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Introduction: Kinesiophobia is defined as an exaggerated fear that alters the correct execution of a movement in an attempt to avoid pain, which may lead to significant clinical implications. Objective: To verify physical therapy students' knowledge about Kinesiophobia and the Tampa Scale. Methods: The study was cross-sectional descriptive. The sample consisted of 124 students. The Anamnesis and Characterization Form and the research questionnaire on Kinesiophobia and Tampa Scale were used, sent by e-mail, with a link to the forms. Results: The descriptive statistics of the data found the mean age was 22,69 (± 5,66) years, females prevailed (78,2%). Those who were unaware of the term Kinesiophobia (63,7%) and portrayed it by the word fear (97,6%). Those who knew it reported theoretical (14,9%) and practical (11,9%) classes. As a reason for not knowing the term, the students cited being in the first year of graduation (15,3%). They had not heard about the Tampa Scale (88,7%) and did not use it (97,6%). They did not know the aspects of the Scale (92,7%), they did not feel prepared to use it (80,6%). Those who were interested in learning about the Tampa Scale (92,7%). The phrase that students encountered most during graduation were "I am afraid of getting hurt if I exercise" (65,3%). Conclusion: The students had not heard of Kinesiophobia and Tampa Scale and had not used them either, but they associated it with the world fear. The reason for the unfamiliarity was that the students were in the first years of University graduate. [ABSTRACT FROM AUTHOR]

This article points out some of the problems faced by the Graduation Course in the Education Field at the Federal University of Piauí, Ministro Petrônio Portela campus, in Teresina, and analyzes them through a sociological perspective. Among them are: the decharacterization of the original proposal of rural social movements to form social fighters; the initial non-identity with their own community of origin by most students, built later by some of them due to the (re)discoveries provided by the course, producing a "love at second sight"; the overcoming of the field/city split, starting to understand that it is about the man/nature relationship as a condition of humanization and maintenance of the social world. It is believed that the resignification of the place itself and the field through the historical rescue and the sociological perspective can contribute to the elevation of the students' class consciousness. [ABSTRACT FROM AUTHOR]

This article presents research results on quality management of soft skills education activities for students according to the theory of total quality management. The research results have shown that the elements of the process of managing soft skills education activities for students are closely related to each other to form a closed circle, the output of the previous activity is the input of the following one. Therefore, quality soft skills education is a necessary condition for quality education and quality output. All activities in the process of organizing education and training soft skills for students have quality, the output products (students after graduating from universities) will have quality. The quality of soft skills education is reflected in the quality of all educational activities, which is the quality of the input, the quality of the process, and the quality of the output placed in a specific context. The quality of soft skills education is reflected in the level achieved by learners in terms of knowledge, skills and attitudes; the ability to adapt in a new environment and the ability to apply soft skills to specific job positions. [ABSTRACT FROM AUTHOR]

Students experience challenges with persistence, retention, graduation, and overall academic success in colleges and universities, particularly when courses are taught by adjunct instructors. Using a sample of 21,274 student results in three different general education disciplines from 2010 to 2019, the authors found that there was a disparity between adjunct and full-time faculty members in those key outcomes. The purpose of this study is to analyze data about student persistence, retention, and academic skills and its relationships with type of instructor (adjunct or non-adjunct) to consider the means by which the results may help to respond effectively to negative indicators in those areas. In addition to including adjunct instructors in professional development and student engagement activities on campuses, strategically hiring full-time faculty may result in gains that offset the higher financial outlay for those instructors. [ABSTRACT FROM AUTHOR]

The article examines the factors related to the plans of students to migrate from rural schools and why it is desirable to stay or return to rural areas. It discusses how schools can influence students' migration plans and their decision to stay, and the significance of this for rural areas. It emphasizes that rural areas offer opportunities for self-realization and self-determination. It also considers whether economic criteria should always take precedence and whether alternative models such as multi-local lifestyles or promoting the return of migrants could be an option. [Extracted from the article]

The study aimed to evaluate the experience of teaching in English in the scientific departments of Hadhramout University.The sample consisted of (9) professors from the Departments of Mathematics, Physics. Chemistry and Biology from Science Faculty and (9) students from the same departments. Since the study is qualitative, the researchers used the unstructured interview method, which revolved around the study's objective. The most important results were the following: 1- The experience of teaching in English at Hadhramaut University did not last long, because it was without a prior study of the capabilities of the faculty and students in English language. 2- The language of instruction that teachers actually practice is not English, but rather a mixture of Arabic and English. 3- Teaching in English comes at the expense of the depth and mastery of the student's understanding of the scientific content. 4-The students showed a clear interest in English language and translation. 5- Supporters of teaching in English believe that some of the prescribed subjects do not have good content in Arabic. 6- Students believe that teaching in English will give them a greater opportunity to work in companies after graduation. [ABSTRACT FROM AUTHOR]

Copyright of Arte & Ensaio is the property of Arte & Ensaio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Criminal justice programs have grown dramatically in recent decades. Yet, relatively little is known about what motivates students to choose criminal justice as a major and what their career goals are after graduation. In light of current uprisings and demands for criminal justice reform, this study investigates the relationship between undergraduate students' personal characteristics and the criminal justice careers to which they are attracted. Findings can inform criminal justice curriculum development and student retention, as well as recruitment and hiring practices for criminal justice agencies. [ABSTRACT FROM AUTHOR]

In 1997, the Department of English (Faculty of Languages, University of Tripoli) canceled Graduation Project (GP) as a graduation requirement primarily due to growing student plagiarism. Two decades on, the Department decided it is time for Returning to Graduation Project (RGP). In preparation for this, a Research Methods (RM) module was delivered to students, and an intense ‘research design and methodology’ course was taken by the staff. In this exploratory mixedmethods case-study research, the main question focuses on attitudes and perceived challenges facing students and staff concerning RGP. The aim is to tackle negative attitudes and perceived obstacles in anticipation of a successful RGP, which spells out the significance of the research. Data were collected through a questionnaire (n=52) and a focus group discussion with seventhsemester students (10); semi-structured interviews with staff (13). A small majority of students (54%) supported RGP; the remaining 46% raised two kinds of concerns: realistic challenges of lacking resources, inadequate RM skills, and supervisor issues; unrealistic challenges involved time constraints, fear of presenting, and problems of determining research topics. Staff members were receptive to RGP but raised numerous concerns. Whereas experienced members expressed cynicism due to low students competencies and lacking resources, others saw RGP as an opportunity for students to gain practical research experience ahead of postgraduate study. Several challenges were perceived, chief among them are students lack of research skills, inexperienced supervisors, inadequate resources, and an ever-lasting concern with plagiarism. New staff reported the need for tuition in ‘data analysis and interpretation’, and ‘supervision practice’. Peculiarities characteristic of the case milieu emerged. [ABSTRACT FROM AUTHOR]

In an attempt to engage Jesuit business school students in transformational learning, Marquette University offers the Applied Global Business Learning (AGBL) Program. This program embodies the Ignatian pedagogy paradigm of helping students gain an understanding of a business need in a different part of the world, engages them in action, and has them reflect on and evaluate the experience as it relates to how they take the experience to change the world. This paper discusses the program's relation to the Jesuit tradition, the history of the program including where students go and what they do, the impact on student learning, and its contribution to the ways in which Jesuit institutions promote and support students as change agents upon graduation. [ABSTRACT FROM AUTHOR]

In this paper, we propose that successful education needs to fulfil three purposes while being cognisant of time and context: (a) learning, (b) lifework and (c) well-being. An education system is successful if it can develop future-ready individuals who will continue to learn beyond graduation, take on future lifework, and thrive in a changing society and environment. The future is context-situated and context-dependent. We have chosen to examine the economic, social and environmental context of Singapore to provide insight on the values, skills and knowledge that are required of future-ready learners according to the three purposes. We have compared the trajectories of other high-income nations with those of Singapore. Traditional teaching and learning practices no longer serve us well in the new realities that emerge. Education practices need to evolve in tandem to meet the demands of the 21st century. The roles that school leaders play include creating teaching and learning environments where these practices can be implemented. In our review of leadership practices and concepts, we have found that it is important for school leaders to question existing assumptions of teaching, learning and leadership practices in order to advance the development of 21st century skills, knowledge, values, and habits in learners. [ABSTRACT FROM AUTHOR]

In recently years, the thesis quality of the graduates of English specialty has been deteriorating and the traditional thesis training can not meet the requirements of applied talents. Eastern Liaoning University has replaced the thesis with combined training for graduation which includes professional practical training projects, translation practice and English presentation video production. It ignites the abilities on innovation and practice and realizes the integration of theoretical knowledge and practical use, thereby the comprehensive abilities of the students are improved. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: To compare health-related quality of life (QoL) of medical students in initial and final phases of the program, and to evaluate the association between ego defense mechanisms and specific healthrelated QoL domains within each group. Methods: This was an observational, cross-sectional study. Quality of life was assessed according to the World Health Organization Quality of Life instrument - Abbreviated Version (WHOQOL-Bref); anxiety and depression symptoms were evaluated using the Hospital Anxiety and Depression Scale (HADS); defense mechanisms were assessed using the Defense Style Questionnaire (DSQ-40). Results: A total of 139 medical students were evaluated. Students in the initial semesters of the program (1st and 3rd) presented more depressive symptoms and worse quality of life in the psychological domain of WHOQOL-Bref when compared to those in the final semesters (8th and 12th). In a later analysis, conducted to identify the variables associated with the psychological domain of the WHOQOL-Bref for each group, both depressive symptoms and defense mechanisms were independently associated with the outcome for medical students in the beginning and in the end of the graduation program. Conclusions: Students in the initial phases of medical school may need more specific attention from educational managers. Understanding the role of ego defense mechanisms in the quality of life of medical students may help identify effective psychopedagogical interventions for this population. In addition, the results reinforce the impact of depressive symptoms on quality of life, an association already well evidenced in the literature. [ABSTRACT FROM AUTHOR]

Empirical studies have concluded that rural students experience lower rates of college enrollment and degree completion compared to their nonrural peers, but this literature needs to be expanded and updated for a continually changing context. This article examines the rural-nonrural disparities in students' postsecondary trajectories, influences, and outcomes. By comparing results to past research using similar national data and an identical design, we are able to examine change over time. Results show narrowed gaps from the 1990s into the 2000s, but with rural students still facing persistent challenges and experiencing lower average rates of college enrollment and degree completion. [ABSTRACT FROM AUTHOR]

Sleep deprivation can have substantial consequences for college learning and achievement. However, prior studies on this topic are limited due to the reliance on small and convenience samples, the use of cross-sectional data, inadequate control for confounders, and the lack of outcome data from official school records. The present study used two waves of longitudinal data from the U.S. Wabash National Study (N = 3549) to examine the relationships between sleep deprivation and school-record grade point average (GPA) and college graduation. Random-effects and fixed-effects models were used to link sleep deprivation and GPA. Logistic regression was used to link sleep deprivation during the college years and college graduation. Results from the random-effects and fixed-effects models suggest that chronic sleep deprivation is associated with lower GPA. Students who experienced sleep deprivation from their freshman to senior years had a lower chance of graduation than students who were not sleep deprived. Furthermore, sleep deprivation during students' senior year was found to be more consequential for college graduation than sleep deprivation during their freshman year. Findings suggest that the ramifications of chronic sleep deprivation extend beyond short-term GPA; sleep deprivation predicts the likelihood of obtaining a college degree. [ABSTRACT FROM AUTHOR]

The Motivation for Educational Attainment (MEA) questionnaire, developed to assess facets related to early adolescents' motivation to complete high school, has a bifactor structure with a large general factor and three smaller orthogonal specific factors (teacher expectations, peer aspirations, value of education). This prospective validity study investigated the utility of each factor in predicting high school dropout or completion of a general education development (GED) certificate versus completion of a high school degree. Participants were 474 (55.1% male) ethnically diverse students who were originally recruited into a larger longitudinal study in Grade 1 on the basis of academic risk. Fourteen years later, 373 had obtained a high school diploma, 15 had obtained a GED, and 86 had dropped out of high school. During their first year of Grade 9, participants were administered the MEA. Using multinomial logistic regression with high school graduation as the reference outcome and controlling for Grade 9 letter grades, reading and math test scores, gender, and ethnic/racial group status, scores on the latent general factor and the latent peer aspirations factor predicted high school dropout versus high school graduation status. Neither the general factor nor any of the three specific factors predicted GED completion versus high school graduation. Ethnicity, but not gender, moderated the associations between scores on the general factor and high school graduation versus dropout. [ABSTRACT FROM AUTHOR]

The author argues that significant inroads in the destigmatization of basic writing courses and students can be made when students are asked to choose not only which FYW course they believe best meets their needs (directed self-placement, or DSP) but also to choose from among a variety of courses (including corequisite courses, particularly those that bear full graduation credit). Drawing from the author's own institution, the author demonstrates how some fortuitous events allowed her to reconsider and reframe FYW curricular offerings and placement methods. The article ends with a review of the unique difficulties inherent in fully implementing universal choice and several examples of how this approach continues to offer unanticipated local opportunities to destigmatize "basic writing." [ABSTRACT FROM AUTHOR]

Conventionally the Fashion Design senior students of the University of Lisbon present to the public their final collections. Accordingly, until 2005 the graduation shows comprised solely the individual projects by the senior students of the 5- year BA programme. Therefore, with the implementation of the 'Bologna Process' (and the split of the former BAs into two study cycles) the graduation shows would also involve the senior students of the 3- year BA programme. However, we realized that they were not sufficiently creatively mature and technically competent, as each one tended to design basic and uninspiring collections. In 2015 we devised a strategy with the purpose of including third- year students in the graduation show, dividing each class into small teams, who respectively have to structure, design and make one capsule collection under a common theme. The main goal was to engage each class 'in a coordinated effort to solve a problem together',1 i.e., to develop a cohesive, complex and appealing collection together. The idea behind the adoption of the collaborative learning approach was also to oppose the enduring model adopted by fashion schools 'all over the world [that] keep training students to become catwalk designers, highly individual stars and divas'.2 Instead we endorse the pedagogical practice of other creative disciplines that 'have acknowledged the need in their students to cooperate and form groups [and] teams'.3 The impact of the three collaborative collections realized until now was perceived by most of the students as a 'golden period, during which they learned from teachers and classmates more than they had learned the previous years of the course', as one student stated. In fact, 95 per cent of them acknowledged how much the created collaborative environment contributed for their personal achievements, capabilities and competencies. [ABSTRACT FROM AUTHOR]

Difficulties in recruiting qualified teachers have been traced to insufficient services and amenities in rural areas, an urban emphasis in teacher education, few local students becoming teachers and a lack of teacher mobility. This study maps the mobility of recently graduated teachers in urban, exurban, micropolitan and other rural areas of Iceland. The graduation rate of teachers was found to be higher in rural than urban areas, yet rural teachers are less likely to remain after graduation. Relatively few rural teachers return from on‐campus studies in the either the capital area or the northern regional centre. Rural distance students are however almost equally likely as urban on‐campus students to stay in their home areas after graduation, and they are the majority of teachers in rural areas. From a policy perspective, distance education appears more effective than regional campuses in increasing the supply of qualified teachers in rural and remote areas. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine whether students' completion of an introductory leadership minor course is associated with their first-year retention and their four-year graduation or continued enrollment. The authors used propensity score matching techniques and discovered that first-year students who enrolled in an academic leadership course had significantly greater odds of retention, graduation in four years (over withdrawal), and continued enrollment in four years (over withdrawal) compared to their peers who did not enroll in an introductory leadership minor course. [ABSTRACT FROM AUTHOR]

Aims To compare the academic performance of graduate-entry and direct school leavers in an undergraduate dental programme. Methods This study examined the results of students in applied dental knowledge ( ADK) progress tests conducted during two academic years. A mixed model analysis of variance ( ANOVA) was conducted to compare the performance of graduate-entry and direct school leavers. ADK was treated as a repeated measures variable, and the outcome variable of interest was percentage score on the ADK. Results The results show statistically significant main effects for ADK [ F (1,113) = 61.58, P < 0.001, η2p = 0.35], Cohort [ F (1,113) = 88.57, P < 0.001, η2p = 0.44] and Entry [ F (1,113) = 11.31, P = 0.001, η2p = 0.09]. That is, students do better on each subsequent test (main effect of ADK), students in later years of the programme perform better than those in earlier years (main effect of cohort), and graduate-entry students outperform direct school leavers. Conclusions This is the first study to explore the differences in the academic performance of graduate-entry and direct school leavers in an undergraduate dental programme. The results show that the academic performance of graduate students was better than the direct school leavers in years 2 and 3. Further research is required to compare the performance of students longitudinally across the entire duration of undergraduate dental programmes and evaluate whether this difference persists throughout. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the impact of first-year undergraduates' (n = 5,368) use of academic library resources in their first year on their degree completion or continued enrollment after four years of study. Propensity score matching techniques were used to construct treatment (library users) and control (library nonusers) groups with similar background characteristics and college experiences. The results suggest that using the library at least one time in the first year of enrollment significantly increased the odds that students would graduate in four years or remain enrolled after four years as opposed to withdrawing from the university. First-year students who used electronic resources and books also had significantly improved odds of graduation over withdrawing, while students who used electronic books and took a library instruction course had significantly improved odds of remaining enrolled over withdrawing. [ABSTRACT FROM AUTHOR]

This quasi-experimental study examines the impact of a mentoring program for low-income and minority middle and high school students displaying early warning indicators of dropping out on attendance, behavior problems, and course passing. The study was conducted over 3 years in five districts throughout the country and used a comparison group identified through propensity score matching. Although students reported positive experiences with mentoring in surveys, significant program effects on student attendance, behavior, and course passing were not found. Such interventions may have little demonstrated effect not only due to implementation issues but also because they do not address school experience variables that influence student outcomes. [ABSTRACT FROM AUTHOR]

This chapter explores lessons learned from two different learning analytics efforts at a large, public, multicampus university-one internally developed and one vended platform. It raises questions about how to best use analytics to support students while keeping students responsible for their own learning and success. [ABSTRACT FROM AUTHOR]

Volunteering is playing an increasingly bigger role in social services and schools both in Western settings and in the Hong Kong Chinese context. The demand for volunteers in the sector of social services is continually increasing (Sherr 2008). Little is known about the willingness of secondary school students to participate in future volunteering in Hong Kong. This study attempts to explore the phenomenon of youth volunteering through the theory of planned behavior and Personal and Social Responsibility, and identifies prior experience in community service as a main predictor of the willingness of the students to participate in future volunteering. A total of 1046 students from seven secondary schools in Hong Kong completed a structured questionnaire. Social workers, teachers, and volunteer managers could benefit from this study as they could foster students' willingness to volunteer after graduation by actively engaging them in community service programs early on in a specific time in their life. [ABSTRACT FROM AUTHOR]

Courses:Communication Theory and Introduction to Graduate Studies Objectives:To help students understand theoretical assumptions and ways in which those assumptions overlap and interact. [ABSTRACT FROM PUBLISHER]