57 research outputs found
What\u27s in a Picture? piece on the Dorcas Fair fundraiser put on by the Dorcas
No full textWhat\u27s in a Picture? piece on the Dorcas Fair fundraiser put on by the Dorcas Society in Hollis in 1913. The southern Maine chapter of the charitable group was formed in 1897 by Hollis resident and author Kate Douglas Wiggin. During the society\u27s early years, Wiggin held the fair at her home, Quillcote, which is where Biddeford photographer Charles E. Moody snapped this shot of Charles B. Frothingham, James W. Meserve, and Frank Leavitt, hamming it up as they sold (and wore) aprons
Critical Thinking Assessments in Three African Countries, 2015-2019
No full textThe study adopted a mixed methods design, comprising a longitudinal study of student outcomes and a qualitative investigation of how institutions are able to encourage processes of pedagogical change. The quantitative data are made available here.
The study used a quasi-experimental approach, involving naturally occurring cases of novel intervention. In order to assess the impact of these interventions on critical thinking, we compared these interventions to other cases which, as far as possible, differed only in the absence of such intervention (i.e. a prospective cohort design with comparison over time between intervention cases and matched controls).
After the second assessment, gains in scores on the critical thinking assessment were compared, in order to investigate whether students enrolled in the ‘intervention’ faculties demonstrated more progress than students enrolled in faculties which had not attempted any pedagogical reform. Additional analysis of the quantitative results helped us to determine which pedagogical practices had the strongest impact on improvements in critical thinking ability and investigate the possibility of differential impact across students.New understanding of the ways in which higher education contributes to economic and human development has strengthened the justification for investment in higher education in lower-income contexts in recent years. This, in turn, has prompted a wave of reform and revitalisation efforts within African higher education systems. One of the primary assumptions motivating such reforms is that higher education encourages the ability to think critically about problems and to use evidence when making decisions. However, there is evidence to suggest that the assumption that students improve their critical thinking skills as a result of university study may not be valid in many African contexts. Concern about the capacity of graduates from African universities to demonstrate 'high skills', such as critical thinking, has prompted a growing recognition of the need for pedagogical change within many African higher education institutions. A problem for higher education policy in the region, however, is that this renewed interest in the importance of teaching and learning is supported by limited empirical evidence, as there has been little analysis of the effectiveness of pedagogical practice within African universities. Although there is a substantial body of literature investigating the ways in which academic experiences at university can positively influence the development of student critical thinking skills, much of the current evidence rests on research conducted in other cultural contexts, particularly the USA, UK, Australia and, to a limited extent, East Asia. There are, therefore, concerns about how applicable such findings may be to African university contexts.
This project aims to expand the existing evidence base around how pedagogical practices affect the development of critical thinking at African higher education institutions by investigating the impact of locally-generated pedagogical interventions on student critical thinking ability in Kenya, Ghana and Botswana. The study follows a mixed methods design, comprising a longitudinal study of student outcomes and a qualitative investigation of how institutions are able to encourage processes of pedagogical change. In each country context, our institutional sample will consist of six faculties: three which have been purposively selected due to their attempts at pedagogical reform, and three 'matched' faculties which have similar characteristics to the intervention faculties but have not yet attempted any pedagogical interventions. Within each faculty, a random sample of 100 incoming students will complete a critical thinking assessment (adapted for use in the study contexts) at the beginning of their first year and again at the end of their second year at university. Gains in assessment scores will be compared between faculties, in order to investigate whether students enrolled in the intervention faculties demonstrate more progress than students enrolled in faculties which have not attempted any pedagogical reform. Additional analysis will investigate which pedagogical practices have the strongest impact on improvements in critical thinking ability. Parallel to the longitudinal study, in-depth qualitative case studies will be conducted within the 'intervention' Faculties, in order to gain insight into the intervention implementation process. The results of the project will provide potentially generalisable evidence of the effectiveness of pedagogical interventions currently being implemented within African universities.</p
POOR COMPLETION RATES OF GRADUATE PROGRAMMES: A REVIEW OF SELECTED LITERATURE
No full textDespite the growing concern for universities across the globe to perform well in increasing graduate output to participate and function more effectively in the knowledge economy, literature worldwide points to the prevalence of both low graduate output and delayed graduate programme completion. The factors influencing completion are varied, however, the purpose of the paper is to review selected literature on demographic and institutional factors affecting graduate programme completion in universities. The factors include race-ethnicity, finances, study mode, gender, first-generation, and supervisory model, mindset, context, and experience. The article focuses on both quantitative and qualitative studies on completion of the Masters and Doctoral level studies. It covers research questions under investigation, the theoretical and conceptual frameworks used, the methodology used, graduate programmes included, participant inclusivity, the studies’ findings and recommendations. The article critiques the studies with the view to identify the limitations in the studies
Book review : Botswana families & women's rights in a changing environment by Puseletso E. Kidd et al.
No full textReview of: Puseletso E. Kidd et al. Botswana families & women's rights in a changing environment. Gaborone: Women and Law in Southern Africa Research Trust, 199
An exploratory study of the impact of AIDS on black college students� sexual behaviors and attitudes, 1988
No full textThis study was undertaken to explore the impact of AIDS on black college students' sexual behaviors and attitudes. Participants in the study came from two black private colleges and consisted of 26 females and 26 males. To investigate the impact of AIDS on the participants sexual behaviors and attitudes, a questionnaire was designed. The questions were designed to indicate whether or not there was a shift in sexual attitudes and behaviors after extensive publicity on AIDS - i.e., subjects would be more selective in choosing potential sex partners; would use condoms more frequently; would limit the number of sexual partners; would get to know partners longer before engaging in sex; and would seek more information from partners regarding their prior sexual experiences. The findings of this study revealed that black college students' sexual behaviors and attitudes have not changed significantly after extensive publicity on AIDS. There appears to be a lack of concern among college students about AIDS. Many college students do not consider AIDS as a personal problem. of college students believe in the myth that the college is an 'AIDS free' on
Xenophobia in South Africa: the perspectives and experiences of African international students at the University of KwaZulu Natal (Pietermaritzburg campus).
No full textDoctoral Degree. University of KwaZulu-Natal, Pietermaritzburg.Xenophobia is a problematic issue that has affected the social, economic, and political atmosphere in South Africa. The end of apartheid and the new democratic status of South Africa have brought substantial economic, social, and political changes that continue to affect the issue of migration in the country. After the apartheid transition, South Africa faced an increase in its migrant population from African countries. A substantial rise in xenophobia and numerous attacks on foreigners have accompanied this increase in migration. This study examines the issue of xenophobia in South Africa based on the views and experiences of African international students at the University of KwaZulu Natal (PMB Campus). This study employs a qualitative approach to collect in-depth and personal experiences and views of African international students at UKZN. The study uses semi-structured interviews by interviewing a total of [33] participants, [17] African international students, [16] local students, and [1] representative from the international office. This study uses convenience, purposive, and snowball sampling techniques to recruit the participants, and thematic analysis was used to analyze the data collected from the selected participants. This study adopts [4] theoretical frameworks due to the complex nature of xenophobia in South Africa; these include scapegoat theory, isolation hypothesis, biocultural hypothesis, and power conflict theory as the main analytical tools to examine the nature of xenophobia in South Africa and institutions of higher education based on the views and experiences of African international students at UKZN. The findings of the study revealed that the nature of xenophobia within institutions of higher education is covert xenophobia, which is a form of discrimination that is disguised and subtle rather than public or obvious. Covert xenophobia discriminates against African international students through often unnoticeable or seemingly passive methods, and it is expressed in xenophobic attitudes and discriminatory practices. It is not expressed in violent attacks like in the South African communities.
The study reveals that African international students experience xenophobia on campus through discrimination, institutional exclusion when seeking employment or scholarships/funding, stereotyping, language barrier, isolation and social exclusion from campus activities, and fear of reporting xenophobic practices. However, most of the participants stated that on campus is a much better space than the nature of xenophobia experienced off campus, which is more intense and violent in nature. The findings reveal that African international students face a high level of xenophobia off campus, especially in the healthcare sector, for example, in public hospitals and public clinics, in such a way that some choose to self-medicate to avoid going to clinics of hospitals. The study recommends that it is essential for universities and governments to address these issues by implementing policies and programs aimed at promoting integration, diversity, equity, and inclusion. Educational institutions such as UKZN should offer resources and support for students who experience xenophobia and actively work to create a safe and inclusive environment for all students, regardless of their background or nationality. This study recognizes that xenophobia in South Africa is a complex issue that transcends national boundaries. Therefore, the author advocates for a collective effort by African states to find sustainable solutions to this African problem. By highlighting the need for African nations to work together, the study positions itself as a proponent of African-based initiatives and interventions tailored to the unique socio-political landscape of the African continent. The study recommends that by fostering a sense of shared responsibility within Africa, the researcher encourages the development and implementation of strategies that reflect the various perspectives and experiences within Africa, eventually contributing to a united and effective response to the issue of xenophobia in South Africa and institutions of higher education such as UKZN
Incidence of iron-deficiency anaemia and depleted iron stores among nine-month-old infants in Vancouver, Canada
No full textSource type: Electronic(1)http://proquest.umi.com/pqdweb?did=404855611&Fmt=7&clientId=65345&RQT=309&VName=PQ
A Study of Integration and Its Relation to Music Education
No full textNo abstract provided by author
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