Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

Due to COVID-19, university students continued their academic training remotely. To assess the effects of emergency remote teaching (ERT), we evaluated the expectations and, subsequently, the experiences of university students about online education. This study employed a simple prospective design as its method. We assessed the expectations of 1,904 students from different discipline areas (1,106 women and 798 men; age M = 21.56; SD = 3.07) during the beginning of the first semester, March 2020 (T1), and their experiences at the end of the same academic period, September 2020 (T2). We used convenience non-probability sampling. Participants responded to the questionnaire on Expectations toward virtual education in higher education for students and the questionnaire on virtual education experiences in higher education. The results showed that students’ responses reflected low expectations regarding peer relationships and comparison with face-to-face education (T1). This perception was maintained during the evaluation of experiences (T2). Students reported positive experiences regarding online teaching and learning, online assessment, and their self-efficacy beliefs at T2. Statistically significant differences between measurements were found, with the expertise presenting higher averages than expectations. Furthermore, differences by gender were identified, reporting a positive change in the scores of women. In addition, results reflected differences according to the disciplinary area, showing Social Sciences and Medical and Health Sciences students a more significant size effect. Findings regarding the empirical evidence and the implications for future teaching scenarios in Higher Education are discussed.

New Zealand Young Adult Fiction: National Myths, Identity and Coming-of-age

<p>Tara, the 17-year-old narrator of Dear Vincent by Mandy Hager, struggles in the relationship with her mother and learns about her family’s past on a trip to Ireland. She must decide whether she follows in the footsteps of her sister who died by suicide or whether she chooses life for herself and what her life will look like. Whiti Hereaka’s Bugs follows the development of Bugs, who turns 17 about half-way through the novel. She faces low expectations and institutional discrimination at school and must make decisions about her future. While Bugs chooses to stay; her personal growth is like that of Tara who leaves. In Kate De Goldi’s The 10PM Question, we engage with 12-year-old Frankie, who struggles with anxiety and a permanently house-bound mother. Like the protagonists of the other novels, Frankie must determine who he is by forming his first strong friendship with a teenager of the opposite sex and by questioning the adults around him. He, too, must make decisions which contradict the actions of his family. All three, Tara, Bugs and Frankie, are supported in this process by friends and extended family, and, as we will see, these characters come to play crucial roles in each protagonist’s identity formation. What this thesis shows is that their stories are both universal and local. All three novels include common elements of Young Adult fiction about identity formation and coming-of-age and they are firmly located in New Zealand by way of incorporating uniquely New Zealand national myths. These myths shape our collective identities and adolescence is a time when teenagers form theirs. It is during this time that they explicitly notice and, at times, question the myths that they have been raised to believe in. This thesis is concerned with Overseas Experience (OE) as a way to develop one’s sense of self and broadening one’s horizons, the egalitarian myth or the belief that ‘we are all equal here’, and the ‘she’ll be right’ myth, the assumption that things will somehow right themselves. It seeks to explore what these novels suggest about the three different national myths of New Zealand and their role in identity formation. It will also discuss whether different views are presented.</p>

New Zealand Young Adult Fiction: National Myths, Identity and Coming-of-age

<p>Tara, the 17-year-old narrator of Dear Vincent by Mandy Hager, struggles in the relationship with her mother and learns about her family’s past on a trip to Ireland. She must decide whether she follows in the footsteps of her sister who died by suicide or whether she chooses life for herself and what her life will look like. Whiti Hereaka’s Bugs follows the development of Bugs, who turns 17 about half-way through the novel. She faces low expectations and institutional discrimination at school and must make decisions about her future. While Bugs chooses to stay; her personal growth is like that of Tara who leaves. In Kate De Goldi’s The 10PM Question, we engage with 12-year-old Frankie, who struggles with anxiety and a permanently house-bound mother. Like the protagonists of the other novels, Frankie must determine who he is by forming his first strong friendship with a teenager of the opposite sex and by questioning the adults around him. He, too, must make decisions which contradict the actions of his family. All three, Tara, Bugs and Frankie, are supported in this process by friends and extended family, and, as we will see, these characters come to play crucial roles in each protagonist’s identity formation. What this thesis shows is that their stories are both universal and local. All three novels include common elements of Young Adult fiction about identity formation and coming-of-age and they are firmly located in New Zealand by way of incorporating uniquely New Zealand national myths. These myths shape our collective identities and adolescence is a time when teenagers form theirs. It is during this time that they explicitly notice and, at times, question the myths that they have been raised to believe in. This thesis is concerned with Overseas Experience (OE) as a way to develop one’s sense of self and broadening one’s horizons, the egalitarian myth or the belief that ‘we are all equal here’, and the ‘she’ll be right’ myth, the assumption that things will somehow right themselves. It seeks to explore what these novels suggest about the three different national myths of New Zealand and their role in identity formation. It will also discuss whether different views are presented.</p>

I Know I'm Healthy Because: Qualitative Definitions of Health in Older Rural African-Americans

In recent years, there has been attention to health disparities between racial groups in the US, and between urban and residents. Older rural African Americans are at high risk, but have historical reasons tor distrust the health care system. This study examined qualitative definitions of health in older rural African Americans. Our sample included 47 African Americans aged 52-79 (20 male, 27 female, median age = 66 ) from non metropolitan counties in northeast Mississippi, at least 10 miles from the nearest town of more than 1000. Participants rated their health on a 5-point scale; only 1 person rated their health as a 5 for excellent. On average, they rated their health as fair. Most reported significant health problems, (mean=2) including 17 (36%) who reported having been diagnosed with diabetes. Participants were asked by interviewers “how they knew they were healthy.” Their responses were transcribed. Using phenomenological methods, participants’ responses were sorted into naturally-occurring categories, which were retested against the data. The categories that emerged were Performing Basic Tasks is Enough/I’m OK (12), Good Health Due to Healthy Behaviors (8), Healthy Due to Social Support or God (11), Healthy Despite One Problem (6), and I’m Not OK (7). Given that our sample is somewhat younger than most gerontological samples, participants seemed to have relatively low expectations about their health, which might not be surprising considering the health problems in the sample. Interventions to improve the health of this group should concentrate on increasing health self-efficacy and expectations.

Comparison of Clerkship Directors’ Expectations of Physical Examination Skills with Point-of-care Ultrasound Skills Using the RIME Framework

Background: The expectations of point-of-care ultrasound (PoCUS) in undergraduate clerkship at the University of Ottawa has not been described. We compared clerkship directors’ expectations of physical examination skills with PoCUS skills, before and after completing the clerkship rotation. Methods: A pilot-tested, expert developed, bilingual on-line survey consisting of 15 questions was sent to all clerkship directors (23) in December 2019. The survey included questions regarding the expectations of medical students with respect to physical examination and PoCUS using the RIME Framework: none, reporter, interpreter, manager, educator. Results: The response rate was 60.9% (14/23). With regards to physical exam skills, 82.8% of directors had no expectations or expected students to be reporters when starting clerkship. At graduation, 77.5% of directors expected students to be interpreters, managers, or educators. For PoCUS, 100.0% of directors had no expectations or expected students to be reporters when starting clerkship. At clerkship completion, 33.0% of directors felt that students should be interpreters or managers for PoCUS skills. Conclusions: Clerkship directors have low expectations of PoCUS skills for entering and graduating clerks when compared with their physical examination skills despite formal pre-clerkship PoCUS objectives. Enhanced communication and targeted education of directors could improve the PoCUS curriculum.

A curriculum for students with intellectual disabilities in Jordan

This qualitative study describes the status of the curriculum for students with intellectual disabilities (SWID) in Jordan, from their teachers’ perspectives and from field observations. Research data were analysed using content analysis methodology. These qualitative data were gained by interviews with 54 teachers and by field observations of classes of SWID. Data analysis revealed five major themes: teachers’ perceptions of curriculum areas, teachers’ perceptions of curriculum characteristics, levels of teacher professional competence and training needs and teachers’ perceptions of problems of curriculum implementation and curriculum components. The study concludes that there is widespread confusion regarding the curriculum for SWID; genuine problems in access to the general curriculum for SWID; problems in SWID preparation for inclusion; and low expectations regarding SWID. Recommendations are provided regarding the importance of enhancing the SWID curriculum, and of improving teachers’ professionalism and practices.

OBSTACLES PREVENTING HIGH ACHIEVERS FROM LOW SOCIOECONOMIC BACKGROUNDS TO ENTER UNIVERSITIES: A REVIEW

All students, regardless of socioeconomic status, deserve equitable access to universities. However, many high-achieving students are excluded from this privilege, most of whom come disproportionately from families on the lower rungs of the socioeconomic ladder. This study aims to identify the barriers that influence high achievers from disadvantaged socioeconomic backgrounds to pursue higher education. A total of ten relevant articles from prominent publication databases were chosen for this review. The results show that the majority of researchers believe that parents' negative attitudes, parents' low expectations, first-in-family, vogue career identity, financial factor, and thinking style factor are the primary impediments to high achievers from disadvantaged socioeconomic backgrounds attending university. The results also enable university career counsellors to assist high achievers from disadvantaged socioeconomic backgrounds to overcome any obstacles to effectively join universities and fulfil their educational goals.

Mentor expectations and entrepreneurial venture creation: mediating role of the sense of nothing to lose and entrepreneurial resilience

Purpose The purpose of this study is to investigate the influence of mentor expectations on nascent entrepreneur’s venture creation and how this relationship strengthens/weakens when mediated by the sense of nothing to lose and entrepreneurial resilience. Design/methodology/approach The author nested the data from mentors and protégé entrepreneurs by using a questionnaire survey. Mentors were those individuals who were established entrepreneurs and involved in training to protégé entrepreneurs. Protégé entrepreneurs were those who were part of the cohorts in incubation centers for training and startup training. Findings Data revealed that it was unlikely to create a new venture when mentors displayed low expectations in protégé entrepreneurs. However, this relationship was positively mediated by the sense of nothing to lose and entrepreneurial resilience. Practical implications The findings have important implications on how mentor expectations can hinder protégé entrepreneurs’ venture creation and how it turns around when entrepreneurs display the ability of nothing to lose and resilience. Originality/value Mentorship from other experienced individuals has become essential to entrepreneurs and their fledgling ventures. Although there is an acknowledgment that mentoring improves an entrepreneur’s likelihood of success in a new venture, yet far too little the authors know about the degree of expectations in mentor-mentee relationships and new venture creation. This research connects those pieces of the puzzle and fills the gap.

The role of trust and hope in antipsychotic medication reviews between GPs and service users a realist review

Background Increasing number of service users diagnosed with schizophrenia and psychosis are being discharged from specialist secondary care services to primary care, many of whom are prescribed long-term antipsychotics. It is unclear if General Practitioners (GPs) have the confidence and experience to appropriately review and adjust doses of antipsychotic medication without secondary care support. Aim To explore barriers and facilitators of conducting antipsychotic medication reviews in primary care for individuals with no specialist mental health input. Design & setting Realist review in general practice settings. Method A realist review has been conducted to synthesise evidence on antipsychotic medication reviews conducted in primary care with service users diagnosed with schizophrenia or psychosis. Following initial scoping searches and discussions with stakeholders, a systematic search and iterative secondary searches were conducted. Articles were systematically screened and analysed to develop a realist programme theory explaining the contexts (C) and mechanisms (M) which facilitate or prevent antipsychotic medication reviews (O) in primary care settings, and the potential outcomes of medication reviews. Results Meaningful Antipsychotic medication reviews may not occur for individuals with only primary care medical input. Several, often mutually reinforcing, mechanisms have been identified as potential barriers to conducting such reviews, including low expectations of recovery for people with severe mental illness, a perceived lack of capability to understand and participate in medication reviews, linked with a lack of information shared in appointments between GPs and Service Users, perceived risk and uncertainty regarding antipsychotic medication and illness trajectory. Conclusions The review identified reciprocal and reinforcing stereotypes affecting both GPs and service users. Possible mechanisms to counteract these barriers are discussed, including realistic expectations of medication, and the need for increased information sharing and trust between GPs and service users.

Young Canadian Muslims: Islamophobia and Higher Education

This study examined Islamophobia in Canadian higher education through the accounts of eight Muslim students in Canadian universities. Qualitative semi-structured interviewing was utilized to investigate how Muslim students report being perceived by faculty, non-Muslim peers, and student service providers. Analysis of interview data yielded six major themes: (1) difficulty in requesting religious accommodations, (2) soft bigotry through low expectations, (3) misrepresentations of Islam in mass media, (4) defensive posturing to combat anti-Muslim sentiment, (5) public emboldening of overt Islamophobia, and (6) resisting and challenging Islamophobic sentiments. The findings of this research indicate that Muslim students experience feelings of marginalization and alienation within higher educational institutions. The respondents articulated the burden of responsibility to take an active role in combatting Islamophobia.