scholarly journals University Students’ Experience of Homophobia and Heterosexism in Tertiary Accommodation in New Zealand

2021 ◽  
Author(s):  
◽  
Sara Fraser
Keyword(s):  
New Zealand ◽  
University Students ◽  
First Year ◽  
University Administration ◽  
Online Questionnaire ◽  
Lgbt People ◽  
The Way

<p>This research looks at the way LGBT people live in university Halls of Residence at Victoria University of Wellington. I research homophobia, heteronormativity, bullying and its effects, including suicidality and how this can be overcome. Using an online questionnaire aimed at first year halls residents (128) I was able to collect information on how they viewed homophobia, whether they thought it happened in their hall and reporting of homophobic incidents. I also briefly look at university administration in regard to these matters.</p>

scholarly journals University Students’ Experience of Homophobia and Heterosexism in Tertiary Accommodation in New Zealand

2021 ◽  
Author(s):  
◽  
Sara Fraser
Keyword(s):  
New Zealand ◽  
University Students ◽  
First Year ◽  
University Administration ◽  
Online Questionnaire ◽  
Lgbt People ◽  
The Way

<p>This research looks at the way LGBT people live in university Halls of Residence at Victoria University of Wellington. I research homophobia, heteronormativity, bullying and its effects, including suicidality and how this can be overcome. Using an online questionnaire aimed at first year halls residents (128) I was able to collect information on how they viewed homophobia, whether they thought it happened in their hall and reporting of homophobic incidents. I also briefly look at university administration in regard to these matters.</p>

scholarly journals Prevalence of Binge Drinking Episodes Among Male and Female College Students (P18-008-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Vanessa Croteau ◽  
Jesse Stabile Morrell
Keyword(s):  
College Students ◽  
University Students ◽  
Binge Drinking ◽  
Drinking Behavior ◽  
First Year ◽  
Drinking Patterns ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
First Year Students ◽  
The Past

Abstract Objectives To examine binge-drinking trends among undergraduate university students (18–24 years) over a five-year span. Methods Data were collected between 2012–17 through an ongoing, cross-sectional health survey at a midsize, northeastern university. Students (n = 2759; 69% female; 59% first-year) self-reported binge-drinking activity over the past 30 days through an online questionnaire. Binge drinking was defined as consumption of ≥4 or 5 drinks on a single occasion for females and males, respectively. Heavy binge drinking behavior was defined as ≥4 episodes of binge drinking in the past 30 days. Proportional differences were analyzed through chi-square analyses. Results Between 2012–17, binge drinking prevalence ranged from 65.1–75.4% among men and 53.9–65.9% among women. Overall, men reported higher rates of binge drinking compared to females (73.2% vs. 59.2%, P < 0.01). Collectively, 35.7% reported heavy binge drinking in the past 30 days. More males report heavy binge drinking over the past 30 days compared to females (49.1% vs. 29.6%, P < 0.01). Upperclass students reported a higher prevalence of binge drinking in the past 30 days compared to first-year students (68.3 vs. 60.3%, P < 0.01). Between 2012–17, binge drinking prevalence ranged from 65.1–75.4% among men and 53.9–65.9% among women. Overall, men reported higher rates of binge drinking compared to females (73.2% vs. 59.2%, P < 0.01). Collectively, 35.7% reported heavy binge drinking in the past 30 days. More males report heavy binge drinking over the past 30 days compared to females (49.1% vs. 29.6%, P < 0.01). Upperclass students reported a higher prevalence of binge drinking in the past 30 days compared to first-year students (68.3 vs. 60.3%, P < 0.01). Conclusions Our findings are consistent with other studies in showing high rates of binge drinking among college students, especially among male students. Monitoring binge-drinking patterns on college campuses assists administrators and health educators to address the severity of the problem to identify and monitor prevention and intervention efforts. Funding Sources New Hampshire Agriculture Experiment Station and the USDA National Institute of Food and Agriculture Project 1010738.

scholarly journals University Students’ Negotiation of Physical Activity and Sport Participation Constraints

2019 ◽  
Vol 43 (2) ◽  
pp. 84-92
Author(s):  
Oliver W. A. Wilson ◽  
Simon R. Walters ◽  
Michael E. Naylor ◽  
Jenny C. Clarke
Keyword(s):  
Physical Activity ◽  
High School ◽  
University Students ◽  
Financial Management ◽  
Sport Participation ◽  
Well Being ◽  
First Year ◽  
Online Questionnaire ◽  
Sociodemographic Variables ◽  
Negotiation Strategies

University (i.e., college) students often encounter constraints to physical activity and sport participation that alter, or totally prevent, participation. The purpose of this study was to examine first-year university students’ negotiation of participation constraints and how their negotiation strategies had changed following the transition from high school to a university ( transition). Data were collected from 121 first-year students at a New Zealand university using an online questionnaire. Data were collected on the duration, frequency, and types of physical activity in relation to high school and university, sociodemographic variables, and students’ use of negotiation strategies. Changes in negotiation and participation following the transition were assessed using open-ended questions. Following the transition, students’ participation preferences/patterns had changed. Analysis revealed three prominent negotiation factors: well-being management, interpersonal, and time prioritization and financial management. Differences in negotiation based on sociodemographic variables and participation were also revealed. The relationships between motives, negotiation, constraints, and participation were also explored.

scholarly journals On-Campus and Fully-Online University Students: Comparing Demographics, Digital Technology Use and Learning Characteristics

2015 ◽  
Vol 12 (1) ◽  
pp. 45-58
Author(s):  
Genevieve M. Johnson ◽  
Keyword(s):  
University Students ◽  
Achievement Motivation ◽  
Digital Technology ◽  
Technology Use ◽  
First Year ◽  
Online Students ◽  
Online Questionnaire ◽  
Frequency Of Use ◽  
Online University Students ◽  
First Year University

First-year university students (n = 185) completed an online questionnaire that allowed comparison of those who reported studying on-campus with those who reported studying fully-online. Independent sample t-tests compared the means of students in the two study modes on demographics, frequency of use of digital technology and metacognitive learning characteristics. Compared to students who studied on-campus, students who studied fully-online were older, more likely to be native English speakers and had lower expectations of academic achievement. Compared to students who studied fully-online, students who studied on-campus were more likely to use a computer to chat or tweet, had higher levels of extrinsic achievement motivation and expressed greater need for peer and teacher support for learning. Some differences between on-campus and fully-online students appear to be eroding; other differences persist. Implications for instructional practice are presented.

scholarly journals Academic Writing and the Internet: Cyber-Plagiarism amongst University Students

2019 ◽  
Vol 8 (2) ◽  
pp. 112
Author(s):  
Nechita Olivia-Dumitrina ◽  
Montserrat Casanovas ◽  
Yolanda Capdevila
Keyword(s):  
University Students ◽  
Academic Writing ◽  
The Internet ◽  
First Year ◽  
Online Questionnaire ◽  
First Year Students ◽  
Copy And Paste ◽  
Faculty Of Education ◽  
Education Psychology ◽  
The University

This research aims to present a number of findings on the perception that university students have on academic plagiarism. Data has been collected on the procedures of copy and paste, paraphrase, translation, as well as the need for citation of resources taken from the Internet. This study was carried out at the University of Lleida (UdL), via an online questionnaire administered to 1150 first-year students. The results show similar figures in the understanding of plagiarism with respect to two procedures: copy and paste (69.3%) and paraphrase (68.3%). In the case of translation, the figure is higher with 82.1% of students considering that translating a text is plagiarism. Regarding the need to cite digital sources, 13.6% argue it is not necessary. When analysing the results according to the different faculties and affiliated schools, no pattern of behaviour has been detected in relation to the typology of the degree students were enrolled in, but a trend towards different behaviours can be observed in the two faculties in which students have received specific training within the framework of subjects of their degrees (Faculty of Nursing and Physiotherapy and Faculty of Education, Psychology and Social Work). In these cases, the figures related to acknowledging plagiarism procedures are higher and so is the percentage of students who say that resources taken from the Internet should be cited. This leads us to conclude, in line with other studies that have dealt with the same subject, that training is key to tackling the issue of plagiarism in higher education.

THE INSTRUMENT TO MEASURE ENGLISH PROFICIENCY OF THE PROSPECTIVE EMPLOYEES: BETWEEN TOEFL AND TOEIC

2018 ◽  
Vol 2 (01) ◽  
Author(s):  
Besin Gaspar ◽  
Yenny Hartanto
Keyword(s):  
University Students ◽  
Proficiency Test ◽  
English Proficiency ◽  
Job Applicants ◽  
First Year ◽  
University Graduates ◽  
Recruitment Process ◽  
New Employees ◽  
The University ◽  
Higher Institutions

Recently the university students are required by their institutions to have the TOEFL score in the fisrt year or in the last year of their study before graduation. Some other higher institutions require their students to submit TOEIC, not TOEFL, before graduation. Companies, in the recruitment process, require the applicants to submit TOEFL score to show their level of English proficiency. The first question is which one is more appropriate for job applicants in the compay: TOEFL  or TOEIC. Another question for university students before graduation is whether to have TOEFL  in the first year or in the last year before graduation. This article aims at answering the two questions raised. The first part will give an overview of various versions of TOEFL  and  TOEIC  and the second part proposes the appropriate English proficiency test  for the recruitment process for new employees and for the university graduates, that is, TOEIC for the company  and TOEFL  for universities  and  colleges. 

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

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