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FACTORS AFFECTING THE GRADE 11 STUDENTS CHOOSING GENERAL ACADEMIC STRANDS

Related Papers

Fritz Gerald Martin

Psychology and Education: A Multidisciplinary Journal

Shar-In A. Sadjail , Darwina J. Sansawi , Mona-Allea L. Matolo , Psychology and Education

Deciding for a college course to take is quiet challenging for a student due to the many influencing factors or reasons in the environment that may affect his own preference. This study aimed to determine the factors that influence the College of Education students at MSU-TCTO in choosing Education as their college course. Further, it tried to determine different approaches in managing the course they are currently taking at the college. The result of this study would benefit the administrators, teachers, parents, students, and future researchers as they gain new insights about the factors that influence the students in choosing their college course. This study made use of a phenomenological-qualitative study conducted to the selected students at the College of Education, MSU-TCTO. Interview guide was utilized to gather the needed data. It consists of guide questions validated by the panel of experts. Data gathered were transcribed, thematically analyzed and interpreted. Based on the findings of the study, the common factors that influence the students in choosing Education as their college course were parental discretion/ influences, external influences, affordability, practicality, personal preference and interest, and socioeconomic problems. Moreover, the respondents' yielded different approaches and ways to manage the courses they are currently taking at the College of Education such as self-determination, overcoming fear of subject difficulties, perseverance and self-confidence, personal preference and interest and developing participation and study habit/skills. In conclusion, there were several factors that influenced the COED students in taking Education course. Further, the course they are currently taking were not solely chosen by themselves. The influence of other people in choosing their course may help or hinder them to succeed in life. Hence, appropriate assistance must be provided to students such as seminar or conference on career guidance, among others to assist them with their course placements and help them invest their full potentials.

Assoc. Prof. Dr. Rashad Yazdanifard

On an annual basis, data shows that there are numerous university and college students that fail to complete their courses and graduate with the intended degree or diploma in hand. The aim of this study is to explore the factors that influences the decision making of a student when it comes to choosing varsity courses, investigate how these factors can impact the students’ decisions and provide recommendation on how the cognitive behaviour and academic excellence can be used to make a sound decision, setting the students for success in their varsity life. This research has narrowed down to three major factors which are personal, interpersonal and environmental. The study is conducted using a Likert scale method further expanding the factors into subdivisions for the participants to rank. The population (data set) for this survey is 50 students from all walks of life but concentrated in Klang Valley. The key findings from the study shows the most prominent factor are Personal factors. The second most influential item are Environmental factors. Interpersonal factors come in third. Concluding this research, it is prudent to obtain a bigger and robust data set. A future practical application of this research can be developed by a tool which further provides a systematic solution for all its users to yield the best potential and make the best informed decision when furthering their education.

Daniel Fil Divino

With the changes that are needed to be faced by our country in terms of educational curriculum, the researchers have made a move to pursue this study. In our study, we concluded four (4) major factors which was the basis of this study, Parental Influence, Aptitude, Interests and Environmental Factors. This study aims to find out the significant differences between the career choice factors and the gender of our respondents. The research was conducted at the University of the Immaculate Conception and its respondents were selected Grade 10 students, ranging from 20-23 per section. It was performed using the descriptive survey method, thus, the researchers formulated a questionnaire based on the four (4) different indicators, with six (6) statements each. The questionnaires were distributed in 8 sections, with 172 respondents all in all which was verified through the Slovin’s formula. The researchers then encoded the data to be able to get the mean scores, as well as, the p-value or the significant difference. It was then formulated by the SPSS, and obtained a p-value of 0.144. Therefore, it was implied that there was a significant difference between the career choices of grade 10 students with their gender. The proponents’ decision was to accept the alternative hypothesis and reject the null hypothesis. There are diverse and several factors which can also affect the career choice of an individual. For the improvement of further studies, the researchers highly recommend that there should be other factors that will be looked upon since career choice is essential in one’s future way of life.

liyana hussin

The rapid growth of education in Malaysia nowadays encourage the higher educational institutions to provide the best features of courses which align to national aspirations. The positive competition between public university and private university in the admission of students create the great impact of sustainability of the institutions as well. Thus, this study concentrated to give an overview of the factor that encourage students to choose certain courses in higher educational institutions. The determinants of selection addressed consists of the future career, passion, parental influence and peer influence. As conclusion, this study can help the higher institutions to provide some strategies in increasing the number of admission of students and at the same time improve the academic quality and the governance of institution. Keywords: higher educational institutions, determinant of selections, strategies

Vinthuja Murukesampillai

Choice of stream is vital for every student future successful career path. Now-a-days students are facing problem when they have to choice the stream. In this view several factors are behinding for the selection of Advanced Level Stream. According to the Sri Lankan education system has five streams namely Physical science, Biological science, Commerce, Arts and Technical. Out of them, students are compulsory undertaking one. The objective of this study is to determine the factors which influence on choice of Advanced Level stream among Ordinary Level students of Jaffna district schools in Sri Lanka. The factors are investigated like personal interest, skills & knowledge enhancement, work related concern, parental relations, friends involvement and financial support. The study was conducted by using survey design with a convenience sampling of Jaffna district schools. The data for this study has been collected by using direct personal interview. The findings of this study revealed that Personal factors are most influencing when choosing of Advanced Level Stream among Ordinary Level students of Jaffna district schools in Sri Lanka. As well as following other factors influencing like family and friends, financial background, school restrictions and job opportunities.

International Journal of Scientific and Research Publications (IJSRP)

Jerald Moneva

Acta Didactica Napocensia

Simona Sava

International Journal of Educational Research Review

Yasin BAYRAKTAR

Journal of Vocational Education Studies

Muhammad Sayuti

The purpose of the study was to analyze the influence of parental guidance, peer group, school promotion, and career information on course preference decision. This study applied a mixed-method with quantitative (multiple regression) followed by the qualitative stage. The quantitative analysis technique is done by a regression test and continued with qualitative. The results showed that partially and simultaneously, the variables of parental guidance, peer groups, school promotion, and career information affected the decision making in choosing the competency of students of SMK Muhammadiyah in Bantul. Career information factors of 12.98% most influence students' decision making in choosing expertise competencies. School promotion contributed 8.20% of the decision. The peer factor contributes to 4.78% of the students’ choices. The last of these factors was parental guidance, which provided 4.43%.

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The Hidden Struggles of Students: Understanding and Addressing Learning Difficulties

Learning difficulties are a common issue among students, affecting their academic performance and overall well-being. These struggles can manifest in various forms, such as difficulty with reading, writing, math, or communication. Although these struggles can be challenging to identify and address, understanding the underlying causes and providing appropriate support can make a significant difference in students’ lives. This article aims to provide an overview of learning difficulties, their impact on students, and strategies for identifying and addressing them.

TABLE OF CONTENTS

Types of Learning Difficulties

Learning difficulties are broadly defined as difficulties that affect a student’s ability to learn and process information effectively. These difficulties can be caused by various factors, such as neurological differences, developmental delays, or environmental factors.

Dyslexia is a learning difficulty that affects a student’s ability to read accurately and fluently. It is estimated that 10-15% of the population has dyslexia, making it one of the most common learning difficulties. Dyslexia is not related to intelligence, and many individuals with dyslexia have above-average intelligence. Dyslexia can also affect a student’s ability to write, spell, and organize thoughts.

Dyscalculia

Dyscalculia is a learning difficulty that affects a student’s ability to understand and manipulate numbers. Students with dyscalculia may have difficulty performing basic mathematical operations, such as addition, subtraction, multiplication, and division. They may also struggle with concepts such as time, measurement, and money.

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is a neurological condition that affects a student’s ability to pay attention, control impulses, and regulate behavior. Students with ADHD may have difficulty focusing on tasks, staying organized, and completing assignments. They may also struggle with social interactions and emotional regulation.

Autism Spectrum Disorder (ASD)

ASD is a developmental disorder that affects a student’s ability to communicate, socialize, and interact with others. Students with ASD may have difficulty understanding nonverbal cues, expressing themselves, and building relationships with peers. They may also exhibit repetitive behaviors and restricted interests.

Other Learning Difficulties

Other learning difficulties include auditory processing disorder, visual processing disorder, and language disorders. These difficulties can affect a student’s ability to process and understand information from their environment, including spoken language, written text, and visual stimuli.

Impact of Learning Difficulties on Students

Learning difficulties can have a significant impact on a student’s academic performance, social-emotional well-being, and future prospects. Students with learning difficulties may struggle to keep up with their peers academically, leading to frustration, low self-esteem, and a lack of confidence in their abilities. They may also experience bullying or social isolation due to their differences.

Furthermore, if learning difficulties go unidentified and untreated, they can have long-term consequences for students. For example, students with dyslexia are at a higher risk of dropping out of school and experiencing unemployment as adults. Similarly, students with ADHD may struggle with completing higher education or securing and maintaining employment.

Identifying Learning Difficulties

Identifying learning difficulties can be challenging, as students may exhibit different symptoms or struggle in various areas. However, early identification and intervention are crucial for supporting students with learning difficulties effectively. Here are some strategies for identifying learning difficulties:

Screening and Assessment

Schools and healthcare professionals can use screening and assessment tools to identify students with learning difficulties. These tools can help identify areas of difficulty and inform appropriate interventions. For example, the Dyslexia Screener is a tool that can identify students at risk for dyslexia by assessing their phonological processing skills.

Observation and Monitoring

Teachers and parents can observe and monitor students’ behavior and performance to identify potential learning difficulties. They can look for signs such as difficulty with reading, writing, or math, trouble paying attention, poor memory, or emotional outbursts. Teachers can also monitor students’ progress and note any significant discrepancies in their academic performance.

Communication with Parents

Parents can play a critical role in identifying their child’s learning difficulties. They may notice their child struggling with homework, displaying frustration or anxiety about school, or avoiding certain subjects. Teachers can communicate with parents to share their observations and work together to identify potential learning difficulties.

Addressing Learning Difficulties

Addressing learning difficulties requires a multifaceted approach that includes targeted interventions, accommodations, and support for students and families. Here are some strategies for addressing learning difficulties:

Special Education Services

Students with identified learning difficulties may qualify for special education services under the Individuals with Disabilities Education Act (IDEA). These services can include individualized education plans (IEPs), accommodations, and specialized instruction.

Accommodations

Accommodations are changes to a student’s environment, curriculum, or assessment that can help them access and participate in learning. Accommodations can include extra time on tests, audiobooks, modified assignments, or preferential seating.

Assistive Technology

Assistive technology can help students with learning difficulties access and participate in learning. For example, text-to-speech software can help students with dyslexia read the written text more easily, while calculators or apps can assist with math computations.

Social-Emotional Support

Students with learning difficulties may benefit from social-emotional support to address issues such as low self-esteem, anxiety, or frustration. This support can include counseling, mindfulness practices, or social skills training.

Future Directions

While much progress has been made in understanding and addressing learning difficulties, there is still much work to be done. Here are some potential areas for future research and innovation:

Early Intervention

Early identification and intervention are crucial for supporting students with learning difficulties effectively. More research is needed to identify effective screening and assessment tools that can be implemented in schools and healthcare settings. Additionally, more resources and funding are needed to ensure that all students have access to early intervention services.

Personalized Learning

Personalized learning approaches, such as differentiated instruction or personalized learning plans, can help address the unique needs of students with learning difficulties. More research is needed to identify effective personalized learning approaches and to develop tools and resources to support their implementation.

Technology-Based Interventions

Technology-based interventions, such as gamification or virtual reality, have the potential to engage and motivate students with learning difficulties. More research is needed to identify effective technology-based interventions and to ensure that they are accessible and equitable for all students.

Teacher Training

Teachers play a critical role in identifying and addressing learning difficulties. More training and professional development opportunities are needed to ensure that all teachers have the knowledge and skills to support students with learning difficulties effectively.

Learning difficulties can be a hidden struggle for students, affecting their academic performance, social-emotional well-being, and future prospects. However, by understanding the underlying causes, identifying and addressing these difficulties, and providing appropriate support and accommodations, we can help ensure that all students have the opportunity to succeed. With continued research and innovation, we can continue to improve our understanding and support of students with learning difficulties.

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Challenges Encountered By Working Students that Affect their Academic Performance

• Andrea Faye Coral
• Erica Dawn Atillo
• John Jericho Baldoviso
• Ruel Binigay Jr.
• Jesserel Bugtong
• Geovannie Bernales Jr.

A working student is a person who works and goes to school as a student at the same time. Being a working student needs considerable effort not only in his work but also in his studies. Being a working student is extremely hard because they need to give 100% of their attention when they are in school and give 100% of their strength when they work. This research used quantitative research and descriptive method to describe the characteristics of a population being studied. Survey questionnaires were administered to 50Grade 12 Performing Arts students who were chosen through purposive sampling. The survey questionnaire was constructed to determine the challenges encountered by the working students that affect their academic performance. The result of the study showed that in terms of working students, the weighted mean of the respondents was 3.7, which strongly agreed that the financial aspect is the major challenge encountered by working students that affect their academic performance. Meanwhile, the weighted means of the respondents was 3.1, which agreed that time management is a minor challenge encountered by working students that affect their academic performance. The weighted mean of the respondents was 3.25, which agreed that priorities are also a minor challenge encountered by working students that affects their academic performance. The researchers recommended the following in terms of time management. If you are a working student, then you should know how to manage your time. A working student should know how to spend his or her time equally between study and work., plan everything, and do plan strategies. In terms of priorities, there will be a moment that working students have to choose between work and school; working students should know what is more important to prioritize; even if you are tired, you have to push yourself and be determined regarding the things that you need to do. One should prioritize their goal to achieve their dreams. In terms of the financial aspect, working students should save more for future expenses, use their money on things that they need and not on things that they want, know how to budget their money, practice effective strategies to save money.

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• Pak J Med Sci
• v.36(5); Jul-Aug 2020

What problems make students struggle during their undergraduate medical education? A qualitative exploratory study

Anbreen aziz.

1 Dr. Anbreen Aziz, BDS, MHPE. Department of Medical Education, HBS Dental College, Islamabad, Pakistan

Usman Mahboob

2 Dr. Usman Mahboob, MBBS, MPH, FHEA, DHPE, Fellow FAIMER. Assistant Professor in Medical Education. Institute of Health Professions Education & Research (IHPER), Khyber Medical University, Peshawar, Pakistan

Ahsan Sethi

3 Dr. Ahsan Sethi, BDS, MPH, MMEd, FHEA, MAcadMEd, FDTFEd, PhD. Assistant Professor and MHPE/PhD Supervisor, Institute of Health Professions Education & Research (IHPER), Khyber Medical University, Peshawar, Pakistan

To explore problems faced by struggling undergraduate medical students and their impact on student’s academics.

A qualitative case study was carried out from March to August 2019. Semi-structured interviews were conducted with a purposive sample of sixteen struggling students. The interview questions were validated and then piloted to ensure clarity. All interviews were audio recorded and transcribed verbatim. Due to sensitive nature of the data, confidentiality and anonymity was ensured. Thematic analysis was employed to get meaning with in the data set. All authors ensured analytical triangulation by independently analyzing the data before developing consensus on the codes and themes.

Eleven sub-themes under four major themes emerged from the transcripts. Participants were found to be struggling with emotional, academics and family related problems. Psychological distress was caused by factors such as fight with friends, one-sided love, and hard financial times. Time management, lack of attention and commitments at home were few of the other problems. Problems had an impact on students as they were demotivated, lost focus in their studies, could not perform good and few participants even failed in examinations.

Conclusions:

Students were struggling more with emotional and family related problems and less with academics related problems. They were impacting student’s academics. The study site had a robust mentoring program however, struggling students need timely identification and more dedicated time to help them manage their problems. Stress relieving activities and counselling sessions may frequently be added, and academically underachieved students should also be given extra care, support, and guidance.

INTRODUCTION

Medical schools are responsible for ensuring that graduates are knowledgeable, skillful and professional to meet society’s expectations. 1 Numerous studies of past have shown high prevalence of self-reported psychological distress among medical students as compared with the general population. 2 , 3 Although optimal level of stress is good for students during academic assessments, psychological distress may affect academic performance. 2 The term psychological distress describe condition of a person who experiences emotional suffering such as feelings of stress, anxiety, depressed mood, and burn-out. 2 Various factors such as personality, life events, responsibilities, medical school workload, curriculum and/or exposure to patient death may lead to psychological distress. 4 Moreover, the climate of medical education can be stressed, with impact on academic performance and health. 5 The students while going through undergraduate training may struggle with personal or academic problems and are termed as struggling students. 6

Past studies assessed the sources and prevalence of stress and burnout in all medical students via pre-validated questionnaires such as Copenhagen Burnout Inventory (CBI), 7 Depression Anxiety Stress Scales (DASS-21) 8 and Kessler10 Psychological Distress (K10). 9 In contrast, our study qualitatively explores the problems faced by the struggling students identified by the institutional mentoring program. The purpose of the study was to help strengthen mentoring program, by collecting in-depth data regarding problems and their impact on student’s academics.

A qualitative case study was carried out over a period of six months (March-August 2019). Ethical approval was granted by Ethics Review Committee (Riphah/IIMC/ERC/18/0313, Dated: February 11, 2019), Islamic International Medical College, Rawalpindi.

Participants

The sampling frame included all the struggling students. Struggling students are those who face personal or academic problems during their undergraduate medical training. 8 A purposive sample of sixteen struggling students was selected.

Interview guide and data collection

An interview guide was developed. Open-ended questions were asked regarding problems participants were facing along with impact of those problems on their academics. The interview questions were validated by five medical education experts and then piloted with three students to ensure clarity. The participants were informed about the voluntary nature of participation. Informed consent was taken, and the data were collected over few weeks. All interviews were audio recorded and transcribed verbatim. Due to sensitive nature of the data, confidentiality and anonymity was ensured. Only the first author had access to the recordings. The transcripts were anonymized before these were shared with other authors for data analysis. All data were kept in a password protected Laptop.

Data Analysis

Thematic analysis was employed to examine patterns within the data and to generate themes. Initially the authors familiarized themselves with the data by reading each line and segment carefully. In the next step, in-vivo codes were made to get rich descriptions of the data set. The codes merged to form categories and themes. All three authors analyzed the data independently, the codes and themes were discussed and agreed upon to ensure analytical triangulation.

Participants were mainly from clinical years (62.5%) and majority were struggling females (62.5%) ( Table-I ). Our study has explored the problems of struggling students and impact of those problems on their academics. Struggling students were identified by the institutional mentoring program. Mentoring program with its fortnightly formal mentoring sessions is responsible to manage problems of students and to provide psychologist for counselling sessions within institute.

Characteristics of the study participants.

*M-Male, F-Female.

Four themes along with eleven sub-themes were identified from data analysis ( Table-II ). Participants reported more emotional and family related and less academics related problems.

Problems of struggling undergraduate medical students with their impact on academics.

*M-Male, Y-Year of study.

Emotional problems

Psychological distress was found as the most common problem among the participants which was caused by factors such as fight with friends , one-sided love and financial crisis . One participant was depressed and lost focus in his studies due to fight with his old trustworthy friends. They blamed him of hiding study notes from them. A participant while explaining his one-sided love told that he even failed few subjects in examinations. Another participant shared that huge loss in her father’s business kept her under continuous stress of academic fee submission therefore, she lost focus in studies.

Academics related problems

Struggling students had time management issues while staying at home and due to integrated curriculum in the institute. One of the participants told that he was a day scholar since the first year and was duty bound at home as he had to fulfill house chores. Whereas, a fourth-year student was in shock of first time failing a subject because he was unable to cope with the course content and frequent assessments.

Family related problems

While staying at paternal uncle’s home, one struggling student was unable to focus on her studies due to distractions by frequent guests’ arrival. Whereas, another student had commitments at home being the eldest sibling as she was taking care of her ill mother. They lost focus in studies and performed poorly in examinations. Another participant was lacking attention by parents as all attention was grabbed by her ill brother therefore, she was not motivated to study and even failed in the examinations.

Impact on academics

The students were demotivated, lost focus in studies, performed poorly, and failed in examinations due to various emotional, academics and family related problems.

The study highlights the problems of struggling undergraduate medical students and its impact on their academics. Comparing with previous studies, 2 , 3 , 7 our findings regarding problems are more or less same with few differences. In our study, psychological distress and family related problems were the most common problems faced by struggling students due to factors such as fight with friends, one-sided love, financial crisis, distractions, commitments, and lack of attention . While in a previous study, increased workload and highly demanding nature of medical studies were causing stress among students. 10

Psychological distress includes stress, anxiety, depression and burnout in medical students that may be caused by personal factors, or the factors related to medical school training. 7 In a previous study, overall causes of stress were academic factors such as long, academically rigorous, and emotionally taxing phases of undergraduate medical training period, 11 while the emotional factors were the cause of stress in the first year MBBS. 12 In our study psychological distress was caused by only emotional factors in fourth and fifth year students.

More than 300 million peoples of all ages suffer from depression globally and untreated depression may lead to suicide among university students. 13 In a previous study, high stress level and low social support were the factors causing increased symptoms of depression in medical students. 14 Moreover, financial difficulties were the second major stressor in medical students in a previous study. 15 Similarly, in our study, financial crisis was the cause of emotional problems among struggling students. On contrary, a previous study reported that stressful environment of medical school caused emotional disorders and students felt sad and tired in response to life events which affected their academic performance. 16 In our study, struggling students were losing focus in studies and their emotional problems were cause of their failure in examinations.

Medical education being the toughest and vast field, calls for proper time management to achieve the set goals. A participant shared that he could not manage frequent assessments within integrated curriculum. His time management issues led to first-time failure which was shocking for him. Another participant was unable to focus on studies due to house chores as he was a day scholar, therefore, could not perform good. There are certain tips provided in the literature that emphasize on the need to develop skills such as time and life management to sustain lifelong career in medicine. 17

One of the participants was not motivated to study due to family related problem. Her parents were only paying attention to her schizophrenic brother. Though she was a good student in past, she failed the current year’s examination. In health professions education, motivation plays a significant role in the student’s academic performance as it is based on self-determination theory. 18 According to the theory, motivation is multi-dimensional construct depending upon self-determined and controlled behaviors in different environments. 19 Moreover, Internal regulation (intrinsic motivation) drives to pursue activity and is the most self-determined form of behavior which urges one to learn. In educational context, motivation is influenced by social experiences such as teacher’s support, extent of responsibility and early patient contact. Motivation can be enhanced by changing the educational environment and by supporting self-determined forms of motivation. 19

Distractions from frequent guest’s arrival, commitments of house chores and ill mother’s responsibility were other family related problems that were causing the struggling students to lose focus in studies and poor performance in examinations.

Limitations of the study

We did not analyze the year-wise problems of struggling students due to unavailability of uniform data.

CONCLUSIONS

Students were struggling more with emotional and family related problems and less with academics related problems. The problems were impacting student’s academics as they were demotivated, lost focus in studies, performed poorly, and failed in examinations. The medical institute had a robust mentoring program however, struggling students need timely identification and more dedicated time to help them manage their problems. Stress relieving activities and counselling sessions may frequently be added as healthy mind and body of the medical students is important for the provision of quality health services to their patients during medical school training and later to the community. Moreover, academically underachieved students should also be given extra care, support, and guidance. Future research should involve multiple institutes to get rich insights into the student’s problems and their experiences with formal mentoring program. Moreover, personal, and professional impact should also be explored along with academic impact.

Authors’ Contribution

AA and UM conceived the idea and designed the study.

AA collected data. AA, UM and AS did data analysis and interpretation.

UM and AS did time to time review and gave feedback to add important intellectual content.

All the authors contributed towards writing the manuscript and approved the final version. All the authors are accountable for integrity of research.

Acknowledgement

We are thankful to all participants and the institute where study was conducted. A special thanks to the head of mentoring program along with their mentors who contributed towards data collection especially Dr. Wajiha Shadab.

Conflict of Interest: This manuscript is extracted from the master’s in health Professions Education (MHPE) thesis of AA. UM supervised the thesis and was involved in it from its inception.

Grant Support & Financial Disclosures: None.

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• university of new orleans
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• president kathy johnson graces the cover of the spring 2024 issue

CAMPUS NEWS: MAY 14, 2024

Silver and blue 2024, president kathy johnson graces the cover of the spring 2024 issue of silver & blue.

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The spring 2024 issue of Silver & Blue magazine is now available.

The spring 2024 edition of Silver & Blue magazine is headed to your mailbox and is available around campus. The magazine offers alumni, students and friends of the University of New Orleans an exciting snapshot of the institution and its impactful work on campus and beyond.

Our cover story features University of New Orleans President Kathy Johnson, the eighth president and the first woman to helm UNO in its 66-year history. Read about her journey as a first-generation college student and why she has a passion for collaborative work. Here is a hint—she’s fond of the servant-leader model of guidance.  

This issue includes a feature on alumna Ellen Lee who knows first-hand the importance of second chances and has created a scholarship to help returning UNO students with the opportunity for academic success. Read about alumna Rebekah Lewis and her passion for primatology that has led her to work at the world’s largest chimpanzee sanctuary and meet UNO student Alvin Webre, one of the oldest fall 2023 graduates, who left retirement to pursue a college degree and “repurpose.”

Readers also can meet assistant women’s basketball coach Lonnika Thompson and learn more about her indomitable spirit as she battled back from a serious health condition.

Other highlights include stories about an archaeological dig at the oldest active cathedral in the United States, a concrete canoe race with engineering students, a conservation field school in central Africa, and faculty research that will help save Louisiana’s coastline and help train the workforce using virtual reality tools.

And, if you gasp in awe at the spectacular “First Look” photograph, it is the work of our video producer and drone pilot Esther Clowney.

A digital copy of Silver & Blue is available online here .

College Sports Executive Kiki Baker Barnes Tells UNO Graduates Be ‘ready to embrace the unexpected’

St. Claude Gallery Exhibits ‘Beyond Family’ by UNO Professor Ariya Martin

Former New Orleans Saints Players Team with UNO To Offer Financial Education Course To High School Students

RESEARCH ASSISTANT I MATH & STATS (STUDENT TEMP)

This position is for an undergraduate student research assistant will work on curation and analysis of police-related data through the Blue Data Lab. Potential work available on mathematical and statistical research into developing algorithmic impact assessments of police use of AI systems.   This position will be under the supervision of Dr. Tian An Wong. 

Required Qualifications*

Current UM-Dearborn undergraduate only .

Excellent organizational, analytic, and communication skills.

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The University of Michigan conducts background checks on all job candidates upon acceptance of a contingent offer and may use a third party administrator to conduct background checks.  Background checks are performed in compliance with the Fair Credit Reporting Act.

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The University of Michigan is an equal opportunity/affirmative action employer.

One America News Network

Miss usa 2023 announces title resignation, citing mental health struggles.

OAN’s  Brooke Mallory 1:40 PM – Monday, May 6, 2024

The beautiful and compassionate Miss USA 2023 is officially relinquishing her title.

Noelia Voigt, 24, said on Instagram on May 6 th that she is giving up the prestigious title in order to give her mental health more attention.

Voight said, “I realize this may come as a large shock to many. Never compromise your physical and mental well-being.” She also thanked her fans and coaches for their “unwavering support.”

“In life, I strongly value the importance of making decisions that feel best for you and your mental health. As individuals, we grow through experiencing different things in life that lead us to learning more about ourselves. My journey as Miss USA has been incredibly meaningful, representing Utah with pride, and later the USA at Miss Universe. Sadly, I have made the very tough decision to resign from the title of Miss USA 2023,” Voigt posted. “I am grateful for the love and support of the fans, old and new, my family, my friends, my coaches, former state and local directors, and my darling beloved Miss Teen USA, UmaSofia. Lifelong friendships and connections that I had the opportunity to make along the way while attending different events, and competing at state pageants, Miss USA, and Miss Universe are invaluable things I will be forever grateful for,” she continued.

Voigt noted that working with Smile Train and advocating for other causes that deal with dating violence prevention and anti-bullying has been her favorite part of her experience as Miss USA.

She also discussed the implications of being the first Venezuelan-American winner.

“Never could I have imagined the journey that my childhood dream would take me on,” she continued in the text-based photo. “Constant and consistent hard work and dedication all lead me to where I am today, and I hope that over the last seven years of competing in pageantry and sharing my journey with you all is something that inspires you to never give up on your dreams, whatever they may be.” “Eternal gratitude fills my heart when I think about the platform I was given to make a difference, the feeling of achieving a lifelong dream, and connecting with people all over the world, just as I said I would do on the Miss USA stage,” Voigt added. “Deep down I know that this is just the beginning of a new chapter for me, and my hope is that I continue to inspire others to remain steadfast, prioritize your mental health, advocate for yourself and others by using your voice and never be afraid of what the future holds, even if it feels uncertain.”

Voigt was named the 72 nd Miss USA winner in Reno, Nevada, in September 2023. Previously, in 2020, she was crowned Miss Alabama Collegiate before winning the title of Miss USA. She also went on to compete in the Miss Universe pageant in El Salvador.

In her younger years, Voigt studied interior design at the National Design Academy in the UK and the University of Alabama. Additionally, she is the author of a children’s book called “Maddie the Brave” and a qualified esthetician.

* If you or someone you know is struggling with thoughts of suicide, call or text 988 or chat at 988lifeline.org. Free, confidential help is available 24 hours a day, 7 days a week. *

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