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"Bachelor"
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Fiat flux : the writings of Wilson R. Bachelor, nineteenth-century country doctor and philosopher
Wilson R. Bachelor was a Tennessee native who moved with his family to Franklin County, Arkansas, in 1870. A country doctor and natural philosopher, Bachelor was impelled to chronicle his life from 1870 to 1902, documenting the family's move to Arkansas, their settling a farm in Franklin County, and Bachelor's medical practice. Bachelor was an avid reader with wide-ranging interests in literature, science, nature, politics, and religion, and he became a self-professed freethinker in the 1870s. He was driven by a concept he called \"fiat flux,\" an awareness of the \"rapid flight of time\" that motivated him to treat the people around him and the world itself as precious and fleeting.
Book
The social class gap in bachelor’s and master’s completion: university dropout in times of educational expansion
While many papers have focused on socially unequal admissions in higher education, this paper looks at the persistence of class differentials after enrolment. I examine the social class gap in bachelor’s programme dropout and in the transition from bachelor’s to master’s in Denmark from the formal introduction of the bachelor’s degree in 1993 up to recent cohorts. Using administrative data, I find that the class gap in bachelor’s departures has remained constant from 1993 to 2006, with disadvantaged students being around 15 percentage points more likely to leave a bachelor’s programme than advantaged students, even after adjusting for other factors such as grades from upper secondary school. Importantly, the class gap reappears at the master’s level, with privileged students being more likely to pursue a master’s degree than less privileged students. The size of the class gap is remarkable, given that this gap is found among a selected group of university enrolees. As other studies have found that educational expansion in higher education is not necessarily a remedy for narrowing the class gap in educational attainment, scholars need to pay more attention to keeping disadvantaged students from leaving higher education.
Journal Article
Bachelor nation : inside the world of America's favorite guilty pleasure
Draws on interviews with producers and fans to present a behind-the-scenes look at the reality television phenomenon and explores the show's cultural influence and significance.
Book
Beyond research-based literature reviews: a scoping review of methodological diversity in Swedish bachelor’s theses in nursing
Background
In Sweden, becoming a registered nurse with a Bachelor of Science degree in nursing requires three years of full-time study, including an independent 15-credit thesis. Nursing undergraduates have limited access to ongoing research projects and clinical settings, which often prioritize master’s students and faculty-led studies. Thus, many nursing programs default to a literature-review norm, which reduces methodological diversity. This study focuses solely on non-traditional approaches, such as blog analyses, autobiographical analyses, and other innovative designs. The study seeks to disclose how these methods contribute to understanding patient experiences and advancing nursing education and research.
Aim
The aim of the study was to systematically map and critically analyze the methodological and theoretical diversity within Swedish bachelor’s theses in nursing that employ alternative research methods.
Method
A scoping review was conducted. Searches were performed in the DiVA portal (title-only list of 22 145 records) and in three university repositories (2 861 records), followed by an abstract-inclusive DiVA search (491 records). Screening and full-text review yielded 380 final inclusions. The national digital science archive was used to access theses completed between 2013 and 2023. Descriptive and inferential statistics were employed to analyze the data.
Results
Autobiographical works were the most frequently used sources (
n
= 220), followed by blogs (
n
= 126). Dictionaries, internet forums, and combined sources were rare. Few theses used dictionaries, social media or internet forums. A descriptive research design was employed in most of the theses, and the majority focused on adults, primarily women. The theoretical content mainly covered themes related to existential issues and suffering, but several bachelor’s theses lacked a formal theoretical framework.
Conclusion
Descriptive designs predominated, while exploratory and theory-integrated approaches were rare. Addressing these gaps requires pedagogical reforms that support use of diverse data sources and encourage inclusive research.
Journal Article
Life expectancy in adulthood is falling for those without a BA degree, but as educational gaps have widened, racial gaps have narrowed
A 4-y college degree is increasingly the key to good jobs and, ultimately, to good lives in an ever-more meritocratic and unequal society. The bachelor’s degree (BA) is increasingly dividing Americans; the one-third with a BA or more live longer and more prosperous lives, while the two-thirds without face rising mortality and declining prospects. We construct a time series, from 1990 to 2018, of a summary of each year’s mortality rates and expected years lived from 25 to 75 at the fixed mortality rates of that year. Our measure excludes those over 75 who have done relatively well over the last three decades and focuses on the years when deaths rose rapidly through drug overdoses, suicides, and alcoholic liver disease and when the decline in mortality from cardiovascular disease slowed and reversed. The BA/no-BA gap in our measure widened steadily from 1990 to 2018. Beyond 2010, as those with a BA continued to see increases in our period measure of expected life, those without saw declines. This is true for the population as a whole, for men and for women, and for Black and White people. In contrast to growing education gaps, gaps between Black and White people diminished but did not vanish. By 2018, intraracial college divides were larger than interracial divides conditional on college; by our measure, those with a college diploma are more alike one another irrespective of race than they are like those of the same race who do not have a BA.
Journal Article
Intersecting the Academic Gender Gap: The Education of Lesbian, Gay, and Bisexual America
Although gender is central to contemporary accounts of educational stratification, sexuality has been largely invisible as a population-level axis of academic inequality. Taking advantage of major recent data expansions, the current study establishes sexuality as a core dimension of educational stratification in the United States. First, I analyze lesbian, gay, and bisexual (LGB) adults’ college completion rates: overall, by race/ethnicity, and by birth cohort. Then, using new data from the High School Longitudinal Survey of 2009, I analyze LGB students’ performance on a full range of achievement and attainment measures. Across analyses, I reveal two demographic facts. First, women’s rising academic advantages are largely confined to straight women: although lesbian women historically outpaced straight women, in contemporary cohorts, lesbian and bisexual women face significant academic disadvantages. Second, boys’ well-documented underperformance obscures one group with remarkably high levels of school success: gay boys. Given these facts, I propose that marginalization from hegemonic gender norms has important—but asymmetric—impacts on men’s and women’s academic success. To illustrate this point, I apply what I call a “gender predictive” approach, using supervised machine learning methods to uncover patterns of inequality otherwise obscured by the binary sex/gender measures typically available in population research.
Journal Article
A comparison of match outcomes between traditional medical degree and dual-degree applicants
Dual degrees combining and MD with another professional degree (MPH, MBA, or PhD) are becoming more common in an attempt to increase an applicant's competitivity for a residency.
This study was designed to assess differences in MD-only and dual degree MD applicants with respect to applicant characteristics and match outcomes.
Utilizing the voluntarily-reported publicly available 2017-2019 Texas STAR database, we assessed applicants from 115 medical schools. Texas STAR indicates that over this time period, there were 18,224 responses for a response rate of 43.8%. Comparisons were made between groups using student's t-test and chi-squared analysis.
Compared to MD only students, MD/MPH applicants had a higher propensity towards primary care specialties. MD/PhD applicants did not differ versus MD only applicants in their selection of primary care specialties, or of competitive specialties. MD/MBA applicants chose more competitive specialties and less primary care specialties. Despite all these differences, match rates were not different comparing MD only and dual-degree students.
Despite the growing popularity of combined MD programs, such programs do not appear to increase applicant match competitivity.
Journal Article
Effectiveness comparison between blended learning of histology practical in flipped physical classrooms and flipped virtual classrooms for MBBS students
Background
The flipped classroom blended learning model has been proven effective in the teaching of undergraduate medical courses as shown by student acceptance and results. Since COVID-19 necessitated the application of online learning in Histology practical for MBBS students, the effectiveness of the blended learning model on teaching quality has required additional attention.
Methods
A blended learning of histology practical was flipped in a virtual classroom (FVCR-BL) or in a physical classroom (FPCR-BL) in School of Medicine, Zhejiang University in China. Students were split into FVCR-BL group (
n
= 146) due to COVID-19 pandemic in 2020 or were randomly allocated into FPCR-BL group (
n
= 93) in 2021, and retrospectively, students with traditional learning in 2019 were allocated into traditional learning model in a physical classroom (PCR-TL) group (
n
= 89). Same learning requirements were given for 3 groups; all informative and summative scores of students were collected; a questionnaire of student satisfaction for blended learning activities were surveyed in 2021. Data of scores and scales were analyzed with Kruskal–Wallis test and Kolmogorov–Smirnov test in SPSS Statics software.
Results
The results clarified that FPCR-BL students obtained higher final exam scores and were more likely to engage in face-to-face interactions with instructors than FVCR-BL students. FPCR-BL and FVCR-BL students had higher classroom quiz scores than the PCR-TL students owing to the contribution of blended learning. The results of the questionnaire showed that participants of FPCR-BL positively rated the online learning and preview test, with a cumulative percentage of 68.31%, were more satisfying than other learning activities of blended learning. There were significant correlations (
r
= 0.581,
P
< 0.05) between online learning and the other three blended learning strategies.
Conclusions
In the flipped classroom with a blended learning process of histology practical, enhancing the quality of online learning boosts student satisfaction and improves knowledge learning; peer-to-peer interactions and instructor-to-peer interactions in the physical classroom improved knowledge construction.
Journal Article