scholarly journals The Impact Of Students' Life Experiences On Program Retention. A Study Of Female Engineering Students In Mexico.

2020 ◽  
Author(s):  
Carmen Villa ◽  
Jennifer Sandlin
Keyword(s):  
Engineering Students ◽  
Life Experiences ◽  
Program Retention ◽  
The Impact

scholarly journals Gene regulation contributes to explain the impact of early life socioeconomic disadvantage on adult inflammatory levels in two cohort studies

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Cristian Carmeli ◽  
Zoltán Kutalik ◽  
Pashupati P. Mishra ◽  
Eleonora Porcu ◽  
Cyrille Delpierre ◽  
...  
Keyword(s):  
Dna Methylation ◽  
Gene Regulation ◽  
Cohort Studies ◽  
Early Life ◽  
Life Experiences ◽  
Socioeconomic Disadvantage ◽  
Mediating Role ◽  
The Impact ◽  
The Relationship

AbstractIndividuals experiencing socioeconomic disadvantage in childhood have a higher rate of inflammation-related diseases decades later. Little is known about the mechanisms linking early life experiences to the functioning of the immune system in adulthood. To address this, we explore the relationship across social-to-biological layers of early life social exposures on levels of adulthood inflammation and the mediating role of gene regulatory mechanisms, epigenetic and transcriptomic profiling from blood, in 2,329 individuals from two European cohort studies. Consistently across both studies, we find transcriptional activity explains a substantive proportion (78% and 26%) of the estimated effect of early life disadvantaged social exposures on levels of adulthood inflammation. Furthermore, we show that mechanisms other than cis DNA methylation may regulate those transcriptional fingerprints. These results further our understanding of social-to-biological transitions by pinpointing the role of gene regulation that cannot fully be explained by differential cis DNA methylation.

scholarly journals Between Basilea and Utopia: Exploring the Impact of Kingdom Theology in US Latinx Pentecostalism

Religions ◽  
2021 ◽  
Vol 12 (7) ◽  
pp. 470
Author(s):  
Juan C. Morales
Keyword(s):  
Latin American ◽  
Social Engagement ◽  
Life Experiences ◽  
Assemblies Of God ◽  
Kingdom Of God ◽  
Leonardo Boff ◽  
Pentecostal Theology ◽  
Northeast Us ◽  
The Impact ◽  
Piri Thomas

This article is a general exploration of US Latinx Pentecostalism’s explicit and implicit theology of the Kingdom of God and how it can contribute to US Latinx Pentecostalism’s socio-political engagement. An overview will be provided of traditional, US Pentecostal Kingdom theology and Kingdom theology in Latin American Liberation Theology. These will be contrasted with US Latinx Pentecostal perspectives. To locate US Latinx Pentecostal theology of the Kingdom of God, this paper will first provide a wide-ranging description of a traditional evangelical hermeneutical process. Afterward, an understanding of the Kingdom that is generally taught and accepted in most evangelical contexts will be discussed. This will be followed by a survey of dominant US Pentecostal theology of the Kingdom of God through the lens of the Assemblies of God doctrinal statements and Pentecostal scholars. The life and work of various Pentecostal ministers and author Piri Thomas will provide a Kingdom perspective of US Latinx Pentecostal practitioners. I will provide an analysis based on their life experiences and some of their writings. The writings of Orlando Costas will set the stage in order to examine the works of other US Latinx Pentecostal scholars. Thereafter, the theologies of Latin American Liberation Theologians Clodivis and Leonardo Boff and others will be surveyed. Before concluding, the article will provide a historical overview of Latinx Pentecostal social engagement in the northeast US with the goal of identifying Kingdom values and priorities.

From Monocultural to Multicultural

2016 ◽  
Vol 32 (3) ◽  
pp. 371-402 ◽  
Author(s):  
Khatereh Arbabi ◽  
Christine Jean Yeh ◽  
Zuria Mahmud ◽  
Amla Salleh
Keyword(s):  
Life Experiences ◽  
Cultural Transition ◽  
Descriptive Phenomenology ◽  
Immigrant Adolescents ◽  
Psychological Issues ◽  
Individual Interviews ◽  
Transition Into Adulthood ◽  
Transition Issues ◽  
Migrant Adolescents ◽  
The Impact

Migration to a new country can be very difficult for adolescents as they are also experiencing a critical transition into adulthood. The current study investigates cross-cultural transition issues facing Iranian immigrant adolescents living in Malaysia. Data were gathered from individual interviews with 100 Iranian adolescents (ages 14-18 years), who have lived in Malaysia for between 2 months and 5 years. Descriptive phenomenology qualitative research was used to explore the impact of the migration process on Iranian adolescents. Analysis revealed five major themes regarding participants’ life experiences in Malaysia: (a) initial expectations; (b) differences in ethnicity, religion, and beliefs; (c) communication barriers; (d) differences in personal evaluations; and (e) psychological issues. The results of this study clearly show that migration for Iranian adolescents in Malaysia is a time of unexpected challenges that may not be experienced by other migrant adolescents in other countries. Our findings contribute to the literature on the unique experiences of Iranian adolescents living in Malaysia and also build on the current research on adolescents who have recently immigrated. In addition, our results further uncover the process of immigration for individuals who are moving from a monocultural society (such as Iran) to a multicultural context (such as Malaysia).

scholarly journals Design Integrated in the Mechanical Engineering Curriculum: Assessment of the Engineering Clinics

2007 ◽  
Vol 129 (7) ◽  
pp. 682-691 ◽  
Author(s):  
Jennifer Kadlowec ◽  
Krishnan Bhatia ◽  
Tirupathi R. Chandrupatla ◽  
John C. Chen ◽  
Eric Constans ◽  
...  
Keyword(s):  
Survey Data ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Integrated Design ◽  
Curriculum Assessment ◽  
Rowan University ◽  
Core Courses ◽  
Team Environment ◽  
Design Skills ◽  
The Impact

At Rowan University, design has been infused into the curriculum through an eight-semester course sequence called the Engineering Clinics. Through this experience, students learn the art and science of design in a multidisciplinary team environment and hone their design skills throughout their 4-year career. This paper describes the objectives of the clinics, types of projects, and how the clinics complement traditional core courses in the curriculum. Impacts and benefits of the clinics on students and faculty are discussed, including retention and graduate study rates comparing Rowan University mechanical engineering students to their peers nationally. An assessment of the clinics is presented based on survey data and accreditation objectives and outcomes. Survey data from students were assessed to determine levels of students’ satisfaction and confidence based on the clinics. Results of alumni and employer surveys also provide valuable feedback for assessing and improving the clinics as well as confirmation of the impact of clinics after graduation. Survey data are discussed along with challenges of the clinics at Rowan and adaptability of them at other institutions. Overall, the clinics are a positive and integrated design experience in the curriculum and assist students in achieving the program objectives.

CHANGING PATTERNS IN THE RESPONSE TO HUMOROUS SEXUAL STIMULI: SEX ROLES AND EXPRESSION OF SEXUALITY

1983 ◽  
Vol 11 (1) ◽  
pp. 23-28 ◽  
Author(s):  
Frank J. Prerost
Keyword(s):  
Life Experiences ◽  
Sex Role ◽  
Sexual Experience ◽  
Sexual Expression ◽  
Adult Males ◽  
Sexual Stimuli ◽  
Changing Patterns ◽  
Males And Females ◽  
The Impact ◽  
Sex Attitudes

Considering the relaxation of sex role restraints and the convergence of male/female reactions to erotica, this study examined the impact of humorous sexual stimuli on adult males and females. Results showed the importance of personal sexual experience and enjoyment with sexual expression on the reactions to sexual humor. Sexist ideas within sexual humor was a significant factor in influencing female appreciation of sexual jokes. Yet some females, depending on life experiences, evidenced cross-sex attitudes in humor preferences.

scholarly journals TEACHERS’ INFLUENCE ON STUDENTS IN THEIR LIFELONG DEVELOPMENT

2021 ◽  
Vol 2 ◽  
pp. 340-347
Author(s):  
Flavia Malureanu ◽  
Luiza Enachi-Vasluianu
Keyword(s):  
High School Students ◽  
Role Models ◽  
Life Experiences ◽  
Systematic Observation ◽  
School Students ◽  
Motivation For Learning ◽  
Behavioural Patterns ◽  
Important People ◽  
The Impact

The impact teachers have on their students is imprinted to a much extent in each person’s life. Every child, teenager or adult speaks of present or previous experiences related to teachers who left their marks on their development in life. Teachers are important people in children’s life providing them with education, discipline, motivation and role-models. The guiding role of teachers is not limited to school classroom and school disciplines, but it surpasses didactic activities and extends into personal life. Truth is that children feel differently the influence exerted by teachers due to their sensitivity, personalities, life experiences. The identification of the aspects that influence students to a greater or less extent is important as it helps to shape a profile of an authentic teacher as s/he is perceived by students. Such a perspective may help teachers become aware of their role in students’ lives and as a consequence they should make adjustments in order to become better partners for their students.The present paper intends to study teachers’ impact on students in their life lifelong development. The aspects taken into consideration, according to specific literature and experiences in classrooms, were: school performances, behavioural patterns, adjustment to school requirements, motivation for learning, professional choices for future careers, outlooks on life. The research methods were the investigation based on questionnaire, the conversation and the systematic observation. The participants in the research were 200 students from two school levels: high school (students 15-19 years old) and faculty (students 19-30 years old). The data collected were processed using the SPSS analysis. The results of the research could be used to increase teachers’ awareness on their impact on students in their lifelong development. 

scholarly journals “Clicking vs. Writing”—The Impact of a Chatbot’s Interaction Method on the Working Alliance in AI-based Coaching

2022 ◽  
Author(s):  
Vanessa Mai ◽  
Caterina Neef ◽  
Anja Richert
Keyword(s):  
Digital Media ◽  
Working Alliance ◽  
Engineering Students ◽  
Interaction Method ◽  
Self Reflection ◽  
Rule Based System ◽  
Technical Realization ◽  
Low Threshold ◽  
Exam Anxiety ◽  
The Impact

AbstractCoaching has become an important didactic tool for reflecting learning processes in higher education. Digital media and AI-based technologies such as chatbots can support stimulating self-coaching processes. For the use case of student coaching on the topic of exam anxiety, the working alliance between a coaching chatbot and a human coachee is investigated. Two coachbot interaction methods are compared: A click-based chatbot (implemented in a rule-based system), where the coachee can only click on one answer, and a writing-based chatbot (implemented in a conversational AI), which allows the coachee to freely type in their answers. The focus is on which coachbot interaction method enables a stronger working alliance between coach and coachee: a click-based or a writing-based chatbot. The working alliance and the technical realization of the chatbot systems were investigated in an exploratory quantitative study with 21 engineering students. The results indicate that the working alliance in both study conditions can be classified as medium to high overall. The results further show higher values for bonding on a writing-based platform than when using a click-based system. However, click-based systems seem to be more helpful as a low-threshold entry point to coaching, as they guide coachees better through the process by providing predefined answers. An evaluation of the technical realization shows that self-reflection processes through digital self-coaching via chatbot are generally well accepted by students. For further development and research, it is therefore recommendable to develop a “mixed” coachbot that allows interaction via clicking as well as via free writing.

scholarly journals Project-based STEM-courses for engineering students

2020 ◽  
Vol 8 (2) ◽  
pp. 53-68
Author(s):  
Galyna Vasylivna Lutsenko ◽  
◽  
Oksana Mykolaivna Podolian ◽  
Lyudmyla Mikhailivna Ozhyndovych ◽  
◽  
...  
Keyword(s):  
Engineering Students ◽  
Optimal Strategies ◽  
Active Role ◽  
Project Based Learning ◽  
Educational Process ◽  
Project Work ◽  
Approaches To Teaching ◽  
Stem Disciplines ◽  
National University ◽  
The Impact

One of the world-recognized practices of modern higher education is the application of problem-based and project-based approaches to teaching STEM-disciplines. In case of integration of problem-based and project-based learning, the educational process is organized around the problem to be solved by students and stimulates them to find optimal strategies for solving, and project activities are chosen as a way of organizing work. The article describes the ongoing experience of implementation of project-based STEM-courses "Hydro- and Gas Dynamics" and "Applied Mechanics and Fundamentals of Design", which is part of training of engineering students of 151 Automation and Computer-integrated technologies speciality at the Bohdan Khmelnytskyy National University of Cherkasy during 2017-2019 academic years. The impact of problem-based and project-based approaches to teaching STEM-disciplines on the formation of professional and general competencies of future engineers had been analyzed. The dynamics of changes of personal and interpersonal skills of junior students during the teamwork on mono- and multidisciplinary projects had been studied. The case study method was chosen as the general research method, which corresponds to the number of research participants and the active role of researchers in the educational process. The results of surveys developed using the 5-point Likert scale, demonstrates that students mostly positively evaluate the projects and teamwork. The possibility of self-grouping, which made possible to form teams based on common interests and promote freer and more natural communication within the team, was the important factor of positive perception of project work. The disadvantages of the implemented approaches include the difficulties that manifested itself at the stage of students' planning of the project process. One of the reasons for this is the lack of previous experience in the realization of students' team projects. The introduction of multidisciplinary projects made it possible to optimize the workload of students working simultaneously on a project in two disciplines and increase the motivation to study the disciplines of the STEM cycle.

scholarly journals Entrepreneurial intention of engineering students: the role of motivations and barriers

2021 ◽  
Vol 5 (2) ◽  
pp. first
Author(s):  
Bich Huy Hai Bui ◽  
Minh Tien Pham
Keyword(s):  
Engineering Students ◽  
Positive Impact ◽  
Entrepreneurial Intention ◽  
Statistical Regression ◽  
Internal Factors ◽  
University Of Technology ◽  
Entrepreneurial Motivations ◽  
Using Data ◽  
The Impact

The purpose of this study is to explore perceptions of entrepreneurial motivations and barriers and to assess their influence on the entrepreneurial intention of engineering students. Using data of 350 respondents who are students at HCMC University of Technology, VNU-HCM, the study identifies the key motives and barriers towards entrepreneurship. The data are then subjected to statistical regression in order to identify causal relationships between the motivations, barriers, and entrepreneurial intention. The results indicate that creativity, independence, and economic motivation have a positive impact on entrepreneurial intention and that the most important motivator for the entrepreneurial intention of engineering students is creativity. On the contrary, lack of knowledge is the only barrier (an internal barrier) that impedes the students' intention of entrepreneurship. These results imply that the students' entrepreneurial intention is more affected by internal factors (for both motivations and barriers) than external factors. In terms of the relative power of the effects of motives and barriers on students' entrepreneurial intention, the results suggest that the impact of motivations is generally more powerful than that of barriers. The findings have important implications for educators and policymakers.

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