scholarly journals How Will COVID-19 Change Forestry Education? A Study of US Forest Operations Instructors

2021 ◽  
Author(s):  
Elizabeth M Dodson ◽  
Charles R Blinn
Keyword(s):  
Online Survey ◽  
Field Experiences ◽  
Professional Preparation ◽  
Positive Influence ◽  
Forest Operations ◽  
Field Methods ◽  
Skill Sets ◽  
New Employees ◽  
Course Content ◽  
Four Year Institutions

Abstract The COVID-19 (COVID) pandemic affected nearly every aspect of higher education. It has been particularly disruptive to forest operations courses that rely heavily on field experiences. Dodson and Blinn (2021) surveyed US forest operations instructors at four-year institutions granting SAF-accredited forestry degrees to understand how they rapidly modified courses during spring 2020 to accommodate a move to fully remote instruction. Through an online survey and interviews, a follow-up study was conducted to understand how courses were modified when instructors had time to prepare and what, if any, of those modifications are likely to be retained upon a return to in-person instruction. Two main themes emerged from the survey and interviews: instructors will expand the range of tools and methods used to convey course content, and they have a renewed respect for the importance of field experience and personal interactions. Study Implications COVID-19 has affected academic instruction and workforce readiness. A broadening of instructors’ digital skill sets and resources, pedagogical modifications, and a renewed appreciation of field experiences and interactions with students will have a positive influence on instruction in the future. The professional preparation of graduates suffered during the pandemic because of a marked decrease in field time and personal interaction between and among faculty and students. Employers need to anticipate that additional training in field methods and application of forestry concepts to real-world situations may be necessary for new employees who were educated during the pandemic.

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

Pediatric neurosurgery in Asia and Australasia: training and clinical practice

2021 ◽  
Vol 27 (1) ◽  
pp. 93-101
Author(s):  
Ronnie E. Baticulon ◽  
Michael C. Dewan ◽  
Nunthasiri Wittayanakorn ◽  
Philipp R. Aldana ◽  
Wirginia J. Maixner
Keyword(s):  
Clinical Practice ◽  
Online Survey ◽  
Vascular Malformations ◽  
Economic Status ◽  
Pediatric Neurosurgery ◽  
Income Group ◽  
Fellowship Training ◽  
Pediatric Epilepsy ◽  
Skill Sets ◽  
Survey Responses

OBJECTIVEThere are limited data on the pediatric neurosurgical workforce in Asia and Australasia. The training and clinical practice of pediatric neurosurgeons need to be characterized in order to identify gaps in knowledge and skills, thereby establishing a framework from which to elevate pediatric neurosurgical care in the region.METHODSAn online survey for pediatric neurosurgeons was created in REDCap (Research Electronic Database Capture), collecting demographic information and data on pediatric neurosurgical training and clinical practice. The link to answer the survey was sent to the mailing lists of the Asian Australasian Society for Pediatric Neurosurgery and the Japanese Society for Pediatric Neurosurgery, disseminated during the 2019 Asian Australasian Pediatric Neurosurgery Congress, and spread through social media. The survey was open to neurosurgeons who operated on patients ≤ 18 years old in Asian Australasian countries, whether or not they had completed fellowship training in pediatric neurosurgery. Descriptive statistics were computed and tabulated. Data were stratified and compared based on surgeon training and World Bank income group.RESULTSA total of 155 valid survey responses were analyzed, representing neurosurgeons from 21 countries. A total of 107 (69%) considered themselves pediatric neurosurgeons, of whom 66 (43%) had completed pediatric neurosurgery training. Neurosurgeons in East Asia commonly undergo a fellowship in their home countries, whereas the rest train mostly in North America, Europe, and Australia. A majority (89%) had operating privileges, and subspecialty pediatric training usually lasted from 6 months to 2 years. On average, trained pediatric neurosurgeons perform a higher number of pediatric neurosurgical operations per year compared with nonpediatric-trained respondents (131 ± 129 vs 56 ± 64 [mean ± SD], p = 0.0001). The mean number of total neurosurgical operations per year is similar for both groups (184 ± 129 vs 178 ± 142 [mean ± SD], p = 0.80). Respondents expressed the desire to train further in pediatric epilepsy, spasticity, vascular malformations, craniofacial disorders, and brain tumors.CONCLUSIONSBoth pediatric and general neurosurgeons provide neurosurgical care to children in Asia and Australasia. There is a need to increase pediatric neurosurgery fellowship programs in the region. Skill sets and training needs in pediatric neurosurgery vary depending on the country’s economic status and between pediatric-trained and nonpediatric-trained surgeons.

scholarly journals Contexts between mental health of fledged people and compassion competence in the care

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
S Steiner
Keyword(s):  
Mental Health ◽  
Asylum Seekers ◽  
Online Survey ◽  
Research Question ◽  
Positive Influence ◽  
Clinical Context ◽  
Doctoral Thesis ◽  
Positive Sense ◽  
Screening Scale

Abstract The aim of this doctoral thesis is to investigate the extent to which the competence compassion has a positive influence on the mental health of refugees. The research question was raised in a first step by means of a questionnaire by Mohr & Müller, ‘Depression tendencies in the non-clinical context’. Eighty asylum seekers were questioned in a total of seventeen lodgings. In addition, a survey was conducted with employees and volunteers in refugee care. This survey included 102 people who were assessed using the standardized BOSS1 Burnout Screening Scale. With the help of the Santa Clara Briefing Scale, the differences in the population between people who are not volunteering and those who volunteer in refugee care are being investigated through an online survey. There were 818 people attending. The evaluation of the data showed that the competency compassion lowers the depressive tendencies among the refugees and they have a more positive sense of integration and hope for a better life. The competency of compassion reduces burnout factors and people who have committed themselves voluntarily have significantly higher values in compassion competency. Thus compassion can be confirmed as a valuable competence in refugee care, not only among the refugees, but also among employees and volunteers. Key messages The present study has shown that empathy skills reduce depressive tendencies in people who have escaped. Associations of compassion and low burnout factors confirmed by the study showed that persons with high compassion skills have low burnout scores.

scholarly journals Inquiry on early childhood teachers preparation and retention

2017 ◽  
Vol 38 (3) ◽  
pp. 61-72
Author(s):  
Krystyna Nowak-Fabrykowski ◽  
Mary Lou Aylor
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Online Survey ◽  
Early Childhood Teachers ◽  
Professional Preparation ◽  
Early Childhood Educators ◽  
Early Childhood Teacher

The purpose of this study is to analyze early childhood teacher preparation and investigate the factors that motivated individuals to become early childhood teachers and that have kept them in the profession. This study reports the results of an online survey investigating motives of staying or leaving the early childhood profession. The results of this inquiry point to factors that influenced their choice, taking into consideration their professional preparation. Advice for new early childhood educators just entering the profession is also provided.

scholarly journals The Mid Atlantic Appalachian Orogen Traverse: a comparison of virtual and on-location field-based capstone experiences

Solid Earth ◽  
2021 ◽  
Vol 12 (12) ◽  
pp. 2803-2820
Author(s):  
Steven Whitmeyer ◽  
Lynn Fichter ◽  
Anita Marshall ◽  
Hannah Liddle
Keyword(s):  
Students With Disabilities ◽  
Online Survey ◽  
Field Experiences ◽  
Google Earth ◽  
Field Trips ◽  
Virtual Field Trips ◽  
James Madison ◽  
Virtual Field ◽  
Appalachian Orogen ◽  
Potential Benefits

Abstract. The Stratigraphy, Structure, Tectonics (SST) course at James Madison University incorporates a capstone project that traverses the Mid Atlantic region of the Appalachian Orogen and includes several all-day field trips. In the Fall 2020 semester, the SST field trips transitioned to a virtual format, due to restrictions from the COVID pandemic. The virtual field trip projects were developed in web-based Google Earth and incorporated other supplemental PowerPoint and PDF files. In order to evaluate the effectiveness of the virtual field experiences in comparison with traditional on-location field trips, an online survey was sent to SST students that took the course virtually in Fall 2020 and to students that took the course in person in previous years. Instructors and students alike recognized that some aspects of on-location field learning, especially those with a tactile component, were not possible or effective in virtual field experiences. However, students recognized the value of virtual field experiences for reviewing and revisiting outcrops as well as noting the improved access to virtual outcrops for students with disabilities and the generally more inclusive experience of virtual field trips. Students highlighted the potential benefits for hybrid field experiences that incorporate both on-location outcrop investigations and virtual field trips, which is the preferred model for SST field experiences in Fall 2021 and into the future.

The influence of attitude functions on Muslim consumer attitude towards social media advertising: a case of bubble tea

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shaizatulaqma Kamalul Ariffin ◽  
Nur Qistina Ihsannuddin ◽  
Ainul Mohsin Abdul Mohsin
Keyword(s):  
Social Media ◽  
Purchase Intention ◽  
Structural Equation ◽  
Online Survey ◽  
Positive Influence ◽  
Consumer Attitude ◽  
Content Type ◽  
Social Media Advertising ◽  
The Relationship ◽  
Significant Positive Influence

Purpose The purpose of this paper is to examine the relationship between attitude functions and attitude towards social media advertising. Additionally, this study also examines the relationship between attitude towards social media advertising and purchase intention. Design/methodology/approach The data was collected via an online survey among Malaysian Muslim participants. Quantitative analysis was used to test the hypothesis. A total of 280 respondents participated in the online survey but only 264 responses fit the analysis. The data was analysed via SPSS and partial least squares structural equation modelling. Findings The findings of this paper show that attitude functions, namely, utilitarian, value-expressive, ego-defensive and religiosity have a significant positive influence on attitude towards social media advertising, whilst knowledge function was found to be insignificant. Attitude towards social media advertising was also found to have a significant positive influence on purchase intention. Practical implications Advertisers should also consider the religious aspects of Muslim consumers and their level of sensitivity as Muslims nowadays are well-informed. This is to avoid controversies and have a better understanding of their consumer needs. Originality/value This is one of the few studies examining the influence of religiosity in the social media advertising of controversial products such as bubble tea.

An Assessment of Evaluation Instruction Related to the Health Education Specialist Practice Analysis Competencies in Health Education–Related Professional Preparation Programs

2018 ◽  
Vol 45 (6) ◽  
pp. 1043-1051
Author(s):  
Rosemary Thackeray ◽  
Brad L. Neiger ◽  
Victoria A. Willey
Keyword(s):  
Health Education ◽  
Online Survey ◽  
Professional Preparation ◽  
Model Framework ◽  
Preparation Programs ◽  
Design Data ◽  
Cross Sectional ◽  
Advanced Level ◽  
Practice Analysis ◽  
Specialist Practice

Background. Conducting evaluation and research is one of the seven areas of responsibility for health education specialists. However, there is little evidence to suggest that professional preparation programs use the competencies as identified by the 2015 Health Education Specialist Practice Analysis (HESPA) as a basis for instruction. Aims. To determine the degree to which departments with undergraduate health education–related professional preparation programs provide instruction in the HESPA 2015 Model evaluation competencies. Method. This was a descriptive, cross-sectional, nonexperimental study design. Data were collected using an online survey from programs that prepare students to sit for the CHES exam. Results. Faculty provide instruction about all evaluation subcompetencies regardless of entry- or advanced-level designation. Developing an evaluation plan, monitoring implementation, and selecting, adapting, and creating instruments to collect data represent the competencies taught most frequently. On average, two to three class periods are spent on each competency. Discussion. Advanced-level competencies, more commonly associated with graduate-level training and degrees, are commonly taught at the undergraduate level. This may be due to a lack of awareness of changes to the designation of competencies and subcompetencies as entry- or advanced-level in the HESPA 2015 Model framework, a lack of awareness or appreciation for the framework in general, competing values in the selection of curriculum content, or lack of professional consensus related to terms and definitions. Conclusion. Faculty should consider emphasizing entry-level competencies and subcompetencies consistent with process and formative evaluation. The health education profession should also standardize evaluation and research terms and definitions.

scholarly journals Attitudes of university students towards classroom physical activity breaks in the Netherlands

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
C De Bot ◽  
M Brands ◽  
E Kremers ◽  
E van Ewijk ◽  
J Dierx
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Stress Reduction ◽  
Online Survey ◽  
Well Being ◽  
Positive Influence ◽  
Structured Interviews ◽  
Physical Activity Guidelines ◽  
Active Breaks ◽  
Climbing Stairs

Abstract Background Regular physical activity has multiple benefits for physical, mental, and psychosocial, however many students do not meet the national physical activity guidelines. Classroom physical activity can help students be more physically active. This study investigated the attitude of university students towards classroom physical activity breaks in a university of applied science setting Methods Within this research a mixed methods design have been applied. A online survey was completed by 2016 students an semi-structured interviews were conducted among 19 students. Results A total of 2016 students successfully completed the questionnaire with a mean of 18-21 year (67%) and 52 % female. No classroom physical activity breaks were used during the lessons. In addition, almost half of the students are not able to concentrate well during the classes. Students (39%) noticed that physical activity during classes had a positive influence on their concentration. The majority of the students are open to activating forms of teaching at universities of applied sciences (69%). Students have a clear preference for active breaks, curriculum-focused active breaks. Physical activities such as climbing stairs, sports exercises are not students preferred activities. Conclusions Implementing classroom physical activity breaks can improve student physical activity and concentration during school and behavior in the classroom. Activities such as climbing stairs, intense aerobic exercise were perceived as inconvenient. Active breaks, curriculum-focused active breaks were acknowledged by students. Key messages Keep physical activity breaks short and manageable. Physical activity breaks can help in stress reduction and improving psychological well-being.

scholarly journals Expectations Regarding Dental Practice: A Cross-Sectional Survey of European Dental Students

2020 ◽  
Vol 17 (19) ◽  
pp. 7296
Author(s):  
Thomas Gerhard Wolf ◽  
Ralf Friedrich Wagner ◽  
Oliver Zeyer ◽  
Duygu Ilhan ◽  
Tin Crnić ◽  
...  
Keyword(s):  
Private Equity ◽  
Online Survey ◽  
Career Planning ◽  
Positive Influence ◽  
Dental Students ◽  
Insurance Companies ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Future Career ◽  
Significant Difference

Obtaining information on expectations among dental students regarding their career planning was the main purpose of this observational online survey. The questionnaire was designed with 18 items in five different languages: English, French, German, Italian and Spanish. Data were collected on nationality, age, sex, country of residence, university attended, semester, expected year of graduation and expectations about future career. More than 3000 participants (n = 3851, 2863 females 74.34% and 988 males 25.66% with a sex ratio of 0.35) participated in the survey. Almost one-third (31.29%) of the participants plan to start their own practice at least three years after vocational training, a quarter (25.76%) after three, and only 12.59% after one year. A positive influence of the family in the decision to start a practice was observed in 50.07% of the sample with a statistically significant difference regarding sex (p < 0.01). Almost one-third of the participants did not wish to work in an institution run by private equity or insurance companies, while 21.79% would work in that environment (p < 0.01). European dental students desire mainly to become self-employed and start their own practice. New professional practices also offer them options for their future career that they have not yet decided on or thought about.

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