The aim of this study is to determine the interests and perceptions of mathematics education students in Langsa City towards distance learning, then the next is to study and analyze their ...communication patterns in learning during the Covid-19 pandemic. The method used in the study was an online survey of 114 mathematics education students from two different universities located in Langsa City, Aceh Province, Indonesia. Survey material contains questions and statements related to interests, perceptions, and communication patterns as the main problems in this study. With all the supports and obstacles, student interest in online learning is very low, 84.21% of respondents are not interested. Then, most of them find it difficult to concentrate while following the lesson. Boredom and difficulty finding relevant learning resources are also part of students' perceptions of online learning. Most of them (79.95%) find it difficult to learn, although 70.18% can still understand the learning material. Furthermore, the WhatsApp application (with all its features) is the most widely used medium of communication to support learning activities (71.93%), both for questions and discussions (both with lecturers and peers). Virtual meeting application is the second most used media for communication (28.07%). The pattern of communication in learning activities is dominated by communication between students and groups of students with a frequency level of 67.64%. Furthermore, communication is carried out between lecturers and groups of students and between lecturers and individuals with a frequency of 24.52% and 7.84%, respectively. According to the results of this study, we argue that it is necessary to develop an integrated blended learning design equipped with a directed communication pattern.
This longitudinal study investigated development in expectancy for success (perceived competence), 3 types of task value (utility, interest, attainment), and 3 types of perceived cost (opportunity, ...effort, psychological) for engineering students during their first 2 years of college. Latent growth curve models indicated declines in expectancy and values, with attainment value declining more slowly than expectancy, interest value, and utility value. Costs increased over time, with effort cost increasing more rapidly than psychological cost. Demographic differences were observed in initial levels of motivation, but not in rates of change over time. Students with slower declines in expectancy and value and slower increases in effort cost achieved higher grades and were more likely to remain in an engineering major. The attainment value model explained the largest amount of variance in engineering major retention, while the expectancy model explained the largest amount of variance in GPA. Taking a supportive gateway course in the first semester rather than later was associated with slower declines in utility value and attainment value, and slower increases in effort cost. Results suggest expectancy, values, and costs display unique patterns of development and uniquely relate to predictors and outcomes, extending our theoretical understanding of motivation in early college. Implications for practice include the promise of programmatic efforts to support students' motivation in engineering through supportive gateway courses early in college.
Educational Impact and Implications Statement
Motivation processes provide a promising avenue for addressing attrition and representation issues in STEM fields. Yet, little is known about the development of specific forms of motivation and their correlates during the first 2 years of college, a key time for shaping motivational beliefs and future choices. Among college engineering students, positive motivational beliefs (expectancy for success, interest value, attainment value, and utility value) regarding engineering declined over time while negative motivational beliefs (perceived opportunity cost, effort cost, and psychological cost) increased over time. Differential rates of change for each motivation construct suggest that developmental processes differ across motivational constructs. Women did not report different trajectories than men; however, underrepresented minority students and first-generation college students reported more adaptive patterns of motivation when beginning college. Developmental trajectories of motivation constructs were significantly related to retention and grades, with expectancy most strongly predicting grades and identity-related attainment value most strongly predicting major retention. Lastly, students enrolled in a supportive gateway course in their first semester (vs. later) exhibited slower declines in attainment and utility value, and slower increases in effort cost. Results highlight the importance of supporting college students' motivation in STEM fields and of the key role of supportive gateway courses. Furthermore, differences in developmental trajectories and their relations to predictors highlight the need to understand students' specific motivational needs. Results also suggest implications for the timing and design of motivational interventions to support college student success in STEM.
One way to encourage performance and persistence in STEM fields is to have students write about the utility value (UV) or personal relevance of course topics to their life. This intervention has been ...shown to increase engagement and performance in introductory courses. However, questions remain about the longevity of the effects and how best to implement the intervention in terms of dosage and timing. We tested a UV intervention in the first semester of a 2-semester introductory biology sequence. For each of 3 units across the semester, students (N = 577) were randomly assigned to receive either a UV writing assignment, in which they explained why course material was useful to them personally, or a control assignment, in which they summarized course material. This fully crossed design tested the effect of UV dosage level (0, 1, 2, or 3 UV assignments) as well as the effect of timing (e.g., UV first, control first). We found that students exposed to any dosage of UV earned higher grades in the course, were more likely to enroll in the second course of the biology sequence, and were less likely to abandon their STEM major than students who did not receive any UV assignments. In terms of timing, students with a history of poor performance benefitted from writing a UV essay in the beginning of the semester, whereas higher-performing students benefitted from a UV essay at the end of the semester. Recommendations for practice are discussed.
Educational Impact and Implications Statement
In the current study, we manipulated implementation features of a utility-value (UV) intervention (dosage and timing), in which students wrote about the personal relevance and usefulness of course topics in an introductory biology sequence for biomedical majors. We found that any exposure to the UV intervention increased course performance, continuation to the second course of the biology sequence, and persistence within a STEM major. We compared 1, 2, and 3 doses of the intervention and found that students who received 1 or 3 doses benefitted the most from the intervention. Furthermore, in terms of timing, students with a history of poor performance earned higher grades when they received a single dose of the intervention early in the semester, whereas higher performing students were more likely to continue to the second course if they wrote a UV essay at the end of the semester. This study addresses key implementation questions for educators who use this intervention in their own courses and is the first study to suggest that the positive effects of UV interventions may extend beyond a single semester.
Children with autism spectrum disorder (ASD) display social-communication deficits and present with rigid and repetitive patterns of behavior and/or interests (RRBIs). Compared to interventions for ...social-communication skills, less attention has been given to RRBIs, especially with regard to interventions for young children. We surveyed 128 behavior analysts who implemented interventions for young children with ASD on their use of 16 practices and one assessment for the treatment of RRBIs. The majority of our sample perceived the practices to be effective in producing sustainable behavior change. Behavior analysts generally responded in the same way to items about reinforcement-based practices, punishment-based practices, and a group of commonly packaged antecedent and consequence-based package components. Implications and future directions are discussed.
A New Jersey official hires relatives as paid consultants for services that don't exist. State legislators and county freeholders hold more than one public office, collecting multiple salaries. These ...and other practices are forms of soft corruption, in other words, the tactics politicians use to unethically, but legally, manipulate government for their own benefit, undermining the public interest. Americans have come to accept politics as a bed of corruption-that's the way it has always been. Sadly, New Jersey has gained a reputation as a state where corruption is particularly prevalent at all levels of government.New Jersey politician William E. Schluter addresses five areas of soft corruption: campaign financing, lobbying, conflict of interest, patronage, and the electoral process. Soft corruption in campaign financing is the most pervasive component. Schluter explores how agencies and campaign committees utilize underhanded but legal techniques like "wheeling" to get around donation caps and "pay to play" to veil what is essentially bribery. New Jersey is among the worst states in terms of financial soft corruption. With even local officials enormously beholden to campaign contributors, consideration of what is best for the public is a distant afterthought.Throughout the book, we see the serious consequences of soft corruption, such as higher cost of government and reduced public faith in its operations. With impressive detail, Schluter concludes by outlining a platform for reform in New Jersey.
Wallonia demonstrated the importance of regional actors for EU trade policy. What remains, however, of regional involvement when politicization subsides, as after CETA and TTIP? Our paper provides a ...framework that allows a prediction of involvement after politicization. It posits that the interaction of three factors is decisive: politicization (short-term), preferences (medium-term), institutions (long-term). The more regional actors dispose of institutionalised channels of voice and the more they develop endogenous preferences, the less impact for politicization. We demonstrate this interplay in the cases of Austria, Germany, Belgium, Spain, and Italy. Whereas regional involvement in Spain and Italy is driven near-exclusively by politicization, the German and Austrian Länder will remain cooperatively involved even in its absence. The Belgian regions, in turn, are in a process of gradual institutionalization. Our study demonstrates that regional actors remain a force to be reckoned with in EU trade policy, but some more so than others.
In Eastern Europe and the Ottoman Levant, Arabic printing began with the work of Antim the Iberian, a scholar and metropolitan of Wallachia, and Athanasios III Dabbās, patriarch of the Church of ...Antioch and metropolitan of Aleppo. The book presents the first Arabic press in the Ottoman lands, founded in 1705 in Aleppo due to a transfer of Romanian printing tools and expertise, and the later presses of Lebanon that produced Christian Arabic books.
This article introduces the cognitive affective engagement model (CAEM) of multiple source use. The CAEM is presented as a way of unifying cognitive and behaviorally focused models of multiple text ...engagement with research on the role of affective factors (e.g., interest) in text processing. The CAEM proposes that students' engagement with multiple texts may be explained by the default stance toward task completion they adopt. Students' default stances are defined according to two dimensions: their level of affective engagement with the topic of the task and their habits with regard to text evaluation. Default stances are used to explain a host of multiple text use behaviors, such as text selection, duration of text access, and document information access, and performance outcomes, including text recall and integration. Directions for future research on the CAEM are proposed.
Résumé
En 1975, la loi inscrit l'IVG dans la juridiction de la médecine, investie comme instrument du contrôle social dans la régulation des naissances. La demande d'IVG demeurait pensée comme ...phénomène relevant de la pathologie. Cependant, une normalisation de cette activité s'opère dans le système de soins avec l'évolution de l'encadrement réglementaire et des techniques de prise en charge. Notamment, les sages-femmes sont enrôlées dans le réagencement des formes de l'action publique en la matière. Leur champ de compétence est élargi. Ces nouvelles définitions de l'expertise médicale en santé sexuelle et reproductive donnent lieu à des délibérations sur les conceptions de la pratique abortive. L'association nationale des sages-femmes orthogénistes (ANSFO) se saisit de cette opportunité pour renforcer la légitimité du groupe professionnel, en opérant un travail cognitif de « physiologisation » de l'IVG.
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