Students＇ mental health： Personal and university determinants

The present study was to examine the effects of personal and university bounded factors in students mental health in north of Fars province, Iran. The effects of these factors on university students＇ psychopathology within a survey design were investigated among 300 participants--94 males and 206 females, who were selected through random sampling method and the degrees of their mental health, were measured by SCL-90-R checklist. Overall findings supported that gender, marital status, socioeconomic status as personal factors, and type of university as within university factor would influence students＇ mental health. So males, married, and students with moderate and high socioeconomic status had more significant better mental health situation than females, singles and those with low socioeconomic status. Finally, ethnicity, dormitory and non-dormitory residence, native or non-native being, discipline, school and faculty, and academic performance variables were not effective on students＇ mental health significantly. Here, it was suggested an explanatory triangle model for university students＇ mental health explanation with respect to gendered and socio-cultural contexts and their implications in clinical and educational settings.     

Genetics in medical school curriculum： A look at the University of Rochester School of Medicine and Dentistry

Genetics is assuming an increasingly important role in medicine. As a result, the teaching of genetics should also be increased proportionally to ensure that future physicians will be able to take advantage of the new genetic technology, and to understand the associated ethical, legal and social issues. At the University of Rochester School of Medicine and Dentistry, we have been able to incorporate genetic education into a four-year medical curriculum in a fully integrated fashion. This model may serve as a template for other medical curriculum still in development.     

A passage from linguistics to English language teaching： Students＇ experiences and expectations

Linguistic courses in ELT （English Language Teaching） departments, in some ways, may create obstacles due to their firm theoretical framework. Therefore, this study is concerned with the main problems for the students taking linguistic courses in ELT Department at Trakya University in Turkey. The purpose of the study is to investigate the attitudes of the students in ELT departments towards attending linguistic courses. The survey was carried out with 21-item likert type scale designed by the researcher. The results specify that, the students at Trakya University admit the effectiveness of linguistic courses and have found a way to applied linguistics from theoretical linguistics.     

Exploring Problems in Students＇ Evaluation of Teaching in Colleges and Universities and its Countermeasures ——A Case Analysis of A University

本文对A大学的学生评教工作进行了个案分析,指出了其在制度建设、量表设计、反馈改进以及评价结果运用4个方面存在的突出问题,之后提出了针对性的改进对策。本文的个案具有一定的代表性,研究结论对其他高校有一定的借鉴意义。     

Patriotism Education in School Education in the New Era and its Impact on Students＇ View of Values

爱国主义教育是思想政治教育的重要内容,是引导青少年树立正确理想、信念、人生观、价值观一项重要工作。我国正处于社会转型期,爱国主义教育面临的新环境,学校进行爱国主义活动对学生树立正确价值观的具有重要的影响和意义。     

Gaps in management education： A case study of University of Management and Technology

This paper aims to identify the gaps in management education highlighted by 3 primary stakeholders： students, faculty and alumni. The study tries to address the issue of relevance and compatibility of management education and investigates areas of improvement perceived by respondents. The paper assumes that business departments of universities have to bring changes in learning strategies to meet the requirements of stakeholders. This research takes UMT （University of Management and Technology） as a case study and presents gaps in management education. Data are collected from all the 3 stakeholders： students, faculty and alumni of MBA （Master in Business Administration） program offered at UMT. The survey is administered using an exclusively-designed research instrument and the data set of 211 students, 55 faculty members and 145 alumni is analysed using appropriate statistical techniques. The management of business schools should develop an integrated and well-coordinated mechanism to share common vision and strategies among stakeholders. A need to revise current MBA curriculum is identified, which emphasizes on the development of different types of skills among MBAs to make the program compatible with the existing corporate sector. The universities dealing in management education are recommended to redesign their curriculum in a more integrated and coordinated way in anticipation with aspiration of the existing corporate sector, which would then help reduce the identified gaps among stakeholders. The management of business schools should have a continuous assessment mechanism incorporating the feed back of all stakeholders, particularly students, faculty and alumni. The paper makes a fruitful contribution to the existing academic literature through an empirical investigation in Pakistani environment. A critical discussion is carried out, and gaps in management education are highlighted, which may motivate management institutions to revise their curriculums.     

Probe into the Present Situation of Students＇ Love in Guilin Normal College and the Education in Their Outlook on Love and Marriage

以桂林师专为研究总体,采用问卷调查方法定量描述了在校大学生的恋爱现状及婚恋态度,试图为高校婚恋教育研究提供实践依据。研究表明：大学生婚恋观总趋势是积极健康的,但仍存在某些偏差,如恋爱动机复杂化;注重追求精神享受;对性持开放和宽容的态度;男女生在人际交往、消费行为上不同程度受到了恋爱的影响;初恋年龄的提前和结婚年龄的推后进一步强化了恋爱和婚姻的分离,这些有可能成为当代大学生婚恋教育的重点和难点所在。     

Analysis of the dynamics of the sharing knowledge between cooperating teacher and teacher-in-training： The partners＇ respective roles

Collaboration is becoming increasingly important in the realm of education （Novoa, 2004）. For instance, as soon as training is undertaken, the future teacher must develop an ability to cooperate in a pedagogical context. However, in order to learn to make a relevant contribution to a teaching team＇s undertakings and to provide innovative suggestions in pedagogical matters （Gouvernement du Quebec, 2001）, the student teacher needs solid backing from the cooperating teacher. A student teacher＇s willingness to reflect on and to question his own teaching practices will create a much more promising learning context （Portelance ＆ Durand, 2006）. Reciprocally, the cooperating teacher will make a positive contribution to the student teacher by accepting that his positions be questioned and even altered （Johnston, Wetherill ＆ Greenebaum, 2002）. It is the dynamics of sharing of knowledge and know-how in this partnership that retains our interest. From 2004 to 2007, the researchers carried out a study of the subject by examining four practicum sessions at high school level in a number of Quebec schools. To gather data, the researchers used written questionnaires, individual interviews, as well as recordings of conversations between student teachers and their cooperating teachers. These conversations pertain to the conception and to the execution, by the student teacher, of teaching-learning situations. These dialogues were integrally transcribed and processed by N＇vivo, software designed to analyze qualitative data. the researchers present a typology of the respective roles taken on by the two partners in their discussions. The cooperating teacher reveals himself to be an advisor, a transmitter of information and a teacher. The student teacher also takes on the role of transmitter of information, as well as that of reflective practitioner, among others, the researchers observed that the conversations are usually carried out in an egalitarian spirit and, in some cases, give rise to co-construction of practical knowledge.     

University teachers＇ approaches to teaching and their pedagogical use of ICTs： A comparative case study of Finland,Japan and India

The purpose of this study was to explore what salient characteristics can be found in some university teachers＇ approaches to teaching in Finland, Japan and India, and in what ways university teachers in Finland, India and Japan use ICTs （information and communication technologies） in their own teaching. Furthermore, this study aimed to investigate what ICT applications these same teachers use in their teaching. The data were collected via an electronic survey and interviews. The participants （N=21） were university teachers from Finland （N=8）, Japan （N=I0） and India （N=3）. Their approaches to teaching were explored by applying the ATI （approaches to teaching inventory） and its modified version focusing on the use of ICTs in teaching. The study reported in this paper was a pilot study, thus the results are based on the limited number of respondents. The ATI and ATI ICT subscales and ICT inventory applied in this study have been confirmed to be valid. The university teachers in Japan and Finland differed in their approaches to teaching： The Finnish teachers scored higher on the CCSF （conceptual change orientated, student-focused） approach to teaching than the Japanese teachers, while the Japanese teachers scored higher on the ITTF （information transmitting, teacher-focused） approach to teaching. Two Indian teachers were classified as having a teacher-focused approach to teaching, while the third was classified as having a student-focused approach to teaching. The teachers＇ differences in their use of ICTs related more to their disciplinary status than to their cultural background.     

@MIT research centre at Delft University of Technology： A bridge between research, education, society and profession

In 2006, we launched the @MIT Research Centre （Modification, Intervention Transformation） at the Faculty of Architecture at Delft University of Technology. @MIT was founded to respond to the need for an integrated, multi-disciplinary approach to the transformation of the built environment. @MIT aims to bring momentum to the renewal of education and research, and sees improved relations between the scientific and the professional community as a key step in this process. The @MIT research programme stands at the epicentre of the current debate on continuity and change in architecture and construction. The conservation and transformation of existing objects is becoming more and more of a necessity, with social, economic and cultural implications. @MIT builds the bridge successfully between the profession, the society, education and research.     

The Role of Parents in the Achievement of Turkish-Speaking Students in British Schools： Why They Fail in Supporting Their Children？

In this paper, the role of parents in supporting their children＇s progress, as a factor affecting Turkish-speaking children＇s achievement, has been explored. It is a fact that Turkish-speaking pupils, when compared with other ethnic groups, such as Bangladeshi and Somali, struggle, underachieve, and still continue performing low in the British education system. The Turkish community has been resident in the United Kingdom （UK） for over 70 years with the current estimated population of 450,000. However, the community is invisible in the society; their diverse needs are not known; and there are limited research and government reports. The relevant data and research findings indicate that there are various factors for the underachievement of the Turkish-speaking pupils. This study shows the degree of importance of parental participation for Turkish-speaking parents in supporting their children＇s achievement. As a result, lack of parental involvement is one of the important factors in achievement; and a majority of parents stated that they could not involve in their children＇s learning because a number of reasons evaluated in the paper.