Low and very low food security is a concern in the US, and specific populations are at high risk. An understudied population with regards to food security is university students. University students suffering from low and very low food security are at risk for physical and mental consequences. Because limited research has been conducted identifying the food security status of university students in the US, the public is unaware of the problem. This study was designed to determine food security status of Illinois university students and the socio-demographic characteristics associated with each food security classification. A cross-sectional survey design was used to analyze the food security status of Illinois university students. An online 40-question survey based on the USDA's Household Food Security Survey Module was distributed via mass email to university students at four Illinois universities including Eastern Illinois University, Northern Illinois University, Southern Illinois University, and Western Illinois University. Statistical analysis included frequencies and Chi-squared Test of Independence. A total sample of 2,753 students from four universities completed the online survey. Results determined that 30.4% of Illinois university students had low or very low food security, twice as high as the general public. There were significant associations between food security status and the following socio-demographic variables: ethnicity, academic level, GPA, living location on- or off-campus, living alone, financial support, and hometown region. African Americans and Hispanics, juniors and seniors, students with lower GPAs, students receiving financial support requiring repayment, and students from urban hometowns were found to be at-risk populations associated with low or very low food security. This study suggests a significant portion of Illinois university students are at high risk for low and very low food security. Significant socio-demographic characteristics associated with low and very low food security could be used to develop programs targeting those in need. Future research should be conducted to determine food security status of students at universities throughout the US

A debate surrounds the topic of best practices for faculty development. There are those that hold the position that faculty are more likely to develop as a faculty member when they experience an enhancement program, rather than training and development. Still others argue the opposite position claiming that there are unintended negative consequences from faculty mentoring programs. This research examined the practices of mentoring among full-time faculty at member schools of the Council for Christian Colleges and Universities (CCCU). This study was adapted from “The Nature of Workplace Mentoring Relationships among Faculty Members in Christian Higher Education,” a study done by Cunningham (1996). This research described the nature of mentoring among faculty in Christian higher education institutions by explaining the actual mentoring practices taking places in CCCU member schools, by examining the institution’s prioritization of mentoring, and by describing the conditions that might affect the development and maintenance of successful, ongoing mentoring relationships. Finally, this research provided a four-factor description of mentoring’s best practices: Career Guide, Friend, Discipleship, and Information Source. This study provides a clear picture of mentoring practices and how they might be generalized to best fit all Christian higher education institutions. Because Christian higher education institutions are uniquely positioned within society to have significant impact on current and future generations, and because the literature base is lacking in the area of Christian higher education faculty development and mentoring practices, this study provides a convincing argument for the use of mentoring as a best training practice in Christian higher education.

Submitted by MARIANA VICENTE GALLI null (mariana.galli@hotmail.com) on 2017-05-02T22:57:55Z No. of bitstreams: 1 Bullying .pdf: 854907 bytes, checksum: a7f3a3b323e0451184d927a90863d0ea (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-05-03T13:23:24Z (GMT) No. of bitstreams: 1 galli_mv_me_bauru.pdf: 854907 bytes, checksum: a7f3a3b323e0451184d927a90863d0ea (MD5) / Made available in DSpace on 2017-05-03T13:23:24Z (GMT). No. of bitstreams: 1 galli_mv_me_bauru.pdf: 854907 bytes, checksum: a7f3a3b323e0451184d927a90863d0ea (MD5) Previous issue date: 2017-03-24 / O corpo, a mente, o cérebro e o comportamento humano passaram, ao longo do tempo, por pressões evolutivas, ou seja, alguns mecanismos foram mantidos e aprimorados com a seleção natural. Desta forma, o comportamento humano seria o resultado do predisposto biologicamente e a influência do ambiente. Assim, alguns comportamentos foram mantidos como, por exemplo, a tendência de viver em grupos que podem tanto beneficiar o indivíduo quanto distorcer e fazer com que o mesmo abandone suas concepções e ideais. O preconceito, o estigma e o estereotipo são exemplos de situações em que o sujeito enfrenta dificuldade na interação grupal. Há de se considerar também que, quando este indivíduo deseja realmente fazer parte do grupo, o mesmo é capaz de manipular seus comportamentos a fim de convergir com o grupo, modificando assim a sua imagem pública. O bullying também pode ser apontado com uma situação em que ocorre a dificuldade de ajustamento grupal, caracterizado por agressões, ações desrespeitosas e assédios, que ocorram de maneira recorrente e intencional sem uma motivação específica do agressor. Desta forma, esta pesquisa se justificou pela necessidade de se compreender por que alguns indivíduos são mais vulneráveis ou propícios a serem vítimas de bullying, e assim evoluir o conhecimento sobre o fenômeno, para se obter um recurso a mais no campo científico, bem como a possibilidade de intervenção e prevenção no âmbito social. Desta maneira, objetivou-se investigar qualitativa e quantitativamente quais as características das vítimas de bullying, com distinção entre homens e mulheres em diferentes fases do ciclo vital, que desencadeiam tais práticas na opinião de universitários. Participaram 76 universitários (38 homens e 38 mulheres), com faixa etária de 17-29 anos, que estavam no primeiro e segundo ano de faculdade, nos cursos de Psicologia, Engenharia Elétrica, Biologia e Jornalismo, de uma faculdade pública do interior de São Paulo. Utilizou-se como instrumento um questionário elaborado pelos pesquisadores, que buscou obter características femininas e masculinas, que os participantes julgavam desencadear as práticas de bullying na escola no Ensino Fundamental II (9º ano) / Ensino Médias (1ª a 3ª série) e Ensino Superior. Como resultado observou-se que as mulheres obtiveram maior variabilidade ao mencionarem as características, em relação aos homens. Notou-se que no passado (Ensino Médio) as características estavam relacionadas a aspectos psicológicos, sociais e, sobretudo físicos, enquanto no presente (Ensino Superior) houve prevalência de aspectos psicológicos e social. As cinco características mais citadas no passado foram: gordo, homossexualidade, racismo, nerd, comportamento sexual livre. No presente foram: ideologia, homossexualidade, comportamento sexual livre, racismo e classe social. Outro ponto foi que as mulheres apresentaram mais facilidade para mencionar características de ambos os sexos, enquanto os homens apresentaram mais aptidão para mencionarem características relacionadas ao próprio sexo. Como conclusão, o estudo apontou que as marcas ou sinais que desencadeiam as práticas de bullying são reais, além de comprovar que a distinção de gênero ligada às características das vítimas de bullying, está relacionada a fatores biológicos que se acentuam quando analisados sob uma perspectiva cultural. Também se confirmou a existência de características específicas que vulnerabilizam o indivíduo, além de se observar que a práticas hostis também ocorrem na universidade, sendo necessários projetos para promoção de práticas de respeito e aceitação das diferenças. / The body, mind, brain and human behavior have, over time, passed through evolutionary pressures, that is, some mechanisms have been maintained and improved with natural selection. In this way, human behavior would be the result of biological predisposition and the influence of the environment. Thus, some behaviors have been maintained, such as the tendency to live in groups that can both benefit the individual and distort them and cause them to abandon their conceptions and ideals. Prejudice, stigma and stereotype are examples of situations in which the subject faces difficulty in group interaction. It must also be considered that when this individual really wants to be part of the group, he is able to manipulate his behavior in order to converge with the group, thus modifying his public image. Bullying can also be pointed out with a situation in which the difficulty of group adjustment occurs, characterized by aggressions, disrespectful actions and harassment that occur in a recurrent and intentional way without a specific motivation of the aggressor. Thus, this research was justified by the need to understand why some individuals are more vulnerable or susceptible to be victims of bullying, and thus to evolve the knowledge about the phenomenon, to obtain an additional resource in the scientific field, as well as Possibility of intervention and prevention in the social sphere. In this way, the objective was to investigate qualitatively and quantitatively the characteristics of victims of bullying, with a distinction between men and women in different phases of the life cycle, that trigger such practices in the opinion of university students. Participants were 76 university students (38 men and 38 women), aged 17-29, who were in the first and second year of college, in the Psychology, Electrical Engineering, Biology and Journalism courses of a public college in the interior of São Paulo. A questionnaire developed by the researchers was used as instrument, that sought to obtain feminine and masculine characteristics, that the participants judged to initiate the bullying practices in the school in Elementary School II (9th grade) / Teaching Medium (1st to 3rd grade) and Higher Education. As a result, it was observed that women obtained greater variability when mentioning characteristics, in relation to men. It was noted that in the past (Teaching Medium) the characteristics were related to psychological, social and, above all, physical aspects, while in the present (Higher Education) there was a prevalence of psychological and social aspects. The five characteristics most cited in the past were: fat, homosexuality, racism, nerd, free sexual behavior. At present they were: ideology, homosexuality, free sexual behavior, racism and social class. Another point was that women were easier to mention characteristics of both sexes, while men were more apt to mention characteristics related to their sex. In conclusion, the study pointed out that the marks or signs that trigger the practices of bullying are real, besides proving that the gender distinction related to the characteristics of the victims of bullying, are related to biological factors that are accentuated when analyzed from a cultural perspective. It was also confirmed the existence of specific characteristics that vulnerabilize the individual, besides observing that hostile practices also occur in the university, and projects are needed to promote practices of respect and acceptance of differences.

Thesis (PhD (Philosophy))--University of Stellenbosch, 1990. / This study has focused on two aspects. In the first instance an attempt was made to create a theoretical model which could serve as a guideline for implementing cooperative education in the commercial sc iences. Secondly, it was determined to which extent cooperative education was feasible in the commercial sciences at technikons. In the first component, a literature study was undertaken as starting point for the development of a model according to which cooperative education could be applied. The focus was predominantly on commercial courses up to diploma level offered at technikons in the RSA. The basic premise was that it would be desirable for commercial courses to conta i n a component of cooperative educati on, spec ifica 11y that of in-service training as a subdivision thereof. At present cooperative education is not a requirement for commercial courses at technikons, though it is compulsory in courses in engineering and the sciences. The study of literature revealed that there are certain methods according to which commercial courses are presented when implementing cooperative education in other countries. It was evident that a model containing certain components could be developed. The concepts of cooperative education, vocational education and competency-based education should form the basis of all technikon education and the total model can be constructed on these principles.

Dissertação(mestrado)- Universidade Federal do Rio Grande, Programa de Pós-Graduação em Geografia, Instituto de Ciências Humanas e da Informação, 2011. / Submitted by Caroline Silva (krol_bilhar@hotmail.com) on 2012-08-10T20:33:40Z No. of bitstreams: 1 dissertacao maria rozana rodrigues de almeida.pdf: 5508867 bytes, checksum: c964ec276f675ffb640662abb2c762f4 (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-08-23T16:16:04Z (GMT) No. of bitstreams: 1 dissertacao maria rozana rodrigues de almeida.pdf: 5508867 bytes, checksum: c964ec276f675ffb640662abb2c762f4 (MD5) / Made available in DSpace on 2012-08-23T16:16:04Z (GMT). No. of bitstreams: 1 dissertacao maria rozana rodrigues de almeida.pdf: 5508867 bytes, checksum: c964ec276f675ffb640662abb2c762f4 (MD5) Previous issue date: 2011 / A instalação de uma universidade em uma determinada região ganha contornos socioespaciais pelas funções que desempenha ou permite alavancar no contexto econômico, político, cultural e histórico da mesma. As universidades brasileiras, de um modo geral, são implementadas a partir da concepção de diversos atores e da lógica de atuação do Estado. Este trabalho tem como objetivo compreender dois momentos diferenciados vividos pelas universidades públicas federais, em decorrência da lógica de diferentes governos federais, com foco especial na Universidade Federal do Rio Grande – Furg, no período referente à década de 90, momento caracterizado pela retração de investimentos, e à primeira década do século XXI, de 2007 a 2011, período em que foi proposto às universidades a adesão ao Programa de Apoio a Planos de Reestruturação e Expansão das Universidades Federais – Reuni, buscando demonstrar a dimensão socioespacial da Furg, diante de um contexto de expansão e as suas novas territorialidades. Para tanto, escolheu-se como instrumento de investigação para a presente pesquisa um estudo de caso, com base em dados coletados junto ao Núcleo de Tecnologia da Informação – NTI, à Pró-Reitoria de Graduação – Prograd e à Pró-Reitoria de Planejamento e Administração – Proplad. Os referidos dados estavam compilados em sistemas específicos da Universidade. A fim de melhor visualizar a espacialização e as novas territorialidades da Furg foram construídas tabelas, gráficos e figuras, a partir dos dados levantados, utilizando-se softwares específicos, tais como o Terraview, Corel Draw, Excel e Acess. / The installation of a university in a certain region acquires sociospatial configurations by functions that performs or allows to stimulate the economic, political, cultural and historical its context. The Brazilian universities, generally, are implemented from the conception of different actors and from the state performance logic. This paper has as objective to comprehend the two different moments lived by the federal public universities because of the logic of different federal governments, with special focus on the Universidade Federal do Rio Grande – Furg, during the nineties, time characterized by the decrease of investments, and during the first decade of this century, from 2007 to 2011, period in which it was proposed to the universities the adherence to the Program of Support for the Restructuring and Expansion of Federal Universities – Reuni, seeking to demonstrate the Furg’ sociespatial dimension, facing an expansion context and its new territorialities. For this, it was chosen as a research tool a case study, based on data collected at the Center for Information Technology – NTI, the Dean of Graduate – Prograd and the Dean of Planning and Administration – Proplad. These data were compiled on specific systems at the University. In order to better visualize the Furg’ space and new territorialities, it was constructed tables, graphs and figures, from the data collected, using specific software, as the Terraview, Corel Draw, Excel and Acess.

M.Ed. / This research provides an analysis on provisioning of information and communication technology (ICT) resources at public further education and training (FET) at Gert Sibande region in Mpumalanga province. In particular the research focuses on the readiness of public FET schools in Gert Sibande region to implement e-Education policy. The main purpose of this inquiry is to conduct baseline surveys focused on the factors that may influence the provisioning of ICT resources in the Gert Sibande region in the MDE. The literature study revealed that computers can deliver and promote high quality education (Kuperstein and Gentile, 1998: 87). Information and Communication Technology (ICT) adds more value to education systems (Forcier, 1996). Since the use of ICT in schools has been shown to be effective, many educators, parents and students already believe that ICT should be the integral part of the South African Education System (Department of Education, 1996). In this study I have collected quantitative data from the participants through survey questionnaires from both the school management teams (SMT) and ICT officials at Gert Sibande region. From the findings on analysis of data, I clustered survey questions (See Annexure A & B) with similar focus into four categories each of which will be explained in greater detail in chapter 4 and 5, namely: • White paper 7 (Interaction), derived from question 4 and 7, • Capacity development of ICT literacy of educators, resultant of question 2 • Policies on distribution/provisioning of ICT resources, derived from question 5, 6, 7 and 8, and • Feasibility of White paper 7 on e-education derived from question 9 and 10. / Prof. D. van der Westhuizen

The study focused on the efficacy of the democratic education decentralization policy. The study focused on the efficacy of the democratic education decentralization policy implementation of the four schools of Kadoma District in Zimbabwe. The thesis reviewed literature and discussed the concept of the democratic education decentralization policy implementation and how this has been practiced in Zimbabwe. The theoretical basis of democratic education decentralization policies were outlined and the argument for and against the policy discussed. Thus the dissertation explored the concept of education decentralization policy with specific reference to the notions of democratization and participation in Zimbabwe. Besides the qualitative and the quantitative research methods employed, the study was complemented by the observation on the ground and document analysis. The thesis unearthed that; the democratic education decentralization policy is characterized by some successes and problems during implementation of the policy as indicated by the paucity of the teaching and learning resources. The research findings revealed that, there is prevalence of poor learning outcomes at ‘O’ level in schools; the SDCs/SDAs are underutilized sources of school development because they are not fully empowered by the education system since they had a minimum role in participating towards the implementation of the policy in order to acquire the teaching and learning resources at the schools in Kadoma District. The above findings long-established the view held by critical theorists of the Participatory Governance Model that there is a complementary relationship between the participation of the SDC/SDA in acquiring the teaching as well as the learning resources and the academic performance of learners. Thus, the study concluded that decentralization policy implementation was the major driving force in strengthening efficiency and accountability of resources and results.mplementation of the four schools of Kadoma District in Zimbabwe. The thesis reviewed literature and discussed the concept of the democratic education decentralization policy implementation and how this has been practiced in Zimbabwe. The theoretical basis of democratic education decentralization policies were outlined and the argument for and against the policy discussed. Thus the dissertation explored the concept of education decentralization policy with specific reference to the notions of democratization and participation in Zimbabwe. Besides the qualitative and the quantitative research methods employed, the study was complemented by the observation on the ground and document analysis. The thesis unearthed that; the democratic education decentralization policy is characterized by some successes and problems during implementation of the policy as indicated by the paucity of the teaching and learning resources. The research findings revealed that, there is prevalence of poor learning outcomes at ‘O’ level in schools; the SDCs/SDAs are underutilized sources of school development because they are not fully empowered by the education system since they had a minimum role in participating towards the implementation of the policy in order to acquire the teaching and learning resources at the schools in Kadoma District. The above findings long-established the view held by critical theorists of the Participatory Governance Model that there is a complementary relationship between the participation of the SDC/SDA in acquiring the teaching as well as the learning resources and the academic performance of learners. Thus, the study concluded that decentralization policy implementation was the major driving force in strengthening efficiency and accountability of resources and results.

The problem with which this study was concerned was that of comparing biological science in general education among black institutions of higher learning in the United States in 1976 and 1973.

Background: Learning research skills should be a goal during undergraduate training of physicians. Aim: To identify Latin American medical students’ appraisal on research skills university training. Material and Methods: A self-administered survey about experience in research, self-assessment of research skills, quality of training in the area received at the university and that importance of publishing as undergraduate students, was answered by 208 medical students aged 23 ± 3 years (54% male), attending a medical students congress. Results: Seventy percent of respondents pertained to medical students’ scientific societies and 34% had published in a scientific journal. Fifty two percent considered as good or very good the training level received at their universities on information retrieval and 45% considered good the training in research methodology. Thirty two percent considered as poor or none the training received in scientific writing and 37% in the publishing process. Eighty nine percent considered student publishing as important and 61% perceived limitations in this matter. Conclusions: The university training level received by Latin American medical students on research and publication process was evaluated as deficient by these students

M.Ed. / The purpose of this research is to formulate responsible recommendations that will probably contribute to increased class attendance, academic success and job satisfaction of students at technical colleges. On closer investigation it would appear that four role-players, viz. lecturers, students, management staff and employers/parents, should be involved in solving the problem of student absenteeism and poor academic achievement. The contributions these individuals make can be distinguished but not separated. The research comprised a literature and a descriptive empirical study, as well as comments expressed by students and lecturing staff of an experimental technical college. Students' comments on class attendance, academic success of and job satisfaction experienced by students were classified under the following headings: * The lecturers' subject knowledge * Presentation of lectures * Emotional factors experienced by students * The influence exerted by fellow-students. During a two-day working seminar at the experimental technical college the lecturing staff formulated recommendations on the contribution and role of lecturers in guiding students to maximise their potential. It was established that staff development should be regarded as a priority with a view to the improvement of the academic success of both students and lecturers. A descriptive empirical investigation was undertaken to determine the class attendance and academic success of students of the 44 technical colleges which offer Engineering Studies. Particular focus was placed on the experimental college. It was established beyond doubt that there is a positive correlation between the class attendance and academic success of students. It was also statistically proven that the class attendance and success rate of students of the experimental technical college had improved considerably once the management team and lecturing staff of that college started focusing on the achievement and job satisfaction of lecturers and students and the class attendance of students. It is the responsibility of the management team of a technical college to remove all obstacles and to address all problems which may have a negative effect on the class attendance, academic success and job satisfaction of both students and lecturers. Consideration should also be given to a system of participatory management in which staff and student representatives are closely involved. It has also become clear that parents/employers should be more closely involved in order to ensure a greater measure of academic success of students. In conclusion, it can be stated that it is both advisable and possible to improve the students' class attendance, academic success and job satisfaction. In order to achieve this, however, all the role-players, i.e. lecturers, students, the management team and the parents/employers concerned should make a substantial contribution in this regard.