Student leadership refers to a series of related abilities that students have or need to acquire in leadership roles or non-leadership roles, which includes both self-leadership and team leadership. ...In the present-day society, student leadership education is a subject of great significance, which is related to the personal development of students and the progress of society. This study discusses the connotation, influencing factors and cultivation strategies of student leadership from the perspective of student leadership education. Through the method of literature review, this paper synthesizes a variety of leadership theories, analyzes the main factors affecting the formation and development of student leadership, including school education, personality traits, family upbringing, and age, and so on, and proposes corresponding cultivation strategies, including classroom teaching, extracurricular activities, and social practice. This article argues that student leadership is a multidimensional composite ability, including self-knowledge, self-management, self-motivation, communication and collaboration, innovative problem-solving, service to others, and so on, which are interrelated and mutually reinforcing, constituting a complete ability system. This article has shown that through an in-depth discussion of student leadership, it can contribute to improving the quality of students, cultivating future social elites and promoting social progress.
Extracurricular activities (ECAs) in the field of medicine can be research related and non-research related activities that allows students to develop skills to be a good doctor in the future. ...Building a curriculum vitae, becoming a team player, managing stress, building good communication skills and good academics highlights the value of extracurricular activities. Challenges like time constraints, and resource limitation hinders the participation which needs to be addressed to encourage the medical students to take part in extracurricular activities.
The purpose of this study was to determine the management of the extracurricular activities of the Al Azhar 12 Islamic Middle School in Rawamangun, East Jakarta. This research uses a qualitative ...approach with descriptive methods. Data collection techniques are done by interview, observation, and study documentation. Data sources from this study are the Principal, Deputy Principal, Coordinator of Discipleship and Extracurricular Trustees. This research focuses on the management of scout extracurricular activities. The results of the study concluded that; (1) Scout extracurricular planning is prepared by the school principal, disciplinary coordinator and scoutmaster. The plan was prepared by referring to the existing material in the 2013 curriculum and adapted to the existing infrastructure in schools, (2) Scout extracurricular implementation is based on plans that have been made at the beginning of the learning year and also plans that have been made every week by the scoutmaster, (3) Evaluation of scout extracurricular activities is carried out in extracurricular meetings and in meetings for the preparation of learning activities which are conducted every semester. The evaluation activity involved the headmaster of the extracurricular coach and also the trainer
Abstract
Introduction
School-age children (6-13yrs) and teenagers (14-17yrs) should receive 9-11hrs and 8-10hrs of sleep/day, respectively. Several studies have shown, however, that these age groups ...are chronically sleep deprived. Our study assessed the sleep patterns of a sample of children and teenagers in Athens, Greece. The study is part of a larger project investigating the association between orthodontic treatment and sleep disturbances.
Methods
Participants (N=27; 69% females; 21 school-age children 9-13yrs, 6 teenagers 14-17yrs) were under treatment in the Orthodontic Clinic of the National and Kapodistrian University. Sleep was assessed with actigraphy/logs for 59±19 days.
Results
Participants slept on average 7.36±0.42hrs/day. Nighttime sleep was on average 7.23±0.43hrs (percentage sleep: 87.3%±3.38%). Four (14.8%) participants napped at least once/week. Compared to the lowest sleep duration recommended for their age group, participants showed a chronic sleep deficit of 1.42±0.52hrs/day (range: 0.32-2.15hrs). The younger age group had an average sleep deficit of ~1.6hrs compared to ~0.8hrs for the teenagers (p=0.006). During the school year, daily sleep duration increased by ~0.73hrs on weekends (7.78±0.67hrs) compared to school nights (7.05±0.48hrs; p<0.001). On average, school-age participants slept from 23:13 (±31min) until 7:19 (±22min) on school nights and from 23:23 (±2:72hrs) until 8:49 (±39min) on weekends. Teenagers slept from 00:34 (±36min) until 7:40 (±14min) on school nights and from 01:34 (±41min) until 10:34 (±48min) on weekends.
Conclusion
Our findings verify earlier survey results showing that restricted sleep is a problem for children and adolescents in Greece. To our surprise, both age groups go to bed quite late. The impact of late bedtime on sleep duration, however, is larger in the younger group due to their larger sleep needs. In contrast to earlier research in rural areas, napping was not common in our urban sample, probably due to extracurricular activities and studying at home.
Support
N/A
The aim of the study was to form and prove in practice the effectiveness of the model for the development of the information culture of schoolchildren in educational and extracurricular activities in ...the information and educational space. In this article, we have summarized the theoretical provisions on the formation of the information culture of students in the educational environment. The process of development of the information culture of schoolchildren in the modern education system, a model for the development of the information culture of schoolchildren in educational and extracurricular activities are presented. The theoretical and methodological base has been determined, which allows using technological, axiological, cultural, systemic and activity approaches to establish principles and structure meaningful and organizational and didactic tools for methodological support of this process; the content of the cognitive-procedural, value-motivational, reflexive-activity and personality-developing components and coefficients, their corresponding levels and diagnostic tools; program and methodological materials display the relevant content of training, the use of information and communication technologies in educational and extracurricular activities; a model with didactic conditions has been formed, elements of the information and educational space of the school have been consistently, purposefully and structuredly included in the development of the information culture of students.
Como parte de la misión formadora dentro de las actividades extracurriculares, las universidades en su haber promueven la práctica de actividades físicas y deportivas de forma integral. En su ...dinámica, son reconocidas como organizaciones que gestionan el deporte competitivo, siendo un semillero de atletas y deportistas de alto rendimiento. En este sentido la gestión de las actividades físicas y deportivas generalmente en su estructura y operatividad, enfrentan el desafío de contar con modelos de gestión definidos, que contribuyan en la mayoría de los casos a disminuir la inestabilidad, el lento desarrollo y falta de herramientas para enfrentar las diversas problemáticas que se presentan. Partiendo de estos hechos, el objeto de investigación de este trabajo radica, en diseñar y validar un modelo de gestión como propuesta de la práctica de actividad física y del deporte universitario, utilizando una metodología mixta que dio como resultado, un modelo de gestión con cinco ejes; 1) la competencia deportiva con un enfoque integral, 2) la generación de una cultura hacia la práctica de actividades físicas y deportivas, 3) acompañamiento y atención al deportista con equipos multidisciplinares, 4) difusión y comunicación asertiva para el fortalecimiento de la identidad, 5) la ciencia como soporte del desarrollo deportivo y dos elementos de apoyo, la integración de programas y proyectos para la sostenibilidad y un sistema de gestión de calidad, de todo lo anterior se desprenden cinco objetivos y 25 criterios estratégicos. Palabras clave: Modelo, modelo de gestión, deporte universitario, gestión deportiva, gestión de actividades físicas. Abstract. As part of the training mission within extracurricular activities, universities promote the practice of physical and sports activities in a comprehensive manner. In their dynamics, they are recognized as organizations that manage competitive sports being a breeding ground for high-performance athletes and sportspersons. In this sense, physical activities and sports management generally lack defined management models in their structure and operability, face the challenge of having defined management models, which contribute in most cases to reduce instability, slow development and lack of tools to face the various problems that emerge. Starting from these facts, the research aim of this work lies in designing and validating a management model as a proposal for the practice of physical activity and university sports, using a mixed methodology that resulted in a management model with five axes;1) sports competition with an integral approach, 2) the generation of a culture towards the practice of physical activities and sports, 3) accompaniment and attention to the athlete with multidisciplinary teams, 4) dissemination and assertive communication for the strengthening of identity, 5) science as a support for sports development and two support elements, the integration of programs and projects for sustainability and a quality management system, From all of the above, five objectives and 25 strategic criteria emerge. Keywords: Models, management models, university sports, sports management, sports activity managemen
This study examined the effects of the cooperation of emotional intelligence and social activities in education on school culture and value acquisition. The research used a simultaneous ...transformational research design with a mixed research method. Seven hundred and ten students participated in the quantitative part of the research, and 105 teachers and school administrators participated in the qualitative part. The quantitative research with students determined a positive and significant relationship between social activity, values and school culture scales. Students’ participation in social activities mediates the impact of values on the school culture and contributes to the formation of a culture. Accordingly, the cooperation of emotional intelligence and social activities significantly contributes to developing students’ emotional and social skills, the positive transformation of the school culture and the acquisition of values. The teachers who participated in the qualitative section also confirmed this result. The teachers stated that social activities are essential in the value education process at school and connect students more strongly to the school. In this regard, developing educational programs and policies that support the cooperation of emotional intelligence and social activities will be a critical step for education systems. This is crucial in achieving the sustainable development goals. This study indicates that social activities are essential in promoting sustainability in education.
Introduction Neurointervention has become one of the most competitive specialties in the United States due to the limited number of training spots, and a larger pool of applicants from different ...backgrounds: neurosurgery, neurology, and radiology. The training standards are continuously updated to ensure solid learning experiences, which ultimately factors in better outcomes and fewer complications. There is a move towards a structured competency assessment of training requirements via collaboration among several professional societies. However, the substantial drivers of candidate selection by program directors (PDs) have not been fully established yet. The goal of our study is to investigate the factors influencing the selection of fellowship candidates. Methods We distributed a 52‐question electronic survey via REDCap to 93 PDs. The questionnaire was divided into 5 categories: program characteristics; candidate demographics; educational credentials; personal traits; and research and extracurricular activities. The PDs were then asked to rank 5 pre‐selected factors from across all 5 categories. Each category included a subset of multiple‐choice questions to be graded as indicated for each category. Characteristics for these categories were scored from a range of 1 through 10 and means with standard deviations (SD) were calculated for each characteristic. Results Of the 93 PDs surveyed, 55 PDs filled the survey with a response rate of 59.1%. As per the programs’ characteristics, Neurosurgery was the most involved specialty in running the training programs (69.1%), followed by neurology (38.2%), and radiology (30.9%). Most programs were based in academic hospitals (87.3%, n=48/55). The most important criterion for candidate’s demographic characteristics was the need for visa sponsorship, followed by career gap and number of years from graduation from residency program, as summarized in Figure 1A. The most important criteria for educational credentials were being a graduate from a neurosurgical residency program (5.4 ± 2.9), and the institution where the candidate’s residency training is/was based (5.4 ± 2.5). Regarding the candidate’s personal traits, assessment by faculty members at the interview had the highest score (8.9 ± 1). In terms of research and extracurricular activities, fluency in English had the highest score (7.2 ± 1.9), followed by the number of peer‐reviewed/PubMed‐indexed publications (6.4 ± 2.2). Ranking of a final set of 5 characteristics from across all categories is summarized in Figure 1B, with knowledge of the candidate being the single most important contributing factor. Conclusion Neurointerventional training is open to candidates in neurosurgery, neurology, and radiology. To our knowledge, our survey is the first to investigate the factors that might be implicated in the final decision made by PDs when choosing the future neurointerventional trainee, including demographic, educational, research and extracurricular activities.
Vážené čtenářky, vážení čtenáři, druhé číslo jedenáctého ročníku otevírá studie s názvem Religiosity of Muslim Girls, Participation in Extracurricular Activities and Its Effects on Their Educational ...Aspiration: A Moderated Mediation Model od autorky Shahidul Islam Sarker z University of Science & Technology v Bangladéši. Popisujeme zde mimo jiné trend, kterým je klesající počet zasílaných studií spolu s jejich snižující se autorskou kvalitou. Nejen u nás, ale i v zahraničí vidíme, že praxe sociální pedagogiky se rozvíjí dynamičtěji než její teorie či produkce relevantních empirických poznatků základního a aplikovaného výzkumu, což se ve struktuře rubrik a obsahu časopisu rovněž odráží.
The importance of extracurricular activities (EAs) has been emphasized in medical education. These activities could enhance medical students' emotional and physical health and afford them ...developmental opportunities. Despite the growing amount of research related to this theme, few studies review and synthesize the existing literature. This study aims to provide an understanding of the educational implications of EAs in medical colleges and constructs an integrated conceptual framework concerning their types and learning outcomes by literature review.
An integrative literature review was conducted following Torraco's method, with the aim to generate a new framework for the given topic. The authors utilized Scopus and PubMed as databases, using search terms "extracurricular," "medical," and "students." Initially, titles and abstracts were screened to include relevant studies, and the researchers verified the eligibility of the articles by following the inclusion and exclusion criteria. Of the 263 articles identified, 64 empirical studies were selected for further review.
EAs in undergraduate medical education can be classified into direct extracurricular activities and indirect extracurricular activities, the latter of which is sorted into nine sub-categories. We identified seven main categories regarding the learning outcomes of EAs. In addition to general activities (e.g., pro-social activities, team sports), some distinctive activities such as research have been largely addressed in previous studies. The results of EAs were discussed in relation to academic growth, career development, and psychological experiences.
This review identified the types and learning outcomes of EAs in the context of medical education, thereby suggesting ways to improve the quality of EAs and maximize their educational effects.
PDF
