Volume 2 Issue 2

July 2017

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The impact of political socialization on students’ behavior: Empirical research in schools of Central Macedonia in Greece

Antonis Papaoikonomou
Pages: 1-10

The main purpose of this article is to present the secondary education students’ points of view regarding issues that are related to their everyday reality. A link to their political socialization is attempted. At the same time, the influence of independent variables is examined, like "sex", "urbanity", "performance" and "parents’ occupation". The final conclusion shows that even though the majority of students do not express intense negative feelings about different origin, sex and religion, a tendency is at sight, mainly by male students. This conclusion is also compared with the findings of the survey “EUROPE ON THE EDGE”, regarding issues of difference and democratic values.

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A Proposed Model of Intercultural Communication Competence (ICC) in Malaysian Context

Muhammad Umar Nadeem Rosli Mohammed Syarizan Dalib
Pages: 11-20

The basic determination for this paper is to throw light on the culture general models of intercultural communication competence (ICC). Furthermore, to propose a culture general model for Malaysian context in the presence of religiosity. It is suggested by the previous researchers to refine these models by adding variables in them. Ministry of Higher Education of Malaysia is hosting huge number of international students in their institutions and have plans to host maximum from the whole world. Religion is the key element of intercultural interactions in Malaysia. Therefore, a research on the international students in the context of religion would provide the better understanding and application of culture general model of ICC in Malaysian context. As well as, it will provide valuable findings that depicts to what extent the religiosity of international students enables them to be competent in intercultural communication.

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Evaluation of Student’s Competencies on Social Medicine Internship with the Objective Structured Clinical Examination Method

Pages: 21-33

The aim of the current study is to evaluate OSCE (Objective Structured Clinical Examination) stations elaborated to asses competencies of external students on the 5th year of Social Medicine internship at the Faculty of Medicine of Monastir, in Tunisia, carried out over a year. The total number of OSCE stations was 32 with an average of 5.3 ± 2.3 stations per session, each station lasting five minutes. More than half of OSCE stations were a clinical vignette type (68.7%), followed by photo-type stations in 8 cases (25%). The total number of tasks required was 76.The number of stations about a single task was 18.75%. Morethan two-thirds of tasks involved competencies of cognitive level type III (72.1%). The number of elements per correction grid varied between 4 and 10 with an average of 6.44 ± 1.8 elements. At the end of the different examination sessions, the success rate was low (15-19 / 30) for 61% of learners with a discrimination index -0.41 and a difficulty index of tests 66%. These results attest the feasibility of OSCE stations for evaluation of skills in medical specialty. However, a regular and more thorough evaluation of this method is necessary in order to promote skills of future general practitioner

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Analysis of 2014 Post UTME Score of Candidates in the University of Ibadan with Two Methods of Standard Setting to Set Cut Off Points

Babatunde Oladele
Pages: 44-51

The aim of the current study is to analyse the 2014 Post UTME scores of candidates in the university of Ibadan towards the establishment of cut off using two methods of standard settings. Prospective candidates who seek admission to higher institution are often denied admission through the Post UTME exercise. There is no single recommended approach to standard setting and many methods exist. These include norm-referenced methods and the criterion- referenced methods. The Angoff method is the most widely used and researched criterion-referenced method of standard setting. Two different methods of standard setting were applied on the raw scores of 648 Post-UTME candidates in the University of Ibadan. One of these was the modified Angoff method and the other the norm-reference method of standard setting (mean minus 1 SD). The pass rates derived from the two methods were compared. The result revealed the pass rate with the norm-reference method was 85% (551/648) and that by the Angoff method was 50% (340/648). The percentage agreement between Angoff method and norm-reference was found to be 54% with the Angolf modified method, whilst by the norm-reference method was 85%. Thus, the two standard-setting methods used, produced significantly different outcomes. This was demonstrated by the different pass rates.

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The Opinions of Nurses Who Study for a Master's Degree With Regards to Distance Education

Gönül Sarıkaya
Pages: 34-43

This study's purpose is to determine the opinions of nurses who study for a master's degree via distance education with respect to distance education.The research sample consists of 20 nurses who are employed at the Hatay district of the city of Izmir.In the research, 6 questions were asked to nurses in order to determine their views and opinions about distance education practices, the problems they experienced and the positive and negative aspects of the distance education method. The interviews which were audio-recorded were then transcripted into written documents and their data were analyzed through the descriptive analysis method.The research results revealed that master's degree education through distance learning was generally considered to be effective. Master's degree education through distance learning met the students' expectations of the master's degree education. The immediate reasons why nurses preferred distance learning turned out to be the work hours during daytime due to employment and the duties and responsibilities that are undertaken due to marital status. It was found that the most positive aspect of a master's degree education through distance learning was time and location flexibility. It provides a great deal of ease and advantage in the education of occupational groups who work full time such as nurses. The difficulties they experienced during the distance master's degree education turned out to be information technology problems and lack of sufficient interaction. According to the results of the study, it's possible to put forward suggestions that would increase the availability of master's degree education through distance learning for more people so that women who are actively employed and who also have serious duties and responsibilities in family life can engage in lifelong learning and realize their potentials.

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