scholarly journals Factors Associated with Student Participation in Cooperative Education Programs (Co-Ops)

2015 ◽  
Author(s):  
Joyce Main ◽  
Matthew Ohland ◽  
Nichole Ramirez ◽  
Trina Fletcher ◽  
Jake Davis
Keyword(s):  
Cooperative Education ◽  
Student Participation ◽  
Education Programs ◽  
Factors Associated

Setting up Internships in Technical Writing

1983 ◽  
Vol 13 (1) ◽  
pp. 7-27 ◽  
Author(s):  
Esther M. Gloe
Keyword(s):  
Technical Writing ◽  
Cooperative Education ◽  
Education Programs ◽  
Academic Credit ◽  
Different Types ◽  
Common Problems ◽  
Types Of Jobs ◽  
Internship Programs

Only recently has anything been written about internships in technical writing; however, teachers interested in setting up internship programs can learn from papers written on the experience of teachers of journalism and from cooperative education programs. Internship programs vary widely–some offer academic credit, some do not. Students work from four to forty hours per week for credit of one to fifteen hours; some internships pay students; some provide them with samples of their work; some use contracts, some do not; some are located on campus, some off campus; some are part of cooperative education programs; different programs require different prerequisites; and students do a number of different types of jobs. Sourcebooks can provide information about how to locate employers, how to administer programs, how to evaluate programs, and what other people's solutions to common problems have been.

Strategy and performance in cooperative education programs

1990 ◽  
Vol 31 (3) ◽  
pp. 257-270 ◽  
Author(s):  
Paul F. Buller ◽  
William A. Stull
Keyword(s):  
Cooperative Education ◽  
Education Programs ◽  
And Performance

Cooperative Education Programs in CPA Firms

1986 ◽  
Vol 61 (6) ◽  
pp. 252-255 ◽  
Author(s):  
Gregory M. Thibadoux ◽  
Ira S. Greenberg
Keyword(s):  
Cooperative Education ◽  
Education Programs ◽  
Cpa Firms

scholarly journals How Universities Use Alumni Resources to Help Students’ Growth: China Perspective

2020 ◽  
Vol 7 (2) ◽  
pp. p33
Author(s):  
Xiaohua Ning
Keyword(s):  
High School ◽  
Cooperative Education ◽  
Colleges And Universities ◽  
Educational Resource ◽  
Education Programs ◽  
High Quality ◽  
Education Resources ◽  
Long Period ◽  
Whole Process

As an important force of social cooperative education in colleges and universities, alumni are not only the embodiment of high school achievements, but also an important educational resource in colleges and universities. By grasping the advantages of alumni as educational resources, alumni education should be carried out throughout the whole process of alumni work, and the concept of “all staff, all process, all aspects, all society and all heart” service for students and prospective alumni should be established. A high-quality alumni education team should be established, rich alumni education programs should be developed, key alumni education fields should be focused, intensive alumni education resources should be expanded, and a win-win cooperation mode between universities and alumni should be established. Taking the initiative to transform the advantages of alumni resources accumulated over a long period of time into the advantages of continuously improving the quality of personnel training, providing a solid social foundation for the school’s education work.

scholarly journals Factors Associated With Concussion Nondisclosure in Collegiate Student-Athletes

2021 ◽  
Vol 56 (2) ◽  
pp. 157-163
Author(s):  
Morgan Anderson ◽  
Kyle M. Petit ◽  
Jessica Wallace ◽  
Tracey Covassin ◽  
Erica Beidler
Keyword(s):  
Student Athletes ◽  
Sport Participation ◽  
Multivariable Logistic Regression Analysis ◽  
Student Athlete ◽  
Education Programs ◽  
Cross Sectional ◽  
Factors Associated ◽  
Concussion History ◽  
Concussion Knowledge ◽  
Concussion Education

Context Mandated concussion education has aimed to improve student-athlete knowledge; however, some collegiate student-athletes continue to not disclose concussion. Concussion knowledge may not be the only factor influencing reporting, as student-athlete sex, sport, and pressure from external stakeholders (eg, coaches, teammates, fans, parents or family) have all been documented as influencing collegiate concussion-reporting behavior. Objective To examine factors associated with concussion nondisclosure in collegiate student-athletes. Design Cross-sectional study. Setting Four National Collegiate Athletic Association Division I and two Division II universities. Patients or Other Participants A total of 1125 collegiate student-athletes completed the survey, and 741 provided viable responses and were included for data analysis. Main Outcome Measure(s) We used a 10- to 15-minute electronic or paper-and-pencil survey that asked about personal and sport demographics, diagnosed concussions and nondisclosed concussion history, concussion knowledge, and level of agreement regarding pressure to play after a head impact experienced during collegiate sport participation. Significant univariable factors were entered into a multivariable logistic regression analysis. Results Sex (P = .005), sport-risk type (P < .001), diagnosed concussion history (P < .001), concussion knowledge (P = .017), and pressure from coaches (P < .001), teammates (P < .001), fans (P = .024), and parents or family (P = .003) were factors associated with concussion nondisclosure in individual univariable logistic regressions. After we conducted multivariable analyses, male sex (P = .001), high concussion-risk sport participation (P = .048), diagnosed concussion history (P < .001), increased concussion knowledge (P = .013), and experiencing pressure from coaches to continue playing after sustaining a hit to the head (P = .002) were factors associated with concussion nondisclosure in collegiate student-athletes. Conclusions Our results suggest that concussion-education programs should go beyond the identification of signs and symptoms to include the dangers of continuing to play, long-term consequences, and transparency about concussion protocols. Comprehensive concussion-education programs should involve coaches and athletes to improve the reporting culture.

Why Worry if the Whole Game is Up? Perspectives on Drug Education

1973 ◽  
Vol 3 (4) ◽  
pp. 293-301 ◽  
Author(s):  
Stanley Krippner
Keyword(s):  
Social Context ◽  
Student Participation ◽  
School Personnel ◽  
Drug Education ◽  
Education Programs ◽  
Research Programs ◽  
Legal Structure ◽  
Illicit Use ◽  
Therapeutic Research ◽  
Effective Use

A survey of drug education programs indicates that many of them have severe shortcomings. Twelve suggestions are given for improving these programs: student participation, effective use of school personnel, avoiding inconsistent presentations, differentiating experimental from illicit use of LSD-type drugs when discussing the dangers, avoiding an appeal to fear or guilt, facilitating communication, keeping faith with the students, encouraging dissenting students to work within the legal structure to change the marijuana laws, respecting experiential reports, avoiding hypocrisy, organizing scientific or therapeutic research programs, and paying attention to the larger social context.

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