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311	¡CON GANAS TODO SE PUEDE! JOURNEYS OF FIRST-GENERATION LATINA NONTRADITIONAL COMMUNITY COLLEGE STUDENT-MOTHERS / ¡CON GANAS TODO SE PUEDE! VIAJES DE MADRES LATINAS NO TRADICIONAL QUE SON ESTUDIANTES PRIMERA-GENERACION EN COLEGIO COMUNITARIO Gardea-Hernández, Myra 01 January 2021 (has links) Nontraditional college student enrollment in the United States is rapidly growing and is predicted to continue to increase. Similarly, female students are currently the majority student population on college campuses. Although numerous studies document college student experiences, few focus on first-generation Latinas who are student-mothers at community colleges. The purpose of this study was to explore the educational experiences of first-generation Latina nontraditional student-mothers enrolled at a community college in California to identify the ways in which grit (ganas) and mindsets influenced their success. This inquiry followed Moustakas’s (1994) transcendental phenomenology research process. Individual interviews of five Latinas were analyzed using Moustakas’s modification of the Van Kaam method of analysis. The findings indicate that each woman had a similar yet unique story based upon their intersectional identities and the space in which they lived in at the time of this study. These stories collectively echoed a phenomenon rooted in cultural pervasiveness and generational continuity, an urgency to break cultural norms, and the grasp on ganas and mindsets that each participant held onto while striving to reach their educational goals. The participants’ stories illuminated an unanticipated connection to my own story as a Latina student-mother in search of a higher education. This connection provided me with a deeper understanding of my educational path and the realization that ganas and mindsets also influenced my educational experiences. The implications from this study offer ways to support this specific group of students both collectively and individually. La inscripción de estudiantes del colegio no tradicionales en los Estados Unidos está creciendo rápidamente y se prevé que continúe aumentando. Del mismo modo, las alumnas son actualmente la población estudiantil mayoritaria en los colegios. Aunque numerosos estudios documentan experiencias de estudiantes de colegio, pocos se centran en latinas de primera generación que son estudiantes-madres en colegios comunitarios. El propósito de este estudio fue explorar las experiencias educativas de las madres Latinas que son estudiantes no tradicionales de primera generación inscritas en un colegio comunitario en California para identificar las maneras en que sus ganas y mentalidades influyeron en su éxito. Este estudio siguió al proceso de investigación de fenomenología trascendental de Moustakas (1994). Las entrevistas individuales de cinco Latinas fueron analizadas utilizando la modificación de Moustakas del método de análisis de Van Kaam. Los hallazgos indican que cada mujer tenía una historia similar pero única basada en sus identidades interseccionales y el espacio en el que vivían en el momento de este estudio. Estas historias hicieron eco colectivamente de un fenómeno arraigado en la omnipresencia cultural y la continuidad generacional, la urgencia de romper las normas culturales y la comprensión de las ganas y las mentalidades que cada participante aferró mientras se esforzaba por alcanzar sus metas educativas. Las historias de los participantes iluminaron una conexión imprevista con mi propia historia como estudiante-madre Latina en busca de una educación superior. Esta conexión me proporcionó una comprensión más profunda de mi camino educativo y la comprensión de que las ganas y las mentalidades también influyeron en mis experiencias educativas. Las implicaciones de este estudio ofrecen maneras de apoyar a este grupo específico de estudiantes tanto colectiva como individualmente. Chicana Feminist Perspective Community College First-Generation Nontraditional Students Ganas and Mindsets Latina Student-Mothers Transcendental Phenomenology Women's studies Community college education Latin American studies Community College Leadership Education Educational Leadership Feminist, Gender, and Sexuality Studies Latin American Languages and Societies Latina/o Studies Women's Studies
312	Remediation of instability in Best Linear Unbiased Prediction Eatwell, Karen Anne January 2013 (has links) In most breeding programmes breeders use phenotypic data obtained in breeding trials to rank the performance of the parents or progeny on pre-selected performance criteria. Through this ranking the best candidates are identified and selected for breeding or production purposes. Best Linear Unbiased Prediction (BLUP), is an efficient selection method to use, combining information into a single index. Unbalanced or messy data is frequently found in tree breeding trial data. Trial individuals are related and a degree of correlation is expected between individuals over sites, which can lead to collinearity in the data which may lead to instability in certain selection models. A high degree of collinearity may cause problems and adversely affect the prediction of the breeding values in a BLUP selection index. Simulation studies have highlighted that instability is a concern and needs to be investigated in experimental data. The occurrence of instability, relating to collinearity, in BLUP of tree breeding data and possible methods to deal with it were investigated in this study. Case study data from 39 forestry breeding trials (three generations) of Eucalyptus grandis and 20 trials of Pinus patula (two generations) were used. A series of BLUP predictions (rankings) using three selection traits and 10 economic weighting sets were made. Backward and forward prediction models with three different matrix inversion techniques (singular value decomposition, Gaussian elimination - partial and full pivoting) and an adapted ridge regression technique were used in calculating BLUP indices. A Delphi and Clipper version of the same BLUP programme which run with different computational numerical precision were used and compared. Predicted breeding values (forward prediction) were determined in the F1 and F2 E. grandis trials and F1 P. patula trials and realised breeding performance (backward prediction) was determined in the F2 and F3 E. grandis trials and F2 P. patula trials. The accuracy (correlation between the predicted breeding values and realised breeding performance) was estimated in order to assess the efficiency of the predictions and evaluate the different matrix inversion methods. The magnitude of the accuracy (correlations) was found to mostly be of acceptable magnitude when compared to the heritability of the compound weighted trait in the F1F2 E. grandis scenarios. Realised genetic gains were also calculated for each method used. Instability was observed in both E. grandis and P. patula breeding data in the study, and this may cause a significant loss in realised genetic gains. Instability can be identified by examining the matrix calculated from the product of the phenotypic covariance matrix with its inverse, for deviations from the expected identity pattern. Results of this study indicate that it may not always be optimal to use a higher numerical precision programme when there is collinearity in the data and instability in the matrix calculations. In some cases, where there is a large amount of collinearity, the use of a higher precision programme for BLUP calculations can significantly increase or decrease the accuracy of the rankings. The different matrix inversion techniques particularly SVD and adapted ridge regression did not perform much better than the full pivoting technique. The study found that it is beneficial to use the full pivoting Gaussian elimination matrix inversion technique in preference to the partial pivoting Gaussian elimination matrix inversion technique for both high and lower numerical precision programmes. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Genetics / unrestricted Family component of variance Phenotypic variance Additive genetic variance Narrow-sense heritability Fourth generation of breeding Third generation of breeding Second generation of breeding Parental or first generation of breeding Diameter at Breast Height Best Linear Unbiased Prediction Best Linear Prediction Analysis of variance UCTD
313	Student Loan Debt and First-Generation Community College Students Fuentes, Sandra A. 01 January 2022 (has links) The rising costs of college attendance and changes in financial aid packages leave students with little option other than to incur a debt of some amount. Unfortunately, colleges often fail to provide adequate financial literacy and student loan information so prospective students planning to attend college can make informed decisions. Student loans may seem attractive in the short term because, unlike other loans, repayment does not begin immediately. However, the accrual of student loan debt leads to long-term financial consequences, including the opportunity to build economic wealth after graduation. Utilizing a basic qualitative research design, I explored first-generation community college students’ experiences with financial aid, financial literacy, and the challenges and individual circumstances of using student loans to fund expenses related to their postsecondary enrollment. A human capital framework supported students informed financial decision-making experiences to effectively persist confidently in pursuing their educational goals. Collectively, students’ detailed statements provided a powerful voice for first-generation students accessing financial resources at the community college. The six themes included (a) Student-Centered, (b) Understanding Consequences of Student Loans, (c) Development of Financial Aid Literacy, (d) Student-Connection, (e) Simplifying Financial Aid Access for Students, and (f) Support From Campus-Based Programs. Findings provide helpful insights for community college practitioners and financial aid administrators. Education Education finance Higher education Community College Financial Literacy First Generation Fiscal Equity Higher Education Finance Student Loan Debt Community College Leadership Education Educational Leadership Finance and Financial Management Higher Education Inequality and Stratification Social and Behavioral Sciences
314	Four-Year College Choice Considerations Among High-Achieving Lower-Income Community College Students in Michigan Das, Dilip A. 04 November 2013 (has links) No description available. Academic Guidance Counseling Adult Education African American Studies Community College Education Economics Education Policy Educational Sociology Education Finance Educational Theory Higher Education Middle Eastern Studies Sociology Transfer college choice college choice lower-income Pell-eligible high-achieving first generation class reproduction undermatching cultural capital stratification workforce experience motivation choice constraints race and class constraints
315	A Narrative Inquiry of Latinx Undergraduates' Participation in High-Impact Educational Practices Villarreal, Sarah R. 09 January 2023 (has links) No description available. Education Educational Leadership Higher Education Higher Education Administration Teaching Hispanic Americans high impact practices student engagement validation theory cultural capital theory significance analysis values analysis college students historically underserved narrative inquiry students of color first-generation students low-income students student success
316	Exploring the effectiveness of psychological support services provided to students at Majuba TVET College, Kwazulu-Natal Province Muchineripi, Munyaradzi 05 1900 (has links) Students in Technical and Vocational Education and Training Colleges (TVET) in South Africa face a number of challenges including psychological problems. These challenges have a strong bearing on the academic success of the students. The aim of the study was to examine the effectiveness of psychological support services rendered to students at Majuba TVET College. Interviews were recorded verbatim and transcribed. Thematic data analysis was used to analyse the data. The themes used were derived from the research objectives and these were further divided into categories and sub-categories. The study found that the institution does provide psychological support services to the learner. The forms of psychological support include career counselling, pre-counselling, referral system, on-going counselling and peer counselling and mentoring. Improved academic performance, improved student attendance student retention and improved college certification rate are some of the benefits that can be realised from the effective utilisation of psychological support by the students. Various challenges hinder the effective utilisation of these psychological support services including, lack of qualified personnel, being understaffed, poor referral system, conflicting roles of staff, inadequate on-site counselling, low-prioritisation of psychological support by college management and limited access time. The participants highlighted the need for the institution to establish linkages with key stakeholders such as other TVET Colleges so as to have a platform for sharing vital information on psychological support. The participants were of the view that more qualified and registered staff should be hired to bolster the provision of psychological support to students. The referral system should be improved and the participants advocated for the services to be accessible around the clock. College management should show commitment to students’ welfare by prioritising and recognising student psychological support as pivotal to students’ academic success. / Educational Studies / M. Ed. (Adult Education) Counselling Diversified First-Generation Linkages Mental Post traumatic stress Psychosocial Referral Systems theory Vulnerable groups 370.113096841
317	Grassroots Canadian Muslim Identity in the Prairie City of Winnipeg: A Case Study of 2nd and 1.5 Generation Canadian Muslims Hameed, Qamer January 2015 (has links) What are grassroots “Canadian Muslims” and why not use the descriptor “Muslims in Canada”? This thesis examines the novel concept of locale specific grassroots Canadian Muslim identity of second and 1.5 generation Muslims in the prairie city of Winnipeg, Manitoba. The project focuses on a generation of Muslims that are settled, embedded, and active in a medium sized Canadian metropolis. Locale plays a powerful part in the way people navigate identities, form attachments, find belonging, and negotiate communities and society. In order to explore this unique identity a case study was conducted in Winnipeg. Interviews with 1.5 and second generation Muslims explored the experience of grassroots Canadian Muslim identity. The project does not focus on religious doxy or praxis but rather tries to understand a lived Canadian Muslim identity by exploring discourse and space as well as strategies, social perceptions and expectations. Participant observation, community resources and literature also aid in the understanding of the grassroots Canadian Muslim experience. This study found that the attachments, networks, and experiences in the locale give room for an embedded Canadian Muslim experience and more negotiable identities than most studies on Muslims in Canada describe. These individuals are not foreigners living in Canada. Their worldviews develop out of this particular and embedded grassroots experience. They navigate a new kind of hybrid Canadian Muslim identity that is unique and flexible. This is the Canadian Muslim experience of 2nd and 1.5 generation Winnipeg Muslims. Muslim Canadian Muslims Canadian Muslim Muslims in Canada Muslim Canadian second generation 1.5 generation minorities minority Canadian-Muslim immigrant immigrants diversity pluralism multiculturalism hybrid identity identities social society mosque community locale grassroots prairie Winnipeg Manitoba religion culture religious discourse generation migrant settlement social movement organization citizenship ethnicity nationality nation woman women Muslim women hijab veil 2nd Generation 1st generation first generation third generation Islamophobia dicrimination immigration immigrant transnational liberal conservative youth spatial analysis lived religion

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