Prevalence of and factors associated with musculoskeletal symptoms in the spine attributed to computer use in undergraduate students

Work ◽  
2012 ◽  
Vol 43 (4) ◽  
pp. 497-506 ◽  
Author(s):  
Siriluck Kanchanomai ◽  
Prawit Janwantanakul ◽  
Praneet Pensri ◽  
Wiroj Jiamjarasrangsi
Keyword(s):  
Undergraduate Students ◽  
Computer Use ◽  
Musculoskeletal Symptoms ◽  
Factors Associated

scholarly journals Factors Associated that Explain Anxiety toward Mathematics on Undergraduate Students. (An Empirical Study in Tierra Blanca Veracruz-México)

2014 ◽  
Author(s):  
Arturo García-Santıllán ◽  
María del Socorro Flóres-Serrano ◽  
José Satsumi López-Morales ◽  
Lucía Rios- Alvarez
Keyword(s):  
Empirical Study ◽  
Undergraduate Students ◽  
Factors Associated

scholarly journals Preponderance and possible factors associated to musculoskeletal symptoms in metals industry workers

Work ◽  
2012 ◽  
Vol 41 ◽  
pp. 5624-5626
Author(s):  
Eunice Tokars ◽  
Antonio Renato Pereira Moro ◽  
Gabriel Grabner dos Santos
Keyword(s):  
Musculoskeletal Symptoms ◽  
Factors Associated

Electronic Mail as a Forum for Argumentative Interaction in Higher Education Studies

1998 ◽  
Vol 18 (4) ◽  
pp. 387-405 ◽  
Author(s):  
Miika Marttunen
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Electronic Mail ◽  
Study Groups ◽  
Student Interaction ◽  
Factors Associated ◽  
Percent Agreement ◽  
E Mail

This article reports a study in which thirty-one undergraduate students practiced academic argumentation by electronic mail (e-mail). In the two “tutorled” e-mail study groups the discussion topics were selected by the tutor, while in the two self-directed “student-led” groups selection was by the students. The quantity and quality of student-student interaction, and the factors associated with this were investigated. The results indicated that 42 percent of the students' messages (n = 441) were interactive in nature, indicating at least one reference to fellow students' messages. When difficult contents were addressed, interaction in the tutor-led groups was more common than in the student-led groups. The student-student interaction was mainly non-argumentative: 62 percent of the students' references (n = 259) expressed something other than the taking a position, 24 percent agreement, 10 percent grounded disagreement, and 4 percent non-grounded disagreement. The students in the student-led groups grounded their disagreement more often, while the students in the tutor-led groups more often expressed agreement. The study supports the superiority of the student-led mode of e-mail studying over the tutor-led mode when promoting argumentative dialogue.

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