保育者を目指す短期大学生の幼少期の自然体験と 「環境」領域の授業への示唆

Differences in stress levels between junior high school students and college students during online learning

Education of junior college is employment-oriented and good occupational ability training is very important for students' future work and career development after graduation. Using group analytic hierarchy process (Group-AHP), a model for evaluating the comprehensive occupational abilities of engineering students in junior college has been built in this study and this model is composed of objective level, criteria level and index level. Criteria level includes 3 factors of basic capacity, major skill and key competency. Index level includes 14 indices: work ethics, judgment and discrimination, teamwork, humanity, language performance, computer operation, occupational position knowledge, technical proficiency, practical operating ability, application ability of new materials, processes and techniques as well as new facilities, interpersonal communication, psychological endurance, organizational managing ability, development and innovation, etc. The results have shown that, among the comprehensive occupational abilities of students, interpersonal communication, practical operation ability, teamwork, etc. have the largest weights, which is consistent with the teaching objective of junior college towards engineering students. Based on this model, grades of comprehensive occupational abilities of students could be calculated scientifically to provide the basis for improving the teaching quality, model and methods of college.

Introduction: Playing online games has become a most popular leisure activity in many parts of the world, which may impact people's health as a result of excessive gaming, most commonly among students. Some computer-related and vision-related researches have measured the physical and ocular effects and binocular vision separately. India has second largest number of users of cell phones. In India, few studies conducted to assess its impact on health. Presently, the incidence of internet gaming disorder among the adolescent group was between 1.3% to 19.9%. Aim: To determine the effectiveness of self-instructional module on knowledge regarding vision hazards while playing online games among junior college students. Materials and Methods: A pre-experimental pre-test, post-test research design was used to conduct this study. The study was conducted during September 2019 to February 2020 and the setting was selected in the New English junior college, Wardha (Maharashtra) after getting ethical permission. (Ref. no: DMIMS (DU)/IEC/Sept-2019/8494). Purposive sampling was the sampling method used to collect data from junior college students (11th standard students) on the basis of structured knowledge questionnaire. After collecting pre-test data, self-instructional module was given for intervention of vision hazards while playing online games to junior college students. Seven days were provided to the samples for utilising self-instructional module which was organised for 45-50 minutes. Post-test information was gathered after seven days from the day of intervention. The data were described by frequency, percentage and t-test was used to describe the difference between pre-test and post-test knowledge score. Chi-square test was also used to find out the association between knowledge of junior college students regarding vision hazards while playing online games and selected demographic variables. Results: There was a significant difference between pre-test and post-test knowledge scores interpreted that self-instructional module on knowledge regarding vision hazards while playing online games among junior college students were effective. Mean value of pre-test was 7.82 and post-test was 15.62 and standard deviation values of pre-test was ±1.88 and post-test was ±0.58. The calculated t-value was 39 and p-value was 0.0001. Conclusion: The study was effective because the post-test knowledge score improved than the pre-test knowledge score. So, the self-instructional module has proved to improve junior college student’s knowledge regarding vision hazards while playing online games.

CONTEXT: In this part of Maharashtra, usually children get their first mobile phone after completing their schooling. Two years of education in junior college are crucial in everyone's life as career is decided during this phase of life. Till date, very few studies have been conducted in India about the pattern of mobile use. This study was planned with a view to identifying a pattern of the use and overuse of mobile phone by junior college students. SETTINGS AND DESIGN: Study design: Cross-sectional. Study-area: Sangli-Miraj-Kupwad Corporation area. Study-population: Junior college students from study area. Study subjects: 11th standard junior college students. Sample size and sampling techniques: Six hundred and nineteen, double cluster. Study tool: Pretested Questionnaire. Study duration: Six months. STATISTICAL ANALYSIS USED: Percentages, prevalence, Chi-square test. RESULTS: Of 619 students, 429 (68.98%) had mobile. Significantly, high number of male students (60.13%) had mobile sets than females (39.86%). Mobiles were used commonly for calling, messaging, Internet, Facebook, and WhatsApp. Internet, chatting, Facebook, and WhatsApp use was significantly common in boys. Two-thirds of the students used mobile phones for playing games. Twenty-one percent students used mobile phones in the classroom. Totally 37.3% students felt restless when they do not have their mobile phones with them. There were 33.33% students having high score indicating excess use of mobile and it was significantly associated with age and stream of education. CONCLUSIONS: Excess use of mobile phones (18–33 score) was seen in one-third of students, and it was significantly associated with age and stream of education. More than one-third students reported restlessness in the absence of mobile phones. Majority students felt there schooling, sleep, and daily chores is getting hampered by mobile phone use. Therefore, monitoring of adolescents mobile phone use by parents is required to identify any deviation from normal judicious use.

A sample of 406 subjects completed a questionnaire testing the influence of personal spirituality, education and several other factors on sexual tension in cross-sex friendships (CSF Tension). The subjects included 143 students from a Christian university (CU), 137 from a secular junior college (JC), and 127 non-students (NS). The primary criterion variable was the amount of CSF Tension experienced: Each subject rated to what extent sexual tension made friendship difficult due to different characteristics (e.g., he/she is physically attractive, dressed seductively) of 16 hypothetical friendships. A measure of sexuality—a composite of 12 questions adapted from the Self-Assessment Survey—assessed sexual activity, values, and ideation. Other predictors included neuroticism, openness to experience, extraversion, and demographics. JC students rated significantly more liberal than CU students on all 12 of the sexuality questions but no CSF-Tension differences were found for 15 of the 16 hypothetical CSF comparisons. JC students also rated two standard deviations lower on spirituality than CU students. Also, NS differed from students by being older, more spiritual, more educated, less involved in sexual activities, and experienced less CSF Tension. For the entire sample, spirituality was associated with sharply lower levels of sexual activities and ideation (r = −.601) and significantly lower levels of CSF Tension. The influence of education was similar to that of spirituality but not as robust.

EDRS Price MF-$0.65 HC-$3.29 Community Colleges, Content Reading, *Junior College Students, *Readability, *Reading Ability, Reading Difficulty, *Reading Level, Reading Materials, *Textbooks The differences between the reading abilities of 359 community-college students in selected classes and the readability diffic'clty of the texts used in those classes were examined. The Diagnostic Reading Test, Form A was administered to the subjects, and results showed that 35.9 percent of the population read at or above grade level 13; 33.5 percent read at grade levels 10, 11, or 12; 19.1 percent read at junior-high level; and 11.4 percent read below grade level 7. Thus, almost two-thirds of the subjects were reading below grade level. The texts used in the 16 classes were analyzed according to the Dale-Chall formula, and 14 of the 29 texts were more than one grade level above the reading ability of the students who used them. Five of the texts were rated at grade level 16, or graduate level, and the classes in which they were used had average reading ability rated from grade levels 10.9 to 12.2. It was recommended that teachers give more attention to the readability levels of the texts they select and that publishers assist this effort by advertising the readability levels of specific texts and other materials. Tables and references are included. (VJ) A COMPARISON OF THE READING ABILITIES OF A JUNIOR COLLEGE POPULATION AND THE READABILITY LEVELS OF THEIR TEXTS by Jon M. Hagstrom Columbia Junior College a 1., In the summer of 1969 this writer conducted a study L7 c, _,, c_, w W > C.3 IW . al LA. ,-, 0,of readability of textbooks for three different courses -c v, 0 W J 0 1.5 17, 1 Z glossary, the end-of-chapter questions, etc. As part of I ir= w 0 1 0 D O. La 0 the report, in other words, suggestions were made on how 0 0 0Lai j: the student could best study-read the text. While conductEg ing the readability portion of the study, it soon became apparent that the majority of the texts being evaluated O were beyond the reading abilities of many of the students 0C:) for whom they were intended. Two of the three texts in one O course, for example, were rated on the Dale-Chall formula CD at grade 16 or graduate level in difficulty. These texts were being used by students in a non-transfer terminal course in intriductory biology. Even without testing -Lie students for their reading ability, it would be logical to assume that the students would not be able to effectively deal with these textbooks and learn from them. In order to determine whether in fact such discrepancies did exist and whether these discrepancies were college wide, it was decided to conduct a more thorough study,. Such a study would entail two factors: the assessment of the Cep reading abilities of the students at the college, and the CP assessment of the readability levels of the texts and teacher A paper presented at the Western College Reading Association, Los Angeles, California, April 1, 2, 3, 1971.

Background: There are different research approaches regarding the causes and possible overrepresentation of dyslexia in criminals. One approach focuses on sociological explanations such as under-stimulation at home, while another focuses on the importance of cognitive neurobiological dysfunctions. In several studies, poor memory for digits and poor verbal learning ability have been found in non-criminal dyslexics.Aim: To compare memory performance in two groups of dyslexics, namely, juvenile delinquents and junior college students, in order to discuss their dyslexic problems in the light of sociocultural and cognitive neurobiological approaches.Participants: Two groups of male adolescent dyslexics: 11 juvenile delinquents (mean age 18.55 years, SD = 2.07), all of them convicted for severe offences, and 11 junior college students (mean age 17.09 years, SD = 0.83).Results: Matched-samples t-tests indicate that there is no difference in memory performance between the two different groups of dyslexics, which supports the accuracy of the diagnoses of dyslexia in the group of juvenile delinquents.Conclusions: The present results show that the memory performance of dyslexic juvenile delinquents does not differ from that of dyslexic junior college students. A sociocultural approach, therefore, cannot plausibly explain the high prevalence of reading and writing difficulties among juvenile delinquents.

The purpose of this study is to assess postsecondary students' beliefs about the nature of knowledge and learning, or epistemological beliefs. Comparisons were made between junior college students and university students and between technological science majors and social science majors on their degree of belief in simple knowledge, certain knowledge, innate ability, and quick learning. Junior college students were more likely to believe in simple, certain knowledge, and quick learning. University students were more likely to believe in innate ability. Technological science majors were more likely to believe in quick learning. Background variables, such as age, gender, and parental education, also contributed to differences between groups. Two-year institutions, as well as four-year institutions, might want to consider students' epistemological beliefs as possible factors affecting academic performance, attrition rate, and transfer difficulties.

This chapter focuses on junior college students’ academic achievement and learning attitudes after exposure to an ICT-integrated experimental chemistry course. This study adopted the quasi-experimental approach and divided students into two groups. Aided by ANCOVA data, this study probed students’ chemical learning effects and attitudes in detail. Major results indicate what assessments of students’ ICT-integrated learning can be achieved and upgraded at the initial level by a NSC-funded project. Presentations of students’ ICT performances can be analyzed and implemented at the module level.

The college volunteers association of oral health education and service,which could enhance the students' social practice abilities,was established by School of Stomatology,the Fourth Military Medical University in 2006. In order to evaluate the social practice teaching effectiveness of college students and undergraduates majored in stomatology,and find out the different reactions to social practices teaching between them,a survey was held by the form of questionnaire in 2008.The survey results show that students of stomatology are very fond of social practice.The analysis of differences caused by the two groups could help to enhance the humanities qualities of stomatology students. Key words: Social practices; Humanities quality; Undergraduates; Junior college students; Teaching effectiveness

Stress and coping styles among nursing students during the initial period of the clinical practicum: A cross-section study

This study aims to determine the differences in cyberbullying behavior of Instagram social media users in adolescents in terms of education level. This research design is comparative quantitative research. The sampling technique used is purposive sampling technique, with a sample of 108 teenagers who use Instagram in Padang city. The data in this study were analyzed by finding the mean and standard deviation, categorization and also the One-Way Anava parametric analysis test. The results showed that the anova test conducted obtained a value of p = 0.392 which means that p>0.05, meaning that the results in this study as a whole there is no difference in adolescents (junior high school, high school and college students in carrying out cyberbullying behavior. This means that the perpetrators of cyberbullying in adolescents at the junior high, high school and college education levels are not different. Teenagers do cyberbullying in each aspect, namely repetition, power imbalance and intention tend to be in the moderate category.

The study was conducted to revisit multiple intelligences with the roles of motivation, strategy, and anxiety in foreign language learning. Subjects were 260 Hospitality management major students in a private five-year junior college in north-eastern Taiwan, including 114 males and 146 females. They helped to fill out the 226-item questionnaires dealing with multiple intelligences [1] [2], motivation [3], strategy [4], and anxiety [5]. The results revealed that a correlation among multiple intelligences, motivation, strategy, and anxiety did exist, and led to different English levels. Discussions, implications, and suggestions for students, teachers, parents, and schools were provided.

The possible contribution of home economics to the development of the men and women students in the Negro junior college of Little Rock, Arkansas

Expenditure-tax incidence studies have been unsuccessful in determining whether public higher education promotes more or less inequality , primarily because of their inability to assess the system's impact on the distribution of lifetime income. This paper suggests that the difficulty may be overcome by applying Becker's analytical framework for explaining income distribution to the structuring and interpreting of expendituretax incidence studies. A study of the St. Louis-St. Louis County Junior College District is presented which indicates the system does not have an equalizing effect on educational opportunity and the distribution of lifetime income. Y'he decade of the 60 's witnessed an increasing willingness among political decision makers to utilize the public budget not only as a stabilization tool but also as a means of promoting less inequality among people of various economic backgrounds. Research effort was directed to the empirical analysis of the distributional impact of the public budget. A prime result of this effort is Hansen and Weisbrod's (H & W) book on the direct benefits and costs of California public higher education in which they assess that system's impact on the distribution of current family income.1 Their basic finding is that University (U) students receive the largest average subsidy (expenditure minus ♦Assistant Professor of Economics, Wayne State University. Part of this paper is from my dissertation, completed at Washington University under the direction of John Legier, Ted Bergstrom, and Murray Weidenbaum. I am also indebted to Masanori Hashimoto and an anonymous referee for comments which have significantly improved the paper. family tax payment) and have the highest median family income, while Junior College (JC) students receive the smallest average subsidy and have the lowest median family income. State College (SC) students are in t e middle. Various individuals have commented critically on these results, emphasizing possible deficiencies in the computational procedures and the policy implications of the empirical work.2 The discussants generally agree, however, that this type of expendituretax incidence study is not suitable for determining whether public higher education is promoting more or less inequality among people of various economic backgrounds. The Musgrave budget system indicates that using public higher education transfers of income-in-kind as a means of redistributing current family income is less efficient than using direct transfers of money.3 Thus, utilizing public higher education as a redistributive tool must rest on the premise that it is more efficient than a system of direct transfers at redistributing the future or lifetime income of students. The success of public higher education at promoting more or less inequality must therefore be based on its impact on the distribution of future or lifetime income.