Why I became an occupational physician …

Why I became an occupational physician … briefly explores the reasons and influences behind David Coggon’s decision to pursue a career in occupational medicine. It takes us through his beginnings as a Cambridge maths student, transfer to medicine and epidemiology, and later move to occupational medicine.

Using State-Equity Reform to Improve Latinx Student Transfer

This article focuses on Latinx transfer inequity and the role of state policy in addressing barriers faced trying to move from community college to four-year institutions. A recently passed initiative in California, known as the Student Equity Policy, offers community colleges the opportunity to address transfer barriers for racial/ethnic students through institutional planning. One of the largest challenges facing California Community Colleges are the persistent inequitable rates of transfer for Latinx students, the largest ethnic group in the system. Using critical policy analysis, I examined a subset of 33 Hispanic-serving community colleges to understand how they leveraged the policy to address the transfer barriers facing Latinx students. By examining equity plans, this study finds that although Latinx students are identified as facing disproportionate levels of inequity; the policy, planning process, and funding resources were left as unexploited opportunities to address Latinx students’ specific equity gaps.

Akulturasi Stress Siswa Mutasi dari Sekolah di Luar Negeri

ACCULTURATION OF MUTATIONAL STRESS STUDENTS FROM SCHOOLS OF FOREIGN COUNTRY. The aims of this study was to obtain the results of the research acculturation emphasizes student transfer from overseas schools in the international class XI program of Bosowa Al Azhar Cilegon, Banten High School. The researcher used two research methods namely qualitative method with indept interview, observation and using a questionnaire from the Acculturative Stress Scale for International Students (ASSIS) and open questions as data reinforcement, all students reported stress acculturation. Interestingly, however, responding to open questions asks students to consider themselves to increase pressure related to opposition, feelings of feelings, and academic problems. The question that was asked between interviews, observation, ASSIS and open questions discussed the questions of international class XI students at Bosowa Al Azhar Cilegon, Banten secondary school and drew attention when developing complementary planning for the purposes of the study. The results of this study are that this study is single data, both of these international class students, respectively, use Quartil in calculating the statistics. Quartil is the calculation of statistical data for research in which the data is single, not in groups. The whole correct answer for ASSIS 36-item is 180. Journal of ASY score results is 128 and MKB is 112. Accessible by ASY depends on high category and MKB depends on high category.

“WOULD YOU BE SO KIND NOT TO WITHHOLD MY APPLICATION”. THE 1920-S RABFAK STUDENTS' PROBLEMS REFLECTED IN THEIR APPEALS TO THE AUTHORITIES

Workers’ faculties (rabfak) began their work to help the workers and the poorest countrymen in gaining necessary knowledge for admission to higher educational institutions. The article examines the moment of the rabfak establishment from the point of view of students who wrote to the authorities. The analysis of letters helps us trace milestones in students’ lives, such as entering workers’ faculties, studies, graduation, along with the related problems. Most of the letters to the authorities dealt with the students’ personal problems and their involvement into getting proper education, without considering systemic issues, such as inefficient learning in some institutions or the lack of students with a certain specialization. Students’ letters also help us look more closely at the problems of rabfak students, especially since those letters are rarely allocated into individual cases; much more often they are mixed with the appeals of students and/or other citizens to certain authorities. Partially, the topics contained in the letters were the subject of a wide public discussion of the 1920s (overload of educational and social work, difficult living conditions, the need to work additionally, etc.); others concerned the individual situation of a particular student: transfer to another university for family reasons, disappointment in the profession, etc. The letters give an idea not only about the peculiarities of studying at the workers’ faculty, but also about the student life of that time, relations between students, and the perception of the higher education system by young people as well

The Labor Market Returns to For-Profit Higher Education: Evidence for Transfer Students

Objective: This study examines the labor market gains for students who enrolled at for-profit colleges after beginning their postsecondary education in community college. Method: We use student-level administrative record data from college transcripts, unemployment insurance earnings data, and progression data from the National Student Clearinghouse across full entry cohorts of community college students in two statewide systems between 2001 and 2006. Using regression analysis and fixed effect methods, we calculate the wage gains to attainment across different student transfer patterns. Results: We find significant wage penalties to transfer to a for-profit college instead of to a public or private nonprofit college. For some student groups, earnings are higher if they drop out of community college instead of transferring to a for-profit college. Conclusion: Students in for-profit colleges do have lower opportunity costs in terms of foregone earnings while enrolled in college. However, these do not sufficiently compensate for lower earnings growth after college.