scholarly journals The problem of environmental consciousness in the context of health security during emergency response

2020 ◽  
pp. 100-108
Author(s):  
A. N. Pronina ◽  
T. P. Budyakova
Keyword(s):  
Legal Aspects ◽  
Household Waste ◽  
First Year ◽  
Negative Consequences ◽  
Environmental Consciousness ◽  
First Year Students ◽  
Health Security ◽  
Emergency Situations ◽  
Environmental Actions ◽  
Environmental Activities

Relevance. There is no element that reflects the safety of environmental actors in modern concepts of environmental consciousness. This circumstance negatively affects the practice of environmental actions, for example, during cleaning household waste or taking part as volunteers in mitigating aftermath of natural emergencies.Intention. To identify aspects of environmental actions that may pose a risk to the health of students due to lack of awareness.Methodology. In 2019, 60 first-year students of Yelets State Ivan Bunin University aged 17–18 were surveyed. Their awareness of the safety of environmental activities at school age was revealed.Results and Discussion. The survey showed that the problem of safety of environmental actors is especially relevant for schoolchildren. Due to insufficient knowledge in the field of hygiene or health effects of household waste and, in general, the danger of natural emergencies, they are unprotected both in environmental and legal aspects. At the same time, due to increased suggestibility, young people readily respond to environmental calls about protecting nature. Gaps in the environmental consciousness in terms of ensuring their own safety can lead to negative consequences for students in more complex environmental circumstances, for example, emergency situations requiring the involvement of population.Conclusion. The necessity of developing regulatory documents on the safe behavior of the population involved in some environmental activities is substantiated.

scholarly journals Bridging the Digital Divide: Case Study of the Distribution of Tablets to First Years at the University of Johannesburg

10.28945/2162 ◽  
2015 ◽  
Author(s):  
Zenia Barnard ◽  
Derek Van der Merwe
Keyword(s):  
Developing Countries ◽  
Digital Divide ◽  
First Year ◽  
Economic Disadvantage ◽  
Technological Advancement ◽  
Negative Consequences ◽  
First Year Students ◽  
Small Measure ◽  
The University

The digital divide between those more and those less technologically skilled is a reality and has been for many years. This divide is especially prominent in developing countries such as South Africa and in societies that suffer from socio-economic disadvantage. There are many reasons for the continued presence of this divide and these are briefly described in this paper. The negative consequences that flow from this divide, is also briefly discussed. It is not only social and economic deprivation, though, that contribute to the divide. A project at the University of Johannesburg (UJ) to provide tablets to first year students is discussed in some detail. The challenges that arose from the implementation of this initiative make it apparent that factors such as psychology and managerial efficiencies also contribute in no small measure to a perpetuation of the divide. A multi-disciplinary approach to the eventual bridging of the divide is proposed. Such an approach takes account of the need to recognize and develop a host of solutions as necessary preconditions for sustainable technological advancement in developing countries.

scholarly journals An emergency flipped classroom intervention in an L2 Dutch course: An action research study

2021 ◽  
Vol 31 ◽  
pp. 107-119
Author(s):  
Mikołaj Buczak
Keyword(s):  
Action Research ◽  
Flipped Classroom ◽  
Emergency Situation ◽  
First Year ◽  
Instructional Time ◽  
First Year Students ◽  
Emergency Situations ◽  
New Material ◽  
Flexible Management ◽  
The University

The flipped classroom has been gaining increasing popularity over the last decade, especially in the university context. This pedagogical approach not only contributes to students’ engagement and motivation, but also enables a more flexible management of instructional time in class, which makes it a promising option for emergency situations. In October 2020, a ‘Women’s Strike’ took place in Poland, influencing the teaching schedule in numerous higher education institutions. Since these circumstances caused a problem with managing the course and making it possible for the students to catch up with the new material, an action research investigation was undertaken to explore the applicability of the flipped classroom in an emergency situation. Hence, this article describes the evaluation of a flipped classroom emergency intervention with one group of first-year students of Dutch Studies at Adam Mickiewicz University in Poznań.

scholarly journals Are Course Withdrawals a Useful Student Success Strategy?

2020 ◽  
Vol 40 (1) ◽  
pp. 80-93
Author(s):  
Patrick Akos ◽  
Scott James
Keyword(s):  
Student Success ◽  
Contextual Factors ◽  
Future Research ◽  
First Year ◽  
Academic Advisors ◽  
Negative Consequences ◽  
Significant Cost ◽  
First Year Students ◽  
Second Year

Course withdrawals have significant cost and curricular implications for both students and institutions. Yet within the retention literature, little is known about the context or impact of course withdrawals. This study examines course withdrawals of first year students from a sample of nine universities. Data reveal that demographic and contextual factors differentially influence the use of course withdrawals. Further, these data suggest that course withdrawals have negative consequences for second year retention, with nuanced significance when compared to making grades of D or F. We discuss implications for academic advisors, retention specialists, and faculty leaders, as well as policy and future research considerations.

scholarly journals LO20: Student Run Simulation Team: A near-peer approach to simulation education

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S34
Author(s):  
M. Bouwsema ◽  
S. Turner ◽  
D. Saleh ◽  
P. Rogers ◽  
J. Franke ◽  
...  
Keyword(s):  
Medical Students ◽  
Technical Skills ◽  
First Year ◽  
Team Approach ◽  
First Year Students ◽  
Canadian Medical School ◽  
Emergency Situations ◽  
Simulation Education ◽  
Simulated Environment ◽  
The University

Introduction/Innovation Concept: Student Run Simulation Team (SRST) is an extracurricular medical student group that provided peers with opportunities to learn and teach principles of acute care medicine in a simulated environment. Early exposure to simulation has been identified as a way for medical students to engage in self-directed education. SRST operated through a peer-led model. Senior medical students designed and delivered didactic sessions, simulation scenarios, and debriefed the scenarios to emphasise targeted objectives. Methods: Informal interviews conducted by the SRST as part of a needs analysis identified barriers to an effective transition from pre-clerkship to clerkship. Specifically, principles of team dynamics including effective communication and role clarification in emergency situations were identified as areas where students lacked confidence. The curriculum focused on leadership and an effective team approach to common acute presentations. SRST members acquired simulation skills under the guidance of a simulation team at the University of Calgary. In the inaugural year, 8 second year students developed and delivered the curriculum to 16 first year students. Quality improvement surveys and participant feedback contributed to ongoing program review and refinement. Curriculum, Tool, or Material: Didactic lectures and task-trainer based skills sessions were created to assist the medical students in developing a foundational approach to a patient presenting to the emergency department. Three distinct simulations of increasing complexity were designed for students to build on their skills. SRST members worked with simulation consultants during 4 custom designed training sessions to develop simulation skills (design and debriefing). The distinguishing aspect of SRST is an emphasis on the non-technical skills of teamwork, leadership, and communication, rather than knowledge acquisition alone. The structure also included a succession plan for continued peer-led education where the student participants will form the next year’s team and will receive similar simulation education. Conclusion: SRST is the first student-run simulation initiative to be established in a Canadian medical school. This near-peer team allowed for early practice of non-technical skills in emergency settings. SRST facilitated opportunities for simulation education for both the junior students as participants, and the senior medical students as educators. This is an ongoing initiative, with plans to continue program development in future years.

The study of the frequency of consumption and food preferences of students for products containing vitamin D

2019 ◽  
Vol 51 (2) ◽  
pp. 12-20
Author(s):  
O.F. Aksonova ◽  
D.O. Torianyk ◽  
L.F. Pavlotska ◽  
A.O. Borysova
Keyword(s):  
Vitamin D ◽  
Young People ◽  
Rating Scale ◽  
Great Influence ◽  
Food Preferences ◽  
Well Being ◽  
First Year ◽  
Negative Consequences ◽  
First Year Students ◽  
Point Rating Scale

ABSTRACT. A significant portion of vitamin D, which is essential for important processes of vital activity, a person gets from food. The purpose of this study was to assess the level of consumption by young males and females of foods containing vitamin D3. One hundred and two first-year students (females — 78.4 %, males — 21.6 % between the ages of 17 and 22) participated in the study voluntarily. Data collection was carried out by questioning. The frequency of consumption and food preferences for 22 products containing vitamin D were assessed. The evaluation was carried out on a 5-point rating scale. Statistical processing of the questionnaires was carried out using the SPSS program. The results are analyzed for approval of the points of the questionnaire. It turned out that the coefficient of Alpha Cronbach is 0,912 and 0,896 for consumption and food preferences respectively. This indicates a high consistency of the items on the questionnaire about the frequency of consumption and food preferences of foods rich in vitamin D. The consumption of foods rich in vitamin D is at a pain lower level than the respondents' desire to consume them. The reasons for low consumption may be price unavailability of the product. For some products, there is a very high difference of ratings, which indicates that the level of well-being of the respondent have a great influence on food preferences. Food preferences in this case, most likely, play a secondary role. The results obtained suggest that foods rich in vitamin D are not among the preferences of young people who took part in the study. It should be noted that, low intake of foods rich in vitamin D may also be related to the global trend. This fact is of concern because the lack of vitamin D in young people leads to negative consequences, including the emergence of diseases of various kinds. Key Words: vitamin D, first-year students, 5-point rating scale.

scholarly journals Learning Skills Workshops Supporting First-Year Courses

2017 ◽  
Vol 10 ◽  
pp. 119-128
Author(s):  
Sheilagh Grills
Keyword(s):  
High School ◽  
Student Services ◽  
Grade Point Averages ◽  
First Year ◽  
Negative Consequences ◽  
Learning Skills ◽  
First Year Students ◽  
Grade Point ◽  
Introductory Course ◽  
Course Grades

Student Services support, including learning skills assistance, can be integral in empowering learners.  First-year students are expected to be self-directed in their learning, yet may have neither been challenged nor experienced negative consequences for a lack of perseverance. Academic skills professionals can be partners with teaching faculty in student success by helping to build transferable learning skills, especially for high-fail introductory courses. In this paper, I report on supplementary workshops developed to target fundamental skills with course-specific examples.  This partnership included incentivizing academic support with both carrots and sticks; instructors in introductory biology strongly urged students receiving D grades or below on the first test to approach Student Services for support, while sociology faculty incorporated workshop attendance into the introductory course with participation grades. Following such incentivizing of learning skills, workshop attendance increased by 45%. In both courses, first test scores and high school averages for students attending workshops did not differ from students not attending workshops. However, students who attended learning skills workshops had significantly higher course grades, persistence, sessional grade point averages (GPAs), and cumulative GPAs than students not attending workshops. Controlling for high school average, each learning skills workshop attended was associated with a 0.11 to 0.27 increase in sessional GPA on a 4.3 point scale. 

AN ANALYSIS ON STUDENTS’ SPEAKING ABILITY THROUGH STORYTELLING FOR GRADE X SENIOR HIGH SCHOOL

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Khairani Nur Adha And Rahmad Husein
Keyword(s):  
Research Finding ◽  
Sampling Technique ◽  
First Grade ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Descriptive Research ◽  
Oral Test ◽  
Fluency And Comprehension ◽  
Low Ability

The aim of this research was to find out the ability of the first year students in speaking by using storytelling at MAS. Al-Jam’iyatul Wasliyah. The design of this research was descriptive research. The population of this research was 20 students of XC class in the first grade at MAS. Al-Jam’iyatul Wasliyah. In selecting the sample the writer used random sampling technique. The total number of the sample was 12 students. The data was collected by using oral test. The researcher only measured the ability of students’ speaking in storytelling by considering five components of speaking: (grammar, vocabulary, pronunciation, fluency, and comprehension). And their speaking had been recorded by using phone recorder. From the result of analyzing the data, the researcher found that the students’ speaking ability by using storytelling was moderate. It proved by the fact that 4 students (33.33%) classified as high ability, 4 students (33.33%) classified as moderate ability, and 4 students (33.33%) classified as low ability. Based on the data, the students’ score were bigger in the high and moderate level than in the low ability level. Based on the research finding, the English teacher is suggested to consider the five components in scoring speaking ability (grammar, vocabulary, pronunciation, fluency, and comprehension). The students are suggested to do more practice in pronunciation and fluency, because they dominantly speak incorrect pronunciation and have pauses in the sentences. Students are also suggested to enrich their vocabulary by using storytelling.

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

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