Academic stress, parental pressure, anxiety and mental health among Indian high school students

This work investigates the academic stress and mental health of Indian high school students and the associations between various psychosocial factors and academic stress. A total of190 students from grades 11 and 12 (mean age: 16.72 years) from three government-aided and three private schools in Kolkata India were surveyed in the study. Data collection involved using a specially designed structured questionnaire as well as the General Health Questionnaire. Nearly two-thirds (63.5%) of the students reported stress due to academic pressure – with no significant differences across gender, age, grade, and several other personal factors. About two-thirds (66%) of the students reported feeling pressure from their parents for better academic performance. The degree of parental pressure experienced differed significantly across the educational levels of the parents, mother’s occupation, number of private tutors, and academic performance. In particular, children of fathers possessing a lower education level (non-graduates) were found to be more likely to perceive pressure for better academic performance. About one-thirds (32.6%) of the students were symptomatic of psychiatric caseness and 81.6% reported examination-related anxiety. Academic stress was positively correlated with parental pressure and psychiatric problems, while examination-related anxiety also was positively related to psychiatric problems. Academic stress is a serious issue which affects nearly two thirds of senior high school students in Kolkata. Potential methods for combating the challenges of academic pressure are suggested.

Grant application: QUT Learning and Teaching scheme 2012 Cracking the Code - A checklist to complement CRAs for first year Justice students.

Widening participation brings with it increasing diversity, increased variation in the level of academic preparedness (Clarke, 2011; Nelson, Clarke, & Kift 2010). Cultural capital coupled with negotiating the academic culture creates an environment based on many assumptions about academic writing and university culture. Variations in staff and student expectations relating to the teaching and learning experience is captured in a range of national and institutional data (AUSSE, CEQ, LEX). Nationally, AUSSE data (2009) indicates that communication, writing, speaking and analytic skills, staff expectations are quite a bit higher than students. The research team noted a recognisable shift in the changing cohort of students and their understanding and engagement with feedback and CRAs, as well as variations in teaching staff and student expectations. The current reality of tutor and student roles is that: - Students self select when/how they access lectures and tutorials. - Shorter tutorial times result in reduced opportunity to develop rapport with students. - CRAs are not always used consistently by staff (different marking styles and levels of feedback). - Marking is not always undertaken by the student’s tutor/lecturer. - Student support services might be recommended to students once a poor grade has been given. Students can perceive this as remedial and a further sense of failure. - CRA sheet has a mark /grade attached to it. Stigma attached to low mark. Hard to focus on the CRA feedback with a poor mark etched next to it. - Limited opportunities for sessionals to access professional development to assist with engaging students and feedback. - FYE resources exist, however academic time is a factor in exploring and embedding these resources. Feedback is another area with differing expectations and understandings. Sadler (2009) contends that students are not equipped to decode the statements properly. For students to be able to apply feedback, they need to understand the meaning of the feedback statement. They also need to identify, the particular aspects of their work that need attention. The proposed Checklist/guide would be one page and submitted with each assessment piece thereby providing an interface to engage students and tutors in managing first year understandings and expectations around CRAs, feedback, and academic practice.

Yhteisöllisyys voimavarana yliopisto-opetuksen ja -opiskelun kehittämisessä

A sense of community as a resource for developing university teaching and learning The aim of this doctoral research was to determine how a sense of community can be a resource for developing university teaching and learning. The theoretical background is linked to social sciences, social psychology, university pedagogy and educational sciences. The thesis is comprised of two separate studies. Study I consisted of an action research project in which a model of cooperatively developing a teaching and learning culture was created and tested. The focus of study I was the university pedagogy programme of the Faculty of Agriculture and Forestry. The results demonstrated that the theoretical framework and the methods of cooperative learning provide useful tools for developing an academic learning and teaching culture. The approach helps to create a benevolent learning atmosphere. The cooperative learning culture used in the action research project reflected the traditional academic learning culture and also caused a collision between the two cultures. The aim of study II was to determine how Open University students and Bachelor’s degree students experience their teaching-learning environment and the importance of the learning community and peer support to their studies. The results indicated that, with the exception of support from other students, the Open University students experienced their teaching-learning environments on average more positively than the Bachelor’s degree students. According to the Open University students, their own motivation and interest was the most important factor that enhanced studying. Furthermore, the most common factors delaying their studies were their life situation and a lack of time. The sense of community and social relations mainly promoted studying. Open University students experienced that they were supported by their teachers, tutors, other students, the working community, family and hobbies. The research demonstrated that the methods that make good use of communal resources are negotiation of shared goals and rules, working in various small groups, emphasis on shared and individual responsibilities and assessment of the product and the process of learning. The resources of the academic community can be developed if the members of the community develop, in addition to the communal working methods, their communal sensitivity. In other words, they should have an understanding of social psychological and sociological concepts that they can use for observing communal phenomena.

Terezin: Portrait of Jirina Kanova. (Prague 1938-Auschwitz 1944).

The child is shown in threequarter view, looking into the distance. Her dark head is silhoutted against the background and accented by a whitecolored blouse. Signed L. Buresova, Terezin 15.IX.1943

Developing a moderation community of practice

This paper reports on a study to evaluate technology-based processes for assessment moderation. The aim was to evaluate standard features found in an institutional Learning Management System, and their compatibility with the values and practices of a large teaching team. The process used an online discussion board forum for tutors, the paring of more experienced tutors with those new to the process, and further meetings conducted in both face-to-face and web conferencing environments. Online rubrics were used for assessing student work and the provision of feedback. A focus group conducted after marking was concluded and the analysis of the discussion board forum demonstrated a strong community of practice with a shared understanding of assessment requirements.

PICES Press, Vol. 14, No. 2, July 2006

The 2006 inter-sessional Science Board and Governing Council meeting: A note from the Chairman (pdf, 0.1 Mb) Future Integrative Science Program – Progress report (pdf, 0.2 Mb) Big-picture synthesis requires understanding the small and "in-between" stuff - A summary of the CCCC Synthesis Symposium (pdf, 0.4 Mb) PICES Calendar (pdf, 0.4 Mb) Integration of ecological indicators for the North Pacific with emphasis on the Bering Sea (pdf, 0.2 Mb) Time series of the Northeast Pacific: A symposium to mark the 50th anniversary of Line-P (pdf, 0.1 Mb) PICES hosts an ESSAS workshop in St. Petersberg, Russia (pdf, 0.2 Mb) Professor Mikhail N. Koshlyakov (pdf, 0.5 Mb) The state of the western North Pacific in the second half of 2005 (pdf, 0.8 Mb) Recent trends in waters of the subarctic NE Pacific (pdf, 0.2 Mb) Unusual invertebrates and fish observed in the Gulf of Alaska, 2004-2005 (pdf, 0.1 Mb) The Bering Sea: Current status and recent events (pdf, 0.2 Mb) The Year of the Euphausiid (pdf, 0.01 Mb) Michio J. Kishi awarded 2005 Uda Prize by the Japan Society of Fisheries Oceanography (pdf, 0.03 Mb)

PICES Press, Vol. 13, No. 2, July 2005

PICES in transition: The 3rd inter-sessional Science Board and Governing Council meeting (pdf 0.3 MB) New and upcoming PICES publications (pdf 0.3 MB) PICES hosts GLOBEC Symposium on “Climate Variability and Sub-Arctic Marine Ecosystems” in Victoria (pdf 0.4 MB) First CREAMS/PICES Workshop on East Asian Seas Time-series (pdf 0.4 MB) PICES workshop discusses Oceanic Ecodynamics COmparison in the Subarctic Pacific (OECOS) - a project proposal (pdf 0.3 MB) The state of the western North Pacific in the second half of 2004 (pdf 0.4 MB) The Bering Sea: Current status and recent events (pdf 0.3 MB) Recent trends in waters of the subarctic NE Pacific (pdf 0.3 MB) CFAME workshop on “Developing a working plan for CCCC synthesis” (pdf 0.5 MB) What is winter? (pdf 0.5 MB) The first specimens of Humboldt squid in British Columbia (pdf 0.4 MB) Obituary - Dr. Daniel M. Ware (pdf 0.3 MB) PICES Calendar (pdf 0.3 MB)

Annual report 2005 - North Pacific Marine Science Organization (PICES). Fourteenth meeting, Vladivostok, Russia, September 29-October 9, 2005

Report of Opening Session (pdf 0.07 Mb) Report of Governing Council (pdf 0.2 Mb) Report of the Finance and Administration Committee (pdf 0.07 Mb) Reports of Science Board and Committees Science Board inter-sessional meeting (pdf 0.07 Mb) Science Board (pdf 0.1 Mb) Biological Oceanography Committee (pdf 0.2 Mb) Fishery Science Committee (pdf 0.04 Mb) Marine Environmental Quality Committee (pdf 0.06 Mb) MONITOR Technical Committee (pdf 0.05 Mb) Physical Oceanography and Climate Committee (pdf 0.06 Mb) Technical Committee on Data Exchange (pdf 0.04 Mb) Reports of Sections, Working and Study Groups Section on Ecology of harmful algal blooms in the North Pacific (pdf 0.03 Mb) Section on Carbon and Climate Working Group 18 on Mariculture in the 21st century - The intersection between ecology, socio-economics and production (pdf 0.06 Mb) Working Group 19 on Ecosystem-based management science and its application to the North Pacific (pdf 0.03 Mb) Reports of the Climate Change and Carrying Capacity Program Implementation Panel on the CCCC Program (pdf 0.04 Mb) CFAME Task Team (pdf 0.04 Mb) MODEL Task Team (pdf 0.04 Mb) Reports of Advisory Panels Advisory Panel on Iron Fertilization Experiment in the Subarctic Pacific Ocean (pdf 0.04 Mb) Advisory Panel on Marine Birds and Mammals (pdf 0.03 Mb) Advisory Panel on Micronekton Sampling Inter-Calibration experiment (pdf 0.05 Mb) Summary of Scientific Sessions and Workshops (pdf 0.2 Mb) Membership List (pdf 0.07 Mb) List of Participants (pdf 0.07 Mb) List of Acronyms (pdf 0.03 Mb)

Annual report 2004 - North Pacific Marine Science Organization (PICES). Thirteenth meeting, Honolulu, Hawaii, U.S.A., October 14-24, 2004

Report of Opening Session (pdf 0.07 Mb) Report of Governing Council (pdf 0.2 Mb) Report of the Finance and Administration Committee (pdf 0.08 Mb) Reports of Science Board and Committees Science Board inter-sessional meeting (pdf 0.05 Mb) Science Board (pdf 0.1 Mb) Biological Oceanography Committee (pdf 0.1 Mb) Fishery Science Committee (pdf 0.04 Mb) Marine Environmental Quality Committee (pdf 0.04 Mb) Physical Oceanography and Climate Committee (pdf 0.04 Mb) Technical Committee on Data Exchange (pdf 0.04 Mb) Reports of Sections, Working and Study Groups Harmful Algal Blooms Section (pdf 0.03 Mb) Working Group 17 on Biogeochemical data integration and synthesis (pdf 0.03 Mb) Working Group 18 on Mariculture in the 21st century - The intersection between ecology, socio-economics and production (pdf 0.06 Mb) Study Group on Ecosystem-based management science and its application to the North Pacific (pdf 0.04 Mb) Reports of the Climate Change and Carrying Capacity Program Implementation Panel on the CCCC Program (pdf 0.04 Mb) BASS Task Team (pdf 0.04 Mb) CFAME Task Team (pdf 0.04 Mb) MODEL Task Team (pdf 0.04 Mb) MONITOR Task Team (pdf 0.03 Mb) REX Task Team (pdf 0.04 Mb) Reports of Advisory Panels Advisory Panel on Continuous Plankton Recorder Survey in the North Pacific (pdf 0.4 Mb) Advisory Panel on Iron Fertilization Experiment in the Subarctic Pacific Ocean (pdf 0.03 Mb) Advisory Panel on Marine Birds and Mammals (pdf 0.04 Mb) Advisory Panel on Micronekton Sampling Inter-Calibration experiment (pdf 0.04 Mb) Summary of Scientific Sessions and Workshops (pdf 0.2 Mb) Membership List (pdf 0.07 Mb) List of Participants (pdf 0.09 Mb) List of Acronyms (pdf 0.03 Mb)

Essex Adult Community Learning: PTLLS for distance and blended learning

Funded by the LSIS Excellence and Improvement Fund, Essex Adult Community Learning has produced a distance/blended learning resource on CD-Rom for tutors in the post-16 sector to achieve the City & Guilds PTLLS (7303 Preparing to Teach in the Lifelong Learning Sector) at Level 4. The aim of the resource is to improve teaching and learning by providing a flexible way to access initial teacher training where candidates may otherwise find it difficult or impossible to attend a taught course. It is also intended to increase tutors' own e-learning skills.

Otley College: An Online toolkit for tutorials in rural- based FE – meeting new funding needs

As part of an LSIS Regional Response Fund project, Otley College has developed an online toolkit for one-to-one tutorials, based on research undertaken with practitioners and learners. The toolkit has been developed to meet the needs of students and tutors, and attempts to fulfil the requirement for tutorials within a new straightened funding agreement.

Case study: Using audio feedback to improve engagement and performance

Case study on how tutors at Kingston College are using a free screencasting app called Jing to provide responsive audio feedback to students on their progress and performance.

PICES Press, Vol. 16, No. 2, July 2008

The 2008 Inter-Sessional Science Board Meeting (pp.1-2, pdf, 0.1 Mb) FUTURE – From Science Plan to Implementation Plan (pp. 3-4, pdf, 0.1 Mb) CFAME Task Team Workshop – Linking and Visualising (p. 5, pdf, 0.1 Mb) PICES WG 21 Meets in Busan, Korea: The Database Meeting (pp. 6-7, pdf, 0.1 Mb) ICES-PICES-IOC Symposium on Climate Change (pp. 8-12, pdf, 1.2 Mb) Zooplankton and Climate: Response Modes and Linkages (pp. 13-15, pdf, 0.2 Mb) PICES Fishery Science Committee Workshop in Gijón (pp. 16-18, pdf, 0.1 Mb) The North Pacific Continuous Plankton Recorder Survey (pp. 19-21, pdf, 0.4 Mb) PICES Ecosystem Status Report Wins Design Award (p. 21, pdf, 0.4 Mb) Canada’s Three Oceans (C3O): A Canadian Contribution to the International Polar Year (pp. 22-25, pdf, 0.8 Mb) New Surface Mooring at Station Papa Monitors Climate (pp. 26-27, pdf, 0.2 Mb) The State of the Western North Pacific in the Second Half of 2007 (pp. 28-29, pdf, 0.4 Mb) The Bering Sea: Current Status and Recent Events (pp. 30-31, pdf, 0.4 Mb) Recent Trends in Waters of the Subarctic NE Pacific (pp.32-33, pdf, 0.3 Mb) 2009 Vintage of Fraser River Sockeye Salmon: A Complex Full Bodied Redd with Mysterious Bouquet (p. 34, pdf, 0.1 Mb) Pacific Biological Station Celebrates Centennial Anniversary, 1908–2008 (p. 35, pdf, 0.3 Mb) Marine and Coastal Fisheries: American Fisheries Society Open Access E-journal (p. 36, pdf, 0.1 Mb) Latest and Upcoming PICES Publications (p. 36, pdf, 0.1 Mb)

Irakasleen jarrerak eta usteak ingelesaren sarrera goiztiarrarekiko

LABURPENA: Ingelesaren sarrera goiztiarra ohikoa bihurtu da Euskal Autonomia Erkidegoko ikastetxeetan. Jendeak, oro har, bere eraginkortasuna defendatzen du, baina bere hedapen neurrigarriak kontrako jarrerak ere sustatu ditu. Zurrunbiloaren erdian dago haurra, ingurutik helarazten zaizkion mezuen bitartez hizkuntzekiko bere ikuspegia osatuz doalarik. Bere jarreretan eragiten duten aldagai anitzen artean irakasleek zeresan berezia dute. Hori dela eta, zenbait irakaslek ingelesaren sarrera goiztiarrarekiko duten ikuspuntua aztertzea du helburu ikerketak. Emaitzei erreparatuz, nola tutoreek hala ingeleseko irakasleek jarrera baikorra agertu duten arren, ingelesari eskaini beharko litzaiokeen denborak bereizketa argia azalerazi du. Halaber, irakasleen uste eta iritziak, zenbaitetan, ikasleen adinaren garrantzian oinarritutako sineskerietatik haratago doazela plazaratu da.

Tutoria e formação humana no ensino superior a distância

O presente estudo trata da relação que se estabelece entre o atual modelo de sociedade e os objetivos para a formação dos alunos no ensino superior, com foco nos processo educacional na modalidade a distância. Os impactos das transformações causadas pela sociedade do Informacionismo foram estudados em áreas como a cultura, a economia e a sociedade, mas ainda estão carecendo de estudos mais profundos sobre seus reflexos sobre a educação e a formação humana. Um novo tempo exige uma nova forma de compreender como esses processos se dão e como podemos viabilizá-los, para além da técnica, com o olhar voltado para a educação, mas também para a formação humana, com objetivos que nos permitam conceber uma Universidade para o século XXI. Os cursos superiores na modalidade a distância oferecem a possibilidade de um processo educacional com o uso das novas tecnologias digitais, em ambientes virtuais de aprendizagem, como novas forma de comunicação e interação que reconfiguram as relações entre: espaço e tempo; professor e aluno e, principalmente, ensino e formação. Por esse motivo, a tese central centra-se na necessidade dos tutores, docentes responsáveis diretamente pela interação com os alunos na EAD, exercerem a sua autonomia para a escolha das estratégias de mediação que façam seus alunos aprenderem efetivamente e com liberdade para a tomada de decisões sobre as suas práticas em sala de aula, para uma EAD formadora.