Student

Transnational education initiatives are on the rise across the globe as universities seek to further their internationalisation strategies. In Scotland, student engagement is at the heart of the higher education system, be that in the classroom or through quality enhancement practices at the institutional level. The focus of this research is in the area of student engagement and transnational education. In essence, this thesis sets out with the aim to find out how student engage at transnational initiatives of Scottish higher education institutions (HEIs). A conceptual framework is introduced with the most common student 'identities': consumers, citizens, co-creators and partners. The research approach adopted in this thesis includes in-depth interviews with eighteen transnational students through phenomenological lenses. The findings from this research provide evidence that transnational student engagement mostly occurs at course-level, and that the majority of the respondents define student engagement as staff-led, as opposed to student-led. The main conclusion drawn from this research is that transnational student engagement is low. Finally, recommendations are offered in the form of an action plan to help improve transnational student engagement.

In this paper, as a final year student at the Faculty of Theology and Religion at the University of Pretoria, in fulfillment of the requirements for a Bachelor of Divinity Theology qualification, I aim to explore the history of Sexuality and Marriage as well as the concerns surrounding sexual and marital constructs as sociological issues, which 21st century Theology is often faced with: whether the Biblical ethics regarding premarital sexuality in its relation to marriage are still relevant for the 21st century...

ABSTRAK Dalam pendidikan teknikal dan vokasional, penguasaan teori dan amali adalah sangat penting dalam melahirkan modal insan yang berkemahiran dan berketrampilan. Terdapat dua (2) jenis penilaian yang dijalankan iaitu Penilaian Berterusan (PB) yang mewakili 70% dan Penilaian Akhir (PA) sebanyak 30%. Kedua-dua bentuk penilaian ini menilai aspek teori dan amali.Kajian ini bertujuan untuk mengkaji permasalahan yang timbul semasa proses Pengajaran dan Pembelajaran (PnP) dan penilaian akhir amali modul Pembuatan Pakaian di kalangan pelajar Program Fesyen Dan Pakaian(FP. Dalam kajian ini, seramai 45 pelajar Fesyen dan Pakaian telah terlibat sebagai sampel kajian. Kajian ini berbentuk tinjauan dan menggunakan pendekatan kuantitatif. Hasil dari analisis data yang telah dibuat didapati masalah yang paling dominan ialah dari segi penyimpanan dan susan atur hasil pola dan juga pakaian yang telah dihasilkan.

According to Freud, our personality develops from the interactions among what he proposed as the three fundamental structures of the human mind: the id, ego, and superego. Conflicts among these three structures, and our efforts to find balance among what each of them "desires," determines how we behave and approach the world. What balance we strike in any given situation determines how we will resolve the conflict between two overarching behavioral tendencies: our biological aggressive and pleasure-seeking drives vs. our socialized internal control over those drives.

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

Eyewall replacement cycles (ERCs) are events that occur in intense tropical cyclones (TCs) and are difficult to predict.  An ERC event involves a secondary outer eyewall that surrounds the inner eyewall.  The outer eyewall slowly moves towards the eye and weakens the inner eyewall, eventually replacing the inner eyewall.  During this process, wind speeds lower and the structure of a TC becomes disorganized, further weakening the storm.  TCs often restrengthen after an ERC.  Little is known about the process and as such, poses an obstacle to forecasters.  The Automated Rotational Center Hurricane Eye Retrieval (ARCHER) Microwave-based Probability of Eyewall Replacement Cycle (MPERC) is an algorithm that uses 89-95 GHz passive microwave imagery and intensity estimates from the National Hurricane Center (NHC), Central Pacific Hurricane Center (CPHC), or the Joint Typhoon Warning Center (JTWC) to predict the possibility of an ERC.  The effectiveness and ability of ARCHER MPERC was analy...

Dans le courant des années 1980-1990, le processus de massification de l’enseignement supérieur s’est traduit par une forte augmentation des flux d’entrants dans l’enseignement supérieur. La croissance constante des taux de réussite au bac depuis les années 1980 (26 % d’une génération en 1980, 63 % en 1995 et 77 % en 2014) est notamment due à une progression de la réussite des bacheliers technologiques et professionnels, ce qui, du même coup, a entraîné une augmentation de l’entrée de ces « nouveaux étudiants »  dans l’enseignement supérieur. Ces évolutions quantitatives ont eu des conséquences sur la structuration et l’organisation de l’enseignement supérieur, avec une transformation « qualitative » des flux d’entrants et des orientations. S’est ainsi opérée une translation des processus de sélection scolaire, le type de baccalauréat obtenu devenant l’opérateur de la sélection dans l’entrée vers l’enseignement supérieur.

Despite its ubiquity as the term, ‘student movements’ are not easy to build or sustain. This is because campus activism typically features a diversity of political views and tactical preferences, and is organisationally restricted by the constant turnover of graduating cohorts. This chapter uses the 2010/11 UK student protests to explore some of the challenges students face in building a wider student movement. United initially by a common grievance of rising tuition fees, students responded quickly with a multi-repertoire mass campaign. Yet its tactical breadth generated diverging collective experiences and identities, and once the fees were passed by Government these identities proved difficult to unite as an overarching movement.

Het VH-netwerk Studentenwelzijn heeft online uitgewisseld wat de belangrijkste aandachtspunten zijn nu studenten hun studie vanuit huis volgen. Twaalf hogescholen hebben hieraan deelgenomen. Het lectoraat Studiesucces van hogeschool Inholland heeft de input van alle deelnemers bekeken en verwerkt in deze poster.

Se indaga el sentido de la conferencia de Sloterdijk
“Normas para el Parque humano” así como las
polémicas por ella suscitada. Se realiza un diagnóstico
de la capacidad crítica del humanismo tradicional. En el
marco del naufragio del humanismo como escuela y
utopía domesticadora humana -marco en el que
Sloterdijk reclama una revisión genético-técnica de la
humanidad- se indaga ¿qué criterios pueden
establecerse para normar las inevitables luchas por los
derechos de la crianza humana? ¿Quiénes y sobre qué
bases debieran hoy detentar el derecho a la crianza?
¿Cómo determinar quiénes son los que educan y los que
son educados? Se proponen nuevos caminos que
tienen en la mediación de la técnica su formulación
discursiva y sus orígenes en las disidencias que, desde
la propia tradición filosófica, reducían la estancia del
hombre en el mundo a su expresión leída y escrita.

Maintenance works upon aircraft is complicated and involve the use of myriad body parts of the personnel that actuate maintenance. It’s imperative for workers to be physically fit as this affects the output of the work and safety. This paper proposed a physical exercises framework that could be used by Aircraft Maintenance Students where this framework could be used by the Territorial Army to train the students that are involved in the Territorial Army.

Das „ungehinderte Fließen“ von Grundwasser: Vor mehr als zwei Jahrzehnten griff Klemeš (1986) in einem sehr nachdenklich stimmenden, nichtsdestoweniger kurzweiligen und insgesamt lehrreichen Beitrag das Problem der Verbreitung hydrologischer Fehlkonzeptionen auf. Hauptursache waren seiner Einschätzung nach die mangelhafte universitäre Vorbildung und der überwiegend zufallsbestimmte Berufseinstieg der seinerzeit praktizierenden Hydrologen. Wie steht es damit im heutigen Deutschland?

Apstrakt: Posle prikaza istorijata studentskih borbi u Beogradu i odnosa između profesora i studenata koji je tokom ovih protesta bio uspostavljen, ispituje se u kakvom su odnosu bili studenti i profesori tokom blokade Filozofskog fakulteta Univerziteta u Beogradu 2014. godine. Kako bi se razmotrilo kakav odnos je bio uspostavljen
između ovih aktera tokom trajanja blokade, autorka će pokušati da odgovori na pitanja da li je među profesorima postojalo razumevanje za studentske zahteve, da li su i studenti i profesori doživeli blokadu kao legitiman vid borbe za studentske zahteve i da li je postojala solidarnost između profesora i studenata u protestu. U radu će prvo biti prikazani stavovi studenata o protestu i ulozi profesora u njemu, a potom će u drugom delu rada biti više reči o tome kako se profesori odnose prema blokadi i kako doživljavaju vlastitu ulogu u protestu.

I wrote this Essay in 2013 for Professor Wayne Cox's 200 level International Relations class at Queen's University. The assignment was to prescribe a solution to NATO's war in Afghanistan using the liberal international relations paradigm. In researching this paper I quickly found that, realistically, there wasn't one. As such some of my recommendations range from difficult to implement to simply unrealistic. I attribute this to being a bright eyed second year student, but also to the limits of the liberal paradigm.

Since writing this essay I have had the pleasure of meeting and working with veterans of the Afghan conflict, both military and civilian. These people have had a deep effect on how I see the world and Afghanistan in particular. While I would not write this essay the same way today, I feel its a good example of my strong analytical skills, problem solving style, and writing ability.

This study examined the way successful college students with LD compensated for their deficits in phonological processing. Successful was defined as average or above-average grades in college coursework. The study compared the cognitive and metacognitive performance of students with and without LD (N=40). Although achievement levels for both groups were comparahle, students with LD scored significantly lower than students without LD in word reading, processing speed, semantic processing, and short-term memory. Differences were also found between groups in self-regulation and number of hours of studying. Results showed that students with LD compensated for their processing deficits by relying on verbal abilities, learning strategies, and help seeking.

Sınıf içi ili
kilerde öretim ve yönetimin etkili olabilmesi için olumlu dil kullanılması
ara
tırmalar sonucunda ula
ılan bir bilgidir. Uygulamalar da göstermektedir ki, özellikle öretmenin
sınıfın yönetimi esnasında kullandıı olumlu dil, örenci davranı
larını ve dolayısıyla sınıf atmosferini
olumlu yönde etkilemektedir. Sınıf ortamında örencilerin davranı
larını yönetmenin önemli bir boyutu
duyguların yönetilmesidir. Duyguların yönetilmesinin en kolay yöntemi ise olumsuz duyguların ortaya
çıkmasına neden olan öretmen davranı
larının mümkün olduu kadar ortadan kaldırılmasıdır. Sınıfta
istenmeyen örenci davranı
larının önemli bir kısmı örencinin dersin i
leni
i ile ilgili tepkilerinden
ortaya çıkıyor olması bilinse de, bazı davranı
larda bizzat öretmenin
ahsına kar
ı tepki olarak ortaya
çıkmaktadır. Bazı durumlarda örenciler öretmeni zor durumda bırakmak için kasten çok farklı

ekillerde istenmeyen davranı
lar sergilemektedirler. Bu davranı
lar öretmenden kaynaklanan
istenmeyen örenci davranı
ları olarak isimlendirilirler. Bu örenci davranı
ları dier istenmeyen örenci
davranı
ları gibi yönetilemezler. Çünkü örencinin bilerek ve isteyerek yaptıı davranı
lardan
olu
maktadırlar. Bu yüzden istenmeyen örenci davranı
larını örencilerin kasıtlı olarak yaptıkları ve
herhangi bir kasıt olmadan dikkatin daılması ve dersin monotonla
masından kaynaklananlar olarak iki
ayrı bölümde ele almak mantıklı olabilir.
Bu yüzden ara
tırmada örencilerin bilerek ve isteyerek öretmeni sınıfta zor durumda
bırakmak amacıyla yaptıkları davranı
lar ve kullandıkları yöntemler incelenmi
tir. Ara
tırmada betimsel
yöntem kullanılmı
ve ilköretim örencilerinin bilerek ve isteyerek öretmenleri zor durumda bırakmak
için kullandıkları yöntemler ya da dier örencilerin kullandıkları yöntemler açık uçlu soruların olduu
nitel görü
me formuyla belirlenmeye çalı
ılmı
tır. Ara
tırmadan elde edilen verilere göre örenciler
öretmenleri sınıfta zor durumda bırakmak için her zaman mantıklı bir gerekçe aramamaktadırlar ve
böyle olduunu da itiraf etmektedirler. Bazı durumlarda sadece elence olsun diye veya kendilerini
çevrelerindeki arkada
larına ispatlamak için öretmeni sınıfta gülünç ya da zor durumda bırakacak farklı
yöntemler kullandıklarını ifade etmektedirler. Bunlardan en çok kullanılanları
unlardır; Sürekli
öretmenin sözünü kesmek, dersle alakası olmayan sorular sormak, dei
tirilmi
ve tuzak sorular sormak,
sürekli anlamadıını söyleyerek zaman kaybettirmek, dersten sıkıldıını belli edecek sesler çıkararak
öretmenin dikkatini ve motivasyonunu bozmak.
Anahtar Kelimeler: Öretmeni Zor Durumda Bırakmak, Örencilerin Kasıtlı stenmeyen
Davranı
ları, Örenci Davranı
ları, Sınıf Yönetimi.


Abstract
One of theimportantcomponents of management of studentbehavior in theclassroom is
managingtheiremotions. Theeasiestwaytomanageemotions is
removingteacherbehaviorsthatcausestudents’ negativeemotions. Although it is
knownthatsomeimportantpart of theundesirablestudentbehaviors in theclassroomarestudents’
reactionstothemethod of teaching, someundesirablebehaviorsarereactionsforteachers’ personality.
Inthatsituation, students can behaveundesirablyto put teachers in a
difficultposition.Thesebehaviorsarecalled as undesirablestudentbehaviorsarisingfromteachers. They can
not be managed as theotherundesirablestudentbehaviors can. Becausetheycomprised of
consciousandintendedbehaviors.
That is there asonwhythisstudyexaminedintendedandconsciousbehaviors of studentswhichaimto
put teachers in a difficultposition in theclassroom. Descriptivemethod is used in
thisstudyandqualitativeinterview form whichincludesopen-endedquestions is alsousedtoidentifymethodsthatprimaryschoolstudentsuseto put teachers in a difficultpositionortheothers’.
Accordingtotheresults of thisresearch, students do not always put theirteachers in difficultpositionbased
on reasonablegroundsandtheyalsoadmit thisfact.
Insomecasestheyexpressedthattheyusedifferentwaystomakefun of theirteachersortoleavethem in an
embarrassingsituationjustforfunwithoutanyreasons. Themostcommonlyways can be listed as
interruptingteacher, askingnon-relatedquestions, askingmodifiedtrickquestions, consuming time
bysayingthattheydon’tunderstandthesubject, distractingtheattentionanddemotivation of
theirteacherbymakingsomekind of weirdvoices in whichtheyshowthattheyarebored.

Keywords: Classroom Management, Students’ Behaviors, UndesirableIntentionalStudents’
Behaviors, to Put Teachers in a DifficultPosition

Marine microplastics are an emerging pollutant that has already shown adverse effects in fish, mice, and other lower-order organisms. Based on the impact microplastics have on these organisms, human health will likely be affected, especially in areas where fish and other marine life are a significant part of the diet. A wide range of previously conducted research was used to study the effects and predict the dangers of microplastic consumption on human health. The sources covered three general topics: the effects of microplastics on commonly consumed European and Mediterranean fish, their effects on the gut microbiome of mice, and the transmission of microplastics across trophic levels. A prediction was made using the presented data, stating that there will be and there is already a likely effect on the human neuroendocrine and digestive systems. This assumption was drawn from the known health effects of microplastics on fish and mice and the processes of bioaccumulation and biomagn...

Mental disorders appear to be on the rise among college students and are having a significant effect on their attrition, with anxiety identified as one of the most common presenting issues. Anxiety is a state of tension; it comes from outside as well as within and effect performance. The purpose of the study was to find out the status of state and trait anxiety of Physical Education (B. P. Ed.) women students and general degree college women students and their comparison. A total of 60 women college students (30 B. P. Ed. women students and 30 general degree college women students) were selected randomly as subject for the present study. The age of the subjects were range 18-25 years. State and Trait anxiety were the criterion measure in this study. State and Trait anxiety of the students were measured by standard questionnaire. Mean and standard deviation were used as descriptive statistics and 't' test was used to find out the difference between means. Only 0.05 level of confidence was considered in this study. Result revealed that there was no significant difference between Physical Education women students and general degree college women students in respect of State anxiety (t=0.04; p>0.05) and Trait anxiety (t=0.90; p>0.05). There was no significant difference in state and trait anxiety between women Physical Education students and general degree college students.

ABSTRACT.

The study was an assessment of productive skill competency levels of secondary school chemistry students for entrepreneurship. Ten research questions and ten null hypotheses guided the study. A descriptive survey design was employed for the study. From the population of 6121 chemistry students, 1132 was sampled by balloting and used in the study.
The study was carried out in all the secondary schools in the six education zones in Anambra state. Instrument for data collection was
Test of Acquisition of science process skills (TASPS).  Mean scores were used  in answering the ten research questions, while the ten hypotheses were tested using t-test. From the analysis, the researcher found that: SS3 chemistry students possessed science process skills. There was no significant difference between the level of competence of the male and female SS3 chemistry students. The study has shown that at the end of three years of senior secondary school, the chemistry students possessed science process skills which if properly channeled will enhance their entrepreneurial abilities. Based on the findings and discussions, some recommendations were made: the State Ministry of Education should encourage exhibition of students’ products from time to time as this will encourage both teachers and students to improve  their productive skills. The examination bodies WAEC and NECO should encourage the productive skills of the students by emphasizing on questions that will require them to produce articles like soap, cream, salt, charging of battery etc so as to give those avenues to apply the Science Process Skills  (SPS) learnt in other practical aspects. Limitations of the study were stated and suggestions for further study proffered.

This case study discusses a reflective writing assignment within a Travel Writing and Journalism (TWJ) module delivered at the University of Leeds in Yorkshire, England from 2015-2017. When the course tutor was commissioned to develop and lead the module they were given a summary course outline that included pre-set assessment items approved by a planning committee. The Reflective Writing assignment was included in that preliminary course overview, which the tutor developed to suit. TWJ was an optional, 2 nd year module available as part of the University of Leeds' Discovery programme, which meant that arts and social science students from across the University could enrol in the module, regardless of their major degree programme. Course participants were generally well-educated, motivated, curious about the world and passionate about travel. Nevertheless, each semester a significant number of those enrolled started the course with limited knowledge of the intricacies of transcultural media politics and only a sketchy appreciation of the genre. The reflective writing assignment developed in response to that situation. In order to satisfy the assessment criteria, participants needed to reflect upon the ways that they had developed their practice by engaging with the early course materials. The challenge to first engage with the course materials, in order to reflect upon that process was deliberate. To help prepare the student writers for the final assignment, a major creative non-fiction article (or equivalent) due at the end of the module the first, formative assignment challenged them to develop the stylistic, cultural and theoretical underpinning of that project by reflecting upon the thematic context of the work. That context was informed by a range of different activities, such as the ways that students were able to analyse and adapt course readings for their own creative purposes and their response to in class screenings and discussions. The reflective writing assignment was not always popular with students. For many, this was the first time that they had been asked to reflect upon their own creative engagement with course materials. Some students complained that the challenge to do so was stressful and confusing. Nevertheless, the assignment also became a prompt for reflective insight and transformation.

The purpose of the research was to determine the styles of coping with stress among the students studying at the schools which admit the students with a special talent exam. The scope of the research involved the schools which admit the students with a special talent exam, the sample group included total 413 students; 226 males, 187 females, having education at the Faculty of Sport Sciences (SBF), the Dilek Sabancı Conservatory (DSK) and the Faculty of Fine Arts (GSF) in Selçuk University. Firstly, a personal information form and the Ways of Coping Questionnaire (WCQ) developed by Folkman and Lazarus (1980) and created as a short form by Şahin and Durak (1995) were used. By testing the homogenity and variance of data, the Independent Sample t-test for the gender factor, the One Way Anova for multiple comparisons,  the Tukey test for the resources of differences were applied. The Cronbach alpha value was determined to be 0,76 for the Coping Questionnaire. Depending on the gender factor; statistically significant differences were observed in all of sub-dimensions to cope with stress among the SBF, DSK and GSF students (P<0.05). Given the school types, there was a lower point in the SBF student averages concerning the desperation dimension rather than the other two schools as there was a higher average in the Conservatory students’ optimism dimension rather than the other two schools, a lower average in their social support points, these differences were regarded to be statistically significant (P<0.05). In accordance with the school type, differences between active and passive coping strategies did not have stable changes and any specific situation was not observed in the school type. This situation can result from the specific exam criteria and the ability and measurement techniques of the schools which admit the students with a special talent exam.

Para comenzar se entiende por dilema ético la toma de decisiones en condiciones de incertidumbre, es decir, cuando existen contradicciones entre valores o principios normativos que se presentan en el ejercicio profesional (Hermosilla y otros, 2006).

Vivre dans un logement indépendant est le choix préféré des étudiants les moins contraints financièrement ; vient ensuite le domicile des parents, et après seulement la résidence collective. Étudier dans une grande ville ou à Paris implique souvent de prendre un logement indépendant. Le choix des études supérieures n’est pas indépendant du choix de logement, voire pourrait être contraint par lui. Ainsi choisir une filière sélective de type IUT, CPGE, ou faire des études de Médecine après le bac, implique souvent de devoir quitter ses parents, tandis que choisir une STS permet de rester à leur domicile. Les enfants des grandes villes et de la région parisienne sont ainsi moins contraints dans leur choix d’études.

The following is a sample template that you might use to help your students to track their own progress throughout your course. Our goal is to help our students to be as successful as they can and providing them with an assignment tracking sheet such as this is considered best practice according to current course development rubrics (click here to see a comparison table of some standard rubrics). In essence, you will list all of the required assignment that students will need to complete in order to successfully finish your course. Listing these assignments out can also help us to evaluate the assignments that we are requiring. For more guidance on choosing assignments for your class, click here to see the pedagogies, strategies, and activities checklist.

The aim of the study was to analyze the relationship between stress measured by the perceived stress scale (PSS-10) questionnaire and masticatory muscle activity. Experimental design assumed the study of healthy young women without temporomandibular disorders, dividing them into three groups depending on the result of the stress level and then comparing these groups in terms of bioelectrical activity of the masticatory muscles. After the exclusion criteria were applied, 63 female students (mean age: 22.3 ± 2.4 years) from Medical University of Lublin were included in the study. The subjects were then divided into 3 groups: with low (n = 18), medium (n = 18) and high stress level (n = 27), according to PSS-10 results. Resting and functional activity of temporalis anterior (TA) and masseter (MM) muscles were measured by electromyograph BioEMG III. There were statistically significant effects of group on the absolute value of asymmetry index (AsI) of TA and MM during maximum voluntary ...

SUMMARY
Effects of metals such as Cu, Zn, Mn and Fe have been studied by growing the seeds of Vigna radiata under different concentrations
of sulphate salts. These metals play a significant role in the growth of Vigna radiata and soil enzyme activity of amylase and cellulase.
It was found that higher concentration of these metals significantly altered the growth of Vigna radiata and soil enzyme activity.
Key Words : Amylase, Cellulase, Micronutrient, Soil enzyme activity, Vigna radiata

This research aims to investigate the history of secondary school student councils in Northeastern Thailand (Isan), to study the present conditions and problems of secondary school student councils in Isan and to study a model for promoting democracy by using the corporate culture of secondary school student councils in Isan. The study area School in Nampong District. This research employed interview, observation and focus groups as data collection tools with a purposive sample of student councils in secondary schools in Isan. Data was verified and validated using a triangulation method and analyzed by descriptive analysis. Research results show that the student councils in the secondary schools of Isan were established to promote democracy among youth. Students gained knowledge, understanding of the democratic system, experience in student administration and governance by students for students. It was also found that student council activities in secondary schools give students opportunities to know about their roles, acceptance, respect rights and duties, use intellect to solve problems, have faith in the democratic system, develop morality and ethics and preserve and disseminate traditions and culture according to the principles of Dharma. Current problems with student councils include no student interest in duties and no relationship between the elected leaders and their constituency. Selfishness, dishonesty and ignorance are the causes of non-transparent school councils with no responsibility, no response to student needs, lack of rights, justice and effectiveness, lacking of creative ideas and no vision. It was found that principles of Dharma should be incorporated into a model to promote democracy by using corporate culture of secondary school student councils. These include courtesy, discipline and gratefulness to the nation, religion and the King. Problems should be discussed and solved in the appropriate way.

À écouter les discours politiques, la mobilité internationale est favorisée par les États, elle constitue une richesse tant pour les pays de départ que d’arrivée. La promotion de ces politiques est faite à grand bruit 1, même si quelques distorsions surgissent ici ou là, quand la Grande-Bretagne fait payer le prix fort aux étudiants étrangers, par exemple. En France, Campus France est censé faire connaître l’enseignement supérieur à l’étranger, il régule les flux, construit des filtres (niveau académique, projet, langue, moyens financiers…) et donne le sésame sur des critères plus ou moins drastiques.

Goal: To provide healthcare professionals with comprehensive multidisciplinary expert recommenda-
tions for the acute care of severe limb trauma patients, both during the prehospital phase and after admission to a Trauma Centre.
Design: A consensus committee of 21 experts was formed. A formal conflict-of-interest (COI) policy was
developed at the onset of the process and enforced throughout. The entire guidelines process was
conducted independently of any industrial funding (i.e., pharmaceutical, medical devices). The authors
were advised to follow the rules of the Grading of Recommendations Assessment, Development and
Evaluation (GRADE1) system to guide assessment of the quality of evidence. The potential drawbacks of making strong recommendations in the presence of low-quality evidence were emphasised. Few recommendations remained non-graded.
Methods: The committee addressed eleven questions relevant to the patient suffering severe limb trauma: 1) What are the key findings derived from medical history and clinical examination which lead to the patient’s prompt referral to a Level 1 or Level 2 Trauma Centre? 2) What are the medical devices that must be implemented in the prehospital setting to reduce blood loss? 3) Which are the clinical findings prompting the performance of injected X-ray examinations? 4) What are the ideal timing and modalities for performing fracture fixation? 5) What are the clinical and operative findings which steer
the surgical approach in case of vascular compromise and/or major musculoskeletal attrition? 6) How to
best prevent infection? 7) How to best prevent thromboembolic complications? 8) What is the best
strategy to precociously detect and treat limb compartment syndrome? 9) How to best and precociously
detect post-traumatic rhabdomyolysis and prevent rhabdomyolysis-induced acute kidney injury? 10)
What is the best strategy to reduce the incidence of fat emboli syndrome and post-traumatic systemic
inflammatory response? 11) What is the best therapeutic strategy to treat acute trauma-induced pain?
Every question was formulated in a PICO (Patient Intervention Comparison Outcome) format and the
evidence profiles were produced. The literature review and recommendations were made according to the GRADE1 methodology.
Results: The experts’ synthesis work and the application of the GRADE method resulted in 19 recommendations. Among the formalised recommendations, 4 had a high level of evidence (GRADE 1+/) and 12 had a low level of evidence (GRADE 2+/). For 3 recommendations, the GRADE method could not be applied, resulting in an expert advice. After two rounds of scoring and one amendment,
strong agreement was reached on all the recommendations.
Conclusions: There was significant agreement among experts on strong recommendations to improve
practices for severe limb trauma patients.

This study was conducted on three students with special education needs and their 16 non-disabled classmates in the 2nd year of an elementary school in Cyprus where inclusive education is offered to them and their parents. In the mentioned inclusive education setting, student and parent opinions with regard to the effectiveness of reading comprehension applications based on a one teacher one assistant model, which is a co-teaching model, conducted by the classroom teacher and special education teacher, have been evaluated. For this purpose, opinions have been obtained from students during the application that consisted of 14 sessions between October 2017 and January 2018 and from parents after the applications with regard to the effectiveness of the co-teaching practice using semi-structured interview forms. When the research findings were evaluated, it was seen that the students felt happy, successful and academically prepared during the co-teaching practices, they found the materials used by their teachers interesting, they were willing to attend the class, and were pleased to be in the school / classroom environment. When the findings of the parents' opinions were evaluated, the parents stated that they had some concerns prior to the co-teaching practices were implemented. However, they stated that the variety of materials and homework used during the practices and seeing their child's academic progress made parents feel at ease with the new approach. The parents also stated that the reading skills of their children had improved, their willingness to read had improved and their writing skills had improved as well.

n modern classrooms, lecturers are faced with numerous issues as they compete for students’ attention among a diversity of communication  stimuli.  This  review  aimed  to  reviewvarious  social  media  benefits  to  educational  institutions,  faculties  and students. In  the  review  various  social  media  benefits  were  discussed  range  from  its  benefits  to  educational  institutions,  to faculties and to students and also the various means and types of social media via social networking sites were listed, such as Facebook,  YouTube,  Bloggs,  MySpace,  Twitter  etc.    To  conclude,the  social  networking  sites  have  gained  huge  momentum and  popularity  among  college  and  school-going  students  in  this  ever growing  internet  era. It’s evolving as a real-time,  two-way communication platform and marketing, promotional vehicle for institutions to raise its online brand, share experiences, knowledge and information within its major key players.No uncertainty, in the upcoming age, social media will definitely act as a major role in higher education establishments in diverse configurations.

This is an excerpt from: Chiropractic Patient Assessment Laboratory Interpretation and Risk Management: Introduction to Inflammation Mastery and Functional Inflammology (Volume 1) Paperback – July 29, 2014 https://www.amazon.com/dp/1500686379. To keep the printing and sales cost down to increase availability especially to students and recent graduates, the 2014 book was printed in black-white-grayscale. The excerpt provided here is of identical information (Chapter 1) sampled from the full-color 2016 printing of Inflammation Mastery 4th Edition.

Studiul de față analizează în ce măsură studenții de la Universitatea Lleida apreciază orașul în care își urmează cursurile ca fiind unul cu potențial turistic ridicat. Au fost chestionați 202 de studenți, cu vârsta medie de 21,47 ani, fiind aleși după criteriile: pasiunea pentru turism și efectuarea cel puțin a unei călătorii pe an. Din eșantion fac parte atât tineri originari din Spania (78,3%), cât și din alte țări, veniți la studii prin programul Erasmus (21,7%). Cercetarea a fost efectuată în perioada ianuarie – aprilie 2015, iar datele au fost prelucrate cu programul SPSS. Analiza profilului turistic arată că aceștia cunosc atracțiile turistice din oraș, cei mai mulți vizitând cel puțin un obiectiv turistic. Chiar dacă sunt la o vârstă la care dependența financiară față de familie este una ridicată, aceștia consideră important confortul unității de cazare și al mijloacelor de transport cu care călătoresc. Legat de potențialul turistic al orașului Lleida, studenții nu apreciază orașul ca pe o destinație turistică viabilă și nu l-ar recomanda cunoștințelor pentru vizitare. La acest aspect contribuie într-o mare măsură imaginea infrastructurii de transport din localitate și posibilitățile de petrecere a timpului liber, care nu se ridică la nivelul așteptărilor lor.

La “Educación de Calidad” forma parte de los Objetivos de Desarrollo Sustentable impulsados por las Naciones Unidas desde el 2015. Este tiene la finalidad de garantizar una educación inclusiva, equitativa y de calidad, además de promover oportunidades de aprendizaje durante toda la vida para todos (UNESCO, 2019).
La educación es vista como una fuerza para el desarrollo sostenible y la paz. Los niños y jóvenes que cuentan con las habilidades de lectoescritura y aritmética básicas son más propensos a tener mejor futuros que aquellos que no lo tuvieron. La educación es la clave para la prosperidad y abrir el mundo de nuevas oportunidades, es por eso por lo que es un tema que nos incumbe a todos como sociedad (UNESCO, 2019).
El mundo está cambiando y fenómenos como la globalización requieren que la población mundial se adapte rápidamente a los cambios de dichos procesos y aprenda a innovar y trabajar con nuevas tecnologías. La educación ayuda a desarrollar inteligencia y capacidad intelectual en humanos, así como aumenta la probabilidad de romper el ciclo de la pobreza. Por lo tanto, se debe de asegurar su calidad evitando el rezago, ya que esto último no solo tiene consecuencias en el aprendizaje de la sociedad, sino también en el ámbito laboral, en la economía del país y su desarrollo, la calidad de vida de las personas, el bienestar, y entre otros aspectos.
Uno de los factores que afectan el objetivo de ofrecer una educación de calidad es la falta de preparación de los maestros, ya que no pueden brindar la educación que los estudiantes merecen. A largo plazo, los conocimientos adquiridos por los niños y jóvenes se vuelven insuficientes para salir adelante. Es por lo que, el objetivo de este informe es mostrar el panorama de los docentes de educación básica a nivel Jalisco y México, así como generar una propuesta para la mejora de la impartición de clases de los docentes acorde con la actualidad.

Propiedades de las sustancias puras. Guía de problemas resueltos y propuestos. 1. ¿Como resolver problemas? Si se pudiera explicar como resolver problemas (o al menos problemas de termodinámica) en unas cuantas páginas, podrían Uds. arrancar esas páginas de esta guía, quedárselas y botar a la basura el resto de la guía. Afortunadamente esto no ocurre. En esta disciplina, como en muchas otras, todos los problemas son distintos y no hay ni puede haber una " receta " de solución. En otras palabras, con este material solo se intenta dar una guía metódica de cómo debe uno afrontar los problemas de termodinámica (en este material solo atacaremos los problemas asociados a las propiedades de las sustancias puras). Antes de intentar resolver un problema se debe tener (o creer tener) claros los aspectos teóricos. El hacer problemas sin estudiar la teoría es una pérdida de tiempo, pues al reconocer que " no se pueden hacer " , irán a estudiar la teoría para volver, desde el comienzo, a resolver el problema. Por otro lado, el estudiar la teoría sin resolver problemas generalmente resulta en una instrucción incompleta y una falsa sensación de seguridad, pues solo al enfrentarse a un problema se confirman si los conocimientos se dominan o no. Conclusión: Se debe estudiar primero la teoría y luego se debe intentar resolver problemas. De todas formas, el tener una metodología sistemática para resolver problemas hace que la solución sea más fácil de hallar. Es común ver a los estudiantes perder tiempo valioso (aún más valioso durante un examen) llenando paginas y paginas con todas las ecuaciones y modelos que conocen (recuerda que son ecuaciones no fórmulas OK) y/o calculando todo lo que saben calcular aun cuando no les útil en lo más mínimo para responder satisfactoriamente una pregunta. Para resolver los problemas termodinámicos asociados a las propiedades de las sustancias puras es útil seguir los siguientes pasos: 1. Entender la situación física Es el paso más importante para la resolución del problema ya que sino se tiene claro lo que ocurre en el proceso por supuesto no se podrá resolver con éxito la situación que se le plantea. Leer con cuidado el enunciado del problema e ir describiendo, analizando y representando la situación en un esquema ayuda a la comprensión del mismo. Las