Differences Regarding Knowledge of Sexually Transmitted Infections, Sexual Habits, and Behavior Between University Students of Medical and Nonmedical Professions in Serbia

Aim: The aim of this study is to assess the knowledge of sexually transmitted infections (STIs), sexual habits, and behavior among students of medical and nonmedical students in Serbia.Methodology: The cross-sectional study of 1,273 university students of four undergraduate institutions in Serbia, two of medical and two of nonmedical orientation. A standardized questionnaire, prepared in line with the questionnaire of the European health research—the second wave (European Health Interview Survey—EHIS wave 2), according to defined internationally accepted indicators, was used as a survey instrument.Results: Statistically significant difference (p < 0.001) between medical and nonmedical student groups was determined for the following parameters: naming four of five STIs (29.1 vs. 13.4%), knowledge about vaccines against some STIs (26.0 vs. 17.0%), relationship between HPV infection and cervical malignancy (48.2 vs. 16.7%) engaged in the sexual relations (87.9 vs. 76.4%), never used a condom (15.2 vs. 10.4%), underwent gynecological or urological examination (66.7 vs. 44.1%), and tested to one of STIs (10.5 vs. 4.9%).Conclusion: Both student groups have limited knowledge on possible consequences that risky sexual behavior has for reproductive health. Promotion of knowledge about STIs, awareness of all complications, and consequences of these infections certainly affect the reduction of risky behavior.

Case Study: Partnering Intercultural Communication Students with Campus Co-Cultural Student Groups to Develop Intercultural Competence, Allyship, and Curiosity

The question I analyze in this case study is how might one use civic engagement to foster campus/community relationships in this polarized era? I describe a teaching challenge in intercultural communication. Students have consistently reported that they arrive to this university from rural, majority-White communities where they have not experienced opportunities to communicate with culturally diverse groups. To address this challenge, I developed a semester-long assignment that provides a structured partnership between students in my Intercultural Communication course and campus co-cultural student groups. To assess this assignment’s benefit to the pedagogy surrounding polarization across cultural differences, I qualitatively analyzed themes in students’ reflection papers (N = 128 papers) from the last five sections of the course (2016–2020). Students addressed how these partnerships helped them develop (1) intercultural competence, (2) acceptance or appreciation through allyship, and (3) curiosity about other cultures. I conclude with implications, including how colleagues might use this assignment in other rural, land-grant public university settings.

Effect of Language Learning Strategies and Teacher versus Peer Feedback on Reducing Lexical Errors of University Learners

This study examined the effects of language learning strategies (LLS) and coded corrective feedback on reducing four types of lexical errors made by two student groups, one receiving teacher corrective feedback (TCF) and the other peer corrective feedback (PCF). Participants (n=34) were divided into two groups; one group (n=17) received TCF and the second group (n=17) received PCF. Both groups were trained in applying LLS to revise, in response to their respective feedback, coded lexical errors they had made in three practice essays. The study used the Sequential Explanatory strategy of the Mixed Methods’ Design Strategies to compare the groups’ lexical error performance on immediate and delayed post-tests. Findings showed that participants in the PCF group significantly outperformed their TCF counterparts and reduced overall lexical errors at the delayed post-test (week 16). Also, the PCF group reduced ‘unnecessary’ and ‘redundant’ word errors at the delayed post-test, though not significantly. Analysis of students’ reflections, written after training, revealed that students depended on gut feeling and prior experience to revise their errors; they restructured sentences when they could not correct lexical errors and considered collocation errors difficult to correct. Pedagogical implications include adopting specific methods of vocabulary teaching and meaningful error feedback.

Opinions of Social Work Students on Technology Use and Ethics in Social Work Practices

The use of technology in social work practices has increased due to the global pandemic of COVID-19. This situation has also revealed new ethical issues and opinions in the field of social work practices. This research aims to explore ethical issues and the increase of technology in social work practices from the perspectives of social work students. Social work students at the undergraduate level in Turkey constitute the sample of the research. The research data were collected through an online questionnaire consisting of students' socio-demographic information and their opinions on technology use and ethics in social work practices. It was tried to reach social work students through the student groups in social media by the typical case sampling technique. Statistical tests including descriptive and comparative statistics were applied in analyzing the data. There was a significant relationship among opinions of the participants on the use of technology in social work practices and ethics by gender, number of practice terms, and taking courses about ethics in social work.

REFLECTIONS OF THE COVID-19 PANDEMIC ON CHILDREN'S DRAWINGS

In this study; it is aimed to determine the perceptions and approaches of the 4th and 5th grade students regarding the COVID-19 pandemic. The phenomenology study, which is one of the qualitative research designs, was planned as the most appropriate method for the research. The study group of the research consisted of a total of 100 students studying at the 4th and 5th-grade levels in the city center of Van in the fall semester of the 2020-2021 academic year. Fifty of the students are in the fourth grade and 50 are in the fifth grade. In order to determine the reflections of the COVID-19 pandemic on children's drawings, drawings of students and their own explanations of drawings were evaluated as research data. Data were collected from the students in the study group by complying with the pandemic conditions. In this process, students were asked to make a drawing explaining their experiences during the COVID-19 pandemic. The obtained qualitative data (drawings) were analyzed by the content analysis method. As a result of the research, it has been observed that the news in the media has its counterparts in the world of children, and that this news have effects on the way the pandemic is reflected on the pictures. It was observed that there were descriptions of masks and distance in the paintings of both student groups. It has been observed that the pandemic, which children encounter in the early stages of their relationship with the environment, is transferred to the pictures as a reflection of fear, and expressed as the fear of getting sick and infecting their environment. It has been determined that children have learned the "14 rules" created in the early stages of the pandemic. Keywords: COVID-19 Pandemic, children’s drawings, schematic stage children’s drawings, dawning realism children’s drawings

Working Together: Cooperation or Collaboration?

Teamwork involves different types of interactions—specifically cooperation and collaboration—that are necessary in education and many other professions. The differences between cooperation and collaboration underline the teacher’s role in influencing group dynamics, which represent both a found­ation for professional design education and a prequalification for students’ competences as teachers and for critical evaluation. As a test case, we focused on the Working Together action-research project in design education for specialised teacher training in design, arts, and crafts at the Oslo Metropolitan University, which included three student groups in the material areas of drawing, ceramics, and textiles. The project developed the participants’ patience, manual skills, creativity, and abilities, which are important personal qualities for design education and innovation and represent cornerstones in almost every design literacy and business environment. The hope is that students will transform these compe­tences to teaching pupils of all ages in their future careers.

A Study on English Collocation Errors of Thai EFL Students

Collocation is an often-neglected language form that foreign language teachers and students should focus on to achieve competence in a target language. In this research, the researchers studied purposely to facilitate both second language teachers and students to produce correct and appropriate collocations. The purposes of this research were 1) to study the collocation error levels of Bachelor of Arts English and Business English students studying at Northern Rajabhat University, 2) to study the relationship between first language (L1) and second language (L2) transfer collocation errors in students’ writing, and 3) to compare the collocation errors between high-proficiency students, medium- proficiency students and low-proficiency students. The research sample included 285 Thai EFL students enrolled in second-year English and Business English programs at Northern Rajabhat University during the first semester of the academic year 2021. The research instrument was a collocation proficiency test with 54 questions, which was divided into 2 sections: 1) 36 questions with 4 multiple-choice tests, and 2) 18 Thai to English translation questions. The items were chosen from the Oxford 3000™, and were common vocabulary appearing in various contexts. Research data were analyzed using mean, standard deviation, t-test (Dependent), and Friedman test. The research found that 1) the level of Grammatical Collocation errors of high-proficiency EFL students was at a moderate level, medium-proficiency and low-proficiency EFL students were at a high level, and for Lexical Collocation errors, all three groups of students were at a high level; 2) the EFL students’collocation errors were caused by the language transfer from their first language (L1) to their second language (L2), synonyms, and lack of collocation competency; and 3) the most Lexical Collocation errors found in all student groups were Adverb + Adjective. For Grammatical Collocation, all groups could use Verb + Preposition better than Noun + Preposition, and the high proficiency and medium proficiency students could perform Adjective + Preposition the least, whilst the low proficiency students were better at Adjective + Preposition.  

Level of Awareness on Disaster Risk Reduction of the University of Eastern Philippines Employees and Students

The researchers looked at how well academics, students, and non-teaching staff at the University of Eastern Philippines System were aware of disaster risk reduction. Education, agriculture, health, fisheries, and marine resources were all used to measure awareness. The research also revealed a link between awareness and a number of personal characteristics, as well as a substantial variation in awareness amongst student groups. The study used a 30-item Likert type instrument to assess disaster risk reduction awareness and used a descriptive-correlational research approach. Percentages, means, multiple regression analysis, and analysis of variance were used to examine the data. The study's findings revealed that faculty members were well-versed in disaster risk reduction in education, agriculture, and health, as well as disaster risk reduction in fisheries and marine resources, infrastructure, and the environment and natural resources. The students were well-informed on disaster risk reduction in the areas of education, agriculture, and health, as well as disaster risk reduction in the areas of fisheries and marine resources, infrastructure, and the environment and natural resources. The six components of the degree of awareness were known to the non-teaching employees. Exposure to newspapers and television was shown to be substantially associated to the level of disaster risk reduction knowledge among faculty and non-teaching personnel. Students' newspaper exposure and year levels were shown to be substantially connected to their degree of disaster risk reduction knowledge. There is a considerable variation in disaster risk reduction awareness across the three categories of respondents.

Validity and Practicality of Guided Inquiry-Based E-Modules accompanied by Virtual Laboratory to Empower Critical Thinking Skills

This study aims to determine the validity and practicality of guided inquiry-based e-modules accompanied by virtual laboratories on digestive system materials to empower critical thinking skills. The type of research used is research and development (R&D), by applying the Borg and Gall development model consisting of 10 steps and grouped in four stages including: preliminary study stage, development, testing, and deployment. This study is limited to e-modules validity and practicality testing. The instruments used are the validity and practicality questionnaires. The assessment of the results of the validity and practicality questionnaire is interpreted with the likert scale. Based on the analysis of the data obtained the following results: 1) Test validity by material experts, learning device experts, media experts, and education practitioners obtained a value in a row that is, 85.30%, 95.40%, 88.30%, and 93.20% with very good category, 2) Practicality tests by small-scale student groups, large-scale student groups, and biology teachers from 3 schools obtained consecutive grades, i.e., 87.60%, 89.50%, and 90.00% with very good category. Based on the validity and practicality tests, it can be concluded that the e-modules developed are valid and practical to use