Nilai Perjuangan dalam Film Better Days (少年的你）Karya Derek Tsang

This research is entitled 'The Value of the Struggle in the Film Better Days (少年的你 ) by Derek Tsang.' The background of this research departs from an interest in literary works set in the struggle of a girl named Chen Nian who is preparing for her college entrance exam. The formulation of the research problem is what are the values of struggle in the Better Days film. The purpose of this study is to find, reveal and describe the formulation of the problem in its entirety and in detail. The research method used in this study is a qualitative descriptive method. The theory used in this research is the theory of sociology of literature according to Wellek and Warren. The data source used in this study is the film Better Days directed by Derek Tsang and released on October 25, 2019. The results of this study are the value of struggle and the influencing factors, in the film represented by several pieces of quotes and scenes. This film contains the values of struggle, including the value of helping; the value of courage; the value of self-sacrifice; the value of working together; the value of mutual respect; spirit, and never giving up. Keywords: better days; film; the value of struggle; Derek Tsang; China.

A Bias for Science: Institutions, Pedagogy, and the Reality of Student Choice Across Subjects in China's NCEE Reforms

This paper examines the issue of student choice across subject streams in recent government reforms to China’s National College Entrance Exam (NCEE). Utilizing data from a case study of an urban high school in Beijing, it argues that student choice of subjects across previous streams of science or fine arts runs counter to existing institutional structures at the secondary and higher education level, consideration of pedagogical techniques that differ by streams, and a “bias” for science grounded in sociohistorical concerns of national development.

日本の高等教育におけるアクティブラーニングの位置づけ、 効果とその可能性

<p>在日本，為使高中教育與大學教育能夠順利地銜接，以高中教育改革、大學教育改革，以及大學入學者選拔改革為中心，開始積極地推動高大接續的教育改革。此外，在台灣，開始實施「108 新課綱」，並以「自主行動」「溝通互動」「社會參與」三大面項為其目標，藉以培養學生之基礎能力。由此端之，無論是日本的教育改革或是台灣的教育改革，以高大接續的教育改革作為其重點，積極地推動並促進學生主動學習為其主要目標之一。然而，在推動主動學習之際，常遇到 「教師知識傳授型」與「學生自主型」兩種方式並存，因而造成兩者間的衝突與矛盾。因此，為了減少上述之衝突與矛盾，本論文首先探討主動學習的定義及其意涵。再者，並探討學校教育中主動學習的定位。最後，則是紮根理論的分析方 式，透過大學主動學習之個案分析探討主動學習之學習轉換的可能性。</p> <p>&nbsp;</p><p>In order to enable smooth articulation of high school and university, reforms of high school education, university education, and university entrance exam began to actively promote the educational reform of articulation of high school and university. Additionally, in Taiwan, the 2019 Curriculum Guideline was implemented and focuses were placed on three dimensions: &ldquo;active action,&rdquo; &ldquo;communication and interaction,&rdquo; and &ldquo;social participation&rdquo; to cultivate basic abilities of students. Accordingly, educational reform in either Japan and Taiwan focuses on the transition between high schools and universities to actively promote and facilitate active learning of students as one of its main goals. When promoting active learning, one will see conflicts and confrontation between &ldquo;knowledge instruction based that centers on teacher&rsquo;s education&rdquo; and &ldquo;active learning based education&rdquo; that centers on students as well as those between &ldquo;administration&rdquo; and &ldquo;teaching.&rdquo; Hence, to avoid the said conflicts and confrontations, this paper first discusses definition and context of active learning. Furthermore, orientation of active learning in school education is discussed. In the end, possibilities of learning transformation of active learning are examined through case study of active learning in university.</p> <p>&nbsp;</p>

Psychological Benefits and Challenges of Ph.D. Entrance Exam Virtual Interviews During COVID-19 Pandemic: Does Gender Play a Role?

This study aimed to investigate the reflections of Iranian students on Ph.D. entrance exam interviews held virtually nationwide during the Pandemic. Two hundred thirty-one Ph.D. applicants were invited to fill out an anonymous online survey designed in Google Forms, 36 out of whom volunteered to participate in follow-up semi-structured interviews. Two ANOVA measures were used to investigate the possible influences of gender and prior virtual interview experience on the applicants’ perceptions. Thematic analysis was also adopted to explore the participants’ attitudes and perceptions toward virtual interviews (VI). Quantitative findings showed that Iranian Ph.D. applicants perceived VI as a flexible and helpful procedure that provided them with satisfactory interpersonal treatment. Still, they did not favor the procedure’s perceived behavioral control and ability to communicate information to perform procedural justice. Moreover, neither their gender nor their prior experience of the virtual interview was a predictor of their perspectives’ discrepancies. The thematic analysis of the qualitative data revealed that despite having some cognitive, personal, and financial benefits, VI posed some technical, communicative, and personal challenges. This study provides implications for universities and applicants who will use VI for different purposes in higher education.

Evaluation of the stress and eating behaviors of medical students after university entrance exam

Emotions are important on eating behaviours but the direction of the effect is unknown. The aim of this study is to evaluate eating behaviours and some related factors of first grade medical students after the university entrance exam. This study was performed in a medical faculty from Ankara, Turkey in October 2019. Researchers used a questionnaire comprising of 56 questions; 23 questions about students' sociodemographical characteristics and 33-item Dutch Eating Behavior Questionnaire (DEBQ). DEBQ is a self-report questionnaire and Turkish validity and reliability was tested in 2011. Written permission from Faculty Executive Committee was obtained prior to the study and informed consent were obtained from the participants. The significance level was taken as p &lt; 0.05. SPSS 25.0 package program was used in data analysis. Three hundred and ninety one students (80.6%) out of a total of 485 participated in the study. Of all 319 students participating in this study, the mean age was 18.53±0.71 and 52.4% were men (n = 205). Forty point two percent of the students claimed that their eating habits were healthless, while 33.8% of the students stated that they ate more when they were stressed and 50.9% of the students stated that their body weight was increased during their university entrance exam period. Mean DEBQ total points were higher in women and in students who stated that their body weight was increased during their university entrance exam period than the others (student t test, p &lt; 0,001; ANOVA test, p &lt; 0,001, respectively). Multiple Linear regression analysis pointed out that being women increased DEBQ total point by 9,091 point (p &lt; 0,001, 95% CI: 5,595-12,587). This study demonstrated that nutrition and eating habits are critical issues for young people's life and their future. Therefore many students need more help and guidance about stress management and healthy eating habits especially when they are preparing for important exams and also right after the exams. Key messages This study demonstrated that nutrition and eating habits are critical issues for young people’s life and their future. Many students need more help and guidance about stress management and healthy eating habits especially when they are preparing for important exams and also right after the exams.

INVESTIGATION OF THE EFFECT OF THE COVID-19 PANDEMIC ON THE PSYCHOLOGICAL, SOCIAL AND EDUCATIONAL STATUS OF HIGH SCHOOL FINAL STUDENT PREPARING FOR THE UNIVERSITY ENTRANCE EXAM

In this study, it is aimed to examine the effects of the Covid-19 Pandemic on the psychological, social and educational status of high school seniors preparing for the university entrance exam. In this context; In the 2020-2021 academic year, in-depth interviews were conducted with 15 students from different high school types who were studying in the last year of high school and preparing for the exam, in line with the semi-structured questionnaire, and the data obtained were descriptive analysis and content analysis (coding, code frequency and distribution, creation of themes, Calculation and mapping of relationships between subcodes and subcodes) were evaluated. Within the scope of the qualitative analysis, the effect of the pandemic process on the psychological, social and educational status of the students, a total of 422 codes in four different themes (The effects of the pandemic process on distance education - 131 codes, the effects on student behavior - 10 codes, the effects on students' emotions - 182 codes, concerns arising from the pandemic - 99 code) was created and analyzed. While the subjects that the students emphasized most frequently were “Lessons becoming inefficient” (25 codes), “Negative effects on motivation” (22 codes) and “Uncertainty anxiety” (20 codes), the least coded expression was “Happiness” (1 code). It has been determined that students preparing for the exam are generally negatively affected by the pandemic.

A virtual deliberative public engagement study on heritable genome editing among South Africans: Study protocol

This article outlines the protocol for a prospective study for virtual deliberative public engagement on heritable genome editing in humans. The study intends to create a platform for a diverse group of 25–30 South Africans to engage with a facilitator and each other on 15 policy questions regarding heritable genome editing, with a focus on: a) the prevention of heritable genetic conditions; b) editing for immunity; and c) editing for enhancement. The aim is to understand the views on these issues so as to inform further research and policy, and to analyse the process and effect of deliberation on opinion. Participants will be expected to study the provided resource materials and pass the entrance exam—aligning with the protocols of the Harvard Personal Genome Project. In this way, the commitment, openness and basic knowledge of the candidates will be tested to ascertain whether they are suitable participants for the deliberative engagement.

Advanced Placement and Initial College Enrollment: Evidence from an Experiment

To evaluate how Advanced Placement courses affect college-going, we randomly assigned the offer of enrollment into an AP science course to over 1,800 students in 23 schools that had not previously offered the course. We find no AP course effects on students’ college entrance exam scores (SAT/ACT). As expected, AP course-takers are substantially more likely to take the AP exam than their control group counterparts. At the same time, treatment group students opt out of the exam at very high rates and most do not earn a passing score on the AP exam. Though less precisely estimated, the results also suggest that taking the AP course increases students’ aspirations to attend higher-quality colleges but does not lead to enrollment in such institutions.