Thesis (M.A.)--University of Hawaii at Manoa, 2010 / Pacific Islands Studies

This study investigated approaches to studying, intellectual developments, and metacognitive skills of general chemistry students enrolled for the spring 2011 semester at a single campus of a multi-campus community college. the three instruments used were the Approaches and Study Skills Inventory for Students (ASSIST), the Learning Environment Preferences (LEP), and the Executive Process Questionnaire (EPQ). the subjects were 138 students enrolled in either general chemistry 1 or 2. the results revealed that the preferred approach to study was the strategic approach. the intellectual development of the students was predominantly Perry’s position 2 (dualist) in transition to position 3 (multiplicity). Correlation statistics revealed that deep approach to studying is related to effective employment of metacognitive skills. Students with a deep approach to studying were likely to utilize effective metacognitive skills. Students with a surface approach to studying used no metacognitive skills or ineffective metacognitive skills. Multiple logistic regression analysis was conducted to ascertain which of the three variables, namely approaches to studying, ability to metacognate, or level of intellectual development, was the most salient in predicting the success of general chemistry students. No single variable was found to predict students’ success in general chemistry classes; however, a surface approach to studying predisposes general chemistry students to fail. the implication of this study is that students’ study approaches, intellectual developments, and metacognitive skills are requisite information to enable instructional remediation early in the semester.

Education is essential to human development because it provides knowledge and skills that hold great results for economic empowerment, better living and social growth. Parents do their best by engaging in studies for their development and a better future for their children. This research is meant to examine the challenges experienced in combining Parenting and academic life using five social work student-parents who studied in Gavle University. In this study, a qualitative approach, semi-structured interviews were deployed to collect data from five willing social work students at the University of Gävle who juggle parenting with studying. Role theory was used to get the best out of this research endeavour, implying that people occupy different roles daily. The data collected were coded into themes. It is crucial that aside from recommended solution approaches, regular guidance and counselling should be considering as a means to help monitor and supervise the academic progress of studying parents and their children to provide emotional aid, support and assistance wherever needed in the scheme of things.

No / When it comes to university choices for both students and academics, it might seem like everyone wants to study and work in the institutions that top the league tables and the world rankings – but research seems to indicate this isn’t the case.

Många universitetsstudenter reser kollektivt till skolan, och under sin tid i kollektivtrafiken är det många som spenderar sin tid genom att använda sin smartphone. Flera använder den då för att kolla sociala medier, lyssna på musik eller bara fördriva tid. Detta är något som är väldigt intressant då många inte inser att de har en tid här som de kan utnyttja till att få saker gjort. Därför undersöker denna studie i vilken utsträckning notifikationer i smartphones kan fungera som ett hjälpmedel för universitetsstudenter att utnyttja inter-time; tillika sin restid, på ett effektivare sätt med avseende på deras egna studier. Studien genomfördes under en vecka och bestod av en inledande enkät, en testperiod med notifikationer, samt en avslutande enkät. Under testperioden mottog deltagarna notifikationer varje dag under fem dagar samt förde dagbok under periodens tre sista dagar. Notifikationerna var platsbaserade och innehöll en uppmaning om att studera. Studiens resultat visade att ingen av deltagarna följde notifikationernas uppmaning. Vidare visade det sig att åsikten och upplevelsen av notifikationerna varierade brett mellan deltagarna, med enstaka svar om att notifikationerna var välskrivna, destruktiva, bra, tydliga, ensidiga, hjälpsamma, motiverande, repetitiva. Tre deltagare ansåg notifikationerna som störande. Orsakerna till detta resultat berodde till stor del att deltagarna hade olika syn på sin inter-time och vad de helst gjorde under denna tid, samt att ingen av deltagarna såg sin smartphone som ett användbart hjälpmedel i deras studier. Vidare är slutsatsen för denna studie att för att notifikationerna ska påverka deltagarnas utnyttjande av sin inter-time behöver notifikationerna vara individuellt anpassade till varje deltagares schema samt preferenser. En annan intressant aspekt var att deltagarna inte såg sin smartphone som ett studieverktyg, trots att de var Medieteknikstudenter och alltså är vana att använda sin smartphone. / Many university students use public transport as a means to get to school, and during this time in transit a great many pass their time by using their smartphone. Most use it to check social media, listen to music or just to make time pass faster. This is something really interesting since many of these student do not realize they can use their smartphone for studying during this time in transit. For that reason, this study investigates to what extent notifications in a smartphone during these times can work as a reminder for university students to use their inter-time; their time in transit, in a more efficient manner with regards to their studies. This study was conducted during a school week and consisted of an initial questionnaire, a test period with notifications, and lastly a conclusive questionnaire. During the test period the participants received notifications every day for five days and for the last three days of the study they also wrote a diary. The notifications were location based and encouraged the students to study. The results of the study showed that even though none of the participants followed the suggestion to study during their inter time, the participants had both negative and positive attitudes towards the notifications as some deemed them irriating while some saw the potential but would rather have receieved a more personalized  suggestion. The reasons for these results were mainly due to the participants' different views on their inter-time and what they preferred to do during this time, furthermore, none of the participants regarded their smartphone as a useful tool to help them study. The conclusion of this study is that in order for the notifications to influence the students' usage of their inter-time, the notifications need to be individually adapted to each student's schedule and preferences. Another interesting aspect was that the participants did not see their smartphone as a mean to study, despite the fact that they were students of Media Technology and accustomed to use their smartphone.

President Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally responsive pedagogy that would facilitate students’ academic success. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

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The thesis analyses the motives of charity and its various forms in the present society. It builds on the critical theory of "studying up", formulated by Laura Nader in 1970s. It considers the difficulties of ethnographic research in an unequal-power terrain, where the anthropologist finds himself in an unwelcome position. Based on a one-year long research of Rotary clubs, the thesis examines the question of whether the charity is a pure act of altruism, following of self-interest, or a combination of both. Charity has lost its significance from its original Christian form over time. Today, it takes the form of a successful marketing tool. For someone it may mean caring for the disadvantaged, for another a simple tool to ease his conscience; for others a convenient pretext for the setting up of a private club. Charity in some respect replaced the Christian confession and like other commodities in the neoliberal system is consumed without creating a long-term relation between the donor and the donee. Rotary International is a worldwide network of private clubs, among its members are leaders in the financial sector, health care, public administration, journalism and science and research. One can therefore examine the Rotary club from an anthropological point of view of emerging capitalism in the...

Tyrimo objektas: Straipsniai, kurie analizuojami besiremiant atsirinktais raktiniais žodžiais, siekiant pateikti pagrindinius mokymosi neuromokslo aspektus. Tyrimo problema: Mokymosi neuromokslas, ugdymo įtaka smegenų struktūroms ir funkcijoms, ir smegenų plastiškumo ypatumai yra plačiai nagrinėjamos temos tarp užsienio mokslininkų, tačiau Lietuvoje mažai tyrinėjamos. Vis dar pastebima, kad mokymosi įstaigose per dažnai naudojamas tradicinis mokymo modelis, besimokantieji stengiasi įsiminti teikiamą informaciją ir pritaikyti įgytas žinias. Tačiau mūsų smegenys nėra pritaikytos mintinam arba tradiciniam mokymosi modeliui, į mokymosi procesą turi būti įtraukti regėjimo, klausos ir kinesteziniai pojūčiai, tam, kad smegenys būtų aktyvinamos. Tyrimo tikslas: Apžvelgti šiuolaikinę mokslinę literatūrą, apimančią neuromokslo požiūrį į žmogaus mokymosi gebėjimus. Tyrimo uždaviniai: 1. Išnagrinėti galvos smegenų plastiškumo ypatumus. 2. Išnagrinėti kaip ugdymas gali įtakoti galvos smegenų struktūras, funkcijas ir elgseną. 3. Išnagrinėti dabartinę situaciją, kas tai yra neurougdymo mokslas. 4. Panagrinėti mokymosi neuromokslo raidą ir pokyčius. 5. Išanalizuoti naujausią mokslinę literatūrą apimančią įvairių sričių neurougdymą. Tyrimo rezultatai: 1. Galvos smegenys yra labai plastiškos ir kuo jos labiau aktyvinamos, tuo labiau kinta jų struktūra. Smegenų plastiškumui įtaką daro šie veiksniai: sensorinė ir motorinė patirtis, mokymasis, natūralus atpildas, socialiniai žaidimai, senėjimas... [toliau žr. visą tekstą] / The object of the research: Articles which are analysed with reference to the selected keywords, on purpose of presenting the main aspects of studying neuroeducation. The problem of the research: Studying neuroeducation, the influence of education on brain structures and functions, and the peculiarities of brain plasticity are widely analysed topics among the foreign scientists, but in Lithuania they are little analysed. It can still be noticed that in educational institutions a traditional teaching model is used too often, the learners try remembering the given information and to apply the gained knowledge. But our brain is not adapted for the said or traditional studying model; the studying process should include the visual, auditory and kinaesthetic senses for the brain to be activated. The aim of the research: To review the modern nonfiction covering the human neuroeducation of various abilities. The tasks of the research: 1. To analyse the peculiarities of the plasticity of the brain. 2. To analyse how education can influence the structures, functions and behaviour of the brain. 3. To analyse the recent situation, what is neuroeducational science. 4. To analyse the development and changes of studying neuroscience. 5. To analyse the newest nonfiction covering human studying abilities. The results of the research: 1. After analysing the nonfiction, it is possible to define the main factors which have influence on the plasticity of the brain: sensory and motor experience... [to full text]

Syftet med denna studie är att utforska och beskriva erfarandet av vad som sker i min livsvärld när jag arbetar med gehörsbaserad instudering av ett klassiskt stycke. För att uppnå syftet är följande forskningsfråga ställd: Hur erfars gehörsmässig inlärningsprocess av ett klassiskt violinstycke? Självstudien utgår från ett fenomenologiskt perspektiv. Utgångspunkt var ett klassiskt violinstycke som övades in under en period av 9 veckor. Stycket övades 3 gånger varje vecka och samtliga övningspass dokumenterades med loggbok. Ett övningspass i veckan filmades för att också observeras. Resultatet bygger på de återkommande mönster som framkom under analysen och beskrivs i tre faser: Första fasen - Övningsstrategier, Andra fasen – Svårigheter och avslutningsvis Tredje fasen – Lösningar. I diskussionen berörs teman som erfarandet av att lära in ett klassiskt stycke på gehör, inlärningsstrategier och förändrad livsvärld. / The purpose of this self-study is to explore and describe the experiences of studying a classical peace by ear. The perspective is the phenomenological life-world perspective. Starting point was a classical piece for violin which I practiced for a period of 9 weeks. The piece was practiced 3 times each week and all sessions were documented in a logbook. Once a week the pratice occasions was also filmed for video observation. The result is based on the patterns which appeard during the analysis and are presented in three phases: First phase-Practice strategies, Second phase-Difficulties and Third phase-Solutions. A discussion about experiences of learning a classic piece by ear, learning strategies and changes in the life-world are made in the last chapter.