scholarly journals Factors Associated with Stress among First-year Undergraduate Students Attending an Australian University

2016 ◽  
Vol 1 (3) ◽  
pp. 17-24 ◽  
Author(s):  
Faruk Ahmed
Keyword(s):  
Undergraduate Students ◽  
First Year ◽  
Factors Associated

Using Mnemonics to Facilitate Learning of Japanese Script Characters

2004 ◽  
Vol 26 (1) ◽  
pp. 55 ◽  
Author(s):  
Emmanuel Manalo ◽  
Julie Trafford ◽  
Satomi Mizutani
Keyword(s):  
Undergraduate Students ◽  
Pass Rate ◽  
Japanese Language ◽  
First Year ◽  
Educational Setting ◽  
Alphabetic Language

Extra tutorial sessions on the use of pictorial mnemonics to facilitate memorization of Japanese hiragana and katakana script characters, as well as vocabulary words and kanji characters, were offered to university first year undergraduate students taking a beginners’ Japanese language course. 27 students, most of whom were experiencing some difficulties with the course, volunteered to attend. Although the improvement in actual marks that the students evidenced subsequent to attending the sessions did not prove to be statistically significant, a significant improvement in pass rate was found. Furthermore, the students rated the sessions highly in terms of their helpfulness, and the majority indicated that they believed the sessions helped their performance in the course assessments. It is concluded that mnemonic strategies can effectively be employed in facilitating retention of the script of a foreign, non-alphabetic language within a real educational setting. 初心者対象の日本語コースを取っている大学１年生に、日本語のひらがなとカタカナ、及び語彙と漢字の記憶を促進するため、絵を用いた連想法を使った追加授業が提出された。２７名（そのうちのほとんどは、コースにおいて何らかの困難に直面している）が自主的に追加授業に出席した。追加授業出席後、学生の実際の小テストの点の向上には有意差は認められなかったものの、合格率の向上においては有意差は確認された。さらに、追加授業に出席した学生は授業が役立ったと高く評価し、大多数が追加授業がコースの成績の成果に貢献したと思うと述べた。本論は、実際の教育現場で英語のアルファベットを用いない外国語の文字を教える際、連想法を効果的に使用することができると結論づけた。

scholarly journals Trends and factors associated with modification or discontinuation of the initial antiretroviral regimen during the first year of treatment in the Turkish HIV-TR Cohort, 2011–2017

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Volkan Korten ◽  
◽  
Deniz Gökengin ◽  
Gülhan Eren ◽  
Taner Yıldırmak ◽  
...  
Keyword(s):  
Proportional Hazards ◽  
Virologic Failure ◽  
Risk Function ◽  
Transcriptase Inhibitor ◽  
Cox Proportional Hazards ◽  
Antiretroviral Drugs ◽  
Competing Risk ◽  
First Year ◽  
Strand Transfer ◽  
Factors Associated

Abstract Background There is limited evidence on the modification or stopping of antiretroviral therapy (ART) regimens, including novel antiretroviral drugs. The aim of this study was to evaluate the discontinuation of first ART before and after the availability of better tolerated and less complex regimens by comparing the frequency, reasons and associations with patient characteristics. Methods A total of 3019 ART-naive patients registered in the HIV-TR cohort who started ART between Jan 2011 and Feb 2017 were studied. Only the first modification within the first year of treatment for each patient was included in the analyses. Reasons were classified as listed in the coded form in the web-based database. Cumulative incidences were analysed using competing risk function and factors associated with discontinuation of the ART regimen were examined using Cox proportional hazards models and Fine-Gray competing risk regression models. Results The initial ART regimen was discontinued in 351 out of 3019 eligible patients (11.6%) within the first year. The main reason for discontinuation was intolerance/toxicity (45.0%), followed by treatment simplification (9.7%), patient willingness (7.4%), poor compliance (7.1%), prevention of future toxicities (6.0%), virologic failure (5.4%), and provider preference (5.4%). Non-nucleoside reverse transcriptase inhibitor (NNRTI)-based (aHR = 4.4, [95% CI 3.0–6.4]; p < 0.0001) or protease inhibitor (PI)-based regimens (aHR = 4.3, [95% CI 3.1–6.0]; p < 0.0001) relative to integrase strand transfer inhibitor (InSTI)-based regimens were significantly associated with ART discontinuation. ART initiated at a later period (2015-Feb 2017) (aHR = 0.6, [95% CI 0.4–0.9]; p < 0.0001) was less likely to be discontinued. A lower rate of treatment discontinuation for intolerance/toxicity was observed with InSTI-based regimens (2.0%) than with NNRTI- (6.6%) and PI-based regimens (7.5%) (p < 0.001). The percentage of patients who achieved HIV RNA < 200 copies/mL within 12 months of ART initiation was 91% in the ART discontinued group vs. 94% in the continued group (p > 0.05). Conclusion ART discontinuation due to intolerance/toxicity and virologic failure decreased over time. InSTI-based regimens were less likely to be discontinued than PI- and NNRTI-based ART.

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

scholarly journals A virtual alternative to molecular model sets: a beginners’ guide to constructing and visualizing molecules in open-source molecular graphics software

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Siripreeya Phankingthongkum ◽  
Taweetham Limpanuparb
Keyword(s):  
General Chemistry ◽  
Open Source ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Molecular Model ◽  
Bond Line ◽  
First Year ◽  
Molecular Graphics ◽  
Model Sets ◽  
Graphics Software

Abstract Objective The application of molecular graphics software as a simple and free alternative to molecular model sets for introductory-level chemistry learners is presented. Results Based on either Avogadro or IQmol, we proposed four sets of tasks for students, building basic molecular geometries, visualizing orbitals and densities, predicting polarity of molecules and matching 3D structures with bond-line structures. These topics are typically covered in general chemistry for first-year undergraduate students. Detailed step-by-step procedures are provided for all tasks for both programs so that instructors and students can adopt one of the two programs in their teaching and learning as an alternative to molecular model sets.

Factors Associated with Maternal Opinion of Infant Development—Clues to the Vulnerable Child?

PEDIATRICS ◽  
1982 ◽  
Vol 69 (5) ◽  
pp. 537-543
Author(s):  
Marie C. McCormick ◽  
Sam Shapiro ◽  
Barbara Starfield
Keyword(s):  
Birth Weight ◽  
Infant Development ◽  
Infant Health ◽  
Subsequent Development ◽  
First Year ◽  
Factors Associated ◽  
Slow Development ◽  
First Year Of Life ◽  
Relationship Of ◽  
The Relationship

A mother's expectations about the development of her infant have been found to be a strong determinant of child development, but little is known about the factors that may affect maternal assessment of development. In this study, the relationship of the mother's opinion of the development of her infant with several sociodemographic, antenatal, intrapartum, and infant health variables was examined for a large sample of 1-year-old infants for whom gross motor observations were also obtained at the time of the interview. Among those observed to be developing at an appropriate rate, 4.0% were perceived by their mothers as developing more slowly than the mothers considered normal; among infants developing more slowly, 28.6% were considered to be developing slowly by their mothers. In both groups, the major determinants of maternal opinion of slow development concerned the infant's health: low birth weight, congenital anomalies regardless of severity, hospitalization during the first year of life, and high ambulatory care use. These results indicate that maternal perception of infant development may not reflect the infant's level, but past or present illness, and raise questions about the influence of infant health on maternal-infant interactions and the effect of such interactions on subsequent development in the child.

scholarly journals Longitudinal Study of EFL Students Using the Systemic Functional Linguistics Method

2017 ◽  
Vol 10 (11) ◽  
pp. 47 ◽  
Author(s):  
Akiko Nagao
Keyword(s):  
Undergraduate Students ◽  
Meaning Making ◽  
Systemic Functional Linguistics ◽  
First Year ◽  
Theory Approach ◽  
Essay Writing ◽  
Functional Linguistics ◽  
Genre Awareness ◽  
Efl Students ◽  
Study Participants

This study examined the progress of English as a foreign language (EFL) writers using the instructional framework of systemic functional linguistics (SFL) and the communities of practice (CoPs) model. The study participants comprised 11 first-year undergraduate students in Japan with intermediate-level English proficiency who were exposed to SFL in a single EFL classroom (CoP). The participants’ genre understanding and meaning-making decisions when writing discussion essays were studied over two semester-long courses. To do so, their developmental changes were analyzed using pre- and post-instructional writing tasks. In particular, their ability to convey interpersonal meaning, such as through the use of modal verbs, was examined and compared between the pre- and post-tasks. To triangulate the findings, participants’ genre awareness in relation to discussion essays was also examined using in-depth qualitative analysis of their self-reflective texts and peer assessments, based on a grounded theory approach. In the pre-writing task, it was apparent that the learners lacked understanding of the components of discussion essay writing. However, analysis of their post-instructional tasks revealed that most had begun to apply the language components required to convey interpersonal meaning in their discussion genre texts. These results suggest that the changes in learner’s genre awareness and knowledge affected the lexicogrammatical features they used when writing discussion essays. Thus, this study concludes that applying the SFL framework to writing instruction enhanced EFL learners’ awareness of textual meaning and their understanding of the function of discussion essay texts.

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