efficacy across the three cohort groups. This effect can be achieved with the development of a relatively low cost/low technology structured learning programme that is part of an acute care clinical placement. Nurse educators should not assume that students are less anxious about their acute care clinical placements as the semester proceeds. There is a typical correlation between increased anxiety and decreased self-efficacy which is likely to impact on student learning in the clinical setting. Significant results can be achieved with a relatively low cost and a low technology enabling intervention.

CO2모형 경주차를 이용한 차량 공기역학의 공학설계 사례연구

현재 전문대학의 자동차 학과에서 제공되는 교육이 이론교육에 치우쳐 실제 산업현장에서 적용과 응용능력에 문제점이 있다고 지적이 있어왔다. 이 연구는 창의적인 자동차설계 능력을 배양하기 위하여 A 대학의 모터스포츠 전공에서 차량 공기역학에 <TEX>$CO_2$</TEX> 경주차 설계를 수행한 성공적인 수업내용의 사례를 살펴본다. <TEX>$CO_2$</TEX> 모형 경주차 제작 규정, 제작 과정, 성능 시험 등시 제시 되었으며, <TEX>$CO_2$</TEX> 모형 경주차의 속도 및 항력이 측정되었다. 공학설계가 학생들의 학습에 미친 영향을 알아보기 위하여 2008년 봄 학기에 설문조사를 실시하였다. 설문조사에 따른면 학생들의 공학설계 능력과 만족도에 높은 가치를 부여하였다. Recently, there have been a number of voices from industry that automotive education at the college is too theoretical and so college graduates are lack of practical ability to apply the automotive idea to actual systems. In order to educate engineering students design qualities in creative problem solving, this paper reports the results of employing engineering design projects in a Motor sports course of at A College. This paper presents design creterion and manufacture process of <TEX>$CO_2$</TEX> model dragster, measures <TEX>$CO_2$</TEX> model dragster speed and aerodynamic drag. In order to investigate the impact of engineering design on student's learning, a survey was conducted in 2008 spring semester. According to the results of survey analyses, student's key competencies and satisfaction reports high values on engineering design projects.

A study on aspects of Attitude Expression in Foreign student's Report writing

A study on aspects of Attitude Expression in Foreign student's Report writing

Tellings of Remembrances 'Touched off' by Student Reports in Group Work in Undergraduate Writing Classes

Instructors of college/university writing classes commonly ask their students to 'share their ideas' in groups. This paper aims to describe the sequential structures of a kind of talk typical to group work: students presenting 'reports' about early written drafts. Specifically, the data analysis in this paper looks at how a student's report 'touches off' another student's telling of a remembrance caused by the report, which in turn offers a complex analysis of the just-prior report, allowing the speaker to prove rather than merely claim an understanding of the report. Touched-off remembrances (TORs) are marked in other ways than just through talk: sometimes group members orient to them via understandings of the report-giver's gestures and other embodied features. Beyond their conversation-structural actions, TORs also work to allow students to demonstrate to each other their cultural literacies -that is, they afford the opportunity to attach a cultural understanding to what they have just heard. The study, which analyzes video data of naturally occurring interactions between students in writing classes, draws its theoretical basis from conversation-analytic literature on 'second stories' and on analytic approaches to the way talk, gesture, and other forms of embodiment produce action in the course of interaction.

Specifying Student???Patient Encounters, Web-Based Case Logs, and Meeting Standards of the Liaison Committee on Medical Education

Standard ED-2 of the Liaison Committee on Medical Education (LCME) requires medical schools to specify the types of patients that students should encounter, the student's level of responsibility, and the appropriate setting for the encounter. The authors describe the process at Joan and Sanford I. Weill Medical College of Cornell University in New York City for meeting this standard through the development of a Web-based case log. The log permits the medical college to specify expectations for patient encounters and allows the students to record their encounters in an efficient, brief, and user-friendly manner. By downloading the student's reports directly into a database, the medical college can track successes and deficiencies in the student's clinical experiences. However, in response to a questionnaire administered in 2005, students generally expressed dissatisfaction with the case logs, which they described as intrusive busywork.

The anatomy of the professional lapse: bridging the gap between traditional frameworks and students' perceptions.

To support students' developing professionalism, it is necessary to understand the professional challenges and dilemmas they perceive in the clinical setting. This study systematically documented and catalogued students' reports of professional lapses. Six focus groups were conducted with senior medical students (n = 29) at three universities. Using a grounded-theory approach, three researchers analyzed the students' reports of specific lapses in professionalism for recurrent themes. The resulting coding structure was applied using NVivo qualitative data analysis software. A total of 120 pages of text yielded 48 specific incidents of professional lapses, which were analyzed by three researchers using grounded theory. Most incidents were witnessed (n = 34) or known about (n = 4), as opposed to self-reported (n = 10). Six critical "issues" emerged: communicative violations (to or about patients or other health care professionals); role resistance (individuals chafing against constraints or expectations of their perceived roles); objectification of patients (ignoring patients or treating patients as vehicles for learning); accountability (to colleagues or patients, including avoiding patients, failing to disclose information, or failing to treat appropriately); physical harm (to patients or others); and crossfire (being put in the middle of a struggle between superiors). This study explored how students experienced and operationalized professionalism in clinical settings at a variety of universities. Interestingly, the critical issues they reported as salient did not map easily onto standard, abstract definitions of professionalism. This incongruence suggested that the development of effective curricula in this domain must bridge the gap between traditional taxonomies and students' perceptions of professionalism.

Student Surveys for School Teacher Evaluation.

Student's reports have the potential to add much useful information about school teacher quality. However, much research has centered on post secondary settings and many questions remain about the use of pupil surveys for K–12 teachers. The Davis County School District (Utah) uses pupil surveys as one teacher-chosen data source for teacher evaluation. The surveys of 9,765 students were analyzed for patterns of response. Item analysis suggests that pupils responded with reliability and validity. Some individual items are more defensible than others for conceptual and empirical reasons.

Self-reports of diet: how children remember what they have eaten

Determining how children remember what they have eaten may guide the development of specific cues that help children report their diets more accurately. This research used a cognitive-processing approach to examine fourth graders' self-reports of diet. School lunches were observed to determine what was really eaten and the results of these observations were compared with students' reports of what they had eaten and how they remembered that information. Interviews with individual students conducted within 1.5 h of lunch or the following morning included free and prompted report, although prompting was limited to clarifying details about the items and amounts already reported. For analyses, retrieval responses (what the students said in response to the question "how do you remember you ate--?") were categorized. A single measure of accuracy that reflected omissions and intrusions was calculated by comparing the student's report with the observation record. Results from one study are provided, along with preliminary results from two additional studies. Research questions and future plans are highlighted, including a Delphi technique study to develop a consensus set of categories of retrieval responses. More accurate assessment of children's diets could increase awareness of changes needed to help establish healthful eating habits in childhood to decrease the risk of chronic diseases in adulthood.

Multimedia presentation of lung sounds as a learning aid for medical students

New educational technologies might help to compensate for the decrease in time and emphasis dedicated to physical examination in medical training. This may, in particular, be applicable for improving the skills in auscultation of the chest. We investigated whether a multimedia presentation of acoustic and graphic characteristics of lung sounds could improve the learning of pulmonary auscultation by medical students, in comparison with conventional teaching methods. We studied 48 medical students without clinical experience, who had received conventional formal teaching on chest examination. Chest auscultation skills were evaluated using an inaccuracy score for the student's auscultation report on three patients, selected according to a standardized procedure. After a baseline evaluation, 27 students in groups of 5-10, participated in a multimedia seminar on lung sounds during which digitized lung sounds were played and the corresponding time-expanded waveform and frequency spectrum were commented on and displayed on a computer. The remaining 21 students received conventional bedside training, acting as control group. The following week, all the students underwent a second evaluation of chest auscultation skills. No differences in the inaccuracy score were observed between the two groups in the preliminary test. However, in the second postintervention assessment, the inaccuracy score of the students who had followed the seminar (11.2 +/- 1.3 points) was significantly lower than that of the controls (16.6 +/- 1.6 points). The answers to a feedback questionnaire confirmed that the great majority of the students found the association of the acoustic signals with their visual image to be useful for learning and understanding lung sounds.(ABSTRACT TRUNCATED AT 250 WORDS)

PROFICIENCY SCALING BASED ON CONDITIONAL PROBABILITY FUNCTIONS FOR ATTRIBUTES

ABSTRACTThis study introduces procedures for constructing a proficiency scale for a large‐scale test by applying Tatsuoka's Rule Space Model. The SAT Mathematics (SAT M), Section 2, is used for illustrating the process and the results. A task analysis is summarized in a mapping sentence, and then 14 processes and content attributes are identified for explaining the underlying cognitive aspects of the examinees' performance on the SAT M. Analysis results show that almost 98% of 2334 examinees are successfully classified into one of 468 cognitive states. The cognitive states are characterized by mastery or non‐mastery of the 14 attributes. Attribute Characteristic Curves, which are conditional probability functions defined on the SAT Scale, are introduced and used for interpreting an examinees' proficiency. Prototypes of a student's performance report and a group performance report are given as examples of possible ways for summarizing the analysis results.

Role of expectancy timing and outcome consistency in expectancy-guided retrieval.

Two studies investigated how expectancy-timing and expectancy-outcome consistency affect expectancy-guided retrieval. Ss were given a student's grade report for later recall. During the retention interval, Ss' expectancies about the student's future performance (improve vs. decline) were manipulated. The expectancy information was presented either at the beginning (timing condition T1), halfway through (T2), or at the end of the retention interval (T3). Ss then received outcome information, half consistent and half inconsistent with their expectancy. In both studies. T2 and T3. Ss showed evidence of expectancy-guided retrieval, recalling consistent information accurately but displaying expectancy-congruent distortion of inconsistent information

Medical students experience early patient contact in general practice. A description and evaluation of a new course in the medical curriculum.

In the first year of the medical curriculum at the University of Copenhagen, a new discipline has been introduced, in which general practice has the key position in providing experiences of early patient contact to the students. The course consists of three principal elements: student-patient contacts in the patient's home; lessons with the general practitioner; and lessons at the Institute of General Practice. The compulsory course is completed by a student's report, and the first course has been evaluated by qualitative analysis of these reports and by questionnaires to the students and GPs. The results indicate that it is possible to provide considerable improvement of the medical education as regards communication skills and understanding of the patients' perceptions, by letting the student establish contact with a patient in the very beginning of the curriculum. General practice provides an appropriate setting for this education for both teachers and patients.

Student's report

The Kraft Nutrition Awards aim to increase the awareness among young people of the importance of good nutrition in maintaining health and fitness, and to reward those who show that they have an adequate understanding of the general principles of good nutrition, and who have demonstrated their ability to put these principles into practice. The scheme is a particularly worthwhile one, and as a student, I am very glad that I took part in it.

A student's report

A student's report

Multidimensional Approaches in Autotutorial Teaching of the Crop Science Laboratory1

AbstractIn the summer of 1968, an undergraduate instructional award was granted for two courses in the Department of Agronomy at the University of Illinois (Urbana‐Champaign campus). Introductory Crop Science, a 4‐semester hour credit course was converted from 3 hours of lecture and 2 hours of laboratory to 2 hours of lecture and up to 2 hours of scheduled, programmed independent study per week in a constantly supervised carrel‐science laboratory environment. The crop science laboratory procedure incorporates bi‐weekly, 1‐hr discussions, completion of each student's assigned experiment reported in publishable form, and opportunity for bonus credit by completion of an open‐end experiment. Favorable student reaction to autotutorial instruction, the use of taped comments by a writing consultant to give the student sugestions on improving writing skills before submitting final report, and publication of every student's research report during three semesters involving 269 students were recorded.Freshmen, majors in agricultural communications, agricultural science (graduate training), and agronomy, and students earning grades of A and B, respectively, devoted more time to independent study than upperclassmen, students in other curricula, and students earning grades below B.

The Predictive Value of a Student's Choice of Vocation

Using large samples of college students, this study compares the forecasting value of a student's initial report of his vocational choice with the Vocational Preference Inventory. Student vocational choices were categorized according to a 6‐category classification scheme for men and an 8‐category scheme for women. The relationships between initial and final vocational choices, and between VPI high‐point codes and final vocational choices over 8‐ and 12‐month intervals, were examined. The results indicate that the predictive efficiency of a student's expressed choice is about twice that of the Vocational Preference Inventory. The results suggest that researchers and counselors should make greater use of a person's expressed choices and that interest inventories should be used with more discrimination. Implications for future research and practice are discussed.

Predicting the Student's Success

JN EVALUATING the results of a course of instruction an interesting question is often raised: How are the student's various previous experiences related to his success in the course? Answers to this question are important because they will show what prerequisites are necessary and what predictions of individual success can be made. In order to furnish a partial answer to this question for an elementary psychology course, the formal training, interests, and tested abilities of two groups, totaling 458 students, were recorded and compared with the final marks. For a record of past formal training, the students were asked to fill in printed forms showing the courses they had passed in high school and college. This yielded an indication of the amount of formal training rather than the quality of students' work in as much as no records were secured of marks in various courses. A record of general excellence in scholarship in college was secured in the form of the usual credit-hour ratio, but under the circumstances it was thought that such records were not obtainable in comparable form from high schools. In order to check the accuracy of a student's report, one hundred of the papers were checked with the records in the registrar's office. This check showed that these students reported their actual course work with great accuracy. The only marked difficulties came in the cases of a few students who had taken courses which were not easily classified under the usual academic groupings shown in Table I. Scores for each student were calculated by allowing half-credit in courses taken during the last four years of high school and full credit for courses taken in college. Records of a student's abilities were secured from examinations given during Freshman Week by the University authorities and from examinations given during the first week of the course itself. These examinations included the American Council on Education College Entrance Examination, the Michigan Vocabulary Profile Test, and a special test of psychological terms,. An indication of a student's interest was obtained from a mimeographed sheet on which he listed his field of concentration and the fields of psychological research in which he was most interested. The preliminary formal training of the 458 students enrolled in Psychology 3I is summarized in Table I.