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Peer tutoring is beneficial as a method of education because it allows students with different learning styles to work together in comfortable settings to complete academic assignments that will improve their grades. Peer tutoring gives students of all skill levels the chance to collaborate, democratically, and amicably work on academic assignments in pairs. With this method, students with different levels of intelligence rely on one another to understand academic material, especially while completing challenging assignments. Hence, the current investigation aims to explore the effectiveness of online peer tutoring programs in college education. The findings of the analysis indicate that the impact of online peer tutoring on academic performance is consistent across diverse academic disciplines. By examining the full range of advantages of online tutoring programs in higher education, examining their effects on students' learning engagement, concentrating on China as a special context, and providing helpful recommendations for their implementation in higher education, the study makes a novel contribution to the field of online tutoring programs. The results demonstrate that college students who regularly engage in online peer tutoring are more likely to have higher retention rates. As per the findings, the analysis proves that online peer tutoring significantly enhances the sense of community among college students, leading to increased engagement in their coursework. The results reveal that online peer tutoring significantly enhances collaborative learning skills among college students. [ABSTRACT FROM AUTHOR]

The study aims to identify the expertise of college students in classical music and evaluate individual prerequisites for listening to classical music and their impact on creative thinking in connection with psychological defence among students. The study involved 200 students from a college in China. The Chinese college students' expertise in music was analysed based on the questionnaire method and the research design. The study revealed the following: prolonged listening to loud music, even classical, develops creative thinking and at the same time can lead to loss of self-control and partial loss of the listener's sense of reality; music volume correlates with the desire to hear the rhythm and the frequency of music listening; there is a correlation between musical rhythm and the psychological defence mechanisms of substitution, regression, compensation, as well as tension. [ABSTRACT FROM AUTHOR]

Abstract Background Previous research on the risk of dementia associated with education attainment, smoking status, and alcohol use disorder (AUD) has yielded inconsistent results, indicating potential heterogeneous treatment effects (HTEs) of these factors on dementia risk. Thus, this study aimed to identify the important variables that may contribute to HTEs of these factors in older adults. Methods Using 2005–2021 data from the National Alzheimer’s Coordinating Center (NACC), we included older adults (≥ 65 years) with normal cognition at the first visit. The exposure of interest included college education or above, current smoking, and AUD and the outcome was all-cause dementia. We applied doubly robust learning to estimate risk differences (RD) and 95% confidence intervals (CI) between exposed and unexposed groups in the overall cohort and subgroups identified through a decision tree model. Results Of 10,062 participants included, 929 developed all-cause dementia over a median 4.4-year follow-up. College education or above was associated with a lower risk of all-cause dementia in the overall population (RD, -1.5%; 95%CI, -2.8 to -0.3), especially among the subpopulations without hypertension, regardless of the APOE4 status. Current smoking was not related to increased dementia risk overall (2.8%; -1.5 to 7.2) but was significantly associated with increased dementia risk among men with (21.1%, 3.1 to 39.1) and without (8.4%, 0.9 to 15.8) cerebrovascular disease. AUD was not related to increased dementia risk overall (2.0%; -7.7 to 11.7) but was significantly associated with increased dementia risk among men with neuropsychiatric disorders (31.5%; 7.4 to 55.7). Conclusions Our studies identified important factors contributing to HTEs of education, smoking, and AUD on risk of all-cause dementia, suggesting an individualized approach is needed to address dementia disparities.

Background: Previous research on the risk of dementia associated with education attainment, smoking status, and alcohol use disorder (AUD) has yielded inconsistent results, indicating potential heterogeneous treatment effects (HTEs) of these factors on dementia risk. Thus, this study aimed to identify the important variables that may contribute to HTEs of these factors in older adults. Methods: Using 2005–2021 data from the National Alzheimer's Coordinating Center (NACC), we included older adults (≥ 65 years) with normal cognition at the first visit. The exposure of interest included college education or above, current smoking, and AUD and the outcome was all-cause dementia. We applied doubly robust learning to estimate risk differences (RD) and 95% confidence intervals (CI) between exposed and unexposed groups in the overall cohort and subgroups identified through a decision tree model. Results: Of 10,062 participants included, 929 developed all-cause dementia over a median 4.4-year follow-up. College education or above was associated with a lower risk of all-cause dementia in the overall population (RD, -1.5%; 95%CI, -2.8 to -0.3), especially among the subpopulations without hypertension, regardless of the APOE4 status. Current smoking was not related to increased dementia risk overall (2.8%; -1.5 to 7.2) but was significantly associated with increased dementia risk among men with (21.1%, 3.1 to 39.1) and without (8.4%, 0.9 to 15.8) cerebrovascular disease. AUD was not related to increased dementia risk overall (2.0%; -7.7 to 11.7) but was significantly associated with increased dementia risk among men with neuropsychiatric disorders (31.5%; 7.4 to 55.7). Conclusions: Our studies identified important factors contributing to HTEs of education, smoking, and AUD on risk of all-cause dementia, suggesting an individualized approach is needed to address dementia disparities. [ABSTRACT FROM AUTHOR]

A growing body of literature explores the effect of higher education on the urban–rural divide in China. Despite an increasing number of rural students gaining access to college, little is known about their performance in college or their job prospects after graduation. Using nationally representative data from over 40,000 urban and rural college students, we examine rural students' college performance and estimate the impact of rural status on students' first job wages in comparison to their urban peers. Our results indicate that once accepted into college, rural students perform equally as well, if not better, than their urban counterparts. Additionally, we discovered that rural students earn a 6.2 per cent wage premium compared to their urban counterparts in their first job after graduation. Our findings suggest the importance of expanding access to higher education for rural students, as it appears to serve as an equalizer between urban and rural students despite their significantly different backgrounds. [ABSTRACT FROM AUTHOR]

In this research we analyze the struggles and interactions of the government and the Bolivian universities around how engineers and cadres technicians should be trained, and be technical requirements required by the planned modernization, or developmentalism, of the country between 1960 and 1964. We inquire about his visions inherent to developmentalism, the formation of squares techniques as means of that, and their political strategies and available resources seeking impose them. We reveal the influences of these issues on the effective training of cadres technicians; the institutional reconfiguration of higher education in Bolivia, especially its facets subsequent to the creation of the Bolivian Technological Institute (ITB); and the its facets subsequent to the creation of the Bolivian Technological Institute (ITB); and the rearrangements and consequences of political struggles seeking to intervene in modernization planning of the country and its consequences. We retrieved primary data from the following sources: rectorate files and the institutional memories of the Universidad Mayor de San Simón (UMSS), documents newspapers, political newspapers (weeklies, proclamations, pamphlets, union resolutions and assembly meetings, among others), writers of university congresses and rectors' conferences; as well as: laws, supreme decrees, official speeches and essay production. And secondary data from recognized books and articles concerning the object studied. [ABSTRACT FROM AUTHOR]

In response to women's changing roles in labor markets, couples have adopted varied strategies to reconcile career and family needs. Yet, most studies on the gendered division of labor focus almost exclusively on changes either in work or family domain. Doing so neglects the process through which couples negotiate and contest traditional work and family responsibilities. Studies that do examine these tradeoffs have highlighted how work–family strategies range far beyond simple traditional-egalitarian dichotomies but are limited to specific points in time or population subgroups. Using data from the Panel Study of Income Dynamics and latent-class analysis, this article provides the first population-based estimates of the couple-level tradeoffs inherent in work–family strategies in the United States, documents trends in the share of couples who fall into each of these strategies, and considers social stratification by gender and college education in these trends. Specifically, I identify seven distinct work–family strategies (traditional, neotraditional, her-second-shift, egalitarian, his-second-shift, female-breadwinner, and neither-full-time couples). Egalitarian couples experienced the fastest increase in prevalence among college-educated couples, whereas couples that lacked two full-time earners increased among less-educated couples. Still, about a quarter of all couples adopted "her-second-shift" strategies, with no variation across time, making it the modal work–family strategy among dual-earner couples. The long-run, couple-level results support the view that the gender revolution has stalled and suggest that this stall may be caused partly by strong traditional gender preferences, whereas structural resources appear to facilitate gender equality among a selected few. [ABSTRACT FROM AUTHOR]

This study delves into the problem-solving approaches of students who attend classes with traditional teaching methods in university physics education with innovative curriculum materials. This research, conducted with university physics and engineering students, focused on applying research-based curriculum materials in solving kinematic problems. The study analyzes the impact of student knowledge and the distinction between rote learning and scientific practices on conceptual understanding. Student responses are categorized based on the depth of knowledge demonstrated, the skill type utilized, and the degree to which responses indicate a logical progression. These, together with demographic data, are analyzed to determine any patterns. Findings reveal that students use intuitive and mathematical skills to solve a graphical question. However, students employ qualitative and mathematical skill types when they are required to design an experiment. Notably, gender disparity appears to influence the approach to graphical questions, but the design-based question shows no significant relationship between males and females. Gender was likely to contribute to knowledge and logical progression levels, but grades might not show a positive relationship with knowledge level. This study aims to contribute to developing physics education at the university level by highlighting the gap between innovative course materials and their enactment. [ABSTRACT FROM AUTHOR]

On 23 June 2016, the people of the UK voted to leave the European Union. This article examines how Brexit impacted international student applications. Using administrative data along with a difference-in-differences approach, we find that Brexit curtailed the growth rate of international student applications by 7 per cent even before tuition fees had changed, ultimately lowering enrolment as well. The impact is larger for applications to pursue STEM studies, as well as for those from countries with worse employment prospects and weaker economies, hinting on students' ability to stay long-term in the UK as an important pull factor. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between information technology (IT) and human labor through the lens of education level, task routineness, and artificial intelligence (AI). It makes use of a comprehensive data set covering 60 U.S. industries from 1998 to 2013. The results show that a college degree may not be sufficient, especially in routine-intensive industries, where a graduate degree may be increasingly necessary to meet the demands of computerized work environments. They also suggest that continuous education and IT skill development are essential for workers to thrive in a technology-driven economy. Governments should continue to support higher education to meet the demands driven by IT implementation, particularly as advanced technologies like AI emerge. Long-term training programs should be established to equip less-educated workers with the necessary skills to navigate technological changes. Additionally, policy makers should be cautious about the potential impact of advanced IT, such as AI, on employment rates and consider the consequences of increasing minimum wage levels, as it may incentivize firms to invest more in automation. Overall, this study emphasizes the need for a comprehensive understanding of the IT-labor relationship, guiding decision making for individuals, firms, educators, and policy makers in adapting to the challenges and opportunities presented by advancing technology. Although information technology (IT) is increasingly replacing human labor, the IT-labor relationship is more nuanced than it appears. We examine the IT-labor relationship in terms of various levels of education, intensities of routine tasks, and exposure to artificial intelligence (AI). Making use of an industry-level data set covering 60 U.S. industries from 1998 to 2013, we adopt an innovative measure of elasticity of substitution that enables us to capture the asymmetric price impact between IT and labor. Our findings indicate that IT generally complements high-education labor (master's degree or above), while substituting for low-education labor (high school degree or below). For middle-education labor (bachelor's or associate's degree), however, the IT-labor relationship is more nuanced: They are complements in non-routine-intensive industries, but substitutes in routine-intensive industries. We also find that IT is a complement (substitute) with high-education labor in industries with lower (higher) AI exposure and remains a net substitute for low- and middle-education labor, regardless of their AI exposure. Our findings suggest that even college-educated labor has now become susceptible to IT displacement, whereas labor with graduate education largely remains a strong complement to IT (with an exception in high-AI-exposure industries). Theoretical and policy implications are discussed. History: Eric Zheng, Senior Editor. Funding: Tyson Browning is grateful for support from a Neeley School of Business Research Excellence Award. Supplemental Material: The online appendix is available at https://doi.org/10.1287/isre.2021.0391. [ABSTRACT FROM AUTHOR]

Higher education in health has been undergoing changes in the area of knowledge, incorporating teaching strategies focused on the student, as indicated by the National Curricular Guidelines. Active Learning Methods may have the potential to promote coordination between universities and health services, favoring a sense of social responsibility and commitment to citizenship to promote integral human health. Objective To analyze teachers' understanding of the possibilities for developing Active Learning Methods in Nursing Undergraduate courses in the evening period. Method Qualitative and field research, with 21 professors of the Nursing Courses in the evening period of the two Institutions, through semi-structured interviews. The data were interpreted using the Content Analysis technique, in the Thematic modality, developed in three stages: Pre-analysis, Exploration of the material and Treatment of results, inference and interpretation. Results From the analysis of the data obtained, four thematic categories were structured: 1-Student-centered learning- Problem-Based Learning; Student protagonism; Teacher as facilitator and mediator of the teaching and learning process2- Factors that enable Active Learning at night - Initial leveling and appreciation of students' prior knowledge; Teacher Training; Use of Digital Information and Communication Technologies; Review of the PPC according to the DCN; Infrastructure, 3- Factors that hinder Active Learning at night- Traditional teacher training; Large number of students to carry out visits, internships for observation and correlation of theory with practice; Difficulties of teachers and students and 4- Suggestions for developing Active Learning Methods at night - Problematization; Flipped classroom; TBL; Simulation; Interdisciplinarity. Final considerations The different strategies described for training indicated their possibilities in teaching nursing at night and demonstrated that teachers are moving towards understanding and developing Active Learning. [ABSTRACT FROM AUTHOR]

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao 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.)

We study the link between college education and economic beliefs. More specifically, we study whether college education is associated with promarket beliefs. We use a new data set derived from a survey conducted in Guatemala in 2022. Our main results suggest that individuals with college education voice less support for private property, markets, and privatization but more support for individual liberty relative to those without college education. We propose some explanations for these results based on recent literature. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion 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 Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) 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.)

To improve the application of behavior detection technology in college education, the study proposes a new model built on deep CNN, which is used for student behavior detection and analysis in college labor education courses. The study first analyzed the target detection algorithm, and optimized the selected You Only Look Once version 5 (YOLOv5) algorithm and its network structure with a series of improvements, and based on this, embedded the attention module into the algorithm structure to finally obtain a new model, namely YOLOv5-O. After a series of experiments, YOLOv5-O reached an average accuracy of 90.1% on the test set, while the application test in the actual teaching environment showed that its average accuracy was 86.7%. This result is obviously superior to the existing technology, which proves the validity of the study and provides strong data support for the automatic detection of student behavior. In addition, in the teaching experiment, YOLOv5-O assisted teaching achieved the most significant teaching effect, and students' achievement improved the most. The feasibility of this method is verified. [ABSTRACT FROM AUTHOR]

Network marketing's growth is plagued by ethical concerns, emphasizing the importance of implementing training programs that prioritize integrity. This study aims to analyze how different forms of network marketing training play a role in shaping the marketing ethics of trainees with different identities. It examines how network marketing training shapes ethical proneness of the trainees. Differences in trainee identity (college students vs. incumbent marketers) and training form (college course vs. online training) are also explored. Structural equation model (SEM) is established amongst adaptability, class cooperation, motivation, self-efficacy, and ethical proneness. Through textual analysis, questionnaires, and sim-structural interview, this research conducts three studies to empirically analyze the relationship between factors of marketing training and ethical proneness. It explores the influencing mechanisms of network marketing training on marketing ethics. The relationship between network marketing training and ethical propensity is partially confirmed. The shaping mechanism of marketing ethics is different under different trainee identities and training forms. Positive learning motivation and self-efficacy do not constantly improve trainees' marketing ethics. Informal online training plays a more significant role in shaping market ethics than college courses in network marketing. Lastly, college students are less likely to have their marketing ethics shaped by training than in-job marketers. [ABSTRACT FROM AUTHOR]

In the winter and spring of 2021, I—a White, female, graduate student—taught a six‐month course surrounding the theme: Disrupting Systemic Racism at our University Through Action Research. I was challenged to lead a meaningful course in a two‐dimensional virtual space, amidst rising death tolls of the COVID‐19 pandemic and the rhythmic beat of calls for racial justice pulsing through our Zoom class periods. This experience opened my eyes as an educator, budding community psychologist, and an antiracist White accomplice. In this critical autoethnographic case study, I recount my experience adapting the community organizing principle of fractals into a pedagogical framework that guided my instructional practices in a community psychology course. In doing so, I echo the call for community psychologists to connect our work more tightly to Black, Indigenous, and people of Color social justice organizers and movements to fortify the field's relevance in the struggle for racial justice. Highlights: The field of community psychology must move forward in its fight for racial justice.Centering activists' wisdom is needed to move the field forward.Undergraduate education should be seen as a frontline for establishing a new culture for the field.Fractals are useful for advancing change work in partnership with undergraduates.A critical autoethnographic case study extending fractals to college pedagogy answers this call. [ABSTRACT FROM AUTHOR]

Objective: This study examines the heterogeneous impacts of college education on happiness by gender. Methods: To yield unbiased impact estimates, we take advantage of a natural experiment known as the graduation quota program, which suddenly and massively expanded the opportunities to attend college in the early 1980s in South Korea. Using whether the birth cohorts were exposed to the graduation quota program as an instrumental variable (IV), this study estimates the longer‐term effects of college education on happiness by gender. Results: The estimated local average treatment effect by the IV analysis indicates that men who were induced to attend college by the graduation quota program became happier. However, there was no noticeable impact on women's happiness. Conclusions: Considering that the subjective happiness in our study was measured in their late 30s and 40s, the impact of college on happiness seems to be long‐lasting for men but not for women. [ABSTRACT FROM AUTHOR]

This paper explores the long‐run health benefits of education for longevity. Using mortality data from the Social Security Administration (1988–2005) linked to geographic locations in the 1940‐census data, we exploit changes in college availability across cohorts in local areas. Our treatment on the treated calculations suggest increases in longevity between 1.3 and 2.7 years. Some further analyses suggest the results are not driven by pre‐tends, endogenous migration, and other time‐varying local confounders. This paper adds to the literature on the health and social benefits of education. [ABSTRACT FROM AUTHOR]

Education paradigm is a relatively stable action structure of education and training and its practical effect. The construction of a modern acupuncture and moxibustion education paradigm is a complicated historical process, which not only follows the internal logic of the academic development of acupuncture and moxibustion, but is also influenced by the development of modern education paradigm and medical and health services. With the establishment of modern acupuncture and moxibustion discipline, marked by Science of Acupuncture and Moxibustion written by the Teaching and Research Group of Acupuncture and Moxibustion Discipline of Jiangsu University of Traditional Chinese Medicine in 1957, the education and training model of acupuncture and moxibustion specialized talents in modern traditional Chinese medicine higher education is gradually formed, and solidified into college professional education model in the 1980s. Deconstructing the problems existing in the contemporary education paradigm of acupuncture and moxibustion mainly include the contradictions and problems between connotation and structure, formation and development, discipline and specialty, and level type and function. The transformation of the modern acupuncture and moxibustion education paradigm can be promoted by studying industry demands, revising training objective, defining discipline connotation, adjusting teaching content, learning from advanced concepts, and changing teaching modes. [ABSTRACT FROM AUTHOR]

Schizophrenia occurs worldwide, and the health, and economic burden is substantial. As one of the common proxies of socioeconomic status (SES), education was reported to be associated with the risk of developing schizophrenia. However, there is no causal evidence about the relationship. This paper explores the health benefits of college education for schizophrenia. Based on exogenous variation in college enrollment across regions and cohorts induced by college enrollment expansion policy, we use instrument variable (IV) estimate strategy to estimate impacts of college education on the risk of schizophrenia with the data from Second National Sample Survey on Disability. We find that college education reduces the risk of developing schizophrenia by 4.2 percentage points. Some further analyses suggest the causal protective effect is only found among men, rural, and low-income individuals. These findings provide new evidence for the causal relationship between college education and schizophrenia, and add to the literature on the health benefits of education. [ABSTRACT FROM AUTHOR]

Teacher-centered instruction is prevalent in preparation courses for large-scale standardized language tests. Student-centered instruction, while known to be effective in enhancing communicative competence, has been considered ineffective and time-consuming to implement in preparation courses for large-scale standardized language tests. To investigate this assumption, a quasi-experimental study was conducted to investigate the effectiveness of two teaching approaches— teacher-centered and Jigsaw—on students' Test of English for International Communication (TOEIC) Reading Comprehension Part Seven scores. The results showed that both groups experienced significant improvements from the pre-test to the post-test in their overall performance; however, there was no statistically significant difference between them. Furthermore, students in the Jigsaw group showed statistically significant improvements in all three passage types (single, double, and triple), while students in the teacher-centered group showed insignificant improvement in one of the three passage types (single passages). These findings suggest that both teaching approaches can effectively improve students' TOEIC Reading Comprehension scores. The study adds to the body of research on teaching approaches in EFL TOEIC Reading Comprehension university classrooms. The findings suggest that teacher-centered and student-centered approaches can effectively improve students' TOEIC Reading Comprehension scores. [ABSTRACT FROM AUTHOR]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao 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.)

Social attitudes toward marriage and motherhood have shifted away from the traditional norms of universal marriage and childbearing. While the second demographic transition theory stresses the importance of education in bringing ideational changes behind low fertility and low marriage rates, a causal link between college education and attitudinal change has not been studied much. To fill this literature gap, this study demonstrates the enduring impact of college education on women's family attitudes using South Korea's policy shock, which offered people the opportunity to attend college in the 1980s. This study finds that college education in the 1980s encouraged women to have non-traditional attitudes toward marriage and motherhood. Women who attended college via the graduation quota program reported that marriage and giving birth at a young age were not necessary more than women without the opportunity. We constructed a composite index of family formulation which showed the same result. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tellus is the property of Revista Tellus 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.)

The “freedom of contract” presumption that employment arrangements negotiated between employers and employees are necessarily optimal exchanges between equal parties willfully ignores the fact that workers rarely enjoy full employment. Without full employment, employers enjoy plentiful access to willing new workers, while employees face difficulties finding alternative jobs. Many groups of workers, particularly Blacks and those without college credentials, have higher-than-average unemployment and never enjoy full employment, even when the aggregate economy is thought to be at full employment. Excessive unemployment matters: when unemployment is high, quitting and the ability to switch jobs diminish, unemployment spells are longer, finding a good job is harder, and, correspondingly, wage growth is subdued for low- and middle-wage workers. Employers, though, are able to fill vacancies with qualified workers more quickly and with less effort. Acknowledging the persistent absence of full employment renders the freedom-of-contract framework a flawed basis for assessing employment relationships.

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office 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.)

This study delves into the problem-solving approaches of students who attend classes with traditional teaching methods in university physics education with innovative curriculum materials. This research, conducted with university physics and engineering students, focused on applying research-based curriculum materials in solving kinematic problems. The study analyzes the impact of student knowledge and the distinction between rote learning and scientific practices on conceptual understanding. Student responses are categorized based on the depth of knowledge demonstrated, the skill type utilized, and the degree to which responses indicate a logical progression. These, together with demographic data, are analyzed to determine any patterns. Findings reveal that students use intuitive and mathematical skills to solve a graphical question. However, students employ qualitative and mathematical skill types when they are required to design an experiment. Notably, gender disparity appears to influence the approach to graphical questions, but the design-based question shows no significant relationship between males and females. Gender was likely to contribute to knowledge and logical progression levels, but grades might not show a positive relationship with knowledge level. This study aims to contribute to developing physics education at the university level by highlighting the gap between innovative course materials and their enactment.

This study emphasizes the critical role of psychological adaptation in the growth and development of college students, a cornerstone of successful higher education. We identify critical challenges by exploring first-year students’ psychological adjustments to their new academic environments and propose targeted strategies to enhance their integration into university life. Utilizing a questionnaire-based analysis to pinpoint areas of psychological misadjustment, our research offers practical solutions to facilitate smoother transitions for students, thereby improving the overall effectiveness of college education.

In recent years, higher education management has been improving, but the coordinated development of the overall educational management and student management system of colleges and universities still needs to be further improved and enhanced. This paper uses data envelopment analysis and data fusion technology to establish DEA fusion algorithm and DEA-Malmquist index method to evaluate and analyze students’ learning efficiency in colleges and universities. The results indicated that the average degree of perfection of online teaching management in higher education is low, 86.2%. Students’ overall satisfaction with this is also expected at 56.2%. There is a need to strengthen management and improve classroom interactivity and innovation, to enhance the quality and attractiveness of courses, and to avoid excessive fragmentation. In addition to the existing problems, the results achieved include more accessible access to learning resources, with a percentage of 88.6%. The algorithm of this paper is used to study the efficiency of higher education and student learning, and to provide a more comprehensive and objective approach to the development of the quality of higher education and student management for the later development of higher education.

With the advent of the scientific and technological era, the times and the modernization of China, the requirements and goals of the Political perspective applied to undergraduate universities in the Age of Science and Technology are constantly updated, and it is of practical significance to learn from a political perspective college students in the new era of rapid development today. This paper constructs the 4C/ID learning model by finding literature and methods involved and applied in the learning process to realize political learning of college students based on Internet technology and provide some theoretical reference basis for teachers and students of relevant colleges and universities. Taking the study of new ways of political learning of college students as the theoretical basis, through the support of Internet technology, the traditional research ideas discussing the political learning of college students are analyzed, discussions are held around the new ways political level learning, and finally, the 4C/ID learning model of Political learning of college students based on Internet science is constructed. How to improve the political level learning model and open up new related learning pathways is a necessary issue that educators cannot ignore today. The study shows that the 4C/ID learning model of introducing the Internet into the study of college students at the political level technology can develop political level learning to the greatest extent. Based on Internet technology, the curriculum content system political level learning can be deeply explored to promote Xi Jinping’s idea in the new social and technological era of the healthy and vigorous development of socialist culture construction.

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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.)

Climate change decision-making happens at the intersection of knowledge, values, and experience, usually requiring action with incomplete information. Yet, climate change education prioritizes improving knowledge gaps, not communication and contextual understanding. Role-playing games highlight the interaction of evidence and values in decision-making; they have also been shown to help participants cope with uncertainty. Here, we used a role-playing activity in 8 undergraduate science class sections to explore how role-playing affected climate change decision-making. We found that students selected significantly different climate proposals based on differing affinities with their characters. Students' articulation of 'uncertainty' and 'concreteness' in justifying their final choices were significantly related to their chosen proposals. Students' understanding of circumstance and perspective in driving different priorities/decisions increased significantly. This activity is scalable and broadly applicable; by empowering participants to discuss data and values and make decisions with incomplete information, we might encourage confident participation in the global climate conversation. [ABSTRACT FROM AUTHOR]