Addressing the Unemployed Graduate Challenge Through Student Entrepreneurship and Innovation in South Africa's Higher Education

This chapter addresses graduate unemployment through student entrepreneurship in the context of South African higher education. The graduate unemployment rate of South Africa is estimated at 33.5% for the youth (15-24) and 10.2% for those aged 25-34. Unemployed graduate phenomenon as depicted by the FeesMustFall campaign is exacerbated by untransformed curriculum which does not provide students with relevant skills matching the labour demands. In this regard, the chapter argues that student entrepreneurship remains one of the strategies university-based youth or students could not only a space to gain business skills and experience, but also a forum where they can put their creative ideas into income generating projects. The chapter first looks at student entrepreneurship and the challenges faced by tertiary students. Second, it explores the opportunities created through entrepreneurship, the challenges faced by student entrepreneurs, and finally, the support needed to run successful student entrepreneurship.

L2 Theme development in Discursive and Experimental undergraduate student writing

To complement earlier studies of writing development in the BAWE corpus of successful student writing (Nesi & Gardner 2012; Staples et al. 2016), we examine the Systemic Functional Linguistics notion of Theme as used by L2 writers across first- and third-year and in two distinctive discourse types: persuasive/argumentative Discursive writing of assignments in the soft disciplines and Experimental report writing of assignments in the hard sciences. Theme analysis reveals more substantial differences across the two discourse types than between first- and third-year L2 undergraduate writing. Textual Themes are consistently more frequent than interpersonal Themes, and some variance is found within subcategories of each. Significant differences in lexical density occur across third-year discourse types and between first- and third-year Experimental writing where a predominance of N+N topical Themes is also found. These findings are important as previous research has tended to focus on L1 Discursive writing.

IMPORTANCE OF SOCIAL-EMOTIONAL LEARNING ON AGGRESSION AND EMPATHY AMONG ADOLESCENTS

Adolescence is a challenging and dynamic period due to hormonal, physical, emotional, cognitive and social changes. Aggression in any form, if present or its manifestations is linked to various psychosocial maladjustments or mental disorders and is negatively associated with pro social behavior and adaptive social functioning, especially during adolescence. It may also be a red ag sign for development of mental disorders. It has been reported in many studies throughout the world that, aggressive behaviors are common in schools. One factor that buffers against aggression during adolescence is empathy. Emotional intelligence and empathy are considered key components of emotional education by developing young people's capacity to successfully cope with the pressures of life and demands of their stressful environment. Social-emotional learning (SEL) is one such interventional program that focuses on these issues and helps in improving empathy and decreasing aggression in adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012) denes SEL as the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. Effective SEL programming begins in preschool and continues through high school. SEL improves student attitudes and beliefs about self, others, school and community. There is a growing awareness in the U.S. and European countries among educators and policymakers about the importance of social and emotional development for successful student performance. Also many studies and research on SELintervention in school curriculum has reported that that SELintervention has decreased anger, aggression and has improved empathy. In a way to sum up SELhelps in the holistic development of a student and prepares them to become responsible adults.

Contesting Civilization: Louis Riel’s Defence of Culture at the Collège de Montréal

A newly discovered manuscript of a debate between two college students sheds new light on Louis Riel’s experience in Montreal. By the time the young Métis left Montreal, he was an accomplished public speaker with a sophisticated understanding of Canadian society and culture. This article argues that Riel’s education was not isolating and frustrating but, rather, encouraged him to engage with public issues and moral reform. It demonstrates that Riel, in responding to the debate sparked by Jean-Jacques Rousseau, could engage meaningfully with Western theories of civilization. This debate is examined in the light of mid-nineteenth-century elite Catholic education, missionary and colonial thought, the nature of the civilizing mission, and Riel’s theories of political sovereignty. Tracing Riel’s unique intellectual genealogy provides insight into the diverse and dynamic ways Indigenous people experienced colonialism. Finally, it offers a critique of the “colonial archive,” particularly when it comes to Indigenous identities. Ultimately, Riel was a successful student who could act as an exemplar of “Western civilization” while confidently maintaining his own identity as an Indigenous person.

Ways to form a favorable emotional background in the English language lesson as a health-saving factor in distance learning

The article describes techniques for organizing an English lesson that help reduce stress and increase students ' motivation. Comprehensive and continuous use of the described methods is the most important condition for a comfortable stress-free environment in the classroom, which forms a healthy and successful student. The article also contains recommendations for creating a comfortable emotional background in the English lesson by means of special mini-exercises, games, and chants aimed at attracting students attention.

Medical student remote eConsult participation during the COVID-19 pandemic

Background Undergraduate medical education was severely impacted by the COVID-19 pandemic. As traditional clinical rotations were suspended, medical students quickly began alternative, novel educational experiences. Third-year medical students at an academic medical center were given the opportunity to join inpatient eConsult teams within the department of medicine. This study describes the development and implementation of this program as well as the experiences of student and faculty participants. Methods Student eConsult participation was rapidly developed and implemented within medical subspecialty teams in either infectious diseases (ID) or nephrology. Twelve third-year medical students and 15 subspecialty attendings participated in this program during an eight-week period from April 6 through May 29, 2020. Breadth of student clinical experience was assessed via review of clinical documentation and surveys. Participating students and attending physicians completed surveys to reflect upon their impressions of the program. Surveys were returned by nine students and eight faculty members. Survey responses were summarized with descriptive statistics. Results Over an eight-week period, student consultants wrote 126 notes on 100 patients; 74 of these patients (74%) were hospitalized with COVID-19. Student experiences were largely positive with most strongly agreeing that attendings promoted interactive and engaged learning (N = 8 of 8, 100%), that the experience helped to expand their knowledge about consultant roles (N = 6, 75%), and that they would participate in a remote eConsult program again if given the opportunity (N = 6, 75%). Faculty also were largely positive about the experience with most agreeing or strongly agreeing with the importance of teaching medical students about telehealth (N = 7 of 8, 88%) and eConsults (N = 6, 75%). In narrative responses, students and faculty agreed that teaching was a strength of the program whereas lack of in-person contact was a challenge. Conclusions Rapid development of an inpatient eConsult-based educational experience for third-year medical students was feasible and successful. Student-consultants saw a range of pathology including COVID-19 and related complications. Students were satisfied with the program. They were able to develop a strong relationship with attendings while learning about the role of a consultant. Faculty agreed with the importance of teaching students about telehealth and eConsults specifically.

The Case for Holistic Review in Communication Sciences and Disorders Admissions

Purpose The purpose of this article is to review the foundational tenets and current evidence regarding holistic review for graduate admissions that can be applied specifically to the field of communication sciences and disorders (CSD). Holistic review represents a paradigm shift from expecting the best students as those with the highest academic metrics to those who are a best fit with the mission, values, and goals of any program. This shift may be challenging for widespread adoption by the CSD field. It requires reconsideration of long-standing traditions and beliefs about admissions criteria, and a strong definition of what makes a successful student and future practitioner. Conclusions A comprehensive exploration of current knowledge around holistic review and faculty perceptions or hesitations could inform future policies, create a unified effort across the fields of speech-language pathology and audiology, and inspire collaborative work among graduate programs. We have the opportunity to facilitate changes that will ultimately result in a workforce that reflects the world in which we live and the populations we serve. Graduate CSD programs must be training students who are both academically successful and who provide culturally sensitive, responsive, and competent clinical care.

Student-Faculty Partnership

Successful student-faculty partnerships should evidence the presence of the three guiding principles: respect, reciprocity, and shared responsibility. Therefore, the study focusing on the three guiding principles of partnership respect, reciprocity and responsibility have sought to investigate how students experience student–faculty partnership in a service-learning project in the undergraduate architecture course using a quantitative study. The study shows that students can contribute as partners in architecture course teaching, learning and assessment. The results highlight the need for students to be given the opportunity to be more involved in the decision-making process decisions about their own learning in student-faculty partnerships. Therefore, the study suggests to promote effective partnership in architecture learning, students should be treat as equal partners by faculty.

Semantic Features of Students’ Attitude to Interaction in the Digital Educational Environment

The characteristics of the main content of the resources and risks of the digital educational environment are considered. The features of understanding the nature and determinants of the success of the interaction of future specialists in the digital educational environment are shown. The article deals with the use of information resources and interaction in the network as a factor of professional and personal growth of students. An idea is given about the features of the semanticization of relations in the digital educational environment. The role of an adequate understanding of the semantic core of the problem in the productivity of students ‘ project activities is shown. The conditions and ways of achieving success in interaction in the information space within the framework of educational and professional activities are described. The relationship of success with information competence and semantic features of the attitude to interaction in the information space, the motivation of achievement and the expression of the desire for self-development is shown. The results of an empirical study of the peculiarities of students ‘ attitudes to interaction in the digital environment are described, and their ideas about the limitations and risks of this format of activity are shown. The article presents the material describing the main content of students ‘ ideas about the characteristics of a successful teacher and a successful student as subjects of interaction in the digital educational environment.