<p>The purpose of this study was to investigate plagiarism among undergraduate students at a higher education institution in South Africa. There is evidence from previous studies that plagiarism is increasing world wide among higher education students. The emergence of the Internet has made plagiarizing worse as students can easily copy and paste information from the World Wide Web. This study investigated the occurrence, causes and trends of plagiarism among students in the Faculty of Applied Science at a higher education institution. It also examines student awareness of institutional policies and guidelines regarding plagiarism.</p>

Men’s violence against women includes acquaintance rape, intimate partner violence, sexual assault, and partner stalking and occurs at particularly high rates on college campuses (Fisher, Cullen, & Turner, 2000). Although men are increasingly becoming involved in efforts to prevent these forms of violence, little is known about their motivation and the processes that lead to their involvement. The purpose of this project was to examine how undergraduate male students become social justice allies involved in preventing men’s violence against women. The theoretical frameworks of this study included transformative learning theory (Mezirow, 1997, 2000) and feminist theory (Worell & Remer, 2003). Data were generated from six male social justice ally exemplars nominated for their sustained involvement in prevention work. Eligible and interested participants completed two individual interviews, demographic forms, Social Locations Worksheets (Worell & Remer, 2003), and male social justice ally development timelines. The qualitative data were analyzed using constructivist grounded theory (Charmaz, 2006) by the author and three peer debriefers. Findings provide an initial framework for conceptualizing male social justice ally development, including predisposing factors and shifts in perspective that were critical to their antiviolence work and factors that sustained their involvement. Participants also described integrating their social justice ally work into their identity and connecting with other forms of social activism. These themes provide a framework for understanding how men become invested in preventing men’s violence against women as undergraduate students and implications for ways to engage more men in these efforts.

Of the many potential and espoused outcomes of higher education, it was satisfaction that rose to prominence for Alexander Astin, stating, “it is difficult to argue that student satisfaction can be legitimately subordinated to any other education outcome” (1993, p. 273). This high endorsement of the construct of satisfaction is backed by a plethora of arguments of its importance for college and university decision makers. A thorough and accurate rendering of student satisfaction measurement is requisite. To calculate student satisfaction as the magnitude of item endorsement leaves a measure that is sample specific. The goal of a universal and unidimensional measure is only advanced by determining which items do or do not contribute to a model of linearity and unidimensionality. This research utilizes the Rasch model to advance exploration of the variable of student satisfaction. Using data collected from the Noel-Levitz Student Satisfaction Inventory, analysis was conducted to determine if reported ascribed importance and experienced satisfaction adhered to the assumption of the Rasch model. Results suggest that student satisfaction and ascribed importance do adhere to these assumptions of measurement, but only after ordinal rankings of dissatisfaction are collapsed into a single entity. The determined separation of satisfaction and dissatisfaction likens Herzberg’s Motivation-Hygiene Theory. Additional discussion and implications focus on contrasting analysis when applying the Rasch analysis relative to classical test theory, recommendations of modified instrument scaling to better capture the construct, implications for higher education, and heightened understanding of student satisfaction as a whole.

Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2008.

Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2008.

Subject searching—seeking information with a subject or topic in mind—is often involved in carrying out undergraduate assignments such as term papers and research reports. It is also an important component of information literacy—the abilities and experiences of effectively finding and evaluating, and appropriately using, needed information—which universities hope to cultivate in undergraduates by the time they complete their degree programs. By exploring the subject searching of a small group of upper-level, academically successful undergraduates over a school year I sought to acquire a deeper understanding of the contexts and characteristics of their subject searching, and of the extent to which it was similar in quality to that of search and domain experts. Primary data sources for this study comprised subject searching diaries maintained by participants, and three online subject searches they demonstrated at the beginning, middle, and end of the study during which they talked aloud while I observed, followed by focused interviews. To explore the quality of study participants’ subject searching I looked for indications of advanced thinking in thoughts they spoke aloud during demonstration sessions relating to using strategy, evaluating, and creating personal understanding, which represent three of the most challenging and complex aspects of information literacy. Applying a layered interpretive process, I identified themes within several hundred instances of participants’ advanced thinking relating to these three information literacy elements, with evaluative themes occurring most often. I also noted three factors influencing the extent of similarity between the quality of participants’ advanced thinking and that of search and domain experts which reflected matters that tended to be i) pragmatic or principled, , ii) technical or conceptual, and iii) externally or internally focused. Filtered through these factors, participants’ instances of advanced thinking brought to mind three levels of subject searching abilities: the competent student, the search expert, and the domain expert. Although relatively few in number, I identified at least some advanced thinking evincing domain expert qualities in voiced thoughts of all but one participant, suggesting the gap between higher order thinking abilities of upper-level undergraduates and information literate individuals is not always dauntingly large.

This research examines the reading and information needs of undergraduate distance education students at Curtin University of Technology and the academic library's role in meeting those needs. Twelve undergraduate units offered at Curtin in second semester were selected as the prime units of this research. The research was conducted in three phases in 1996. First, the documents supplied to the distance education students were examined to determine what reading was specified and/or suggested to the students. Next, the unit co-ordinators responsible for the units were interviewed to find out what reading and information literacy expectations they held for their distance education students. Finally, the non-metropolitan area students enrolled in the units were interviewed to find out if they felt they could complete the units using only supplied readings and prescribed texts. They were also asked about obtaining resources through Curtin University Library and Information Service or other sources. Their use of telecommunications and computers was also examined.This research found there were as many models of the practice of distance education as there were units surveyed. There was a high degree of agreement between the unit co-ordinators and students on the possibility of completing their associated units using only the supplied reading plus the textbooks. The students could not complete their units using only the supplied reading but many could successfully complete units using the supplied reading and set texts.Although all students were using computers there was a significant difference in the number of students that had access to a computer linked to telecommunications and the number of students that were using this access. Only a small proportion of the students used this facility to access the Curtin Off Campus Library Services.There was a lack of knowledge by ++ / students of the services and resources that were available to them. Responses from students indicated they were not effectively informed about the services and resources available to them. This lack of knowledge of existing services pointed to a need for improved marketing of the services to this group of students. An improved level of co-operation between the library, the unit co-ordinators and the University Distance Education Service is recommended to address some of the issues raised in this research. This co-operation should include working with academic staff in unit and course design and a review of the promotion of all services to distance education students

Thesis (M.A.T.) -- School for International Training, 2007 / Advisor -- Bonnie Mennell Includes bibliographical references (pages 85-86).

Submitted by Bruna Rodrigues (bruna92rodrigues@yahoo.com.br) on 2016-09-22T12:17:20Z No. of bitstreams: 1 DissGSF.pdf: 2605912 bytes, checksum: c0867615cad4c74e06b184712b5aaa36 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:48:24Z (GMT) No. of bitstreams: 1 DissGSF.pdf: 2605912 bytes, checksum: c0867615cad4c74e06b184712b5aaa36 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:48:32Z (GMT) No. of bitstreams: 1 DissGSF.pdf: 2605912 bytes, checksum: c0867615cad4c74e06b184712b5aaa36 (MD5) / Made available in DSpace on 2016-10-04T18:48:38Z (GMT). No. of bitstreams: 1 DissGSF.pdf: 2605912 bytes, checksum: c0867615cad4c74e06b184712b5aaa36 (MD5) Previous issue date: 2012-09-06 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / This study, done from a ethnographic research (participant observation and interviews) undertaken among undergraduate students of the Federal University of São Carlos (UFSCar), specifically those who participates in the Academic Athletic Association (AAA), presents as main object to analyze how these students show in their practices and discourses within the university environment, the construction of the masculinity(ies) based on gender relations. From the rivalry between UFSCar and USP campus in São Carlos, we try to show how there is a process of gendering and sexualization of both institutions, culminating in the construction of two regulatory poles of gender intelligibility: in one hand, USP, seen as masculine space, because the vast majority of their courses, Engineering, is allocated in the area of Exact Sciences, supposedly more rational and men (heterosexual); and in the other, the UFSCar, university composed of Humanities courses Biological and, in addition to Exact Sciences, and therefore supposed place of women, sensitivity and lack of rationality. Such rivalry, as will be exposed in the text, is not between the two institutions, but among men who are part of them, which shows a continuous process of construction of masculinities, crossed by misogynistic and homophobic speeches, where the constant effort is to reject, deny and ridicule everything that approaches the female pole and homosexuality. / O presente estudo, realizado a partir de uma pesquisa etnográfica (observação acompanhante e entrevistas) empreendida entre alunos e alunas de graduação da Universidade Federal de São Carlos (UFSCar), especificamente os/as que participam da Associação Atlética Acadêmica (AAA), apresenta como objetivo central analisar como tais estudantes evidenciam em suas práticas e discursos, dentro do ambiente universitário, a construção da(s) masculinidade(s) com base nas relações de gênero. A partir da rivalidade entre UFSCar e USP campus de São Carlos, tento mostrar de que maneira existe um processo de generificação e sexualização de ambas as instituições, que culmina na construção de dois pólos normativos de inteligibilidade de gênero: de um lado, a USP, tida como espaço masculino, pois a grande maioria de seus cursos, Engenharias, se aloca na área das Ciências Exatas, supostamente mais racional e de homens (heterossexuais); e de outro, a UFSCar, universidade composta pelos cursos de Ciências Humanas e Biológicas, além dos de Ciências Exatas, e, por isso, suposto lugar das mulheres, da sensibilidade e da falta de racionalidade. Tal rivalidade, como será exposta no texto, não se dá entre as duas instituições, mas entre os homens que delas fazem parte, o que evidencia um processo contínuo de construção das masculinidades, atravessado por discursos misóginos e homofóbicos, onde o esforço constante é o de rejeitar, recusar e ridicularizar tudo aquilo que se aproxima do pólo feminino e da homossexualidade.

Made available in DSpace on 2014-12-17T14:13:58Z (GMT). No. of bitstreams: 1 DanielleSBS_DISSERT.pdf: 594400 bytes, checksum: 8331f809b804fd5fda82820ab851153a (MD5) Previous issue date: 2011-12-16 / Epilepsy is a chronic disorder of the central nervous system, most frequently characterized by abnormal electrical impulses in the brain. It is the oldest recorded neurological disease and has been surrounded by myths, mistaken beliefs and preconceptions. Three professionals work with epileptic patients on a daily basis: teachers, physical educators and physicians . This study aimed to analyze and compare the level of knowledge, preconceptions and attitudes of undergraduate students in the courses of Pedagogy, Physical Education and Medicine, future professionals who will deal with epileptic patients. This descriptive observational study was conducted with 286 university undergraduates of both sexes (women 99/34.6% and men 187/65.4%) from the first to fourth year of Pedagogy, Physical Education and Medicine courses at the Universidade Estadual Rio Grande do Norte (UERN), with mean age of 23 years. A validated and adapted 17-question questionnaire, divided into nine knowledge-based questions, five related to preconceptions and three on attitudes, was applied. Results allowed elaboration of a manuscript entitled Comparative Analysis of Knowledge, Attitude and Preconceptions in University Undergraduates of Pedagogy, Physical Education and Medicine Courses in Relation to Epilepsy. The findings of this article show that knowledge of epilepsy in the three groups is very satisfactory. The low level of preconception indicates that educational or clarifying information is being transmitted, albeit by television, a layman s information vehicle, which has undoubtedly contributed to reducing the stigma of epilepsy through educational information. Results also suggest a lack of knowledge on how to act during a seizure, especially in education professionals. Although there are limitations in our sample, the relevance and contribution of this study is to call attention to the importance and need for these future professionals to be informed and learn correct attitudes with respect to epilepsy during their academic formation. This is essential at a time when the disease is being brought out of the shadows. This research was supported by the Office of the Dean of Teaching, and Deans of Pedagogy, Physical Education and Medicine at UERN. The research was made possible by the multidisciplinary interaction among a physical educator, child neurologist and statistician, all contributing to achieving the aims set out here / epilepsia ? uma desordem cr?nica do sistema nervoso central mais freq?ente caracterizada por um descompasso el?trico nos circuitos cerebrais, tida como a doen?a neurol?gica mais antiga e esteve sempre cercada por mitos, cren?as e preconceitos. Tr?s profissionais lidam no dia a dia com os pacientes epil?ticos, o Pedagogo, o Educador F?sico e o M?dico. O objetivo deste estudo foi analisar e comparar o n?vel de conhecimento, preconceitos e atitudes dos universit?rios dos cursos de Pedagogia, Educa??o F?sica e Medicina, futuros profissionais que ir?o lidar com pacientes que apresentem epilepsia. O estudo foi descritivo observacional, realizado com 286 universit?rios, cursando do primeiro ao quarto per?odo dos cursos de Pedagogia, Educa??o F?sica e Medicina, da Universidade Estadual do Rio Grande do Norte- UERN, com a m?dia da idade de 23 anos de ambos os g?neros (feminino 99/34,4% e masculino187/64,4%). Utilizou-se o question?rio validado e adaptado contendo 17 quest?es, sendo dividido em nove quest?es referentes ao conhecimento, cinco em rela??o ao preconceito e tr?s sobre as atitudes. Os resultados permitiram a elabora??o de um manuscrito: intitulado-An?lise Comparativa do Conhecimento, Atitude e Preconceito de Universit?rios dos Cursos de Pedagogia, Educa??o F?sica e Medicina em Rela??o ? Epilepsia. Neste artigo o resultado mostra que o conhecimento sobre epilepsia entre os tr?s grupos ? muito satisfat?rio. O baixo n?vel de preconceito revelado indica que nos dias atuais s?o passadas informa??es educacionais ou esclarecedoras mesmo que por um ve?culo de comunica??o de informa??o leiga, a televis?o, que sem d?vidas contribui para a redu??o do estigma da epilepsia pelas suas informa??es educativas. Os resultados indicam ainda que h? desconhecimento de atitudes corretas sobre como atuar durante a crise em especial para os profissionais da Educa??o. Embora haja limita??o da nossa amostra, o m?rito e a contribui??o dessa pesquisa ? chamar a aten??o para a import?ncia e a necessidade destes futuros profissionais, que lidar?o com pacientes epil?ticos para estarem informados e aprenderem atitudes corretas durante sua forma??o acad?mica. Isto ? fundamental na era em que se trabalha para tirar a epilepsia da sombra. Para a realiza??o deste estudo tevese o apoio da Pr? - Reitoria de Ensino, dos diretores das faculdades de Pedagogia, Educa??o F?sica e Medicina da UERN. O desenvolvimento desta pesquisa foi poss?vel pela intera??o multidisciplinar que envolveu um educador f?sico, um neurologista infantil e um estat?stico, todos contribu?ram para a realiza??o e concretiza??o do objetivo deste estudo