926 resultados para Trident Technical College--Students--Handbooks, manuals, etc.
Resumo:
Introducción: conocer la prevalencia de algunos trastornos menores de salud (TMS) en una muestra de estudiantes de la Universidad de Barcelona (2004-05). Material y métodos:. El estudio se realizó en las facultades de Ciencias Económicas, Farmacia, Medicina, Psicología y Químicas y Escuela de Enfermería de la Universidad de Barcelona. Se empleó un diseño observacional, descriptivo y transversal mediante un cuestionario mixto administrada a 600 estudiantes durante el mes de diciembre de 2004. Las variables estudiadas corresponden a los siguientes TMS: insomnio, estreñimiento, cefalea, dolor osteomuscular, tics nerviosos, onicofagia y tricotilomania. Resultados: El sexo femenino representa el 64% de la muestra; la media de edad de los encuestados es de 22,7 (DE: 3,27; IC 95%: 22,43-22,96). Las mujeres acumulan el 67,79% de los 1.245 TMS identificados. Por sexo, se observan diferencias estadísticamente significativas en las prevalencias de cefalea, dolor osteomuscular y tricotilomania que afectan en mayor medida al sexo femenino. La onicofagia (264; 21,20%; IC 95%: 18-24,4) es el más extendido de los TMS, seguido de la cefalea (233; 18,72%; IC 95%: 15,6-21,84). Los estudiantes de Psicología presentan el mayor número, seguidos de los de Ciencias Económicas; los que presentan un menor número son los de Farmacia y Químicas. Conclusiones: El sexo femenino presenta la mayor prevalencia de TMS. La onicofagia y la cefalea son los principales TMS identificados en la muestra. Los estudiantes de Psicología acumulan el mayor número de TMS, siendo los que presentan más cefalea, dolor osteomuscular y tricotilomania.
Resumo:
Introducción: conocer la prevalencia de algunos trastornos menores de salud (TMS) en una muestra de estudiantes de la Universidad de Barcelona (2004-05). Material y métodos:. El estudio se realizó en las facultades de Ciencias Económicas, Farmacia, Medicina, Psicología y Químicas y Escuela de Enfermería de la Universidad de Barcelona. Se empleó un diseño observacional, descriptivo y transversal mediante un cuestionario mixto administrada a 600 estudiantes durante el mes de diciembre de 2004. Las variables estudiadas corresponden a los siguientes TMS: insomnio, estreñimiento, cefalea, dolor osteomuscular, tics nerviosos, onicofagia y tricotilomania. Resultados: El sexo femenino representa el 64% de la muestra; la media de edad de los encuestados es de 22,7 (DE: 3,27; IC 95%: 22,43-22,96). Las mujeres acumulan el 67,79% de los 1.245 TMS identificados. Por sexo, se observan diferencias estadísticamente significativas en las prevalencias de cefalea, dolor osteomuscular y tricotilomania que afectan en mayor medida al sexo femenino. La onicofagia (264; 21,20%; IC 95%: 18-24,4) es el más extendido de los TMS, seguido de la cefalea (233; 18,72%; IC 95%: 15,6-21,84). Los estudiantes de Psicología presentan el mayor número, seguidos de los de Ciencias Económicas; los que presentan un menor número son los de Farmacia y Químicas. Conclusiones: El sexo femenino presenta la mayor prevalencia de TMS. La onicofagia y la cefalea son los principales TMS identificados en la muestra. Los estudiantes de Psicología acumulan el mayor número de TMS, siendo los que presentan más cefalea, dolor osteomuscular y tricotilomania.
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El aprendizaje es un proceso dinámico en el que el comportamiento y las experiencias del alumno juegan un rol fundamental. Por ello es necesario investigar en nuevos métodos de enseñanza que estimule e incite la curiosidad del estudiante. Se presenta una experiencia llevada a cabo en la E.U.E. de la Universidad de Barcelona con un grupo control y otro experimental basado en metodología de aprendizaje tradicional y metodología activa. Para evaluar los conocimientos y actitudes de ambos grupos se pasó una encuesta antes y después de la experiencia. Las conclusiones del estudio, aunque variadas, parecen apuntar a una valoración global positiva del aprendizaje en el grupo experimental
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Conocer cuál es la personalidad de aquellos que acceden a nuestras Escuelas y que en pocos años se convertirán en futuros profesionales de Enfermería, ha sido el objetivo de un estudio llevado a cabo por la Comisión de Docencia de la E.U.E. de Barcelona. En él se realiza un análisis comparativo de los perfiles de personalidad de los estudiantes admitidos en la E.U.E. de Barcelona y los candidatos pre-inscritos en dicha escuela en 1983, frente a estudiantes de Enfermería americanas y británicas y los candidatos a estudiantes de Medicina de la Universidad de Navarra.
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The general aim of this paper is to explore and illustrate the role of the physical and psychological surrounding in narrative making ofthe personal identity. A qualitative study is put forward. It consists of a reduced version of the autobiographical multi-methodology(Bagnoli, 2004). That has been applied to a sample of six students of the Universidad Intercultural de Chiapas. The specific goals are: a) to illustrate, through citations obtained from interviews and graphical material, the theoretical concepts of attachment to theplace (Pol, 2002; Vidal y colaboradores, 2004) and community sense (Kim y Kaplan, 2004); and b) to detect the most relevantfactors of such concepts manifested in the students. Data was analyzed through the Atlas.ti computer program, version 5.0 (Muñoz, 2005). The findings suggest that sense of connection and participation in the community (action - transformation) has been observed as the most significant factors in our studied sample
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La valoració global de Barcelona que fan en el document és que les universitats de renom de la nostra ciutat estan a disposició dels estudiants internacionals a un cost molt més baix que les universitats dels Estats Units o el Regne Unit. Barcelona està en el cor cultural d'Europa i aconsegueix la màxima puntuació en qualitat de teatre i produccions musicals. La diversitat se celebra en aquesta ciutat ben comunicada. Barcelona no és, però, la destinació ideal per a inversors o persones que busquen feina. Malgrat un entorn polític obert, la ciutat està castigada per un baix creixement econòmic, alts impostos i l'escalada de l'atur. Objectiva valoració
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Aims: The aim of this paper is to know what means for Spanish university students “sexual relations”, from a sexually transmitted infections prevention point of view. Method: Participants were seven hundred and fifty university students from 18 to 25 years (67.7% women; 65.5% between 18 and 21 years old) selected by multistage proportional sampling. They were asked to give a maximum of three free definitions or examples of “sexual relations”. They could use the language they feel more comfortable. An example of (vaginal sex) was provided and three blank spaces for answering were marked. Results: 23.5% of participants repeated the example provided (vaginal sex). The other answers were categorized in the following topics: euphemisms (42,3%), sex with penetration (40,3%), divagations (11,2%), sex without penetration (11,1%), anal sex (10,5%), oral sex (5,6%), masturbation (2,4%) and having an orgasm (1,5%). Conclusions: Young people’s meaning of “having sex” has become more diversified in the last years. These results must be useful in order to design future preventive campaigns
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En este artículo se describe el modelo de innovación docente de Diseños Experimentales y Aplicados (DEIA), una asignatura metodológica de Psicología adaptada al Espacio Europeo de Educación Superior (EEES). El objetivo del estudio consiste en aprobar una adaptación del cuestionario Evaluación del Modelo de Innovación Docente (EMID) a la presente propuesta Europea (EMIDE) para conocer la valoración del alumnado en relación con nuestro modelo, así como estimar la adecuación de carga de trabajo prescrita. El hecho de que 270 estudiantes de DEIA completaran el EMIDE demuestra una adecuada validez factorial y un alto grado de fiabilidad. Según este estudio, los estudiantes perciben positivamente la innovación docente europea, y, en relación con la percepción de comprensión, señalan elementos relevantes a la hora de asimilar los contenidos necesarios para superar la materia, así como algunos elementos relacionados con el Campus Virtual y la semipresencialidad. La satisfacción del alumnado en relación con la propuesta parece estar más asociada a la estrategia semipresencial y al Campus Virtual, considerados como elementos innovadores en la enseñanza de la materia. Por último, se ha percibido un nivel de dedicación del estudiante menor del que se esperaba, concretamente en cuanto a las clases presenciales y al tiempo dedicado al estudio autónomo. Del estudio se concluye que es necesaria más investigación empírica para conocer los hallazgos relacionados con las adaptaciones que se están realizando de las asignaturas universitarias al EEES.
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En aquest treball es presenten els resultats d’un estudi iniciat per esbrinar comprenen apunts els estudiants de primer curs universitari en una situació declasse habitual i per analitzar com incideixen les condicions d’una determinadasituació educativa en les decisions respecte a què cal anotar i com cal fer-ho.L’estudi suposa l’inici d’una línia de recerca que té per objectiu investigaren quines condicions la presa d’apunts esdevé una estratègia d’aprenentatge
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Community service participation can have a positive impact on development, especially for youth. Although researchers have found positive outcomes, there has been a notable decline in youth participation over the past few years (Statistics Canada, 2000). Given the positive outcomes and current decline, it has been argued that youth should be encouraged to get involved in service activities. In the present study, quantitative and qualitative data were collected to determine factors that would help youth to initiate and sustain service, along with examining the quality of their experience. Eighty-two university undergraduate students (23 men), ranging in age from 17-20 years completed a 60-minute self-report questionnaire. Initiating and sustaining factors, motivational systems (similar to approach and avoidance dimensions), activity dimensions {Structure, Supportive Social Environment), quality of experience {Positive, Stress-Challenge), and future intention to participate in community service were measured. Eight participants also completed a 20-minute telephone interview to complement and expand on the quantitative data collected. Some initiating and sustaining factors were specific to individuals higher on the avoidance dimension, while others were relevant to those higher on the approach dimension. Several factors also were important to individuals regardless of their motivational system orientation. Positive quality of experience was related positively to experiencing a supportive social environment. In addition, women rated their community service as more positive than did men. A predicted interaction between the avoidance dimension and Structure in predicting positive quality of experience was not supported; however, positive quality of experience was predicted by the interaction of the approach dimension and Structure. A tested interaction between the avoidance dimension and Supportive Social Environment in predicting positive quality of experience was not supported. Similarly, a predicted interaction between the approach dimension and Supportive Social Environment in predicting positive experience quality was not supported. However, Supportive Social Environment was positively related to positive quality of experience. No support was found for a mediational role for positive quality of experience or stress-challenge quality of experience in exploring the relation between motivational orientation and fiiture intention to engage in service activities. The results of this study suggest that participating in a service environment that is supportive and provides the opportunity for social interactions with others would promote positive quality of experience and help youth sustain involvement. Thus, to help youth have positive experiences and to remain active in service, it is important for service agencies to promote these types of environments. In addition, some initiating and sustaining factors were specific to youth higher on the avoidance dimension and some were relevant to youth higher on the approach dimension. Therefore, service agencies may need to consider using different recruitment and retention strategies, depending on the type of youth they wish to recruit.
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Objective. Smoking prevalence is highest among the young adult cohort. Postsecondary students are no exception. Although many students intend to quit smoking, no research has established what methods best promote reductions in, or complete abstinence from smoking. This randomized controlled trial examined the effectiveness of three self-help smoking cessation interventions. Method. On six post-secondary campuses, 483 smokers who voluntarily accessed Leave The Pack Behind (a tobacco control initiative) were randomly assigned to one of three smoking cessation interventions: One Step At A Time (a 2-booklet, *gold standard' program for adults); Smoke|Quit (a newly-developed 2-booklet program for young adult students); and usual care (a 'Quit Kit' containing a booklet on stress management, information about pharmacological quitting aides and novelty items). All participants also received one proactive telephone support call from a peer counsellor. During the study, 85 participants withdrew. The final sample of 216 students who completed baseline questionnaires and 12-week follow-up telephone interviews was representative of the initial sample in terms of demographic characteristics, and smokingquitting- related variables. Results. Whether participants quit smoking depended upon treatment condition, ^(2, N=2\6) = 6.34, p = .04, with Smoke|Quit producing more successfijl quitters (18.4%) than One Step At A Time (4.5%) or the Quit Kit (1 1.4%). On average, participants had quit 53.46 days, with no significant difference across treatments. Selfefficacy also increased. Use of the intervention or other quitting aides was not associated with treatment condition. Among the 191 participants who did not quit smoking, treatment condition did not influence outcomes. Overall, 46.2% had made a quit attempt. Significant decreases in weekly tobacco consumption and increases in self-efficacy to resist smoking were observed from baseline to follow-up. Conclusion. Post-secondary institutions represent a potentially final opportunity for age-targeted interventions. Self-help resources tailored to students' social and contextual characteristics will have considerable more impact than stage-only tailored interventions. Both reduction and abstinence outcomes should be emphasized to positively support students to stop smoking.
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Individuals with disabiliiies are increasingly accessing post secondary education opportunities to further develop their educational and career goals. This study examines the current facilitative practices of Canadian university activity-based physical education degree programs on the participation of individuals with disabilities. A critical orientation and descriptive/interpretative approach allows insight into unique stories and experiences of physical education practitioners and special needs professionals as they attempt to provide equitable educational experiences within a least restrictive environment. Leading practitioners are used to triangulate and strengthen the validity of the data while providing direction and advocacy for future development and inclusion of individuals with disabilities. The study concludes with seven recommendations, each providing university activity-based physical education degree programs with viable opportunities for helping create equitable opportunities for individuals with disabilities.
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Career identity exploration is a central component of the lives of undergraduate university students. Although students are encouraged to explore, it is unclear whether different methods of exploration are better suited for certain individuals. In the present study, quantitative data were collected to examine the relationship between shyness and various methods of exploration. Two hundred fifty-seven university undergraduate students (29 male), ranging in age from 17-25 years completed a 60-minute self-report questionnaire. Shyness, identity, identity distress, subjective dimensions of exploration (satisfaction with exploration, reasons for not exploring, helpfulness of exploration methods), foci of exploration (non-social, social, self, and environmental), approaches to exploration (breadth, depth), and moderating variables (social support, sociability) were measured. Shyness was positively correlated with moratorium (high exploration, low commitment) and uncorrelated with the other identity statuses. Shyness was also positively correlated with identity distress, and a predicted interaction between shyness and identity diffusion predicting career identity distress was supported. Shyness was negatively correlated with satisfaction with amount of exploration engaged in to-date. In addition, shyness was correlated with the likelihood of selecting too stressful and too anxiety provoking as reasons for engaging in less exploration than one would like. Expected relationships between shyness and beliefs about, and engagement in, various methods of exploration were largely non-significant. Exceptions to this were the negative correlations between shyness and engagement in social exploration, and beliefs about the helpfulness of social self-exploration, both of which were significant at a trend level. A predicted interaction between shyness and social support predicting total social exploration was supported, showing that high social support buffers the negative relationship between shyness and exploration; such a moderating relationship did not exist, however, between sociability, shyness and social exploration. Results suggest that although shy university students are engaged in career exploration, they are experiencing feelings of distress and dissatisfaction with their career identity exploration and development. Thus, to help shy students become successfiil in their exploration, it is important for counsellors, family members, and peers to be aware of the feelings the individuals are experiencing and help them reduce the anxiety and stress associated with the exploration process. One promising method, supported by the results in this study, is by encouraging shy individuals to explore with social support.
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Background: Up to 40% of North American post-secondary students smoke at least occasionally, and most want to quit. Given students' preferences for free, easy-to-access, self-directed, convenient cessation methods, a motivational, incentive-based cessation contest may be an effective way to assist students to quit. The current study describes 3- and 6-month outcomes experienced by post-secondary student smokers who entered the 'Let's Make A Deal!' contest. Methodology: Contestants from five university campuses who chose to quit completely ('Quit For Good') or reduce their tobacco consumption by 50% ('Keep The Count') were invited to participate in a study of the contest. Three and six months after registration, participants were contacted by phone to assess their smoking and quitting behaviours. Qualitative and quantitative measures were collected, including weekly tobacco consumption, efficacy to resist temptations to smoke, use of quitting aids, and strategies to cope with withdrawal. Quitting was assessed using 7-day point prevalence and continuous abstinence. Results: Seventy-four (64.9%) of the 114 participants recruited for the study completed the follow-ups. Over 31 % of participants who entered Quit For Good and 23.5% of participants who entered Keep The Count were identified as quitters at the 6-month follow-up. Among the quitters, 45.5% experienced sustained abstinence from smoking for the 6-month duration of the study. Keep The Count contestants reduced their tobacco consumption by 57.2% at 3-month follow-up and sustained some of this reduction through to the 6-month follow-up. Qualitative data provides insights into how quitters coped with withdrawal and what hampered continuing smokers' efforts to quit. Significance: A motivational, incentive-based contest for post-secondary students can facilitate both smoking cessation and harm reduction. The contest environment, incentives, resources, and "buddies" provide positive structural and social supports to help smokers overcome potential barriers to quitting, successfully stop smoking, and manage potential triggers to relapse. The contest cessation rates are higher than the typical 5-7% associated with unassisted quitting.
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This project is a quasi-experimental study involving eight classrooms in two senior elementary schools in St. Catharines, Ontario which received a Project Business Program and were pre- and post-tested to determine the growth of knowledge acquisition in the area of business concepts. Four classrooms received a Project Business treatment while four classrooms acted as a control. The Project Business Program is sponsored by Junior Achievement of Canada; it occurred during a twelveweek period, February to May 1981, and is run by business consultants who, through Action, Dialogue and Career Exploration, teach children about economics and business related topics. The consultants were matched with teacher co-ordinators in whose classrooms they taught and with whom they discussed field trips, students, lesson planning, etc. The statistical analysis of pre- and post-test means revealed a significant statistical growth in the area of knowledge acquisition on the part of those students who received the Project Business Program. This confirms that Project Business makes a difference. A search of the literature appears to advocate economic programs like Project Business, whfch are broadly based, relevant and processoriented. This program recommends itself as a model for other areas of co-operative curricular interactions and as a bridge to future trends and as a result several fruitful areas of research are suggested.