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University Education (university + education)
Selected AbstractsThe Passionate Intellect: Incarnational Humanism and the Future of University Education.THE HEYTHROP JOURNAL, Issue 5 2008By Norman Klassen, Jens Zimmermann No abstract is available for this article. [source] The Higher Education Policy Institute (HEPI) Report SummariesCRITICAL QUARTERLY, Issue 3 2004Anthony Smith These reports are useful summaries of a quantity of research undertaken over a course of years by the independent HEPI research unit, based in Oxford. They are researched responses to the range of issues and questions which have been current in UK higher education over the last five or six years. Future social historians will surely discern, through their tiny print and clear thought, the growing instrumentality of this era, the nervous concern of the authorities, as costs rise, to ensure that university education brings economic benefit to the nation as a whole. [source] Do healthy preterm children need neuropsychological follow-up?DEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 10 2010Preschool outcomes compared with term peers Aim, The aim of this study was to determine neuropsychological performance (possibly predictive of academic difficulties) and its relationship with cognitive development and maternal education in healthy preterm children of preschool age and age-matched comparison children born at term. Method, A total of 35 infants who were born at less than 33 weeks' gestational age and who were free from major neurosensory disability (16 males, 19 females; mean gestational age 29.4wk, SD 2.2wk; mean birthweight 1257g, SD 327g) and 50 term-born comparison children (25 males, 25 females; mean birthweight 3459g, SD 585g) were assessed at 4 years of age. Cognition was measured using the Griffiths Mental Development scales while neuropsychological abilities (language, short-term memory, visual,motor and constructive spatial abilities, and visual processing) were assessed using standardized tests. Multivariable regression analysis was used to explore the effects of preterm birth and sociodemographic factors on cognition, and to adjust neuropsychological scores for cognitive level and maternal education. Results, The mean total Griffiths score was significantly lower in preterm than in term children (97.4 vs 103.4; p<0.001). Factors associated with higher Griffiths score were maternal university education (,=6.2; 95% confidence interval [CI] 0.7,11.7) and having older siblings or a twin (,=4.0; 95% CI 0.5,7.6). At neuropsychological assessment, preterm children scored significantly lower than term comparison children in all tests except lexical production (Boston Naming Test) and visual-processing accuracy. After adjustment for cognitive level and maternal education, differences remained statistically significant for verbal fluency (p<0.05) and comprehension, short-term memory, and spatial abilities (p<0.01). Interpretation, Neuropsychological follow-up is also recommended for healthy very preterm children to identify strengths and challenges before school entry, and to plan interventions aimed at maximizing academic success. [source] Imitation, Indwelling and the Embodied SelfEDUCATIONAL PHILOSOPHY AND THEORY, Issue 2 2007Stephen Burwood Abstract In this paper I argue that recent developments in higher education presuppose a conceptual framework that fails plausibly to account for indispensable aspects of educational experience,in particular that a university education is fundamentally a project of personal transformation within a particular social order. It fails, I suggest, primarily because it consists of mutually supporting but erroneous conceptualisations of knowledge and the human subject. In pursuit of transparency and codification we have seemingly forgotten education's existential dimension: that education is closely tied to questions of personal identity and the formation of character and that this is an embodied project. [source] Dental school admissions in Ireland: can current selection criteria predict success?EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2006C. D. Lynch Introduction:, Entry into university education in Ireland, including dental school, is based solely on academic performance in the Leaving Certificate Examination, held at the end of formal school education. The aim of this investigation was to examine the suitability of this process for the selection of dental students in Ireland. Materials and methods:, Information for all dental students who entered the dental degree programme immediately following completion of the Leaving Certificate Examination at the National University of Ireland, Cork, during the years 1997,1999 was retrieved. Information was collected relating to gender, the number of times the student had attempted the Leaving Certificate Examination, their performance in this examination, the total number of marks awarded to each student at the end of the First and Final Dental Examinations, and their performance in individual modules. Results:, Whilst there was a significant relationship between performance in the Leaving Certificate Examination and the First Dental Examination (correlation coefficient = 0.22, P < 0.05), this relationship could only explain 12% of the variation within the performance of students in this examination. There was no relationship between performance in the Leaving Certificate and the Final Dental Examination (correlation coefficient = 0.09, P > 0.05). There was a significant correlation between performance in the Leaving Certificate Examination and performance in seven of the 55 programme modules, all of which were pre-clinical modules, and of which five were related to basic sciences. Conclusions:, Based on the limitations of this study, the current selection process for dental students in Ireland seems to be of limited value. [source] Expenditure Incidence in Africa: Microeconomic EvidenceFISCAL STUDIES, Issue 3 2000David E. Sahn Abstract In this paper, we examine the progressivity of social sector expenditures in eight sub-Saharan African countries. We employ dominance tests, complemented by extended Gini/concentration coefficients, to determine whether health and education expenditures redistribute resources to the poor. We find that social services are poorly targeted. Among the services examined, primary education tends to be most progressive and university education is least progressive. The benefits associated with hospital care are also less progressive than other health facilities. Our results also show that, while concentration curves are a useful way to summarise information on the distributional benefits of government expenditures, statistical testing of differences in curves is important. [source] The External Pressures on the Internal Governance of UniversitiesHIGHER EDUCATION QUARTERLY, Issue 3 2002Brian Salter Governance is a means for realising institutional goals and in an ideal world should enable the institution to respond to the demands of the political environment by regulating its internal affairs accordingly. In the case of universities, not only is that environment increasingly differentiated but so also is the ability of universities to access it. Changes in state funding arrangements, accountability mechanisms, the contribution of the private sector, and the public definition of university education have placed numerous and varied pressures on institutions. Yet there is a studied reluctance by institutions to accept that their ability to respond to these pressures is equally variable, that they should tailor their ambitions to their capacities, and that their internal governance should be adapted using the principle of fitness for purpose. In the main, this is because the dominant ideological themes of higher education do not support the idea of distinct university functions of equal status. Rather, they encourage the erroneous belief that all universities are homogeneous in their functions , or, at least, that all have the potential to be homogeneous. [source] Symptoms of attention-deficit/hyperactivity disorder in first-time expectant women: Relations with parenting cognitions and behaviorsINFANT MENTAL HEALTH JOURNAL, Issue 1 2007Jerilyn E. Ninowski The relationship between maternal symptoms of attention-deficit/hyperactivity disorder (ADHD) and parenting cognitions and behaviors was studied in 86 first-time expectant women. Women high on ADHD symptoms were less likely to be married, less likely to have obtained at least some university education, and less likely to report that they wanted to get pregnant at the time they became pregnant. As predicted, ADHD symptoms were positively correlated with symptoms of anxiety and depression, and predicted less positive prenatal expectations regarding the infant and the future maternal role and lower maternal self-efficacy. Contrary to predictions, ADHD did not predict any incremental variance in maternal stressful life events or social support. Symptoms of ADHD were negatively correlated with attendance at recommended prenatal checkups, but were unrelated to other behaviors during pregnancy. Findings suggest that even prior to any contact with their infant, women with ADHD symptoms have maladaptive cognitions regarding their expectations of motherhood and parenting abilities. As a result, they may benefit from early interventions that focus on attenuating the potential negative effects that these maladaptive cognitions might have on the mother-infant relationship and later developmental outcomes for their children. [source] Research use in the care of older people: a survey among healthcare staffINTERNATIONAL JOURNAL OF OLDER PEOPLE NURSING, Issue 3 2006Anne-Marie Boström MSc Background., Sweden has one of the largest proportions of older people in the world. To manage the healthcare needs of an aging population, there has been an alteration from hospital care to community-based care. In these settings, the majority of staff is enrolled nurses (EN) and nurse aides (NA) without university education. Aim and design., The overall aim of this cross-sectional survey was to explore staff perceptions of factors related to research utilization in the care of older people. Method., Questionnaires covering research utilization and demographics were sent to all staff (n = 132) working in seven units in older people care. The response rate was 67% (n = 89). The respondents consisted of ENs/NAs (n = 63), Registered Nurses (RN) and rehabilitation professionals (RP) as physiotherapists and occupational therapists (RN/RP n = 26). Results., Most of staff reported positive attitudes towards research. The RNs/RPs stated more often than the ENs/NAs that they wanted to base their practice on research (81% vs. 25%; P = 0.001). The RNs/RPs also reported a greater extent of research use in daily practice (54% vs. 17%; P = 0.001). Support from colleagues (77% vs. 22%; P < 0.001) and unit managers (73% vs. 10%; P < 0.001) for implementing research findings was also more frequently reported by the RNs/RPs compared with the ENs/NAs. The majority of the ENs/NAs stated Do not know on many items concerning attitudes towards research, support for research utilization and actual use of research. Conclusions., Despite overall positive attitudes towards research, the majority of staff did not use research findings in daily practice. This was particularly valid for the EN/NA group. Relevance to clinical practice., There is an urgent need for managers and others in the care of older people to develop strategies for implementing evidence-based practice that involves the EN/NA group. [source] "Where Are They Going?": Immigrant Inclusion in the Czech Republic (A Case Study on Ukrainians, Vietnamese, and Armenians in Prague),INTERNATIONAL MIGRATION, Issue 2 2007an Drbohlav ABSTRACT This paper is based on research conducted by the International Organization for Migration (IOM) Office in Prague and the Faculty of Science, Charles University in Prague in the fall and winter of 2003-2004. Within the questionnaire survey, 126 first-generation immigrants in Prague (51 Ukrainians, 45 Vietnamese, and 30 Armenians) were successfully contacted via a non-probability sampling method. The main goals of the research were to ascertain what mode of inclusion into Czech society the immigrant groups practiced and to determine their satisfaction level with their new lives. Special attention was paid to finding out important factors that stand behind both the common features and particular patterns of behaviour. Our approach is an attempt to analyse the issue via quantitative statistics (Chi-square Test, the AnswerTree Method). Berry's (1992) acculturation strategies model and Portes and Zhou's (e.g. 2000) segmented assimilation model serve as reference points while discussing conceptual matters. The results indicate that the immigrants' inclusion in Czech society in Prague has developed into specific modes: Ukrainians are typical of their specific transnationalization patterns, Vietnamese represent a "well-off" but separated and segregated community, and Armenians practice a clear assimilation strategy, while approaching the mainstream in terms of socio-economic status. Based on various indications, it seems that successful inclusion in Czech society is connected to the assimilation mode. In sum, the immigrants most satisfied with their quality of life are those for whom it is not important to live close to their compatriots and those whose knowledge of the spoken Czech language is above average. The lowest satisfaction score is tied to those immigrants who prefer to live close to their compatriots, those with university education, and those with a low income. Good knowledge of the Czech language seems to be a gateway to immigrants' satisfaction. Cette étude s'appuie sur un travail de recherche mené par le bureau de Prague de l'Organisation internationale pour les migrations (OIM) et la faculté des sciences de l'Université Charles à Prague, au cours de l'automne et de l'hiver 2003-2004. Dans le cadre de l'enquête-questionnaire, 126 immigrants de la première génération se trouvant à Prague (51 Ukrainiens, 45 Vietnamiens et 30 Arméniens) ont répondu grâce à une méthode procédant par sondage non aléatoire. Les buts principaux de cette recherche consistaient à vérifier à quels moyens avaient eu recours les groupes d'immigrants pour s'insérer dans la société tchèque et à déterminer dans quelle mesure ils s'estimaient satisfaits de leur nouvelle vie. Une attention particulière a été accordée à la recherche des facteurs importants ayant contribuéà fixer à la fois les caractéristiques communes et les particularités en matière de comportement. L'auteur s'est efforcé d'analy-ser la question à l'aide des statistiques quantitatives (test Chi carré, méthode AnswerTree). Le modèle des stratégies d'acculturation de Berry (1992) et le modèle d'assimilation segmentée de Portes et Zhou (par exemple 2000) servent de points de référence dans l'examen de questions conceptuelles. Les résultats montrent que l'incorporation des immigrants dans la société tchèque, a Prague, s'est traduite de différentes façons. Les Ukrainiens correspondent aux schémas spécifiques de transnationalisation qui leur sontpropres; les Vietnamiens constituent une communauté« prospère » mais se tenant à l'écart des autres; et les Arméniens pratiquent une stratégie évidente d'assimilation, tout en se rapprochant du courant central sur le plan du statut socio-économique. Sur la base de différentes indications, il semble que l'incorporation réussie dans la société tchèque soit liée au mode d'assimilation. Pour résumer, les immigrés les plus satisfaits de leur qualité de vie sont ceux pour qui il n'est pas important de vivre auprès de leurs compatriotes et ceux dont les connaissances de la langue tchèque parlée sont audessus de la moyenne. Le niveau de satisfaction le plus bas est celui des immigrés qui préfèrent rester en contact étroit avec leur compatriotes, ceux quijouissent d'une éducation de niveau universitaire et ceux dont le revenu se situe dans une tranche basse. Une bonne connaissance de la langue tchèque semble être la clé de la satisfaction des immigrés. Este artículo se basa en un estudio realizado por la Oficina de la Organización Internacional para las Migraciones (OIM) en Praga y la Facultad de Ciencias de la Universidad Charles de Praga, durante el último trimestre de 2003 y el primer trimestre de 2004. Recurriendo al cuestionario y al método de muestreo improbable se encuestó a 126 inmigrantes de primera generación en Praga (51 ucranios, 45 vietnamitas y 30 armenios). Los objetivos principales del estudio fueron determinar los modos de inserción de los grupos de inmigrantes en la sociedad checa y su nivel de satisfacción con relación a sus nuevas vidas. Se concedió particular atención a otros importantes factores subyacentes, a saber, las características comunes y los patrones particulares de comportamiento. En este artículo se analiza la cuestión mediante: estadísticas cuantitativas (la prueba de Chi-square, el método del Árbol de Respuestas); el modelo de estrategias de aculturación de Berry (1992); y el modelo de asimilación segmentada de Portes y Zhou (2000) que sirvieron de referencia a la hora de debatir cuestiones conceptuales. Los resultados apuntan a que la inserción de los inmigrantes en la sociedad checa, concretamente en Praga, se ha desarrollado según patrones específicos: los ucranios recurren a patrones típicos de transnacionalización, los vietnamitas son unacomunidad "acomodada" pero que se halla separaday segregada, mientras que los armenios utilizan un patrón claro de inserción, al tiempo que intentan incorporarse a la corriente principal en lo que atañe a su estatus socioeconómico. Sobre la base de diversas indicaciones, parece que una asimilación acertada en la sociedad checa depende del modo de inserción. En otras palabras, los inmigrantes más satisfechos con su calidad de vida son aquellos que no consideran importante vivir cerca de sus compatriotas y cuyos conocimientos del checo hablado superan la media. El índice más bajo de satisfacción se observa en los inmigrantes que prefieren vivir cerca de sus compatriotas, realizaron estudios universitarios y perciben bajos ingresos. Por lo visto, el buen conocimiento del idioma checo es la clave en la satisfacción de los inmigrantes. [source] Toward an Anti-disciplinary Global StudiesINTERNATIONAL STUDIES PERSPECTIVES, Issue 1 2003Stephen J. Rosow Abstract This article investigates the prospects for interdisciplinary global studies in the changing context of university education. Its central question is: as power and structure in the university become more and more integrated with the transformations of globalization, how can global studies become an authorized site of research and teaching while resisting the rules and micro-powers in the university that constitute it as such an authorized site which is increasingly determined by neoliberal globalization? [source] The Creation of EqualsJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 4 2009STEPHEN BURWOOD Karl Jaspers argued that academics must be prepared to accept, perhaps even to welcome, the fact that most students ,will learn next to nothing' from a university education. In this paper I shall argue that, while Jaspers' model is unpersuasive as an ideal and inaccurate as a description, there is an uncomfortable truth lurking behind his forthright but gloomy conclusion; viz., that university teaching pays little direct attention to the needs of the student in the wider world (i.e. to the needs of the student qua employee or qua citizen or even qua rounded human being) and pays even less attention, or perhaps none at all, to the needs and expectations of third parties such as employers. In terms of the political context universities now find themselves in, this is an uncomfortable and embarrassing truth for faculty to admit, for it appears to epitomise a self-regarding and inward looking academy. Yet, despite this, perhaps it is a truth that academics should be prepared to accept, even to welcome. At least, in starting any serious discussion on the nature of a university education, it should be a truth we are prepared to admit. [source] Newman's Theory of a Liberal Education: A Reassessment and its ImplicationsJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 2 2008D. G. MULCAHY John Henry Newman provided the basic vocabulary and guiding rationale sustaining the ideal of a liberal education up to our day. He highlighted its central focus on the cultivation of the intellect, its reliance upon broadly based theoretical knowledge, its independence of moral and religious stipulations, and its being its own end. As new interpretations enter the debate on liberal education further educational possibilities emanate from Newman's thought beyond those contained in his theory of a liberal education. These are found in Newman's broader idea of a university education, incorporating social, moral, and spiritual formation and in his philosophical thought where he develops a theory of knowledge at odds with the Idea of a University. There are, in addition, intriguing possibilities that arise from Newman's theory of reasoning in concrete affairs both because of their implicit challenge to inherited theories of a liberal education and because of the educational possibilities they hold out in their own right and in actual educational developments to which they may lend support. [source] Doing Away with the Drab Age: Research Opportunities in Mid-Tudor Literature (1530,1580)LITERATURE COMPASS (ELECTRONIC), Issue 3 2010Mike Pincombe This article surveys recent developments in the study of mid-Tudor literature; some of the problems the area has traditionally faced and still faces; and the opportunities for new research it offers, especially that which exploits new technology. It traces the deleterious effect that C. S. Lewis' epithet ,Drab Age' has had upon the field, and how this has been compounded by institutional and market pressures in university education and academic publishing in the second half of the twentieth century. Nonetheless, interest in mid-16th century literature is being revived by historicist readings. The article maps out a number of areas ripe for future study, including life-writing, women's writing, miscellanies, anonymous writing, cheap/ephemeral print, Inns of Court writing, translation, Tudor poetics, manuscripts, non-dramatic dialogue, paratext and anthologies of ,tragical tales'. It calls for an unprejudiced reassessment of the aesthetics of mid-Tudor literature and draws attention to its humour and generic hybridity. [source] Parental education, time in paid work and time with children: an Australian time-diary analysisTHE BRITISH JOURNAL OF SOCIOLOGY, Issue 4 2006Lyn Craig Abstract How does parental education affect time in the paid workforce and time with children? Potentially, the effects are contradictory. An economic perspective suggests higher education means a pull to the market. Human capital theory predicts that, because higher education improves earning capacity, educated women face higher opportunity costs if they forego wages, so will allocate more time to market work and less to unpaid domestic labour. But education may also exercise a pull to the home. Attitudes to child rearing are subject to strong social norms, and parents with higher levels of education may be particularly receptive to the current social ideal of attentive, sustained and intensive nurturing. Using data from the Australian Bureau of Statistics Time-use Survey 1997, this study offers a snapshot of how these contradictory pulls play out in daily life. It finds that in Australia, households with university-educated parents spend more daily time with children than other households in physical care and in developmental activities. Sex inequality in care time persists, but fathers with university education do contribute more time to care of children, including time alone with them, than other fathers. Mothers with university education allocate more daily time than other mothers to both childcare and to paid work. [source] Socio-economic status and survival from breast cancer for young, Australian, urban womenAUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 2 2010Katherine I. Morley Abstract Objective: To estimate the association between measures of socio-economic status (SES) and breast cancer (BC) survival for young, urban Australian women. Methods: We used a population-based sample of 1,029 women followed prospectively for a median of 7.9 years. SES was defined by education and area of residence. Hazard ratios (HRs) associated with SES measures were estimated for (i) distant recurrence (DR) and (ii) all-cause mortality as end-points. Results: HRs for area of residence were not significantly different from unity, with or without adjustment for age at diagnosis and education level. The univariable HR estimate of DR for women with university education compared with women with incomplete high school education was 1.51 (95% CI = 1.08 , 2.13, p = 0.02), which reduced to 1.20 (95% CI = 0.85 , 1.72, p = 0.3) after adjusting for age at diagnosis and area of residence. Adjusting for prognostic factors differentially distributed across SES groups did not substantially alter the association between survival and SES. Conclusions: Among young, urban Australian women there is no association between SES and BC survival. Implications: This lack of estimates of association may be partly attributed to universal access to adequate breast cancer care in urban areas. [source] Happy and healthy only if occupied?AUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 1 2010Perceptions of health sciences students on occupation in later life Background/aim:,In this study, we bring attention to the university education of health science students with respect to occupation in later life. Our goal was to provide descriptive data from narratives of a group of undergraduate students and initiate discussion about the place of occupation in the context of ageing to answer the following questions: (i) How young people perceive successful ageing in relation to occupation? and (ii) can spirituality-related activities be considered occupations in later life? Methods:,Based on a thematic selection, the quality of photographs and reflective narratives, 60 Photovoice assignments created by health sciences students were analysed using content analysis. Results:,The findings of this study indicate that students seem to neglect the benefits of ,being' through spiritual engagement, and instead emphasise the importance of ,doing', and perpetuate pervasive successful ageing discourses in Western societies. Conclusions:,Occupational therapists have potential to take an active role in undergraduate health science education and to inform the development of holistic models that would include spirituality as an avenue to live late life to its fullest potential. Photovoice emerged as a powerful teaching method to increase awareness, empathy and compassion of young adults towards ageing. [source] Herausforderungen für die Lehre am Beispiel der mechanischen VerfahrenstechnikCHEMIE-INGENIEUR-TECHNIK (CIT), Issue 3 2003W. Peukert Prof. Dr.-Ing. Abstract Rasche technologische Entwicklungen haben für Chemieingenieure bzw. Verfahrenstechniker neue Beschäftigungsmöglichkeiten eröffnet, wodurch sich zusätzliche Anforderungen an die Ausbildung ergeben. Der vorliegende Beitrag beschreibt die Lösungsansätze im Fachgebiet der Partikeltechnik: Es findet eine noch stärkere Betonung der Grundlagen statt, wobei Beispiele aus klassischen und neuen Anwendungen exemplarisch vertieft werden. Kernpunkt des Curriculums sind die Produkteigenschaften. Besonderes Gewicht wird außerdem auf die Betrachtung ganzer Prozesse gelegt. Die Vorlesungen sind in drei Ebenen strukturiert: Grundlagen, Grundoperationen und Prozesse/Anwendungen. Methodisch wird ein zweifacher Ansatz verfolgt: Die Lehre der grundlegenden Fakten wird ergänzt durch eine aktive Teilnahme der Studenten, insbesondere bei der Erarbeitung von Beispielen und in Labor- bzw. Rechnerpraktika. Durch eine ganzheitliche Sicht der Universitätsausbildung sollen auch ,soft skills" gefördert werden. Mechanical Process Engineering as an Example for Educational Challenges Due to rapid technological developments new opportunities for chemical engineers evolved leading to additional demands in education. The present article describes how this challenge is faced in the subject particle technology: Fundamentals are emphasised even more, with exemplary treatment of classical as well as new applications. Key item of the curriculum is the product property approach. Furthermore, the view of complete processes is emphasised. The courses are structured in three levels: Fundamentals, Unit Operations and Processes/Applications. From the methodological point of view a twofold approach is used: Teaching the fundamentals is complemented by an active participation of the students in working on examples and application problems as well as lab and virtual experiments. By following an integrated view of university education also soft skills of students are promoted. [source] | ||||||||||||||||