Sample records for academic year ay

  1. 241-AY-101 Tank Construction Extent of Condition Review for Tank Integrity

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Barnes, Travis J.; Gunter, Jason R.

    2013-08-26

    This report provides the results of an extent of condition construction history review for tank 241-AY-101. The construction history of tank 241-AY-101 has been reviewed to identify issues similar to those experienced during tank AY-102 construction. Those issues and others impacting integrity are discussed based on information found in available construction records, using tank AY-102 as the comparison benchmark. In tank 241-AY-101, the second double-shell tank constructed, similar issues as those with tank 241-AY-102 construction reoccurred. The overall extent of similary and affect on tank 241-AY-101 integrity is described herein.

  2. Molecular characterization of two y-type high molecular weight glutenin subunit alleles 1Ay12 and 1Ay8 from cultivated einkorn wheat (Triticum monococcum ssp. monococcum).

    PubMed

    Guo, Xiao-Hui; Wu, Bi-Hua; Hu, Xi-Gui; Bi, Zhe-Guang; Wang, Zhen-Zhen; Liu, Deng-Cai; Zheng, You-Liang

    2013-03-01

    Two y-type high molecular weight glutenin subunits (HMW-GSs) 1Ay12 and 1Ay8 from the two accessions PI560720 and PI345186 of cultivated einkorn wheat (Triticum monococcum ssp. monococcum, AA, 2n=2x=14), were identified by sodium dodecyl sulfate polyacrylamide gel electrophoresis (SDS-PAGE). The mobility of 1Ay12 and 1Ay8 was similar to that of 1Dy12 and 1By8 from common wheat Chinese Spring, respectively. Their ORFs respectively consisted of 1812bp and 1935bp, encoding 602 and 643 amino acid residues with the four typical structural domains of HMW-GS including signal peptide, conserved N-, and C-terminal and central repetitive domains. Compared with the most similar active 1Ay alleles previous published, there were a total of 15 SNPs and 2 InDels in them. Their encoding functions were confirmed by successful heterogeneous expression. The two novel 1Ay alleles were named as 1Ay12 and 1Ay8 with the accession No. JQ318694 and JQ318695 in GenBank, respectively. The two alleles were classed into the two distinct groups, Phe-type and Cys-type, which might be relevant to the differentiation of Glu-A1-2 alleles. Of which, 1Ay8 belonged to Cys-type group, and its protein possessed an additional conserved cysteine residue in central repetitive region besides the six common ones in N- and C-terminal regions of Phe-type group, and was the second longest in all the known active 1Ay alleles. These results suggested that the subunit 1Ay8 of cultivated einkorn wheat accession PI345186 might have a potential ability to strengthen the gluten polymer interactions and be a valuable genetic resource for wheat quality improvement. Copyright © 2012 Elsevier B.V. All rights reserved.

  3. Developmental Education and Student Debt: Remediation's Uncertain Impact on Financial and Academic Outcomes. Research Report

    ERIC Educational Resources Information Center

    Fernandez, Chris; Barone, Sandra; Klepfer, Kasey

    2014-01-01

    Developmental education is integral to higher education in the United States. In academic year (AY) 2011-12, about one-third of all first-year undergraduates and 40 percent of first-year community college students were enrolled in at least one developmental course (NPSAS:12). Generally, students who fail to achieve adequate scores on placement…

  4. Double Shell Tank AY-102 Radioactive Waste Leak Investigation

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Washenfelder, Dennis J.

    2014-04-10

    PowerPoint. The objectives of this presentation are to: Describe Effort to Determine Whether Tank AY-102 Leaked; Review Probable Causes of the Tank AY-102 Leak; and, Discuss Influence of Leak on Hanford’s Double-Shell Tank Integrity Program.

  5. Double-Shell Tank Visual Inspection Changes Resulting from the Tank 241-AY-102 Primary Tank Leak

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Girardot, Crystal L.; Washenfelder, Dennis J.; Johnson, Jeremy M.

    2013-11-14

    As part of the Double-Shell Tank (DST) Integrity Program, remote visual inspections are utilized to perform qualitative in-service inspections of the DSTs in order to provide a general overview of the condition of the tanks. During routine visual inspections of tank 241-AY-102 (AY-102) in August 2012, anomalies were identified on the annulus floor which resulted in further evaluations. In October 2012, Washington River Protection Solutions, LLC determined that the primary tank of AY-102 was leaking. Following identification of the tank AY-102 probable leak cause, evaluations considered the adequacy of the existing annulus inspection frequency with respect to the circumstances ofmore » the tank AY-102 1eak and the advancing age of the DST structures. The evaluations concluded that the interval between annulus inspections should be shortened for all DSTs, and each annulus inspection should cover > 95 percent of annulus floor area, and the portion of the primary tank (i.e., dome, sidewall, lower knuckle, and insulating refractory) that is visible from the annulus inspection risers. In March 2013, enhanced visual inspections were performed for the six oldest tanks: 241-AY-101, 241-AZ-101,241-AZ-102, 241-SY-101, 241-SY-102, and 241-SY-103, and no evidence of leakage from the primary tank were observed. Prior to October 2012, the approach for conducting visual examinations of DSTs was to perform a video examination of each tank's interior and annulus regions approximately every five years (not to exceed seven years between inspections). Also, the annulus inspection only covered about 42 percent of the annulus floor.« less

  6. Hanford Double-Shell Tank AY-102 Radioactive Waste Leak Investigation Update

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Washenfelder, Dennis J.

    2015-02-03

    The presentation outline is: Briefly review leak integrity status of tank AY-102 and current leak behavior; Summarize recent initiatives to understand leak mechanism and to verify integrity of remaining waste confinement structures; describe planned waste recovery activities; and, introduce other papers on tank AY-102 topics.

  7. Imidacloprid is hydroxylated by Laodelphax striatellus CYP6AY3v2.

    PubMed

    Wang, R; Zhu, Y; Deng, L; Zhang, H; Wang, Q; Yin, M; Song, P; Elzaki, M E A; Han, Z; Wu, M

    2017-10-01

    Laodelphax striatellus (Fallén) is one of the most destructive pests of rice, and has developed high resistance to imidacloprid. Our previous work indicated a strong association between imidacloprid resistance and the overexpression of a cytochrome P450 gene CYP6AY3v2 in a L. striatellus imidacloprid resistant strain (Imid-R). In this study, a transgenic Drosophila melanogaster line that overexpressed the L. striatellus CYP6AY3v2 gene was established and was found to confer increased levels of imidacloprid resistance. Furthermore, CYP6AY3v2 was co-expressed with D. melanogaster cytochrome P450 reductase (CPR) in Spodoptera frugiperda 9 (SF9) cells. A carbon monoxide difference spectra analysis indicated that CYP6AY3v2 was expressed predominately in its cytochrome P450 (P450) form, which is indicative of a good-quality functional enzyme. The recombinant CYP6AY3v2 protein efficiently catalysed the model substrate P-nitroanisole to p-nitrophenol with a maximum velocity (V max ) of 60.78 ± 3.93 optical density (mOD)/min/mg protein. In addition, imidacloprid itself was metabolized by the recombinant CYP6AY3v2/nicotinamide adenine dinucleotide 2'-phosphate reduced tetrasodium salt (NADPH) CPR microsomes in in vitro assays (catalytic constant (K cat ) = 0.34 pmol/min/pmol P450, michaelis constant (K m ) = 41.98 μM), and imidacloprid depletion and metabolite peak formation were with a time dependence. The data provided direct evidence that CYP6AY3v2 is capable of hydroxylation of imidacloprid and conferring metabolic resistance in L. striatellus. © 2017 The Royal Entomological Society.

  8. 34 CFR 668.3 - Academic year.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false Academic year. 668.3 Section 668.3 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS General § 668.3 Academic year. (a) General. Except as provided in paragraph (c) of this section, an academic year for a program of study must include...

  9. 34 CFR 668.3 - Academic year.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false Academic year. 668.3 Section 668.3 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS General § 668.3 Academic year. (a) General. Except as provided in paragraph (c) of this section, an academic year for a program of study must include...

  10. 34 CFR 668.3 - Academic year.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false Academic year. 668.3 Section 668.3 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS General § 668.3 Academic year. (a) General. Except as provided in paragraph (c) of this section, an academic year for a program of study must include...

  11. Further characterization of diabetes mellitus and body weight loss in males of the congenic mouse strain DDD.Cg-Ay

    PubMed Central

    SUTO, Jun-ichi; SATOU, Kunio

    2014-01-01

    The Ay allele at the agouti locus causes obesity and promotes linear growth in mice. However, body weight gain stops between 16 and 17 weeks after birth, and then, body weight decreases gradually in DDD.Cg-Ay male mice. Body weight loss is a consequence of diabetes mellitus, which is genetically controlled mainly by a quantitative trait locus (QTL) on chromosome 4. This study aimed to further characterize diabetes mellitus and body weight loss in DDD.Cg-Ay males. The number of β-cells was markedly reduced, and plasma insulin levels were very low in the DDD.Cg-Ay males. Using a backcross progeny of DDD × (B6 × DDD.Cg-Ay) F1-Ay, we identified one significant QTL for plasma insulin levels on distal chromosome 4, which was coincidental with QTL for hyperglycemia and lower body weight. The DDD allele was associated with decreased plasma insulin levels. When the DDD.Cg-Ay males were housed under three different housing conditions [group housing (4 or 5 DDD.Cg-Ay and DDD males), individual housing (single DDD.Cg-Ay male) and single male housing with females (single DDD.Cg-Ay male with DDD.Cg-Ay or DDD females)], diabetes mellitus and body weight loss were most severely expressed in individually housed mice. Thus, the severity of diabetes and body weight loss in the DDD.Cg-Ay males was strongly influenced by the housing conditions. These results demonstrate that both genetic and nongenetic environmental factors are involved in the development of diabetes mellitus and body weight loss in the DDD.Cg-Ay males. PMID:25373882

  12. TEST PLAN AND PROCEDURE FOR THE EXAMINATION OF TANK 241-AY-101 MULTI-PROBE CORROSION MONITORING SYSTEM

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    WYRWAS RB; PAGE JS; COOKE GS

    This test plan describes the methods to be used in the forensic examination of the Multi-probe Corrosion Monitoring System (MPCMS) installed in the double-shell tank 241-AY-101 (AY-101). The probe was designed by Applied Research and Engineering Sciences (ARES) Corporation. The probe contains four sections, each of which can be removed from the tank independently (H-14-107634, AY-101 MPCMS Removable Probe Assembly) and one fixed center assembly. Each removable section contains three types of passive corrosion coupons: bar coupons, round coupons, and stressed C-rings (H-14-l07635, AY-101 MPCMS Details). Photographs and weights of each coupon were recorded and reported on drawing H-14-107634 andmore » in RPP-RPT-40629, 241-AY-101 MPCMS C-Ring Coupon Photographs. The coupons will be the subject of the forensic analyses. The purpose of this examination will be to document the nature and extent of corrosion of the 29 coupons. This documentation will consist of photographs and photomicrographs of the C-rings and round coupons, as well as the weights of the bar and round coupons during corrosion removal. The total weight loss of the cleaned coupons will be used in conjunction with the surface area of each to calculate corrosion rates in mils per year. The bar coupons were presumably placed to investigate the liquid-air-interface. An analysis of the waste level heights in the waste tank will be investigated as part of this examination.« less

  13. Academic Year Report, 2009-2010

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, 2010

    2010-01-01

    This Academic Year Report 2009-10 provides a snapshot of funding, facilities, staffing, and enrollments in community and technical colleges in the past academic year. The report also describes key measures of student outcomes and addresses the most frequently asked questions related to expenditures, personnel and students. Additional demographic…

  14. Tank 241-AY-102 Secondary Liner Corrosion Evaluation - 14191

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Boomer, Kayle D.; Washenfelder, Dennis J.; Johnson, Jeremy M.

    2014-01-07

    In October 2012, Washington River Protection Solutions, LLC (WRPS) determined that the primary tank of 241-AY-102 (AY-102) was leaking. A number of evaluations were performed after discovery of the leak which identified corrosion from storage of waste at the high waste temperatures as one of the major contributing factors in the failure of the tank. The propensity for corrosion of the waste on the annulus floor will be investigated to determine if it is corrosive and must be promptly removed or if it is benign and may remain in the annulus. The chemical composition of waste, the temperature and themore » character of the steel are important factors in assessing the propensity for corrosion. Unfortunately, the temperatures of the wastes in contact with the secondary steel liner are not known; they are estimated to range from 45 deg C to 60 deg C. It is also notable that most corrosion tests have been carried out with un-welded, stress-relieved steels, but the secondary liner in tank AY-102 was not stress-relieved. In addition, the cold weather fabrication and welding led to many problems, which required repeated softening of the metal to flatten secondary bottom during its construction. This flame treatment may have altered the microstructure of the steel.« less

  15. 34 CFR 668.3 - Academic year.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Academic year. 668.3 Section 668.3 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS General § 668.3 Academic year. (a) General. Except as provided in paragraph (c) of this...

  16. Project W-320 acceptance test report for AY-farm electrical distribution

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Bevins, R.R.

    1998-04-02

    This Acceptance Test Procedure (ATP) has been prepared to demonstrate that the AY-Farm Electrical Distribution System functions as required by the design criteria. This test is divided into three parts to support the planned construction schedule; Section 8 tests Mini-Power Pane AY102-PPI and the EES; Section 9 tests the SSS support systems; Section 10 tests the SSS and the Multi-Pak Group Control Panel. This test does not include the operation of end-use components (loads) supplied from the distribution system. Tests of the end-use components (loads) will be performed by other W-320 ATPs.

  17. ChAy/Bx, a novel chimeric high-molecular-weight glutenin subunit gene apparently created by homoeologous recombination in Triticum turgidum ssp. dicoccoides.

    PubMed

    Guo, Xiao-Hui; Bi, Zhe-Guang; Wu, Bi-Hua; Wang, Zhen-Zhen; Hu, Ji-Liang; Zheng, You-Liang; Liu, Deng-Cai

    2013-12-01

    High-molecular-weight glutenin subunits (HMW-GSs) are of considerable interest, because they play a crucial role in determining dough viscoelastic properties and end-use quality of wheat flour. In this paper, ChAy/Bx, a novel chimeric HMW-GS gene from Triticum turgidum ssp. dicoccoides (AABB, 2n=4x=28) accession D129, was isolated and characterized. Sodium dodecyl sulfate polyacrylamide gel electrophoresis (SDS-PAGE) analysis revealed that the electrophoretic mobility of the glutenin subunit encoded by ChAy/Bx was slightly faster than that of 1Dy12. The complete ORF of ChAy/Bx contained 1,671 bp encoding a deduced polypeptide of 555 amino acid residues (or 534 amino acid residues for the mature protein), making it the smallest HMW-GS gene known from Triticum species. Sequence analysis showed that ChAy/Bx was neither a conventional x-type nor a conventional y-type subunit gene, but a novel chimeric gene. Its first 1305 nt sequence was highly homologous with the corresponding sequence of 1Ay type genes, while its final 366 nt sequence was highly homologous with the corresponding sequence of 1Bx type genes. The mature ChAy/Bx protein consisted of the N-terminus of 1Ay type subunit (the first 414 amino acid residues) and the C-terminus of 1Bx type subunit (the final 120 amino acid residues). Secondary structure prediction showed that ChAy/Bx contained some domains of 1Ay subunit and some domains of 1Bx subunit. The special structure of this HMW glutenin chimera ChAy/Bx subunit might have unique effects on the end-use quality of wheat flour. Here we propose that homoeologous recombination might be a novel pathway for allelic variation or molecular evolution of HMW-GSs. © 2013.

  18. THE MOST SLOWLY DECLINING TYPE Ia SUPERNOVA 2001ay

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Krisciunas, Kevin; Gooding, Samuel D.; Li Weidong, E-mail: krisciunas@physics.tamu.edu, E-mail: sam.gooding86@gmail.com, E-mail: weidong@astro.berkeley.edu

    2011-09-15

    We present optical and near-infrared photometry, as well as ground-based optical spectra and Hubble Space Telescope ultraviolet spectra, of the Type Ia supernova (SN) 2001ay. At maximum light the Si II and Mg II lines indicated expansion velocities of 14,000 km s{sup -1}, while Si III and S II showed velocities of 9000 km s{sup -1}. There is also evidence for some unburned carbon at 12,000 km s{sup -1}. SN 2001ay exhibited a decline-rate parameter of {Delta}m{sub 15}(B) = 0.68 {+-} 0.05 mag; this and the B-band photometry at t {approx}> +25 day past maximum make it the most slowlymore » declining Type Ia SN yet discovered. Three of the four super-Chandrasekhar-mass candidates have decline rates almost as slow as this. After correction for Galactic and host-galaxy extinction, SN 2001ay had M{sub B} = -19.19 and M{sub V} = -19.17 mag at maximum light; thus, it was not overluminous in optical bands. In near-infrared bands it was overluminous only at the 2{sigma} level at most. For a rise time of 18 days (explosion to bolometric maximum) the implied {sup 56}Ni yield was (0.58 {+-} 0.15)/{alpha} M{sub sun}, with {alpha} = L{sub max}/E{sub Ni} probably in the range 1.0-1.2. The {sup 56}Ni yield is comparable to that of many Type Ia SNe. The 'normal' {sup 56}Ni yield and the typical peak optical brightness suggest that the very broad optical light curve is explained by the trapping of {gamma} rays in the inner regions.« less

  19. Ralstonia solanacearum Type III Effector RipAY Is a Glutathione-Degrading Enzyme That Is Activated by Plant Cytosolic Thioredoxins and Suppresses Plant Immunity.

    PubMed

    Mukaihara, Takafumi; Hatanaka, Tadashi; Nakano, Masahito; Oda, Kenji

    2016-04-12

    The plant pathogen Ralstonia solanacearum uses a large repertoire of type III effector proteins to succeed in infection. To clarify the function of effector proteins in host eukaryote cells, we expressed effectors in yeast cells and identified seven effector proteins that interfere with yeast growth. One of the effector proteins, RipAY, was found to share homology with the ChaC family proteins that function as γ-glutamyl cyclotransferases, which degrade glutathione (GSH), a tripeptide that plays important roles in the plant immune system. RipAY significantly inhibited yeast growth and simultaneously induced rapid GSH depletion when expressed in yeast cells. The in vitro GSH degradation activity of RipAY is specifically activated by eukaryotic factors in the yeast and plant extracts. Biochemical purification of the yeast protein identified that RipAY is activated by thioredoxin TRX2. On the other hand, RipAY was not activated by bacterial thioredoxins. Interestingly, RipAY was activated by plant h-type thioredoxins that exist in large amounts in the plant cytosol, but not by chloroplastic m-, f-, x-, y- and z-type thioredoxins, in a thiol-independent manner. The transient expression of RipAY decreased the GSH level in plant cells and affected the flg22-triggered production of reactive oxygen species (ROS) and expression of pathogen-associated molecular pattern (PAMP)-triggered immunity (PTI) marker genes in Nicotiana benthamiana leaves. These results indicate that RipAY is activated by host cytosolic thioredoxins and degrades GSH specifically in plant cells to suppress plant immunity. Ralstonia solanacearum is the causal agent of bacterial wilt disease of plants. This pathogen injects virulence effector proteins into host cells to suppress disease resistance responses of plants. In this article, we report a biochemical activity of R. solanacearum effector protein RipAY. RipAY can degrade GSH, a tripeptide that plays important roles in the plant immune system, with

  20. Evaluation of the impact of resident work hour restrictions on resident outpatient clinical experience.

    PubMed

    Patel, Shweta V; Driggers, Rita W; Zahn, Christopher M

    2011-01-01

    To estimate the effect of work hour restrictions on resident outpatient clinical experience. Schedule templates from academic years 1998-1999 (before work hour restrictions), 2002-2003 (when night float rotation was added in anticipation of work hour restrictions), and 2008-2009 (during work hour restrictions) were compared for outpatient clinic experience before and after work hour restrictions were implemented. Actual clinics on specific rotations and estimated patient encounters per scheduled clinic were considered. Between academic year (AY) 1998-1999 and AY 2008-2009 there was a generalized downward trend in average outpatient encounters for postgraduate year (PGY)-2, PGY-3 and PGY-4 residents (45%, 34% and 36%, respectively). For obstetrics, gynecology and ambulatory rotations, there was a downward trend in average outpatient encounters for each rotation type (61%, 14% and 63%, respectively). The average number of scheduled clinics per week was slightly decreased when comparing AY 1998-1999 to either AY 2002-2003 or AY 2008-2009. Rotation schedules before and after work hour restrictions demonstrated a downward trend in the number of scheduled outpatient encounters. These findings indicate a potential negative impact on preparation for clinical practice.

  1. Evaluating the effects of an integrated medical ethics curriculum on first-year students.

    PubMed

    Chin, Jacqueline J L; Voo, Teck Chuan; Karim, Syahirah Abdul; Chan, Yiong Huak; Campbell, Alastair V

    2011-01-01

    An integrated biomedical ethics track was implemented as part of the new medical undergraduate curriculum at the National University of Singapore Yong Loo Lin School of Medicine in academic year (AY) 2008/2009. This study analyses the effects of the new curriculum on fi rst-year students' knowledge, confidence and opinions in relation to the subject. In a cohort-based quasi-experimental study, we administered a pre-course and post-course questionnaire to a group of fi rst-year students in AY2008/2009 who underwent the new biomedical ethics curriculum. The same questionnaire was carried out with the fi rst-year cohort of AY2007/2008, who had received only ad hoc teaching in biomedical ethics. The questionnaire focused on the students' opinions on selected taught topics in biomedical ethics and law, and formal ethics education; their confidence in relation to specific clinical ethical competencies; and their knowledge of selected taught topics in the fi rst-year syllabus. The experimental cohort acquired more knowledge and confidence. They rated more positively formal ethics teaching and assessment as a requirement of medical education. Attitudes were found to have been 'professionalised' within the experimental group, with significantly greater receptiveness towards ethical codes of the profession and the regulatory role of the Singapore Medical Council. They were found to be more conservative with respect to legislative changes in healthcare. The pioneer biomedical ethics curriculum had significant effects on the ethical development of fi rst-year medical students. Longitudinal research through further phases of the integrated curriculum is needed to identify learning issues that affect the consolidation of knowledge, confidence and attitudes in medical ethics, law and professionalism.

  2. Academic achievement in first-year Portuguese college students: the role of academic preparation and learning strategies.

    PubMed

    Soares, Ana Paula; Guisande, Adelina M; Almeida, Leandro S; Páramo, Fernanda M

    2009-06-01

    This paper analyses the role of academic preparation and learning strategies in the prediction of first-year Portuguese college students' academic achievement, considering students' sex and academic field attended. A sample of 445 first-year college students (68.5% female) from the University of Minho (25.8% enrolled in economics, 35.3% in science/technology, and 38.9% in humanities degrees) participated in the study. Students answered a questionnaire on learning strategies in the classroom at the end of the first semester, which consisted of 44 items organized in five dimensions: comprehensive approach, surface approach, personal competency perceptions, intrinsic motivation, and organization of study activities. Academic achievement (grade point average at the end of first year) and academic preparation (students' higher education access mark) were obtained through the academic records of the university. Results showed that academic preparation was the strongest predictor of first-year academic achievement, and only marginal additional variance was explained by learning strategies as assessed by the self-reported questionnaire. There were sex and academic field differences, but these variables do not seem strong enough to affect the results, although the different percentages of variance captured by each model and the different weights associated to higher education access mark, stimulate the use of these and/or other personal and contextual variables when analysing the phenomenon.

  3. Organization of Academic Advising in Ohio's Two-Year Public Colleges

    ERIC Educational Resources Information Center

    Walker, Verne W.

    2012-01-01

    Academic advising administrators, academic advising professional organization leaders, and academic advising scholars have not had access to information about how academic advising is organized in their states. The purposes of this study were (a) to describe the organization of academic advising in Ohio's two-year public colleges; (b) to explore…

  4. 241-AY-102 Leak Detection Pit Drain Line Inspection Report

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Boomer, Kayle D.; Engeman, Jason K.; Gunter, Jason R.

    2014-01-20

    This document provides a description of the design components, operational approach, and results from the Tank AY-102 leak detection pit drain piping visual inspection. To perform this inspection a custom robotic crawler with a deployment device was designed, built, and operated by IHI Southwest Technologies, Inc. for WRPS to inspect the 6-inch leak detection pit drain line.

  5. Academic Year Report, 1999-2000.

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, Olympia.

    This report provides a snapshot of funding, facilities, staffing, and enrollments in Washington's community and technical colleges in the 1999-2000 academic year. The report also describes key measures of student outcomes, and addresses the most frequently asked questions related to expenditures, personnel and students. Report highlights include:…

  6. Academic Year Abroad. 1988-89.

    ERIC Educational Resources Information Center

    Howard, Edrice Marguerite, Ed.

    This directory of study-abroad programs provides information on over 1,500 postsecondary study programs that take place in countries other than the United States during the academic year. An introductory section describes the organization of the listings (which provide program sponsor and name, location, dates, subjects, credit, eligibility,…

  7. The Relationships among Academic Attitudes, Psychological Attitudes, and the First-Semester Academic Achievement of First-Year College Students

    ERIC Educational Resources Information Center

    Reynolds, Amy L.; Weigand, Matthew J.

    2010-01-01

    This study examined the relationships among academic and psychological attitudes and academic achievement of first-year students. The College Resilience Scale, the Academic Motivation Scale, the College Self-Efficacy Inventory, and the University Environment Scale were administered to 164 first-year undergraduate students enrolled at a large RU/VH…

  8. 241-AY Double Shell Tanks (DST) Integrity Assessment Report

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    JENSEN, C.E.

    1999-09-21

    This report presents the results of the integrity assessment of the 241-AY double-shell tank farm facility located in the 200 East Area of the Hanford Site. The assessment included the design evaluation and integrity examinations of the tanks and concluded that the facility is adequately designed, is compatible with the waste, and is fit for use. Recommendations including subsequent examinations. are made to ensure the continued safe operation of the tanks.

  9. Clostridium perfringens epsilon toxin mutant Y30A-Y196A as a recombinant vaccine candidate against enterotoxemia.

    PubMed

    Bokori-Brown, Monika; Hall, Charlotte A; Vance, Charlotte; Fernandes da Costa, Sérgio P; Savva, Christos G; Naylor, Claire E; Cole, Ambrose R; Basak, Ajit K; Moss, David S; Titball, Richard W

    2014-05-13

    Epsilon toxin (Etx) is a β-pore-forming toxin produced by Clostridium perfringens toxinotypes B and D and plays a key role in the pathogenesis of enterotoxemia, a severe, often fatal disease of ruminants that causes significant economic losses to the farming industry worldwide. This study aimed to determine the potential of a site-directed mutant of Etx (Y30A-Y196A) to be exploited as a recombinant vaccine against enterotoxemia. Replacement of Y30 and Y196 with alanine generated a stable variant of Etx with significantly reduced cell binding and cytotoxic activities in MDCK.2 cells relative to wild type toxin (>430-fold increase in CT50) and Y30A-Y196A was inactive in mice after intraperitoneal administration of trypsin activated toxin at 1000× the expected LD50 dose of trypsin activated wild type toxin. Moreover, polyclonal antibody raised in rabbits against Y30A-Y196A provided protection against wild type toxin in an in vitro neutralisation assay. These data suggest that Y30A-Y196A mutant could form the basis of an improved recombinant vaccine against enterotoxemia. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

  10. Another Record Year for Academic Pork.

    ERIC Educational Resources Information Center

    Brainard, Jeffrey

    2002-01-01

    Discusses how, fueled by the war on terrorism, Congress has awarded a record $1.8 billion in academic earmarks in the 2002 fiscal year. Profiles several recipient programs and includes a campus-by-campus list of projects. (EV)

  11. Use of a problem-based learning discussion format to teach anesthesiology residents research fundamentals.

    PubMed

    Sakai, Tetsuro; Karausky, Patricia L; Valenti, Shannon L; Sandusky, Susan L; Hirsch, Sandra C; Xu, Yan

    2013-09-01

    To present a new research problem-based learning discussion (PBLD) conference and to evaluate its effect on residents. Retrospective observational study of resident education before and after implementation of a research PBLD. Large U.S. academic anesthesiology department. 93 anesthesiology residents with research PBLD exposure in the academic year (AY) 2010 and AY 2011, and 85 residents without research PBLD exposure in AY 2008 and AY 2009. Since AY 2010, a PBLD format has been used to teach residents clinical research fundamentals. The annual 90-minute PBLD addressed residents' perceived barriers to research and introduced research resources available via the Clinical and Translational Science Institute (CTSI). Data recorded were: 1) number of residents who made CTSI consultation solicitations as a new investigator, and 2) number of new research projects proposed by the residents and designed with CTSI consultation. Each outcome was compared between the prePBLD group (AY 2008 [n=43] and AY 2009 [n=42]) and the postPBLD group (AY 2010 [n=43] and AY 2011 [n=50]). The number of residents who consulted the CTSI as new investigators increased from 4 of 85 residents (4.7%) in the prePBLD group to 13 of 93 residents (14.0%) in the postPBLD group (P = 0.042). The number of new research projects for which the residents consulted CTSI increased from 10 to 20 (100% increase). A PBLD format for research education of anesthesiology residents is effective. © 2013 Elsevier Inc. All rights reserved.

  12. Hanford Double-Shell Tank AY-102 Radioactive Waste Leak Investigation Update - 15302

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Washenfelder, D. J.; Johnson, J. M.

    2014-12-22

    Tank AY-102 was the first of 28 double-shell radioactive waste storage tanks constructed at the U. S. Department of Energy’s Hanford Site, near Richland, WA. The tank was completed in 1970, and entered service in 1971. In August, 2012, an accumulation of material was discovered at two sites on the floor of the annulus that separates the primary tank from the secondary liner. The material was sampled and determined to originate from the primary tank. This paper summarizes the changes in leak behavior that have occurred during the past two years, inspections to determine the capability of the secondary linermore » to continue safely containing the leakage, and the initial results of testing to determine the leak mechanism.« less

  13. Academic Self-Efficacy, Self-Regulated Learning and Academic Performance in First-Year University Students

    ERIC Educational Resources Information Center

    Alegre, Alberto A.

    2014-01-01

    The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students) admitted to a private university of Lima for the 2013-2 term by using…

  14. The roles of CYP6AY1 and CYP6ER1 in imidacloprid resistance in the brown planthopper: Expression levels and detoxification efficiency.

    PubMed

    Bao, Haibo; Gao, Hongli; Zhang, Yixi; Fan, Dongzhe; Fang, Jichao; Liu, Zewen

    2016-05-01

    Two P450 monooxygenase genes, CYP6AY1 and CYP6ER1, were reported to contribute importantly to imidacloprid resistance in the brown planthopper, Nilaparvata lugens. Although recombinant CYP6AY1 could metabolize imidacloprid efficiently, the expression levels of CYP6ER1 gene were higher in most resistant populations. In the present study, three field populations were collected from different countries, and the bioassay, RNAi and imidacloprid metabolism were performed to evaluate the importance of two P450s in imidacloprid resistance. All three populations, DOT (Dongtai) from China, CNA (Chainat) from Thailand and HCM (Ho Chi Minh) from Vietnam, showed high resistance to imidacloprid (57.0-, 102.9- and 89.0-fold). CYP6AY1 and CYP6ER1 were both over expressed in three populations, with highest ratio of 13.2-fold for CYP6ER1 in HCM population. Synergism test and RNAi analysis confirmed the roles of both P450 genes in imidacloprid resistance. However, CYP6AY1 was indicated more important in CNA population, and CYP6AY1 and CYP6ER1 were equal in HCM population, although the expression level of CYP6ER1 (13.2-fold) was much higher than that of CYP6AY1 (4.11-fold) in HCM population. Although the recombinant proteins of both P450 genes could metabolize imidacloprid efficiently, the catalytic activity of CYP6AY1 (Kcat=3.627 pmol/min/pmol P450) was significantly higher than that of CYP6ER1 (Kcat=2.785 pmol/min/pmol P450). It was supposed that both P450 proteins were important for imidacloprid resistance, in which CYP6AY1 metabolized imidacloprid more efficiently and CYP6ER1 gene could be regulated by imidacloprid to a higher level. Copyright © 2015 Elsevier B.V. All rights reserved.

  15. Supporting the students most in need: academic self-efficacy and perceived teacher support in relation to within-year academic growth.

    PubMed

    Mercer, Sterett H; Nellis, Leah M; Martínez, Rebecca S; Kirk, Megan

    2011-06-01

    Academic self-efficacy and perceived teacher support in relation to academic skill growth across one academic year were examined in the study. Participants included 193 5th-grade students. Teachers collected curriculum-based measures (CBM) of reading and math on three occasions as part of routine academic benchmarks, and researchers collected student-reported measures of academic self-efficacy and perceived teacher support in the spring of the same academic year. Results indicated that academic self-efficacy was positively related to fall reading and math CBM scores and that perceived teacher support was unrelated to fall scores or growth across the academic year. Academic self-efficacy and perceived teacher support interacted in relation to math CBM growth such that low levels of perceived teacher support were related to greater growth, particularly for students with high academic self-efficacy. Follow-up analyses indicated that students with the lowest fall CBM scores and smallest growth rates reported higher levels of perceived teacher support, suggesting that teachers support the students most in need. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  16. Supporting document for the historical tank content estimate for AY-tank farm

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Brevick, C H; Stroup, J L; Funk, J. W.

    1997-03-12

    This Supporting Document provides historical in-depth characterization information on AY-Tank Farm, such as historical waste transfer and level data, tank physical information, temperature plots, liquid observation well plots, chemical analyte and radionuclide inventories for the Historical Tank Content Estimate Report for the Southeast Quadrant of the Hanford 200 Areas.

  17. Parental behavioral control in academic and non-academic domains: a three-year longitudinal study in the Chinese culture.

    PubMed

    Shek, Daniel T L; Lee, Tak Yan

    2007-01-01

    For over three consecutive years, 2559 Chinese adolescents (mean age = 12.65 years at Wave 1) responded to instruments assessing their perceived parental behavioral control based on measures of parental knowledge, expectation, monitoring, and discipline. The results show that compared with parental control in the academic domain, parental control in the non-academic domain (peer relations domain) was relatively weaker, using parental knowledge, parental expectation, parental monitoring, and parental discipline as indicators, and a decline in parental behavioral control occurred over time. Although domain (academic domain versus non-academic domain) X time (Time 1, Time 2 versus Time 3) interaction effects were found, the findings mirrored the main effects of domain and time. Parental education and economic sufficiency were linearly related to differences in parental behavioral control in the academic domain and non-academic domain. The present findings suggest that traditional Chinese cultural emphasis on academic excellence still prevails in the contemporary Chinese culture.

  18. [Academic achievement, engagement and burnout among first year medical students].

    PubMed

    Gómez H, Paula; Pérez V, Cristhian; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; McColl C, Peter; Torres A, Graciela; Meyer K, Andrea

    2015-07-01

    Stress may affect the sense of wellbeing and academic achievement of university students. To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. Academic achievement is associated with the level of engagement with studies but not with burnout.

  19. Use of a problem-based learning discussion format to teach anesthesiology residents research fundamentals☆,☆☆,★

    PubMed Central

    Sakai, Tetsuro; Karausky, Patricia L.; Valenti, Shannon L.; Sandusky, Susan L.; Hirsch, Sandra C.; Xu, Yan

    2013-01-01

    Study Objective To present a new research problem-based learning discussion (PBLD) conference and to evaluate its effect on residents. Design Retrospective observational study of resident education before and after implementation of a research PBLD. Setting Large U.S. academic anesthesiology department. Subjects 93 anesthesiology residents with research PBLD exposure in the academic year (AY) 2010 and AY 2011, and 85 residents without research PBLD exposure in AY 2008 and AY 2009. Measurements Since AY 2010, a PBLD format has been used to teach residents clinical research fundamentals. The annual 90-minute PBLD addressed residents’ perceived barriers to research and introduced research resources available via the Clinical and Translational Science Institute (CTSI). Data recorded were: 1) number of residents who made CTSI consultation solicitations as a new investigator, and 2) number of new research projects proposed by the residents and designed with CTSI consultation. Each outcome was compared between the prePBLD group (AY 2008 [n=43] and AY 2009 [n=42]) and the postPBLD group (AY 2010 [n=43] and AY 2011 [n=50]). Main Results The number of residents who consulted the CTSI as new investigators increased from 4 of 85 residents (4.7%) in the prePBLD group to 13 of 93 residents (14.0%) in the postPBLD group (P = 0.042). The number of new research projects for which the residents consulted CTSI increased from 10 to 20 (100% increase). Conclusion A PBLD format for research education of anesthesiology residents is effective. PMID:23965212

  20. Productivity change of surgeons in an academic year.

    PubMed

    Nakata, Yoshinori; Watanabe, Yuichi; Otake, Hiroshi; Nakamura, Toshihito; Oiso, Giichiro; Sawa, Tomohiro

    2015-01-01

    The goal of this study was to calculate total factor productivity of surgeons in an academic year and to evaluate the effect of surgical trainees on their productivity. We analyzed all the surgical procedures performed from April 1 through September 30, 2013 in the Teikyo University Hospital. The nonradial and nonoriented Malmquist model under the variable returns-to-scale assumptions was employed. A decision-making unit is defined as a surgeon with the highest academic rank in the surgery. Inputs were defined as the number of physicians who assisted in surgery, and the time of surgical operation from skin incision to skin closure. The output was defined as the surgical fee for each surgery. April is the beginning month of a new academic year in Japan, and we divided the study period into April to June and July to September 2013. We computed each surgeon's Malmquist index, efficiency change, and technical change. We analyzed 2789 surgical procedures that were performed by 105 surgeons. The Malmquist index of all surgeons was significantly greater than 1 (p = 0.0033). The technical change was significantly greater than 1 (p < 0.0001). However, the efficiency change was not statistically significantly different from 1 (p = 0.1817). The surgeons are less productive in the beginning months of a new academic year. The main factor of this productivity loss is considered to be surgical training. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  1. Tank 241-AY-101 Privatization Push Mode Core Sampling and Analysis Plan

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    TEMPLETON, A.M.

    2000-01-12

    This sampling and analysis plan (SAP) identifies characterization objectives pertaining to sample collection, laboratory analytical evaluation, and reporting requirements for samples obtained from tank 241-AY-101. The purpose of this sampling event is to obtain information about the characteristics of the contents of 241-AY-101 required to satisfy Data Quality Objectives For RPP Privatization Phase I: Confirm Tank T Is An Appropriate Feed Source For High-Level Waste Feed Batch X(HLW DQO) (Nguyen 1999a), Data Quality Objectives For TWRS Privatization Phase I : Confirm Tank T Is An Appropriate Feed Source For Low-Activity Waste Feed Batch X (LAW DQO) (Nguyen 1999b), Low Activitymore » Waste and High-Level Waste Feed Data Quality Objectives (L and H DQO) (Patello et al. 1999), and Characterization Data Needs for Development, Design, and Operation of Retrieval Equipment Developed through the Data Quality Objective Process (Equipment DQO) (Bloom 1996). Special instructions regarding support to the LAW and HLW DQOs are provided by Baldwin (1999). Push mode core samples will be obtained from risers 15G and 150 to provide sufficient material for the chemical analyses and tests required to satisfy these data quality objectives. The 222-S Laboratory will extrude core samples; composite the liquids and solids; perform chemical analyses on composite and segment samples; archive half-segment samples; and provide subsamples to the Process Chemistry Laboratory. The Process Chemistry Laboratory will prepare test plans and perform process tests to evaluate the behavior of the 241-AY-101 waste undergoing the retrieval and treatment scenarios defined in the applicable DQOs. Requirements for analyses of samples originating in the process tests will be documented in the corresponding test plans and are not within the scope of this SAP.« less

  2. Tank 241-AY-101 Privatization Push Mode Core Sampling and Analysis Plan

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    TEMPLETON, A.M.

    2000-05-19

    This sampling and analysis plan (SAP) identifies characterization objectives pertaining to sample collection, laboratory analytical evaluation, and reporting requirements for samples obtained from tank 241-AY-101. The purpose of this sampling event is to obtain information about the characteristics of the contents of 241-AY-101 required to satisfy ''Data Quality Objectives For RPP Privatization Phase I: Confirm Tank T Is An Appropriate Feed Source For High-Level Waste Feed Batch X(HLW DQO)' (Nguyen 1999a), ''Data Quality Objectives For TWRS Privatization Phase I: Confirm Tank T Is An Appropriate Feed Source For Low-Activity Waste Feed Butch X (LAW DQO) (Nguyen 1999b)'', ''Low Activity Wastemore » and High-Level Waste Feed Data Quality Objectives (L&H DQO)'' (Patello et al. 1999), and ''Characterization Data Needs for Development, Design, and Operation of Retrieval Equipment Developed through the Data Quality Objective Process (Equipment DQO)'' (Bloom 1996). Special instructions regarding support to the LAW and HLW DQOs are provided by Baldwin (1999). Push mode core samples will be obtained from risers 15G and 150 to provide sufficient material for the chemical analyses and tests required to satisfy these data quality objectives. The 222-S Laboratory will extrude core samples; composite the liquids and solids; perform chemical analyses on composite and segment samples; archive half-segment samples; and provide sub-samples to the Process Chemistry Laboratory. The Process Chemistry Laboratory will prepare test plans and perform process tests to evaluate the behavior of the 241-AY-101 waste undergoing the retrieval and treatment scenarios defined in the applicable DQOs. Requirements for analyses of samples originating in the process tests will be documented in the corresponding test plans and are not within the scope of this SAP.« less

  3. Bone Tissue Collagen Maturity and Mineral Content Increase With Sustained Hyperglycemia in the KK-Ay Murine Model of Type 2 Diabetes.

    PubMed

    Hunt, Heather B; Pearl, Jared C; Diaz, David R; King, Karen B; Donnelly, Eve

    2018-05-01

    Type 2 diabetes mellitus (T2DM) increases fracture risk for a given bone mineral density (BMD), which suggests that T2DM changes bone tissue properties independently of bone mass. In this study, we assessed the effects of hyperglycemia on bone tissue compositional properties, enzymatic collagen crosslinks, and advanced glycation end-products (AGEs) in the KK-Ay murine model of T2DM using Fourier transform infrared (FTIR) imaging and high-performance liquid chromatography (HPLC). Compared to KK-aa littermate controls (n = 8), proximal femoral bone tissue of KK-Ay mice (n = 14) exhibited increased collagen maturity, increased mineral content, and less heterogeneous mineral properties. AGE accumulation assessed by the concentration of pentosidine, as well as the concentrations of the nonenzymatic crosslinks hydroxylysylpyridinoline (HP) and lysyl pyridinoline (LP), did not differ in the proximal femurs of KK-Ay mice compared to controls. The observed differences in tissue-level compositional properties in the KK-Ay mice are consistent with bone that is older and echo observations of reduced remodeling in T2DM. © 2017 American Society for Bone and Mineral Research. © 2017 American Society for Bone and Mineral Research.

  4. Biochemical mechanisms of imidacloprid resistance in Nilaparvata lugens: over-expression of cytochrome P450 CYP6AY1.

    PubMed

    Ding, Zhiping; Wen, Yucong; Yang, Baojun; Zhang, Yixi; Liu, Shuhua; Liu, Zewen; Han, Zhaojun

    2013-11-01

    Imidacloprid is a key insecticide extensively used for control of Nilaparvata lugens, and its resistance had been reported both in the laboratory selected strains and field populations. A target site mutation Y151S in two nicotinic acetylcholine receptor subunits and enhanced oxidative detoxification have been identified in the laboratory resistant strain, contributing importantly to imidacloprid resistance in N. lugens. To date, however, imidacloprid resistance in field population is primarily attributable to enhanced oxidative detoxification by over-expressed P450 monooxygenases. A resistant strain (Res), originally collected from a field population and continuously selected in laboratory with imidacloprid for more than 40 generations, had 180.8-fold resistance to imidacloprid, compared to a susceptible strain (Sus). Expression of different putative P450 genes at mRNA levels was detected and compared between Res and Sus strains, and six genes were found expressed significantly higher in Res strain than in Sus strain. CYP6AY1 was found to be the most different expressed P450 gene and its mRNA level in Res strain was 17.9 times of that in Sus strain. By expressing in E. coli cells, CYP6AY1 was found to metabolize imidacloprid efficiently with initial velocity calculated of 0.851 ± 0.073 pmol/min/pmol P450. When CYP6AY1 mRNA levels in Res strain was reduced by RNA interference, imidacloprid susceptibility was recovered. In four field populations with different resistance levels, high levels of CYP6AY1 transcript were also found. In vitro and in vivo studies provided evidences that the over-expression of CYP6AY1 was one of the key factors contributing to imidacloprid resistance in the laboratory selected strain Res, which might also be the important mechanism for imidacloprid resistance in field populations, when the target site mutation was not prevalent at present. Copyright © 2013 Elsevier Ltd. All rights reserved.

  5. [Study on effect of Jiangtang decoction on AGEs-RAGE and oxidative stress in KK-Ay mice].

    PubMed

    Hong, Jin-Ni; Li, Wei-Wei; Fu, Hong; Wang, Xue-Mei

    2017-07-01

    To elucidate the efficacy of Jiangtang decoction(JTD) on AGEs-RAGE and oxidative stress in type 2 diabetic model KK-Ay mice. Fifty KK-Ay mice were randomly divided into 5 groups as follows: model group, metformin group, low-dose, medium-dose and high-dose of JTD group, with 10 C57BL/6J as normal group. All groups are orally administrated with equal distilled water, 250 mg•kg⁻¹ metformin hydrochloride, 2, 4,8 g•kg⁻¹ JTD, equal distilled water respectively, once per day for 12 weeks. Alanine aminotransferase(ALT), creatinine(CREA), urea nitrogen(BUN),advanced glycation end products(AGEs) and receptor of glycation end products(RAGE) in blood or urine were measured during the experiments. Furthermore, on the day of the sacrifice, kidney was collected, and electronic microscopy and immunohistochemistry were performed to evaluate the protective renal effect of JTD. In addition, the levels of AGEs, RAGE, Cata-lase(CAT) and superoxide dismutase(SOD) were assessed by Western blot, Real-time PCR or ELISA to analyze the efficacy of JTD. This study demonstrated that JTD might protect kidney of KK-Ay by down-regulating the expression of AGEs, RAGE and oxidative stress. Copyright© by the Chinese Pharmaceutical Association.

  6. Academic Year Abroad. An IIE Guide To Study Abroad. 1989/90.

    ERIC Educational Resources Information Center

    Howard, E. Marguerite, Ed.

    A guide to planning academic year study abroad by the Institute of International Education (IEE) is presented. It offers relevant items of information on over 1,800 postsecondary study programs in other countries during the academic year. Suggestions on planning for study abroad are included (researching the options, educational choices, travel…

  7. Women in Academic Medicine Leadership: Has Anything Changed in 25 Years?

    PubMed

    Rochon, Paula A; Davidoff, Frank; Levinson, Wendy

    2016-08-01

    Over the past 25 years, the number of women graduating from medical schools in the United States and Canada has increased dramatically to the point where roughly equal numbers of men and women are graduating each year. Despite this growth, women continue to face challenges in moving into academic leadership positions. In this Commentary, the authors share lessons learned from their own careers relevant to women's careers in academic medicine, including aspects of leadership, recruitment, editorship, promotion, and work-life balance. They provide brief synopses of current literature on the personal and social forces that affect women's participation in academic leadership roles. They are persuaded that a deeper understanding of these realities can help create an environment in academic medicine that is generally more supportive of women's participation, and that specifically encourages women in medicine to take on academic leadership positions.

  8. Genetic background (DDD/Sgn versus C57BL/6J) strongly influences postnatal growth of male mice carrying the Ay allele at the agouti locus: identification of quantitative trait loci associated with diabetes and body weight loss

    PubMed Central

    2013-01-01

    Background Mice carrying the Ay allele at the agouti locus become obese and are heavier than their non-Ay littermates. However, this does not hold true for the genetic background of the DDD mouse strain. At 22 weeks of age, DDD.Cg-Ay females are heavier than DDD females, whereas DDD.Cg-Ay males are lighter than DDD males. This study aimed to determine the possible cause and identify the genes responsible for the lower body weight of DDD.Cg-Ay males. Results Growth curves of DDD.Cg-Ay mice were analyzed and compared with those of B6.Cg-Ay mice from 5 to 25 weeks. In DDD.Cg-Ay males, body weight gain stopped between 16 and 17 weeks and the body weight gradually decreased; thus, the lower body weight was a consequence of body weight loss. Quantitative trait locus (QTL) mapping was performed in backcrossed (BC) males of DDD × (B6 × DDD.Cg-Ay) F1-Ay mice. For the body weight at 25 weeks, significant QTLs were identified on chromosomes 1 and 4. The DDD allele was associated with a lower body weight at both loci. In particular, the QTL on chromosome 4 interacted with the Ay allele. Furthermore, suggestive QTLs for plasma glucose and high molecular weight adiponectin levels were coincidentally mapped to chromosome 4. The DDD allele was associated with increased glucose and decreased adiponectin levels. When the body weight at 25 weeks and plasma glucose levels were considered as dependent and independent variables, respectively, BC Ay males were classified into two groups according to statistical analysis using the partition method. Mice of one group had significantly higher glucose and lower adiponectin levels than those of the other group and exhibited body weight loss as observed with DDD-Ay males. Conclusions The lower body weight of DDD.Cg-Ay male mice was a consequence of body weight loss. Diabetes mellitus has been suggested to be a possible contributory factor causing body weight loss. The QTL on distal chromosome 4 contained the major responsible genes

  9. Structure determination of metabolites isolated from urine and bile after administration of AY4166, a novel D-phenylalanine-derivative hypoglycemic agent.

    PubMed

    Takesada, H; Matsuda, K; Ohtake, R; Mihara, R; Ono, I; Tanaka, K; Naito, M; Yatagai, M; Suzuki, E

    1996-10-01

    Molecular structures of 10 metabolites, which were isolated from urine (M1-M8) or bile (M9 and M10) after administration of AY4166 (N-(trans-4-isopropylcyclohexanecarbonyl)-D-phenylalanine), a novel amino acid derivative with hypoglycemic activity, have been elucidated by mass spectrometry and nuclear magnetic resonance. Four of these (M1, M2, M3 and M8) were determined to be hydroxyl derivatives of AY4166, two (M9 and M10) were carboxylate derivatives via oxidization of M2 and M3, three (M4, M5 and M6) were glucronic acid conjugates and the other (M7) was a dehydro derivative. The estimated structures for M1, M2, M3, M7, M8, M9 and M10 were confirmed by the coincidence of the retention time of HPLC, MS and 1H NMR spectra between the isolated metabolites and authentic synthesized substances. For three glucronic acid conjugates, M4, M5 and M6, structural confirmation was performed by a selective enzymatic digestion with beta-glucronidase. M1 and M2/3 were about 5-6 and 3 times less potent than AY4166, respectively, and M7 was almost as potent as AY4166.

  10. Tank 241-AY-102 Leak Assessment Supporting Documentation: Miscellaneous Reports, Letters, Memoranda, And Data

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Engeman, J. K.; Girardot, C. L.; Harlow, D. G.

    2012-12-20

    This report contains reference materials cited in RPP-ASMT -53793, Tank 241-AY-102 Leak Assessment Report, that were obtained from the National Archives Federal Records Repository in Seattle, Washington, or from other sources including the Hanford Site's Integrated Data Management System database (IDMS).

  11. The Boeing Company Applied Academics Project Evaluation: Year Four. Evaluation Report.

    ERIC Educational Resources Information Center

    Wang, Changhua; Owens, Thomas R.

    This paper describes fourth-year outcomes (1993-94) of the Boeing Company-funded Applied Academics Project. Since the 1990-91 school year, the company has provided funds to improve and expand applied academics in 60 Washington high schools. Data were collected from pre- and post-surveys of students enrolled in the project's Applied Mathematics…

  12. Academic Advising Structures That Support First-Year Student Success and Retention

    ERIC Educational Resources Information Center

    McFarlane, Brett Leland

    2013-01-01

    Academic advising has been touted as a key to student success and retention. Today's academic advising delivery models vary considerably and little is known about the efficiency and effectiveness of these models. The purpose of this study was to determine if there is a relationship between how academic advising is delivered to first-year students…

  13. Profiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievement.

    PubMed

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level.

  14. Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement

    PubMed Central

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942

  15. Factors associated with the academic success of first year health science students.

    PubMed

    Mills, Christina; Heyworth, Jane; Rosenwax, Lorna; Carr, Sandra; Rosenberg, Michael

    2009-05-01

    The academic success of students is a priority for all universities. This study identifies factors associated with first year academic success (performance and retention) that can be used to improve the quality of the student learning experience. A retrospective cohort study was conducted with a census of all 381 full time students enrolled in the Bachelor of Health Science at The University of Western Australia since the inception of the course in the year 2000. Factors found to be associated with successful academic performance were high matriculation score, female sex, non-Indigenous status, attendance at a government secondary school, upfront payment of university fees and completion of secondary school English Literature. The most influential factor on first year academic performance was a high matriculation score. Retention into second year was found to be influenced by participation in the university mentor scheme, non-Indigenous status and first year university marks. The factor of most influence on student retention was first year university marks. Valuable information about the performance and retention of first year Bachelor of Health Science students is provided in this study which is relevant to the operational priorities of any university.

  16. Measuring the Academic Self-Efficacy of First-Year Accounting Students

    ERIC Educational Resources Information Center

    Byrne, Marann; Flood, Barbara; Griffin, Julie

    2014-01-01

    This study measured the levels of academic self-efficacy of first-year accounting students. It also investigated whether there were any gender differences and the extent to which efficacy levels explained variation in academic performance. Overall the analysis revealed that many students lacked the confidence to participate fully in the academic…

  17. Relationship between academic performance and affective changes during the first year at medical school.

    PubMed

    Del-Ben, Cristina Marta; Machado, Vanessa Foresto; Madisson, Mariani Mendes; Resende, Tamara Lovatto; Valério, Fernando Passador; Troncon, Luiz Ernesto De Almeida

    2013-05-01

    Entering medical school may be associated with changes in the students' life, which can affect academic motivation and impair academic performance. This work aimed at measuring longitudinally academic motivation, anxiety, depression and social adjustment in first-year medical students and determining the relationships between these variables and academic performance, as measured mainly by grades on regular exams. Eighty-five first-year medical students (age: 17-25 years) were included after giving informed consent. Beck's Anxiety (BAI) and Beck's Depression (BDI) Inventories, the self-reported Social Adjustment Scale (SAS-SR) and the Academic Motivation Scale (AMS) were applied two months after admission and at the end of the academic year. BAI scores increased throughout the year (7.3 ± 6.6 versus 28.8 ± 6.7; p < 0.001), whereas BDI scores did not change (6.8 ± 5.9 versus 6.0 ± 5.4; p > 0.10). SAS-SR subscales scores remained stable, except for a decreasing pattern for leisure/social life (1.8 ± 0.4 versus 2.1 ± 0.4; p < 0.001). AMS scores for motivation to know (22.2 ± 4.5 versus 19.7 ± 5.5; p < 0.001), to accomplish things to know (17.7 ± 5.3 versus 15.4 ± 5.3; p = 0.001), to experience to know (18.2 ± 5.2 versus 15.4 ± 5.4; p < 0.001) and by identification to know (23.5 ± 3.5 versus 21.8 ± 5.0; p = 0.002) decreased significantly. There were no significant correlations between academic performance and the global scores for any of the scales except for the SAS-SR subscale for academic life (r = -0.48, p < 0.001). Throughout the academic year, first-year medical students showed increased anxiety, decreased academic motivation and a maladjusted leisure/social life, which however does not seem to affect academic achievement.

  18. Air Command and Staff College (ACSC) Academic Year (AY) 1999 Multimedia Yearbook

    DTIC Science & Technology

    1999-04-01

    step in the project was to identify other software applications that would be beneficial in this endeavor. Initially, I reviewed a PC Magazine article...I looked at Adobe’s Photoshop  versions 4.0 and 5.0. This application is an extremely powerful graphics program, which aids in photo-retouching...application is our “bread and butter.” The advertising companies that have purchased space or provided services at a reduced price in exchange for

  19. The Academic Training of Two-Year College Mathematics Faculty.

    ERIC Educational Resources Information Center

    Long, Calvin T.

    The academic training needs of two-year college mathematics faculty are discussed in this paper and appropriate courses of study are proposed. After introductory comments on the diversity of two-year college students' needs for mathematics education, an undergraduate course of study appropriate for two-year college math faculty is proposed. This…

  20. Mental Health and Academic Performance of First-Year College Students

    ERIC Educational Resources Information Center

    Wyatt, Tammy Jordan; Oswalt, Sara B.; Ochoa, Yesenia

    2017-01-01

    The prevalence and severity of mental health issues are increasing among college students, and such issues pose a threat to health and academic performance. Purpose: The primary purpose of the study is to examine differences in mental health diagnoses and their related academic impact with a special focus on classification year in college.…

  1. Virtual Microscopy in Histopathology Training: Changing Student Attitudes in 3 Successive Academic Years.

    PubMed

    Bertram, Christof A; Firsching, Theresa; Klopfleisch, Robert

    2018-01-01

    Several veterinary faculties have integrated virtual microscopy into their curricula in recent years to improve and refine their teaching techniques. The many advantages of this recent technology are described in the literature, including remote access and an equal and constant slide quality for all students. However, no study has analyzed the change of perception toward virtual microscopy at different time points of students' academic educations. In the present study, veterinary students in 3 academic years were asked for their perspectives and attitudes toward virtual microscopy and conventional light microscopy. Third-, fourth-, and fifth-year veterinary students filled out a questionnaire with 12 questions. The answers revealed that virtual microscopy was overall well accepted by students of all academic years. Most students even suggested that virtual microscopy be implemented more extensively as the modality for final histopathology examinations. Nevertheless, training in the use of light microscopy and associated skills was surprisingly well appreciated. Regardless of their academic year, most students considered these skills important and necessary, and they felt that light microscopy should not be completely replaced. The reasons for this view differed depending on academic year, as the perceived main disadvantage of virtual microscopy varied. Third-year students feared that they would not acquire sufficient light microscopy skills. Fifth-year students considered technical difficulties (i.e., insufficient transmission speed) to be the main disadvantage of this newer teaching modality.

  2. Faculty Perceptions of and Attitudes toward Academic Dishonesty at a Two-Year College.

    ERIC Educational Resources Information Center

    Burke, Jonathan L.

    This study sought to determine factors impacting faculty response to academic dishonesty at a multi-campus, two-year college. This study investigated faculty: (1) perceptions of the extent of academic honesty; (2) perceptions of, and attitudes toward Academic Dishonesty Policy and policy implementation; (3) responses to academic dishonesty; (4)…

  3. Childhood trajectories of inattention-hyperactivity and academic achievement at 12 years.

    PubMed

    Salla, Julie; Michel, Grégory; Pingault, Jean Baptiste; Lacourse, Eric; Paquin, Stéphane; Galéra, Cédric; Falissard, Bruno; Boivin, Michel; Tremblay, Richard E; Côté, Sylvana M

    2016-11-01

    Few prospective studies spanning early childhood to early adolescence have examined separately the contribution of inattention and hyperactivity to academic achievement. The aim of the present study was to investigate whether the developmental trajectories of inattention and hyperactivity symptoms during early and middle childhood are independently associated with academic achievement at age 12 years. The independent associations between inattention and hyperactivity trajectories during early and middle childhood and academic performance at age 12 years were examined in a population-based longitudinal birth cohort (n = 2120). In adjusted analyses, high early childhood inattention trajectories were associated with teacher-rated academic performance in reading, writing and mathematics and with government exam score in writing. High and moderate inattention trajectories during middle childhood predicted lower performance on both teacher-rated academic performance and government exam scores in reading, writing, and mathematics. Hyperactivity was not a consistent predictor of educational outcomes. Childhood inattention symptoms rather than hyperactivity carry risk of poor educational outcomes at age 12 years. Children with high levels of inattention can be identified during the preschool years. Prevention programs supporting the development of attentional capacities and executive functions could help reduce the negative consequences of inattention.

  4. JiangTang XiaoKe granule attenuates cathepsin K expression and improves IGF-1 expression in the bone of high fat diet induced KK-Ay diabetic mice.

    PubMed

    Guo, Yubo; Wang, Lili; Ma, Rufeng; Mu, Qianqian; Yu, Na; Zhang, Yi; Tang, Yuqing; Li, Yu; Jiang, Guangjian; Zhao, Dandan; Mo, Fangfang; Gao, Sihua; Yang, Meijuan; Kan, Feifei; Ma, Qun; Fu, Min; Zhang, Dongwei

    2016-03-01

    To assess the beneficial effects of JiangTang XiaoKe (JTXK) granule on the bone metabolism in high fat diet (HFD) fed KK-Ay diabetic mice. The KK-Ay mice were used as a diabetic model, while C57BL/6 mice were utilized as the non-diabetic control. The left tibia was used for determining bone mineral density (BMD) and bone ash coefficient. The HE and alizarin red S staining of femur were employed to evaluate bone pathology and calcium deposition. The expressions of alkaline phosphatase (ALP), insulin growth factor 1 (IGF-1) and cathepsin K were assessed by western blotting and immunohistochemical staining. JTXK granule significantly improved the bone ash coefficient, the distribution of trabecular bone and the calcification nodules deposition in KK-Ay mice with diabetes. IGF-1 and ALP expressions were significantly decreased, and cathepsin K expression was dramatically increased in the HFD fed KK-Ay diabetic model mice, which can be reversed by JTXK granule treatment. JTXK granule at medium or high dosage was more efficient in improving diabetic bone quality when compared with that in mice with a low dosage. However, the BMD values in each group of KK-Ay diabetic mice were not significantly different. We demonstrate that cathepsin K expression is increased in KK-Ay diabetic mouse model. JTXK granule treatment inhibits osteoclastic bone resorption and promotes the new bone formation by decreasing cathepsin K activity and increasing IGF-1 and ALP levels. These changes may contribute to the increase of bone strength and thus reducing the risk of bone fractures. Copyright © 2016 Elsevier Inc. All rights reserved.

  5. Identification of promoter polymorphisms in the cytochrome P450 CYP6AY1 linked with insecticide resistance in the brown planthopper, Nilaparvata lugens.

    PubMed

    Pang, R; Li, Y; Dong, Y; Liang, Z; Zhang, Y; Zhang, W

    2014-12-01

    Imidacloprid resistance in the brown planthopper, Nilaparvata lugens, is primarily the result of the over-expression of cytochrome P450 monooxygenases. Here, a field-collected strain of N. lugens was shown to be highly resistant to both imidacloprid and buprofezin. Insecticide exposure and quantitative real-time PCR revealed that its resistance was mainly associated with a cytochrome P450 gene, CYP6AY1. CYP6AY1 is known to metabolize imidacloprid but its effect on buprofezin is unclear. In the 5'-untranslated region of CYP6AY1, a novel alternative splicing was detected. After a 1990-bp promoter region was cloned, its basal luciferase activity was assessed. Furthermore, genotyping studies identified 12 variations in the promoter region that discriminated between the field-collected and control strain. Finally, survival bioassays revealed a single nucleotide polymorphism and an insertion-deletion polymorphism linked to buprofezin and imidacloprid resistance. Mutagenesis of these sites enhanced the promoter activity of CYP6AY1. These results suggest that promoter polymorphisms may affect P450-mediated multiple insecticide resistance of pests. © 2014 The Royal Entomological Society.

  6. Correlation between stressors and academic performance in second year medical students.

    PubMed

    Nuallaong, Winitra

    2011-12-01

    The present study aimed to find which type of stressors correlating to academic performance in second year medical students. One-hundred and eighty three second year medical students of Thammasat University participated in a three-week cross-sectional study. The self-report questionnaire consisted of Thai stress test, stress factors and examination grades referring academic performance were applied in the present study. Females felt stress more than males in severe, high, and medium level of stress. There was no low level of stress and no correlation between stress level and the entrance programs. Academic performance found relating to 1) fear of doing a mistake, 2) feeling of competition or comparison, 3) unilateral headache, 4) worrying, and 5) poor concentration. Students with poor concentration had significantly decreasing grade in the second year (p < 0.01). Interestingly, worrying, feeling of competition or comparison, and fear of doing a mistake correlated to increasing grade in some terms (p < 0.05). Specifically to poor concentration, there were medium linear association with fatigue, poor memory, feeling confused, feeling sad, feeling angry or irritable, changing appetite, and headache from stress (p < 0.01). Poor concentration was the only stressor significantly correlated with poorer academic performance. Poor concentration also correlated with physical, cognitive, and financial problems. The recommendation is to keep watching those issues in order to early detect problem about academic performance.

  7. School-Year Employment and Academic Performance of Young Adolescents

    ERIC Educational Resources Information Center

    Sabia, Joseph J.

    2009-01-01

    Using data from the National Longitudinal Study of Adolescent Health, this study examines the relationship between school-year employment and academic performance of young adolescents under age 16. Ordinary least squares estimates show a significant positive relationship between modest hours of school-year employment and grade point average.…

  8. The lively Aysén fjord, Chile: Records of multiple geological processes

    NASA Astrophysics Data System (ADS)

    Lastras, Galderic; Amblas, David; Calafat, Antoni; Canals, Miquel; Frigola, Jaime; Hermanns, Reginald L.; Lafuerza, Sara; Longva, Oddvar; Micallef, Aaron; Sepúlveda, Sergio A.; Vargas, Gabriel; Azpiroz, María; Bascuñán, Ignacio; Duhart, Paul; Iglesias, Olaia; Kempf, Philipp; Rayo, Xavier

    2014-05-01

    The Aysén fjord is a 65 km long, east-west oriented fjord in Chilean Patagonia, located approximately at 45.4ºS and 73.2ºW, with a maximum water depth of 345 m. The fjord receives at present the riverine input of Aysén, Pescado, Condor and Cuervo rivers, which drain the surrounding up to 2000 m high Patagonian Andes. The fjord is crossed by a number of faults associated to the seismically active Liquiñe-Ofqui Fault Zone, a major trench parallel intra-arc fault system. After a four-month period of moderate seismicity, an Mw 6.2 earthquake on 21 April 2007 triggered dozens of subaerial landslides along the fjord flanks. Some of the landslides reached the fjord water mass, generating a series of tsunami-like displacement waves that impacted the adjacent coastlines with 3-12 m, locally over 50 m high run-ups, causing ten fatalities and severe damage to salmon farms. The research cruise DETSUFA on board BIO Hespérides in March 2013 mapped the submerged morphology of the fjord and gathered air-gun seismic profiles and sediment gravity cores in order to characterise the footprint of the landslides in the fjord floor. Very-high resolution multibeam bathymetry (4 m cell size) clearly shows the deformation structures created by the landslides in the inner fjord. The landslides descended and accelerated down the submerged fjord flanks, and reached the fjord floor at approx. 200 m water depth generating large, 1 to 10 m deep impact depressions. Sediment removed from these depressions moved radially and piled up in deformation rings formed by compressional ridges 10-15 m in height, block fields and a narrow frontal depression. Up to six >1.5 square km of these structures can be identified in the fjord. In addition, the DETSUFA survey extended beyond the SE-NW-oriented inner fjord past the Cuervo Ridge, located in front of the Cuervo river delta. The ridge, previously interpreted as a volcanic transverse structure, has most probably acted as a limit for grounding ice in

  9. Project LEAP: Learning English-for-Academic-Purposes. Training Manual Year Three.

    ERIC Educational Resources Information Center

    Snow, Marguerite Ann, Ed.

    Project LEAP (Learning English-for-Academic-Purposes) is a three-year faculty development and supplemental instruction partnership to improve the academic literacy skills of native-born, immigrant, and international language minority students. This manual is the third set of faculty development materials produced by the project, presenting…

  10. [Academic performance in first year medical students: an explanatory multivariate model].

    PubMed

    Urrutia Aguilar, María Esther; Ortiz León, Silvia; Fouilloux Morales, Claudia; Ponce Rosas, Efrén Raúl; Guevara Guzmán, Rosalinda

    2014-12-01

    Current education is focused in intellectual, affective, and ethical aspects, thus acknowledging their significance in students´ metacognition. Nowadays, it is known that an adequate and motivating environment together with a positive attitude towards studies is fundamental to induce learning. Medical students are under multiple stressful, academic, personal, and vocational situations. To identify psychosocial, vocational, and academic variables of 2010-2011 first year medical students at UNAM that may help predict their academic performance. Academic surveys of psychological and vocational factors were applied; an academic follow-up was carried out to obtain a multivariate model. The data were analyzed considering descriptive, comparative, correlative, and predictive statistics. The main variables that affect students´ academic performance are related to previous knowledge and to psychological variables. The results show the significance of implementing institutional programs to support students throughout their college adaptation.

  11. Washington State Board for Community and Technical Colleges: Academic Year Report 2013-2014

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, 2014

    2014-01-01

    The "Academic Year Report 2013-14" provides a snapshot of funding, facilities, staffing, and enrollments in Washington's community and technical colleges for the past academic year. The report also describes key measures of student outcomes and addresses the most frequently asked questions related to expenditures, personnel, and…

  12. Washington State Board for Community and Technical Colleges Academic Year Report, 2012-2013

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, 2013

    2013-01-01

    This "Academic Year Report 2012-13" provides a snapshot of funding, facilities, staffing, and enrollments in community and technical colleges in Washington state for the past academic year. The report also describes key measures of student outcomes and addresses the most frequently asked questions related to expenditures, personnel and…

  13. Quantitative trait loci that control body weight and obesity in an F2 intercross between C57BL/6J and DDD.Cg-Ay mice.

    PubMed

    Suto, Jun-ichi

    2011-07-01

    I have developed a congenic mouse strain for the A(y) allele at the agouti locus in an inbred DDD/Sgn strain, DDD.Cg-A(y). DDD.Cg-A(y) females are extremely obese and significantly heavier than B6.Cg-A(y) females. The objectives of this study were to determine the genetic basis of obesity in DDD.Cg-A(y) mice, and to determine whether or not their high body weight was due to the presence of DDD background-specific modifiers. I performed quantitative trait locus (QTL) analyses for body weight and body mass index in two types of F(2) mice [F2 A(y) (F(2) mice carrying the A(y) allele) and F(2) non-A(y) (F2 mice without the A(y) allele)] produced by crossing C57BL/6J females and DDD.Cg-A(y) males. The results of the QTL analysis of F(2) A(y) mice were very similar to those obtained for F(2) non-A(y) mice. It was unlikely that the high body weight of DDD.Cg-A(y) mice was due to the presence of specific modifiers. When both F(2) datasets were merged and analyzed, four significant body weight QTLs were identified on chromosomes 6, 9, and 17 (2 loci) and four significant obesity QTLs were identified on chromosomes 1, 6, 9, and 17. Although the presence of DDD background-specific modifiers was not confirmed, a multifactorial basis of obesity in DDD.Cg-A(y) females was thus revealed.

  14. Beyond Books: The Extended Academic Benefits of Library Use for First-Year College Students

    ERIC Educational Resources Information Center

    Soria, Krista M.; Fransen, Jan; Nackerud, Shane

    2017-01-01

    The purpose of this paper was to investigate whether there are relationships between first-year college students' use of academic libraries and four academic outcomes: academic engagement, engagement in scholarly activities, academic skills development, and grade point average. The results of regression analyses suggest students' use of books…

  15. An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking over 6 Years

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Pekrun, Reinhard; Murayama, Kou; Arens, A. Katrin; Parker, Philip D.; Guo, Jiesi; Dicke, Theresa

    2018-01-01

    Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of…

  16. A Longitudinal Study in Learning Preferences and Academic Performance in First Year Medical School.

    PubMed

    Hu, Yenya; Gao, Hong; Wofford, Marcia M; Violato, Claudio

    2017-12-18

    This is a longitudinal study of first year medical students that investigates the relationship between the pattern change of the learning preferences and academic performance. Using the visual, auditory, reading-writing, and kinesthetic inventory at the beginning of the first and second year for the same class, it was found that within the first year, 36% of the class remained unimodal (single) modality learners (SS), 14% changed from unimodal to multimodality learners (SM), 27% changed from multimodality to unimodal modality learners (MS) and 21% remained as multimodality learners (MM). Among the academic performance through subsequent didactic blocks from Clinical Anatomy, Cell and Subcellular Processes to Medical Neuroscience during first year, the SM group made more significant improvement compared to the SS group. Semi-structured interview results from the SM group showed that students made this transition between the Clinical Anatomy course and the middle of the Medical Neuroscience course, in an effort to improve their performance. This study suggests that the transition from unimodal to multimodality learning among academically struggling students improved their academic performance in the first year of medical school. Therefore, this may be considered as part of academic advising tools for struggling students to improve their academic performances. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  17. Effects of Identity Processing Styles on Academic Achievement of First Year University Students

    ERIC Educational Resources Information Center

    Seabi, Joseph; Payne, Jarrod

    2013-01-01

    Purpose: Academic achievement of first year university students in the international arena, as well as in South Africa, has been a point of concern for all stakeholders because of high failure and dropout rates. The purpose of this paper is to investigate the effects of identity processing styles on academic achievement in first year university…

  18. Addressing the academic gap between 4- and 6-year pharmacy programs in South Korea.

    PubMed

    Yoo, Sujin; Song, Seungyeon; Lee, Sangmi; Kwon, Kwangil; Kim, Eunyoung

    2014-10-15

    To address the academic gap (or lack of adequate training and programs) between 4- and 6-year pharmacy programs and suggest methods for reducing this gap and to evaluate pharmacists' perceptions of preceptorship. We surveyed a convenience sample of 200 community pharmacists who graduated from a 4-year program who were participating in a continuing education program for clinical pharmacy as organized by the Daejeon branch of the Korea Pharmaceutical Association in 2011. Twenty-one questions were asked about the academic gap, needs for an education program, preceptorship, and medication therapy management services. International precedents were examined through a literature review to glean ideas of how to bridge the academic gap between the 4- and 6-year programs. In total, 132 pharmacists answered the survey (return rate=66.0%). The survey findings included problems caused by the academic gap, high need for an adequate education program, low acceptability of preceptorship, and the possibility of medication therapy management services. US-based, non-traditional PharmD programs and new curriculum-support training in Japan provided examples of how the academic gap has been successfully bridged. Nationwide efforts and government support are urgently required to close the academic gap, and experiential education should be included in transitional programs for 4-year pharmacy program pharmacists.

  19. The Academic RVU: Ten Years Developing a Metric for and Financially Incenting Academic Productivity at Oregon Health & Science University.

    PubMed

    Ma, O John; Hedges, Jerris R; Newgard, Craig D

    2017-08-01

    Established metrics reward academic faculty for clinical productivity. Few data have analyzed a bonus model to measure and reward academic productivity. This study's objective was to describe development and use of a departmental academic bonus system for incenting faculty scholarly and educational productivity. This cross-sectional study analyzed a departmental bonus system among emergency medicine academic faculty at Oregon Health & Science University, including growth from 2005 to 2015. All faculty members with a primary appointment were eligible for participation. Each activity was awarded points based on a predetermined education or scholarly point scale. Faculty members accumulated points based on their activity (numerator), and the cumulative points of all faculty were the denominator. Variables were individual faculty member (deidentified), academic year, bonus system points, bonus amounts awarded, and measures of academic productivity. Data were analyzed using descriptive statistics, including measures of variance. The total annual financial bonus pool ranged from $211,622 to $274,706. The median annual per faculty academic bonus remained fairly constant over time ($3,980 in 2005-2006 vs. $4,293 in 2014-2015), with most change at the upper quartile of academic bonus (max bonus $16,920 in 2005-2006 vs. $39,207 in 2014-2015). Bonuses rose linearly among faculty in the bottom three quartiles of academic productivity, but increased exponentially in the 75th to 100th percentile. Faculty academic productivity can be measured and financially rewarded according to an objective academic bonus system. The "academic point" used to measure productivity functions as an "academic relative value unit."

  20. Olive Actual "on Year" Yield Forecast Tool Based on the Tree Canopy Geometry Using UAS Imagery.

    PubMed

    Sola-Guirado, Rafael R; Castillo-Ruiz, Francisco J; Jiménez-Jiménez, Francisco; Blanco-Roldan, Gregorio L; Castro-Garcia, Sergio; Gil-Ribes, Jesus A

    2017-07-30

    Olive has a notable importance in countries of Mediterranean basin and its profitability depends on several factors such as actual yield, production cost or product price. Actual "on year" Yield (AY) is production (kg tree -1 ) in "on years", and this research attempts to relate it with geometrical parameters of the tree canopy. Regression equation to forecast AY based on manual canopy volume was determined based on data acquired from different orchard categories and cultivars during different harvesting seasons in southern Spain. Orthoimages were acquired with unmanned aerial systems (UAS) imagery calculating individual crown for relating to canopy volume and AY. Yield levels did not vary between orchard categories; however, it did between irrigated orchards (7000-17,000 kg ha -1 ) and rainfed ones (4000-7000 kg ha -1 ). After that, manual canopy volume was related with the individual crown area of trees that were calculated by orthoimages acquired with UAS imagery. Finally, AY was forecasted using both manual canopy volume and individual tree crown area as main factors for olive productivity. AY forecast only by using individual crown area made it possible to get a simple and cheap forecast tool for a wide range of olive orchards. Finally, the acquired information was introduced in a thematic map describing spatial AY variability obtained from orthoimage analysis that may be a powerful tool for farmers, insurance systems, market forecasts or to detect agronomical problems.

  1. Predictors of Attrition and Academic Success of Medical Students: A 30-Year Retrospective Study

    PubMed Central

    Maslov Kruzicevic, Silvija; Barisic, Katarina Josipa; Banozic, Adriana; Esteban, Carlos David; Sapunar, Damir; Puljak, Livia

    2012-01-01

    Aim To determine attrition and predictors of academic success among medical students at University of Split, Croatia. Methods We analysed academic records of 2054 students enrolled during 1979–2008 period. Results We found that 26% (533/2054) of enrolled students did not graduate. The most common reasons for attrition were ‘personal’ (36.4%), transfer to another medical school (35.6%), and dismissal due to unsatisfactory academic record (21.2%). Grade point average (GPA) and study duration of attrition students were significantly associated with parental education. There were 1126 graduates, 395 men and 731 women. Their average graduation GPA was 3.67±0.53 and study duration 7.6±2.44 years. During 5-year curriculum only 6.4% (42/654) of students graduated in time, and 55% (240/472) of students graduated in time after curriculum was extended to 6 years. Variables predicting whether a student will graduate or not were high school grades, entrance exam score and year of enrollment. Significant predictors of graduation grades were high school grades and entrance exam score. Entrance exam score predicted length of studying. Conclusion Preadmission academic qualifications and year of enrollment predict academic success in medical school. More attention should be devoted to high attrition. PMID:22737228

  2. Academic Year Abroad, 1994/95. The Most Complete Guide to Planning Academic Year Study Abroad.

    ERIC Educational Resources Information Center

    Steen, Sara J., Ed.

    This book describes over 2,100 academic programs (at least one academic quarter in length) sponsored by accredited U.S. postsecondary institutions or developed for U.S. students by foreign universities and other organizations. Entries are based on a 1993 survey. While most programs listed are available to undergraduates, many programs are also…

  3. 32 CFR 242.8 - Academic, intellectual, and personal requirements for admission to the first-year class.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... FOR THE SCHOOL OF MEDICINE, UNIFORMED SERVICES UNIVERSITY OF THE HEALTH SCIENCES § 242.8 Academic... Medicine of the Uniformed Services University of the Health Sciences is on a competitive basis, with...) Organic chemistry. 1 academic year including laboratory. (c) Mathematics. 1 academic year. (d) Physics. 1...

  4. Influence of Background Genome on Enzymatic Characteristics of Yellow (Ay/-, Avy/-) Mice

    PubMed Central

    Wolff, George L.; Pitot, Henry C.

    1973-01-01

    Identification of the fundamental polypeptide difference between yellow (Ay/-, Avy/-) and non-yellow mice is important for biomedical research because of the influence of the yellow genotype on normal and neoplastic growth and obesity. The complexity of the "yellow mouse syndrome" makes attainment of this objective dependent on the separation of those pleiotropic enzyme differences which are secondary, and depend on the background genome, from those which are primary, and depend primarily on the agouti locus genotype.—Four of nine hepatic enzyme activities assayed simultaneously differed between eight-week-old yellow (Ay/-, Avy/-) and non-yellow (A/-, a/a) male inbred and F1 hybrid mice. Among these four, only cytoplasmic malic enzyme activity was elevated in all yellow mice, as compared with the non-yellow sibs, regardless of background genome. Glucokinase, serine dehydratase, and tyrosine α-ketoglutarate transaminase activities were also changed in yellow mice, but these alterations depended on the background genome.—The ratio of malic enzyme activity to citrate-cleavage enzyme activity, possibly related to the altered fat metabolism of yellow mice, was influenced by background genome as well as by the yellow genotype.——Significant deviations of enzyme activities from mid-parent values among F1 hybrids were associated with particular background genomes; the number of such deviations was larger among yellow mice than among non-yellows and this difference was greater among C3H F1 hybrids than among C57BL/6 F1 hybrids. PMID:4405752

  5. Geriatric medicine fellowship programs: a national study from the Association of Directors of Geriatric Academic Programs' Longitudinal Study of Training and Practice in Geriatric Medicine.

    PubMed

    Warshaw, Gregg A; Bragg, Elizabeth J; Shaull, Ruth W; Goldenhar, Linda M; Lindsell, Christopher J

    2003-07-01

    This report documents the development and growth of geriatric medicine fellowship training in the United States through 2002. A cross-sectional survey of geriatric medicine fellowship programs was conducted in the fall 2001. All allopathic (119) and osteopathic (7) accredited geriatric medicine fellowship-training programs in the United States were involved. Data were collected using self-administered mailed and Web-based survey instruments. Longitudinal data from the American Medical Association (AMA) and the Association of American Medical Colleges' (AAMC) National Graduate Medical Education (GME) Census, the Accreditation Council for Graduate Medical Education (ACGME), and the American Osteopathic Association (AOA) were also analyzed. The survey instrument was designed to gather data about faculty, fellows, program curricula, and program directors (PDs). In addition, annual AMA/AAMC data from 1991 to the present was compiled to examine trends in the number of fellowship programs and the number of fellows. The overall survey response rate was 76% (96 of 126 PDs). Most (54%) of the PDs had been in their current position 4 or more years (range: <1-20 years), and 59% of PDs reported that they had completed formal geriatric medicine fellowship training. The number of fellowship programs and the number of fellows entering programs has slowly increased over the past decade. During 2001-02, 338 fellows were training in allopathic programs and seven in osteopathic programs (all years of training). Forty-six percent (n = 44) of responding programs offered only 1-year fellowship-training experiences. PDs reported that application rates for fellowship positions were stable during the academic years (AYs) 1999-2002, with the median number of applications per first year position available in AY 2000-01 being 10 (range: 1-77). In 2001-02, data from the AMA/AAMC National GME Census indicated a fill rate for first-year geriatric medicine fellowship positions of 69% (259 first-year

  6. Instructional Faculty Salaries for Academic Year 1985-86. OERI Bulletin.

    ERIC Educational Resources Information Center

    Kroe, Elaine

    National salary data for instructional faculty for 1985-1986 are presented, along with a narrative overview, based on 2,952 responses to the Higher Education General Information Survey of Salaries, Tenure, and Fringe Benefits of Full-Time Instructional Faculty. Academic year 1985-1986 was the fifth consecutive year that salary increases for…

  7. Tracking Residents Through Multiple Residency Programs: A Different Approach for Measuring Residents' Rates of Continuing Graduate Medical Education in ACGME-Accredited Programs.

    PubMed

    Byrne, Lauren M; Holt, Kathleen D; Richter, Thomas; Miller, Rebecca S; Nasca, Thomas J

    2010-12-01

    Increased focus on the number and type of physicians delivering health care in the United States necessitates a better understanding of changes in graduate medical education (GME). Data collected by the Accreditation Council for Graduate Medical Education (ACGME) allow longitudinal tracking of residents, revealing the number and type of residents who continue GME following completion of an initial residency. We examined trends in the percent of graduates pursuing additional clinical education following graduation from ACGME-accredited pipeline specialty programs (specialties leading to initial board certification). Using data collected annually by the ACGME, we tracked residents graduating from ACGME-accredited pipeline specialty programs between academic year (AY) 2002-2003 and AY 2006-2007 and those pursuing additional ACGME-accredited training within 2 years. We examined changes in the number of graduates and the percent of graduates continuing GME by specialty, by type of medical school, and overall. The number of pipeline specialty graduates increased by 1171 (5.3%) between AY 2002-2003 and AY 2006-2007. During the same period, the number of graduates pursuing additional GME increased by 1059 (16.7%). The overall rate of continuing GME increased each year, from 28.5% (6331/22229) in AY 2002-2003 to 31.6% (7390/23400) in AY 2006-2007. Rates differed by specialty and for US medical school graduates (26.4% [3896/14752] in AY 2002-2003 to 31.6% [4718/14941] in AY 2006-2007) versus international medical graduates (35.2% [2118/6023] to 33.8% [2246/6647]). The number of graduates and the rate of continuing GME increased from AY 2002-2003 to AY 2006-2007. Our findings show a recent increase in the rate of continued training for US medical school graduates compared to international medical graduates. Our results differ from previously reported rates of subspecialization in the literature. Tracking individual residents through residency and fellowship programs provides

  8. Tracking Residents Through Multiple Residency Programs: A Different Approach for Measuring Residents' Rates of Continuing Graduate Medical Education in ACGME-Accredited Programs

    PubMed Central

    Byrne, Lauren M.; Holt, Kathleen D.; Richter, Thomas; Miller, Rebecca S.; Nasca, Thomas J.

    2010-01-01

    Background Increased focus on the number and type of physicians delivering health care in the United States necessitates a better understanding of changes in graduate medical education (GME). Data collected by the Accreditation Council for Graduate Medical Education (ACGME) allow longitudinal tracking of residents, revealing the number and type of residents who continue GME following completion of an initial residency. We examined trends in the percent of graduates pursuing additional clinical education following graduation from ACGME-accredited pipeline specialty programs (specialties leading to initial board certification). Methods Using data collected annually by the ACGME, we tracked residents graduating from ACGME-accredited pipeline specialty programs between academic year (AY) 2002–2003 and AY 2006–2007 and those pursuing additional ACGME-accredited training within 2 years. We examined changes in the number of graduates and the percent of graduates continuing GME by specialty, by type of medical school, and overall. Results The number of pipeline specialty graduates increased by 1171 (5.3%) between AY 2002–2003 and AY 2006–2007. During the same period, the number of graduates pursuing additional GME increased by 1059 (16.7%). The overall rate of continuing GME increased each year, from 28.5% (6331/22229) in AY 2002–2003 to 31.6% (7390/23400) in AY 2006–2007. Rates differed by specialty and for US medical school graduates (26.4% [3896/14752] in AY 2002–2003 to 31.6% [4718/14941] in AY 2006–2007) versus international medical graduates (35.2% [2118/6023] to 33.8% [2246/6647]). Conclusion The number of graduates and the rate of continuing GME increased from AY 2002–2003 to AY 2006–2007. Our findings show a recent increase in the rate of continued training for US medical school graduates compared to international medical graduates. Our results differ from previously reported rates of subspecialization in the literature. Tracking individual

  9. 41st Annual Survey Report on State-Sponsored Student Financial Aid, 2009-2010 Academic Year

    ERIC Educational Resources Information Center

    National Association of State Student Grant and Aid Programs, 2010

    2010-01-01

    Each year, the National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report, the 41th annual survey, represents data from academic year 2009-10. Data highlights include: (1) In the 2009-2010 academic year, the states awarded about…

  10. Academic Engagement among First-Year College Students: Precollege Antecedents

    ERIC Educational Resources Information Center

    Grabowski, Stanislaw; Sessa, Valerie

    2014-01-01

    This study describes how student characteristics and environmental influences experienced in high school (and the interactions among them) impact academic engagement of first-semester college students. Data, collected from 300 first-year students at a single university at two different times, showed that precollege student characteristics of…

  11. Factors Associated with the Academic Success of First Year Health Science Students

    ERIC Educational Resources Information Center

    Mills, Christina; Heyworth, Jane; Rosenwax, Lorna; Carr, Sandra; Rosenberg, Michael

    2009-01-01

    The academic success of students is a priority for all universities. This study identifies factors associated with first year academic success (performance and retention) that can be used to improve the quality of the student learning experience. A retrospective cohort study was conducted with a census of all 381 full time students enrolled in the…

  12. Who Governs? Academic Decision-Making in US Four-Year Colleges and Universities, 2000-2012

    ERIC Educational Resources Information Center

    Apkarian, Jacob; Mulligan, Kerry; Rotondi, Matthew B.; Brint, Steven

    2014-01-01

    This study compares the explanatory power of two models of academic governance: dual and managerial control. The research is based on characterizations by chief academic officers of the primary decision-makers involved in 13 types of recurrent academic decisions. We examine change between responses to surveys fielded to US four-year colleges and…

  13. 40th Annual Survey Report on State-Sponsored Student Financial Aid, 2008-2009 Academic Year

    ERIC Educational Resources Information Center

    National Association of State Student Grant and Aid Programs, 2009

    2009-01-01

    Each year, the National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report, the 40th annual survey, represents data from academic year 2008-09. Data highlights of this survey include: (1) In the 2008-2009 academic year, the states…

  14. [Depression, anxiety and suicide risk symptoms among medical residents over an academic year].

    PubMed

    Jiménez-López, José Luis; Arenas-Osuna, Jesús; Angeles-Garay, Ulises

    2015-01-01

    One of the causes of dissatisfaction among residents is related to burnout syndrome, stress and depression. The aim of this study is to describe the prevalence of depression, anxiety and suicide risk symptoms and its correlation with mental disorders among medical residents over an academic year. 108 medical residents registered to second year of medical residence answered the Beck Depression Inventory, the State-Trait Anxiety Inventory and the Suicide Risk Scale of Plutchik: at the entry, six months later and at the end of the academic year. Residents reported low depressive symptoms (3.7 %), low anxiety symptoms (38 %) and 1.9 % of suicide risk at the beginning of the academic year, which increased in second measurement to 22.2 % for depression, 56.5 % for anxiety and 7.4 % for suicide risk. The statistical analysis showed significant differences between the three measurements (p < 0.001). The prevalence of depressive disorder was 4.6 % and no anxiety disorder was diagnosed. Almost all of the residents with depressive disorder had personal history of depression. None reported the work or academic environment as a trigger of the disorder. There was no association by specialty, sex or civil status. The residents that are susceptible to depression must be detected in order to receive timely attention if they develop depressive disorder.

  15. Relationships between Learning Approach, Procrastination and Academic Achievement amongst First-Year University Students

    ERIC Educational Resources Information Center

    Saele, Rannveig Grøm; Dahl, Tove Irene; Sørlie, Tore; Friborg, Oddgeir

    2017-01-01

    Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade…

  16. Military-Connected Student Academic Success at 4-Year Institutions: A Multi-Institution Study

    ERIC Educational Resources Information Center

    Williams-Klotz, Denise N.; Gansemer-Topf, Ann M.

    2017-01-01

    We examined how the experiences--academic, financial, social, and personal--and relationship factors of military-connected students attending a 4-year institution are associated with their academic success. This multi-institution study highlights the demographic characteristics, experiences, and campus relationships that are associated with…

  17. Predicting Academic Success of Health Science Students for First Year Anatomy and Physiology

    ERIC Educational Resources Information Center

    Anderton, Ryan S.; Evans, Tess; Chivers, Paola T.

    2016-01-01

    Students commencing tertiary education enter through a number of traditional and alternative academic pathways. As a result, tertiary institutions encounter a broad range of students, varying in demographic, previous education, characteristics and academic achievement. In recent years, the relatively constant increase in tertiary applications in…

  18. Can Multiple Mini-Interviews Predict Academic Performance of Dental Students? A Two-Year Follow-Up.

    PubMed

    Alaki, Sumer M; Yamany, Ibrahim A; Shinawi, Lana A; Hassan, Mona H A; Tekian, Ara

    2016-11-01

    Prior research has shown that students' previous grade point average (GPA) is the best predictor for future academic success. However, it can only partly predict the variability in dental school performance. The aim of this study was to assess the predictive value of multiple mini-interviews (MMI) as an admission criterion by comparing them with the academic performance of dental students over a two-year period. All incoming undergraduate dental students at the King Abdulaziz University Faculty of Dentistry (KAUFD) during academic year 2013-14 were invited to participate in MMI. Students rotated through six objective structured clinical exam (OSCE)-like stations for 30 minutes total and were interviewed by two trained faculty interviewers at each station. The stations were focused on noncognitive skills thought to be essential to academic performance at KAUFD. The academic performance of these students was then followed for two years and linked to their MMI scores. A total of 146 students (71 males and 75 females) participated in an interview (response rate=92.9%). Most students scored in the acceptable range at each MMI station. Students' total MMI score, ambitions, and motives were significant predictors of GPA during the two years of follow-up (p<0.038 and p<0.001, respectively). In this study, MMI was found to be able to predict future academic performance of undergraduate dental students.

  19. The social ties that bind: social anxiety and academic achievement across the university years.

    PubMed

    Brook, Christina A; Willoughby, Teena

    2015-05-01

    Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college.

  20. Solar photocatalysis for treatment of Acid Yellow-17 (AY-17) dye contaminated water using Ag@TiO2 core-shell structured nanoparticles.

    PubMed

    Khanna, Ankita; Shetty K, Vidya

    2013-08-01

    Wastewater released from textile industries causes water pollution, and it needs to be treated before discharge to the environment by cost effective technologies. Solar photocatalysis is a promising technology for the treatment of dye wastewater. The Ag@TiO2 nanoparticles comprising of Ag core and TiO2 shell (Ag@TiO2) have unique photocatalytic property of inhibition of electron-hole recombination and visible light absorption, which makes it a promising photocatalyst for use in solar photocatalysis and with higher photocatalytic rate. Therefore, in the present work, the Ag@TiO2 nanoparticles synthesized by one pot method with postcalcination step has been used for the degradation of Acid Yellow-17 (AY-17) dye under solar light irradiation. The Ag@TiO2 nanoparticles were characterized using thermogravimetric-differential thermal analysis, X-ray diffraction, transmission electron microscopy, selected area electron diffraction, and energy dispersive X-ray analysis. The catalyst has been found to be very effective in solar photocatalysis of AY-17, as compared to other catalysts. The effects of pH, catalyst loading, initial dye concentration, and oxidants on photocatalysis were also studied. The optimized parameters for degradation of AY-17 using Ag@TiO2 were found to be pH 3, dye/catalyst ratio of 1:10 (g/g), and 2 g/L of (NH4)2S2O8 as oxidant. Efficient decolorization and mineralization of AY-17 was achieved. The kinetics of color, total organic carbon, and chemical oxygen demand removal followed the Langmuir-Hinshelwood model. Ag@TiO2 catalyst can be reused thrice without much decline in efficiency. The catalyst exhibited its potential as economic photocatalyst for treatment of dye wastewater.

  1. Future time orientation predicts academic engagement among first-year university students.

    PubMed

    Horstmanshof, Louise; Zimitat, Craig

    2007-09-01

    Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under-researched factor that may significantly influence student engagement. This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose that there are significant relationships between psychological and behavioural elements of student engagement. We also posit that time orientation is an important factor in facilitating psychological and behavioural elements of student engagement. Participants (N=347) were first-year undergraduate students who had completed one semester of study and re-enrolled for a further semester of study at an Australian university. Participants were surveyed using instruments designed to measure Academic Application, Academic Orientation (McInnis, James, & Hartley, 2000), Time Perspective (Zimbardo & Boyd, 1999), the shortened version of the Study Process Questionnaire (Fox, McManus, & Winder, 2001) and hours spent preparing for class. There were interrelationships between the elements of student engagement (e.g. Academic Application) with productive educational behaviours (e.g. deep approach to learning). Students' perceptions of time appeared as a key factor mediating levels of Academic Application and Academic Orientation. Orientation to the Future emerged as a significant predictor of these elements of engagement. Future orientation emerged as an important factor mediating students' academic engagement in these students who completed one semester of study. Interventions focusing on the development of time perspective may be helpful in encouraging and supporting academic engagement and, ultimately, persistence in higher education.

  2. INTEGRATED DM 1200 MELTER TESTING OF HLW C-106/AY-102 COMPOSITION USING BUBBLERS VSL-03R3800-1 REV 0 9/15/03

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    KRUGER AA; MATLACK KS; GONG W

    2011-12-29

    This report documents melter and off-gas performance results obtained on the DM1200 HLW Pilot Melter during processing of simulated HLW C-106/AY-102 feed. The principal objectives of the DM1200 melter testing were to determine the achievable glass production rates for simulated HLW C-106/AY-102 feed; determine the effect of bubbling rate on production rate; characterize melter off-gas emissions; characterize the performance of the prototypical off-gas system components as well as their integrated performance; characterize the feed, glass product, and off-gas effluents; and to perform pre- and post test inspections of system components.

  3. Institutional Characteristics That Lead to Increased Student Success Points for Community Colleges in Texas

    ERIC Educational Resources Information Center

    Hanes, Carol Moore

    2017-01-01

    Over 40% of undergraduates in the United States attend a community college; however, fewer than 50% complete a degree or certificate within 6 years. As a result, national and state leaders have endorsed completion agenda initiatives, including performance-based funding (PBF). Texas implemented a form of PBF for the 2014-2015 Academic Year (AY)…

  4. Anti-diabetic effect of pyroglutamic acid in type 2 diabetic Goto-Kakizaki rats and KK-Ay mice.

    PubMed

    Yoshinari, Orie; Igarashi, Kiharu

    2011-10-01

    With the rapidly increasing prevalence of type 2 diabetes mellitus (T2DM), specific dietary components with anti-diabetic efficacy could be one strategy with therapeutic potential. In the present study, the anti-diabetic effects of an amino acid, pyroglutamic acid (PA), found in vegetables and fruits were investigated in T2DM models using Goto-Kakizaki (GK) rats and KK-Ay mice by measuring glucose tolerance and other markers of diabetes. Moreover, the effect of PA on gene expression in GK rats was measured by DNA microarray analysis. Oral glucose tolerance and serum insulin levels were reduced by PA in both animal models. Serum and liver total cholesterol levels were also improved by PA. Expression of genes involved with gluconeogenesis and those involved with its related transcription factor were down-regulated by feeding PA. In KK-Ay mice, the glucokinase:glucose-6-phosphatase (G6Pase) activity ratio increased. From these results, it is suggested that dietary PA beneficially modifies glucose and lipid metabolism in diabetic animals, and can potentially contribute to the mitigation of T2DM.

  5. Examining the Self-Congruent Engagement Hypothesis: The Link between Academic Self-Schemas, Motivational Goals, Learning Approaches and Achievement within an Academic Year

    ERIC Educational Resources Information Center

    Ng, Chi-hung Clarence

    2014-01-01

    Academic self-schemas are important cognitive frames capable of guiding students' learning engagement. Using a cohort of Year 10 Australian students, this longitudinal study examined the self-congruence engagement hypothesis which maintains that there is a close relationship among academic self-schemas, achievement goals, learning approaches,…

  6. Does academic performance in the premedical year predict the performance of the medical student in subsequent years?

    PubMed

    Al-Mazrou, Abdulrahman M

    2008-05-01

    Student admission into the College of Medicine at King Saud University (KSU) is dependent on the achievement of a grade point average (GPA) of ≥3.5 /5 by the end of the premedical year. This study was undertaken to ascertain whether pre-selected medical students who achieve a relatively low GPA (≤3.75/5) in the premedical year are at risk of having academic difficulties in subsequent years. A cross-sectional study of all students admitted to the College of Medicine at KSU during 5 academic years (1994 to 1998) was conducted in 2004. The likelihood of completing the program by 2004 and the dropout frequency were compared in the two groups based on their GPA in the premedical year: High GPA (>3.75) and Low GPA (≤3.75). During the study period, 739 students were admitted to the college. Of these, 619 (84%) were in High GPA group, and 120 (16%) in the Low GPA group. Of the students with High GPA, 545 (88%) out of 619 graduated compared with 79 (66%) of 120 in the Low GPA group (OR 3.822 [95% CI: 2.44, 5.99]: P<0.0001). Overall, 28 students (3.8%) dropped out, but there was a significantly greater frequency of dropping out in the Low GPA group (10/120; 8.3%) compared with the High GPA group (18/619; 2.9%: OR 3.035 [95% CI: 1.37, 6.75], P=0.01). Our results support the prerequisite of a minimum GPA in the premedical year before proceeding to the higher levels. The GPA of premedical year is a useful predictor of students who need close monitoring and academic support. The use of GPA in the premedical year for admission into medical colleges should help optimize the use of resources and reduce student wastage.

  7. The academic majors of students taking American soil science classes: 2004-2005 to 2013-2014 academic years

    NASA Astrophysics Data System (ADS)

    Brevik, Eric C.; Vaughan, Karen L.; Parikh, Sanjai J.; Dolliver, Holly; Lindbo, David; Steffan, Joshua J.; Weindorf, David; McDaniel, Paul; Mbila, Monday; Edinger-Marshall, Susan

    2017-04-01

    Many papers have been written in recent years discussing the interdisciplinary and transdisciplinary aspects of soil science. Therefore, it would make sense that soil science courses would be taken by students in a wide array of academic majors. To investigate this, we collected data from eight different American universities on the declared academic majors of students enrolled in soil science courses over a 10 year time period (2004-2005 to 2013-2014 academic years). Data was collected for seven different classes taught at the undergraduate level: introduction to soil science, soil fertility, soil management, pedology, soil biology/microbiology, soil chemistry, and soil physics. Overall trends and trends for each class were evaluated. Generally, environmental science and crop science/horticulture/agronomy students were enrolled in soil science courses in the greatest numbers. Environmental science and engineering students showed rapid increases in enrollment over the 10 years of the study, while the number of crop science/ horticulture/ agronomy students declined. In the introduction to soil science classes, environmental science and crop science/ horticulture/ agronomy students were enrolled in the greatest numbers, while declared soil science majors only made up 6.6% of the average enrollment. The highest enrollments in soil fertility were crop science/ horticulture/ agronomy students and other agricultural students (all agricultural majors except crop science, horticulture, agronomy, or soil science). In both the soil management and pedology classes, environmental science and other agricultural students were the largest groups enrolled. Other agricultural students and students from other majors (all majors not otherwise expressly investigated) were the largest enrolled groups in soil biology/microbiology courses, and environmental science and soil science students were the largest enrolled groups in soil chemistry classes. Soil physics was the only class

  8. SN 2010ay Is a Luminous and Broad-Lined Type Ic Supernova Within a Low-Metallicity Host Galaxy

    NASA Technical Reports Server (NTRS)

    Sanders, N. E.; Soderberg, A. M.; Valenti, S.; Foley, R. J.; Chornock, R.; Chomiuk, L.; Berger, E.; Smartt, S.; Hurley, K.; Barthelmy, S. D.; hide

    2012-01-01

    We report on our serendipitous pre-discovery detection and follow-up observations of the broad-lined Type Ic supernova (SN Ic) 2010ay at z = 0.067 imaged by the Pan-STARRS1 3pi survey just approximately 4 days after explosion. The supernova (SN) had a peak luminosity, MR approx. -20.2 mag, significantly more luminous than known GRB-SNe and one of the most luminous SNe Ib/c ever discovered. The absorption velocity of SN 2010ay is v Si (is) approx. 19×10(exp 3) km s-1 at approximately 40 days after explosion, 2-5 times higher than other broad-lined SNe and similar to the GRB-SN 2010bh at comparable epochs. Moreover, the velocity declines approximately 2 times slower than other SNe Ic-BL and GRB-SNe. Assuming that the optical emission is powered by radioactive decay, the peak magnitude implies the synthesis of an unusually large mass of 56Ni, MNi = 0.9 solar mass. Applying scaling relations to the light curve, we estimate a total ejecta mass, Mej (is) approx. 4.7 solar mass, and total kinetic energy, EK (is) approx. 11 × 10(exp 51) erg. The ratio of MNi to Mej is approximately 2 times as large for SN 2010ay as typical GRB-SNe and may suggest an additional energy reservoir. The metallicity (log(O/H)PP04 + 12 = 8.19) of the explosion site within the host galaxy places SN 2010ay in the low-metallicity regime populated by GRB-SNe, and (is) approximately 0.5(0.2) dex lower than that typically measured for the host environments of normal (broad-lined) SNe Ic. We constrain any gamma-ray emission with E(gamma) (is) approximately less than 6 × 10(exp 48) erg (25-150 keV), and our deep radio follow-up observations with the Expanded Very Large Array rule out relativistic ejecta with energy E (is) approximately greater than 10(exp 48) erg. We therefore rule out the association of a relativistic outflow like those that accompanied SN 1998bw and traditional long-duration gamma-ray bursts (GRBs), but we place less-stringent constraints on a weak afterglow like that seen from XRF

  9. Biennial Transfer Student Report, 1994/1995 and 1995/1996 Academic Years.

    ERIC Educational Resources Information Center

    Umbach, Paul; Harrell, Sally

    This report presents information on the academic achievement of students who transferred from Tidewater Community College (TCC) (Virginia) to four-year institutions. Based on student data from 1994-1996, and the results of a transfer survey of students entering four-year institutions in 1995-1996, statistics are provided that include: (1) between…

  10. Varicella Immunization Requirements for US Colleges: 2014-2015 Academic Year

    ERIC Educational Resources Information Center

    Leung, Jessica; Marin, Mona; Leino, Victor; Even, Susan; Bialek, Stephanie R.

    2016-01-01

    Objective: To obtain information on varicella prematriculation requirements in US colleges for undergraduate students during the 2014-2015 academic year. Participants: Health care professionals and member schools of the American College Health Association (ACHA). Methods: An electronic survey was sent to ACHA members regarding school…

  11. 45th Annual Survey Report on State-Sponsored Student Financial Aid, 2013-2014 Academic Year

    ERIC Educational Resources Information Center

    National Association of State Student Grant and Aid Programs, 2014

    2014-01-01

    This report provides data regarding state-funded expenditures for student financial aid and illustrates the extent of efforts made by the states to assist postsecondary students. Information in this report is based on academic year 2013-14 data from the 45th Annual NASSGAP survey. Data highlights include: (1) In the 2013-14 academic year, the…

  12. Academic Year Abroad, 1991-92: An IIE Guide to Study Abroad.

    ERIC Educational Resources Information Center

    Steen, Sara J., Ed.; Battle, Ed, Ed.

    This directory provides information on 1,800 postsecondary study programs that take place in countries other than the United States during the academic year, ranging in length from 1 week to 1 year. An introductory section describes the organization of the listings, which provide program sponsor and name, location, dates, fields of study offered,…

  13. Project ARJO--"Academic Recovery through Job Opportunity." Report on First Year of Operation.

    ERIC Educational Resources Information Center

    Sandy Union High School District 2, OR.

    This document reports on the first year of operation of Project ARJO: Academic Recovery through Job Opportunity, a program developed by Sandy Union High School District #2 in Sandy, Oregon under a Title VI Excellence in Education grant from the U.S. Department of Education. The primary objective of Project ARJO is the academic recovery of…

  14. Washington Community College Factbook Addendum A: Student Enrollments, Academic Year 1978-79.

    ERIC Educational Resources Information Center

    Meier, Terre

    In order to reveal trends in community college enrollments in Washington, student demographic and enrollment data for academic year 1978-79 were compiled and compared with figures for previous years. The study report provides annualized averages for full-time equivalent (FTE) enrollments for the years 1968-69 to 1978-79 and quarterly and…

  15. National General Aviation Design Competition Guidelines 1999-2000 Academic Year

    NASA Technical Reports Server (NTRS)

    1999-01-01

    The National Aeronautics and Space Administration (NASA), the Federal Aviation Administration (FAA) and the Air Force Research Laboratory are sponsoring a National General Aviation Design Competition for students at U.S. aeronautical and engineering universities for the 1999-2000 academic year. The competition challenges individuals and teams of undergraduates and/ or graduate students, working with faculty advisors, to address design challenges for general aviation aircraft. Now in its sixth year, the competition seeks to increase the involvement of the academic community in the revitalization of the U.S. general aviation industry while providing real-world design and development experiences for students. It allows university students to participate in a major national effort to rebuild the U.S. general aviation sector while raising student awareness of the value of general aviation for business and personal use , and its economic relevance. Faculty and student participants have indicated that the open-ended design challenges offered by the competition have provided the basis for quality educational experiences.

  16. The bidirectional pathways between internalizing and externalizing problems and academic performance from 6 to 18 years.

    PubMed

    Van der Ende, Jan; Verhulst, Frank C; Tiemeier, Henning

    2016-08-01

    Internalizing and externalizing problems are associated with poor academic performance, both concurrently and longitudinally. Important questions are whether problems precede academic performance or vice versa, whether both internalizing and externalizing are associated with academic problems when simultaneously tested, and whether associations and their direction depend on the informant providing information. These questions were addressed in a sample of 816 children who were assessed four times. The children were 6-10 years at baseline and 14-18 years at the last assessment. Parent-reported internalizing and externalizing problems and teacher-reported academic performance were tested in cross-lagged models to examine bidirectional paths between these constructs. These models were compared with cross-lagged models testing paths between teacher-reported internalizing and externalizing problems and parent-reported academic performance. Both final models revealed similar pathways from mostly externalizing problems to academic performance. No paths emerged from internalizing problems to academic performance. Moreover, paths from academic performance to internalizing and externalizing problems were only found when teachers reported on children's problems and not for parent-reported problems. Additional model tests revealed that paths were observed in both childhood and adolescence. Externalizing problems place children at increased risk of poor academic performance and should therefore be the target for interventions.

  17. The ACGME case log: General surgery resident experience in pediatric surgery

    PubMed Central

    Gow, Kenneth W.; Drake, F. Thurston; Aarabi, Shahram; Waldhausen, John H.

    2014-01-01

    Background General surgery (GS) residents in ACGME programs log cases performed during their residency. We reviewed designated pediatric surgery (PS) cases to assess for changes in performed cases over time. Methods The ACGME case logs for graduating GS residents were reviewed from academic year (AY) 1989–1990 to 2010–2011 for designated pediatric cases. Overall and designated PS cases were analyzed. Data were combined into five blocks: Period I (AY1989–90 to AY1993–94), Period II (AY1994–95 to AY1998–99), Period III (AY1999–00 to AY2002–03), Period IV (AY2003–04 to AY2006–07), and Period V (AY2007–08 to AY2010–11). Periods IV and V were delineated by implementation of duty hour restrictions. Student t-tests compared averages among the time periods with significance at P < .05. Results Overall GS case load remained relatively stable. Of total cases, PS cases accounted for 5.4% in Period I and 3.7% in Period V. Designated pediatric cases declined for each period from an average of 47.7 in Period I to 33.8 in Period V. These changes are due to a decline in hernia repairs, which account for half of cases. All other cases contributed only minimally to the pediatric cases. The only laparoscopic cases in the database were anti-reflux procedures, which increased over time. Conclusions GS residents perform a diminishing number of designated PS cases. This decline occurred before the onset of work-hour restrictions. These changes have implications on the capabilities of the current graduating workforce. However, the case log does not reflect all cases trainees may be exposed to, so revision of this list is recommended. PMID:23932601

  18. Washington Community Colleges Factbook. Addendum A: Student Enrollments, Academic Year 1977-78.

    ERIC Educational Resources Information Center

    Meier, Terre; Story, Sherie

    In order to reveal trends in community college enrollments in Washington, student demographic and enrollment data for academic year 1977-78 were compiled and compared with figures for previous years. The report provides annualized averages for full-time equivalent (FTE) enrollments for the system for the years 1967 to 1977, and for FTE students by…

  19. Otitis Media in Early Childhood and Cognitive, Academic, and Behavior Outcomes at 12 Years of Age.

    ERIC Educational Resources Information Center

    Roberts, Joanne E.; And Others

    1995-01-01

    Examined the association between otitis media with effusion (OME) during the first 3 years of life and cognitive, academic performance, and behavior outcomes at 12 years of age. Results indicated that OME during early childhood was not related to intellectual performance, academic achievement, behavior, and attention. Suggests that generalizations…

  20. Earthquakes, Subaerial and Submarine Landslides, Tsunamis and Volcanoes in Aysén Fjord, Chile

    NASA Astrophysics Data System (ADS)

    Lastras, G.; Amblas, D.; Calafat-Frau, A. M.; Canals, M.; Frigola, J.; Hermanns, R. L.; Lafuerza, S.; Longva, O.; Micallef, A.; Sepulveda, S. A.; Vargas Easton, G.; Azpiroz, M.; Bascuñán, I.; Duhart, P.; Iglesias, O.; Kempf, P.; Rayo, X.

    2014-12-01

    The Aysén fjord, 65 km long and east-west oriented, is located at 45.4ºS and 73.2ºW in Chilean Patagonia. It has a maximum water depth of 345 m. It collects the inputs of Aysén, Pescado, Condor and Cuervo rivers, which drain the surrounding Patagonian Andes. The fjord is crossed by the Liquiñe-Ofqui Fault Zone, a seismically active trench parallel intra-arc fault system. On 21 April 2007, an Mw 6.2 earthquake triggered numerous subaerial and submarine landslides along the fjord flanks. Some of the subaerial landslides reached the water mass, generating tsunami-like displacement waves that flooded the adjacent coastlines, withlocal >50 m high run-ups, causing ten fatalities and damage to salmon farms. The research cruise DETSUFA on board BIO Hespérides in March 2013, aiming to characterise the landslides and their effects, mapped with great detail the submerged morphology of the fjord. Multibeam data display deformation structures created by the impact of the landslides in the inner fjord floor. Landslide material descended and accelerated down the highly sloping fjord flanks, and reached the fjord floor at 200 m water depth generating large, 10-m-deep impact depressions. Fjord floor sediment was pushed and piled up in arcuate deformation areas formed by 15-m-high compressional ridges, block fields and a narrow frontal depression. Up to six >1.5 km2 of these structures have been identified. In addition, the cruise mapped the outer fjord floor beyond the Cuervo ridge. This ridge, previously interpreted as a volcanic transverse structure, most probably acted as a limit for grounding ice in the past, as suggested by the presence of a melt-water channel. The fjord smoothens and deepens to more than 330 m forming an enclosed basin, before turning SW across a field of streamlined hills of glacial origin. Three volcanic cones, one of them forming Isla Colorada and the other two totally submerged and previously unknown, have been mapped in the outer fjord. The largest

  1. Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study.

    PubMed

    Chew, Boon How; Zain, Azhar Md; Hassan, Faezah

    2013-03-27

    Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academic performance in first- and final-year medical students in Malaysia. This was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academic performance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academic performance were examined using multivariate analyses. A total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R(2) = 0.43). Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students' academic performance.

  2. Riser Difference Uncertainty Methodology Based on Tank AY-101 Wall Thickness Measurements with Application to Tank AN-107

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Weier, Dennis R.; Anderson, Kevin K.; Berman, Herbert S.

    2005-03-10

    The DST Integrity Plan (RPP-7574, 2003, Double-Shell Tank Integrity Program Plan, Rev. 1A, CH2M HILL Hanford Group, Inc., Richland, Washington.) requires the ultrasonic wall thickness measurement of two vertical scans of the tank primary wall while using a single riser location. The resulting measurements are then used in extreme value methodology to predict the minimum wall thickness expected for the entire tank. The representativeness of using a single riser in this manner to draw conclusions about the entire circumference of a tank has been questioned. The only data available with which to address the representativeness question comes from Tank AY-101more » since only for that tank have multiple risers been used for such inspection. The purpose of this report is to (1) further characterize AY-101 riser differences (relative to prior work); (2) propose a methodology for incorporating a ''riser difference'' uncertainty for subsequent tanks for which only a single riser is used, and (3) specifically apply the methodology to measurements made from a single riser in Tank AN-107.« less

  3. The Relationship between Living Arrangement, Academic Performance, and Engagement among First-Year College Students

    ERIC Educational Resources Information Center

    Balfour, Denise Shata

    2013-01-01

    One way students become engaged in their undergraduate experience is through place of residence. Factors associated with high academic performance suggest high levels of engagement in campus life. This study investigated the relationship between living arrangement and the academic performance of first-year, full-time undergraduate students. The…

  4. Psychopathological factors that can influence academic achievement in early adolescence: a three-year prospective study.

    PubMed

    Voltas, Núria; Hernández-Martínez, Carmen; Aparicio, Estefania; Arija, Victoria; Canals, Josefa

    2014-12-30

    This three-phase prospective study investigated psychosocial factors predicting or associated with academic achievement. An initial sample of 1,514 school-age children was assessed with screening tools for emotional problems (Screen for Childhood Anxiety and Related Emotional Disorders; Leyton Obsessional Inventory-Child Version; Children's Depression Inventory). The following year, 562 subjects (risk group/without risk group) were re-assessed and attention deficit/hyperactivity disorder (ADHD) was assessed. Two years later, 242 subjects were followed, and their parents informed about their academic achievement. Results showed that early depression (phase 1 B = -.130, p = .001; phase 1 + phase 2 B = -.187, p < .001), persistent anxiety symptoms (phase 1 + phase 2 B = -1.721, p = .018), and ADHD were predictors of lower academic achievement (phase 1 + phase 2 B = -3.415, p = .005). However, some anxiety symptoms can improve academic achievement (Social phobia B = .216, p = .018; Generalized anxiety B = .313, p < .001). Socio-economic status (SES) was positively related to academic achievement. We can conclude that in the transition period to adolescence, school-health professionals and teachers need to consider the emotional issues of students to avoid unwanted academic outcomes.

  5. Antihyperglycemia and Antihyperlipidemia Effect of Protoberberine Alkaloids From Rhizoma Coptidis in HepG2 Cell and Diabetic KK-Ay Mice.

    PubMed

    Ma, Hang; Hu, Yinran; Zou, Zongyao; Feng, Min; Ye, Xiaoli; Li, Xuegang

    2016-06-01

    Preclinical Research Rhizoma Coptidis (RC), the root of Coptis chinensis Franch, a species in the genus Coptis (family Ranunculaceae), has been commonly prescribed for the treatment of diabetes in Chinese traditional herbal medicine applications. The present study is focused on the assessment of the antihyperglycemia and antidiabetic hyperlipidemia effect of five protoberberine alkaloids, berberine (BBR), coptisine (COP), palmatine (PAL), epiberberine (EPI), and jatrorrhizine (JAT), separated from R. Coptidis in hepatocellular carcinoma HepG2 cells and diabetic KK-Ay mice. Protoberberine alkaloids are effective in modulating hyperglycemia and hyperlipidemia. After adding BBR and COP to culture medium, glucose consumption of HepG2 cells was increased. In KK-Ay mice assays, suppressed fasting blood glucose level and ameliorated glucose tolerance were observed after BBR/COP administration. After treated with berberine and coptisine, in the same dose of 5 µg/mL, the glucose consumption of HepG2 cells were promoted and, respectively, reached 96.1% and 17.6%. Body weight, food consumption, water intake, and urinary output of KK-Ay mice were reduced after treated with EPI. Serum total cholesterol and triglyceride of mice were decreased after treated with palmatine and jatrorrhizine. Serum high-density lipoprotein cholesterol of mice was increased after palmatine, jatrorrhizine, and berberine administrated. Moreover, hepatomegaly was attenuated in JTR-treated mice. Suggested that these protoberberine alkaloids from R. Coptidis have potential curative effect for diabetes. Drug Dev Res 77 : 163-170, 2016.   © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  6. Mathematics and Natural Science Students' Motivational Profiles and Their First-Year Academic Achievement

    ERIC Educational Resources Information Center

    Fokkens-Bruinsma, Marjon; Vermue, Carlien Elske; Deinum, Jan Folkert

    2018-01-01

    Our study focused on describing first-year university students' motivational profiles and examining differences in academic achievement based on these profiles. Data on academic motivation of 755 students in the field of mathematics and natural sciences were collected before the start of their bachelor's degree program; data on GPA were collected…

  7. Orthotopic AY-27 rat bladder urothelial cell carcinoma model presented an elevated methemoglobin proportion in the increased total hemoglobin content when evaluated in vivo by single-fiber reflectance spectroscopy

    NASA Astrophysics Data System (ADS)

    Sun, Tengfei; Davis, Carole A.; Hurst, Robert E.; Slaton, Joel W.; Piao, Daqing

    2017-02-01

    In vivo single-fiber reflectance spectroscopy (SfRS) was performed on an orthotopic AY-27 rat bladder urothelial cell carcinoma model to explore potential spectroscopic features revealing neoplastic changes. AY-27 bladder tumor cells were intravesically instilled in four rats and allowed to implant and grow for one week, with two additional rats as the control. A total of 107 SfRS measurements were taken from 27 sites on two control bladders and 80 from four AY-27 treated bladders. The spectral profiles obtained from AY-27 treated bladders revealed various levels of a methemoglobin (MetHb) characteristic spectral feature around 635nm. A multisegment spectral analysis method estimated concentrations of five chromophore compositions including oxyhemoglobin, deoxyhemoglobin, MetHb, lipid and water. The total hemoglobin concentration ([HbT]), the MetHb proportion in the total hemoglobin and the lipid volume content showed possible correlations. The 80 measurements from the AY-27 treated bladders could separate to three sub-sets according to the MetHb proportion. Specifically, 72 were in subset 1 with low proportion (5.3%<[MetHb]<7%), 6 in subset 2 with moderate proportion (7%<[MetHb]<30%), and 2 in subset 3 with significant proportion (>30%). When grouped according to [MetHB], the [HbT] increased from 368 μM of subset 1 to 488 μM of subset 2 to 541 μM of subset 3, in comparison to the 285 μM of the control. The increased total hemoglobin and the elevation of MetHb proportion may signify angiogenesis and degradation in hemoglobin oxygen-transport. Additionally, the lipid volume content decreased from 2.58% in the control to <0.2% in the tumor groups, indicating disruption of subepithelium tissue architecture.

  8. Physical activity and academic achievement across the curriculum: Results from a 3-year cluster-randomized trial.

    PubMed

    Donnelly, Joseph E; Hillman, Charles H; Greene, Jerry L; Hansen, David M; Gibson, Cheryl A; Sullivan, Debra K; Poggio, John; Mayo, Matthew S; Lambourne, Kate; Szabo-Reed, Amanda N; Herrmann, Stephen D; Honas, Jeffery J; Scudder, Mark R; Betts, Jessica L; Henley, Katherine; Hunt, Suzanne L; Washburn, Richard A

    2017-06-01

    We compared changes in academic achievement across 3years between children in elementary schools receiving the Academic Achievement and Physical Activity Across the Curriculum intervention (A+PAAC), in which classroom teachers were trained to deliver academic lessons using moderate-to-vigorous physical activity (MVPA) compared to a non-intervention control. Elementary schools in eastern Kansas (n=17) were cluster randomized to A+PAAC (N=9, target ≥100min/week) or control (N=8). Academic achievement (math, reading, spelling) was assessed using the Wechsler Individual Achievement Test-Third Edition (WIAT-III) in a sample of children (A+PAAC=316, Control=268) in grades 2 and 3 at baseline (Fall 2011) and repeated each spring across 3years. On average 55min/week of A+PACC lessons were delivered each week across the intervention. Baseline WIAT-III scores (math, reading, spelling) were significantly higher in students in A+PAAC compared with control schools and improved in both groups across 3years. However, linear mixed modeling, accounting for baseline between group differences in WIAT-III scores, ethnicity, family income, and cardiovascular fitness, found no significant impact of A+PAAC on any of the academic achievement outcomes as determined by non-significant group by time interactions. A+PAAC neither diminished or improved academic achievement across 3-years in elementary school children compared with controls. Our target of 100min/week of active lessons was not achieved; however, students attending A+PAAC schools received an additional 55min/week of MVPA which may be associated with both physical and mental health benefits, without a reduction in time devoted to academic instruction. Copyright © 2017. Published by Elsevier Inc.

  9. Weight, socio-demographics, and health behaviour related correlates of academic performance in first year university students.

    PubMed

    Deliens, Tom; Clarys, Peter; De Bourdeaudhuij, Ilse; Deforche, Benedicte

    2013-12-17

    This study aimed to examine differences in socio-demographics and health behaviour between Belgian first year university students who attended all final course exams and those who did not. Secondly, this study aimed to identify weight and health behaviour related correlates of academic performance in those students who attended all course exams. Anthropometrics of 101 first year university students were measured at both the beginning of the first (T1) and second (T2) semester of the academic year. An on-line health behaviour questionnaire was filled out at T2. As a measure of academic performance student end-of-year Grade Point Averages (GPA) were obtained from the university's registration office. Independent samples t-tests and chi2-tests were executed to compare students who attended all course exams during the first year of university and students who did not carry through. Uni- and multivariate linear regression analyses were conducted to identify correlates of academic performance in students who attended all course exams during the first year of university. Students who did not attend all course exams were predominantly male, showed higher increases in waist circumference during the first semester and consumed more French fries than those who attended all final course exams. Being male, lower secondary school grades, increases in weight, Body Mass Index and waist circumference over the first semester, more gaming on weekdays, being on a diet, eating at the student restaurant more frequently, higher soda and French fries consumption, and higher frequency of alcohol use predicted lower GPA's in first year university students. When controlled for each other, being on a diet and higher frequency of alcohol use remained significant in the multivariate regression model, with frequency of alcohol use being the strongest correlate of GPA. This study, conducted in Belgian first year university students, showed that academic performance is associated with a wide range

  10. Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study

    PubMed Central

    2013-01-01

    Background Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academic performance in first- and final-year medical students in Malaysia. Methods This was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academic performance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academic performance were examined using multivariate analyses. Results A total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R2 = 0.43). Conclusions Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students’ academic performance. PMID:23537129

  11. Landslides Cause Tsunami Waves: Insights From Aysén Fjord, Chile

    NASA Astrophysics Data System (ADS)

    Lastras, Galderic; Amblas, David; Calafat, Antoni M.; Canals, Miquel; Frigola, Jaime; Hermanns, Reginald L.; Lafuerza, Sara; Longva, Oddvar; Micallef, Aaron; Sepúlveda, Sergio A.; Vargas, Gabriel; Batist, Marc De; Daele, Maarten Van; Azpiroz, María.; Bascuñán, Ignacio; Duhart, Paul; Iglesias, Olaia; Kempf, Philipp; Rayo, Xavier

    2013-08-01

    On 21 April 2007, an Mw 6.2 earthquake produced an unforeseen chain of events in the Aysén fjord (Chilean Patagonia, 45.5°S). The earthquake triggered hundreds of subaerial landslides along the fjord flanks. Some of the landslides eventually involved a subaqueous component that, in turn, generated a series of displacement waves—tsunami-like waves produced by the fast entry of a subaerial landmass into a water body—within the fjord [Naranjo et al., 2009; Sepúlveda and Serey, 2009; Hermanns et al., 2013]. These waves, with run-ups several meters high along the shoreline, caused 10 fatalities. In addition, they severely damaged salmon farms, which constitute the main economic activity in the region, setting free millions of cultivated salmon with still unknown ecological consequences.

  12. Academic Self-Perception and Its Relationship to Academic Performance

    ERIC Educational Resources Information Center

    Stringer, Ronald W.; Heath, Nancy

    2008-01-01

    One hundred and fifty-five students (average age, 10 years 7 months) were initially tested on reading, arithmetic, and academic self-perception. One year later they were tested again. Initial academic scores accounted for a large proportion of the variance in later academic scores. The children's self-perceptions of academic competence accounted…

  13. Home Computer Use and Academic Performance of Nine-Year-Olds

    ERIC Educational Resources Information Center

    Casey, Alice; Layte, Richard; Lyons, Sean; Silles, Mary

    2012-01-01

    A recent rise in home computer ownership has seen a growing number of children using computers and accessing the internet from a younger age. This paper examines the link between children's home computing and their academic performance in the areas of reading and mathematics. Data from the nine-year-old cohort of the Growing Up in Ireland survey…

  14. Personality traits measured at baseline can predict academic performance in upper secondary school three years late.

    PubMed

    Rosander, Pia; Bäckström, Martin

    2014-12-01

    The aim of the present study was to explore the ability of personality to predict academic performance in a longitudinal study of a Swedish upper secondary school sample. Academic performance was assessed throughout a three-year period via final grades from the compulsory school and upper secondary school. The Big Five personality factors (Costa & McCrae, ) - particularly Conscientiousness and Neuroticism - were found to predict overall academic performance, after controlling for general intelligence. Results suggest that Conscientiousness, as measured at the age of 16, can explain change in academic performance at the age of 19. The effect of Neuroticism on Conscientiousness indicates that, as regarding getting good grades, it is better to be a bit neurotic than to be stable. The study extends previous work by assessing the relationship between the Big Five and academic performance over a three-year period. The results offer educators avenues for improving educational achievement. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

  15. Life-Stress Sources and Symptoms of Collegiate Student Athletic Trainers over the Course of an Academic Year.

    ERIC Educational Resources Information Center

    Stilger, Vincent G.; Etzel, Edward F.; Lantz, Christopher D.

    2001-01-01

    Examined the impact of life-stress sources encountered by college student athletic trainers over the academic year, noting sex differences in stress source symptoms. Data from student questionnaires indicated that stress levels fluctuated over the year, with academic and financial concerns the most common stressors. Females had higher stress…

  16. Predicting academic performance of medical students: the first three years.

    PubMed

    Höschl, C; Kozený, J

    1997-06-01

    The purpose of this exploratory study was to identify a cluster of variables that would most economically explain variations in the grade point averages of medical students during the first 3 years of study. Data were derived from a study of 92 students admitted to the 3rd Faculty of Medicine in 1992-1993 academic year and who were still in the medical school at the end of the sixth semester (third year). Stepwise regression analysis was used to build models for predicting log-transformed changes in grade point average after six semesters of study-at the end of the first, second, and third years. Predictor variables were chosen from four domains: 1) high school grade point averages in physics, mathematics, and the Czech language over 4 years of study, 2) results of admission tests in biology, chemistry, and physics, 3) admission committee's assessment of the applicant's ability to reproduce a text, motivation to study medicine, and social maturity, and 4) scores on the sentimentality and attachment scales of the Tridimensional Personality Questionnaire. The regression model, which included performance in high school physics, results of the admission test in physics, assessment of the applicant's motivation to study medicine, and attachment scale score, accounted for 32% of the change in grade point average over six semesters of study. The regression models using the first-, second-, and third-year grade point averages as the dependent variables showed slightly decreasing amounts of explained variance toward the end of the third year of study and within domains, changing the structure of predictor variables. The results suggest that variables chosen from the assessment domains of high school performance, written entrance examination, admission interview, and personality traits may be significant predictors of academic success during the first 3 years of medical study.

  17. An open-label, prospective clinical study to evaluate the efficacy and safety of TLPL/AY/01/2008 in the management of functional constipation

    PubMed Central

    Munshi, Renuka; Bhalerao, Supriya; Rathi, Pravin; Kuber, V. V.; Nipanikar, S. U.; Kadbhane, K. P.

    2011-01-01

    Functional constipation is one of the most common gastrointestinal symptoms across the globe. Its high prevalence rate, economic burden, and adverse implications on the quality of life make constipation a major public health issue. Though various treatment options are available for the management of constipation, evidence for their efficacy and safety are limited. An open-label, prospective, interventional, and exploratory clinical trial was carried out to evaluate the efficacy and safety of “TLPL/AY/01/2008” in 34 patients suffering from functional constipation. “TLPL/AY/01/2008” is an Ayurvedic proprietary polyherbal formulation in powder form, containing Isabgol husk, Senna extract, and Triphala extract. Administration of “TLPL/AY/01/2008” for 14 days showed a significant increase in mean weekly bowel movements from 10.19 ± 05.64 to 18.29 ± 05.72 (P<0.05). The mean average time spent on toilet for bowel evacuation reduced significantly from 11.02 ± 05.43 minutes (baseline value) to 08.70 ± 04.72 minutes on day 14 (P<0.05). Mean stool form score assessed on Bristol stool form scale was improved from 02.97 ± 00.48 (baseline value) to 04.61 ± 00.84 (P<0.05) on day 14. A significant improvement (P<0.05) was also noted in straining during defecation, sensation of incomplete evacuation, sensation of anorectal blockage, and other associated symptoms of functional constipation. The significant improvement in most of the above symptoms was endured for a post-treatment observatory period of one week. All the study patients showed an excellent tolerability to the study drug. These findings suggest that “TLPL/AY/01/2008” is an effective, safe, and non-habit-forming herbal laxative formulation for the management of constipation. Comparative clinical studies with larger sample size would be able to confirm the above findings. PMID:22022157

  18. Transfer Students, Financial Aid, and a New Perspective on Undermatching. Research Report

    ERIC Educational Resources Information Center

    Fernandez, Chris; Fletcher, Carla

    2014-01-01

    In December 2012, the Texas Guaranteed Student Loan Corporation (TG) released a report outlining an unexpected set of conclusions. Citing data from the U.S. Department of Education's Baccalaureate and Beyond (B&B) study, the report found that, among students who earned bachelor's degrees during the 2007-2008 academic year (AY) and borrowed…

  19. Broadening Participation in Geosciences with Academic Year and Summer Research Experiences

    NASA Astrophysics Data System (ADS)

    Austin, S. A.; Howard, A.; Johnson, L. P.; Gutierrez, R.; Chow, Y.

    2013-12-01

    Medgar Evers College, City University of New York, has initiated a multi-tiered strategy aimed at increasing the number of under-represented minority and female students pursuing careers in the Geosciences, especially Earth and Atmospheric Sciences and related areas. The strategy incorporates research on the persistence of minority and female under-represented students in STEM disciplines. The initiatives include NASA and NSF-funded team-based undergraduate research activities during the summer and academic year as well as academic support (clustering, PTLT workshops for gatekeeper courses), curriculum integration modules, and independent study/special topics courses. In addition, high school students are integrated into summer research activities working with undergraduate and graduate students as well as faculty and other scientist mentors. An important initial component was the building of an infrastructure to support remote sensing, supported by NASA. A range of academic year and summer research experiences are provided to capture student interest in the geosciences. NYC-based research activities include urban impacts of global climate change, the urban heat island, ocean turbulence and general circulation models, and space weather: magnetic rope structure, solar flares and CMEs. Field-based investigations include atmospheric observations using BalloonSat sounding vehicles, observations of tropospheric ozone using ozonesondes, and investigations of the ionosphere using a CubeSat. This presentation provides a description of the programs, student impact, challenges and observations.

  20. Out-of-State Institutions of Higher Education Operating in the State of Maryland. Academic Year 1982-83.

    ERIC Educational Resources Information Center

    Sabatini, John

    Information is presented on out-of-state institutions operating in Maryland during the 1982-1983 academic year, courses and programs, enrollments by institution, and the locations of the courses. Institutional changes since the preceding academic year and the current status of approved institutions are also identified. Sixteen out-of-state…

  1. Characterizing learning-through-service students in engineering by gender and academic year

    NASA Astrophysics Data System (ADS)

    Carberry, Adam Robert

    Service is increasingly being viewed as an integral part of education nationwide. Service-based courses and programs are growing in popularity as opportunities for students to learn and experience their discipline. Widespread adoption of learning-through-service (LTS) in engineering is stymied by a lack of a body of rigorous research supporting the effectiveness of these experiences. In this study, I examine learning-through-service through a nationwide survey of engineering undergraduate and graduate students participating in a variety of LTS experiences. Students (N = 322) participating in some form of service -- service-learning courses or extra-curricular service programs -- from eighty-seven different institutions across the United States completed a survey measuring demographic information (institution, gender, academic year, age, major, and grade point average), self-perceived sources of learning (service and traditional coursework), engineering epistemological beliefs, personality traits, and self-concepts (self-efficacy, motivation, expectancy, and anxiety) toward engineering design. Responses to the survey were used to characterize engineering LTS students and identify differences in these variables in terms of gender and academic year. The overall findings were that LTS students perceived their service experience to be a beneficial source for learning professional skills and, to a lesser degree, technical skills, held moderately sophisticated engineering epistemological beliefs, and were generally outgoing, compassionate, and adventurous. Self-perceived sources of learning, epistemological beliefs, and personality traits were shown to be poor predictors of student engineering achievement. Self-efficacy, motivation, and outcome expectancy toward engineering design were generally high for all LTS students; most possessed rather low anxiety levels toward engineering design. These trends were generally consistent between genders and across the five academic

  2. Weight, socio-demographics, and health behaviour related correlates of academic performance in first year university students

    PubMed Central

    2013-01-01

    Background This study aimed to examine differences in socio-demographics and health behaviour between Belgian first year university students who attended all final course exams and those who did not. Secondly, this study aimed to identify weight and health behaviour related correlates of academic performance in those students who attended all course exams. Methods Anthropometrics of 101 first year university students were measured at both the beginning of the first (T1) and second (T2) semester of the academic year. An on-line health behaviour questionnaire was filled out at T2. As a measure of academic performance student end-of-year Grade Point Averages (GPA) were obtained from the university’s registration office. Independent samples t-tests and chi 2 -tests were executed to compare students who attended all course exams during the first year of university and students who did not carry through. Uni- and multivariate linear regression analyses were conducted to identify correlates of academic performance in students who attended all course exams during the first year of university. Results Students who did not attend all course exams were predominantly male, showed higher increases in waist circumference during the first semester and consumed more French fries than those who attended all final course exams. Being male, lower secondary school grades, increases in weight, Body Mass Index and waist circumference over the first semester, more gaming on weekdays, being on a diet, eating at the student restaurant more frequently, higher soda and French fries consumption, and higher frequency of alcohol use predicted lower GPA’s in first year university students. When controlled for each other, being on a diet and higher frequency of alcohol use remained significant in the multivariate regression model, with frequency of alcohol use being the strongest correlate of GPA. Conclusions This study, conducted in Belgian first year university students, showed that

  3. Talented Athletes and Academic Achievements: A Comparison over 14 Years

    ERIC Educational Resources Information Center

    Jonker, Laura; Elferink-Gemser, Marije T.; Visscher, Chris

    2009-01-01

    The purpose of this study was to gain insight into the academic achievements of 200 talented athletes in 1992/1993 and 200 in 2006/2007, aged 14-16 years. When compared with the national average, the athletes in 2006/2007 attended pre-university classes more often (X[superscript 2] = 57.001, p less than 0.05). Of the 2006/2007 athletes, a higher…

  4. The English proficiency and academic language skills of Australian bilingual children during the primary school years.

    PubMed

    Dennaoui, Kamelia; Nicholls, Ruth Jane; O'Connor, Meredith; Tarasuik, Joanne; Kvalsvig, Amanda; Goldfeld, Sharon

    2016-04-01

    Evidence suggests that early proficiency in the language of school instruction is an important predictor of academic success for bilingual children. This study investigated whether English-proficiency at 4-5 years of age predicts academic language and literacy skills among Australian bilingual children at 10-11 years of age, as part of the Longitudinal Study of Australian Children ( LSAC, 2012 ). The LSAC comprises a nationally representative clustered cross-sequential sample of Australian children. Data were analysed from a sub-sample of 129 bilingual children from the LSAC Kindergarten cohort (n = 4983), for whom teachers completed the Australian Early Development Index (AEDI) checklist (a population measure of early childhood development) and the Academic Rating Scale (ARS) language and literacy subscale. Linear regression analyses revealed that bilingual children who commenced school with stronger English proficiency had higher academic language and literacy scores at the end of primary school (β = 0.45). English proficiency remained a significant predictor, even when accounting for gender and socio-economic disadvantage (β = 0.38). The findings indicate that bilingual children who begin school without English proficiency are at risk of difficulties with academic language and literacy, even after 6 years of schooling. Risk factors need to be identified so early support can be targeted towards the most vulnerable children.

  5. The Impact of Freshman Year Learning Community Participation on Students' Self-Reported Sense of Meaning in Life, Academic Self-Efficacy and Commitment to Academic Major at the Beginning of the Second Academic Year

    ERIC Educational Resources Information Center

    Pruett, Karen Ann

    2011-01-01

    Student retention is one of the most studied areas in higher education. Much of the focus has been on providing services to aid in retention efforts from the first to the second academic year. Freshman seminar classes as well as learning community programs have become common on college campuses to provide students with the resources and support to…

  6. Examining First-Year Non-Dominant Students' Experiences as Academic Writers: An Identity Perspective

    ERIC Educational Resources Information Center

    Panayotova, Dora Marinova

    2013-01-01

    This dissertation reports on a study investigating the identity of first-year university students as writers. The longitudinal project explored how students from educationally disadvantaged backgrounds construct their identities as undergraduates and as academic writers in their first year. The research was qualitative and interpretative, and used…

  7. Association between Schoolwide Positive Behavioural Interventions and Supports and Academic Achievement: A 9-Year Evaluation

    ERIC Educational Resources Information Center

    Madigan, Kathleen; Cross, Richard W.; Smolkowski, Keith; Strycker, Lisa A.

    2016-01-01

    This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools'…

  8. The relationship between academic performance and recreation use among first-year medical students.

    PubMed

    Slade, Alexander N; Kies, Susan M

    2015-01-01

    Self-care activities, including exercise, may be neglected by medical students in response to increasing academic demands. Low levels of exercise among medical students may have ripple effects on patient care and counseling. This study investigates the reciprocal role of recreation use and academic performance among first-year medical students. We combined retrospective administrative data from four cohorts of first-year medical students at the University of Illinois at Urbana-Champaign from 2006 to 2010 (n=408). We estimated regression models to clarify the role of changes in recreation use before examinations on changes in academic performance, and vice versa. The use of recreation facilities by first-year medical students was highly skewed. We found that changes in recreation use before an exam were positively associated with changes in exam performance, and vice versa. Students who make large decreases in their recreation use are likely to decrease their exam scores, rather than increase them. Students who make decreases in their recreation, on average, are likely to decrease their exam scores. These findings suggest that medical students may be able to boost their achievement through wellness interventions, even if they are struggling with exams. We find no evidence that decreasing wellness activities will help improve exam performance.

  9. The Effect of Linked Learning Certified Pathways on Selected Student Outcomes

    ERIC Educational Resources Information Center

    Fitzgerald, Robert; Ottem, Randolph; Hufford, Justine

    2016-01-01

    This report examines outcomes for grade-12 students in academic years (AY) 2010-11, 2011-12, and 2012-13 who were enrolled in a Linked Learning certified pathway (LLCP) in California. Outcomes include student engagement in learning, measured by high school attendance and discipline events, as well as college readiness and postsecondary enrollment.…

  10. Not for Kids Like Me: How the Gilman Program Is Changing Study Abroad

    ERIC Educational Resources Information Center

    Thompson-Jones, Mary

    2012-01-01

    The Benjamin Gilman International Scholarship Program, founded in 2000 as a means to fund study abroad for low-income students, has become the largest federally funded scholarship program for study abroad at the undergraduate level, with more than 2,300 recipients in academic year (AY) 2010-2011. Interviews with former Congressman Benjamin Gilman,…

  11. System-justifying ideologies and academic outcomes among first-year Latino college students.

    PubMed

    O'Brien, Laurie T; Mars, Dustin E; Eccleston, Collette

    2011-10-01

    The present study examines the relationship between system-justifying ideologies and academic outcomes among 78 first-year Latino college students (21 men, 57 women, mean age = 18.1 years) attending a moderately selective West Coast university. Endorsement of system-justifying ideologies was negatively associated with grade point average (GPA); however it was positively associated with feelings of belonging at the university. In addition, system-justifying ideologies were negatively associated with perceptions of personal discrimination. In contrast, ethnic identity centrality was unrelated to GPA, feelings of belonging, and perceptions of personal discrimination once the relationship between system-justifying ideologies and these outcomes was statistically taken into account. The results of the present study suggest that endorsement of system-justifying ideologies may be a double-edged sword for Latino college students, involving trade-offs between academic success and feelings of belonging.

  12. 10 Years of "Adult Learning": Content Analysis of an Academic Journal

    ERIC Educational Resources Information Center

    Cherrstrom, Catherine A.; Robbins, Stacey E.; Bixby, John

    2017-01-01

    Academic publications provide insights into a discipline's history, knowledge base, and research norms, and thus analyzing publication activity provides learning about the field of study. To learn more about the field of adult and continuing education, this study used content analysis to examine 10 years of "Adult Learning" from 2006…

  13. Aggression, social competence, and academic achievement in Chinese children: a 5-year longitudinal study.

    PubMed

    Chen, Xinyin; Huang, Xiaorui; Chang, Lei; Wang, Li; Li, Dan

    2010-08-01

    The primary purpose of this longitudinal study was to examine, in a sample of Chinese children (initial M age = 8 years, N = 1,140), contributions of aggression to the development of social competence and academic achievement. Five waves of panel data on aggression and social and school performance were collected from peer evaluations, teacher ratings, and school records in Grades 2 to 5. Structural equation modeling revealed that aggression had unique effects on later social competence and academic achievement after their stabilities were controlled, particularly in the junior grades. Aggression also had significant indirect effects on social and academic outcomes through multiple pathways. Social competence and academic achievement contributed to the development of each other, but not aggression. The results indicate cascade effects of aggression in Chinese children from a developmental perspective.

  14. Good-quality diet in the early years may have a positive effect on academic achievement.

    PubMed

    Nyaradi, Anett; Li, Jianghong; Foster, Jonathan K; Hickling, Siobhan; Jacques, Angela; O'Sullivan, Therese A; Oddy, Wendy H

    2016-05-01

    The aim of this study was to investigate the associations between early diet and academic performance during childhood. Participants were from the Western Australian Pregnancy Cohort (Raine) Study (n = 2287). Frequency of consumption of food and beverages was collected at the one-, two- and three-year follow-ups, using a 24-hour food recall. Diet scores were developed from the number of eating occasions. The Western Australian Literacy and Numeracy Assessment (WALNA) data from grades five (age 10) and seven (age 12) were linked to the Raine study using The Western Australian Data Linkage System. The association between diet scores and WALNA scores was assessed using multivariate linear regression models. A higher (i.e. better quality) diet score at one year of age was associated with significantly higher scores in mathematics, reading, writing and spelling at both grades five and seven. Associations were observed between a higher diet score at two years and academic scores for mathematics, writing and spelling at grade seven. Higher dairy consumption at ages one, two and three, and higher fruit consumption at age one were associated with higher academic scores at all ages. Quality of early diet may be a predictor for later academic achievement. ©2015 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

  15. Generation Psy: Student Characteristics and Academic Achievement in a Three-Year Problem-Based Learning Bachelor Program

    ERIC Educational Resources Information Center

    de Koning, Bjorn B.; Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Smeets, Guus; van der Molen, Henk T.

    2012-01-01

    This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality…

  16. Family conflict and academic performance of first-year Asian American undergraduates.

    PubMed

    Bahrassa, Nazneen F; Syed, Moin; Su, Jenny; Lee, Richard M

    2011-10-01

    This three-study investigation examined risk and protective factors for poor academic performance among Asian American first-year undergraduates. Students were surveyed prior to starting college and their GPA was collected after their first semester in college. Family conflict as a significant risk factor for poor academic performance was examined in all three studies. The results indicate that higher family conflict prior to college was related to lower first-semester college GPA, after controlling for standardized test scores and high school rank (Studies 1-3). Even though psychological distress was related to both family conflict and GPA, it did not mediate the relationship between family conflict and GPA (Studies 2 and 3). In terms of protective factors, the results indicate that life satisfaction buffered the negative effects of family conflict on first-semester college GPA (Study 3). Together, these findings support the need to take into account family variables and psychological well-being in the academic performance of Asian American students as they transition from high school to college.

  17. Examining Perceived Control Level and Instability as Predictors of First-Year College Students' Academic Achievement

    ERIC Educational Resources Information Center

    Stupnisky, Robert H.; Perry, Raymond P.; Hall, Nathan C.; Guay, Frederic

    2012-01-01

    The aim of the present study was to examine the intraindividual level and instability of perceived academic control (PC) among first-year college students, and their predictive effects on academic achievement. Two studies were conducted measuring situational (state) PC on different schedules: Study 1 (N = 242) five times over a 6-month period and…

  18. Changes in Publication-Based Academic Interest in Local Anesthetics Over the Past 50 Years.

    PubMed

    Vlassakov, Kamen V; Kissin, Igor

    2016-07-01

    To present the history of changes in academic interest in local anesthetics quantitatively. The changes in publication-based academic interest in local anesthetics were assessed using information from the database of PubMed. The assessment was mostly based on the following indices: general popularity index (GPI), representing the proportion of articles on a drug relative to all articles in the field of regional anesthesia, and specific popularity index (SPI), representing the proportion of articles on a drug relative to all articles in one of the four forms of regional anesthesia: local anesthesia, spinal anesthesia, epidural anesthesia, and peripheral nerve blocks. The most important general feature of the changes in publication-based academic interest in local anesthetics for the past 50 years was the concentration of this interest on a very limited number of drugs. By 2010-2014, only three anesthetics demonstrated the GPI value above 4.0: bupivacaine (10.1), lidocaine (10.0), and ropivacaine (4.6). All other local anesthetics had GPI declining mostly to less than 1.0 (2010-2014). The rate of change in publication-based academic interest was very slow in both its increase and decline. The most profound change in publication-based academic interests was caused by the introduction of bupivacaine. During a 20-year period (from 1965-1969 to 1985-1989), bupivacaine's GPI increased from 1.3 to 12.9. A slowly developing concentration of publication-based academic interest on a very limited number of local anesthetics was the dominant feature related to this class of anesthetic agents. Copyright © 2016 Anesthesia History Association. Published by Elsevier Inc. All rights reserved.

  19. International Collaboration and Academic Exchange of the CHAIN Project in this Three Years (Period)

    NASA Astrophysics Data System (ADS)

    Ueno, Satoru; Shibata, Kazunari; Morita, Satoshi; Kimura, Goichi; Asai, Ayumi; Kitai, Reizaburo; Ichimoto, Kiyoshi; Nagata, Shin'ichi; Ishii, Takako; Nakatani, Yoshikazu; Masashi, Yamaguchi; et al.

    2014-02-01

    We will introduce contents of international collaboration and academic exchange of the CHAIN project in recent three years (ISWI period). After April of 2010, we have not obtained any enough budget for new instruments. Therefore, we have not been able to install new Flare Monitoring Telescopes (FMT) in new countries, such as Algeria. On the other hand, however, we have continued international academic exchange through scientific and educational collaboration with mainly Peru, such as data-analysis training, holding scientific workshops etc. Additionally, in this year, King Saudi University of Saudi Arabia and CRAAG of Algeria have planned to build a new FMT in their university by their own budget. Therefore, we have started some collaboration in the field of technical advices of instruments and scientific themes etc. Moreover, Pakistan Space and Upper Atmosphere Research Commission (SUPARCO) also offered us participation in the CHAIN-project. We would like to continue to consider the possibility of academic collaboration with such new positive developing nations, too.

  20. Conceptual PHES-system models of the Aysén watershed and fjord (Southern Chile): testing a brainstorming strategy.

    PubMed

    Marín, Víctor H; Delgado, Luisa E; Bachmann, Pamela

    2008-09-01

    The use of brainstorming techniques for the generation of conceptual models, as the basis for the integrated management of physical-ecological-social systems (PHES-systems) is tested and discussed. The methodology is applied in the analysis of the Aysén fjord and watershed (Southern Chilean Coast). Results show that the proposed methods can be adequately used in management scenarios characterized by highly hierarchical, experts/non-experts membership.

  1. Chemical and chemically-related considerations associated with sluicing tank C-106 waste to tank AY-102

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Reynolds, D.A.

    1997-04-04

    New data on tank 241-C-106 were obtained from grab sampling and from compatibility testing of tank C-106 and tank AY-102 wastes. All chemistry-associated and other compatibility Information compiled in this report strongly suggests that the sluicing of the contents of tank C-106, in accord with appropriate controls, will pose no unacceptable risk to workers, public safety, or the environment. In addition, it is expected that the sluicing operation will successfully resolve the High-Heat Safety Issue for tank C-106.

  2. Using self-reported and objective measures of self-control to predict exercise and academic behaviors among first-year university students.

    PubMed

    Stork, Matthew J; Graham, Jeffrey D; Bray, Steven R; Martin Ginis, Kathleen A

    2017-07-01

    Thirty students (mean age = 18 ± 0.5 years) completed self-report (Self-Control Scale) and objective (isometric handgrip squeeze performance) measures of self-control, provided their exercise and academic (study/schoolwork) plans for the next month, and then logged these behaviors over the subsequent 4-week period. Trait self-control predicted exercise and academic behavior. Handgrip squeeze performance predicted academic behavior and adherence to academic plans. Further, regression analysis revealed that trait self-control and handgrip performance explained significant variance in academic behavior. These findings provide a new understanding of how different self-control measures can be used to predict first-year students' participation in, and adherence to, exercise and academic behaviors concurrently.

  3. Learners' Goal Profiles and Their Learning Patterns over an Academic Year

    ERIC Educational Resources Information Center

    Ng, Clarence

    2015-01-01

    The present study aimed to examine distance learners' goal profiles and their contrasting patterns of learning and achievements at three different points during an academic year, i.e. in the beginning of the course in relation to learners' general orientations to learning, at the middle of the course in relation to learners' completion of an…

  4. The Mediating Effects of Approaches to Learning on the Academic Success of First-Year College Students

    ERIC Educational Resources Information Center

    Valadas, Sandra T.; Almeida, Leandro S.; Araújo, Alexandra M.

    2017-01-01

    Students' personal predictors of academic success are particularly relevant for first-year college students, given the specific challenges that these students face when entering higher education (HE). Academic success in HE has been related to multiple factors, including the students' approaches to learning (SAL), satisfaction (linked to…

  5. Quantitative Evaluation of a First Year Seminar Program: Relationships to Persistence and Academic Success

    ERIC Educational Resources Information Center

    Jenkins-Guarnieri, Michael A.; Horne, Melissa M.; Wallis, Aaron L.; Rings, Jeffrey A.; Vaughan, Angela L.

    2015-01-01

    In the present study, we conducted a quantitative evaluation of a novel First Year Seminar (FYS) program with a coordinated curriculum implemented at a public, four-year university to assess its potential role in undergraduate student persistence decisions and academic success. Participants were 2,188 first-year students, 342 of whom completed the…

  6. The Academic Scholar Award of the American Association of Plastic Surgeons: the first 20 years.

    PubMed

    Sweeney, Walter M; Cederna, Paul S; Losee, Joseph E; Lee, W P Andrew; Katz, Adam J; Rubin, J Peter; Gosain, Arun K

    2015-02-01

    This study evaluated the 20-year history of the American Association of Plastic Surgeons Academic Scholar Award from 1992 through 2012, to assess the program's value and justify future investment. The curricula vitae of 18 Academic Scholars who completed their award by 2012 were analyzed. Data were compiled into 5-year blocks and reviewed. Award recipients has 589 grants, an average of 33 per recipient. Sixty-nine grants were active, and the recipient was the principal investigator in 61 of these grants. Active funding is $68 million. Recipients average 3.7 active grants per person, with a value of $3.8 million per grant. The average number of grants peaks at 5 to 10 years after award completion and then declines slightly to 42 at 10 to 15 years. During this time, total grant money increased from $956,667 to $8.1 million, suggesting that senior surgeons produce more money with fewer grants. Recipients produced 2378 peer-reviewed articles, and productivity was the highest 5 to 10 years after award completion. Three hundred forty-one individuals were mentored, and each recipient mentored an average of 18 individuals. Forty-two mentees entered academics, and 32 generated extramural funding. Scholars increased mentorship activity, as demonstrated by (1) increased grants as any role, (2) increased grant funding as any role, (3) increased median number of senior author publications, and (4) mentorship activities and accomplishments of mentees. The Academic Scholar program met its goals based on (1) Scholars' careers, (2) increased mentorship, and (3) cost-benefit ratio of the American Association of Plastic Surgeons investment. Every $1 invested produces $70, with a return that exceeds 1000 percent.

  7. Academic achievement over 8 years among children who met modified criteria for attention-deficit/hyperactivity disorder at 4-6 years of age.

    PubMed

    Massetti, Greta M; Lahey, Benjamin B; Pelham, William E; Loney, Jan; Ehrhardt, Ashley; Lee, Steve S; Kipp, Heidi

    2008-04-01

    The predictive validity of symptom criteria for different subtypes of ADHD among children who were impaired in at least one setting in early childhood was examined. Academic achievement was assessed seven times over 8 years in 125 children who met symptom criteria for ADHD at 4-6 years of age and in 130 demographically-matched non-referred comparison children. When intelligence and other confounds were controlled, children who met modified criteria for the predominantly inattentive subtype of ADHD in wave 1 had lower reading, spelling, and mathematics scores over time than both comparison children and children who met modified criteria for the other subtypes of ADHD. In some analyses, children who met modified criteria for the combined type had somewhat lower mathematics scores than comparison children. The robust academic deficits relative to intelligence in the inattentive group in this age range suggest either that inattention results in academic underachievement or that some children in the inattentive group have learning disabilities that cause secondary symptoms of inattention. Unexpectedly, wave 1 internalizing (anxiety and depression) symptoms independently predicted deficits in academic achievement controlling ADHD, intelligence, and other predictors.

  8. Ten-year experience in managing a capitated ophthalmology carve-out by an academic eye center.

    PubMed

    Olson, R J

    1997-01-01

    A 10-year experience of managing a capitated opthalmology carve-out by an academic health unit is presented. Lessons learned regarding pricing, utilization, and managing this contract are discussed. Handling the cost of education and remaining competitive is presented as a not-insurmountable hurdle. Academic health units can compete in today's environment; however, the learning curve is steep and the problems many.

  9. [Preschool familial environment and academic difficulties: A 10-year follow-up from kindergarten to middle school].

    PubMed

    Câmara-Costa, H; Pulgar, S; Cusin, F; Dellatolas, G

    2016-02-01

    The persistence of academic difficulties from childhood through adulthood has led researchers to focus on the identification of the early factors influencing children's subsequent achievement in order to improve the efficient screening of children who might be at risk of school failure. The foundations of academic achievement can be accurately traced back to the preschool years prior to children's entry in formal schooling and are largely influenced by environmental determinants. Importantly, some environmental conditions act as early risk factors undermining children's later academic achievement due to the well-established relation between underachievement and exposure to moderate to high levels of environmental risk. In the present study, we aimed to investigate the longitudinal effects of environment-level factors (sociodemographic and family characteristics) and early risk exposure at kindergarten on children's subsequent academic achievement at the end of middle school (grade 9). The sample of analysis comprised 654 kindergarteners aged 5-6 years (2001-2002 school year) followed through the end of middle school when they were aged 14-15 years (2010-2011 school year). At kindergarten, assessment included questionnaire-based measures of sociodemographic and family background characteristics. These included an original set of information pertaining to family background including parental nationality, education level, history of reading difficulties, type of early childcare, family situation, family size, and language-based bedtime routines, as well as individual-level factors such as children's first language, medical history, language delay, birth weight, age of walking onset, and gestation period. At grade 9, outcome measures were composed of children's results in the national evaluations performed at the end of middle school ("Diplôme National du Brevet"), or history of repetition for a second year of the same class. The results indicated that all family

  10. Developmental Cascades: Linking Academic Achievement and Externalizing and Internalizing Symptoms Over 20 Years

    ERIC Educational Resources Information Center

    Masten, Ann S.; Roisman, Glenn I.; Long, Jeffrey D.; Burt, Keith B.; Obradovic, Jelena; Riley, Jennifer R.; Boelcke-Stennes, Kristen; Tellegen, Auke

    2005-01-01

    A developmental cascade model linking competence and symptoms was tested in a study of a normative, urban school sample of 205 children (initially 8 to 12 years old). Internalizing and externalizing symptoms and academic competence were assessed by multiple methods at the study outset and after 7, 10, and 20 years. A series of nested cascade…

  11. 10 Years Later: Lessons Learned from an Academic Multidisciplinary Cosmetic Center

    PubMed Central

    Chen, Jenny T.; Nayar, Harry S.

    2017-01-01

    Background: In 2006, a Centers for Medicare and Medicaid Services-accredited multidisciplinary academic ambulatory surgery center was established with the goal of delivering high-quality, efficient reconstructive, and cosmetic services in an academic setting. We review our decade-long experience since its establishment. Methods: Clinical and financial data from 2006 to 2016 are reviewed. All cosmetic procedures, including both minimally invasive and operative cases, are included. Data are compared to nationally published reports. Results: Nearly 3,500 cosmetic surgeries and 10,000 minimally invasive procedures were performed. Compared with national averages, surgical volume in abdominoplasty is high, whereas rhinoplasty and breast augmentation is low. Regarding trend data, breast augmentation volume has decreased by 25%, whereas minimally invasive procedural volume continues to grow and is comparable with national reports. Similarly, where surgical revenue remains steady, minimally invasive revenue has increased significantly. The majority of surgical cases (70%) are reconstructive in nature and insurance-based. Payer mix is 71% private insurance, 18% Medicare and Medicaid, and 11% self-pay. Despite year-over-year revenue increases, net profit in 2015 was $6,120. Rent and anesthesia costs exceed national averages, and employee salary and wages are the highest expenditure. Conclusion: Although the creation of our academic cosmetic ambulatory surgery center has greatly increased the overall volume of cosmetic surgery performed at the University of Wisconsin, the majority of surgical volume and revenue is reconstructive. As is seen nationwide, minimally invasive cosmetic procedures represent our most rapidly expanding revenue stream. PMID:29062640

  12. A Study about the Academic Integrity of Second-Year Aviation Students in U.S. Higher Education

    ERIC Educational Resources Information Center

    Asim, Muhammad; Chambers, Cheryl; González, Ramón-Osvaldo; Morote, Elsa-Sofia; Walter, Richard J.

    2015-01-01

    This study measures the influence of an ethics course on the academic integrity of second-year college students enrolled in an aviation program in the United States and their beliefs about following Federal Aviation Regulations standards. Academic integrity is defined by three variables: beliefs about not cheating, beliefs about exhibiting moral…

  13. Factors Affecting Academic Achievement in Single Mothers Attending Public Two-Year Institutions

    ERIC Educational Resources Information Center

    Young, Shakebra L.

    2012-01-01

    This quantitative, cross-sectional, correlation research study explored the relationships between self-efficacy, social support, and academic achievement among single mothers aged 18 and older attending Mississippi public two-year institutions. A total of 82 single mothers provided data for this study by completing the following research…

  14. Effects of Peer Academic Reputation on Achievement in Academically At-Risk Elementary Students

    PubMed Central

    Hughes, Jan N.; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man

    2008-01-01

    Participants were 664 relatively low achieving children who were recruited into a longitudinal study when in first grade. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of academic self concept were obtained in Year 1 and in Year 3. As young as second grade, children’s perceptions of classmates’ academic competence are distinct from their perceptions of peers’ other social and behavioral characteristics. SEM analyses found that Year 2 PAR predicted Year 3 teacher-rated academic engagement and reading (but not math) achievement test scores, above the effects of prior scores on these outcomes and other covariates. Furthermore, the effect of PAR on academic engagement and achievement was partially mediated by the effect of PAR on children’s academic self concept. Implications of these findings for educational practice and future research are discussed. PMID:19617931

  15. Examining the relationship of ethnicity, gender and social cognitive factors with the academic achievement of first-year engineering students

    NASA Astrophysics Data System (ADS)

    Carr, Bruce Henry

    The purpose of the study was to examine the relationships of social cognitive factors and their influence on the academic performance of first-year engineering students. The nine social cognitive variables identified were under the groupings of personal support, occupational self-efficacy, academic self-efficacy, vocational interests, coping, encouragement, discouragement, outcome expectations, and perceived stress. The primary student participants in this study were first-year engineering students from underrepresented groups which include African American, Hispanic American students and women. With this in mind, the researcher sought to examine the interactive influence of race/ethnicity and gender based on the aforementioned social cognitive factors. Differences in academic performance (university GPA of first-year undergraduate engineering students) were analyzed by ethnicity and gender. There was a main effect for ethnicity only. Gender was found not to be significant. Hispanics were not found to be significantly different in their GPAs than Whites but Blacks were found to have lower GPAs than Whites. Also, Pearson correlation coefficients were used to examine the relationship between and among the nine identified social cognitive variables. The data from the analysis uncovered ten significant correlations which were as follows: occupational self-efficacy and academic self-efficacy, occupational self-efficacy and vocational interest, occupational self-efficacy and perceived stress, academic self-efficacy and encouragement, academic self-efficacy and outcome expectations, academic self-efficacy and perceived stress, vocational interest and outcome expectations, discouragement and encouragement, coping and perceived stress, outcome expectations and perceived stress. Next, a Pearson correlation coefficient was utilized to examine the relationship between academic performance (college GPA) of first-year undergraduate engineering students and the nine identified

  16. ACGME case logs: Surgery resident experience in operative trauma for two decades

    PubMed Central

    Drake, Frederick Thurston; Van Eaton, Erik G.; Huntington, Ciara R.; Jurkovich, Gregory J.; Aarabi, Shahram; Gow, Kenneth W.

    2014-01-01

    BACKGROUND Surgery resident education is based on experiential training, which is influenced by changes in clinical management strategies, technical and technologic advances, and administrative regulations. Trauma care has been exposed to each of these factors, prompting concerns about resident experience in operative trauma. The current study analyzed the reported volume of operative trauma for the last two decades; to our knowledge, this is the first evaluation of nationwide trends during such an extended time line. METHODS The Accreditation Council for Graduate Medical Education (ACGME) database of operative logs was queried from academic year (AY) 1989–1990 to 2009–2010 to identify shifts in trauma operative experience. Annual case log data for each cohort of graduating surgery residents were combined into approximately 5-year blocks, designated Period I (AY1989–1990 to AY1993–1994), Period II (AY1994–1995 to AY1998–1999), Period III (AY1999–2000 to AY2002–2003), and Period IV (AY2003–2004 to AY2009–2010). The latter two periods were delineated by the year in which duty hour restrictions were implemented. RESULTS Overall general surgery caseload increased from Period I to Period II (p < 0.001), remained stable from Period II to Period III, and decreased from Period III to Period IV (p < 0.001). However, for ACGME-designated trauma cases, there were significant declines from Period I to Period II (75.5 vs. 54.5 cases, p < 0.001) and Period II to Period III (54.5 vs. 39.3 cases, p < 0.001) but no difference between Period III and Period IV (39.3 vs. 39.4 cases). Graduating residents in Period I performed, on average, 31 intra-abdominal trauma operations, including approximately five spleen and four liver operations. Residents in Period IV performed 17 intra-abdominal trauma operations, including three spleen and approximately two liver operations. CONCLUSION Recent general surgery trainees perform fewer trauma operations than previous trainees

  17. Pre-entry Characteristics, Perceived Social Support, Adjustment and Academic Achievement in First-Year Spanish University Students: A Path Model.

    PubMed

    Rodríguez, María Soledad; Tinajero, Carolina; Páramo, María Fernanda

    2017-11-17

    Transition to university is a multifactorial process to which scarce consideration has been given in Spain, despite this being one of the countries with the highest rates of academic failure and attrition within the European Union. The present study proposes an empirical model for predicting Spanish students' academic achievement at university by considering pre-entry characteristics, perceived social support and adaptation to university, in a sample of 300 traditional first-year university students. The findings of the path analysis showed that pre-university achievement and academic and personal-emotional adjustment were direct predictors of academic achievement. Furthermore, gender, parents' education and family support were indirect predictors of academic achievement, mediated by pre-university grades and adjustment to university. The current findings supporting evidence that academic achievement in first-year Spanish students is the cumulative effect of pre-entry characteristics and process variables, key factors that should be taken into account in designing intervention strategies involving families and that establish stronger links between research findings and university policies.

  18. Associations Between Cardiorespiratory Fitness and Overweight With Academic Performance in 12-Year-Old Brazilian Children.

    PubMed

    de Almeida Santana, Carla Caroliny; Farah, Breno Quintella; de Azevedo, Liane Beretta; Hill, James O; Gunnarsdottir, Thrudur; Botero, João Paulo; do Prado, Edna Cristina; do Prado, Wagner Luiz

    2017-05-01

    Obesity has been associated with poor academic achievement, while cardiorespiratory fitness (CRF) has been linked to academic success. To investigate whether CRF is associated with academic performance in Brazilian students, independently of body mass index (BMI), fatness and socioeconomic status (SES). 392 5th and 6th grade students (193 girls) (12.11 ± 0.75 years old) were evaluated in 2012. Skinfold thickness measures were performed, and students were classified according to BMI-percentile. CRF was estimated by a 20-meter shuttle run test, and academic achievement by standardized math and Portuguese tests. Multiple linear regression analyses were conducted to explore the association between academic performance and CRF, adjusted for SES, skinfold thickness or BMI-percentile. Among girls CRF was associated with higher academic achievement in math (β = 0.146;p = .003) and Portuguese (β = 0.129;p = .004) in crude and adjusted analyses. No significant association was found among boys. BMI was not associated with overall academic performance. There was a weak negative association between skinfold thickness and performance in mathematics in boys (β =- 0.030;p = .04), but not in girls. The results highlight the importance of maintaining high fitness levels in girls throughout adolescence a period commonly associated with reductions in physical activity levels and CRF.

  19. Accreditation Council for Graduate Medical Education Case Log: General Surgery Resident Thoracic Surgery Experience

    PubMed Central

    Kansier, Nicole; Varghese, Thomas K.; Verrier, Edward D.; Drake, F. Thurston; Gow, Kenneth W.

    2014-01-01

    Background General surgery resident training has changed dramatically over the past 2 decades, with likely impact on specialty exposure. We sought to assess trends in general surgery resident exposure to thoracic surgery using the Accreditation Council for Graduate Medical Education (ACGME) case logs over time. Methods The ACGME case logs for graduating general surgery residents were reviewed from academic year (AY) 1989–1990 to 2011–2012 for defined thoracic surgery cases. Data were divided into 5 eras of training for comparison: I, AY89 to 93; II, AY93 to 98; III, AY98 to 03; IV, AY03 to 08; V, AY08 to 12. We analyzed quantity and types of cases per time period. Student t tests compared averages among the time periods with significance at a p values less than 0.05. Results A total of 21,803,843 general surgery cases were reviewed over the 23-year period. Residents averaged 33.6 thoracic cases each in period I and 39.7 in period V. Thoracic cases accounted for nearly 4% of total cases performed annually (period I 3.7% [134,550 of 3,598,574]; period V 4.1% [167,957 of 4,077,939]). For the 3 most frequently performed procedures there was a statistically significant increase in thoracoscopic approach from period II to period V. Conclusions General surgery trainees today have the same volume of thoracic surgery exposure as their counterparts over the last 2 decades. This maintenance in caseload has occurred in spite of work-hour restrictions. However, general surgery graduates have a different thoracic surgery skill set at the end of their training, due to the predominance of minimally invasive techniques. Thoracic surgery educators should take into account these differences when training future cardiothoracic surgeons. PMID:24968766

  20. An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years.

    PubMed

    Marsh, Herbert W; Pekrun, Reinhard; Murayama, Kou; Arens, A Katrin; Parker, Philip D; Guo, Jiesi; Dicke, Theresa

    2018-02-01

    Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative; (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades; (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period; the interconnectedness and complementarity of 3 ASC models; their counterbalancing strengths and weaknesses; and new theoretical, developmental, and substantive implications at their intersections. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  1. Undergraduate GPAs, MCAT scores, and academic performance the first 2 years in podiatric medical school at Des Moines University.

    PubMed

    Yoho, Robert M; Antonopoulos, Kosta; Vardaxis, Vassilios

    2012-01-01

    This study was performed to determine the relationship between undergraduate academic performance and total Medical College Admission Test score and academic performance in the podiatric medical program at Des Moines University. The allopathic and osteopathic medical professions have published educational research examining this relationship. To our knowledge, no such educational research has been published for podiatric medical education. The undergraduate cumulative and science grade point averages and total Medical College Admission Test scores of four podiatric medical classes (2007-2010, N = 169) were compared with their academic performance in the first 2 years of podiatric medical school using pairwise Pearson product moment correlations and multiple regression analysis. Significant low to moderate positive correlations were identified between undergraduate cumulative and science grade point averages and student academic performance in years 1 and 2 of podiatric medical school for each of the four classes (except one) and the pooled data. There was no significant correlation between Medical College Admission Test score and academic performance in years 1 and 2 (except one) and the pooled data. These results identify undergraduate cumulative grade point average as the strongest cognitive admissions variable in predicting academic performance in the podiatric medicine program at Des Moines University, followed by undergraduate science grade point average. These results also suggest limitations of the total Medical College Admission Test score in predicting academic performance. Information from this study can be used in the admissions process and to monitor student progress.

  2. The Impact of Perceived Barriers, Academic Anxiety, and Resource Management Strategies on Achievement in First-Year Community College Students

    ERIC Educational Resources Information Center

    Heller, Monica L.; Cassady, Jerrell C.

    2017-01-01

    The current study explored the impact of internal and external barriers (e.g., academic anxiety, employment) that place subgroups of college students at risk for academic failure in the first year. The mitigating potential of academic resource management strategies (e.g., time-study environment) was also examined. In a sample of 885 first-semester…

  3. Gender trends in dental leadership and academics: a twenty-two-year observation.

    PubMed

    Yuan, Judy Chia-Chun; Lee, Damian J; Kongkiatkamon, Suchada; Ross, Sasha; Prasad, Soni; Koerber, Anne; Sukotjo, Cortino

    2010-04-01

    The purpose of this study was to examine gender disparities in dental leadership and academics in the United States. Nine journals that represent the dental specialties and high published impact factors were selected to analyze the percentage of female dentists' first and senior authorship for the years 1986, 1990, 1995, 2000, 2005, and 2008. Data on appointment status and female deanship were collected from the American Dental Association (ADA) survey, and the trends were studied. The proportion of female presidents in ADA-recognized specialty organizations was also calculated. Overall, the increase in first female authorship was not statistically significant, but the increase of last female authorship was statistically significant in a linear trend over the years. The percentage of tenured female faculty members and female deans in U.S. dental schools increased by factors of 1.7 and 9, respectively, during the study period. However, female involvement in professional organizations was limited. Findings from this study indicate that female participation in authorship and leadership has increased over time. Nevertheless, females are still a minority in dental academics and leadership.

  4. Novice medical students: individual patterns in the use of learning strategies and how they change during the first academic year.

    PubMed

    Fabry, Götz; Giesler, Marianne

    2012-01-01

    Adequate use of different learning strategies is one of the most important prerequisites of academic success. The actual use of learning strategies is the result of an interaction between individual and situational variables. Against this background we conducted a longitudinal study with first year medical students to investigate whether individuals show different patterns in their use of learning strategies and whether these patterns change during the first academic year. Medical students (N=175, 58% female) were surveyed three times in their first academic year regarding their use of learning strategies. A hierarchical cluster analysis (Ward) was conducted in order to identify groups of students with different patterns of learning strategies. We identified four different patterns in approaches to learning among novice medical students ("easy-going", "flexible", "problematic" and "hardworking" learners). Compared to their peers, the problematic learners had the worst final school grades. In addition changes in the use of learning strategies were identified, most of them occurred during the first term. Students start their academic studies with different patterns of learning strategies; the characteristics of these patterns change during the first academic year. Further research is necessary to better understand how individual and situational variables determine students' learning.

  5. Monograph use at an academic health sciences library: the first three years of shelf life

    PubMed Central

    Blecic, Deborah D.

    2000-01-01

    Objective: To study the circulation of monographs during the first three years of shelf life at an academic health sciences library. Method: A record was kept of monographs added to the circulating collection from mid-1994 to mid-1995. After three years, each monograph was located and the number of times it circulated during the first, second, and third year of shelf life determined by counting checkout stamps on the circulation slip. Results: Of the 1,958 monographs studied, 1,674 had complete data for the first three years of shelf life. Of those 1,674 titles, 81.48% circulated at least once. A total of 7,659 circulations were recorded; 38.69% occurred in the first year of shelf life, 32.37% in the second year, and 28.95% in the third year. The data did not fit the well-known 80/20 rule. Instead, approximately 38% of monographs accounted for 80% of circulation. A small percentage, 2.21%, of monographs accounted for a substantial percentage of circulation, 21.84%. Conclusions: A large percentage of the monographs circulated and use did not decline sharply with age within the first three years of shelf life, indicating a high demand for monographs at this academic health sciences library. These results, combined with the findings of earlier studies, suggested two possibilities. First, academic health sciences libraries might exhibit use of a higher percentage of monograph acquisitions than other types of libraries; or, second, a low monograph-to-user ratio might result in a higher percentage of monographs being used. Perhaps both factors contributed to the results found in this study. Further investigation would be needed to determine the extent to which library type and monograph-to-user ratio influenced monograph use. PMID:10783969

  6. Where Can We Find Future K-12 Science and Math Teachers? A Search by Academic Year, Discipline, and Academic Performance Level

    ERIC Educational Resources Information Center

    Moin, Laura J.; Dorfield, Jennifer K.; Schunn, Christian D.

    2005-01-01

    Responding to the increasing math and science teacher shortage in the United States, this study intended to determine which science, engineering, and math (SEM) majors during which years in their undergraduate education and from which academic performance levels are most interested in K-12 teaching. Results may aid policymakers and practitioners…

  7. Student Self-Reported Academically Dishonest Behavior in Two-Year Colleges in the State of Ohio

    ERIC Educational Resources Information Center

    Ferguson, Lauren M.

    2010-01-01

    This study investigated college students' self-reported academically dishonest behaviors at two-year colleges in the state of Ohio. More specifically, this study investigated two-year students' self-reported perceptions of acts of plagiarism and whether particular characteristics were related to students who chose to plagiarize. This study…

  8. School District Size and Academic Performance: A Multi-Year Study

    ERIC Educational Resources Information Center

    Lenear, Bonnie Clariss

    2013-01-01

    Purpose: The purpose of this study was to determine the effect of school district size on the academic performance of Texas students. Specifically addressed was the extent to which differences in school district size were related to differences in student academic performance. The academic performance of the three major ethnic groups (i.e., Black,…

  9. Texans Getting Academically Prepared (TGAP): Year Six Evaluation Report, September 2004-August 2005

    ERIC Educational Resources Information Center

    Shapley, Kelly; Sturges, Keith; Sheehan, Daniel; Weiher, Gregory R.; Hughes, Christina; Howard, Joseph

    2006-01-01

    The Texas Education Agency's (TEA's) state GEAR UP project--Texans Getting Academically Prepared (TGAP)--has provided interconnected activities supporting early awareness of and preparation for higher education among low-income and minority students, their families, and schools in six South Texas school districts. Over its six years, the state…

  10. Novice medical students: Individual patterns in the use of learning strategies and how they change during the first academic year

    PubMed Central

    Fabry, Götz; Giesler, Marianne

    2012-01-01

    Background: Adequate use of different learning strategies is one of the most important prerequisites of academic success. The actual use of learning strategies is the result of an interaction between individual and situational variables. Against this background we conducted a longitudinal study with first year medical students to investigate whether individuals show different patterns in their use of learning strategies and whether these patterns change during the first academic year. Methods: Medical students (N=175, 58% female) were surveyed three times in their first academic year regarding their use of learning strategies. A hierarchical cluster analysis (Ward) was conducted in order to identify groups of students with different patterns of learning strategies. Results: We identified four different patterns in approaches to learning among novice medical students (“easy-going”, “flexible”, “problematic” and “hardworking” learners). Compared to their peers, the problematic learners had the worst final school grades. In addition changes in the use of learning strategies were identified, most of them occurred during the first term. Conclusion: Students start their academic studies with different patterns of learning strategies; the characteristics of these patterns change during the first academic year. Further research is necessary to better understand how individual and situational variables determine students’ learning. PMID:22916082

  11. Basic Student Charges at Postsecondary Institutions: Academic Year 1992-93. Tuition and Required Fees and Room and Board Charges at 4-year, 2-year, and Public Less-than-2-year Institutions. Statistical Analysis Report.

    ERIC Educational Resources Information Center

    Broyles, Susan G.; Morgan, Frank B.

    This report lists the typical tuition and required fees and room and board charges for academic year 1992-93 at nearly 5,000 4-year, 2-year, and public less-than-2-year postsecondary institutions in the United States and its outlying areas. Included are tuition and fee charges to in-state and out-of-state students at the undergraduate and graduate…

  12. Analyzing power Ay(θ) of n-3He elastic scattering between 1.60 and 5.54 MeV.

    PubMed

    Esterline, J; Tornow, W; Deltuva, A; Fonseca, A C

    2013-04-12

    Comprehensive and high-accuracy n-3He elastic scattering analyzing power Ay(θ) angular distributions were obtained at five incident neutron energies between 1.60 and 5.54 MeV. The data are compared to rigorous four-nucleon calculations using high-precision nucleon-nucleon potential models; three-nucleon force effects are found to be very small. The agreement between data and calculations is fair at the lower energies and becomes less satisfactory with increasing neutron energy. Comparison to p-3He scattering over the same energy range exhibits unexpectedly large isospin effects.

  13. Academic Performance and Pass Rates: Comparison of Three First-Year Life Science Courses

    ERIC Educational Resources Information Center

    Downs, C. T.

    2009-01-01

    First year students' academic performance in three Life Science courses (Botany, Zoology and Bioscience) was compared. Pass rates, as well as the means and distributions of final marks were analysed. Of the three components (coursework, practical and theory examinations) contributing to the final mark of each course, students performed best in the…

  14. A Contrast of Amount and Type of Activity in Elementary School Years between Academically Successful and Unsuccessful Youth.

    ERIC Educational Resources Information Center

    Madden, Deirdre; Brueckman, Judith; Littlejohn, Kevin V.

    This study compared the participation in various types of activities during the elementary school years of academically successful and unsuccessful youth. The academically successful group consisted of 63 college students from lower level general communication classes. The two unsuccessful comparison groups consisted of 53 youth, ages 13 to 16…

  15. Academic well-being and smoking among 14- to 17-year-old schoolchildren in six European cities.

    PubMed

    Kinnunen, Jaana M; Lindfors, Pirjo; Rimpelä, Arja; Salmela-Aro, Katariina; Rathmann, Katharina; Perelman, Julian; Federico, Bruno; Richter, Matthias; Kunst, Anton E; Lorant, Vincent

    2016-07-01

    It is well established that poor academic performance is related to smoking, but the association between academic well-being and smoking is less known. We measured academic well-being by school burnout and schoolwork engagement and studied their associations with smoking among 14- to 17-year-old schoolchildren in Belgium, Germany, Finland, Italy, the Netherlands, and Portugal. A classroom survey (2013 SILNE survey, N = 11,015) was conducted using the Short School Burnout Inventory and the Schoolwork Engagement Inventory. Logistic regression, generalized linear mixed models, and ANOVA were used. Low schoolwork engagement and high school burnout increased the odds for daily smoking in all countries. Academic performance was correlated with school burnout and schoolwork engagement, and adjusting for it slightly decreased the odds for smoking. Adjusting for socioeconomic factors and school level had little effect. Although high school burnout and low schoolwork engagement correlate with low academic performance, they are mutually independent risk factors for smoking. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  16. Academic Well-Being, Mathematics Performance, and Educational Aspirations in Lower Secondary Education: Changes Within a School Year

    PubMed Central

    Widlund, Anna; Tuominen, Heta; Korhonen, Johan

    2018-01-01

    It has been suggested that both performance and academic well-being play a role in adolescent students’ educational attainment and school dropout. In this study, we therefore examined, first, what kinds of academic well-being (i.e., school burnout, schoolwork engagement, and mathematics self-concept) and mathematics performance profiles can be identified among lower secondary school students (Ngrade 7 = 583, Ngrade 9 = 497); second, how stable these profiles are across one school year during the seventh and ninth grades; and, third, how students with different academic well-being and mathematics performance profiles differ with respect to their educational aspirations. By means of latent profile analyses, three groups of students in seventh grade: thriving (34%), average (51%), and negative academic well-being (15%) and four groups of students in ninth grade: thriving (25%), average (50%), negative academic well-being (18%), and low-performing (7%) with distinct well-being and mathematics performance profiles were identified. Configural frequency analyses revealed that the profiles were relatively stable across one school year; 60% of the students displayed identical profiles over time. The thriving students reported the highest educational aspirations compared to the other groups. In addition, the low-performing students in the ninth grade had the lowest educational aspirations just before the transition to upper secondary school. Practical implications as well as directions for future research are discussed. PMID:29593603

  17. Academic Well-Being, Mathematics Performance, and Educational Aspirations in Lower Secondary Education: Changes Within a School Year.

    PubMed

    Widlund, Anna; Tuominen, Heta; Korhonen, Johan

    2018-01-01

    It has been suggested that both performance and academic well-being play a role in adolescent students' educational attainment and school dropout. In this study, we therefore examined, first, what kinds of academic well-being (i.e., school burnout, schoolwork engagement, and mathematics self-concept) and mathematics performance profiles can be identified among lower secondary school students ( N grade 7 = 583, N grade 9 = 497); second, how stable these profiles are across one school year during the seventh and ninth grades; and, third, how students with different academic well-being and mathematics performance profiles differ with respect to their educational aspirations. By means of latent profile analyses, three groups of students in seventh grade: thriving (34%), average (51%), and negative academic well-being (15%) and four groups of students in ninth grade: thriving (25%), average (50%), negative academic well-being (18%), and low-performing (7%) with distinct well-being and mathematics performance profiles were identified. Configural frequency analyses revealed that the profiles were relatively stable across one school year; 60% of the students displayed identical profiles over time. The thriving students reported the highest educational aspirations compared to the other groups. In addition, the low-performing students in the ninth grade had the lowest educational aspirations just before the transition to upper secondary school. Practical implications as well as directions for future research are discussed.

  18. Academic Achievement over 8 Years among Children Who Met Modified Criteria for Attention-Deficit/Hyperactivity Disorder at 4-6 Years of Age

    ERIC Educational Resources Information Center

    Massetti, Greta M.; Lahey, Benjamin B.; Pelham, William E.; Loney, Jan; Ehrhardt, Ashley; Lee, Steve S.; Kipp, Heidi

    2008-01-01

    The predictive validity of symptom criteria for different subtypes of ADHD among children who were impaired in at least one setting in early childhood was examined. Academic achievement was assessed seven times over 8 years in 125 children who met symptom criteria for ADHD at 4-6 years of age and in 130 demographically-matched non-referred…

  19. Teaching at the United States Army War College: Philosophy, Practice, and Resources. AY [Academic Year] 2000.

    ERIC Educational Resources Information Center

    Goss, John R., III

    This manual is intended for use as part of a 3-day orientation training for new faculty at the U.S. Army War College (USAWC) in Pennsylvania, a facility which trains tactical and operational leaders for policy and strategy roles in the military and related agencies. The orientation focuses on five factors which determine the value of an…

  20. Discovery of the millisecond pulsar PSR J2043+1711 in a Fermi source with the Nançay Radio Telescope

    DOE PAGES

    Guillemot, L.; Freire, P. C. C.; Cognard, I.; ...

    2012-04-25

    Here, we report the discovery of the millisecond pulsar PSR J2043+1711 in a search of a Fermi Large Area Telescope (LAT) source with no known associations, with the Nançay Radio Telescope. The new pulsar, confirmed with the Green Bank Telescope, has a spin period of 2.38 ms, is relatively nearby (d ≲ 2 kpc) and is in a 1.48-d orbit around a low-mass companion, probably an He-type white dwarf. Using an ephemeris based on Arecibo, Nançay and Westerbork timing measurements, pulsed gamma-ray emission was detected in the data recorded by the Fermi LAT. The gamma-ray light curve and spectral propertiesmore » are typical of other gamma-ray millisecond pulsars seen with Fermi. X-ray observations of the pulsar with Suzaku and the Swift X-ray Telescope yielded no detection. At 1.4 GHz, we also observe strong flux density variations because of interstellar diffractive scintillation; however, a sharp peak can be observed at this frequency during bright scintillation states. At 327 MHz, the pulsar is detected with a much higher signal-to-noise ratio and its flux density is far more steady. However, at that frequency the Arecibo instrumentation cannot yet fully resolve the pulse profile. Despite that, our pulse time-of-arrival measurements have a post-fit residual rms of 2 μs. Furthermore, this and the expected stability of this system have made PSR J2043+1711 one of the first new Fermi-selected millisecond pulsars to be added to pulsar gravitational wave timing arrays. It has also allowed a significant measurement of relativistic delays in the times of arrival of the pulses due to the curvature of space–time near the companion, but not yet with enough precision to derive useful masses for the pulsar and the companion. Nevertheless, a mass for the pulsar between 1.7 and 2.0 M⊙ can be derived if a standard millisecond pulsar formation model is assumed. In this paper, we also present a comprehensive summary of pulsar searches in Fermi LAT sources with the Nançay Radio

  1. Out-of-State Institutions of Higher Education Operating in the State of Maryland Academic Year 1984-1985. Postsecondary Education Research Reports.

    ERIC Educational Resources Information Center

    Sabatini, John A., Jr.

    Information is presented on out-of-state institutions operating in Maryland during the 1984-1985 academic year, as well as courses and programs, enrollments by institution, and the locations of the courses. Institutional changes since the preceding academic year and the current status of approved institutions are also identified. Thirteen…

  2. A comparative study on undergraduate students' academic motivation and academic self-concept.

    PubMed

    Isiksal, Mine

    2010-11-01

    The purpose of this study was to investigate Turkish and American undergraduate students' academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self-Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergraduate students' intrinsic motivation, extrinsic motivation, and self-concept scores. Turkish students had higher intrinsic scores whereas American students had higher extrinsic scores and more positive academic-self concept compared to Turkish partners. Regarding grade level, senior students from both cultures had higher intrinsic motivation and academic self-concept scores compared to other grade levels. In terms of extrinsic motivation, there is steady decline in American students' scores as grade level increases. On the other hand, Turkish undergraduates' extrinsic scores decrease in the second year but increase in the third and fourth year of university education. Results were discussed by taking into consideration the social and cultural differences between two nations.

  3. Stability in Parents' Causal Attributions for Their Children's Academic Performance: A Nine-Year Follow-Up

    ERIC Educational Resources Information Center

    Enlund, Emmi; Aunola, Kaisa; Nurmi, Jari-Erik

    2015-01-01

    This study investigated the interindividual stability and mean-level changes in parents' causal attributions for their children's academic performance across a 9-year period from the first year in primary school (Grade 1, age 7) to the end of lower secondary school (Grade 9, age 16). In all, 212 children participated in the study. The results…

  4. Children's aerobic fitness and academic achievement: a longitudinal examination of students during their fifth and seventh grade years.

    PubMed

    Wittberg, Richard A; Northrup, Karen L; Cottrell, Lesley A

    2012-12-01

    We assessed children's potential differences in academic achievement based on aerobic fitness over a 2-year period. The longitudinal study sample included 3 cohorts of students (n = 1725; 50.1% male) enrolled in a West Virginia public school system. Students received baseline fitness and academic assessments as fifth graders and at a 2-year follow-up assessment. We used FitnessGram to assess fitness in aerobic capacity and WESTEST, a criterion-based assessment, for academic performance. Students who stayed in the healthy fitness zone (HFZ) had significantly higher WESTEST scores than did students who stayed in the needs improvement zone (NIZ). Students who moved into or out of the HFZ occasionally had significantly higher WESTEST scores than did students who stayed in the NIZ, but they were rarely significantly lower than those of students who stayed in the HFZ. Students' aerobic capacity is associated with greater academic achievement as defined by standardized test scores. This advantage appears to be maintained over time, especially if the student stays in the HFZ.

  5. Department of Defense Annual Report on Sexual Harassment and Violence at the Military Service Academies, Academic Program Year 2015-2016

    DTIC Science & Technology

    2017-01-18

    Annual Report on Sexual Harassment and Violence at the Military Service Academies Academic Program Year 2015-2016 The Department of Defense...SAPRO | ODMEO 1 DoD SAPRO | ODMEO Department of Defense Annual Report on Sexual Harassment and Violence at the Military Service Academies...2015-2016 DOD ANNUAL REPORT ON SEXUAL HARASSMENT AND VIOLENCE AT THE MILITARY SERVICE ACADEMIES, ACADEMIC PROGRAM YEAR 2015-2016 Executive Summary

  6. California Library Statistics, 2005: Fiscal Year 2003-2004 from Public, Academic, Special and County Law Libraries

    ERIC Educational Resources Information Center

    Bray, Ira, Ed.

    2005-01-01

    Each year the State Library sends annual report forms to California's academic, public, special, state agency, and county law libraries. Statistical data from those reports are tabulated in this publication, with directory listings published in the companion volume, California Library Directory. For this fiscal year four hundred and eight…

  7. California Library Statistics, 2009: Fiscal Year 2007-2008 from Public, Academic, Special and County Law Libraries

    ERIC Educational Resources Information Center

    Bray, Ira, Ed.

    2009-01-01

    Each year the State Library sends annual report forms to California's public, academic, special, state agency, and county law libraries. Statistical data from those reports are tabulated in this publication, with directory listings published in the companion volume, "California Library Directory." For this fiscal year, 389 libraries of…

  8. Female authorship in major academic gastroenterology journals: a look over 20 years.

    PubMed

    Long, Michelle T; Leszczynski, Ania; Thompson, Katherine D; Wasan, Sharmeel K; Calderwood, Audrey H

    2015-01-01

    Authorship in peer-reviewed medical journals is a marker for success in academic medicine. To determine the representation of female physicians among authors of original research in U.S. gastroenterology journals. Retrospective. All first and senior U.S. authors of original research published in the years 1992, 1997, 2002, 2007, and 2012 in the following journals: Gastroenterology, Hepatology, American Journal of Gastroenterology, Clinical Gastroenterology and Hepatology (CGH), and Gastrointestinal Endoscopy (GIE). The percentage of female first and senior authors compared with the percentage of women practicing in academic gastroenterology. We evaluated 6490 articles, of which 2275 original research articles and 455 editorials were eligible for inclusion. Author gender was determined for 98.5% of the 3792 authors. Overall, female first authors increased from 9.1±2.9% in 1992 to 29.3±4.9% in 2012 (P<.0001), and female senior authors increased from 4.8±2.3% in 1992 to 14.5±3.6% in 2012 (P<.0001). Female first and senior authors increased significantly in all journals (P for trend<.05), except for CGH, and CGH and GIE, respectively. For each of the years examined with the exception of 1997, the proportion of women in the senior author position was less than expected based on the proportion of women among academic gastroenterologists (P<.004; P=.18 for 1997). Descriptive study. The percentage of U.S. female physician authors of original research in major gastroenterology journals has increased over time, yet the percentage of women in the senior author position remains lower than expected. Further research should explore potential reasons for this gender gap. Copyright © 2015 American Society for Gastrointestinal Endoscopy. Published by Elsevier Inc. All rights reserved.

  9. Omega-3 supplementation during the first 5 years of life and later academic performance: a randomised controlled trial.

    PubMed

    Brew, B K; Toelle, B G; Webb, K L; Almqvist, C; Marks, G B

    2015-04-01

    Consumption of oily fish more than once per week has been shown to improve cognitive outcomes in children. However, it is unknown whether similar benefits can be achieved by long-term omega-3 fatty acid supplementation. The objective was to investigate the effect of omega-3 fatty acid supplementation during the first 5 years of life on subsequent academic performance in children by conducting a secondary analysis of the CAPS (Childhood Asthma Prevention Study). A total of 616 infants with a family history of asthma were randomised to receive tuna fish oil (high in long-chain omega-3 fatty acids, active) or Sunola oil (low in omega-3 fatty acids, control) from the time breastfeeding ceased or at the age of 6 months until the age of 5 years. Academic performance was measured by a nationally standardised assessment of literacy and numeracy (National Assessment Program Literacy and Numeracy (NAPLAN)) in school years 3, 5, 7 and 9. Plasma omega-3 fatty acid levels were measured at regular intervals until 8 years of age. Between-group differences in test scores, adjusted for maternal age, birth weight and maternal education, were estimated using mixed-model regression. Among 239 children, there were no significant differences in NAPLAN scores between active and control groups. However, at 8 years, the proportion of omega-3 fatty acid in plasma was positively associated with the NAPLAN score (0.13 s.d. unit increase in score per 1% absolute increase in plasma omega-3 fatty acid (95% CI 0.03, 0.23)). Our findings do not support the practice of supplementing omega-3 fatty acids in the diet of young children to improve academic outcomes. Further exploration is needed to understand the association between plasma omega-3 fatty acid levels at 8 years and academic performance.

  10. [The relationship between academic self-efficacy and academic burnout in medical students].

    PubMed

    Lee, Su Hyun; Jeon, Woo Taek

    2015-03-01

    The purpose of this study was to examine the correlation between academic burnout and academic self-efficacy in medical students. The study group comprised 446 students in years 1 to 4 of medical school. They were asked to rate their academic burnout and academic self-efficacy on a scale. The data were analyzed by multivariate analysis of variance and regression analysis. Academic self-efficacy was correlated negatively with academic burnout explaining 37% of academic burnout. Academic self-efficacy (especially self-confidence) had the greatest effect on academic burnout. The implications of these results are discussed in terms of an evaluation and support system for students.

  11. SN 2010ay is a Luminous and Broad-lined Type Ic Supernova within a Low-metallicity Host Galaxy

    NASA Technical Reports Server (NTRS)

    Sanders, N. E.; Soderberg, A. M.; Valenti, S.; Chomiuk, L.; Berger, E.; Smartt, S.; Hurley, K.; Barthelmy, S. D.; Chornock, R.; Foley, R. J.; hide

    2011-01-01

    We report on our serendipitous pre-discovery detection and detailed follow-up of the broad-lined Type Ic supernova SN2010ay at z approx 0.067 imaged by the Pan-STARRS1 3pi survey just approx 4 days after explosion. Combining our photometric observations with those available in the literature, we estimate the explosion date and the peak luminosity of the SN, M(sub R) approximately equals 20.2 mag, significantly brighter than known GRB-SNe and one of the most luminous SNe Ibc ever discovered. We measure the photospheric expansion velocity of the explosion from our spectroscopic follow-up observations, v(sub ph) approximately equals 19.2 X 10 (exp 3) km/s at approx 40 days after explosion. In comparison with other broad-lined SNe, the characteristic velocity of SN2010ay is 2 - 5 X higher and similar to the measurements for GRB-SNe at comparable epochs. Moreover the velocity declines two times slower than other SNe Ic-BL and GRB-SNe. Assuming that the optical emission is powered by radioactive decay, the peak magnitude implies the synthesis of an unusually large mass of Ni-56, M(sub Ni) = 0.9(+0.1/-0.1) solar mass. Our modeling of the light-curve points to a total ejecta mass, M(sub ej) approx 4.7 Solar Mass, and total kinetic energy, E(sub K,51) approximately equals 11. Thus the ratio of M(sub Ni) to M(sub ej) is at least twice as large for SN2010ay than in GRB-SNe and may indicate an additional energy reservoir. We also measure the metallicity (log(O/H) + 12 = 8.19) of the explosion site within the host galaxy using a high S/N optical spectrum. Our abundance measurement places this SN in the low-metallicity regime populated by GRB-SNe, and approx 0.2(0.5) dex lower than that typically measured for the host environments of normal (broad-lined) Ic supernovae. Despite striking similarities to the recent GRB-SN100316D/2010bh, we show that gamma-ray observations rule out an associated GRB with E(sub gamma) approx < 6 X 10(exp 48) erg (25-150 keV). Similarly, our deep

  12. Genetic background (DDD/Sgn versus C57BL/6J) strongly influences postnatal growth of male mice carrying the A(y) allele at the agouti locus: identification of quantitative trait loci associated with diabetes and body weight loss.

    PubMed

    Suto, Jun-ichi; Satou, Kunio

    2013-05-04

    Mice carrying the A(y) allele at the agouti locus become obese and are heavier than their non-A(y) littermates. However, this does not hold true for the genetic background of the DDD mouse strain. At 22 weeks of age, DDD.Cg-A(y) females are heavier than DDD females, whereas DDD.Cg-A(y) males are lighter than DDD males. This study aimed to determine the possible cause and identify the genes responsible for the lower body weight of DDD.Cg-A(y) males. Growth curves of DDD.Cg-A(y) mice were analyzed and compared with those of B6.Cg-A(y) mice from 5 to 25 weeks. In DDD.Cg-A(y) males, body weight gain stopped between 16 and 17 weeks and the body weight gradually decreased; thus, the lower body weight was a consequence of body weight loss. Quantitative trait locus (QTL) mapping was performed in backcrossed (BC) males of DDD × (B6 × DDD.Cg-A(y)) F(1)-A(y) mice. For the body weight at 25 weeks, significant QTLs were identified on chromosomes 1 and 4. The DDD allele was associated with a lower body weight at both loci. In particular, the QTL on chromosome 4 interacted with the A(y) allele. Furthermore, suggestive QTLs for plasma glucose and high molecular weight adiponectin levels were coincidentally mapped to chromosome 4. The DDD allele was associated with increased glucose and decreased adiponectin levels. When the body weight at 25 weeks and plasma glucose levels were considered as dependent and independent variables, respectively, BC A(y) males were classified into two groups according to statistical analysis using the partition method. Mice of one group had significantly higher glucose and lower adiponectin levels than those of the other group and exhibited body weight loss as observed with DDD-A(y) males. The lower body weight of DDD.Cg-A(y) male mice was a consequence of body weight loss. Diabetes mellitus has been suggested to be a possible contributory factor causing body weight loss. The QTL on distal chromosome 4 contained the major responsible genes. This QTL

  13. The Impact of Centralized Advising on First-Year Academic Performance and Second-Year Enrollment Behavior

    ERIC Educational Resources Information Center

    Kot, Felly Chiteng

    2014-01-01

    To enhance student success, many colleges and universities have expanded academic support services and programmatic interventions. One popular measure that has been recognized as critical to student success is academic advising. Many institutions have expanded advising by creating centralized units staffed with professional advisors who serve…

  14. Using Community College Prior Academic Performance to Predict Re-Enrollment at a Four-Year Online University

    ERIC Educational Resources Information Center

    Nadasen, Denise; List, Alexandra

    2016-01-01

    Students' re-enrollment in the subsequent semester after their first semester at a four-year institution is a strong predictor of retention and graduation. This is especially true for students who transfer from a community college to a four-year institution because of the many external or non-academic factors influencing a student's decision to…

  15. Determining the Impact of a Summer Bridge Program on Academic Success for First-Year College Students

    ERIC Educational Resources Information Center

    Medina, Mary Christine

    2016-01-01

    The purpose of this study was to determine the impact of a summer bridge program geared toward first-year students at a large public university located in the Southeastern United States. The research question guiding this study was, "Does participation in a summer bridge program increase academic success for first-year college students?"…

  16. [Two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education].

    PubMed

    Lee, Soon Ok; Lee, Sang Yeoup; Baek, Sunyong; Woo, Jae Seok; Im, Sun Ju; Yune, So Jung; Lee, Sun Hee; Kam, Beesung

    2015-06-01

    We performed a two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education. Strategy factors in successful learning were identified using a content analysis of open-ended responses from 30 medical students who were ranked in the top 10 of their class. Core words were selected among their responses in each category and the frequency of the words were counted. Then, a factors survey was conducted among year 2 students, before the second semester. Finally, we performed an analysis to assess the association between the factors score and academic achievement for the same students 2.5 years later. The core words were "planning and execution," "daily reviews" in the study schedule category; "focusing in class" and "taking notes" among class-related category; and "lecture notes," "previous exams or papers," and "textbooks" in the primary self-learning resources category. There were associations between the factors scores for study planning and execution, focusing in class, and taking notes and academic achievement, representing the second year second semester credit score, third year written exam scores and fourth year written and skill exam scores. Study planning was only one independent variable to predict fourth year summative written exam scores. In a two-and-a-half year follow-up study, associations were founded between academic achievement and the factors scores for study planning and execution, focusing in class, and taking notes. Study planning as only one independent variable is useful for predicting fourth year summative written exam score.

  17. Extended physical education in children aged 6-15 years was associated with improved academic achievement in boys.

    PubMed

    Cöster, M E; Fritz, J; Karlsson, C; Rosengren, B E; Karlsson, M K

    2018-06-01

    Physical activity (PA) has been associated with enhanced cognition, brain development and concentration. This study evaluated whether increased physical education (PE) improved academic achievement. We recruited 304 children (55% boys) from a Swedish school in Skane County in 1998-2002 when they were six to seven years of age and followed them through all nine mandatory school years. Their PE level was increased from 60 to 200 minutes per week, and their results were compared with 73 885 control children (51% boys) in the county who graduated in the same years and did the standard 60 minutes of PE per week. Their academic achievements were measured as their final grade scores and the proportion of students eligible for upper secondary school. The eligibility for further education increased in the intervention boys by 6.8 percentage points and the mean grade score by 12.1 points, while in the control group as a whole, the eligibility rate decreased by 0.7 percentage points and the mean grade score increased by 1.7 points. No changes in eligibility rates or mean grade scores were seen in the intervention girls. Increasing weekly PE over nine years was associated with improved academic achievement in boys. ©2018 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

  18. Gender Differences in First-Year College Students' Academic Expectations

    ERIC Educational Resources Information Center

    Diniz, António M.; Alfonso, Sonia; Araújo, Alexandra M.; Deaño, Manuel; Costa, Alexandra R.; Conde, Ângeles; Almeida, Leandro S.

    2018-01-01

    Based on a multidimensional definition of academic expectations (AEs), the authors examine students' AE component scores across countries and genders. Two samples (343 Portuguese and 358 Spanish students) completed the Academic Perceptions Questionnaire (APQ) six months after enrolling in their universities. Factorial invariance was ensured across…

  19. Acetate alters expression of genes involved in beige adipogenesis in 3T3-L1 cells and obese KK-Ay mice

    PubMed Central

    Hanatani, Satoko; Motoshima, Hiroyuki; Takaki, Yuki; Kawasaki, Shuji; Igata, Motoyuki; Matsumura, Takeshi; Kondo, Tatsuya; Senokuchi, Takafumi; Ishii, Norio; Kawashima, Junji; Kukidome, Daisuke; Shimoda, Seiya; Nishikawa, Takeshi; Araki, Eiichi

    2016-01-01

    The induction of beige adipogenesis within white adipose tissue, known as “browning”, has received attention as a novel potential anti-obesity strategy. The expression of some characteristic genes including PR domain containing 16 is induced during the browning process. Although acetate has been reported to suppress weight gain in both rodents and humans, its potential effects on beige adipogenesis in white adipose tissue have not been fully characterized. We examined the effects of acetate treatment on 3T3-L1 cells and in obese diabetic KK-Ay mice. The mRNA expression levels of genes involved in beige adipocyte differentiation and genes selectively expressed in beige adipocytes were significantly elevated in both 3T3-L1 cells incubated with 1.0 mM acetate and the visceral white adipose tissue from mice treated with 0.6% acetate for 16 weeks. In KK-Ay mice, acetate reduced the food efficiency ratio and increased the whole-body oxygen consumption rate. Additionally, reduction of adipocyte size and uncoupling protein 1-positive adipocytes and interstitial areas with multilocular adipocytes appeared in the visceral white adipose tissue of acetate-treated mice, suggesting that acetate induced initial changes of “browning”. In conclusion, acetate alters the expression of genes involved in beige adipogenesis and might represent a potential therapeutic agent to combat obesity. PMID:27895388

  20. Importance of mixotrophic nanoplankton in Aysén Fjord (Southern Chile) during austral winter

    NASA Astrophysics Data System (ADS)

    Czypionka, Till; Vargas, Cristian A.; Silva, Nelson; Daneri, Giovanni; González, Humberto E.; Iriarte, José Luis

    2011-03-01

    Mixotrophy, the combination of autotrophic and heterotrophic nutrition in the same organism, is widespread in planktonic algae. Several reports from temperate and high-latitude fjords in Scandinavia suggest the occurrence of a niche in late summer and autumn during post-bloom conditions in which mixotrophic algae can become important grazers in pelagic ecosystems, accessing the nutrients bound in their prey to overcome nutrient limitation. Here, we experimentally determined the trophic modes and bacterivory rates for the nanoplankton community (2-20 μm) in Aysén Fjord located in the Chilean Northern Patagonia during two contrasting seasons: winter and spring. While mixotrophic nanoplankton was virtually absent from the system in spring, in winter at occasions it even constituted the dominant trophic group of the nanoplankton with abundances of >900 cells mL -1. This indicates a second niche for mixotrophs in winter, when mixotrophy allows overcoming light limitation.

  1. Improving Retention and Academic Achievement for First-Time Students at a Two-Year College

    ERIC Educational Resources Information Center

    Ryan, Mary Gene

    2013-01-01

    Faculty at a two-year community/technical college undertook a project in the spring 2010 semester to incorporate more intensive and intrusive academic advising into the Freshman Seminar (COL 105) course. A study was undertaken in which 14 sections of COL 105 were divided into an experimental group (taught by specially-trained instructors who…

  2. Exploring the Universe with TV Remotes: Cooperative Quizzes via the Classroom Performance System (CPS) in AY101

    NASA Astrophysics Data System (ADS)

    Byrd, G.; Coleman, S.; Werneth, C.

    2003-12-01

    Our AY101 course has large enrollments. There are the usual attendance problems with students putting off studying until just before major exams, with predictable consequences. We (myself, faculty, Werneth, grad student, and Coleman, undergrad) describe our experience with one strategy to actively involve students: cooperatively answering quiz questions. We tried a solution during our May 2002 Interim term. Classes of three hours/day over three weeks make mid-class breaks essential! Before breaks, we presented a short multiple choice, open book/note quiz answered after break. Quizzes could increase grades, e.g. A- to an A, without excessively diluting importance of closed-book major exams. Comparing Interim 2002 final exams to Interim 2001, the average was 80%, much better than the 2001 class's 57%. The 2002 students interacted with one another more. Attendance was over 90%. During a regular semester, handing out and taking up papers would take up much time during the more frequent and larger classes. It's more interesting if students vote for different answers together then revealing the correct answer. Toward these ends, I obtained a grant for a "Classroom Performance System," a computer receiver unit, 128 ``TV remote" response pads and software for creating quizzes. Spring 2003, three teachers tried out the system in a trial fashion. To compare, we used the system during Interim 2003. Ease of giving quizzes and grading permitted a shorter 5 question quiz during break with another at class end totaling of 27 quizzes (almost one/day for a regular semester's Tuesday/Thursday class). Improvement was maintained with a slight 3 % increase. We used the CPS for events such as the recent Mars close approach. Kids of all ages like to check their understanding with a few questions. We created a web site where the students can interactively review questions and other materials, http://ay101.garnetsigma.com/index.html

  3. Prematriculation Program Grades as Predictors of Black and Other Nontraditional Students' First-Year Academic Performances.

    ERIC Educational Resources Information Center

    Hesser, Al; Lewis, Lloyd

    1992-01-01

    A study explored predictors of African-American and other nontraditional medical students' first-year academic performance at the Medical College of Georgia. Variables included undergraduate grades and grades in a summer prematriculation program (SPP) featuring biochemistry, anatomy, and immunology courses. SPP grades were found useful in…

  4. First-Year Students' Employment, Engagement, and Academic Achievement: Untangling the Relationship between Work and Grades

    ERIC Educational Resources Information Center

    Pike, Gary R.; Kuh, George D.; Massa-McKinley, Ryan C.

    2008-01-01

    This study examined the relationships among first-year students' employment, engagement, and academic achievement using data from the 2004 National Survey of Student Engagement. A statistically significant negative relationship was found between working more than 20 hours per week and grades, even after controlling for students' characteristics…

  5. "I'm Not a Real Academic": A Career from Industry to Academe

    ERIC Educational Resources Information Center

    Santoro, Ninetta; Snead, Suzanne L.

    2013-01-01

    Over the past thirty years universities have increasingly extended their offerings of vocationally oriented degrees and have recruited into academe, practitioners from the professions. This paper reports on a qualitative study that investigated the experiences of 20 professionals-turned-academics in Australia; their expectations of academe and how…

  6. Nature, nurture and academic achievement: a twin study of teacher assessments of 7-year-olds.

    PubMed

    Walker, Sheila O; Petrill, Stephen A; Spinath, Frank M; Plomin, Robert

    2004-09-01

    Twin research has consistently shown substantial genetic influence on individual differences in cognitive ability; however, much less is known about the genetic and environmental aetiologies of school achievement. Our goal is to test the hypotheses that teacher-assessed achievement in the early school years shows substantial genetic influence but only modest shared environmental influence when children are assessed by the same teachers and by different teachers. 1,189 monozygotic (MZ) and dizygotic (DZ) twin pairs born in 1994 in England and Wales. Teachers evaluated academic achievement for 7-year-olds in Mathematics and English. Results were based on the twin method, which compares the similarity between identical and fraternal twins. Suggested substantial genetic influence in that identical twins were almost twice as similar as fraternal twins when compared on teacher assessments for Mathematics, English and a total score. The results confirm prior research suggesting that teacher assessments of academic achievement are substantially influenced by genetics. This finding holds even when twins are assessed independently by different teachers.

  7. Are trajectories of self-regulation abilities from ages 2-3 to 6-7 associated with academic achievement in the early school years?

    PubMed

    Sawyer, A C P; Chittleborough, C R; Mittinty, M N; Miller-Lewis, L R; Sawyer, M G; Sullivan, T; Lynch, J W

    2015-09-01

    The aim of this study was to estimate the association between two key aspects of self-regulation, 'task attentiveness' and 'emotional regulation' assessed from ages 2-3 to 6-7 years, and academic achievement when children were aged 6-7 years. Participants (n = 3410) were children in the Longitudinal Study of Australian Children. Parents rated children's task attentiveness and emotional regulation abilities when children were aged 2-3, 4-5 and 6-7. Academic achievement was assessed using the Academic Rating Scale completed by teachers. Linear regression models were used to estimate the association between developmental trajectories (i.e. rate of change per year) of task attentiveness and emotional regulation, and academic achievement at 6-7 years. Improvements in task attentiveness between 2-3 and 6-7 years, adjusted for baseline levels of task attentiveness, child and family confounders, and children's receptive vocabulary and non-verbal reasoning skills at age 6-7 were associated with greater teacher-rated literacy [B = 0.05, 95% confidence interval (CI) = 0.04-0.06] and maths achievement (B = 0.04, 95% CI = 0.03-0.06) at 6-7 years. Improvements in emotional regulation, adjusting for baseline levels and covariates, were also associated with better teacher-rated literacy (B = 0.02, 95% CI = 0.01-0.04) but not with maths achievement (B = 0.01, 95% CI = -0.01-0.02) at 6-7 years. For literacy, improvements in task attentiveness had a stronger association with achievement at 6-7 years than improvements in emotional regulation. Our study shows that improved trajectories of task attentiveness from ages 2-3 to 6-7 years are associated with improved literacy and maths achievement during the early school years. Trajectories of improving emotional regulation showed smaller effects on academic outcomes. Results suggest that interventions that improve task attentiveness when children are aged 2-3 to 6-7 years have the potential to improve literacy and maths achievement during

  8. Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At Risk Children: Mediating Processes

    PubMed Central

    Chen, Qi; Hughes, Jan N.; Liew, Jeffrey; Kwok, Oi-Man

    2010-01-01

    The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer-relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed. PMID:21113406

  9. Examining Academic Variables Affecting the Persistence and Attainment of Black Male Collegians: A Focus on Academic Performance and Integration in the Two-Year College

    ERIC Educational Resources Information Center

    Wood, J. Luke

    2014-01-01

    The purpose of this study was to investigate the effect of academic variables (e.g., grade point average, major change, informal meetings with faculty) on six year persistence and attainment among black male students in community colleges. Data was collected from the Beginning Postsecondary Students Longitudinal Study and was analyzed using…

  10. Ten Years in the Academic Integrity Trenches: Experiences and Issues

    ERIC Educational Resources Information Center

    Atkinson, Doug; Nau, S. Zaung; Symons, Christine

    2016-01-01

    In 2016, our university launched its Academic Integrity Program (AIP) in order to promote and protect academic integrity. All commencing students must complete this online AIP within 14 days of starting their course. Satisfactory completion of this module with a test score of 80% is required before students can access their course materials.…

  11. Texans Getting Academically Prepared (TGAP): Year Six Evaluation Report, September 2004-August 2005. Executive Summary

    ERIC Educational Resources Information Center

    Shapley, Kelly; Sturges, Keith; Sheehan, Daniel; Weiher, Gregory R.; Hughes, Christina; Howard, Joseph

    2006-01-01

    The Texas Education Agency's (TEA's) state GEAR UP project--Texans Getting Academically Prepared (TGAP)--has provided interconnected activities supporting early awareness of and preparation for higher education among low-income and minority students, their families, and schools in six South Texas school districts. Over its six years, the state…

  12. Surprise, Sensemaking, and Success in the First College Year: Black Undergraduate Men's Academic Adjustment Experiences

    ERIC Educational Resources Information Center

    Harper, Shaun R.; Newman, Christopher B.

    2016-01-01

    Background: Much has been written about Black undergraduate men's out-of-class engagement and social experiences, identity development, participation in intercollegiate athletics, and college enrollment and completion rates. Too little is known about their academic readiness and first-year college adjustment. Purpose: The purpose of this study was…

  13. Families' Goals, School Involvement, and Children's Academic Achievement: A Follow-Up Study Thirteen Years Later

    ERIC Educational Resources Information Center

    Kyle, Diane W.

    2011-01-01

    A study conducted from 1996-2000 focused on the academic development of children within a statewide educational reform effort, including changing the organizational structure of the early years of schooling into nongraded primary programs (formerly age-based classrooms for kindergarteners through third grade). The multisite study involved children…

  14. Relationship of Peer Mentoring to Academic Success and Social Engagement for First Year College Students

    ERIC Educational Resources Information Center

    Mitchell, Brenda O.

    2013-01-01

    A correlational explanatory research design examined the relationship between peer mentoring, academic success and social engagement of first year college students participating in a peer mentoring program at a research one university in the southeastern United States. One hundred thirty-eight participants from the peer mentoring program responded…

  15. Preliminary Evidence of a Relationship between the Use of Online Learning and Academic Performance in a South African First-Year University Accounting Course

    ERIC Educational Resources Information Center

    Halabi, Abdel K.; Essop, Ahmed; Carmichael, Teresa; Steyn, Blanche

    2014-01-01

    This paper examines the relationship between the use of online learning resources and academic performance in an Accounting 1 course conducted at a South African Higher Education Institution. The study employed a quantitative analysis over three academic years comparing the collection of end of year marks and the time spent online. The results…

  16. Ten Years of TAKE 10!(®): Integrating physical activity with academic concepts in elementary school classrooms.

    PubMed

    Kibbe, Debra L; Hackett, Jacqueline; Hurley, Melissa; McFarland, Allen; Schubert, Kathryn Godburn; Schultz, Amy; Harris, Suzanne

    2011-06-01

    Current literature supports the link between physical activity (PA) or fitness and a child's ability to achieve academically; however, little structured activity time is incorporated into elementary school classrooms. This paper explores the impact of a classroom-based PA program, TAKE 10!, and health-academic integration through existing state and federal policy and programming. Evidence from journal articles, published abstracts, and reports were examined to summarize the impact of TAKE 10! on student health and other outcomes. This paper reviews 10 years of TAKE 10! studies and makes recommendations for future research. Teachers are willing and able to implement classroom-based PA integrated with grade-specific lessons (4.2 days/wk). Children participating in the TAKE 10! program experience higher PA levels (13%>), reduced time-off-task (20.5%), and improved reading, math, spelling and composite scores (p<0.01). Furthermore, students achieved moderate energy expenditure levels (6.16 to 6.42 METs) and studies suggest that BMI may be positively impacted (decreases in BMI z score over 2 years [P<0.01]). TAKE 10! demonstrates that integrating movement with academics in elementary school classrooms is feasible, helps students focus on learning, and enables them to realize improved PA levels while also helping schools achieve wellness policies. Copyright © 2011. Published by Elsevier Inc.

  17. The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence through Age 32 Years

    ERIC Educational Resources Information Center

    Raby, K. Lee; Roisman, Glenn I.; Fraley, R. Chris; Simpson, Jeffry A.

    2015-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity…

  18. Academic Identity Status, Goal Orientation, and Academic Achievement among High School Students

    ERIC Educational Resources Information Center

    Hejazi, Elaheh; Lavasani, Masoud Gholamali; Amani, Habib; Was, Christopher A.

    2012-01-01

    The aim of the present study was to determine the relationship between academic identity status, goal orientations and academic achievement. 301 first year high school students completed the Academic Identity Measure and Goal Orientation Questionnaire. The average of 10 exam scores in the final semester was used as an index of academic…

  19. Depressive Symptomatology and Academic Achievement among First-Year College Students: The Role of Effort Regulation

    ERIC Educational Resources Information Center

    Boyraz, Güler; Horne, Sharon G.; Granda, Rebecca

    2017-01-01

    We conducted 2 studies to determine whether the relationship between depressive symptomatology and college GPA is mediated by effort regulation and to understand how depressive symptomatology upon entry to college affects students' adjustment and academic achievement later in the first year of college. In Study 1, we found that the relationship…

  20. Linking academic social environments, ego-identity formation, ego virtues, and academic success.

    PubMed

    Good, Marie; Adams, Gerald R

    2008-01-01

    This study used Structural Equation Modeling to test an Eriksonian conceptual model linking academic social environments (relationships with faculty and fellow students), ego-identity formation, ego virtues, and academic success. Participants included 765 first-year students at a university in southern Ontario, Canada. Results indicated that supportive relationships with faculty was directly related to higher average grades and perceived academic ability, whereas positive relationships with fellow students was indirectly related to academic success through ego virtues. Positive ego-identity formation (identity achievement) was also indirectly related to academic success through ego virtues.

  1. Investigating the Relationship among Test Anxiety, Gender, Academic Achievement and Years of Study: A Case of Iranian EFL University Students

    ERIC Educational Resources Information Center

    Rezazadeh, Mohsen; Tavakoli, Mansoor

    2009-01-01

    The construct of anxiety plays a major role in one's life. One of these anxieties is test anxiety or apprehension over academic evaluation. The present study was designed to investigate the relationship between gender, academic achievement, years of study and levels of test anxiety. This investigation is a descriptive analytic study and was done…

  2. Academic season does not influence cardiac surgical outcomes at US Academic Medical Centers.

    PubMed

    Lapar, Damien J; Bhamidipati, Castigliano M; Mery, Carlos M; Stukenborg, George J; Lau, Christine L; Kron, Irving L; Ailawadi, Gorav

    2011-06-01

    Previous studies have demonstrated the influence of academic season on outcomes in select surgical populations. However, the influence of academic season has not been evaluated nationwide in cardiac surgery. We hypothesized that cardiac surgical outcomes were not significantly influenced by time of year at both cardiothoracic teaching hospitals and non-cardiothoracic teaching hospitals nationwide. From 2003 to 2007, a weighted 1,614,394 cardiac operations were evaluated using the Nationwide Inpatient Sample database. Patients undergoing cardiac operations at cardiothoracic teaching and non-cardiothoracic teaching hospitals were identified using the Association of American Medical College's Graduate Medical Education Tracking System. Hierarchic multivariable logistic regression analyses were used to estimate the effect of academic quarter on risk-adjusted outcomes. Mean patient age was 65.9 ± 10.9 years. Women accounted for 32.8% of patients. Isolated coronary artery bypass grafting was the most common operation performed (64.7%), followed by isolated valve replacement (19.3%). The overall incidence of operative mortality and composite postoperative complication rate were 2.9% and 27.9%, respectively. After accounting for potentially confounding risk factors, timing of operation by academic quarter did not independently increase risk-adjusted mortality (p = 0.12) or morbidity (p = 0.24) at academic medical centers. Risk-adjusted mortality and morbidity for cardiac operations were not associated with time of year in the US at teaching and nonteaching hospitals. Patients should be reassured of the safety of performance of cardiac operations at academic medical centers throughout a given academic year. Copyright © 2011 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

  3. Behavioral and Academic Progress of Children Displaying Substantive ADHD Behaviors in Special Education: A 1-Year Follow-up.

    PubMed

    Stoutjesdijk, Regina; Scholte, Evert M; Swaab, Hanna

    2016-01-01

    Exploring differences in behavioral and academic progress between children displaying substantive ADHD behaviors (M age of 9.4 years) in special schools (n = 38) and in inclusive education (n = 26). The contribution of pedagogical strategies to positive outcomes was also examined. Measurements used were the Teachers' Report Form, the Social Emotional Questionnaire, assessments of academic achievement, and the Pedagogical Methods Questionnaire. Mixed-model ANOVAs and Pearson's correlations were used to analyze the data. Significant progress was found regarding disorder-specific problem behavior and in all academic areas, but no interaction effect was found between time and setting. Correlations indicated that positive behavior reinforcement and emotional support are the pedagogical strategies that contributed most to behavioral adaptation. Children displaying substantive ADHD behaviors in both groups develop equally well in the areas of behavioral and academic functioning where significant progress was found. © The Author(s) 2013.

  4. Academic attainment and special educational needs in extremely preterm children at 11 years of age: the EPICure study.

    PubMed

    Johnson, S; Hennessy, E; Smith, R; Trikic, R; Wolke, D; Marlow, N

    2009-07-01

    To assess academic attainment and special educational needs (SEN) in extremely preterm children in middle childhood. Of 307 extremely preterm (< or =25 weeks) survivors born in the UK and Ireland in 1995, 219 (71%) were re-assessed at 11 years of age and compared to 153 classmates born at term, using standardised tests of cognitive ability and academic attainment and teacher reports of school performance and SEN. Multiple imputation was used to correct for selective dropout. Extremely preterm children had significantly lower scores than classmates for cognitive ability (-20 points; 95% CI -23 to -17), reading (-18 points; -22 to -15) and mathematics (-27 points; -31 to -23). Twenty nine (13%) extremely preterm children attended special school. In mainstream schools, 105 (57%) extremely preterm children had SEN (OR 10; 6 to 18) and 103 (55%) required SEN resource provision (OR 10; 6 to 18). Teachers rated 50% of extremely preterm children as having below average attainment compared with 5% of classmates (OR 18; 8 to 41). Extremely preterm children who entered compulsory education an academic year early due to preterm birth had similar academic attainment but required more SEN support (OR 2; 1.0 to 3.6). Extremely preterm survivors remain at high risk for learning impairments and poor academic attainment in middle childhood. A significant proportion require full-time specialist education and over half of those attending mainstream schools require additional health or educational resources to access the national curriculum. The prevalence and impact of SEN are likely to increase as these children approach the transition to secondary school.

  5. Assessment of preclinical students' academic motivation before and after a three-day academic affair program.

    PubMed

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2015-01-01

    Medical students' motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students' motivation to study. An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students' academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS). Cronbach's alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance. Students' academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students' self-esteem and feeling of self-worth (P<0.001). Moreover, intrinsic motivation toward accomplishment increased significantly (P<0.001). This is related to the enjoyment of passing academic milestones, and a step ahead of autonomous motivation. Amotivation level declined significantly (P<0.001). The change of academic motivational constructs before and after the intervention was altogether significant (P=0.036, multivariate analysis of variance). After experiencing a three-day intervention, the new students' motivation advanced along the

  6. Admissions Criteria as Predictors of Academic Performance in a Three-Year Pharmacy Program at a Historically Black Institution

    PubMed Central

    Parmar, Jayesh R.; Purnell, Miriam; Lang, Lynn A.

    2016-01-01

    Objective. To determine the ability of University of Maryland Eastern Shore School of Pharmacy’s admissions criteria to predict students’ academic performance in a 3-year pharmacy program and to analyze transferability to African-American students. Methods. Statistical analyses were conducted on retrospective data for 174 students. Didactic and experiential scores were used as measures of academic performance. Results. Pharmacy College Admission Test (PCAT), grade point average (GPA), interview, and observational scores combined with previous pharmacy experience and biochemistry coursework predicted the students' academic performance except second-year (P2) experiential performance. For African-American students, didactic performance positively correlated with PCAT writing subtests, while the experiential performance positively correlated with previous pharmacy experience and observational score. For nonAfrican-American students, didactic performance positively correlated with PCAT multiple-choice subtests, and experiential performance with interview score. The prerequisite GPA positively correlated with both of the student subgroups’ didactic performance. Conclusion. Both PCAT and GPA were predictors of didactic performance, especially in nonAfrican-Americans. Pharmacy experience and observational scores were predictors of experiential performance, especially in African-Americans. PMID:26941432

  7. Learning approaches as predictors of academic performance in first year health and science students.

    PubMed

    Salamonson, Yenna; Weaver, Roslyn; Chang, Sungwon; Koch, Jane; Bhathal, Ragbir; Khoo, Cheang; Wilson, Ian

    2013-07-01

    To compare health and science students' demographic characteristics and learning approaches across different disciplines, and to examine the relationship between learning approaches and academic performance. While there is increasing recognition of a need to foster learning approaches that improve the quality of student learning, little is known about students' learning approaches across different disciplines, and their relationships with academic performance. Prospective, correlational design. Using a survey design, a total of 919 first year health and science students studying in a university located in the western region of Sydney from the following disciplines were recruited to participate in the study - i) Nursing: n = 476, ii) Engineering: n = 75, iii) Medicine: n = 77, iv) Health Sciences: n = 204, and v) Medicinal Chemistry: n = 87. Although there was no statistically significant difference in the use of surface learning among the five discipline groups, there were wide variations in the use of deep learning approach. Furthermore, older students and those with English as an additional language were more likely to use deep learning approach. Controlling for hours spent in paid work during term-time and English language usage, both surface learning approach (β = -0.13, p = 0.001) and deep learning approach (β = 0.11, p = 0.009) emerged as independent and significant predictors of academic performance. Findings from this study provide further empirical evidence that underscore the importance for faculty to use teaching methods that foster deep instead of surface learning approaches, to improve the quality of student learning and academic performance. Copyright © 2013 Elsevier Ltd. All rights reserved.

  8. Chemical Design of Elastomers

    DTIC Science & Technology

    1987-05-19

    of the accelerated vulcanizates. In the 1960s Campbell, Wise and Coran (52) developed characterization techniques to study the effects of compounding...34, Oae, S., Ed., Plenum Press, New York, 1977. 5. Coran , A.Y., "Vulcanization", in "Science and Technology of Rubber," Eirich, F.R., Ed., Academic Press...New York, 1978. 6. Coran , A.Y., Chemtech 106(1983). 7. Coleman, M.M., Shelton J.R. and Koenig, J.L., Ind. Eng. Chem., Prod. Res. Develop. 13, 155

  9. Effects of Peer Academic Reputation on Achievement in Academically At-Risk Elementary Students

    ERIC Educational Resources Information Center

    Hughes, Jan N.; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man

    2009-01-01

    664 relatively low achieving first grade children were recruited into a longitudinal study. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of…

  10. Classroom Karaoke: A Social and Academic Transition Strategy to Enhance the First-Year Experience of Youth Studies Students

    ERIC Educational Resources Information Center

    Baker, Sarah

    2012-01-01

    An innovative icebreaker initiative--"classroom karaoke"--was deployed at the beginning of a first-year undergraduate course in youth studies at an Australian university. The study used karaoke as a social and academic transition strategy to enhance students' first-year experience at university. Students responded positively to this…

  11. Sophisticated Chaos: The Influence of Academic Discourse on Student Success in First-Year English Composition

    ERIC Educational Resources Information Center

    Burns, Sharon L.

    2010-01-01

    Students' conceptualizations of academic writing are often based on their cultural and social expectations of what it means to be a student or an instructor in the academy. These expectations are as varied as any target population and continue to grow as multi-cultural heritages continue to expand. First-year student writers' performances are…

  12. High School Concussions in the 2008–2009 Academic Year

    PubMed Central

    Meehan, William P.; d’Hemecourt, Pierre; Comstock, R. Dawn

    2011-01-01

    Background An estimated 136 000 concussions occur per academic year in high schools alone. The effects of repetitive concussions and the potential for catastrophic injury have made concussion an injury of significant concern for young athletes. Purpose The objective of this study was to describe the mechanism of injury, symptoms, and management of sport-related concussions using the High School Reporting Information Online (HS RIO) surveillance system. Study Design Descriptive epidemiology study. Methods All concussions recorded by HS RIO during the 2008–2009 academic year were included. Analyses were performed using SPSS software. Chi-square analysis was performed for all categorical variables. Statistical significance was considered for P < .05. Results A total of 544 concussions were recorded. The most common mechanism (76.2%) was contact with another player, usually a head-to-head collision (52.7%). Headache was experienced in 93.4%; 4.6% lost consciousness. Most (83.4%) had resolution of their symptoms within 1 week. Symptoms lasted longer than 1 month in 1.5%. Computerized neuropsychological testing was used in 25.7% of concussions. When neuropsychological testing was used, athletes were less likely to return to play within 1 week than those for whom it was not used (13.6% vs 32.9%; P < .01). Athletes who had neuropsychological testing appeared less likely to return to play on the same day (0.8% vs 4.2%; P = .056). A greater proportion of injured, nonfootball athletes had computerized neuropsychological testing than injured football players (23% vs 32%; P = .02) Conclusion When computerized neuropsychological testing is used, high school athletes are less likely to be returned to play within 1 week of their injury. Concussed football players are less likely to have computerized neuropsychological testing than those participating in other sports. Loss of consciousness is relatively uncommon among high school athletes who sustain a sport-related concussion

  13. Exploring the Academic and Social Experiences of Latino Engineering Community College Transfer Students at a 4-Year Institution: A Qualitative Research Study

    NASA Astrophysics Data System (ADS)

    Hagler, LaTesha R.

    As the number of historically underrepresented populations transfer from community college to university to pursue baccalaureate degrees in science, technology, engineering, and mathematics (STEM), little research exists about the challenges and successes Latino students experience as they transition from 2-year colleges to 4-year universities. Thus, institutions of higher education have limited insight to inform their policies, practices, and strategic planning in developing effective sources of support, services, and programs for underrepresented students in STEM disciplines. This qualitative research study explored the academic and social experiences of 14 Latino engineering community college transfer students at one university. Specifically, this study examined the lived experiences of minority community college transfer students' transition into and persistence at a 4-year institution. The conceptual framework applied to this study was Schlossberg's Transition Theory, which analyzed the participant's social and academic experiences that led to their successful transition from community college to university. Three themes emerged from the narrative data analysis: (a) Academic Experiences, (b) Social Experiences, and (c) Sources of Support. The findings indicate that engineering community college transfer students experience many challenges in their transition into and persistence at 4-year institutions. Some of the challenges include lack of academic preparedness, environmental challenges, lack of time management skills and faculty serving the role as institutional agents.

  14. Gender, school and academic year differences among Spanish university students at high-risk for developing an eating disorder: An epidemiologic study

    PubMed Central

    Sepulveda, Ana R; Carrobles, Jose A; Gandarillas, Ana M

    2008-01-01

    Background The aim of this study was to assess the magnitude of the university population at high-risk of developing an eating disorder and the prevalence of unhealthy eating attitudes and behaviours amongst groups at risk; gender, school or academic year differences were also explored. Methods A cross-sectional study based on self-report was used to screen university students at high-risk for an eating disorder. The sample size was of 2551 university students enrolled in 13 schools between the ages of 18 and 26 years. The instruments included: a social-demographic questionnaire, the Eating Disorders Inventory (EDI), the Body Shape Questionnaire (BSQ), the Symptom Check List 90-R (SCL-90-R), and the Self-Esteem Scale (RSE). The sample design is a non-proportional stratified sample by academic year and school. The prevalence rate was estimated controlling academic year and school. Logistic regression analysis was used to investigate adjusted associations between gender, school and academic year. Results Female students presented unhealthy weight-control behaviours as dieting, laxatives use or self-induced vomiting to lose weight than males. A total of 6% of the females had a BMI of 17.5 or less or 2.5% had amenorrhea for 3 or more months. In contrast, a higher proportion of males (11.6%) reported binge eating behaviour. The prevalence rate of students at high-risk for an eating disorder was 14.9% (11.6–18) for males and 20.8% (18.7–22.8) for females, according to an overall cut-off point on the EDI questionnaire. Prevalence rates presented statistically significant differences by gender (p < 0.001) but not by school or academic year. Conclusion The prevalence of eating disorder risk in university students is high and is associated with unhealthy weight-control practices, similar results have been found in previous studies using cut-off points in questionnaires. These results may be taken into account to encourage early detection and a greater awareness for

  15. Inventory and Expressive Measures of Locus of Control and Academic Performance: A 5-Year Outcome Study

    ERIC Educational Resources Information Center

    Otten, Mark W.

    1977-01-01

    Rotter's Internal External Locus of Control Scale and Ezekiel's Personal Future Autobiography were administered to 45 freshmen and 45 graduate students. Although the two tests had negative nonsignificant correlations, both tests were positively correlated with academic achievement (specifically, graduation within five years) for the internal locus…

  16. Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects.

    PubMed

    Llorca, Anna; Cristina Richaud, María; Malonda, Elisabeth

    2017-01-01

    The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 ( SD = 0.68; range = 13-16 years). Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006), Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987), Victimization (from the Kit at School, Buhs et al., 2010), Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001), items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling-path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother's permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance.

  17. Elementary to High School Students' Growth over an Academic Year in Understanding Concepts of Matter

    ERIC Educational Resources Information Center

    Liu, Xiufeng

    2007-01-01

    This paper reports findings on the changes in students' understandings of the concept of matter during an academic year, for students from grade 3 through high school chemistry. The instrument for measuring students' understandings of matter consists of three forms: one for grades 3-6, one for grades 7-9, and one for grades 10-12. The three forms…

  18. Discovery of the First Leaking Double-Shell Tank - Hanford Tank 241-AY-102

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Harrington, Stephanie J.; Sams, Terry L.

    collected into a sample jar retrieval device for transportation of the material to the 222-S laboratory on the Hanford site for analysis. The subcontractor agency fabricated a remote underground sampler by modifying off-the-shelf robotics and parts. Limited testing of the sampler was conducted using a mock-up of the tank annulus and one simulated material type -a salt block. The mock-up testing indicated that the sampler would be able to maneuver within the confined space and that the device worked with full functionality. A total of six weeks had passed from initiation to implementation of the new sampler in the 241-AY-102 tank annulus. Initial sample material was obtained from the annulus floor using the Off-Riser Sampler System that has been used at Hanford tor years to obtain material from the primary tanks. This could be used at the location near Riser 83 since the material was collected directly from the annulus floor and not from a location on the wall or behind a pipe, as was needed from the two locations near Riser 90. After obtaining a small sample of the material on the annulus floor.this sampler sustained terminal damage due to conduit pipes it had to transverse in order to collect and recover material from this location. Several issues were also encountered during deployment of the new sampler into the annulus near Riser 90. These included: Difficulty fitting the sampler down the 12-inch riser into the annulus due to a small tolerance in the size of the sampler; Failure of sampler components and functions during deployment including the camera. pneumatics.and bearing seals; Delays in the field due to supporting equipment issues including cables. cameras. and scaffolding; and, Low recovery of sample material obtained for analysis. The complications that occurred during deployment and use of the new sampler during the sampling event ultimately resulted in lower recovery of material from these locations in the annulus than was obtained using the Off-Riser Sampler

  19. Drug consumption among medical students in São Paulo, Brazil: influences of gender and academic year.

    PubMed

    Oliveira, Lucio Garcia de; Barroso, Lucia Pereira; Wagner, Gabriela Arantes; Ponce, Julio de Carvalho; Malbergier, André; Stempliuk, Vladimir de Andrade; Andrade, Arthur Guerra de

    2009-09-01

    To analyze alcohol, tobacco and other drug use among medical students. Over a five-year period (1996-2001), we evaluated 457 students at the Universidade de São Paulo School of Medicine, located in São Paulo, Brazil. The students participated by filling out an anonymous questionnaire on drug use (lifetime, previous 12 months and previous 30 days). The influence that gender and academic year have on drug use was also analyzed. During the study period, there was an increase in the use of illicit drugs, especially inhalants and amphetamines, among the medical students evaluated. Drug use (except that of marijuana and inhalants) was comparable between the genders, and academic year was an important influencing factor. Increased inhalant use was observed among the medical students, especially among males and students in the early undergraduate years. This is suggestive of a specific behavioral pattern among medical students. Our findings corroborate those of previous studies. Inhalant use is on the rise among medical students at the Universidade de São Paulo School of Medicine. Because of the negative health effects of illicit drug use, further studies are needed in order to deepen the understanding of this phenomenon and to facilitate the development of preventive measures.

  20. Pacific students undertaking the first year of health sciences at the University of Otago, and factors associated with academic performance.

    PubMed

    Sopoaga, Faafetai; Zaharic, Tony; Kokaua, Jesse; Ekeroma, Alec J; Murray, Greg; van der Meer, Jacques

    2013-10-18

    To describe Pacific students in the first year of health sciences at tertiary level, their academic performance, and factors associated with academic outcomes. Routinely collected data for students who enrolled in the Health Sciences First Year (HSFY) programme at the University of Otago between 2007 and 2011, including their school National Certificate in Educational Achievement (NCEA) results were obtained in anonymous form. Descriptive statistics were calculated and regression analyses were undertaken using SAS v9.2 software. A small but increasing number of Pacific students are enrolling in health sciences at tertiary level. Pacific students had poorer performance compared to non-Pacific students in both NCEA and the HSFY programme. Factors associated with academic performance were gender, NCEA results, school decile, accommodation type, ethnicity, international status and disability. Pacific students are under-represented in health sciences and would benefit from better preparation from school. Pacific solutions are required to improve academic outcomes over and above mainstream policy solutions. Tertiary institutions need to engage prospective students earlier to ensure they are well informed of requirements, and are appropriately prepared for study at the tertiary level.

  1. A 25-year analysis of the American College of Gastroenterology research grant program: factors associated with publication and advancement in academics.

    PubMed

    Crockett, Seth D; Dellon, Evan S; Bright, Stephanie D; Shaheen, Nicholas J

    2009-05-01

    The American College of Gastroenterology (ACG) has awarded research grants for 25 years. We assessed the characteristics of grant recipients, their current academic status, and the likelihood of publication resulting from the grant. Demographic data, the year and amount of award, title of project, and recipient's institution were extracted from ACG databases. Using ACG reports and medical literature search engines, we assessed publication based on grant-funded research, as well as career publication record. We also determined the current position of awardees. A similar analysis was performed for recipients of junior investigator awards. A total of 396 clinical research awards totaling $5,374,497 ($6,867,937 in 2008 dollars) were awarded to 341 recipients in the 25 years between 1983 and 2008. The most commonly funded areas of research were endoscopy (22% of awards) and motility/functional disorders (21%). At least one peer-reviewed publication based on grant-funded research occurred with 255 of the 368 awards (69%) for 1983-2006 [corrected]. Higher award value was associated with subsequent publication. Of the 313 awardees over the same period, 195 (62%) are currently in academic positions [corrected]. Factors associated with staying in academics included higher award value (P < 0.01), a Master's degree (P = 0.02), and publishing grant-funded research (P < 0.01). The junior faculty career development award was granted to 27 individuals for a total of $3,000,000 (3,398,004 in 2008 dollars). Publication resulted from 90% of the funded projects, and 95% of awardees have remained in academics. Overall, the mean cost in grant dollars per published paper based on the research was $14,875. The majority of ACG grant recipients published the results of their research and remained in academics. Higher amount of award, holding an advanced degree, and publication were associated with careers in academics. The ACG research grant award program is an important engine of

  2. Varicella Immunization Requirements for US Colleges: 2014–2015 academic year

    PubMed Central

    Leung, Jessica; Marin, Mona; Leino, Victor; Even, Susan; Bialek, Stephanie R.

    2017-01-01

    Objective To obtain information on varicella pre-matriculation requirements in US colleges for undergraduate students during the 2014–2015 academic year. Participants Healthcare professionals and member-schools of the American College Health Association (ACHA). Methods An electronic survey was sent to ACHA members regarding school characteristics and whether schools had policies in place requiring that students show proof of 2-doses of varicella vaccination for school attendance. Results Only 27% (101/370) of schools had a varicella pre-matriculation requirement for undergraduate students. Only 68% of schools always enforced this requirement. Private schools, 4-year schools, Northeastern schools, those with <5,000 students, and schools located in a state with a 2-dose varicella vaccine mandate were significantly more likely to have a varicella pre-matriculation requirement. Conclusions A small proportion of US colleges have a varicella pre-matriculation requirement for varicella immunity. College vaccination requirements are an important tool for controlling varicella in these settings. PMID:26829449

  3. Differential use of learning strategies in first-year higher education: the impact of personality, academic motivation, and teaching strategies.

    PubMed

    Donche, Vincent; De Maeyer, Sven; Coertjens, Liesje; Van Daal, Tine; Van Petegem, Peter

    2013-06-01

    Although the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics. Previous studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective into account and examines the joint effects of personality, academic motivation, and teaching strategies on students' learning strategies in a same educational context in first-year higher education. In this study, 1,126 undergraduate students and 90 lecturers from eight professional bachelor programmes in a university college participated. Self-report measures were used to measure students' personality, academic motivation, and learning strategies. Students' processing and regulation strategies are mapped using the Inventory of Learning Styles. Key characteristics of more content-focused versus learning-focused teaching strategies were measured. Multivariate multi-level analysis was used to take the nested data structure and interrelatedness of learning strategies into account. Different personality traits (openness, conscientiousness, and neuroticism) and academic motivation (amotivation, autonomous, and controlled motivation) were found to be independently associated with student learning strategies. Besides these student characteristics, also teaching strategies were found to be directly associated with learning strategies. The study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor overinterpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do. © 2013 The British Psychological Society.

  4. Students' Perceptions toward Academic Competencies: The Case of German First-Year Students

    ERIC Educational Resources Information Center

    Mah, Dana-Kristin; Ifenthaler, Dirk

    2018-01-01

    Students often enter higher education academically unprepared and with unrealistic perceptions and expectations regarding academic competencies for their studies. However, preparedness and realistic perceptions are important factors for student retention. With regard to a proposed model of five academic competencies (time management, learning…

  5. Assessment of preclinical students’ academic motivation before and after a three-day academic affair program

    PubMed Central

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2015-01-01

    Background Medical students’ motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students’ motivation to study. Design and methods An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students’ academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS). Cronbach’s alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance. Results Students’ academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students’ self-esteem and feeling of self-worth (P<0.001). Moreover, intrinsic motivation toward accomplishment increased significantly (P<0.001). This is related to the enjoyment of passing academic milestones, and a step ahead of autonomous motivation. Amotivation level declined significantly (P<0.001). The change of academic motivational constructs before and after the intervention was altogether significant (P=0.036, multivariate analysis of variance). Conclusion After experiencing a three

  6. Using Multiple Sources of Data to Gauge Outcome Differences between Academic-Themed and Transition-Themed First-Year Seminars

    ERIC Educational Resources Information Center

    Zerr, Ryan J.; Bjerke, Elizabeth

    2016-01-01

    Students in two different types of first-year experience seminar courses at a moderately sized public university were compared using a large variety of measures--both direct and indirect. One of these first-year experience types was a three-credit academic-themed course offered in sections with variable content; the other was a two-credit…

  7. Ability Emotional Intelligence, Trait Emotional Intelligence, and Academic Success in British Secondary Schools: A 5 Year Longitudinal Study

    ERIC Educational Resources Information Center

    Qualter, Pamela; Gardner, Kathryn J.; Pope, Debbie J.; Hutchinson, Jane M.; Whiteley, Helen E.

    2012-01-01

    This study examines the long-term effects of ability- and trait EI on academic performance for British adolescents. The sample comprised 413 students from three secondary schools in the North-West of England. Students completed tests of ability EI, trait EI, personality, and cognitive ability in Year 7 (mean age = 11 years 2 months). Performance…

  8. Sources of Academic Stress: The Case of First Year Jewish and Arab College Students in Israel.

    ERIC Educational Resources Information Center

    Zeidner, Moshe

    1992-01-01

    A study of sociocultural and gender differences in Arab (n=209) and Jewish (n=184) first-year college students' perceptions of major sources of academic stress, and relationship with achievement, found cultural group background the most salient background predictor of success, followed by social class and gender, with noninteractive effects. A…

  9. Scaffolding Assignments: Analysis of Assignmentor as a Tool to Support First Year Students' Academic Writing Skills

    ERIC Educational Resources Information Center

    Silva, Pedro

    2017-01-01

    There are several technological tools which aim to support first year students' challenges, especially when it comes to academic writing. This paper analyses one of these tools, Wiley's AssignMentor. The Technological Pedagogical Content Knowledge framework was used to systematise this analysis. The paper showed an alignment between the tools'…

  10. Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects

    PubMed Central

    Llorca, Anna; Cristina Richaud, María; Malonda, Elisabeth

    2017-01-01

    The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 (SD = 0.68; range = 13–16 years). Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006), Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987), Victimization (from the Kit at School, Buhs et al., 2010), Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001), items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling—path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother's permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance. PMID:29326615

  11. Reconceptualizing Academic Support

    ERIC Educational Resources Information Center

    Vantine, Laura

    2016-01-01

    Over the past 30 years, more and more independent schools have established academic support programs and learning centers to address their students' individual learning needs. Perhaps not surprisingly, as the number of students being evaluated has increased, even more families have requested academic accommodations and services for their children.…

  12. College Students' Experiences of Childhood Developmental Traumatic Stress: Resilience, First-Year Academic Performance, and Substance Use

    ERIC Educational Resources Information Center

    Arnekrans, Allison K.; Calmes, Stephanie A.; Laux, John M.; Roseman, Christopher P.; Piazza, Nick J.; Reynolds, Jennifer L.; Harmening, Debra; Scott, Holly L.

    2018-01-01

    Developmental trauma--distressing childhood experiences that include mistreatment, interpersonal violence, abuse, assault, and neglect--is associated with substance use and poor academic performance. The authors investigated the links between developmental trauma, grade point average, substance use, and resilience among first-year college students…

  13. [Epidemiological health factors and their relationship with academic performance during the first year of medical school. Study of two generations].

    PubMed

    López-Bárcena, Joaquin; González-de Cossío Ortiz, Marcela; Avila-Martínez, Isidro; Teos-Aguilar, Oswaldo

    2009-01-01

    Academic drop outs at the university level is a serious problem. At the School of Medicine of the UNAM, over 50% of students enrolled in their first year do not graduate. In order to solve this problem, the UNAM has tutoring and financial aids to help students. One area of enquiry is to analyze factors such as health status (physical and mental), lifestyle and environmental factors that may influence student's performance. The objective in the present study was to identify risk factors for overall health and establish a scholastic performance forecasting profile. Health variables included in the Examen Médico Automatizado (EMA) were correlated with the academic performance in a sample of students from two generations. Four groups were conformed and the variables that were analyzed included traditional academic program (TRAD), high academic demand and having a status as regular or irregular student. 1,848 students were included in the study. The risk factors that characterized students in the TRAD program and had an irregular status were: signs of depression, anxiety, suicidal ideation and suicidal intent, prior pregnancy, poor interpersonal relationships, public school education, low income, parents with less than college education and long commutes from home to school. Students with an irregular status belonging to the high academic demand, reported the strongest protective factors against school failure. The EMA test identifies risk and protective factors that have an influence on student's academic performance. A forecasting failure profile was established among first year of students enrolled in the TRAD program. We suggest strategies that should be implemented and to continue studying cohorts of graduating students.

  14. Process qualification and testing of LENS deposited AY1E0125 D-bottle brackets.

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Atwood, Clinton J.; Smugeresky, John E.; Jew, Michael

    2006-11-01

    The LENS Qualification team had the goal of performing a process qualification for the Laser Engineered Net Shaping{trademark}(LENS{reg_sign}) process. Process Qualification requires that a part be selected for process demonstration. The AY1E0125 D-Bottle Bracket from the W80-3 was selected for this work. The repeatability of the LENS process was baselined to determine process parameters. Six D-Bottle brackets were deposited using LENS, machined to final dimensions, and tested in comparison to conventionally processed brackets. The tests, taken from ES1E0003, included a mass analysis and structural dynamic testing including free-free and assembly-level modal tests, and Haversine shock tests. The LENS brackets performedmore » with very similar characteristics to the conventionally processed brackets. Based on the results of the testing, it was concluded that the performance of the brackets made them eligible for parallel path testing in subsystem level tests. The testing results and process rigor qualified the LENS process as detailed in EER200638525A.« less

  15. Is smoking in pregnancy an independent predictor of academic difficulties at 14years of age? A birth cohort study.

    PubMed

    O'Callaghan, Frances V; Al Mamun, Abdullah; O'Callaghan, Michael; Alati, Rosa; Williams, Gail M; Najman, Jake M

    2010-02-01

    Studies of the effects of maternal smoking during pregnancy have reported inconsistent findings in relation to measures of offspring cognitive functioning. Few studies, however, have examined learning outcomes in adolescents, as opposed to IQ. To examine the association between maternal smoking during pregnancy and academic performance among adolescent offspring. Population-based birth cohort study. 7223 mothers and children were enrolled in the Mater-University of Queensland Study of Pregnancy in Brisbane (Australia) from 1981 to 1984. Analyses were restricted to the 4294 mothers and children for whom all information was reported at 14-year follow-up. Reports of academic performance of 14-year-old offspring in English, Science and Mathematics with different patterns of maternal smoking (never smoked, smoked before and/or after pregnancy but not during pregnancy, or smoked during pregnancy). Low academic achievement was more common only in those whose mothers had smoked during pregnancy. Effect sizes were, however, small. The adjusted mean difference in total learning score for smoking before and/or after pregnancy but not during pregnancy, and for smoking during pregnancy were -0.18 (-0.58, 0.22) and -0.40 (-0.69, -0.12). Similarly, the adjusted odds ratios were 0.9 (0. 65, 1.24) and 1.35 (1.07, 1.70). Maternal smoking during pregnancy is a preventable prenatal risk factor associated with small decrements in offspring academic performance that continue into adolescence.

  16. Younger Children Experience Lower Levels of Language Competence and Academic Progress in the First Year of School: Evidence from a Population Study

    ERIC Educational Resources Information Center

    Norbury, Courtenay Frazier; Gooch, Debbie; Baird, Gillian; Charman, Tony; Simonoff, Emily; Pickles, Andrew

    2016-01-01

    Background: The youngest children in an academic year are reported to be educationally disadvantaged and overrepresented in referrals to clinical services. In this study we investigate for the first time whether these disadvantages are indicative of a mismatch between language competence at school entry and the academic demands of the classroom.…

  17. Ready for College: Assessing the Influence of Student Engagement on Student Academic Motivation in a First-Year Experience Program

    ERIC Educational Resources Information Center

    Ellis, Keyana Chamere

    2013-01-01

    The Virginia Tech Summer Academy (VTSA) Program, developed by through a collaborative partnership between faculty, administrators and staff concerned by attrition among first year students, was introduced in summer 2012 as a campus initiative to assist first-year college students transition and acclimate to the academic and social systems of the…

  18. Focusing on the Sophomores: Characteristics Associated with the Academic and Social Involvement of Second-Year College Students

    ERIC Educational Resources Information Center

    Wang, Xueli; Kennedy-Phillips, Lance

    2013-01-01

    Research has long suggested that an optimal level of involvement in academic and social activities positively affects student development and outcomes. However, many second-year students experience the "sophomore slump." For this study, guided by both prior literature and theoretical perspectives, a survey instrument was developed to…

  19. English language proficiency and academic performance: A study of a medical preparatory year program in Saudi Arabia

    PubMed Central

    Kaliyadan, Feroze; Thalamkandathil, Nazer; Parupalli, Srinivas Rao; Amin, Tarek Tawfik; Balaha, Magdy Hassan; Al Bu Ali, Waleed Hamad

    2015-01-01

    Introduction: All medical schools in Saudi Arabia have English as the primary official medium of instruction. Most of the high school education, however, is delivered in Arabic and hence the transition to an English based learning environment tends to be difficult for some students. Our study aims to correlate English language proficiency with academic performance among medical students in their preparatory year. Methods: A cross-sectional study design was used. Test scores of 103 preparatory year students (54 female and 49 male) were analyzed after the students completed an English language course and medical introductory course in their preparatory year. The total score obtained in the English course assessment was compared to each component of the medical content assessment. Results: A significantly positive correlation (Spearman's Rho, at 0.01 levels) was seen between the scores of the English exam and the written exam (P <0.001) and the oral exam (P = −0.003) parts respectively of the medical examination. Significant correlation with the English exam score was not obtained for the other components of the medical assessment, namely; student assignments, presentations and portfolios. Conclusion: English language proficiency is an important factor in determining academic proficiency of medical students in our college at the preparatory year level. PMID:26629471

  20. English language proficiency and academic performance: A study of a medical preparatory year program in Saudi Arabia.

    PubMed

    Kaliyadan, Feroze; Thalamkandathil, Nazer; Parupalli, Srinivas Rao; Amin, Tarek Tawfik; Balaha, Magdy Hassan; Al Bu Ali, Waleed Hamad

    2015-01-01

    All medical schools in Saudi Arabia have English as the primary official medium of instruction. Most of the high school education, however, is delivered in Arabic and hence the transition to an English based learning environment tends to be difficult for some students. Our study aims to correlate English language proficiency with academic performance among medical students in their preparatory year. A cross-sectional study design was used. Test scores of 103 preparatory year students (54 female and 49 male) were analyzed after the students completed an English language course and medical introductory course in their preparatory year. The total score obtained in the English course assessment was compared to each component of the medical content assessment. A significantly positive correlation (Spearman's Rho, at 0.01 levels) was seen between the scores of the English exam and the written exam (P <0.001) and the oral exam (P = -0.003) parts respectively of the medical examination. Significant correlation with the English exam score was not obtained for the other components of the medical assessment, namely; student assignments, presentations and portfolios. English language proficiency is an important factor in determining academic proficiency of medical students in our college at the preparatory year level.

  1. Big fish in a big pond: a study of academic self concept in first year medical students.

    PubMed

    Jackman, Kirsty; Wilson, Ian G; Seaton, Marjorie; Craven, Rhonda G

    2011-07-27

    Big-fish-little-pond effect (BFLPE) research has demonstrated that students in high-ability environments have lower academic self-concepts than equally able students in low-ability settings. Research has shown low academic self-concepts to be associated with negative educational outcomes. Social comparison processes have been implicated as fundamental to the BFLPE. Twenty first-year students in an Australian medical school completed a survey that included academic self-concept and social comparison measures, before and after their first written assessments. Focus groups were also conducted with a separate group of students to explore students' perceptions of competence, the medical school environment, and social comparison processes. The quantitative study did not reveal any changes in academic self-concept or self-evaluation. The qualitative study suggested that the attributions that students used when discussing performance were those that have been demonstrated to negatively affect self-concept. Students reported that the environment was slightly competitive and they used social comparison to evaluate their performance. Although the BFLPE was not evident in the quantitative study, results from the qualitative study suggest that the BFLPE might be operating In that students were using attributions that are associated with lower self-concepts, the environment was slightly competitive, and social comparisons were used for evaluation.

  2. Big Fish in a Big Pond: a study of academic self concept in first year medical students

    PubMed Central

    2011-01-01

    Background Big-fish-little-pond effect (BFLPE) research has demonstrated that students in high-ability environments have lower academic self-concepts than equally able students in low-ability settings. Research has shown low academic self-concepts to be associated with negative educational outcomes. Social comparison processes have been implicated as fundamental to the BFLPE. Methods Twenty first-year students in an Australian medical school completed a survey that included academic self-concept and social comparison measures, before and after their first written assessments. Focus groups were also conducted with a separate group of students to explore students' perceptions of competence, the medical school environment, and social comparison processes. Results The quantitative study did not reveal any changes in academic self-concept or self-evaluation. The qualitative study suggested that the attributions that students used when discussing performance were those that have been demonstrated to negatively affect self-concept. Students reported that the environment was slightly competitive and they used social comparison to evaluate their performance. Conclusions Although the BFLPE was not evident in the quantitative study, results from the qualitative study suggest that the BFLPE might be operating In that students were using attributions that are associated with lower self-concepts, the environment was slightly competitive, and social comparisons were used for evaluation. PMID:21794166

  3. Some Selected Expenditure Characteristics of Non-Resident Students, New Mexico State University, 1967-68 Academic Year.

    ERIC Educational Resources Information Center

    Mitchell, Glen H.

    The purpose of this study was to examine the type and amount of expenditure made in New Mexico by full-time nonresident students attending New Mexico State University in the academic year 1967-68. A structured, nondisguised questionnaire was developed and administered to a sample of 108 students. The results indicated that an estimated $10,000,000…

  4. The Effects of Maternal Postnatal Depression and Child Sex on Academic Performance at Age 16 Years: A Developmental Approach

    ERIC Educational Resources Information Center

    Murray, Lynne; Arteche, Adriane; Fearon, Pasco; Halligan, Sarah; Croudace, Tim; Cooper, Peter

    2010-01-01

    Background: Postnatal depression (PND) is associated with poor cognitive functioning in infancy and the early school years; long-term effects on academic outcome are not known. Method: Children of postnatally depressed (N = 50) and non-depressed mothers (N = 39), studied from infancy, were followed up at 16 years. We examined the effects on…

  5. Looking beyond Grades: Comparing Self-Esteem and Perceived Academic Control as Predictors of First-Year College Students' Well-Being

    ERIC Educational Resources Information Center

    Stupnisky, Robert H.; Perry, Raymond P.; Renaud, Robert D.; Hladkyj, Steve

    2013-01-01

    Previous research has found perceived academic control (PAC) to be a better predictor of first-year college students' grades than self-esteem; however, it is uncertain which construct is more important for students' well-being. The current study compared PAC and self-esteem on first-year college students' emotions, perceived stress, and…

  6. The Constitution and Academic Freedom.

    ERIC Educational Resources Information Center

    Gilbertson, Eric R.

    During the past 150 years U.S. courts have demonstrated a special protectiveness toward academics and academic institutions. Academic freedom was not a concern when the U.S. Constitution and the First Amendment were drafted and is not mentioned in the "Federalist Papers." However, decisions by a series of Supreme Court justices led to…

  7. Myopic progression and dark focus variation in optometric students during the first academic year.

    PubMed

    Jiang, Bai-chuan; Schatz, Scott; Seger, Ken

    2005-05-01

    The aim of this research was to investigate the change in refractive error (RE) of optometric students during their first academic year and whether these changes relate to changes in their dark focus (DF). The RE and DF of 64 students were measured objectively every three months during the first academic year, a total of four times, using a Canon R-1 infrared optometer. Thirty-five of the 64 students had an additional RE and DF measurement three weeks immediately after their Summer vacation. Students completed a survey regarding the near work demands they experienced during the Winter break and the teaching semesters. Over nine months, the average RE of the students changed significantly from -2.22 +/- 1.93 (SD) D to -2.50 +/- 2.05 D (p = 0.0002). The rate of myopic progression averaged -0.37 dioptres per year. Inclusion of measurements taken on 35 students immediately after the Summer vacation showed that their change in RE during the Summer vacation was not significant (p = 0.79). For these subjects, the DF measured immediately after the vacation was significantly lower than the DF measured before the vacation (p = 0.007). The reduction in the DF after the vacations corresponded to a period of relative myopic stability in these subjects. The results of this study suggest that optometric students performing extensive near work are at risk of developing myopia. The variation of their DF values indicates the changing demand for near work during different periods of the year. After Winter and Summer vacations, the DF was lower and the myopic progression was suspended. These findings further support the notion that myopic progression is related to high near work demands and suggest that this progression can be slowed by a period of reduced near work, for example, vacation periods.

  8. Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach.

    PubMed

    Salamonson, Yenna; Ramjan, Lucie M; van den Nieuwenhuizen, Simon; Metcalfe, Lauren; Chang, Sungwon; Everett, Bronwyn

    2016-03-01

    This paper examines the relationship between nursing students' sense of coherence, self-regulated learning and academic performance in bioscience. While there is increasing recognition of a need to foster students' self-regulated learning, little is known about the relationship of psychological strengths, particularly sense of coherence and academic performance. Using a prospective, correlational design, 563 first year nursing students completed the three dimensions of sense of coherence scale - comprehensibility, manageability and meaningfulness, and five components of self-regulated learning strategy - elaboration, organisation, rehearsal, self-efficacy and task value. Cluster analysis was used to group respondents into three clusters, based on their sense of coherence subscale scores. Although there were no sociodemographic differences in sense of coherence subscale scores, those with higher sense of coherence were more likely to adopt self-regulated learning strategies. Furthermore, academic grades collected at the end of semester revealed that higher sense of coherence was consistently related to achieving higher academic grades across all four units of study. Students with higher sense of coherence were more self-regulated in their learning approach. More importantly, the study suggests that sense of coherence may be an explanatory factor for students' successful adaptation and transition in higher education, as indicated by the positive relationship of sense of coherence to academic performance. Copyright © 2016 Elsevier Ltd. All rights reserved.

  9. A Year in the Life: Academic Coaching and the Role of Collaboration in a Rural Ohio School

    ERIC Educational Resources Information Center

    Hartman, Sara Lohrman

    2012-01-01

    This year-long qualitative case study provides an analysis of the work of a math coach as she built collaborative partnerships in a rural Appalachian school. Academic coaches provide embedded professional development and the theoretical hope of improving teachers' instructional abilities and thereby raising student achievement. As rural schools…

  10. Academic Boards: Less Intellectual and More Academic Capital in Higher Education Governance?

    ERIC Educational Resources Information Center

    Rowlands, Julie

    2013-01-01

    A historically informed analysis of the academic board or senate in Australian universities, and in the wider higher education environment, particularly the UK, indicates that the role and function of academic boards has fundamentally changed in the past 30 years. Within the context of universities being repositioned to serve global knowledge…

  11. A Descriptive Study of First-Year College Students' Non-Academic Digital Literacy Practices with Implications for College Writing Education

    ERIC Educational Resources Information Center

    Amicucci, Ann N.

    2013-01-01

    In this qualitative research study, the author investigated first-year college students' non-academic digital literacy practices, the audiences for these practices, and students' preferences for enacting these practices in the first-year college writing classroom. Methods of data collection included surveying 177 students, conducting…

  12. Sleep quantity, quality, and insomnia symptoms of medical students during clinical years. Relationship with stress and academic performance.

    PubMed

    Alsaggaf, Mohammed A; Wali, Siraj O; Merdad, Roah A; Merdad, Leena A

    2016-02-01

    To determine sleep habits and sleep quality in medical students during their clinical years using validated measures; and to investigate associations with academic performance and psychological stress. In this cross-sectional study, medical students (n=320) were randomly selected from a list of all enrolled clinical-year students in a Saudi medical school from 2011-2012. Students filled a questionnaire including demographic and lifestyle factors, Pittsburgh Sleep Quality Index, Epworth Sleepiness Scale, and Perceived Stress Scale. Students acquired on average, 5.8 hours of sleep each night, with an average bedtime at 01:53. Approximately 8% reported acquiring sleep during the day, and not during nighttime. Poor sleep quality was present in 30%, excessive daytime sleepiness (EDS) in 40%, and insomnia symptoms in 33% of students. Multivariable regression models revealed significant associations between stress, poor sleep quality, and EDS. Poorer academic performance and stress were associated with symptoms of insomnia. Sleep deprivation, poor sleep quality, and EDS are common among clinical years medical students. High levels of stress and the pressure of maintaining grade point averages may be influencing their quality of sleep.

  13. Impaired IQ and academic skills in adults who experienced moderate to severe infantile malnutrition: a 40-year study.

    PubMed

    Waber, Deborah P; Bryce, Cyralene P; Girard, Jonathan M; Zichlin, Miriam; Fitzmaurice, Garrett M; Galler, Janina R

    2014-02-01

    To evaluate IQ and academic skills in adults who experienced an episode of moderate-to-severe infantile malnutrition and a healthy control group, all followed since childhood in the Barbados Nutrition Study. IQ and academic skills were assessed in 77 previously malnourished adults (mean age = 38.4 years; 53% male) and 59 controls (mean age = 38.1 years; 54% male). Group comparisons were carried out by multiple regression and logistic regression, adjusted for childhood socioeconomic factors. The previously malnourished group showed substantial deficits on all outcomes relative to healthy controls (P < 0.0001). IQ scores in the intellectual disability range (< 70) were nine times more prevalent in the previously malnourished group (odds ratio = 9.18; 95% confidence interval = 3.50-24.13). Group differences in IQ of approximately one standard deviation were stable from adolescence through mid-life. Moderate-to-severe malnutrition during infancy is associated with a significantly elevated incidence of impaired IQ in adulthood, even when physical growth is completely rehabilitated. An episode of malnutrition during the first year of life carries risk for significant lifelong functional morbidity.

  14. Noncognitive Variables to Predict Academic Success among Junior Year Baccalaureate Nursing Students

    ERIC Educational Resources Information Center

    Smith, Ellen M. T.

    2017-01-01

    An equitable predictor of academic success is needed as nursing education strives toward comprehensive preparation of diverse nursing students. The purpose of this study was to discover how Sedlacek's (2004a) Noncognitive Questionnaire (NCQ) and Duckworth & Quinn's (2009) Grit-S predicted baccalaureate nursing student academic performance and…

  15. Afterschool School Triathlon Training for 11- to 14-Year Old Girls: Influences on Academic Motivation and Achievement

    ERIC Educational Resources Information Center

    Gatz, Jennifer; Kelly, Angela M.

    2018-01-01

    Objective: This study evaluated the effect of a Transformation through Triathlon after school programme in promoting health status, academic motivation and socioemotional development in at-risk girls aged 11-14 years attending middle school in the USA. Design: A phenomenological approach was employed with elements of grounded theory to analyse…

  16. Emotional intelligence as a predictor of academic performance in first-year accelerated graduate entry nursing students.

    PubMed

    Fernandez, Ritin; Salamonson, Yenna; Griffiths, Rhonda

    2012-12-01

    To examine the association between trait emotional intelligence and learning strategies and their influence on academic performance among first-year accelerated nursing students. The study used a prospective survey design. A sample size of 81 students (100% response rate) who undertook the accelerated nursing course at a large university in Sydney participated in the study. Emotional intelligence was measured using the adapted version of the 144-item Trait Emotional Intelligence Questionnaire. Four subscales of the Motivated Strategies for Learning Questionnaire were used to measure extrinsic goal motivation, peer learning, help seeking and critical thinking among the students. The grade point average score obtained at the end of six months was used to measure academic achievement. The results demonstrated a statistically significant correlation between emotional intelligence scores and critical thinking (r = 0.41; p < 0.001), help seeking (r = 0.33; p < 0.003) and peer learning (r = 0.32; p < 0.004) but not with extrinsic goal orientation (r = -0.05; p < 0.677). Emotional intelligence emerged as a significant predictor of academic achievement (β = 0.25; p = 0.023). In addition to their learning styles, higher levels of awareness and understanding of their own emotions have a positive impact on students' academic achievement. Higher emotional intelligence may lead students to pursue their interests more vigorously and think more expansively about subjects of interest, which could be an explanatory factor for higher academic performance in this group of nursing students. The concepts of emotional intelligence are central to clinical practice as nurses need to know how to deal with their own emotions as well as provide emotional support to patients and their families. It is therefore essential that these skills are developed among student nurses to enhance the quality of their clinical practice. © 2012 Blackwell Publishing Ltd.

  17. Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement

    PubMed Central

    Respondek, Lisa; Seufert, Tina; Stupnisky, Robert; Nett, Ulrike E.

    2017-01-01

    The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students (N = 597) vs. second-year students (N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. The multi-group analysis showed, however, that perceived academic control, enjoyment, and boredom among second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students. PMID:28326043

  18. Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement.

    PubMed

    Respondek, Lisa; Seufert, Tina; Stupnisky, Robert; Nett, Ulrike E

    2017-01-01

    The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students ( N = 597) vs. second-year students ( N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. The multi-group analysis showed, however, that perceived academic control, enjoyment, and boredom among second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students.

  19. Academic Performance of First-Year Students at a College of Pharmacy in East Tennessee: Models for Prediction

    ERIC Educational Resources Information Center

    Clavier, Cheri Whitehead

    2013-01-01

    With the increase of students applying to pharmacy programs, it is imperative that admissions committees choose appropriate measures to analyze student readiness. The purpose of this research was to identify significant factors that predict the academic performance, defined as grade point average (GPA) at the end of the first professional year, of…

  20. Fostering Academic Success of First-Year Students: Exploring the Roles of Motivation, Race, and Faculty

    ERIC Educational Resources Information Center

    Roksa, Josipa; Whitley, Sarah E.

    2017-01-01

    Although academic motivation is an important predictor of academic success, we show that being academically motivated is not equally beneficial for everyone. More specifically, the results indicate that African American students benefit less from being academically motivated than do their White peers, particularly when they report interacting with…

  1. The Type IIP SN 2005ay: An Extensive Study From UltraViolet To Near-IR

    NASA Astrophysics Data System (ADS)

    Bufano, F. M.; Turatto, M.; Zampieri, L.; Gal-Yam, A.

    2006-08-01

    Several supernova types are thought to explode via the gravitational collapse of the core of massive stars at the end of their lifetimes. The great observational diversity has not been fully understood even if it clearly involves the progenitor masses and configurations at the time of explosion. These Supernovae, called Core Collapse Supernovae (CC SNe), are expected to dominate the counts of SNe observed at high redshifts and to be the only observable probe of the first generation stars (Pop III). Recently indicated as reliable distance indicators (Hamuy 02, Pastorello `03), CC SNe are objects of great interest but significantly less studied in comparison with the Termonuclear ones. With the aim to understand better the reasons of the heterogeneous behaviour , we have started an extensive study of the properties of SN II with different observational features (luminosity, velocity, etc..). Here we present the last results on our first observed target, SN2005ay, a Type IIP supernova observed in an extended way from the Ultraviolet wavelengths, provided by the GALEX , to the Optical and near-IR , obtained with IISP (Italian Intensive Supernova Program).

  2. Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2015 Report

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2016

    2016-01-01

    The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gain. This is the second…

  3. Chinese International Undergraduate Students at a U.S. University: A Mixed Methods Study of First-Year Academic Experiences and Achievement

    ERIC Educational Resources Information Center

    Ma, Wei

    2014-01-01

    The purpose of this study was to explore the first-year academic experiences and achievement of Chinese international undergraduate students in American higher education. To do so, I tracked a cohort of Chinese international undergraduates through their first-year at a public research university in the United States. Both qualitative and…

  4. Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study

    ERIC Educational Resources Information Center

    Yang, Ya-Ting C.; Wu, Wan-Chi I.

    2012-01-01

    The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking, and learning motivation of senior high school students learning English as a foreign language. The one-year study adopted a pretest and posttest quasi-experimental design involving 110 10th grade students in two English…

  5. Relationship of Second-Year College Student Wellness Behaviors to Academic Achievement by Gender, Race/Ethnicity, and Socioeconomic Status

    ERIC Educational Resources Information Center

    Howell, Cheryl A.

    2010-01-01

    The purpose of this study was to investigate second-year college student wellness behaviors and their relationship to academic achievement. The ten constructs of wellness within Hettler's model of wellness are physical fitness, nutrition, self-care and safety, environmental wellness, social awareness, emotional awareness and sexuality, emotional…

  6. Attitudes about Help-Seeking Mediate the Relation between Parent Attachment and Academic Adjustment in First-Year College Students

    ERIC Educational Resources Information Center

    Holt, Laura J.

    2014-01-01

    Although numerous studies have documented an association between parent attachment and college student adjustment, less is known about the mechanisms that underlie this relation. Accordingly, this short-term longitudinal study examined first-year college students' attitudes about academic help-seeking as one possible mechanism. As predicted,…

  7. Academic practice groups: strategy for survival.

    PubMed

    Rodriguez, J L; Jacobs, D M; Zera, R T; Van Camp, J M; Muehlstedt, S G; West, M A; Bubrick, M P

    2000-10-01

    The mission of public academic health centers (puAHC) and their affiliated practice groups (APG) focuses on teaching, research, and the clinical care of at-risk populations. Resources to accomplish this mission, however, are becoming scarce. For puAHC to survive and remain competitive, innovative strategies will need to be developed by the APG. We hypothesized that the integration of a surgical academic practice of the APG with a nonacademic integrated health care delivery system (NAIDS) in a managed care environment would benefit all involved. A surgical academic practice was integrated with a NAIDS in a 95% managed care market. Faculty alone provided care the first year, and third-year residents were added the following year. To assess outcome, we collected benefit and cost data for the 1-year period before integration and compared them with the two, 1-year periods after integration. In the second year of integration, revenues from the NAIDS referrals to the puAHC and APG increased 89% and 150%, respectively. The NAIDS' general surgical and endoscopy caseload increased by 25%. Additionally, there was a 92% reduction in operating room technician cost with no increase in operating time per case. Finally, the third-year resident experienced a caseload increase of 163%. In an environment where resources are diminishing and managed care consists of many large NAIDS that drive referrals and revenue, the integration of a surgical academic practice with a NAIDS benefits all shareholders. Academic practice groups that develop strategies that leverage their competitive advantage will have the best chance of surviving in today's turbulent health care market.

  8. The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation. NCEE 2008-4021

    ERIC Educational Resources Information Center

    Black, Alison Rebeck; Doolittle, Fred; Zhu, Pei; Unterman, Rebecca; Grossman, Jean Baldwin

    2008-01-01

    This report presents findings, after one year of program implementation, from the Evaluation of Enhanced Academic Instruction in After-School Programs--a two-year intervention and random assignment evaluation of adapted models of regular-school-day math and reading instruction in after-school settings for students in grades 2 through 5. This…

  9. A Longitudinal Examination of Career Expectations and Outcomes of Academically Talented Students 10 and 20 Years Post-High School Graduation

    ERIC Educational Resources Information Center

    Perrone, Kristin M.; Tschopp, Molly K.; Snyder, Erin R.; Boo, Jenelle N.; Hyatt, Claudine

    2010-01-01

    The purpose of this study was to examine career expectations and outcomes for individuals who were identified as academically talented high school students. Data for this study were collected at two different time periods: 10 years and 20 years after participants' high school graduation. A decade after graduation from high school, participants…

  10. Making a Way to Success: Self-Authorship and Academic Achievement of First-Year African American Students at Historically Black Colleges

    ERIC Educational Resources Information Center

    Strayhorn, Terrell L.

    2014-01-01

    The purpose of the study was to estimate the relationship between academic achievement in college, as defined by first-year grade point average (GPA), and self-authorship among African American first-year students at an HBCU (N = 140), using hierarchical linear regression techniques. A single research question guided this investigation: What is…

  11. Latent profiles of problem behavior within learning, peer, and teacher contexts: identifying subgroups of children at academic risk across the preschool year.

    PubMed

    Bulotsky-Shearer, Rebecca J; Bell, Elizabeth R; Domínguez, Ximena

    2012-12-01

    Employing a developmental and ecological model, the study identified initial levels and rates of change in academic skills for subgroups of preschool children exhibiting problem behavior within routine classroom situations. Six distinct latent profile types of emotional and behavioral adjustment were identified for a cohort of low-income children early in the preschool year (N=4417). Profile types provided a descriptive picture of patterns of classroom externalizing, internalizing, and situational adjustment problems common to subgroups of children early in the preschool year. The largest profile type included children who exhibited low problem behavior and were characterized as well-adjusted to the preschool classroom early in the year. The other profile types were characterized by distinct combinations of elevated internalizing, externalizing, and situational problem behavior. Multinomial logistic regression identified younger children and boys at increased risk for classification in problem types, relative to the well-adjusted type. Latent growth models indicated that children classified within the extremely socially and academically disengaged profile type, started and ended the year with the lowest academic skills, relative to all other types. Implications for future research, policy, and practice are discussed. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  12. Demographic and other characteristics of nodal non-Hodgkin's lymphoma managed in academic versus non-academic centers.

    PubMed

    Bhatt, Vijaya Raj; Dhakal, Prajwal; Dahal, Sumit; Giri, Smith; Pathak, Ranjan; Bociek, R Gregory; Silberstein, Peter T; Armitage, James O

    2015-10-01

    Cancer therapy and outcomes are known to be affected by various demographic features and hospital types. We aimed to identify the characteristics of non-Hodgkin's lymphoma (NHL) patients associated with receipt of care at academic centers. This is a retrospective study of all patients diagnosed with nodal NHL between 2000 and 2011 in the National Cancer Database (NCDB), who received the diagnosis, and all or part of their initial therapy in the reporting hospital (n = 243,436). Characteristics of patients receiving care in academic versus nonacademic centers were compared using the Chi-square test. Approximately 27% received care in academic centers. Patients receiving care in nonacademic centers, compared with academic centers, were more likely to be ⩾60 years (69% versus 58%, p < .0001), White (89% versus 80%, p < .0001) and have lower educational attainment (>12% without high school diploma: 72% versus 69%, p < .0001) and economic status (household income <$49,000: 66% versus 61%, p < 0.0001). Patients receiving care in nonacademic centers were less likely to travel ⩾25 miles (21% versus 26%, p < 0.0001). White patients, compared with non-Whites, were more likely to be ⩾60 years (70% versus <50%, p < 0.0001), which probably explains less care in academic centers. Patients ⩾60 years and those with poorer educational attainment and economic status were less likely to receive care in academic centers. Care in academic centers required a longer commute. Elderly patients frequently have inferior outcomes and may benefit from clinical trials with novel agents and expertise at academic centers.

  13. On the Development of Perfectionism: The Longitudinal Role of Academic Achievement and Academic Efficacy.

    PubMed

    Damian, Lavinia E; Stoeber, Joachim; Negru-Subtirica, Oana; Băban, Adriana

    2017-08-01

    Although perfectionism is a prominent personality disposition, only a few longitudinal studies have investigated how perfectionism develops. Theoretical models and qualitative studies have posited that academic success is a developmental antecedent of perfectionism. Yet, quantitative studies tend to interpret the cross-sectional relationships as academic success being an outcome of perfectionism. In light of these gaps in the literature, the present study was the first to investigate the longitudinal relationships between perfectionistic strivings, perfectionistic concerns, academic achievement, and academic efficacy by examining academic success as an antecedent of perfectionism. The study examined 487 adolescents (aged 12-19 years, 54% female) using a cross-lagged longitudinal design with three time points spaced 4-5 months apart. Results showed that academic achievement predicted relative increases in both perfectionistic strivings and perfectionistic concerns, even when including academic efficacy. In addition, academic efficacy predicted relative increases in perfectionistic strivings. This is the first study to show that academic achievement is a common factor in the development of perfectionistic strivings and perfectionistic concerns, whereas academic efficacy plays a role only in the development of perfectionistic strivings. Implications of the findings for the development of perfectionism are discussed. © 2016 Wiley Periodicals, Inc.

  14. How do educational attainment and gender relate to fluid intelligence, crystallized intelligence, and academic skills at ages 22-90 years?

    PubMed

    Kaufman, Alan S; Kaufman, James C; Liu, Xin; Johnson, Cheryl K

    2009-03-01

    Educational attainment and gender differences on fluid intelligence (Gf), crystallized intelligence (Gc), and academic skills in reading, math, and writing were analyzed for stratified adult samples ranging in age from 22 to 90 years. The data sources were the adult portions of the standardization samples of the second editions of Kaufman Brief Intelligence Test (N = 570) and the Kaufman Test of Educational Achievement-Brief Form (N = 555). Five univariate analysis of covariance were conducted with age as the covariate. Correlational analysis supplemented the covariate analyses to better understand the relationship of the five variables to education. All variables related significantly and substantially to years of formal schooling, an important finding in view of the key nature of this background variable for conducting neuropsychological assessments, as elaborated by Heaton and his colleagues. Surprisingly, Gf related just as strongly to education as did the school-related Gc. Among academic skill areas, math correlated higher with years of formal schooling than did either reading or writing. Women significantly outperformed men on the writing test and the reverse was true for the math test; other gender differences were not significant. These analyses fill a gap in the literature regarding the nature of gender and education differences in academic skills for heterogeneous samples of normal adults between young adulthood and old age and have practical implications for neuropsychological assessment.

  15. Gender differences in academic productivity and leadership appointments of physicians throughout academic careers.

    PubMed

    Reed, Darcy A; Enders, Felicity; Lindor, Rachel; McClees, Martha; Lindor, Keith D

    2011-01-01

    Because those selected for leadership in academic medicine often have a record of academic productivity, publication disparities may help explain the gender imbalance in leadership roles. The authors aimed to compare the publication records, academic promotions, and leadership appointments of women and men physicians longitudinally throughout academic careers. In 2007, the authors conducted a retrospective, longitudinal cohort study of all 25 women physicians then employed at Mayo Clinic with ≥20 years of service at Mayo and of 50 male physician controls, matched 2:1 by appointment date and career category, to women. The authors recorded peer-reviewed publications, timing of promotion, and leadership appointments throughout their careers. Women published fewer articles throughout their careers than men (mean [standard deviation] 29.5 [28.8] versus 75.8 [60.3], P = .001). However, after 27 years, women produced a mean of 1.57 more publications annually than men (P < .001). Thirty-three men (66%) achieved an academic rank of professor compared with seven women (28%) (P = .01). Throughout their careers, women held fewer leadership roles than men (P < .001). Nearly half (no. = 11; 44%) of women attained no leadership position, compared with 15 men (30%). Women's publication rates increase and actually exceed those of men in the latter stages of careers, yet women hold fewer leadership positions than men overall, suggesting that academic productivity assessed midcareer may not be an appropriate measure of leadership skills and that factors other than publication record and academic rank should be considered in selecting leaders.

  16. The Relationship of Learning Communities to Engineering Students' Perceptions of the Freshman Year Experience, Academic Performance, and Persistence

    ERIC Educational Resources Information Center

    Tolley, Patricia Ann Separ

    2009-01-01

    The purpose of this correlational study was to examine the effects of a residential learning community and enrollment in an introductory engineering course to engineering students' perceptions of the freshman year experience, academic performance, and persistence. The sample included students enrolled in a large, urban, public, research university…

  17. Impaired IQ and Academic Skills in Adults Who Experienced Moderate to Severe Infantile Malnutrition: A Forty-Year Study

    PubMed Central

    Waber, Deborah P.; Bryce, Cyralene P.; Girard, Jonathan M.; Zichlin, Miriam; Fitzmaurice, Garrett M.; Galler, Janina R.

    2013-01-01

    Objectives To evaluate IQ and academic skills in adults who experienced an episode of moderate to severe infantile malnutrition and a healthy control group, all followed since childhood in the Barbados Nutrition Study. Methods IQ and academic skills were assessed in 77 previously malnourished adults (mean age=38.4 years; 53% male) and 59 controls (mean age=38.1 years; 54% male). Group comparisons were carried out by multiple regression and logistic regression, adjusted for childhood socioeconomic factors. Results The previously malnourished group showed substantial deficits on all outcomes relative to healthy controls (p<0.0001). IQ scores in the Intellectual Disability range (< 70) were 9 times more prevalent in the previously malnourished group (OR=9.18; 95% CI=3.50-24.13). Group differences in IQ of approximately one standard deviation were stable from adolescence through mid-life. Discussion Moderate to severe malnutrition during infancy is associated with a significantly elevated incidence of impaired IQ in adulthood, even when physical growth is completely rehabilitated. An episode of malnutrition during the first year of life carries risk for significant lifelong functional morbidity. PMID:23484464

  18. One year outcomes of a mentoring scheme for female academics: a pilot study at the Institute of Psychiatry, King's College London

    PubMed Central

    2011-01-01

    Background The professional development of under-represented faculty may be enhanced by mentorship, but we understand very little about the mechanisms by which mentoring brings about change. Our study posed the research question, what are the mechanisms by which mentoring may support professional development in under-represented groups? The study aims to: (i) to pilot a mentoring scheme for female academics; (ii) to compare various health-related and attitudinal measures in mentees at baseline, 6 months, and 1 year into the mentoring relationship and, (iii) to compare pre-mentoring expectations to outcomes at 6 months and 1 year follow-up for mentees and mentors. Methods Female academic mentees were matched 1:1 or 2:1 with more senior academic mentors. Online surveys were conducted to compare health-related and attitudinal measures and expectations of mentoring at baseline with outcomes at 6 months and 1 year using paired t-tests and McNemar's test for matched cohort data. Results N = 46 mentoring pairs, 44 (96%) mentees completed the pre-mentoring survey, 37 (80%) at 6 months and 30 (65%) at 1 year. Job-related well-being (anxiety-contentment), self-esteem and self-efficacy all improved significantly and work-family conflict diminished at 1 year. Highest expectations were career progression (39; 89%), increased confidence (38; 87%), development of networking skills (33; 75%), better time-management (29; 66%) and better work-life balance (28; 64%). For mentees, expectations at baseline were higher than perceived achievements at 6 months or 1 year follow-up. For mentors (N = 39), 36 (92%) completed the pre-mentoring survey, 32 (82%) at 6 months and 28 (72%) at 1 year. Mentors' highest expectations were of satisfaction in seeing people progress (26; 69%), seeing junior staff develop and grow (19; 53%), helping solve problems (18; 50%), helping women advance their careers (18; 50%) and helping remove career obstacles (13; 36%). Overall, gains at 6 months and 1 year

  19. One year outcomes of a mentoring scheme for female academics: a pilot study at the Institute of Psychiatry, King's College London.

    PubMed

    Dutta, Rina; Hawkes, Sarah L; Kuipers, Elizabeth; Guest, David; Fear, Nicola T; Iversen, Amy C

    2011-04-07

    The professional development of under-represented faculty may be enhanced by mentorship, but we understand very little about the mechanisms by which mentoring brings about change. Our study posed the research question, what are the mechanisms by which mentoring may support professional development in under-represented groups? The study aims to: (i) to pilot a mentoring scheme for female academics; (ii) to compare various health-related and attitudinal measures in mentees at baseline, 6 months, and 1 year into the mentoring relationship and, (iii) to compare pre-mentoring expectations to outcomes at 6 months and 1 year follow-up for mentees and mentors. Female academic mentees were matched 1:1 or 2:1 with more senior academic mentors. Online surveys were conducted to compare health-related and attitudinal measures and expectations of mentoring at baseline with outcomes at 6 months and 1 year using paired t-tests and McNemar's test for matched cohort data. N = 46 mentoring pairs, 44 (96%) mentees completed the pre-mentoring survey, 37 (80%) at 6 months and 30 (65%) at 1 year. Job-related well-being (anxiety-contentment), self-esteem and self-efficacy all improved significantly and work-family conflict diminished at 1 year. Highest expectations were career progression (39; 89%), increased confidence (38; 87%), development of networking skills (33; 75%), better time-management (29; 66%) and better work-life balance (28; 64%). For mentees, expectations at baseline were higher than perceived achievements at 6 months or 1 year follow-up. For mentors (N = 39), 36 (92%) completed the pre-mentoring survey, 32 (82%) at 6 months and 28 (72%) at 1 year. Mentors' highest expectations were of satisfaction in seeing people progress (26; 69%), seeing junior staff develop and grow (19; 53%), helping solve problems (18; 50%), helping women advance their careers (18; 50%) and helping remove career obstacles (13; 36%). Overall, gains at 6 months and 1 year exceeded pre

  20. First results on the energy scan of the vector Ay and tensor Ayy and Axx analyzing powers in deuteron-proton elastic scattering at Nuclotron1

    NASA Astrophysics Data System (ADS)

    Ladygin, V. P.; Averyanov, A. V.; Chernykh, E. V.; Enache, D.; Gurchin, Yu V.; Isupov, A. Yu; Janek, M.; Karachuk, J.-T.; Khrenov, A. N.; Krivenkov, D. O.; Kurilkin, P. K.; Ladygina, N. B.; Livanov, A. N.; Piyadin, S. M.; Reznikov, S. G.; Skhomenko, Ya T.; Terekhin, A. A.; Tishevsky, A. V.; Uesaka, T.

    2017-12-01

    New results on the vector Ay and tensor Ayy and Axx analyzing powers in deuteron-proton elastic scattering obtained at Nuclotron in the energy range 400-1800 MeV are presented. These data have been obtained in 2016-2017 at DSS setup at internal target station using polarized deuteron beam from new source of polarized ions. The preliminary data on the deuteron analyzing powers in in the wide energy range demonstrate the sensitivity to the short-range spin structure of the nucleon-nucleon correlations.

  1. Overcoming Obstacles and Academic Hope: An Examination of Factors Promoting Effective Academic Success Strategies

    ERIC Educational Resources Information Center

    Hansen, Michele Joann; Trujillo, Daniel J.; Boland, Donna L.; MacKinnon, Joyce L.

    2014-01-01

    The purpose of this qualitative study was to explore the underlying non-cognitive processes and institutional factors that allowed first-year students to enact effective strategies for attaining academic success and persisting despite obstacles. The varying levels of academic preparation and unique obstacles faced by the student participants…

  2. Food and social complexity at Çayönü Tepesi, southeastern Anatolia: Stable isotope evidence of differentiation in diet according to burial practice and sex in the early Neolithic

    PubMed Central

    Pearson, Jessica; Grove, Matt; Özbek, Metin; Hongo, Hitomi

    2013-01-01

    The identification of early social complexity and differentiation in early village societies has been approached in the past most notably through the evaluation of rituals and architectural layouts. Such studies could be complemented by an approach that provides data about everyday behaviours of individuals. We took 540 human and animal bone samples for stable carbon and nitrogen isotope analysis from the Neolithic site of Çayönü Tepesi in southeastern Anatolia. The inhabitants at this site chose to bury their dead in two different ways at different times during its occupation: beneath the floors of their houses, but also inside a public mortuary building known as the Skull Building. This variation provides an opportunity using isotope methods to test whether there was evidence for structuring of daily activities (diet in this case) that might serve to reinforce this change in burial practice. We show that when the inhabitants of Çayönü Tepesi changed their architecture and operated different burial practices in conjunction, this coincided with other aspects of behaviour including socially-constituted food consumption practices, which served to reinforce social identities. PMID:24976671

  3. Academic outcomes in Asian children aged 8-11 years with attention-deficit/hyperactivity disorder treated with atomoxetine hydrochloride.

    PubMed

    Mendez, Luis; Singh, Pritibha; Harrison, Gavan; Huang, Yu-Shu; Jin, Xingming; Cho, Soo Churl

    2011-06-01

    To investigate the relationship between changes in attention-deficit/hyperactivity disorder (ADHD) core symptoms and changes in academic outcome of Asian children treated with atomoxetine. This open-label study enrolled patients aged 8-11 years with DSM-IV-TR-defined ADHD, who were naïve to ADHD medications and met the symptomatic severity threshold of 1.5 standard deviations above the age and gender norm for the ADHDRS-IV-Parent:Inv (ADHDRS) total score. Data collection occurred for 24 weeks and included academic outcome, measured by the school grade average (SGA). Of 228 patients enrolled from China (n = 82), Taiwan (n = 76), and Korea (n = 70), 77.2% completed the study. Statistically significant (P < 0.001) baseline to last observation improvements in ADHDRS and SGA scores were observed. However, no linear correlation between change in ADHDRS total score and SGA (-0.083, P = 0.293) was observed. Despite significant independent improvements in core ADHD symptoms and academic grades over 24 weeks, the mean improvements observed in these measures did not appear to be correlated.

  4. Dumbing down or Beefing up the Curriculum? Integrating an "Academic Skills Framework" into a First Year Sociology Programme

    ERIC Educational Resources Information Center

    Keating, Mike; O'Siochru, Cathal; Watt, Sal

    2009-01-01

    This article describes a C-SAP-funded project evaluating the introduction of a new tutorial programme for first year Sociology students, which sought to integrate a "skills framework" to enable students to develop a range of academic skills alongside their study of the subject. The pegagogical and institutional background to the decision…

  5. Coping Self-Efficacy and Academic Stress among Hispanic First-Year College Students: The Moderating Role of Emotional Intelligence

    ERIC Educational Resources Information Center

    Watson, Joshua C.; Watson, April A.

    2016-01-01

    In this study, the authors examined the role that emotional intelligence plays in moderating the relationship between academic stress and coping self-efficacy among a sample of 125 Hispanic 1st-year college students enrolled at a medium-size, southern Hispanic-serving institution. Results of a 2-stage hierarchical multiple regression analysis…

  6. Social Adjustment, Academic Adjustment, and the Ability to Identify Emotion in Facial Expressions of 7-Year-Old Children

    ERIC Educational Resources Information Center

    Goodfellow, Stephanie; Nowicki, Stephen, Jr.

    2009-01-01

    The authors aimed to examine the possible association between (a) accurately reading emotion in facial expressions and (b) social and academic competence among elementary school-aged children. Participants were 840 7-year-old children who completed a test of the ability to read emotion in facial expressions. Teachers rated children's social and…

  7. Factors that affect academic performance among pharmacy students.

    PubMed

    Sansgiry, Sujit S; Bhosle, Monali; Sail, Kavita

    2006-10-15

    The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year.

  8. Investigation of Academic Success, Self-Esteem and Academic Self-Concept in 4th Class Primary School Students

    ERIC Educational Resources Information Center

    Çetinkaya, Seher

    2017-01-01

    In Turkey due to changes in the age starting school implemented during the 2012-2013 academic year, children ages from 60 months to 84 months were subject to the same educational program in the same class. By the 2015-2016 academic year these children were at the end of 4th class. This research aimed to investigate the Turkish and mathematic…

  9. Utilizing Modality Theory to Achieve Academic Success

    ERIC Educational Resources Information Center

    Lister, Dena; Ansalone, George

    2006-01-01

    Education accompanied by social mobility is the cornerstone of the American dream. Yet, each year scores of children, especially those from the underprivileged class, fail to meet even the most modest academic expectations and subsequently never reach their academic potential. This research rejects earlier explanations of academic failure and…

  10. Women's Participation in Academic Conferences in Israel

    ERIC Educational Resources Information Center

    Eden, Devorah

    2016-01-01

    This article examines the participation of women in academic conferences in Israel, a country in which women are under-represented in academia vertically and horizontally. Data were retrieved from announcements of academic conferences in Israel, for one academic year, covering 56 conferences that attracted 997 participants. Participation was…

  11. Nurturing 21st century physician knowledge, skills and attitudes with medical home innovations: the Wright Center for Graduate Medical Education teaching health center curriculum experience

    PubMed Central

    Palamaner Subash Shantha, Ghanshyam; Gollamudi, Lakshmi Rani; Sheth, Jignesh; Ebersole, Brian; Gardner, Katlyn J.; Nardella, Julie; Ruddy, Meaghan P.; Meade, Lauren

    2015-01-01

    Purpose. The effect of patient centered medical home (PCMH) curriculum interventions on residents’ self-reported and demonstrated knowledge, skills and attitudes in PCMH competency arenas (KSA) is lacking in the literature. This study aimed to assess the impact of PCMH curricular innovations on the KSA of Internal Medicine residents. Methods. Twenty four (24) Internal Medicine residents—12 Traditional (TR) track residents and 12 Teaching Health Center (THC) track residents—began training in Academic Year (AY) 2011 at the Wright Center for Graduate Medical Education (WCGME). They were followed through AY2013, covering three years of training. PCMH curricular innovations were focally applied July 2011 until May 2012 to THC residents. These curricular innovations were spread program-wide in May 2012. Semi-annual, validated PCMH Clinician Assessments assessing KSA were started in AY2011 and were completed by all residents. Results. Mean KSA scores of TR residents were similar to those of THC residents at baseline for all PCMH competencies. In May 2012, mean scores of THC residents were significantly higher than TR residents for most KSA. After program-wide implementation of PCMH innovations, mean scores of TR residents for all KSA improved and most became equalized to those of THC residents. Globally improved KSA scores of THC and TR residents were maintained through May 2014, with the majority of improvements above baseline and reaching statistical significance. Conclusions. PCMH curricular innovations inspired by Health Resources and Services Administration (HRSA’s) Teaching Health Center funded residency program expansion quickly and consistently improved the KSA of Internal Medicine residents. PMID:25699213

  12. Medical student psychological distress and academic performance.

    PubMed

    Dendle, Claire; Baulch, Julie; Pellicano, Rebecca; Hay, Margaret; Lichtwark, Irene; Ayoub, Sally; Clarke, David M; Morand, Eric F; Kumar, Arunaz; Leech, Michelle; Horne, Kylie

    2018-01-21

    The impact of medical student psychological distress on academic performance has not been systematically examined. This study provided an opportunity to closely examine the potential impacts of workplace and study related stress factors on student's psychological distress and their academic performance during their first clinical year. This one-year prospective cohort study was performed at a tertiary hospital based medical school in Melbourne, Australia. Students completed a questionnaire at three time points during the year. The questionnaire included the validated Kessler psychological distress scale (K10) and the General Health Questionnaire-28 (GHQ-28), as well as items about sources of workplace stress. Academic outcome scores were aggregated and correlated with questionnaire results. One hundred and twenty six students participated; 126 (94.7%), 102 (76.7%), and 99 (74.4%) at time points one, two, and three, respectively. 33.1% reported psychological distress at time point one, increasing to 47.4% at time point three. There was no correlation between the K10 scores and academic performance. There was weak negative correlation between the GHQ-28 at time point three and academic performance. Keeping up to date with knowledge, need to do well and fear of negative feedback were the most common workplace stress factors. Poor correlation was noted between psychological distress and academic performance.

  13. Academic Blogging: Academic Practice and Academic Identity

    ERIC Educational Resources Information Center

    Kirkup, Gill

    2010-01-01

    This paper describes a small-scale study which investigates the role of blogging in professional academic practice in higher education. It draws on interviews with a sample of academics (scholars, researchers and teachers) who have blogs and on the author's own reflections on blogging to investigate the function of blogging in academic practice…

  14. Academic career development in geriatric fellowship training.

    PubMed

    Medina-Walpole, Annette; Fonzi, Judith; Katz, Paul R

    2007-12-01

    Career development is rarely formalized in the curricula of geriatric fellowship programs, and the training of new generations of academic leaders is challenging in the 1 year of fellowship training. To effectively prepare fellows for academic leadership, the University of Rochester's Division of Geriatrics, in collaboration with the Warner School of Graduate Education, created a yearlong course to achieve excellence in teaching and career development during the 1-year geriatric fellowship. Nine interdisciplinary geriatric medicine, dentistry, and psychiatry fellows completed the course in its initial year (2005/06). As participants, fellows gained the knowledge and experience to successfully develop and implement educational initiatives in various formats. Fellows acquired teaching and leadership skills necessary to succeed as clinician-educators in an academic setting and to communicate effectively with patients, families, and colleagues. Fellows completed a series of individual and group education projects, including academic portfolio development, curriculum vitae revision, abstract submission and poster presentation at national meetings, lay lecture series development, and geriatric grand rounds presentation. One hundred percent of fellows reported that the course positively affected their career development, with six of nine fellows choosing academic careers. The course provided opportunities to teach and assess all six of the Accreditation Council of Graduate Medical Education core competencies. This academic career development course was intended to prepare geriatric fellows as the next generation of academic leaders as clinician-teacher-scholars. It could set a new standard for academic development during fellowship training and provide a model for national dissemination in other geriatric and subspecialty fellowship programs.

  15. Variables Impacting an Academic Pharmacy Career Choice

    PubMed Central

    Brown, Bonnie K.; Byrd, Debbie C.; Gupchup, Gireesh V.; Mark, Scott M.; Mobley Smith, Miriam A.; Rospond, Raylene M.

    2008-01-01

    Objectives To identify the variables associated with an academic pharmacy career choice among the following groups: final professional-year doctor of pharmacy (PharmD) students, pharmacy residents, pharmacy faculty members within the first 5 years of academic employment, and clinical pharmacy practitioners. Methods A cross-sectional design Web-based survey instrument was developed using the online tool SurveyMonkey. The survey link was distributed via e-mail and postcards, and data were collected anonymously. Quantitative analyses were used to describe the 2,494 survey respondents and compare their responses to 25 variables associated with an academic pharmacy career choice. Logistic regression models were used to predict the motivators/deterrents associated with an academic pharmacy career choice for each participant group. Results Across all participant groups, the potential need to generate one's salary was the primary deterrent and autonomy, flexibility, and the ability to shape the future of the profession were the primary motivators. Final-year pharmacy students who considered a career in academic pharmacy were significantly deterred by grant writing. The overall sample of participants who considered an academic pharmacy career was more likely to be motivated by the academic environment and opportunities to teach, conduct professional writing and reviews, and participate in course design and/or assessment. Conclusions This study demonstrates specific areas to consider for improved recruitment and retention of pharmacy faculty. For example, providing experiences related to pharmacy academia, such as allowing student participation in teaching and research, may stimulate those individuals' interest in pursuing an academic pharmacy career. PMID:18698388

  16. Tracking the careers of academic general pediatric fellowship program graduates: academic productivity and leadership roles.

    PubMed

    Szilagyi, Peter G; Haggerty, Robert J; Baldwin, Constance D; Paradis, Heather A; Foltz, Jennifer L; Vincelli, Phyllis; Blumkin, Aaron; Cheng, Tina L

    2011-01-01

    Little is known about the careers of graduates of academic general pediatric (AGP) fellowship programs. We evaluated the careers of 2 cohorts of AGP fellowship graduates: an early cohort trained during 1978 to 1988, and a later cohort trained during 1989 to 1999. We surveyed all known AGP fellowship graduates in both cohorts by using a confidential mailed survey. We assessed graduates' current professional work and analyzed curricula vitae for principal investigator (PI) grants; first-authored, peer-reviewed publications; and leadership positions. From the early cohort, 95 of 131 eligible graduates (73%) responded; from the later cohort, 93 of 133 (70%) responded. Two thirds of each cohort remain in academics; of these, nearly half are on tenure tracks and over half have major educational roles within their university. The percentage in the early cohort who have been PI on a research grant by 5, 10, and 15 years postfellowship was 44%, 53%, and 54%, respectively; in the later cohort, it was 62%, 75%, and 75%, respectively (P = .004 vs early cohort). During the 10 years postfellowship, the early and later cohorts averaged 5.5 and 7.4 first-authored, peer-reviewed papers, respectively (P = .4). By 10 years, a high proportion of both cohorts had become division chief (19% vs 16%), had other academic leadership positions (43% vs 59%), or were leaders in professional organizations (20% vs 30%; all P = NS). Graduates of AGP fellowship programs have achieved considerable academic success. Recently trained fellows appear even more successful. The academic outcomes of these AGP fellows bode well for the future of AGP. Copyright © 2011 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  17. Enrollment trends in American soil science classes: 2004-2005 to 2013-2014 academic years

    NASA Astrophysics Data System (ADS)

    Brevik, Eric C.; Vaughan, Karen L.; Parikh, Sanjai J.; Dolliver, Holly; Lindbo, David; Steffan, Joshua J.; Weindorf, David; McDaniel, Paul; Mbila, Monday; Edinger-Marshall, Susan

    2017-04-01

    Studies indicate that soil science enrollment in the USA was on the decline in the 1990s and into the early 2000s (Baveye et al., 2006; Collins, 2008). However, a recent study indicated that in the seven years from 2007 through 2014 the number of soil science academic majors, at both the undergraduate and graduate levels, was on the increase (Brevik et al., 2014). However, the Brevik et al. (2014) study only looked at the number of soil science majors, it did not look at other important trends in soil science enrollment. Therefore, this study was developed to investigate enrollment numbers in individual soil science classes. To investigate this, we collected data from ten different American universities on the enrollment trends for seven different classes taught at the undergraduate level, introduction to soil science, soil fertility, soil management, pedology, soil biology/microbiology, soil chemistry, and soil physics, over a 10 year time period (2004-2005 to 2013-2014 academic years). Enrollment in each individual class was investigated over five (2009-2010 to 2013-2014) and 10 (2004-2005 to 2013-2014) year trends. All classes showed increasing enrollment over the five year study period except for soil physics, which experienced a modest decline in enrollment (-4.1% per year). The soil chemistry (23.2% per year) and soil management (10.1% per year) classes had the largest percentage gain in enrollment over the five year time period. All classes investigated experienced increased enrollment over the 10 year study period except soil biology/microbiology, which had an essentially stable enrollment (0.8% enrollment gain per year). Soil physics (28.9% per year) and soil chemistry (14.7% per year) had the largest percentage gain in enrollment over the 10 year time period. It is worth noting that soil physics enrollments had a large increase from 2004-2005 through 2009-2010, then dropped to and stabilized at a level that was lower than the 2009-2010 high but much

  18. Citation-based Estimation of Scholarly Activity Among Domestic Academic Radiation Oncologists: Five-Year Update.

    PubMed

    Choi, Mehee; Holliday, Emma B; Jagsi, Reshma; Wilson, Lynn D; Fuller, Clifton D; Thomas, Charles R

    2014-03-01

    To analyze up-to-date Hirsch index ( h -index) data to estimate the scholarly productivity of academic radiation oncology faculty. Bibliometric citation database searches were performed for radiation oncology faculty at domestic residency-training institutions. Outcomes analyzed included the number of manuscripts, number of citations, and h -index between 1996 and 2012. Analyses of overall h -index rankings with stratification by academic ranking, gender, and departmental faculty size were performed. One thousand thirty-seven radiation oncologists from 87 programs were included. Overall, the mean h -index was 10.8. Among the top 10% by h -index, 38% were chairpersons, all were senior faculty, and 11% were women. As expected, higher h -index was associated with higher academic ranking and senior faculty status. Recursive partitioning analysis revealed an h -index threshold of 20 ( p <0.001) as an identified breakpoint between senior vs. junior faculty. Furthermore, h -index breakpoints of 12 ( p <0.001) and 25 ( p <0.001) were identified between assistant professor vs. associate professor, and associate professor vs. professor levels, respectively. Multivariate analysis identified higher academic ranking, male gender, and larger departmental faculty size as independent variables associated with higher h -index. The current results suggest an overall rise in scholarly citation metrics among domestic academic radiation oncologists, with a current mean h- index of 10.8, vs. 8.5 in 2008. Significant relationships exist between h -index and academic rank, gender, and departmental size. The results offer up-to-date benchmarks for evaluating academic radiation oncologist to the national average and potentially has utility in the process of appointment and promotion decisions.

  19. Executive Functioning Predicts Academic Achievement in Middle School: A Four-Year Longitudinal Study

    ERIC Educational Resources Information Center

    Samuels, William Ellery; Tournaki, Nelly; Blackman, Sheldon; Zilinski, Christopher

    2016-01-01

    Executive functioning (EF) is a strong predictor of children's and adolescents' academic performance. Although research indicates that EF can increase during childhood and adolescence, few studies have tracked the effect of EF on academic performance throughout the middle school grades. EF was measured at the end of Grades 6-9 through 21 teachers'…

  20. Medical Students' Use of Different Coping Strategies and Relationship With Academic Performance in Preclinical and Clinical Years.

    PubMed

    Schiller, Jocelyn H; Stansfield, R Brent; Belmonte, David C; Purkiss, Joel A; Reddy, Rishindra M; House, Joseph B; Santen, Sally A

    2018-01-01

    Phenomenon: Medical students' coping abilities are important for academic success and emotional health. The authors explored differences in students' use of active, problem-solving strategies and emotional, inwardly directed approaches; the change in coping strategies used during medical school; and coping strategy impact on performance. One hundred eighty-three students completed the Ways of Coping Scale at matriculation and end of the 2nd and 3rd years. Frequency of each of 8 ways of coping, changes in coping strategy use over time, and relationship of coping method with preclinical and clinical scores were calculated. Students varied widely in use of coping mechanisms. Over time, students shifted to using emotional strategies more frequently while decreasing their use of active strategies. Coping strategies were unrelated to preclinical academic performance (R 2 = .09, adjusted R 2 = .04, ns) but were related to clinical performance (R 2 = .23, adjusted R 2 = .18, p < .0001), with active coping associated with higher performance and emotional methods associated with lower performance. Insights: Students decreased use of active coping strategies and increased use of emotional coping strategies over time, but emotional strategies were associated with poorer clinical academic performance. These shifts in coping methods may be detrimental to student performance and learning. Improving students' ability to cope should be an educational priority.

  1. Improving Academic Achievement through Continuous Assessment Methods: In the Case of Year Two Students of Animal and Range Sciences Department in Wolaita Sodo University, Ethiopia

    ERIC Educational Resources Information Center

    Sarka, Samuel; Lijalem, Tsegay; Shibiru, Tilaye

    2017-01-01

    The aim of this study was to assessing and implementing of continuous assessment to enhance academic performance of 2nd year Animal and Range Sciences department students in Wolaita sodo university; and to take action (train) to raise the academic performance to a desirable state. For the purpose of surveying the students' level of performance…

  2. Motivation in Academic Life: A Prestige Economy

    ERIC Educational Resources Information Center

    Blackmore, Paul; Kandiko, Camille B.

    2011-01-01

    The introduction of performance-related pay into universities in recent years implies a belief that academic behaviours are modified by money. However, many valued academic activities are poorly paid or not paid at all. Clearly other factors are at work. Academic motivation and new working patterns are explored using the literature. An…

  3. Factors That Affect Academic Performance Among Pharmacy Students

    PubMed Central

    Sansgiry, Sujit S.; Bhosle, Monali; Sail, Kavita

    2006-01-01

    Objective The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. Methods A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Results Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Conclusion Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year. PMID:17149433

  4. Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: unidimensional and multidimensional perspectives of self-concept.

    PubMed

    Marsh, Herbert W; O'Mara, Alison

    2008-04-01

    In their influential review, Baumeister, Campbell, Krueger, and Vohs (2003) concluded that self-esteem--the global component of self-concept--has no effect on subsequent academic performance. In contrast, Marsh and Craven's (2006) review of reciprocal effects models from an explicitly multidimensional perspective demonstrated that academic self-concept and achievement are both a cause and an effect of each other. Ironically, both reviews cited classic Youth in Transition studies in support of their respective claims. In definitive tests of these counter claims, the authors reanalyze these data-including self-esteem (emphasized by Baumeister et al.), academic self-concept (emphasized by Marsh & Craven), and postsecondary educational attainment-using stronger statistical methods based on five waves of data (grade 10 through 5 years after graduation; N=2,213). Integrating apparently discrepant findings under a common theoretical framework based on a multidimensional perspective, academic self-concept had consistent reciprocal effects with both achievement and educational attainment, whereas self-esteem had almost none.

  5. Predicting Academic Performance by Data Mining Methods

    ERIC Educational Resources Information Center

    Vandamme, J. -P.; Meskens, N.; Superby, J. -F.

    2007-01-01

    Academic failure among first-year university students has long fuelled a large number of debates. Many educational psychologists have tried to understand and then explain it. Many statisticians have tried to foresee it. Our research aims to classify, as early in the academic year as possible, students into three groups: the "low-risk"…

  6. Motivation and academic achievement in medical students.

    PubMed

    Yousefy, Alireza; Ghassemi, Gholamreza; Firouznia, Samaneh

    2012-01-01

    Despite their ascribed intellectual ability and achieved academic pursuits, medical students' academic achievement is influenced by motivation. This study is an endeavor to examine the role of motivation in the academic achievement of medical students. In this cross-sectional correlational study, out of the total 422 medical students, from 4th to final year during the academic year 2007-2008, at School of Medicine, Isfahan University of Medical Sciences, 344 participated in completion of the Inventory of School Motivation (ISM), comprising 43 items and measuring eight aspects of motivation. The gold standard for academic achievement was their average academic marks at pre-clinical and clinical levels. Data were computer analyzed by running a couple of descriptive and analytical tests including Pearson Correlation and Student's t-student. Higher motivation scores in areas of competition, effort, social concern, and task were accompanied by higher average marks at pre-clinical as well as clinical levels. However, the latter ones showed greater motivation for social power as compared to the former group. Task and competition motivation for boys was higher than for girls. In view of our observations, students' academic achievement requires coordination and interaction between different aspects of motivation.

  7. Test Anxiety and Academic Achievement.

    ERIC Educational Resources Information Center

    Chang, Moon K.

    Undoubtedly test anxiety is a troublesome condition found to be prevalent today among college students. Over the years various attempts have been made to explore how test anxiety influences academic achievement. This paper discusses the extent to which test anxiety affects academic achievement of college students, and the techniques found to be…

  8. Digital reference service: trends in academic health science libraries.

    PubMed

    Dee, Cheryl R

    2005-01-01

    Two years after the initial 2002 study, a greater number of academic health science libraries are offering digital reference chat services, and this number appears poised to grow in the coming years. This 2004 follow-up study found that 36 (27%) of the academic health science libraries examined provide digital chat reference services; this was an approximately 6% increase over the 25 libraries (21%) located in 2002. Trends in digital reference services in academic health science libraries were derived from the exploration of academic health science library Web sites and from digital correspondence with academic health science library personnel using e-mail and chat. This article presents an overview of the current state of digital reference service in academic health science libraries.

  9. Faculty turnover within academic pharmacy departments.

    PubMed

    Carter, Orly; Nathisuwan, Surakit; Stoddard, Gregory J; Munger, Mark A

    2003-02-01

    Pharmacy faculty manpower has been debated within the academic pharmacy community over the last several decades. Previous investigations studied job satisfaction among faculty members, but have not evaluated faculty retention and turnover among academic pharmacy departments. To evaluate retention and turnover rates in the departments of Pharmacy Practice and Basic Science (Pharmacology/Toxicology, Pharmaceutics, Medicinal Chemistry) over the last 5 years. Individual instructors and assistant, associate, and full professors across 80 colleges of pharmacy in the US were tracked between the years 1996 and 2001 using the American Association of Colleges of Pharmacy published rosters. Differences between departments were analyzed by year-stratified cross-tabulation table analysis. A greater percentage of Pharmacy Practice faculty resigned (10.6%) compared with Basic Science faculty (6.0%; percent ratio 1.76; 95% CI 1.58 to 1.95; p < 0.001), which remained constant across each academic year. Approximately 2.7 faculty members left their academic institutions per year in Pharmacy Practice compared with 1.1 faculty members in the aggregate of Basic Science departments. A higher percentage of women resigned in Pharmacy Practice (13.2%) than did men (8.7%; percent ratio 1.5; 95% CI 1.34 to 1.68; p < 0.001), despite a 1.3-fold male to female ratio. Likewise, regardless of a 4.1-fold male to female ratio in the Basic Science group, a higher percentage of women resigned (8.0%) than men (5.5%; percent ratio 1.45; 95% CI 1.18 to 1.78; p < 0.001). Over a 5-year period, Pharmacy Practice exhibited a higher turnover compared with Basic Science. Women displayed significantly higher turnover than men across all pharmacy academic departments. New retention approaches, especially for female faculty members, should be explored.

  10. Longitudinal Outcomes of Start Time Delay on Sleep, Behavior, and Achievement in High School.

    PubMed

    Thacher, Pamela V; Onyper, Serge V

    2016-02-01

    To establish whether sleep, health, mood, behavior, and academics improved after a 45-minute delay in high school start time, and whether changes persisted longitudinally. We collected data from school records and student self-report across a number of domains at baseline (May 2012) and at two follow-up time points (November 2012 and May 2013), at a public high school in upstate New York. Students enrolled during academic years (AY) 2011-2012 and 2012-2013 completed the Pittsburgh Sleep Quality Index; the DASS-21; the "Owl-Lark" Scale; the Daytime Sleepiness Index; and a brief self-report of health. Reports from school records regarding attendance, tardiness, disciplinary violations, and academic performance were collected for AY 2010-2011 through 2013-2014. Students delayed but did not extend their sleep period; we found lasting improvements in tardiness and disciplinary violations after the start-time delay, but no changes to other variables. At the first follow-up, students reported 20 minutes longer sleep, driven by later rise times and stable bed times. At the second follow-up, students maintained later rise times but delayed bedtimes, returning total sleep to baseline levels. A delay in rise time, paralleling the delay in the start time that occurred, resulted in less tardiness and decreased disciplinary incidents, but larger improvements to sleep patterns may be necessary to affect health, attendance, sleepiness, and academic performance. Later start times improved tardiness and disciplinary issues at this school district. A delay in start time may be a necessary but not sufficient means to increase sleep time and may depend on preexisting individual differences. A commentary on this article appears in this issue on page 267. © 2016 Associated Professional Sleep Societies, LLC.

  11. Tenure of academic chairs in obstetrics and gynecology: a 25-year perspective.

    PubMed

    Rayburn, William F; Schrader, Ronald M; Cain, Joanna M; Artal, Raul; Anderson, Garland D; Merkatz, Irwin R

    2006-11-01

    To assist in predicting future leadership needs, this longitudinal study examines turnover and net retention rates among chairs at university obstetrics and gynecology departments between 1981 and 2005. A database of appointment dates and tenure of chairs at each of 125 Association of American Medical Colleges-approved United States medical schools was collated using membership listings from the Association of Professors of Gynecology and Obstetrics and from the Council of University Chairs in Obstetrics and Gynecology. Complete data from 118 departments were confirmed by selective correspondence at individual departments and further review by the investigators. A total of 260 individuals (232 men, 28 women) became new chairs between 1981 and 2005. The annual turnover rate increased gradually from 6.0% to 12.7%. Five-year net retention rates remained steady between 1982 and 1997 but dropped after 1997 (85.6% compared with 63.2%; P=.03). A chair's tenure ranged widely (1 to 23 years; median 8 years), regardless of gender or school type, size, or location. Approximately one half of interim chairs became permanent chairs, usually at their own institution. The number of new women chairs increased from none in 1981 to 17 (15.2% of total chairs) in 2005. Academic chair positions in obstetrics and gynecology experienced a doubling in annual turnover rates, while retention rates declined. The proportion of chairs occupied by women increased progressively. II-2.

  12. The Future of Academic Freedom.

    ERIC Educational Resources Information Center

    Menand, Louis, Ed.

    These nine essays address controversial issues of academic freedom and values at the university level. The book, which was derived from two years of debate and lectures presented to national meetings of the American Association of University Professors, is organized in three sections which address such issues as: the purpose of academic freedom,…

  13. Academic Standards Task Force Report.

    ERIC Educational Resources Information Center

    Burnham, Peter F.

    The product of a year-long research process undertaken by a Task Force on Academic Standards at Tompkins Cortland Community College (TCCC) in 1980-81, this report provides background to the deliberations of the Task Force and a presentation of their position on academic standards at TCCC. The report establishes the Task Force's commitments to…

  14. Longitudinal analysis of the effect of academic failure tolerance on academic achievement fluctuation in medical school students.

    PubMed

    Chae, Su Jin; Kim, Miran; Chang, Ki Hong

    2016-03-01

    Academic failure tolerance (AFT) is one of the important psychological concepts in education, but its applications in medical education are rare. Thus, the purpose of this study was to investigate the effect of academic failure tolerance on academic achievement fluctuation among medical school students using a longitudinal research design. The subjects were 43 medical students who responded to the AFT test. This study analyzed the longitudinal data of achievement scores up to the 2nd academic year (2012-2013) among students who were divided into academic achievement improvement and decline groups. Comparing the improvement and decline groups' mean academic achievement fluctuation scores demonstrated that behavior and preferred task difficulty showed high scores whereas feeling scores were lower in the improvement group (p<0.05). In the improvement group, despite the higher negative feeling scores during academic failure, the students favored the more difficult subjects and were more assiduous in their studies. This will form an important basis for enhancing academic achievement among medical students.

  15. Early Predictors of First-Year Academic Success at University: Pre-University Effort, Pre-University Self-Efficacy, and Pre-University Reasons for Attending University

    ERIC Educational Resources Information Center

    van Herpen, Sanne G. A.; Meeuwisse, Marieke; Hofman, W. H. Adriaan; Severiens, Sabine E.; Arends, Lidia R.

    2017-01-01

    Given the large number of dropouts in the 1st year at university, it is important to identify early predictors of 1st-year academic success. The present study (n = 453 first-year students) contributes to literature on the transition from secondary to higher education by investigating how the non-cognitive factors "pre-university" effort…

  16. Pharmacy Students’ Interpretation of Academic Integrity

    PubMed Central

    Jiang, Hai; McKauge, Leigh

    2014-01-01

    Objective. To explore pharmacy students’ recognition and interpretation of situations constituting breaches of academic integrity. Methods. A survey instrument comprising 10 hypothetical student(s) scenarios was completed by 852 students in the bachelor of pharmacy program at an Australian university. The scenarios were relevant to current modes of assessment and presented degrees of ambiguity around academic integrity. Results. Identification of the hypothetical student(s) at fault, particularly in the deliberately ambiguous scenarios, was not related to the respondents’ year of study or sex. Students with fewer years of postsecondary education were more definitive in their interpretation of contentious cases. Respondents from all 4 years of study reported witnessing many of these behaviors among their peers. Conclusion. This study provided novel insight into the ambiguity surrounding academic integrity and students’ perceptions relating to the deliberate or inadvertent involvement of other parties. PMID:25147391

  17. From FERMI-LAT observations to the blind pulsar survey SPAN512 with the Nançay Radio Telescope

    NASA Astrophysics Data System (ADS)

    Octau, F.; Desvignes, G.; Cognard, I.; Champion, D.; Lazarus, P.; Smith, D.; Theureau, G.

    2016-12-01

    Since the discovery of the first pulsar in 1967, we know over 2500 pulsars today. Pulsars offer a broad range of studies: from the study of the properties of interstellar medium and of pulsar magnetospheres up to test of gravity in the strong-field regime and the characterisation of the cosmological Gravitation Wave Background. This explains why we keep searching for pulsars nowadays. Such focus was initiated at the Nançay Radio Telescope (NRT) with the observation of unidentified Fermi-LAT sources, which led to the quick discovery of three new millisecond pulsars. In 2012, a blind pulsar survey called SPAN512 (in reference to the large bandwidth of 512 MHz) was initiated and the NRT began to observe the low galactic latitude sky at 1.4 GHz. This survey is still in progress (≈90% of the observations have been made) and, up to now, it has led to the discovery of three pulsars, two of them with millisecond spin periods.

  18. The Impact of Supplementary On-Line Resources on Academic Performance: A Study of First-Year University Students Studying Economics

    ERIC Educational Resources Information Center

    Birch, Elisa; Williams, Andrew

    2013-01-01

    This paper examines the impact of supplementary web-based materials on students' academic performance in a first-year economics unit at university. In particular, the paper considers the impact of students' usage of the unit's webpage, voluntary on-line discussion board, voluntary on-line quizzes and voluntary on-line homework questions on their…

  19. Two-Year Comparison of Transfer and Native Student Academic Performance: University of Illinois at Urbana-Champaign, Fall 1986 Group.

    ERIC Educational Resources Information Center

    Heiser, Linda M.; Abbed, Nejla

    In 1989, a two-year study was completed comparing the academic progress of community college transfers, senior college transfers, and continuing juniors (natives) at the University of Illinois at Urbana-Champaign (UIUC). The study samples were comprised of 673 former community college students and 393 senior college transfers who entered UIUC in…

  20. Hardiness commitment, gender, and age differentiate university academic performance.

    PubMed

    Sheard, Michael

    2009-03-01

    The increasing diversity of students, particularly in age, attending university has seen a concomitant interest in factors predicting academic success. This 2-year correlational study examined whether age, gender (demographic variables), and hardiness (cognitive/emotional variable) differentiate and predict university final degree grade point average (GPA) and final-year dissertation mark. Data are reported from a total of 134 university undergraduate students. Participants provided baseline data in questionnaires administered during the first week of their second year of undergraduate study and gave consent for their academic progress to be tracked. Final degree GPA and dissertation mark were the academic performance criteria. Mature-age students achieved higher final degree GPA compared to young undergraduates. Female students significantly outperformed their male counterparts in each measured academic assessment criteria. Female students also reported a significantly higher mean score on hardiness commitment compared to male students. commitment was the most significant positive correlate of academic achievement. Final degree GPA and dissertation mark were significantly predicted by commitment, and commitment and gender, respectively. The findings have implications for universities targeting academic support services to maximize student scholastic potential. Future research should incorporate hardiness, gender, and age with other variables known to predict academic success.

  1. Salary-Trend Studies of Faculty for the Years 1994-95 and 1997-98 in the Following Academic Disciplines/Major Fields: Accounting, ..., Geology.

    ERIC Educational Resources Information Center

    Howe, Richard D.

    This document provides comparative salary trend data for full-time faculty in 27 academic disciplines/major fields for the baseline year 1994-95 and the trend year 1997-98 for 262 public and 387 private institutions. For each discipline/major field surveyed, the report provides a Classification of Instructional Programs (CIP) definition, data…

  2. Mentoring and Academic Resilience: Academic Progress in a Predominantly White Institution as a Historically Marginalized Student

    ERIC Educational Resources Information Center

    Reed-Hendon, Caryn Y.

    2013-01-01

    Mentoring for historically marginalized students in the post-secondary education years has been used as a means to mitigate factors of attrition in academic programs. As a student development construct, academic resilience utilizes protective processes for managing behavioral and emotional responses to difficult situations inside and outside of…

  3. Socioeconomic Determinants of Academic Achievement

    ERIC Educational Resources Information Center

    Tomul, Ekber; Savasci, Havva Sebile

    2012-01-01

    This study aims to investigate the relationship between academic achievement and the socioeconomic characteristics of elementary school 7th grade students in Burdur. The population of the study are 7th grade students who had education at elementary schools in Burdur in the 2007-2008 academic year. Two staged sampling was chosen as suitable for the…

  4. Longitudinal tracking of academic progress during teacher preparation.

    PubMed

    Corcoran, Roisin P; O'Flaherty, Joanne

    2017-12-01

    Given that the ultimate academic goal of many education systems in the developed world is for students to graduate from college, grades have a considerable bearing on how effective colleges are in meeting their primary objective. Prior academic performance informs predominantly the selection and retention of teacher candidates. However, there remains a dearth of evidence linking academic performance with outcomes in teacher preparation or the workplace. This study examined pre-service teachers' trajectories of academic growth during teacher preparation. The sample comprised 398 pre-service teachers - 282 (70.8%) males and 116 (29.1%) females. Academic growth was measured across eight time points over the course of 4 years. Pre-service teachers' academic growth was analysed using linear and nonlinear latent growth models. Results indicate that academic growth was quadratic and, over time, decelerated, with no evidence of the Matthew effect or the compensatory effect. There was evidence of a connection between prior academic attainment and current grades. Greater attention to academic growth during the college years, and particularly among pre-service teachers, may enable greater achievement support for students. © 2017 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

  5. The relationship among self-efficacy, perfectionism and academic burnout in medical school students.

    PubMed

    Yu, Ji Hye; Chae, Su Jin; Chang, Ki Hong

    2016-03-01

    The purpose of this study was to examine the relationship among academic self-efficacy, socially-prescribed perfectionism, and academic burnout in medical school students and to determine whether academic self-efficacy had a mediating role in the relationship between perfectionism and academic burnout. A total of 244 first-year and second-year premed medical students and first- to fourth-year medical students were enrolled in this study. As study tools, socially-prescribed perfectionism, academic self-efficacy, and academic burnout scales were utilized. For data analysis, correlation analysis, multiple regression analysis, and hierarchical multiple regression analyses were conducted. Academic burnout had correlation with socially-prescribed perfectionism. It had negative correlation with academic self-efficacy. Socially-prescribed perfectionism and academic self-efficacy had 54% explanatory power for academic burnout. When socially-prescribed perfectionism and academic self-efficacy were simultaneously used as input, academic self-efficacy partially mediated the relationship between socially-prescribed perfectionism and academic burnout. Socially-prescribed perfectionism had a negative effect on academic self-efficacy, ultimately triggering academic burnout. This suggests that it is important to have educational and counseling interventions to improve academic self-efficacy by relieving academic burnout of medical school students.

  6. The impact of in-house attending surgeon supervision on the rates of preventable and potentially preventable complications and death at the start of the new academic year.

    PubMed

    Inaba, Kenji; Hauch, Adam; Branco, Bernardino C; Cohn, Stephen; Teixeira, Pedro G R; Recinos, Gustavo; Barmparas, Galinos; Demetriades, Demetrios

    2013-11-01

    The purpose of this study was to examine the impact of in-house attending surgeon supervision on the rate of preventable deaths (PD) and complications (PC) at the beginning of the academic year. All trauma patients admitted to the Los Angeles County + University of Southern California Medical Center over an 8-year period ending in December 2009 were reviewed. Morbidity and mortality reports were used to extract all PD/PC. Patients admitted in the first 2 months (July/August) of the academic year were compared with those admitted at the end of the year (May/June) for two distinct time periods: 2002 to 2006 (before in-house attending surgeon supervision) and 2007 to 2009 (after 24-hour/day in-house attending surgeon supervision). During 2002 to 2006, patients admitted at the beginning of the year had significantly higher rates of PC (1.1% for July/August vs 0.6% for May/June; adjusted odds ratio [OR], 1.9; 95% confidence interval [CI], 1.1 to 3.2; P < 0.001). There was no significant difference in mortality (6.5% for July/August vs 4.6% for May/June; adjusted OR, 1.1; 95% CI,0.8 to 1.5; P = 0.179). During 2007 to 2009, after institution of 24-hour/day in-house attending surgeon supervision of fellows and housestaff, there was no significant difference in the rates of PC (0.7% for July/August vs 0.6% for May/June; OR, 1.1; 95% CI, 0.8 to 1.3; P = 0.870) or PD (4.6% for July/August vs 3.7% for May/June; OR, 1.3; 95% CI, 0.9 to 1.7; P = 0.250) seen at the beginning of the academic year. At an academic Level I trauma center, the institution of 24-hour/day in-house attending surgeon supervision significantly reduced the spike of preventable complications previously seen at the beginning of the academic year.

  7. Improve ay101 teaching by single modifications versus unchanged controls: statistically-supported examples

    NASA Astrophysics Data System (ADS)

    Byrd, Gene G.; Byrd, Dana

    2017-06-01

    The two main purposes of this paper on improving Ay101 courses are presentations of (1) some very effective single changes and (2) a method to improve teaching by making just single changes which are evaluated statistically versus a control group class. We show how simple statistical comparison can be done even with Excel in Windows. Of course, other more sophisticated and powerful methods could be used if available. One of several examples to be discussed on our poster is our modification of an online introductory astronomy lab course evaluated by the multiple choice final exam. We composed questions related to the learning objectives of the course modules (LOQs). Students could “talk to themselves” by discursively answering these for extra credit prior to the final. Results were compared to an otherwise identical previous unmodified class. Modified classes showed statistically much better final exam average scores (78% vs. 66%). This modification helped those students who most need help. Students in the lower third of the class preferentially answered the LOQs to improve their scores and the class average on the exam. These results also show the effectiveness of relevant extra credit work. Other examples will be discussed as specific examples of evaluating improvement by making one change and then testing it versus a control. Essentially, this is an evolutionary approach in which single favorable “mutations” are retained and the unfavorable removed. The temptation to make more than one change each time must be resisted!

  8. Height for age z score and cognitive function are associated with Academic performance among school children aged 8-11 years old.

    PubMed

    Haile, Demewoz; Nigatu, Dabere; Gashaw, Ketema; Demelash, Habtamu

    2016-01-01

    Academic achievement of school age children can be affected by several factors such as nutritional status, demographics, and socioeconomic factors. Though evidence about the magnitude of malnutrition is well established in Ethiopia, there is a paucity of evidence about the association of nutritional status with academic performance among the nation's school age children. Hence, this study aimed to determine how nutritional status and cognitive function are associated with academic performance of school children in Goba town, South East Ethiopia. An institution based cross-sectional study was conducted among 131 school age students from primary schools in Goba town enrolled during the 2013/2014 academic year. The nutritional status of students was assessed by anthropometric measurement, while the cognitive assessment was measured by the Kaufman Assessment Battery for Children (KABC-II) and Ravens colored progressive matrices (Raven's CPM) tests. The academic performance of the school children was measured by collecting the preceding semester academic result from the school record. Descriptive statistics, bivariate and multivariable linear regression were used in the statistical analysis. This study found a statistically significant positive association between all cognitive test scores and average academic performance except for number recall (p = 0.12) and hand movements (p = 0.08). The correlation between all cognitive test scores and mathematics score was found positive and statistically significant (p < 0.05). In the multivariable linear regression model, better wealth index was significantly associated with higher mathematics score (ß = 0.63; 95 % CI: 0.12-0.74). Similarly a unit change in height for age z score resulted in 2.11 unit change in mathematics score (ß = 2.11; 95 % CI: 0.002-4.21). A single unit change of wealth index resulted 0.53 unit changes in average score of all academic subjects among school age children (ß = 0

  9. Neurocognitive Predictors of Academic Outcomes among Childhood Leukemia Survivors

    PubMed Central

    (Ki) Moore, Ida M.; Lupo, Philip J.; Insel, Kathleen; Harris, Lynnette L.; Pasvogel, Alice; Koerner, Kari M.; Adkins, Kristin B.; Taylor, Olga A.; Hockenberry, Marilyn J.

    2015-01-01

    Background Acute lymphoblastic leukemia (ALL) is the most common pediatric cancer and survival approaches 90%. ALL survivors are more likely than healthy peers or siblings to experience academic underachievement yet little is known about neurocognitive predictors of academic outcomes. Objective Objectives were to compare neurocognitive abilities to age-adjusted standardized norms; to examine change over time in neurocognitive abilities; and to establish neurocognitive predictors of academic outcomes. Methods Seventy-one children were followed over the course of therapy. Cognitive abilities were assessed during Induction when the child was in remission (Baseline) and annually for 3 years (Year 1, Year 2, Year 3). Reading and mathematics abilities were assessed at Year 3. Results Fine motor dexterity was significantly below age-adjusted norms at all data points, but showed improvement over time. Baseline visual-motor integration was within the normal range but significantly declined by Year 3, and mean scores at Years 2 and 3 were significantly below age-adjusted norms. Verbal short-term memory was significantly below age-adjusted norms at all assessments. Visual-motor integration predicted reading and mathematic abilities. Verbal short-term memory predicted reading abilities, and visual short-term memory predicted mathematic abilities. Conclusions CNS-directed therapy is associated with specific neurocognitive problems. Visual spatial skills, verbal and visual short term memory predict academic outcomes. Implications for practice Early assessment of visual spatial perception and short-term memory can identify children at risk for academic problems. Children who are at risk for academic problems could benefit from a school based Individual Educational Program and/or educational intervention. PMID:26166361

  10. Academic self-efficacy in study-related skills and behaviours: relations with learning-related emotions and academic success.

    PubMed

    Putwain, Dave; Sander, Paul; Larkin, Derek

    2013-12-01

    Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. To examine whether academic self-efficacy, when operationalized as confidence in study-related skills and behaviours, is also a predictor of academic achievement and emotions and to test reciprocal relations between academic emotions and achievement. Two hundred and six first-year undergraduate students. Academic self-efficacy was measured at the beginning of the first semester and learning-related emotions (LREs) at the beginning of the second semester. Academic performance was aggregated across assessments in semester one and semester two. Self-efficacy in study-related skills and behaviours predicted: (1) better semester one academic performance and (2) more pleasant and fewer unpleasant LREs at the beginning of the second semester directly and (3) indirectly through semester one academic performance. Reciprocal relations between academic performance and emotions were supported, but only for pleasant emotions. Self-efficacy in study-related skills was the critical academic self-efficacy variable in this study. It may play an important role in maintaining challenge appraisals to maintain pleasant emotions and better academic performance. Accordingly, practitioners in higher education may wish to consider the value of assessing and developing students' self-efficacy in relation to their independent study skills. © 2012 The British Psychological Society.

  11. Learning preference as a predictor of academic performance in first year accelerated graduate entry nursing students: a prospective follow-up study.

    PubMed

    Koch, Jane; Salamonson, Yenna; Rolley, John X; Davidson, Patricia M

    2011-08-01

    The growth of accelerated graduate entry nursing programs has challenged traditional approaches to teaching and learning. To date, limited research has been undertaken in the role of learning preferences, language proficiency and academic performance in accelerated programs. Sixty-two first year accelerated graduate entry nursing students, in a single cohort at a university in the western region of Sydney, Australia, were surveyed to assess their learning preference using the Visual, Aural, Read/write and Kinaesthetic (VARK) learning preference questionnaire, together with sociodemographic data, English language acculturation and perceived academic control. Six months following course commencement, the participant's grade point average (GPA) was studied as a measurement of academic performance. A 93% response rate was achieved. The majority of students (62%) reported preference for multiple approaches to learning with the kinaesthetic sensory mode a significant (p=0.009) predictor of academic performance. Students who spoke only English at home had higher mean scores across two of the four categories of VARK sensory modalities, visual and kinaesthetic compared to those who spoke non-English. Further research is warranted to investigate the reasons why the kinaesthetic sensory mode is a predictor of academic performance and to what extent the VARK mean scores of the four learning preference(s) change with improved English language proficiency. Copyright © 2010 Elsevier Ltd. All rights reserved.

  12. Can a Clinician-Scientist Training Program Develop Academic Orthopaedic Surgeons? One Program's Thirty-Year Experience.

    PubMed

    Brandt, Aaron M; Rettig, Samantha A; Kale, Neel K; Zuckerman, Joseph D; Egol, Kenneth A

    2017-10-25

    Clinician-scientist numbers have been stagnant over the past few decades despite awareness of this trend. Interventions attempting to change this problem have been seemingly ineffective, but research residency positions have shown potential benefit. We sought to evaluate the effectiveness of a clinician-scientist training program (CSTP) in an academic orthopedic residency in improving academic productivity and increasing interest in academic careers. Resident training records were identified and reviewed for all residents who completed training between 1976 and 2014 (n = 329). There were no designated research residents prior to 1984 (pre-CSTP). Between 1984 and 2005, residents self-selected for the program (CSTP-SS). In 2005, residents were selected by program before residency (CSTP-PS). Residents were also grouped by program participation, research vs. clinical residents (RR vs. CR). Data were collected on academic positions and productivity through Internet-based and PubMed search, as well as direct e-mail or phone contact. Variables were then compared based on the time duration and designation. Comparing all RR with CR, RR residents were more likely to enter academic practice after training (RR, 34%; CR, 20%; p = 0.0001) and were 4 times more productive based on median publications (RR, 14; CR, 4; p < 0.0001). Furthermore, 42% of RR are still active in research compared to 29% of CR (p = 0.04), but no statistical difference in postgraduate academic productivity identified. The CSTP increased academic productivity during residency for the residents and the program. However, this program did not lead to a clear increase in academic productivity after residency and did not result in more trainees choosing a career as clinician-scientists. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  13. Academic Trajectories of Newcomer Immigrant Youth

    ERIC Educational Resources Information Center

    Suarez-Orozco, Carola; Gaytan, Francisco X.; Bang, Hee Jin; Pakes, Juliana; O'Connor, Erin; Rhodes, Jean

    2010-01-01

    Immigration to the United States presents both challenges and opportunities that affect students' academic achievement. Using a 5-year longitudinal, mixed-methods approach, we identified varying academic trajectories of newcomer immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve…

  14. Physical education, obesity, and academic achievement: a 2-year longitudinal investigation of Australian elementary school children.

    PubMed

    Telford, Richard D; Cunningham, Ross B; Fitzgerald, Robert; Olive, Lisa S; Prosser, Laurence; Jiang, Xiaoli; Telford, Rohan M

    2012-02-01

    We determined whether physical education (PE) taught by specialists contributed to academic development and prevention of obesity in elementary school children. Our 2-year longitudinal study involved 620 boys and girls initially in grade 3 in Australia, all receiving 150 minutes per week of PE. One group (specialist-taught PE; n = 312) included 90 minutes per week of PE from visiting specialists; the other (common-practice PE; n = 308) received all PE from generalist classroom teachers. Measurements included percentage of body fat (measured by dual-emission x-ray absorptiometry) and writing, numeracy, and reading proficiency (by government tests). Compared with common-practice PE, specialist-taught PE was associated with a smaller increase in age-related percentage of body fat (P = .02). Specialist-taught PE was also associated with greater improvements in numeracy (P < .03) and writing (P = .13) scores. There was no evidence of a reading effect. The attenuated age-related increases in percentage of body fat and enhanced numeracy development among elementary school children receiving PE from specialists provides support for the role of PE in both preventive medicine and academic development.

  15. Effects of ParentCorps in Prekindergarten on Child Mental Health and Academic Performance: Follow-up of a Randomized Clinical Trial Through 8 Years of Age.

    PubMed

    Brotman, Laurie Miller; Dawson-McClure, Spring; Kamboukos, Dimitra; Huang, Keng-Yen; Calzada, Esther J; Goldfeld, Keith; Petkova, Eva

    2016-12-01

    Low-income minority children living in urban neighborhoods are at high risk for mental health problems and underachievement. ParentCorps, a family-centered, school-based intervention in prekindergarten, improves parenting and school readiness (ie, self-regulation and preacademic skills) in 2 randomized clinical trials. The longer-term effect on child mental health and academic performance is not known. To examine whether ParentCorps delivered as an enhancement to prekindergarten programs in high-poverty urban schools leads to fewer mental health problems and increased academic performance in the early elementary school years. This is a 3-year follow-up study of a cluster randomized clinical trial of ParentCorps in public schools with prekindergarten programs in New York City. Ten elementary schools serving a primarily low-income, black student population were randomized in 2005, and 4 consecutive cohorts of prekindergarten students were enrolled from September 12, 2005, through December 31, 2008. We report follow-up for the 3 cohorts enrolled after the initial year of implementation. Data analysis was performed from September 1, 2014, to December 31, 2015. ParentCorps included professional development for prekindergarten and kindergarten teachers and a program for parents and prekindergarten students (13 two-hour group sessions delivered after school by teachers and mental health professionals). Annual teacher ratings of mental health problems and academic performance and standardized tests of academic achievement in kindergarten and second grade by testers masked to the intervention or control group randomization. A total of 1050 children (4 years old; 518 boys [49.3%] and 532 girls [50.7%]) in 99 prekindergarten classrooms participated in the trial (88.1% of the prekindergarten population), with 792 students enrolled from 2006 to 2008. Most families in the follow-up study (421 [69.6%]) were low income; 680 (85.9%) identified as non-Latino black, 78 (9.8%) as

  16. Academic Risk Among Inner-City Adolescents: The Role of Personal Attributes

    PubMed Central

    Ripple, Carol H.; Luthar, Suniya S.

    2012-01-01

    In this 3-year prospective study, we explored antecedents of school-based adjustment among 134 inner-city high-school students. We examined the role of freshman-year risk and protective factors in relation to dropout status and senior-year adjustment indices among those who remained in school, including academic performance, psychological symptoms, and drug use. Although each single attribute included in this study has been linked to poor academic performance in previous investigations, the primary goal in this study was to determine which attributes were strongly related to academic problems when considered together. In addition, we sought to establish whether risk factors associated with dropout were the same as those that predicted academic problems among students who remained in school. Findings indicated that freshman-year attendance and demographic indices were most strongly predictive of dropout. Among adolescents who remained in school, freshman academic success was robustly linked to senior-year competence. Implications for identifying inner-city high-school students at high risk for academic problems are discussed. PMID:24839305

  17. Academic and non-academic predictors of success on the Nottingham undergraduate medical course 1970-1995.

    PubMed

    James, D; Chilvers, C

    2001-11-01

    To identify academic and non-academic predictors of success of entrants to the Nottingham medical course over the first 25 completed years of the course's existence. SETTING, DESIGN AND MAIN OUTCOME MEASURES: Retrospective study of academic and non-academic characteristics of 2270 entrants between 1970 and 1990, and their subsequent success. Analyses were undertaken of two cohorts (entrants between 1970 and 1985 and entrants between 1986 and 1990). Overall, 148 of 2270 (6.5%) entrants left the course, with the highest proportion being from the first 6 years (10.7%). Of the 148 leavers, 58 (39.2%) did so after obtaining their BMedSci degree. Concerning non-academic factors, in the 1970-85 cohort, applicants from the later years and those not taking a year out were more successful. However, these two factors had no influence on outcome in 1986-90. In contrast, ethnicity and gender were highly significant predictors of success in obtaining honours at BMBS in 1986-90 but at no other exam nor in the earlier years. Older, mature or graduate entrants were more successful at obtaining a first-class degree at BMedSci for the whole 21 years. However, they were less likely to be successful at passing the BMBS. With regard to academic factors, overall, A grades at Ordinary level/General Certificate of Secondary Education (O-Level/GCSE) were inconsistent independent predictors of success. However, for 1986-90, high grades at O-Level/GCSE chemistry and biology were strong independent predictors of success at BMedSci and BMBS. Very few Advanced level (A-Level) criteria were independent predictors of success for 1970-85. In contrast, for 1986-90 entrants, achieving a high grade at A-Level chemistry predicted success at obtaining a first-class degree at BMedSci, and a high grade at A-Level biology predicted success at BMBS. Over the 21 years, the majority of entrants achieved significantly lower grades at A-Level than predicted. General Studies A-Level was a poor predictor of

  18. An Investigation into the Academic, Social, and Economic Effects of Requisite Remedial Courses for First Year College Students: A Mixed Methods Case Study of One Private University

    ERIC Educational Resources Information Center

    Choate, Carolyn A.

    2017-01-01

    The current study was designed to investigate the student level economic, social, and academic consequences of remedial courses in one private university during the Fall 2006 through Fall 2016 academic semesters. The researcher specifically considering the potential effects of required remedial coursework on first year college students from the…

  19. Transferable skills of incoming medical students and their development over the first academic year: The United Arab Emirates experience.

    PubMed

    McLean, Michelle; Shaban, Sami; Murdoch-Eaton, Deborah

    2011-01-01

    Increasingly, it is being recognised in higher and medical education that learners should be adequately prepared for the unpredictable nature of professional practice. Several generic or transferable skills or capabilities (e.g., communication, information handling) that will enable graduates to function in an ever-changing professional world have been identified. Using a validated inventory comprising six categories of transferable skills, three cohorts of incoming male and female medical students at a Gulf university documented their level of practice and confidence for 31 skills. The exercise was repeated a year later. New medical students identified computer and organisational skills and the ability to manage their learning as strengths, but scores for technical and numeracy, information handling and presentation and communication skills suggested that learners generally required guidance. A year later, despite considerable self-reported information handling and communication skills development, learners generally did not consider themselves self-sufficient. A significant gender difference emerged, with incoming males reporting less experience and confidence in many skills. This gap was reduced but did not disappear over the first academic year. An audit such as this may be useful for identifying individual skills levels as well as providing insight into shortcomings in the academic programme in terms of opportunities for transferable skills development.

  20. Academic problems in children with seizures: relationships with neuropsychological functioning and family variables during the 3 years after onset.

    PubMed

    Dunn, David W; Johnson, C S; Perkins, S M; Fastenau, P S; Byars, A W; deGrauw, T J; Austin, J K

    2010-11-01

    Children with long-standing epilepsy have a significantly increased risk of academic underachievement compared with healthy controls. We prospectively followed children from seizure onset to assess the relationship between change in neuropsychological functioning and change in academic achievement and to explore the risk and protective moderating effects of demographic, seizure, and family variables. As part of a larger study, neuropsychological and academic data were collected at both baseline and 36 months for 219 children 6-14 years of age with seizures. Prior factor analysis of results from a battery of well-standardized neuropsychological tests yielded four factors: language, processing speed, attention/executive/construction, and verbal memory/learning. Academic achievement was measured with the Woodcock-Johnson Revised Achievement Test Battery. Correlation coefficients and linear mixed models were used for analysis. The reading and math scores of children with seizures and siblings did not differ at baseline, but children with seizures had lower scores than siblings at 36 months. Writing scores were significantly lower for affected children than siblings at both times. Among children with seizures, there were positive correlations between neuropsychological functioning and academic achievement at baseline and 36 months. Changes in language and in verbal memory/learning were positively correlated with change in reading achievement (r = 0.25 and r = 0.17, respectively). Age at onset moderated the association between change in neuropsychological functioning and change in reading and writing achievement (P ≤ 0.006), with stronger relationships among younger children (β = 0.25-0.44). The association between change in language and change in writing achievement was moderated by caregiver anxiety (P = 0.04; stronger for more anxious parents, β = 0.40), and the association between change in processing speed and change in math achievement was moderated by etiology

  1. Brain Gym To Increase Academic Performance Of Children Aged 10-12 Years Old ( Experimental Study in Tembalang Elementary School and Pedalangan Elementary School Semarang)

    NASA Astrophysics Data System (ADS)

    Marpaung, M. G.; Sareharto, T. P.; Purwanti, A.; Hermawati, D.

    2017-02-01

    Academic performance becomes an important determinant of individual quality. it is determined by the function of affective, cognitive, psychomotor, and intelligence. Brain gym can improve learning processes and integrate all areas that related to the learning process. To prove the effect of brain gym towards academic performance of children aged 10-12 years. This study was a quasy experiment study with one group pre and post test design. Samples (n=18 male=7 and female=11) were taken from five and six grader and conducted in Tembalang and Pedalangan Elementary School, Semarang. Pretest were administered, followed by brain gym, and post test administered in the end of study. The measurement of Intelligence Quotient pre and post test using Culture Fair Intelligence Test Scale 2. Among the 18 subjects (male=7 and female=11) the average of academic performance and IQ score after brain gym showed improvement. The Improvement of IQ score with Culture Fair Test Scale 2 was analyzed by Dependent T test showed significant results (p=0,000). The improvement of Bahasa score was analyzed by Wilcoxon test showed significant results (p=0,001), an unsignificant result were shown in Mathematics p=0,079 and natural sciences p=0,306. Brain gym can increase academic performance of children aged 10-12 years old.

  2. The Effectiveness of Time Management Strategies Instruction on Students' Academic Time Management and Academic Self Efficacy

    ERIC Educational Resources Information Center

    Kader, Fathi Abdul Hamid Abdul; Eissa, Mourad Ali

    2015-01-01

    This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and…

  3. Teacher Ratings of Academic Achievement of Children between 6 and 12 Years Old from Intact and Non-Intact Families

    ERIC Educational Resources Information Center

    Molepo, Lephodisa S.; Maunganidze, Levison; Mudhovozi, Pilot; Sodi, Tholene

    2010-01-01

    We investigated teacher ratings of the impact of parental divorce on academic achievement of children between 6 and 12 years old up to 12 months after their parents divorced. A purposive sample of 120 children attending four different primary schools in a small South African town took part in the study. One third (n = 40) of the children had…

  4. Academic Competitiveness and SMART Grant Programs: First-Year Lessons Learned

    ERIC Educational Resources Information Center

    Choy, Susan P.; Berkner, Lutz; Lee, John; Topper, Amelia

    2009-01-01

    The "Higher Education Reconciliation Act of 2005" created two new grant programs for undergraduates: the Academic Competitiveness Grant (ACG) program and National Science and Mathematics Access to Retain Talent (National SMART) Grant program. The ACG program is intended to encourage students to take challenging courses in high school and thus…

  5. Manpower in Canadian academic rheumatology units: current status and future trends. Canadian Council of Academic Rheumatologists.

    PubMed

    Hanly, J G

    2001-09-01

    To examine manpower and activity profiles of attending staff, and enrollment in training programs over 3 years in academic rheumatology units in Canada. In 1998, the Canadian Council of Academic Rheumatologists (CCAR) established a database to annually monitor trends in manpower, activity profiles, and recruitment in 15 academic rheumatology units in Canada. Information was also collected on residents pursuing subspecialty training in rheumatology. Between 1998 and 2000, the total number of rheumatologists increased from 157 (137 adult; 20 pediatric) to 162 (139 adult; 23 pediatric). Male to female ratio was about 2:1 and mean age increased from 48 to 49 years. About 60% of rheumatologists held fulltime positions within their academic units. In the year 2000, 57% of individuals had a substantial commitment (> or = 50% time) to clinical care activities compared to 17% for research and 3% for teaching. There were 21 unfilled positions, mainly full-time in adult rheumatology, across 12 centers. A substantial commitment (> or = 50% time) for research was identified in 11 of the unfilled positions, for clinical care activities in 6, and for teaching in one. Significant barriers to recruitment as identified by 11 centers were lack of suitable applicants (9), financial resources (5), and physical resources (3). From 1998 to 2000 the number of trainees in pediatric and adult rheumatology fell from 38 to 29 and the number of active training programs from 12 to 11. The mean age of trainees was 30-32 years, with equal representation for males and females. Over the 3 years studied, funding of trainees was provided by government (range 41-51% of trainees), The Arthritis Society (21-26%), and alternative sources (23-38%). Based on current recruitment, anticipated changes in population growth, and increased prevalence of rheumatic diseases, there will be a 64% shortfall in rheumatologists required in Canada by 2026. Rheumatology manpower in Canadian academic units needed to

  6. The relationship among self-efficacy, perfectionism and academic burnout in medical school students

    PubMed Central

    Yu, Ji Hye; Chae, Su Jin; Chang, Ki Hong

    2016-01-01

    Purpose: The purpose of this study was to examine the relationship among academic self-efficacy, socially-prescribed perfectionism, and academic burnout in medical school students and to determine whether academic self-efficacy had a mediating role in the relationship between perfectionism and academic burnout. Methods: A total of 244 first-year and second-year premed medical students and first- to fourth-year medical students were enrolled in this study. As study tools, socially-prescribed perfectionism, academic self-efficacy, and academic burnout scales were utilized. For data analysis, correlation analysis, multiple regression analysis, and hierarchical multiple regression analyses were conducted. Results: Academic burnout had correlation with socially-prescribed perfectionism. It had negative correlation with academic self-efficacy. Socially-prescribed perfectionism and academic self-efficacy had 54% explanatory power for academic burnout. When socially-prescribed perfectionism and academic self-efficacy were simultaneously used as input, academic self-efficacy partially mediated the relationship between socially-prescribed perfectionism and academic burnout. Conclusion: Socially-prescribed perfectionism had a negative effect on academic self-efficacy, ultimately triggering academic burnout. This suggests that it is important to have educational and counseling interventions to improve academic self-efficacy by relieving academic burnout of medical school students. PMID:26838568

  7. Safety of in utero and neonatal antiretroviral exposure: cognitive and academic outcomes in HIV-exposed, uninfected children 5-13 years of age.

    PubMed

    Nozyce, Molly L; Huo, Yanling; Williams, Paige L; Kapetanovic, Suad; Hazra, Rohan; Nichols, Sharon; Hunter, Scott; Smith, Renee; Seage, George R; Sirois, Patricia A

    2014-11-01

    Long-term effects of in utero and neonatal antiretroviral (ARV) exposure on cognitive and academic development in HIV-exposed, uninfected school-age children are unknown. HIV-exposed, uninfected children, ages 5-13 years, in Pediatric HIV/AIDS Cohort Study Surveillance Monitoring for Antiretroviral Treatment Toxicities, a US-based multisite cohort study, completed age-appropriate Wechsler intelligence and academic scales (WPPSI-III, WASI, WIAT-II-A). Associations between cognitive and academic outcomes and in utero ARV exposure by regimen, class and individual ARVs were evaluated, adjusting for potential confounders. Children completing WPPSI-IIIs (n = 350) were 49% male, 74% Black, 25% Hispanic; WASI (n = 337) and WIAT-II-A (n = 415) cohorts were similar. The percentage exposed to combination ARV (cARV) was 84% (WPPSI-III), 64% (WASI) and 67% (WIAT-II-A). Among ARV-exposed children, there were no significant associations between any ARV regimen or class and any cognitive or academic outcome. In addition, in both unadjusted models and after adjustment for caregiver IQ, sociodemographic factors and maternal health and substance use during pregnancy, no individual ARV drug was associated with significantly lower cognitive or academic scores. Factors typically associated with lower cognitive and academic scores in the general population, such as prematurity, small for gestational age, maternal alcohol use and lower maternal cognitive status, were also associated with lower scores in this study. Overall, the safety of prenatal and neonatal ARV use was supported.

  8. The Cumulative Effect of Health Adversities on Children's Later Academic Achievement.

    PubMed

    Quach, Jon; Nguyen, Cattram; O'Connor, Meredith; Wake, Melissa

    We aimed to determine whether the accumulation of physical, psychosocial, and combined health adversities measured at age 8 to 9 years predicts worsening of academic scores cross-sectionally at 8 to 9 and longitudinally at 10 to 11 years. Design: Longitudinal data from Waves 3 and 4 in the Longitudinal Study of Australian Children (83% of 4983 retained). Exposures (8-9 years): Physical health adversities (yes/no; summed range, 0-5): overweight, special health care needs, chronic illness, PedsQL Physical, and global health. Psychosocial health adversities (yes/no; summed range, 0-4): parent- and teacher-reported behavior, PedsQL Psychosocial, sleep problems. Combined health adversities (range 0-9). Outcomes (8-9, and 10-11 years): National academic standardized test scores. Generalized estimating equations, accounting for multiple academic domains in each year and socioeconomic position and cognition. At 8 to 9 years, 23.9%, 9.9%, and 5.3% had 1, 2, or ≥3 physical health adversities, respectively, while 27.2%, 9.5%, and 4.9% had 1, 2, or ≥3 psychosocial health adversities. For each additional health adversity at 8 to 9 years, academic scores fell incrementally in year 3 and year 5 (both P < .001), with reductions of at least 0.4 SDs for ≥3 health adversities. Number was more important than type (physical, psychosocial) of adversity. The accumulation of health adversities predicts poorer academic achievement up to 2 years later. Interventions might need to address multiple domains to improve child academic outcomes and be delivered across the health-education interface. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  9. Fuel for Success: Academic Momentum as a Mediator between Dual Enrollment and Educational Outcomes of Two-Year Technical College Students

    ERIC Educational Resources Information Center

    Wang, Xueli; Chan, Hsun-yu; Phelps, L. Allen; Washbon, Janet I.

    2015-01-01

    Objective: Despite the fairly substantial body of literature devoted to understanding whether dual enrollment programs are related to academic success in college, less is known regarding how dual enrollment transmits its potentially positive influence, especially among two-year college students. In this study, we fill this gap by delving into the…

  10. Language and Academic Abilities in Children with Selective Mutism

    ERIC Educational Resources Information Center

    Nowakowski, Matilda E.; Cunningham, Charles E.; McHolm, Angela E.; Evans, Mary Ann; Edison, Shannon; St. Pierre, Jeff; Boyle, Michael H.; Schmidt, Louis A.

    2009-01-01

    We examined receptive language and academic abilities in children with selective mutism (SM; n = 30; M age = 8.8 years), anxiety disorders (n = 46; M age = 9.3 years), and community controls (n = 27; M age = 7.8 years). Receptive language and academic abilities were assessed using standardized tests completed in the laboratory. We found a…

  11. Assessing Career Outcomes of a Resident Academic Administrator, Clinician Educator Track: A Seven-Year Follow-up.

    PubMed

    Penner, Anne E; Lundblad, Wynne; Azzam, Pierre N; Gopalan, Priya; Jacobson, Sansea L; Travis, Michael J

    2017-04-01

    This study reports the academic outcomes, including scholarly productivity, of the graduates of one residency training track for future clinician educators and academic administrators. Since its implementation in 2008, the Academic Administrator, Clinician Educator (AACE) track at Western Psychiatric Institute and Clinic - UPMC has grown in popularity with reports of participants achieving post-graduate academic success; however, there has been no prior assessment of outcomes. In 2015 all graduates of the track were surveyed using an anonymous, web-based survey. Twenty-nine total graduates were surveyed RESULTS: Twenty-four graduates responded to the survey (83% response rate). The graduates are very active in academic psychiatry with 23 (96%) holding an academic appointment with different administrative roles, medical director (50%) and training director (17%) being the most frequent. Participants have also been active in pursuing scholarship with 80% presenting their scholarly projects at local and national conferences and producing post-graduate, peer-reviewed articles (50%). This study underscores the benefits of a clinician educator track and suggests areas for future growth.

  12. Global Diversity and Academic Success of Foreign-Trained Academic Neurosurgeons in the United States.

    PubMed

    Mistry, Akshitkumar M; Ganesh Kumar, Nishant; Reynolds, Rebecca A; Hale, Andrew T; Wellons, John C; Naftel, Robert P

    2017-08-01

    To quantify the proportion of academic neurosurgeons practicing in the United States who acquired residency training outside of the United States and compare their training backgrounds and academic success with those who received their residency training in the United States. We identified 1338 clinically active academic neurosurgeons from 104 programs that participated in the neurosurgery residency match in the United States in January-February 2015. Their training backgrounds, current academic positions, and history of National Institutes of Health (NIH) grant awards between 2005 and 2014 were retrieved from publicly accessible sources. Eighty-four U.S. academic neurosurgeons (6.3%) received their residency training in 20 different countries outside of the United States/Puerto Rico, representing all major regions of the world. The majority trained in Canada (n = 48). We found no major differences between the foreign-trained and U.S.-trained neurosurgeons in male:female ratio, year of starting residency, proportion with positions in medical schools ranked in the top 15 by the U.S. News and World Report, general distribution of academic positions, and proportion with an NIH grant. Compared with U.S.-trained academic neurosurgeons, foreign-trained academic neurosurgeons had a significantly higher proportion of Ph.D. degrees (32.1% vs. 12.3%; P < 0.0001) and held more associate professorships (34.5% vs. 23.1%; P = 0.02). The academic practices of the foreign-trained neurosurgeons were widely distributed throughout the United States. A small group of U.S. academic neurosurgeons (6.3%) have acquired residency training outside of the United States, representing all major regions of the world. Their general demographic data and academic accomplishments are comparable to those of U.S.-trained neurosurgeons. Copyright © 2017 Elsevier Inc. All rights reserved.

  13. Comparison of prescribing indicators of academic versus non-academic specialist physicians in Urmia, Iran

    PubMed Central

    Sadigh-Rad, Laya; Majdi, Leila; Javaezi, Mehrnush; Delirrad, Mohammad

    2015-01-01

    Objective: As chief prescribers, physicians could have a key role in rational drug use. Core prescribing indicators of all physicians have been evaluated in the Islamic Republic of Iran for several years, but no study has assessed the effects of academic status of doctors on their prescribing behaviors. We aimed to compare prescribing indicators of two groups of academic and non-academic specialist physicians working in Urmia, Iran. Methods: In this cross-sectional study, prescribing indicators of the total number of 37 academic and 104 non-academic specialist physicians in six medical specialties (infectious diseases, psychiatry, otorhinolaryngology, gynecology, pediatrics and general surgery) were studied during 2012 using Rx-analyzer, a dedicated computer application. A set of five quality indicators was used based on the World Health Organization and International Network for Rational Use of Drugs recommendations. Findings: Totally, 709,771 medications in 269,660 prescriptions were studied. For academic and non-academic specialist physicians, the average number of medications per prescription was 2.26 and 2.65, respectively. Similarly, patients’ encounters with injectable pharmaceuticals were 17.37% and 26.76%, respectively. The corresponding figures for antimicrobial agents were 33.12% and 45.46%, respectively. The average costs of every prescription were 6.53 and 3.30 United States Dollar for academic and non-academic specialist physicians, respectively. All the above-mentioned differences were statistically significant. Conclusion: Better prescribing patterns were observed in academic specialist physicians. However, they prescribed medications that were more expensive, while the reason was not investigated in this study. Further studies may reveal the exact causes of these differences. PMID:25984540

  14. Teaching the Conventions of Academic Discourse

    ERIC Educational Resources Information Center

    Thonney, Teresa

    2011-01-01

    Given the current emphasis on disciplinary discourses, it's not surprising that so little recent attention has been devoted to identifying conventions that are universal in academic discourse. In this essay, the author argues that there are shared features that unite academic writing, and that by introducing these features to first-year students…

  15. Modeling and predicting the Spanish Bachillerato academic results over the next few years using a random network model

    NASA Astrophysics Data System (ADS)

    Cortés, J.-C.; Colmenar, J.-M.; Hidalgo, J.-I.; Sánchez-Sánchez, A.; Santonja, F.-J.; Villanueva, R.-J.

    2016-01-01

    Academic performance is a concern of paramount importance in Spain, where around of 30 % of the students in the last two courses in high school, before to access to the labor market or to the university, do not achieve the minimum knowledge required according to the Spanish educational law in force. In order to analyze this problem, we propose a random network model to study the dynamics of the academic performance in Spain. Our approach is based on the idea that both, good and bad study habits, are a mixture of personal decisions and influence of classmates. Moreover, in order to consider the uncertainty in the estimation of model parameters, we perform a lot of simulations taking as the model parameters the ones that best fit data returned by the Differential Evolution algorithm. This technique permits to forecast model trends in the next few years using confidence intervals.

  16. Annual Report Card on California Teacher Preparation Programs for the Academic Year 2014-2015 as Required by Title II of the Higher Education Act

    ERIC Educational Resources Information Center

    Suckow, Marjorie A.

    2016-01-01

    This report presents the "Annual Report Card on California Teacher Preparation Programs for the Academic Year 2014-2015" as required by Title II of the Higher Education Act. In 2008, the law was reauthorized and changes were made to the Title II data collection and reporting requirements. The 2008-09 reporting year was the pilot year in…

  17. Impact of Communication on Parents' and First-Year College Students' Ratings of Student Academic, Emotional, and Social Adjustment

    ERIC Educational Resources Information Center

    Yogan, Lissa; Freedle, Agata; Ringenberg, Matthew

    2017-01-01

    This study explored the effects of parents' and students' communication patterns on students' social, emotional, and academic adjustment to college. It matched 118 pairs of parents and students (n = 236) and asked them to report their frequency and mode of communication, as well as the first-year students' perceived adjustment to college. The…

  18. Examination of Factors That Predict Academic Adjustment and Success of Community College Transfer Students in STEM at 4-Year Institutions

    ERIC Educational Resources Information Center

    Lopez, Carlos; Jones, Stephanie J.

    2017-01-01

    There are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students' participation in the areas of STEM. These…

  19. Sport Participation and Academic Achievement: A Longitudinal Study.

    PubMed

    Dyer, Angela M; Kristjansson, Alfgeir L; Mann, Michael J; Smith, Megan L; Allegrante, John P

    2017-03-01

    We examined the relation- ship between sport participation and academic achievement in a sample of adolescents, while accounting for socioeconomic status (SES) and sex. We analyzed data from a cohort of 271 Mid-Atlantic high school students who participated in a longitudinal study of risk and protective factors for substance use, teen parenting, and school drop out. Sport participation at year one predicted academic achievement in English (p < .05) and mathematics (p < .05) at year 2, while controlling for academic achievement at year one. In both instances over other independent variables and covariates in the models, sport participation explains almost 7% of additional variance in the outcomes variables. We also found a positive relationship for participants who reported parents with some college experience as opposed to parents with no college experience, between sport participation and grades in English (p < .05) but not for mathematics. Sport participation is positively related to academic achievement but the relationship diverges when students are compared across sex and by parental education. These findings suggest that the relation ship between sport participation and academic achievement may be influenced by SES and is related to sex.

  20. Linking budgets to desired academic outputs at Dalhousie University.

    PubMed

    MacDougall, B; Ruedy, J

    1995-05-01

    In 1993, faced with continuing university budget reductions and dissatisfaction with the budget-allocation process, the Faculty of Medicine at Dalhousie University undertook a financial planning process. The goal was to develop a new resource-allocation model to better link academic budget support to desired academic outputs over a three-year period. Department heads categorized academic outputs (e.g., teaching, research, administration, and subcategories of these), determined their relative values (expressed as percentages of the total department budget to be projected), and identified acceptable units of measuring the outputs (e.g., for teaching in the first and second years of medical school, the unit was the number of teaching hours). When dollar values were assigned to the units of measure, the new model was used to calculate budget allocations for all departments. However, many departments showed large negative shifts in their budgets; these shifts were too large to be achieved within three years because of departments' contractual obligations. Therefore, a practical limit in budget shift was determined. This adjustment permitted a three-year projection of academic budgets to be made for each department. The use of the resource-allocation model has achieved the Faculty's goal by creating a better rationalization of budgets to academic outputs, but carries the risk that departments might abandon essential but "undervalued" academic activities.

  1. Factors associated with increased academic productivity among US academic radiation oncology faculty.

    PubMed

    Zhang, Catherine; Murata, Stephen; Murata, Mark; Fuller, Clifton David; Thomas, Charles R; Choi, Mehee; Holliday, Emma B

    Publication productivity metrics can help evaluate academic faculty for hiring, promotion, grants, and awards; however, limited benchmarking data exist, which makes intra- and interdepartmental comparisons difficult. Therefore, we sought to evaluate the scholarly activity of physician faculty at academic radiation oncology (RO) departments and establish factors associated with increased academic productivity. Citation database searches were performed for all physician-faculty in US residency-affiliated academic RO departments. Demographics, National Institutes of Health (NIH) funding, and bibliometrics (number of publications, Hirsch-[h]-index, and m-index [Hirsch index divided by the number of years since first publication]) were collected and stratified by academic rank. Senior academic rank was defined as full professor, professor, and/or chair. Junior academic rank was defined as all others. Logistic regression was performed to determine the association of academic rank and other factors with h- and m-indices. A total of 1191 academic RO physician faculty from 75 institutions were included in the analysis. The mean (standard deviation) number of publications and h- and m-indices were 48.2 (71.2), 14.5 (15), and 0.86 (0.83), respectively. The median (interquartile range) number of publications and h- and m-indices were 20 (6-61), 9 (4-20), and 0.69 (0.38-1.10), respectively. Recursive partitioning analysis revealed a statistically significant numeric h-index threshold of 21 between junior and senior faculty (LogWorth 114; receiver operating characteristic, 0.828). Senior faculty status, receipt of NIH funding, and a larger department size were associated with increased h- and m-indices. Current academic RO departments have relatively high objective metrics of scholastic productivity compared with prior benchmarking analyses of RO departments and compared with published metrics from other academic medicine subspecialties. An h-index of 21 or greater was

  2. The Economics of Academic Advancement Within Surgery.

    PubMed

    Baimas-George, Maria; Fleischer, Brian; Korndorffer, James R; Slakey, Douglas; DuCoin, Christopher

    The success of an academic surgeon's career is often viewed as directly related to academic appointment; therefore, the sequence of promotion is a demanding, rigorous process. This paper seeks to define the financial implication of academic advancement across different surgical subspecialties. Data was collected from the Association of American Medical College's 2015 report of average annual salaries. Assumptions included 30 years of practice, 5 years as assistant professor, and 10 years as associate professor before advancement. The base formula used was: (average annual salary) × (years of practice [30 years - fellowship/research years]) + ($50,000 × years of fellowship/research) = total adjusted lifetime salary income. There was a significant increase in lifetime salary income with advancement from assistant to associate professor in all subspecialties when compared to an increase from associate to full professor. The greatest increase in income from assistant to associate professor was seen in transplant and cardiothoracic surgery (35% and 27%, respectively). Trauma surgery and surgical oncology had the smallest increases of 8% and 9%, respectively. With advancement to full professor, the increase in lifetime salary income was significantly less across all subspecialties, ranging from 1% in plastic surgery to 8% in pediatric surgery. When analyzing the economics of career advancement in academic surgery, there is a substantial financial benefit in lifetime income to becoming an associate professor in all fields; whereas, advancement to full professor is associated with a drastically reduced economic benefit. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  3. Academic achievement, depression and anxiety during medical education predict the styles of success in a medical career: a 10-year longitudinal study.

    PubMed

    Walkiewicz, Maciej; Tartas, Malgorzata; Majkowicz, Mikolaj; Budzinski, Waldemar

    2012-01-01

    Our study investigated the styles of success in the medical career in young physicians, in comparison with the same subjects examined 4-10 years earlier. The participants were first studied when they applied to the medical university (1999). Questionnaires were sent to all students each year (2000-2005). Fifty-four medical doctors participated in the first phase of the study completed a questionnaire four years after graduation. The current questionnaire included measures of burnout, satisfaction with medicine as a career, quality of life (QOL) and postgraduate examination results. Previous questionnaires had included measures of academic achievement, depression and anxiety. We can describe three different styles of success, which can be predicted during medical education. Physicians with the best professional competence have the lowest income. However, physicians with the lowest professional competence gain the highest income. Those with the highest QOL (general well-being and life satisfaction) have the lowest professional stress and vulnerability to burnout. Anxiety and academic achievement (during the second and fourth year of study) are the significant predictors of specific style belonging. Our results may be useful to medical school admissions and resident selection committees to identify candidates at risk for less satisfaction or less competence.

  4. Academic dermatology manpower: issues of recruitment and retention.

    PubMed

    Loo, Daniel S; Liu, Chia-Ling; Geller, Alan C; Gilchrest, Barbara A

    2007-03-01

    To assess the total number, recruitment rate, departure rate, and growth rate of full-time academic dermatologists in the United States over the last decade. Mail survey. Academic dermatology departments in the United States. Respondents among 113 chairs or chiefs of academic dermatology departments or their designees. The total number of full-time academic dermatologists including departures and recruitments in 4 selected academic years (1994-1995, 1998-1999, 2001-2002, and 2003-2004). Of the 113 academic dermatology departments, 89 (79%) responded. During the 4 selected academic years, more dermatologists joined academia (n = 255) than departed (n = 200). Those recruited into academia were predominantly graduating fellows (35%), residents (30%), and in private practice (16%). Of those who left academia, their primary roles were clinician-educator (55%), followed by dermatologic surgeon (16%). Most of those who departed went into private practice (65%). From 1994-1995 to 2001-2002, the recruitment rate increased by 36% (from 10.1% to 13.7%), and the departure rate increased by 88% (from 5.8% to 10.9%), resulting in a 35% decrease in growth rate (from 4.3% to 2.8%). Retention of academic dermatologists is as important as recruitment. Our results confirm that insufficient retention has contributed to a substantial decrease in the growth rate of academic dermatologists. Future efforts to increase academic manpower must focus on retention as well as recruitment, particularly of clinician-educators. Specific strategies for improving retention include identifying or establishing funding sources for teaching/mentoring and clinical research. Recruitment efforts may be improved by focusing on fellows and private practitioners with academic affiliations.

  5. The Professionalization of Academic Advising: Where Are We in 2010?

    ERIC Educational Resources Information Center

    Shaffer, Leigh S.; Zalewski, Jacqueline M.; Leveille, John

    2010-01-01

    In the last year, three respected leaders in academic advising, Wes Habley, Terry Kuhn, and Gary Padak, published articles suggesting that academic advising has not met the standards of scholarship to be considered a field of inquiry, an academic discipline, or a profession. In this article, we examine academic advising history from the…

  6. Department of Commerce Semiannual Regulatory Agenda

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-12-20

    ... Fishery Management 0648-AY50 Plan 284 Fishing Year 2010 Atlantic Deep-Sea Red Crab Specifications 0648...-AY82 Inseason Adjustments 290 Inseason Adjustment to the FY 2010 Atlantic Deep Sea Red Crab...

  7. Physical Education, Obesity, and Academic Achievement: A 2-Year Longitudinal Investigation of Australian Elementary School Children

    PubMed Central

    Cunningham, Ross B.; Fitzgerald, Robert; Olive, Lisa S.; Prosser, Laurence; Jiang, Xiaoli; Telford, Rohan M.

    2012-01-01

    Objectives. We determined whether physical education (PE) taught by specialists contributed to academic development and prevention of obesity in elementary school children. Methods. Our 2-year longitudinal study involved 620 boys and girls initially in grade 3 in Australia, all receiving 150 minutes per week of PE. One group (specialist-taught PE; n = 312) included 90 minutes per week of PE from visiting specialists; the other (common-practice PE; n = 308) received all PE from generalist classroom teachers. Measurements included percentage of body fat (measured by dual-emission x-ray absorptiometry) and writing, numeracy, and reading proficiency (by government tests). Results. Compared with common-practice PE, specialist-taught PE was associated with a smaller increase in age-related percentage of body fat (P = .02). Specialist-taught PE was also associated with greater improvements in numeracy (P < .03) and writing (P = .13) scores. There was no evidence of a reading effect. Conclusions. The attenuated age-related increases in percentage of body fat and enhanced numeracy development among elementary school children receiving PE from specialists provides support for the role of PE in both preventive medicine and academic development. PMID:21940922

  8. [Women's academic careers in medicine].

    PubMed

    Schlichting, Ellen; Nielsen, Harriet Bjerrum; Fosså, Sophie Dorothea; Aasland, Olaf Gjerløw

    2007-08-23

    Few female doctors hold top academic positions at the University of Oslo. A working group was appointed by the Faculty of Medicine to investigate possible reasons for this and to come up with recommendations on how to increase the fraction of female professors. A questionnaire was sent to 875 medical graduates who had either completed or were taking a PhD at the University of Oslo. Two focus group interviews were also performed, one with female and one with male graduates. The questionnaire response rate was 42%. The genders did not differ concerning motivation to pursue academic careers, and they both wished to have better access to combined positions (academic and clinical work). Women needed more positive signals on being wanted as researchers. For women below 45 years of age, academic and clinical role models and a good network were considered to be especially important. Women emphasized the importance of equality at home and at work for pursuing an academic career more than men. The gender imbalance among medical professors will not resolve itself. Young women should be more actively identified and encouraged to pursue academic careers.

  9. Satisfaction of Students and Academic Performance in Benadir University

    ERIC Educational Resources Information Center

    Dhaqane, Mahad Khalif; Afrah, Nor Abdulle

    2016-01-01

    This study examines the role of satisfaction on students' academic performance and investigates the relationship between satisfaction of students and academic performance and explores other factors that contribute academic performance. A correlation research was used. The study population was the third and the last year students of Benadir…

  10. Academic Entitlement and Academic Performance in Graduating Pharmacy Students

    PubMed Central

    Barclay, Sean M.; Stolte, Scott K.

    2014-01-01

    Objectives. To determine a measurable definition of academic entitlement, measure academic entitlement in graduating doctor of pharmacy (PharmD) students, and compare the academic performance between students identified as more or less academically entitled. Methods. Graduating students at a private health sciences institution were asked to complete an electronic survey instrument that included demographic data, academic performance, and 2 validated academic entitlement instruments. Results. One hundred forty-one of 243 students completed the survey instrument. Fourteen (10%) students scored greater than the median total points possible on 1 or both of the academic entitlement instruments and were categorized as more academically entitled. Less academically entitled students required fewer reassessments and less remediation than more academically entitled students. The highest scoring academic entitlement items related to student perception of what professors should do for them. Conclusion. Graduating pharmacy students with lower levels of academic entitlement were more academically successful than more academically entitled students. Moving from an expert opinion approach to evidence-based decision-making in the area of academic entitlement will allow pharmacy educators to identify interventions that will decrease academic entitlement and increase academic success in pharmacy students. PMID:25147388

  11. Academic and social motives and drinking behavior.

    PubMed

    Vaughan, Ellen L; Corbin, William R; Fromme, Kim

    2009-12-01

    This longitudinal study of 1,447 first-time college students tested separate time-varying covariate models of the relations between academic and social motives/behaviors and alcohol use and related problems from senior year of high school through the end of the second year in college. Structural equation models identified small but significant inverse relations between academic motives/behaviors and alcohol use across all time points, with relations of somewhat larger magnitude between academic motives/behaviors and alcohol-related problems across all semesters other than senior year in high school. At all time points, there were much larger positive relations between social motives/behaviors and alcohol use across all semesters, with smaller but significant relations between social motives/behaviors and alcohol-related problems. Multi-group models found considerable consistency in the relations between motives/behaviors and alcohol-related outcomes across gender, race/ethnicity, and family history of alcohol problems, although academic motives/behaviors played a stronger protective role for women, and social motives were a more robust risk factor for Caucasian and Latino students and individuals with a positive family history of alcohol problems. Implications for alcohol prevention efforts among college students are discussed. Copyright 2009 APA

  12. A gender-based comparison of academic rank and scholarly productivity in academic neurological surgery.

    PubMed

    Tomei, Krystal L; Nahass, Meghan M; Husain, Qasim; Agarwal, Nitin; Patel, Smruti K; Svider, Peter F; Eloy, Jean Anderson; Liu, James K

    2014-07-01

    The number of women pursuing training opportunities in neurological surgery has increased, although they are still underrepresented at senior positions relative to junior academic ranks. Research productivity is an important component of the academic advancement process. We sought to use the h-index, a bibliometric previously analyzed among neurological surgeons, to evaluate whether there are gender differences in academic rank and research productivity among academic neurological surgeons. The h-index was calculated for 1052 academic neurological surgeons from 84 institutions, and organized by gender and academic rank. Overall men had statistically higher research productivity (mean 13.3) than their female colleagues (mean 9.5), as measured by the h-index, in the overall sample (p<0.0007). When separating by academic rank, there were no statistical differences (p>0.05) in h-index at the assistant professor (mean 7.2 male, 6.3 female), associate professor (11.2 male, 10.8 female), and professor (20.0 male, 18.0 female) levels based on gender. There was insufficient data to determine significance at the chairperson rank, as there was only one female chairperson. Although overall gender differences in scholarly productivity were detected, these differences did not reach statistical significance upon controlling for academic rank. Women were grossly underrepresented at the level of chairpersons in this sample of 1052 academic neurological surgeons, likely a result of the low proportion of females in this specialty. Future studies may be needed to investigate gender-specific research trends for neurosurgical residents, a cohort that in recent years has seen increased representation by women. Copyright © 2013 Elsevier Ltd. All rights reserved.

  13. Effects of Academic Mindsets on College Students' Achievement and Retention

    ERIC Educational Resources Information Center

    Han, Cheon-woo; Farruggia, Susan P.; Moss, Thomas P.

    2017-01-01

    Noncognitive factors, such as academic self-efficacy, motivation, and sense of belonging, predict college students' academic performance and retention. It is unclear if varying profiles of academic mindset are differentially associated with student success. We examined first-year college students' academic mindsets (perceived academic…

  14. Risk factors associated with academic difficulty in an Australian regionally located medical school.

    PubMed

    Malau-Aduli, Bunmi S; O'Connor, Teresa; Ray, Robin A; van der Kruk, Yolanda; Bellingan, Michelle; Teague, Peta-Ann

    2017-12-28

    Despite the highly selective admission processes utilised by medical schools, a significant cohort of medical students still face academic difficulties and are at a higher risk of delayed graduation or outright dismissal. This study used survival analysis to identify the non-academic and academic risk factors (and their relative risks) associated with academic difficulty at a regionally located medical school. Retrospective non-academic and academic entry data for all medical students who were enrolled at the time of the study (2009-2014) were collated and analysed. Non-academic variables included age at commencement of studies, gender, Indigenous status, origin, first in family to go to University (FIF), non-English speaking background (NESB), socio-economic status (SES) and rurality expressed as Australian Standard Geographical Classification-Remoteness Area (ASGC-RA). Academic variables included tertiary entrance exam score expressed as overall position (OP) and interview score. In addition, post-entry mid- and end-of-year summative assessment data in the first and second years of study were collated. The results of the survival analysis indicated that FIF, Indigenous and very remote backgrounds, as well as low post-entry Year 1 (final) and Year 2 (mid-year and final) examination scores were strong risk factors associated with academic difficulty. A high proportion of the FIF students who experienced academic difficulty eventually failed and exited the medical program. Further exploratory research will be required to identify the specific needs of this group of students in order to develop appropriate and targeted academic support programs for them. This study has highlighted the need for medical schools to be proactive in establishing support interventions/strategies earlier rather than later, for students experiencing academic difficulty because, the earlier such students can be flagged, the more likely they are able to obtain positive academic outcomes.

  15. Trialing a contextual approach to academic honesty.

    PubMed

    Coffey, Sue; Anyinam, Charles

    2012-01-01

    Concerns about academic honesty in higher education are widespread. To address this issue, faculty took part in a 3-year trial of a highly successful approach to academic honesty. Guiding this approach were an appreciation of student context, faculty orientation to student engagement, and available antiplagiarism technology.

  16. Antidiabetic Effect of Morinda citrifolia (Noni) Fermented by Cheonggukjang in KK-Ay Diabetic Mice

    PubMed Central

    Lee, So-Young; Park, So-Lim; Hwang, Jin-Taek; Yi, Sung-Hun; Nam, Young-Do; Lim, Seong-Il

    2012-01-01

    Antidiabetic effects of Morinda citrifolia (aka Noni) fermented by Cheonggukjang (fast-fermented soybean paste) were evaluated using a T2DM (type 2 diabetes mellitus) murine model. Six-week-old KK-Ay/TaJcl mice were randomly divided into four groups: (1) the diabetic control (DC) group, provided with a normal mouse diet; (2) the positive control (PC) group, provided with a functional health food diet; (3) the M. citrifolia (MC) group, provided with an MC-based diet; (4) the fermented M. citrifolia (FMC) group, provided with an FMC-based diet. Over a testing period of 90 days, food and water intake decreased significantly in the FMC and PC groups compared with the DC group. Blood glucose levels in the FMC group were 211.60–252.20 mg/dL after 90 days, while those in the control group were over 400 mg/dL after 20 days. In addition, FMC supplementation reduced glycosylated hemoglobin (HbA1c) levels, enhanced insulin sensitivity, and significantly decreased serum triglycerides and low-density lipoprotein (LDL) cholesterol. Furthermore, a fermented M. citrifolia 70% ethanolic extract (FMCE) activated peroxisome proliferator-activated receptor-(PPAR-) γ and stimulated glucose uptake via stimulation of AMP-activated protein kinase (AMPK) in cultured C2C12 cells. These results suggest that FMC can be employed as a functional health food for T2DM management. PMID:22969823

  17. Changes in College Student Health:Implications for Academic Performance

    ERIC Educational Resources Information Center

    Ruthig, Joelle C.; Marrone, Sonia; Hladkyj, Steve; Robinson-Epp, Nancy

    2011-01-01

    This study investigated the longitudinal associations of health perceptions and behaviors with subsequent academic performance among college students. Multiple health perceptions and behaviors were assessed for 203 college students both at the beginning and end of an academic year. Students' academic performance was also measured at the end of the…

  18. Cognitive and Noncognitive Predictors of Academic Difficulty and Attrition.

    ERIC Educational Resources Information Center

    Cariaga-Lo, Liza D.; Enarson, Cam E.; Crandall, Sonia J.; Zaccaro, Daniel J.; Richards, Boyd F.

    1997-01-01

    A study investigated when medical students are at greatest risk of academic failure and which cognitive or noncognitive factors place them at risk. Subjects were 658 medical students matriculating at Wake Forest University (North Carolina) over five years. Results suggest the majority of academic delays occur in the first two years. Specific…

  19. Challenging the Productivity Mantra: Academic Writing with Spirit in Place

    ERIC Educational Resources Information Center

    Johnson, Laurel; Roitman, Sonia; Morgan, Ann; MacLeod, Jason

    2017-01-01

    Academic writing groups aim to improve the quality and/or the rate of academic publications. In this article, the authors reflect on a writing group with academic and non-academic members that evolved over two years to uphold a deeper and arguably spiritual purpose. The group commenced with the aim of increasing its members' publication rates, but…

  20. Project LEAP: Learning-English-for-Academic-Purposes. Training Manual--Year One and Training Manual--Year Two.

    ERIC Educational Resources Information Center

    Snow, Marguerite Ann, Ed.

    The two training manuals provide activities and exercises intended for use in college-level study groups for students needing assistance with academic English. They were prepared as part of a larger project at California State University at Los Angeles to enhance curricula, instruction, and preparation of students with limited English. In each…

  1. Academic Performance, Motor Function, and Behavior 11 Years After Neonatal Caffeine Citrate Therapy for Apnea of Prematurity: An 11-Year Follow-up of the CAP Randomized Clinical Trial.

    PubMed

    Schmidt, Barbara; Roberts, Robin S; Anderson, Peter J; Asztalos, Elizabeth V; Costantini, Lorrie; Davis, Peter G; Dewey, Deborah; D'Ilario, Judy; Doyle, Lex W; Grunau, Ruth E; Moddemann, Diane; Nelson, Harvey; Ohlsson, Arne; Solimano, Alfonso; Tin, Win

    2017-06-01

    Caffeine citrate therapy for apnea of prematurity reduces the rates of bronchopulmonary dysplasia, severe retinopathy, and neurodevelopmental disability at 18 months and may improve motor function at 5 years. To evaluate whether neonatal caffeine therapy is associated with improved functional outcomes 11 years later. A follow-up study was conducted at 14 academic hospitals in Canada, Australia, and the United Kingdom from May 7, 2011, to May 27, 2016, of English- or French-speaking children who had been enrolled in the randomized, placebo-controlled Caffeine for Apnea of Prematurity trial between October 11, 1999, and October 22, 2004. A total of 1202 children with birth weights of 500 to 1250 g were eligible for this study; 920 (76.5%) had adequate data for the main outcome. Caffeine citrate or placebo until drug therapy for apnea of prematurity was no longer needed. Functional impairment was a composite of poor academic performance (defined as at least 1 standard score greater than 2 SD below the mean on the Wide Range Achievement Test-4), motor impairment (defined as a percentile rank of ≤5 on the Movement Assessment Battery for Children-Second Edition), and behavior problems (defined as a Total Problem T score ≥2 SD above the mean on the Child Behavior Checklist). Among the 920 children (444 females and 476 males; median age, 11.4 years [interquartile range, 11.1-11.8 years]), the combined rates of functional impairment were not significantly different between the 457 children assigned to receive caffeine compared with the 463 children assigned to receive placebo (145 [31.7%] vs 174 [37.6%]; adjusted odds ratio, 0.78; 95% CI, 0.59-1.02; P = .07). With all available data, including those from up to 24 Swedish trial participants, the rates of poor academic performance on 1 or more of 4 subtests (66 of 458 [14.4%] vs 61 of 462 [13.2%]; adjusted odds ratio, 1.11; 95% CI, 0.77-1.61; P = .58) and behavior problems (52 of 476 [10.9%] vs 40 of 481 [8

  2. Nutritional quality of diet and academic performance in Chilean students.

    PubMed

    Correa-Burrows, Paulina; Burrows, Raquel; Blanco, Estela; Reyes, Marcela; Gahagan, Sheila

    2016-03-01

    To explore associations between the nutritional quality of diet at age 16 years and academic performance in students from Santiago, Chile. We assessed the nutritional quality of diet, using a validated food frequency questionnaire, in 395 students aged 16.8 ± 0.5 years. Depending on the amount of saturated fat, fibre, sugar and salt in the foods, diet was categorized as unhealthy, fair or healthy. Academic performance was assessed using high school grade-point average (GPA) and tests for college admission in language and mathematics. Academic results on or above the 75th percentile in our sample were considered good academic performance. We tested associations between nutritional quality of diet and good academic performance using logistic regression models. We considered sociodemographic, educational and body-mass index (BMI) factors as potential confounders. After controlling for potential confounding factors, an unhealthy diet at age 16 years was associated with reduced academic performance. Compared to participants with healthy diets, those with unhealthy diets were significantly less likely to perform well based on language tests (odds ratio, OR: 0.42; 95% confidence interval, CI: 0.18-0.98) mathematics tests (OR: 0.35; 95% CI: 0.15-0.82) or GPA (OR: 0.22; 95% CI: 0.09-0.56). In our sample, excessive consumption of energy-dense, low-fibre, high-fat foods at age 16 years was associated with reduced academic performance.

  3. Response of lake water quality to wastewater inputs from land-based fish farm located on Yuvarlakçay Creek in Köyceğiz-Dalyan Specially Protected Area, Turkey.

    PubMed

    Taşeli, B K

    2009-10-01

    Köyceğiz Lake is located in the south-western part of Turkey. The area between the Köyceğiz Lake and the Mediterranean Sea is covered with four small lakes and several canals. The surroundings of the lake, canals and forests have a great potential as a reproduction areas for Mediterranean Sea turtles (Caretta caretta) and sheltering place for various animals. In the vicinity of this system there are agricultural areas and small settlements. In this region the most important economic activities are tourism and fisheries. However, the lake is currently threatened by pollution because of (1) non-point source pollution (agriculture); (2) point sources (land-based fish farms); (3) inefficient sewerage systems; (4) uncontrolled soil erosion in its drainage basin; (5) inappropriate flood control measures; and (6) channel traffic. This study evaluates the influence of its influent creeks namely Namnam and Yuvarlakçay Creek on the water quality of Köyceğiz Lake, mainly because the creeks are believed to be responsible for the major pollutant load reaching the lake. Accordingly, this study demonstrates (1) change in the water quality of Köyceğiz Lake from 2006 to 2007; (2) the water quality classification of the major influent creeks feeding Köyceğiz Lake; and (3) how land-based fish farm influences Yuvarlakçay Creek water quality in a Köyceğiz-Dalyan Specially Protected Area.

  4. How Does Student Educational Background Affect Transition into the First Year of Veterinary School? Academic Performance and Support Needs in University Education.

    PubMed

    Rutland, Catrin S; Dobbs, Heidi; Tötemeyer, Sabine

    The first year of university is critical in shaping persistence decisions (whether students continue with and complete their degrees) and plays a formative role in influencing student attitudes and approaches to learning. Previous educational experiences, especially previous university education, shape the students' ability to adapt to the university environment and the study approaches they require to perform well in highly demanding professional programs such as medicine and veterinary medicine. The aim of this research was to explore the support mechanisms, academic achievements, and perception of students with different educational backgrounds in their first year of veterinary school. Using questionnaire data and examination grades, the effects upon perceptions, needs, and educational attainment in first-year students with and without prior university experience were analyzed to enable an in-depth understanding of their needs. Our findings show that school leavers (successfully completed secondary education, but no prior university experience) were outperformed in early exams by those who had previously graduated from university (even from unrelated degrees). Large variations in student perceptions and support needs were discovered between the two groups: graduate students perceived the difficulty and workload as less challenging and valued financial and IT support. Each student is an individual, but ensuring that universities understand their students and provide both academic and non-academic support is essential. This research explores the needs of veterinary students and offers insights into continued provision of support and improvements that can be made to help students achieve their potential and allow informed "Best Practice."

  5. Relationships between Learning Styles and Academic Achievement and Brain Hemispheric Dominance and Academic Performance in Business and Accounting Courses.

    ERIC Educational Resources Information Center

    Carthey, Joseph H.

    A study determined if relationships exist between learning styles and academic achievement and brain hemispheric dominance and academic performance in the courses of principles of management, business law, intermediate accounting, and principles of economics. All second-year accounting students (64 students) at Northeast Iowa Community College…

  6. Contemporary Development of Academic Reference Librarianship in the United States: A 44-Year Content Analysis

    ERIC Educational Resources Information Center

    Wang, Hanrong; Tang, Yingqi; Knight, Carley

    2010-01-01

    This study analyzes job advertisements to identify the contemporary development of academic reference librarianship in the United States. Results show that more job openings, higher educational backgrounds, more duties & responsibilities, and variety of titles were assigned to academic reference librarian positions from 1966 through 2009.…

  7. Understanding Factors That Influence Academic Performance in Tenth Grade Students

    ERIC Educational Resources Information Center

    Smith, Denise

    2011-01-01

    This study examines factors contributing to the poor academic performance of tenth grade high school students. Throughout my eight years teaching experience at this grade-level, the one constant from class to class and year-to year is the academic decline. This decline typically starts at the end of ninth grade, becomes obvious and serious in…

  8. The Effects of Pre-Collegiate Academic Outreach Programs on First-Year Financial Aid Attainment, Academic Achievement and Persistence

    ERIC Educational Resources Information Center

    Coleman, Angela Alvarado

    2011-01-01

    National statistics continue to show substantial disparities in the postsecondary enrollment and completion rates between more and less advantaged groups. Despite gains made on the part of low-income, first generation, and minority students in the areas of access, persistence, and academic achievement, gaps still exist (Avery & Kane, 2004;…

  9. Reconceptualizing Academic Advising Using the Full Range Leadership Model

    ERIC Educational Resources Information Center

    Barbuto, John E., Jr.; Story, Joana S.; Fritz, Susan M.; Schinstock, Jack L.

    2009-01-01

    Developmental and prescriptive advising styles have been the focus of the academic advising literature for the past 35 years. Academic advising scholars have called for a new paradigm in the field. Drawing from leadership theory, a new model for academic advising is proposed. Full range advising encompasses laissez-faire, management-by-exception,…

  10. A reputation for success (or failure): the association of peer academic reputations with academic self-concept, effort, and performance across the upper elementary grades.

    PubMed

    Gest, Scott D; Rulison, Kelly L; Davidson, Alice J; Welsh, Janet A

    2008-05-01

    The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer academic reputation (PAR) correlated moderately strongly with teacher-rated skills and changed over time as a function of grades earned at the prior assessment. Path-analytic models indicated bidirectional associations between PAR and academic self-concept, teacher-rated academic effort, and grade point average. There was little evidence that changes in self-concept mediated the association between PAR and effort and GPA or that changes in effort mediated the association between PAR and GPA. Results suggest that peers may possess unique information about classmates' academic functioning, that children's PARs are psychologically meaningful, and that these reputations may serve as a useful marker of processes that forecast future academic engagement and performance. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

  11. College Sports-Related Injuries - United States, 2009-10 Through 2013-14 Academic Years.

    PubMed

    Kerr, Zachary Y; Marshall, Stephen W; Dompier, Thomas P; Corlette, Jill; Klossner, David A; Gilchrist, Julie

    2015-12-11

    Sports-related injuries can have a substantial impact on the long-term health of student-athletes. The National Collegiate Athletic Association (NCAA) monitors injuries among college student-athletes at member schools. In academic year 2013-14, a total of 1,113 member schools fielded 19,334 teams with 478,869 participating student-athletes in NCAA championship sports (i.e., sports with NCAA championship competition) (1). External researchers and CDC used information reported to the NCAA Injury Surveillance Program (NCAA-ISP) by a sample of championship sports programs to summarize the estimated national cumulative and annual average numbers of injuries during the 5 academic years from 2009-10 through 2013-14. Analyses were restricted to injuries reported among student-athletes in 25 NCAA championship sports. During this period, 1,053,370 injuries were estimated to have occurred during an estimated 176.7 million athlete-exposures to potential injury (i.e., one athlete's participation in one competition or one practice). Injury incidence varied widely by sport. Among all sports, men's football accounted for the largest average annual estimated number of injuries (47,199) and the highest competition injury rate (39.9 per 1,000 athlete-exposures). Men's wrestling experienced the highest overall injury rate (13.1 per 1,000) and practice injury rate (10.2 per 1,000). Among women's sports, gymnastics had the highest overall injury rate (10.4 per 1,000) and practice injury rate (10.0 per 1,000), although soccer had the highest competition injury rate (17.2 per 1,000). More injuries were estimated to have occurred from practice than from competition for all sports, with the exception of men's ice hockey and baseball. However, injuries incurred during competition were somewhat more severe (e.g., requiring ≥7 days to return to full participation) than those acquired during practice. Multiple strategies are employed by NCAA and others to reduce the number of injuries in

  12. The Why's and How's of Integrating Downloadable Academic Ebooks

    ERIC Educational Resources Information Center

    Buckley, Matthew J.; Johnson, Melissa Maria

    2013-01-01

    There has been a noticeable divide the past few years within the library world regarding electronic books. Many academic libraries have been purchasing or leasing web-based academic ebooks for years. Most public libraries on the other hand (thanks in large part to services such as OverDrive) have directed their attention toward downloadable…

  13. The relation between perceived parental involvement and academic achievement: the roles of Taiwanese students' academic beliefs and filial piety.

    PubMed

    Chen, Wei-Wen; Ho, Hsiu-Zu

    2012-01-01

    The excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. The present study examines how the relation between perceived parental involvement and Taiwanese students' academic achievement is mediated by student academic beliefs (i.e., beliefs about effort, academic self-concept, and perceived control). The study further explores whether this mediating effect varies with types of filial piety. Participants were 468 first-year students from colleges and universities in Taiwan. Multiple-group mediating models were analyzed using structural equation modeling (SEM). Results indicated that, for the Taiwanese sample, students' academic beliefs mediated the relation between perceived parental involvement and academic achievement. Furthermore, the mediational effect was significant for the reciprocal filial type, but not for the authoritarian filial type. The importance of the quality of the parent-child relationship and the internalization process related to children's assumptions of their parents' educational values indicate the need for a contextual view when examining predictors of student academic achievement.

  14. Hip-Hop and the Academic Canon

    ERIC Educational Resources Information Center

    Abe, Daudi

    2009-01-01

    Over the last 30 years, the hip-hop movement has risen from the margins to become the preeminent force in US popular culture. In more recent times academics have begun to harness the power of hip-hop culture and use it as a means of infusing transformative knowledge into the mainstream academic discourse. On many college campuses, hip-hop's…

  15. Changes in teachers' involvement versus rejection and links with academic motivation during the first year of secondary education: a multilevel growth curve analysis.

    PubMed

    Maulana, Ridwan; Opdenakker, Marie-Christine; Stroet, Kim; Bosker, Roel

    2013-09-01

    Research consistently shows that the learning environment plays an important role for early adolescents' learning and outcomes and suggests that good teacher-student relationships can serve as a protective factor for maintaining young adolescents' interest and active engagement in learning. However, less is known about the dynamic nature of teacher-student relationships and how they link with academic motivation development. Furthermore, little is known about the nature and the effects of teacher-student relationships in a cross-national context. The present study investigated changes in two components of teacher-student relationships (teachers' involvement vs. rejection) and examined links with students' academic motivation during the first grade of secondary school. Ten Dutch and ten Indonesian teachers (65 % female) from 24 classes were videoed 12 times across the school year, and four videos for each class were selected randomly and coded on teachers' involvement versus rejection. A total of 713 students (52 % girls) completed four-wave measures of their academic motivation after each video observation. Multilevel growth curve modeling revealed that the teacher's involvement changed in a curvilinear way and decreased across the first year of secondary education, while changes in the teacher's rejection did not follow a linear time function. Academic motivation changed in an undesirable way: controlled motivation increased, while autonomous motivation decreased over time. Teachers' involvement had a unique contribution in preventing high levels of controlled motivation in both countries. Findings suggest that teacher-student relationships (teachers' involvement) play an essential role in early adolescents' motivation regardless of the nations and should be a priority for schools.

  16. College Academic Engagement and First-Year Students' Intention to Persist

    ERIC Educational Resources Information Center

    Burnette, Monica Ng

    2017-01-01

    To remain globally competitive, the United States continues to set forth federal initiatives to promote college retention, persistence, and graduation. While employers seek graduates who demonstrate strong collaboration, communication, and time management skills, research reveals the level of academic engagement on college campuses is low.…

  17. Measuring the ambiguity tolerance of medical students: a cross-sectional study from the first to sixth academic years

    PubMed Central

    2014-01-01

    Background Tolerance of ambiguity, or the extent to which ambiguous situations are perceived as desirable, is an important component of the attitudes and behaviors of medical students. However, few studies have compared this trait across the years of medical school. General practitioners are considered to have a higher ambiguity tolerance than specialists. We compared ambiguity tolerance between general practitioners and medical students. Methods We designed a cross-sectional study to evaluate the ambiguity tolerance of 622 medical students in the first to sixth academic years. We compared this with the ambiguity tolerance of 30 general practitioners. We used the inventory for measuring ambiguity tolerance (IMA) developed by Reis (1997), which includes three measures of ambiguity tolerance: openness to new experiences, social conflicts, and perception of insoluble problems. Results We obtained a total of 564 complete data sets (return rate 90.1%) from medical students and 29 questionnaires (return rate 96.7%) from general practitioners. In relation to the reference groups defined by Reis (1997), medical students had poor ambiguity tolerance on all three scales. No differences were found between those in the first and the sixth academic years, although we did observe gender-specific differences in ambiguity tolerance. We found no differences in ambiguity tolerance between general practitioners and medical students. Conclusions The ambiguity tolerance of the students that we assessed was below average, and appeared to be stable throughout the course of their studies. In contrast to our expectations, the general practitioners did not have a higher level of ambiguity tolerance than the students did. PMID:24405525

  18. Measuring the ambiguity tolerance of medical students: a cross-sectional study from the first to sixth academic years.

    PubMed

    Weissenstein, Anne; Ligges, Sandra; Brouwer, Britta; Marschall, Bernhard; Friederichs, Hendrik

    2014-01-09

    Tolerance of ambiguity, or the extent to which ambiguous situations are perceived as desirable, is an important component of the attitudes and behaviors of medical students. However, few studies have compared this trait across the years of medical school. General practitioners are considered to have a higher ambiguity tolerance than specialists. We compared ambiguity tolerance between general practitioners and medical students. We designed a cross-sectional study to evaluate the ambiguity tolerance of 622 medical students in the first to sixth academic years. We compared this with the ambiguity tolerance of 30 general practitioners. We used the inventory for measuring ambiguity tolerance (IMA) developed by Reis (1997), which includes three measures of ambiguity tolerance: openness to new experiences, social conflicts, and perception of insoluble problems. We obtained a total of 564 complete data sets (return rate 90.1%) from medical students and 29 questionnaires (return rate 96.7%) from general practitioners. In relation to the reference groups defined by Reis (1997), medical students had poor ambiguity tolerance on all three scales. No differences were found between those in the first and the sixth academic years, although we did observe gender-specific differences in ambiguity tolerance. We found no differences in ambiguity tolerance between general practitioners and medical students. The ambiguity tolerance of the students that we assessed was below average, and appeared to be stable throughout the course of their studies. In contrast to our expectations, the general practitioners did not have a higher level of ambiguity tolerance than the students did.

  19. Texas Academic Library Statistics, 1986.

    ERIC Educational Resources Information Center

    Texas State Library, Austin. Dept. of Library Development.

    This publication is the latest in a series of annual publications which are intended to provide a comprehensive source of statistics on academic libraries in Texas. The report is divided into four sections containing data on four-year public institutions, four-year private institutions, two-year colleges (both public and private), and law schools…

  20. Establishing a multidisciplinary academic cosmetic center.

    PubMed

    Rao, Venkat K; Schmid, Daniel B; Hanson, Summer E; Bentz, Michael L

    2011-12-01

    The demand for cosmetic services has risen rapidly in recent years, but has slowed down with the current economic downturn. Managed care organizations and Medicare have been steadily reducing their reimbursements for physician services. The payment for reconstructive surgical procedures has been decreasing and is likely to worsen with healthcare reform, and many plastic surgery residency programs are facing fiscal challenges. An adequate volume of patients needing cosmetic services is necessary to recruit and train the best candidates to the residency programs. Self-pay patients will help ensure the fiscal viability of plastic surgery residency programs. Attracting patients to an academic healthcare center will become more difficult in a recession without the appropriate facilities, programs, and pricing strategies. Setting up a modern cosmetic services program at an academic center has some unique challenges, including funding, academic politics, and turf. The authors opened a free-standing academic multidisciplinary center at their medical school 3 years ago. The center is an off-site, 13,000-sq ft facility that includes faculty from plastic surgery, ear, nose, and throat, dermatology, and vascular surgery. In this article, the authors discuss the process of developing and executing a plan for starting an aesthetic services center in an academic setting. The financing of the center and factors in pricing services are discussed. The authors show the impact of the center on their cosmetic surgery patient volumes, resident education, and finances. They expect that their experience will be helpful to other plastic surgery programs at academic medical centers.

  1. Advanced engineering design program at the University of Illinois for the 1987-1988 academic year

    NASA Technical Reports Server (NTRS)

    Sivier, Kenneth R.; Lembeck, Michael F.

    1988-01-01

    The participation of the University of Illinois at Urbana-Champaign in the NASA/USRA Universities Advanced Engineering Design Program (Space) is reviewed for the 1987 to 88 academic year. The University's design project was the Manned Marsplane and Delivery System. In the spring of 1988 semester, 107 students were enrolled in the Aeronautical and Astronautical Engineering Departments' undergraduate Aerospace Vehicle Design course. These students were divided into an aircraft section (responsible for the Marsplane design), and a spacecraft section (responsible for the Delivery System Design). The design results are presented in Final Design Reports, copies of which are attached. In addition, five students presented a summary of the design results at the Program's Summer Conference.

  2. Protecting the Development of 5-11-Year-Olds from the Impacts of Early Disadvantage: The Role of Primary School Academic Effectiveness

    ERIC Educational Resources Information Center

    Sammons, Pam; Hall, James; Sylva, Kathy; Melhuish, Edward; Siraj-Blatchford, Iram; Taggart, Brenda

    2013-01-01

    Whether or not more effective schools can successfully mitigate the impacts of early disadvantage upon educational attainment remains uncertain. We investigated 2,664 children aged 6-11 years and measured their academic skills in English and maths along with self-regulation at 6, 7, and 11. Experiencing multiple disadvantages before age 5 strongly…

  3. Mental health problems in college freshmen: Prevalence and academic functioning.

    PubMed

    Bruffaerts, Ronny; Mortier, Philippe; Kiekens, Glenn; Auerbach, Randy P; Cuijpers, Pim; Demyttenaere, Koen; Green, Jennifer G; Nock, Matthew K; Kessler, Ronald C

    2018-01-01

    Mental health problems in college and their associations with academic performance are not well understood. The main aim of this study was to investigate to what extent mental health problems are associated with academic functioning. As part of the World Mental Health Surveys International College Student project, 12-month mental health problems among freshmen (N = 4921) was assessed in an e-survey of students at KU Leuven University in Leuven, Belgium. The associations of mental health problems with academic functioning (expressed in terms of academic year percentage [or AYP] and grade point average [GPA]) were examined across academic departments. Approximately one in three freshman reports mental health problems in the past year, with internalizing and externalizing problems both associated with reduced academic functioning (2.9-4.7% AYP reduction, corresponding to 0.2-0.3 GPA reduction). The association of externalizing problems with individual-level academic functioning was significantly higher in academic departments with comparatively low average academic functioning. Limited sample size precluded further investigation of interactions between department-level and student-level variables. No information was available on freshman secondary school academic performance. Mental health problems are common in college freshman, and clearly associated with lower academic functioning. Additional research is needed to examine the potentially causal nature of this association, and, if so, whether interventions aimed at treating mental health problems might improve academic performance. Copyright © 2017 Elsevier B.V. All rights reserved.

  4. Student perceptions of stress, coping, relationships, and academic civility: a longitudinal study.

    PubMed

    Clark, Cynthia M; Nguyen, Danh T; Barbosa-Leiker, Celestina

    2014-01-01

    Academic incivility can increase student stress, jeopardize learning, damage relationships, and negatively impact the academic environment. This 3-year longitudinal study measured a cohort of prelicensure nursing students' progressive perceptions of stress, coping, student-student and faculty-student relationships, and levels of academic civility. While civility scores remained mild to moderately high overall, there was a slightly declining trend over the 3-year period. Perceived stressors and coping strategies and ways to improve academic civility are identified and discussed.

  5. Academic freedom and academic-industry relationships in biotechnology.

    PubMed

    Streiffer, Robert

    2006-06-01

    Commercial academic-industry relationships (AIRs) are widespread in biotechnology and have resulted in a wide array of restrictions on academic research. Objections to such restrictions have centered on the charge that they violate academic freedom. I argue that these objections are almost invariably unsuccessful. On a consequentialist understanding of the value of academic freedom, they rely on unfounded empirical claims about the overall effects that AIRs have on academic research. And on a rights-based understanding of the value of academic freedom, they rely on excessively lavish assumptions about the kinds of activities that academic freedom protects.

  6. Three Pathways to Support the Professional and Career Development of Casual Academics

    ERIC Educational Resources Information Center

    Crimmins, Gail; Oprescu, Florin; Nash, Greg

    2017-01-01

    Almost half of current academic staff will need to be replaced within three years in the Australian academic workforce. Literature suggests that casual academics are a potential solution, yet they are frequently excluded from the career development opportunities that would allow them to fulfil an ongoing academic role. Most academic development…

  7. A Stereotype Threat Account of Boys' Academic Underachievement

    ERIC Educational Resources Information Center

    Hartley, Bonny L.; Sutton, Robbie M.

    2013-01-01

    Three studies examined the role of stereotype threat in boys' academic underachievement. Study 1 (children aged 4-10, n = 238) showed that girls from age 4 years and boys from age 7 years believed, and thought adults believed, that boys are academically inferior to girls. Study 2 manipulated stereotype threat, informing children aged…

  8. Paths of Academic Resilience: The Educational Stories of First-Generation, Low-Income Students and The Processes That Led to Their Experiences of Success in The First Year of College

    ERIC Educational Resources Information Center

    Davidson, Jenica Van Tassell

    2016-01-01

    The purpose of this narrative study is to understand the educational experiences of academically resilient, first-generation students from low-income backgrounds who demonstrate first-year success in college. Through a framework based on academic resilience, this study aims to provide a strengths-based exploration of the contributing factors that…

  9. Participation of Academic Scientists in Relationships with Industry

    PubMed Central

    Zinner, Darren E.; Bolcic-Jankovic, Dragana; Clarridge, Brian; Blumenthal, David; Campbell, Eric G.

    2013-01-01

    Relationships between academic researchers and industry have received considerable attention in the last 20 years, but current data on the prevalence, magnitude, and trends in such relationships are rare. In a mailed survey of 3080 academic life science researchers conducted in 2007, we found the majority (52.8%) of academic life scientists have some form of relationship with industry. Compared to our previous studies in 1995 and 1985, we found a significant decrease in industry support of university research, which could have major consequences for the academic life science research sector. PMID:19887423

  10. A Comprehensive Look at Native American College Students in New York State for Academic Year 1990-91. Second Annual Report.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Native American Indian Education Unit.

    This report describes a study of 451 Native American college students who received New York State Indian Aid for the academic year 1990-91. Data were collected from the New York State Native American Postsecondary Grant-in-Aid Program, which awarded about $430,000 in 1990-91 (compared to $493,000 in 1989-90). Participants came from all 10 of New…

  11. From Industry to Generativity: The First 12 Years of the Association for Academic Psychiatry Master Educator Program.

    PubMed

    Blitzstein, Sean M; Seritan, Andreea L; Sockalingam, Sanjeev; Randall, Melinda; Kablinger, Anita; Lieff, Susan; Azzam, Amin

    2016-08-01

    This study presents a mixed-methods evaluation of the first 12 years of the Association for Academic Psychiatry (AAP) Master Educator (ME) program, developed in 2003 to help academic psychiatrists hone their skills as educators. Participants attend two 3-h workshops at the annual meeting, organized in 3-year cycles, for a total of 18 h. Core topics include assessment, curriculum design, and program evaluation. Overall session rating scores from 2003 to 2014 were analyzed using descriptive statistics. A 20-question survey was sent to 58 program graduates in October 2014, exploring participant perspectives on the impact of the ME program on their careers and on the educational programs they were affiliated with. Survey responses were analyzed quantitatively (for multiple choice questions) and qualitatively (for open-ended questions). The mean overall session scores ranged between 4.1 and 4.9 (on a Likert-type scale of 1-5) for each 3-year cycle. Twenty-nine graduates completed the survey (50 % response rate). Survey responses indicated a positive perception of the impact of the ME program on participants' careers. Most respondents noted improvement in their teaching methods and curriculum development skills and being able to link educational theory with their individual practices. There was a significant increase in perceived confidence, leadership, and further contributions to their educational milieu. Fifteen (52 %) participants also reported generative behaviors that directly impacted others, such as developing new programs, enhancing existing programs at their institutions, or contributing to national educational efforts. The AAP ME program has demonstrated significant benefit over its 12 years of existence. This program represents one strategy to sustain and grow an international community of like-minded educators working to develop their own and future generations' skills in providing high-quality education in psychiatry.

  12. Academic Manager or Managed Academic? Academic Identity Schisms in Higher Education

    ERIC Educational Resources Information Center

    Winter, Richard

    2009-01-01

    The relationship between values and academic identity has received scant attention in the higher education literature with some notable exceptions (Churchman, 2006; Harley, 2002; Henkel, 2005). This paper contends that the perceived need to align all academics around corporate values and goals has given rise to academic identity schisms in higher…

  13. Training Internal Medicine Residents in Social Medicine and Research-Based Health Advocacy: A Novel, In-Depth Curriculum.

    PubMed

    Basu, Gaurab; Pels, Richard J; Stark, Rachel L; Jain, Priyank; Bor, David H; McCormick, Danny

    2017-04-01

    Health disparities are pervasive worldwide. Physicians have a unique vantage point from which they can observe the ways social, economic, and political factors impact health outcomes and can be effective advocates for enhanced health outcomes and health equity. However, social medicine and health advocacy curricula are uncommon in postgraduate medical education. In academic year (AY) 2012, the Cambridge Health Alliance internal medicine residency program transformed an elective into a required social medicine and research-based health advocacy curriculum. The course has three major innovations: it has a yearlong longitudinal curriculum, it is required for all residents, and all residents complete a group research-based health advocacy project within the curricular year. The authors describe the structure, content, and goals of this curriculum. Over the last four years (AYs 2012-2015), residents (17/32; 53%) have rated the overall quality of the course highly (mean = 5.2, where 6 = outstanding; standard deviation = 0.64). In each year since the new course has been implemented, all scholarly work from the course has been presented at conferences by 31 resident presenters and/or coauthors. The course seems to enhance the residency program's capacity to recruit high-caliber residents and faculty members. The authors are collecting qualitative and quantitative data on the impact of the course. They will use their findings to advocate for a national health advocacy competency framework. Recommendations about how to initiate or further develop social medicine and health advocacy curricula are offered.

  14. The Oregon Applied Academics Project: Final Report

    ERIC Educational Resources Information Center

    Pearson, Donna; Richardson, George B.; Sawyer, Jennifer M.

    2013-01-01

    This report contains the findings of the Oregon Applied Academics research and development project which spanned three academic years from 2010 through 2013. The overall purpose of the project was to develop and implement a technical math course that would meet graduation requirements and improve student performance. The State of Oregon has been…

  15. Who Are You? Weblogs and Academic Identity

    ERIC Educational Resources Information Center

    Ewins, Rory

    2005-01-01

    The weblog format has increasingly been adopted by academics in recent years, both as a teaching tool and to disseminate and discuss their own research interests. Academics are turning to blogs to exchange ideas about their discipline, their wider field, the academy, and beyond. Doing so, however, raises questions about personal identity with…

  16. College Seniors' Theory of Their Academic Motivation

    ERIC Educational Resources Information Center

    Van Etten, Shawn; Pressley, Michael; McInerney, Dennis M.; Liem, Arief Darmanegara

    2008-01-01

    College seniors participated in an ethnographic interview study about their academic motivations. It was found that grades and graduation are 2 primary distal target goals that motivate their academic efforts during the senior year. A variety of proximal factors were also reported to affect the seniors' motivation. These factors can be divided…

  17. Exploring Academic Entrepreneurship in the Milan Area

    ERIC Educational Resources Information Center

    Colapinto, Cinzia

    2011-01-01

    Academic entrepreneurship has become an increasingly important means by which universities can contribute to the economic development of a country. In Italy, universities have produced more than 700 academic spin-off companies in the last ten years. This paper uses case studies to develop an understanding of the key factors that underpin the…

  18. Academic Self-Efficacy Perceptions of Teacher Candidates

    ERIC Educational Resources Information Center

    Yesilyurt, Etem

    2013-01-01

    This study aims determining academic self-efficacy perception of teacher candidates. It is survey model. Population of the study consists of teacher candidates in 2010-2011 academic years at Ahmet Kelesoglu Education Faculty of Education Formation of Selcuk University. A simple random sample was selected as sampling method and the study was…

  19. Sixteen Years of Change for Australian Female Academics: Progress or Segmentation?

    ERIC Educational Resources Information Center

    Marchant, Teresa; Wallace, Michelle

    2013-01-01

    Quantitative methods and secondary data informed by critical realism and a feminist standpoint provide a contemporary snapshot of academic gender ratios in Australian universities, along with historical data, for the entire population of interest. The study is set in the context of the well-researched, worldwide gendered nature of higher education…

  20. Differences in Performance Anxiety Levels among Advanced Conservatory Students in Spain, According to Type of Instrument and Academic Year of Enrolment

    ERIC Educational Resources Information Center

    Casanova, Oscar; Zarza, Francisco Javier; Orejudo, Santos

    2018-01-01

    This study aims to analyse differences in MPA (Musical Performance Anxiety) in students in five Spanish university-level music conservatories according to instrument type (solo or orchestra) and their academic year of enrolment (AYE). A sample of 476 students with a mean age of 22.59, enrolled in different specialties, responded to the K-MPAI…

  1. The Role of Academic Computer Departments in the Uses of Computers in the Undergraduate Curricula at the Two-Year College Level.

    ERIC Educational Resources Information Center

    Little, Joyce Currie

    Academic computer departments, whether called by this name or by others such as the department of computer science or data programing, can be of great assistance to other departments in the two-year college. Faculty in other departments need to know about computer applications in their fields, require assistance in the development of curriculum…

  2. FINAL REPORT INTEGRATED DM1200 MELTER TESTING USING AZ 102 AND C 106/AY-102 HLW SIMULANTS: HLW SIMULANT VERIFICATION VSL-05R5800-1 REV 0 6/27/05

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    KRUGER AA; MATLACK KS; GONG W

    2011-12-29

    The principal objectives of the DM1200 melter tests were to determine the effects of feed rheology, feed solid content, and bubbler configuration on glass production rate and off-gas system performance while processing the HLW AZ-101 and C-106/AY-102 feed compositions; characterize melter off-gas emissions; characterize the performance of the prototypical off-gas system components, as well as their integrated performance; characterize the feed, glass product, and off-gas effluents; and perform pre- and post test inspections of system components. The specific objectives (including test success criteria) of this testing, along with how each objective was met, are outlined in a table. The datamore » provided in this Final Report address the impacts of HLW melter feed rheology on melter throughput and validation of the simulated HLW melter feeds. The primary purpose of this testing is to further validate/verify the HLW melter simulants that have been used for previous melter testing and to support their continued use in developing melter and off-gas related processing information for the Project. The primary simulant property in question is rheology. Simulants and melter feeds used in all previous melter tests were produced by direct addition of chemicals; these feed tend to be less viscous than rheological the upper-bound feeds made from actual wastes. Data provided here compare melter processing for the melter feed used in all previous DM100 and DM1200 tests (nominal melter feed) with feed adjusted by the feed vendor (NOAH Technologies) to be more viscous, thereby simulating more closely the upperbounding feed produced from actual waste. This report provides results of tests that are described in the Test Plan for this work. The Test Plan is responsive to one of several test objectives covered in the WTP Test Specification for this work; consequently, only part of the scope described in the Test Specification was addressed in this particular Test Plan. For the

  3. Academic Superheroes? A Critical Analysis of Academic Job Descriptions

    ERIC Educational Resources Information Center

    Pitt, Rachael; Mewburn, Inger

    2016-01-01

    For over a decade, debate has raged about the nature and purpose of the PhD, including its role as preparation for working in academia. Academic work has changed a great deal in the last 60 years, yet our doctoral curriculum has remained relatively static. While there is increasing interest in matching PhD programmes to "real world"…

  4. Identifying achievement goals and their relationship to academic achievement in undergraduate pharmacy students.

    PubMed

    Alrakaf, Saleh; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

    2014-09-15

    To compare the achievement goal orientations of first-year with those of third-year undergraduate Australian pharmacy students and to examine the relationship of goal orientations to academic achievement. The Achievement Goal Questionnaire was administered to first-year and third-year students during class time. Students' grades were obtained from course coordinators. More first-year students adopted performance-approach and mastery-approach goals than did third-year students. Performance-approach goals were positively correlated with academic achievement in the first year. Chinese Australian students scored the highest in adopting performance-approach goals. Vietnamese Australian students adopted mastery-avoidance goals more than other ethnicities. First-year students were more strongly performance approach goal-oriented than third-year students. Adopting performance-approach goals was positively correlated with academic achievement, while adopting avoidance goals was not. Ethnicity has an effect on the adoption of achievement goals and academic achievement.

  5. Pediatric Emergency Medicine (PEM) fellowship: essentials of a three-year academic curriculum. Three-Year Academic Subcommittee of the PEM Fellowship Committee of the Section of Emergency Medicine, American Academy of Pediatrics.

    PubMed

    Shaw, K N; Schunk, J; Ledwith, C; Lockhart, G

    1997-02-01

    This committee of fellowship directors has proposed guidelines for an academic curriculum for training fellows in PEM. The curriculum should be modified to each unique program, but is based on current expectation of the American Board of Pediatrics and the ACGME for graduate education. This is the first PEM academic curriculum document in publication. Ongoing refinement and adaptation based on feedback from fellows and directors is essential to provide the best fellowship experience to our trainees. The proposed curriculum is also subject to further change as more details are given for ACGME approval of the fellowship programs.

  6. Sociometric types and academic self-concept in adolescents.

    PubMed

    Inglés, Cándido J; Aparisi, David; Delgado, Beatriz; Torregrosa, María S; García-Fernández, José M

    2017-11-01

    The aim of this study was to analyze the relationship between sociometric types, behavioral categories, and academic self-concept in a sample of 1,349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years. the students’ sociometric nomination was performed using the Programa Socio (Partner Program), and academic self-concept was measured with the Self Description Questionnaire (SDQ-II; Marsh, 1992). results show that academic self-concept was a significant predictor of sociometric types and behavioral categories, as students with high scores on academic self-concept were more likely to be positively rated by their peers (popular, leaders, collaborators and good students) than students with low scores on student academic self-concept. these results reinforce the emphasis on academic self-concept research and its relevance to educational practice.

  7. A Comparison of Academic Administrators and Enrollment Managers' Perceptions of Undergraduate Enrollment Management Functions at a Subset of Four-Year Public Institutions

    ERIC Educational Resources Information Center

    Cesarini, Lisa McHugh

    2011-01-01

    The purpose of this study was to examine perceptions of various enrollment management functions at a subset of four-year public institutions. Specifically, this study compared perceptions of academic administrators with enrollment managers as they related to the availability, need, and effectiveness of certain enrollment management functions. In…

  8. The estimated cost of "no-shows" in an academic pediatric neurology clinic.

    PubMed

    Guzek, Lindsay M; Gentry, Shelley D; Golomb, Meredith R

    2015-02-01

    Missed appointments ("no-shows") represent an important source of lost revenue for academic medical centers. The goal of this study was to examine the costs of "no-shows" at an academic pediatric neurology outpatient clinic. This was a retrospective cohort study of patients who missed appointments at an academic pediatric neurology outpatient clinic during 1 academic year. Revenue lost was estimated based on average reimbursement for different insurance types and visit types. The yearly "no-show" rate was 26%. Yearly revenue lost from missed appointments was $257,724.57, and monthly losses ranged from $15,652.33 in October 2013 to $27,042.44 in January 2014. The yearly revenue lost from missed appointments at the academic pediatric neurology clinic represents funds that could have been used to improve patient access and care. Further work is needed to develop strategies to decrease the no-show rate to decrease lost revenue and improve patient care and access. Copyright © 2015 Elsevier Inc. All rights reserved.

  9. Academic productivity of faculty associated with microsurgery fellowships.

    PubMed

    Ruan, Qing Zhao; Ricci, Joseph A; Silvestre, Jason; Ho, Olivia A; Lee, Bernard T

    2017-09-01

    The Hirsch index (h-index) is widely recognized as a reliable measure of academic productivity. While previous studies have applied the h-index to surgical disciplines, none have analyzed microsurgery faculty. This manuscript aims to examine the h-index of microsurgery fellowship faculty to categorize its applicability to microsurgeons as a determinant of academic output. Faculty demographics and institution characteristics were obtained from the American Society of Reconstructive Microsurgery (ASRM) and official program websites. Faculty h-indices were calculated using the Scopus database (Elsevier, USA). Data was assessed using bivariate analysis and multiple linear regression models to determine the relationship between independent variables and total publications, career h-index and 5-year h-index (h5-index) of each faculty. A total of 139 faculties from 22 programs met inclusion criteria. The median faculty age was 44 (IQR 13) and 84.9% of faculty were male. Faculty size, number of years of fellowship existence, number of fellows, FACS memberships, number of free flaps annually, and academic appointment title were significantly associated with the total publications, h-index, and h5-index. Multivariable analysis based on the significant independent variables demonstrated that geographical region and faculty ranks were significantly associated with the h5-index. Variables associated with seniority (age, years of practice after fellowship, and academic appointment) were positively correlated with the h-index. Given the increased use of bibliometrics in academic medicine, these results show that h-index is a viable tool that can be used to assess research productivity among academic microsurgeons. © 2016 Wiley Periodicals, Inc.

  10. [How medical students perform academically by admission types?].

    PubMed

    Kim, Se-Hoon; Lee, Keumho; Hur, Yera; Kim, Ji-Ha

    2013-09-01

    Despite the importance of selecting students whom are capable for medical education and to become a good doctor, not enough studies have been done in the category. This study focused on analysing the medical students' academic performance (grade point average, GPA) differences, flunk and dropout rates by admission types. From 2004 to 2010, we gathered 369 Konyang University College of Medicine's students admission data and analyzed the differences between admission method and academic achievement, differences in failure and dropout rates. Analysis of variance (ANOVA), ordinary least square, and logistic regression were used. The rolling students showed higher academic achievement from year 1 to 3 than regular students (p < 0.01). Using admission type variable as control variable in multiple regression model similar results were shown. But unlike the results of ANOVA, GPA differences by admission types were shown not only in lower academic years but also in year 6 (p < 0.01). From the regression analysis of flunk and dropout rate by admission types, regular admission type students showed higher drop out rate than the rolling ones which demonstrates admission types gives significant effect on flunk or dropout rates in medical students (p < 0.01). The rolling admissions type students tend to show lower flunk rate and dropout rates and perform better academically. This implies selecting students primarily by Korean College Scholastic Ability Test does not guarantee their academic success in medical education. Thus we suggest a more in-depth comprehensive method of selecting students that are appropriate to individual medical school's educational goal.

  11. Perceptions of pre-clerkship medical students and academic advisors about sleep deprivation and its relationship to academic performance: a cross-sectional perspective from Saudi Arabia.

    PubMed

    AlFakhri, Lama; Sarraj, Jumana; Kherallah, Shouq; Kuhail, Khulood; Obeidat, Akef; Abu-Zaid, Ahmed

    2015-12-01

    The medical student population is believed to be at an increased risk for sleep deprivation. Little is known about students' perceptions towards sleep deprivation and its relationship to academic performance. The aim of study is to explore the perceptions of medical students and their academic advisors about sleep deprivation and its relationship to academic performance. The study took place at Alfaisal University, College of Medicine, Riyadh, Saudi Arabia. An online, anonymous, cross-sectional, self-rating survey was administered to first-, third-year students and their academic advisors. Two-tailed Mann-Whitney U test was used to compare the mean 5-point Likert scale responses between students according to gender, academic year and cumulative grade point average (cGPA). A total of 259 students and 21 academic advisors participated in the survey (response rates: 70.6 and 84%, respectively). The vast majority of students agreed that sleep deprivation negatively affects academic performance (78.8%) and mood (78.4%). Around 62.2 and 73.7% of students agreed that the demanding medical curriculum and stress of final exams lead to sleep deprivation, respectively. While 36.7% of students voiced the need for incorporation of curricular separate courses about healthy sleep patterns into medical curriculum, a much greater proportion of students (45.9%) expressed interest in extracurricular activities about healthy sleep patterns. Interestingly, only 13.5% of students affirmed that they were counselled about sleep patterns and academic performance by their academic advisors. There were several statistically significant differences of means of students' perceptions according to gender, academic year and cGPA. Despite almost all academic advisors (95.5%) asserted the importance of sleep patterns to academic performance, none (0%) inquired about sleep patterns when counselling students. Nineteen academic advisors (90.5%) recommended incorporation of sleep patterns related

  12. Cross-Cultural Generalizability of Year in School Effects: Negative Effects of Acceleration and Positive Effects of Retention on Academic Self-Concept

    ERIC Educational Resources Information Center

    Marsh, Herbert W.

    2016-01-01

    Given that the Big-Fish-Little-Pond-Effect, the negative effect of school-average achievement on academic self-concept, is one of the most robust findings in educational psychology (Marsh, Seaton et al., 2007), this research extends the theoretical model, based on social comparison theory, to study relative year in school effects (e.g., being 1…

  13. Personal factors that influence deaf college students' academic success.

    PubMed

    Albertini, John A; Kelly, Ronald R; Matchett, Mary Karol

    2012-01-01

    Research tells us that academic preparation is key to deaf students' success at college. Yet, that is not the whole story. Many academically prepared students drop out during their first year. This study identified entering deaf college students' personal factors as assessed by their individual responses to both the Noel-Levitz College Student Inventory Form B and the Learning and Study Strategies Inventory, second edition (LASSI). Entering students in 3 successive cohorts (total n =437) participated in this study. Results show that in addition to entry measurements of reading and mathematic skills, personal factors contributed to the academic performance of students in their first quarter in college. The Noel-Levitz provided the comparatively better predictive value of academic performance: Motivation for Academic Study Scale (e.g., desire to finish college). The LASSI also showed statistically significant predictors, the Self-Regulation Component (e.g., time management) and Will Component (e.g., self-discipline), but accounted for relatively less variability in the students' initial grade point averages. For this group of underprepared students, results show that personal factors can play a significant role in academic success. Deaf students' personal factors are discussed as they relate to other first-year college students and to their subsequent academic performance and persistence.

  14. Developing academic surgery in a socialized health care system: a 35-year experience.

    PubMed

    Duranceau, Andre; Martin, Jocelyne; Liberman, Moishe; Ferraro, Pasquale

    2012-07-01

    The most important benefit of a socialized health care system is the elimination of the threat of personal financial ruin to pay for medical care. Serious disadvantages of a socialized health care system, particularly in a university hospital setting, include restricted financial resources for education and patient care, limited working facilities, and loss of physician-directed decision making in planning and prioritizing. This article describes how a group practice model has supported clinical and academic activities within the faculty of medicine of our university and offers this model as a possible template for other surgical and medical disciplines working in an academic socialized environment.

  15. [Academic burnout and selection-optimization-compensation strategy in medical students].

    PubMed

    Chun, Kyung Hee; Park, Young Soon; Lee, Young Hwan; Kim, Seong Yong

    2014-12-01

    This study was conducted to examine the relationship between academic demand, academic burnout, and the selection-optimization-compensation (SOC) strategy in medical students. A total of 317 students at Yeungnam University, comprising 90 premedical course students, 114 medical course students, and 113 graduate course students, completed a survey that addressed the factors of academic burnout and the selection-optimization-compensation strategy. We analyzed variances of burnout and SOC strategy use by group, and stepwise multiple regression analysis was conducted. There were significant differences in emotional exhaustion and cynicism between groups and year in school. In the SOC strategy, there were no significant differences between groups except for elective selection. The second-year medical and graduate students experienced significantly greater exhaustion (p<0.001), and first-year premedical students experienced significantly higher cynicism (p<0.001). By multiple regression analysis, subfactors of academic burnout and emotional exhaustion were significantly affected by academic demand (p<0.001), and 46% of the variance was explained. Cynicism was significantly affected by elective selection (p<0.05), and inefficacy was significantly influenced by optimization (p<0.001). To improve adaptation, prescriptive strategies and preventive support should be implemented with regard to academic burnout in medical school. Longitudinal and qualitative studies on burnout must be conducted.

  16. First-year at university: the effect of academic employability skills and physical quality of life on students' well-being.

    PubMed

    Baumann, Michèle; Amara, Marie-Emmanuelle; Karavdic, Senad; Limbach-Reich, Arthur

    2014-01-01

    With increasing access at European universities, supporting and promoting the high education, students' mental well-being and generic employability capacities have become priorities, but their respective influences, after an adaptation period of seven months, remain unclear. Our aims were to analyse the relationships between students' well-being and self-perceived academic employability skills, and other social and environmental factors. Three hundred and twenty-one freshmen students at the end of their first year completed an online questionnaire. Two instruments were used to assess well-being: the General Health Questionnaire (GHQ-12), which explores psychological suffering, and the psychological quality of life subdomain of the Whoqol-bref. Psychological Whoqol-bref scores are linked to the academic employability skills (AES) items of drafting, critical spirit, problem-solving, teamwork, and supervision/direction of others, and has positive effects on AES score and on the following Whoqol-bref domains: physical, social relationships and environmental. Although three of six psychological Whoqol-bref items (ability to concentrate, satisfaction with self, negative feelings) are correlated with GHQ-12 items (sleeping, decision-making, feeling under strain, problem-solving, depression, self-confidence, thinking about self, feeling happy). GHQ-12 score is negatively linked with Whoqol-bref physical. For better quality of life, and improved employability skills, innovative activities should be developed to ascertain the sustainable academic's abilities of students.

  17. Effects of Academic Coaching on Elementary and Secondary School Students.

    ERIC Educational Resources Information Center

    Kenny, Dianna T.; Faunce, Gavin

    2004-01-01

    The authors assessed the effects of out-of-school hours academic coaching on students' (at academic performance on end-of-year examinations in English, mathematics, and science; (b) attainment of academic scholarships; and (c) acceptance to Gifted and Talented (GT) classes and selective high schools. Participants were 1,724 elementary and…

  18. Adjustment to University and Academic Performance: Brief Report of a Follow-Up Study

    ERIC Educational Resources Information Center

    Petersen, Il-haam; Louw, Johann; Dumont, Kitty; Malope, Nomxolisi

    2010-01-01

    This study presents data that extend an earlier analysis of predictors of academic performance from one to three years. None of the adjustment and other psychosocial variables (help-seeking, academic motivation, self-esteem, perceived stress and perceived academic overload) could predict success at university at the end of three years of study.…

  19. Predicting the Persistence of Full-Time African-American Students Attending 4-Year Public Colleges: A Disaggregation of Financial Aid Packaging and Social and Academic Integration Variables

    ERIC Educational Resources Information Center

    Smith, Curt L.

    2010-01-01

    The purpose of the study was to investigate to what extent do demographic characteristics, high school experience, aspirations and achievement, college experience-academic integration, college experience-social integration, financial aid, and price influence the first-year persistence of African-American students attending 4-year public colleges.…

  20. Lexical Diversity and the Use of Academic and Lower Frequency Words in the Academic Writing of EFL Students

    ERIC Educational Resources Information Center

    Akbari, Neda

    2017-01-01

    This study focuses on lexical diversity and the use of academic and lower frequency words in essays written by EFL (English as a Foreign Language) students enrolled in Years 1 and 2 at the undergraduate university level. The purpose of this study is to find out the extent to which EFL students become more proficient in their use of academic and…

  1. Doctors currently in jobs with academic content and their future intentions to pursue clinical academic careers: questionnaire surveys.

    PubMed

    Lambert, Trevor W; Smith, Fay; Goldacre, Michael J

    2015-02-01

    Our aim was to report on doctors' descriptions of their current post at about 12 years after qualification, in respect of academic content, and to compare this with their long-term intentions. By academic content, we mean posts that are designated as clinical academic posts or clinical service posts that include research and/or teaching commitments. Questionnaire survey. All UK medical graduates of 1996 contacted in 2007, graduates of 1999 in 2012, and graduates of 2000 in 2012. UK. Responses about current posts and future intentions. Postal and email questionnaires. The response rate was 61.9% (6713/10844). Twenty eight per cent were working in posts with academic content (3.3% as clinical academics, 25% in clinical posts with some academic content). Seventeen per cent of women were working in clinical posts with some teaching and research, compared with 29% of men. A higher percentage of men than women intended to be clinical academics as their eventual career choice (3.9% overall, 5.4% of men, 2.7% of women). More doctors wished to move to a job with an academic component than away from one (N = 824 compared with 236). This was true for both men (433 compared with 118) and women (391 compared with 118). Women are under-represented both in holding posts with academic content and in aspirations to do so. It is noteworthy that many more doctors hoped to move into an academic role than to move out of one. Policy should facilitate this wish in order to address current shortfalls in clinical academic medicine.

  2. Gender Differences in Academic Productivity and Academic Career Choice Among Urology Residents

    PubMed Central

    Yang, Glen; Villalta, Jacqueline D.; Weiss, Dana A.; Carroll, Peter R.; Breyer, Benjamin N.

    2012-01-01

    Purpose Gender disparities have long existed in medicine but they have not been well examined in urology. We analyzed a large cohort of graduating urology residents to investigate gender disparities in academic productivity, as measured by peer reviewed publications and academic career choice. Materials and Methods We assembled a list of urology residents who graduated from 2002 through 2008 who were affiliated with the top 50 urology hospitals, as ranked by 2009 U.S. News & World Report. PubMed® was queried to determine the publication output of each resident during the last 3 years of residency. We used an Internet search to determine the fellowship training, career choice and academic rank of each subject. Gender effects on each factor were evaluated. Results A total of 459 male (84.5%) and 84 female (15.5%) residents were included in analysis. During residency women produced fewer total publications (average 3.0 vs 4.8, p = 0.01) and fewer as first author (average 1.8 vs 2.5, p = 0.03) than men. A higher proportion of women than men underwent fellowship training (54.8% vs 48.5%, p =0.29) and ultimately chose an academic career (40.5% vs 33.3%, p = 0.20), although these differences were not statistically significant. Of residents who chose an academic career a higher proportion of men than women (24.7% vs 2.9%, p = 0.01) obtained associate vs assistant professor rank. Conclusions Women produced fewer peer reviewed publications than men during residency but they were equally likely to undergo fellowship training and choose an academic career. During the study period a higher proportion of men achieved associate professor rank. PMID:22902027

  3. Benchmark study on glyphosate-resistant cropping systems in the United States. Part 7: Effects of weed management strategy (grower practices versus academic recommendations) on the weed soil seedbank over 6 years.

    PubMed

    Gibson, David J; Young, Bryan G; Owen, Micheal D K; Gage, Karla L; Matthews, Joseph L; Jordan, David L; Shaw, David R; Weller, Stephen C; Wilson, Robert G

    2016-04-01

    Shifts in weed species composition and richness resulting from near-exclusive reliance on herbicides in glyphosate-resistant (GR) cropping systems has necessitated the implementation of alternative weed management tactics to reduce selection pressures of herbicides. We contrasted the response of the weed soil seedbank to effects of weed management strategy, comparing grower practices with academic recommendations for best management practices (BMPs) over 6 years and across five weed hardiness zones in the US Midwest at sites subject to GR cropping systems. Total weed population density and species richness varied according to cropping system, location and prior year's crop, but less so to weed management strategy. The seedbank population density for 11 of the 14 most frequent weed species was affected by weed management strategy either alone or in an interaction with hardiness zone or year, or both. In only 29% of comparisons was weed population density lower following academic recommendations, and this depended upon prior crop and cropping system. The population density of high-risk weed species was reduced by academic recommendations, but only in two of six years and under continuous GR maize. Overall, the weed population density was decreasing in field halves subject to the BMPs in the academic recommendations relative to grower practices. The soil seedbank is slow to respond to academic recommendations to mitigate glyphosate-resistant weeds, but represents a biological legacy that growers need to keep in mind even when management practices reduce emerged field weed population densities. © 2015 Society of Chemical Industry.

  4. Collaboration between Academics and Teachers: A Complex Relationship

    ERIC Educational Resources Information Center

    Bevins, Stuart; Price, Gareth

    2014-01-01

    Collaboration between academics and teachers has become increasingly prevalent over recent years. Whether its aim is joint research or continuing professional development for teachers, collaboration seems to offer a realistic opportunity for reducing the perceived gap between theory and practice. However, collaboration is not merely academics and…

  5. Five-Year Experience of an Inpatient Palliative Care Unit at an Academic Referral Center.

    PubMed

    Shinall, Myrick C; Martin, Sara F; Nelson, Jill; Miller, Richard S; Semler, Matthew W; Zimmerman, Eli E; Noblit, Christy C; Ely, E Wesley; Karlekar, Mohana

    2018-01-01

    Palliative care units (PCUs) staffed by specialty-trained physicians and nurses have been established in a number of medical centers. The purpose of this study is to review the 5-year experience of a PCU at a large, urban academic referral center. We retrospectively reviewed a prospectively collected database of all admissions to the PCU at Vanderbilt University Medical Center in the first 5 years of its existence, from 2012 through 2017. Over these 5 years, there were 3321 admissions to the PCU. No single underlying disease process accounted for the majority of the patients, but the largest single category of patients were those with malignancy, who accounted for 38% of admissions. Transfers from the intensive care unit accounted for 50% of admissions, with 43% of admissions from a hospital floor and 7% coming from the emergency department or a clinic. Median length of stay in the PCU was 3 days. In hospital deaths occurred for 50% of admitted patients, while 38% of patients were discharged from the PCU to hospice. These data show that a successful PCU is enabled by buy in from a wide variety of referring specialists and by a multidisciplinary palliative care team focused on care of the actively dying patient as well as pain and symptom management, advance care planning, and hospice referral since a large proportion of referred patients do not die in house.

  6. The Attitudes of Teachers towards 2005 Academic Year Primary Education Program

    ERIC Educational Resources Information Center

    Dogan, Suleyman

    2010-01-01

    This study is considered to be significant in objectively analyzing the negative-positive effects of the program during the process of learning, teacher's acquaintance to the new program in a closer way and acquiring a positive perspective of the program. This study has been conducted in order to discover the effects of 2005-2006 academic year…

  7. Cortical origin of the 2007 Mw = 6.2 Aysén earthquake: surface rupture evidence and paleoseismological assessment

    NASA Astrophysics Data System (ADS)

    Villalobos, A.

    2015-12-01

    On 2007 April 21, a Mw = 6.2 earthquake hit the Aysén region, an area of low seismicity in southern Chile. This event corresponds to the main shock of a sequence of earthquakes that were felt from January 10, with a small earthquake of magnitude ML <3, to February 2008 as recurrent aftershocks. This area is characterized by the presence of the Liquiñe-Ofqui Fault System (LOFS), which corresponds to neotectonic feature and the main seismotectonic southern Chile. In this research we use improved sub-aqueous paleoseismological techniques with geomorphological evidence to constrain the seismogenic source of this event as cortical origin. It is established that the Punta Cola Fault, a dextral-reverse structure which exhibits in seismic profiles a complex fault zone with distinguished positive flower geometry, is responsible for the main shock. This fault caused vertical offsets that reached the seafloor generating fault scarps in a mass movement deposit triggered by the same earthquake. Following this idea, a model of surface rupture is proposed for this structure. Further evidence that this cortical phenomenon is not an isolated event in time is presented by paleoseismological trench-like mappings in sub-bottom profiles.

  8. Early predictors of career achievement in academic medicine.

    PubMed

    Brancati, F L; Mead, L A; Levine, D M; Martin, D; Margolis, S; Klag, M J

    1992-03-11

    To identify early personal and scholastic factors that predict academic career choice and long-term career achievement among academic physicians. A longitudinal cohort study. Nine hundred forty-four male physicians who graduated from The Johns Hopkins University School of Medicine, Baltimore, MD, from 1948 through 1964. Career achievement outcomes included attained faculty rank in 1990 and the number of citations (20 to 24 years after graduation) to published work. Of the 944 physicians, 424 (45%) had chosen academic careers. Scholastic performance and research experience in medical school were independently associated with having chosen an academic career (P less than .001). Among academicians, higher attained rank in 1990 was independently associated with the following: (1) membership in Alpha Omega Alpha (relative risk [RR] = 4.94, P = .0001); (2) rank in the top third of the graduating class (RR = 2.68, P = .01); and (3) research experience in medical school (RR = 3.11, P = .0001). These three factors were also independently associated with more citations to participants' published work (P less than .05). These data suggest that scholastic performance and research experience during medical school predict career achievement in academic medicine over 20 years in the future.

  9. Dental students' knowledge about careers in academic dentistry.

    PubMed

    Rupp, Jeffery K; Jones, Daniel L; Seale, N Sue

    2006-10-01

    The purposes of this study were to determine the knowledge of fourth-year dental students regarding certain issues related to an academic career and to ascertain their intent to pursue such a career. Factors contributing to the students' intent to pursue academia were assessed, including the effect of dental school programs designed to educate students about a career in dental education. Surveys were sent to twelve U.S. dental schools that reported having either a mandatory or elective academic career educational program or no program at all. The surveys were completed by fourth-year dental students who were queried as to their knowledge of selected academic issues. Surveys were returned by 561 students from eleven of the twelve selected dental schools. Knowledge level of academic issues among respondents was overwhelmingly low. Factors contributing to the intent to pursue some form of faculty career were gender, plans to specialize, knowledge of academic issues, having a parent in higher education, and personal teaching experience. The results of this study suggest that dental students in general do not possess the knowledge and information necessary to make an informed decision regarding a career in dental education.

  10. Academic Capitalism and Academic Culture: A Case Study

    ERIC Educational Resources Information Center

    Mendoza, Pilar; Berger, Joseph B.

    2008-01-01

    This case study investigated the impact of academic capitalism on academic culture by examining the perspectives of faculty members in an American academic department with significant industrial funding. The results of this study indicate that faculty members believe that the broad integrity of the academic culture remains unaffected in this…

  11. Academic Career Selection and Retention in Radiation Oncology: The Joint Center for Radiation Therapy Experience

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Balboni, Tracy A.; Chen, M.-H.; Harris, Jay R.

    2007-05-01

    Purpose: The United States healthcare system has witnessed declining reimbursement and increasing documentation requirements for longer than 10 years. These have decreased the time available to academic faculty for teaching and mentorship. The impact of these changes on the career choices of residents is unknown. The purpose of this report was to determine whether changes have occurred during the past decade in the proportion of radiation oncology trainees from a single institution entering and staying in academic medicine. Methods and Materials: We performed a review of the resident employment experience of Harvard Joint Center for Radiation Therapy residents graduating duringmore » 13 recent consecutive years (n = 48 residents). The outcomes analyzed were the initial selection of an academic vs. nonacademic career and career changes during the first 3 years after graduation. Results: Of the 48 residents, 65% pursued an academic career immediately after graduation, and 44% remained in academics at the last follow-up, after a median of 6 years. A later graduation year was associated with a decrease in the proportion of graduates immediately entering academic medicine (odds ratio, 0.78; 95% confidence interval, 0.65-0.94). However, the retention rate at 3 years of those who did immediately enter academics increased with a later graduation year (p = 0.03). Conclusion: During a period marked by notable changes in the academic healthcare environment, the proportion of graduating Harvard Joint Center for Radiation Therapy residents pursuing academic careers has been declining; however, despite this decline, the retention rates in academia have increased.« less

  12. The Academic and Administrative Interface in Scandinavian Universities.

    ERIC Educational Resources Information Center

    Karlsson, Curt

    1996-01-01

    Evolution of the relationship between academic and administrative functions in Swedish universities is traced over 30 years. Attention is given to a shift toward administrative power during a period of university democratization, and partial restoration of academic leadership in the 1990s. Two distinct patterns of administrative structure are…

  13. Predicting Academic Library Circulations: A Forecasting Methods Competition.

    ERIC Educational Resources Information Center

    Brooks, Terrence A.; Forys, John W., Jr.

    Based on sample data representing five years of monthly circulation totals from 50 academic libraries in Illinois, Iowa, Michigan, Minnesota, Missouri, and Ohio, a study was conducted to determine the most efficient smoothing forecasting methods for academic libraries. Smoothing forecasting methods were chosen because they have been characterized…

  14. Academic Libraries: 2008. First Look. NCES 2010-348

    ERIC Educational Resources Information Center

    Phan, Tai; Hardesty, Laura; Sheckells, Cindy; Davis, Denise

    2009-01-01

    This report presents tabulations for the 2008 Academic Libraries Survey (ALS) conducted by the United States Department of Education's National Center for Education Statistics (NCES), within the Institute of Education Sciences. This First Look summarizes services, staff, collections, and expenditures of academic libraries in 2- and 4-year,…

  15. Longitudinal Outcomes of Start Time Delay on Sleep, Behavior, and Achievement in High School

    PubMed Central

    Thacher, Pamela V.; Onyper, Serge V.

    2016-01-01

    Study Objectives: To establish whether sleep, health, mood, behavior, and academics improved after a 45-minute delay in high school start time, and whether changes persisted longitudinally. Methods: We collected data from school records and student self-report across a number of domains at baseline (May 2012) and at two follow-up time points (November 2012 and May 2013), at a public high school in upstate New York. Students enrolled during academic years (AY) 2011–2012 and 2012–2013 completed the Pittsburgh Sleep Quality Index; the DASS-21; the “Owl-Lark” Scale; the Daytime Sleepiness Index; and a brief self-report of health. Reports from school records regarding attendance, tardiness, disciplinary violations, and academic performance were collected for AY 2010–2011 through 2013–2014. Results: Students delayed but did not extend their sleep period; we found lasting improvements in tardiness and disciplinary violations after the start-time delay, but no changes to other variables. At the first follow-up, students reported 20 minutes longer sleep, driven by later rise times and stable bed times. At the second follow-up, students maintained later rise times but delayed bedtimes, returning total sleep to baseline levels. A delay in rise time, paralleling the delay in the start time that occurred, resulted in less tardiness and decreased disciplinary incidents, but larger improvements to sleep patterns may be necessary to affect health, attendance, sleepiness, and academic performance. Conclusions: Later start times improved tardiness and disciplinary issues at this school district. A delay in start time may be a necessary but not sufficient means to increase sleep time and may depend on preexisting individual differences. Commentary: A commentary on this article appears in this issue on page 267. Citation: Thacher PV, Onyper SV. Longitudinal outcomes of start time delay on sleep, behavior, and achievement in high school. SLEEP 2016;39(2):271–281. PMID

  16. Academic Help-Seeking Behavior Among Student Pharmacists

    PubMed Central

    Gubbins, Paul O.; Ragland, Denise; Norman, Sarah E.; Flowers, Schwanda K.; Stowe, Cindy D.; DeHart, Renee M.; Pace, Anne; Hastings, Jan K.

    2013-01-01

    Objectives. To identify factors associated with academic help-seeking behavior among student pharmacists at a public university. Methods. Semi-structured focus group interviews were conducted to explore in depth perceptions of facilitators of and barriers to the help-seeking behavior and academic achievement of student pharmacists who had received a D or F grade in any year. A 4-part survey instrument was developed and administered to all student pharmacists and included sections for (1) attitudes and academic help-seeking behavior, (2) health status, (3) demographics, and (4) open comments. A structural equation modeling approach was used to assess relationships among domains of interest. Results. Three student focus groups noted that helpfulness of faculty members and school administrators were 2 prominent facilitators of help-seeking behavior and academic achievement. Diminished quality of life caused by stress and depression was the primary barrier to help-seeking and achievement. Three hundred four (68.6%) student pharmacists completed the survey instrument. Academic help-seeking behavior was influenced mostly by perceived academic competence and perceived faculty helpfulness. In contrast, ambivalence and perception of help-seeking as threatening were 2 factors that were negatively associated with academic help-seeking behavior. Conclusions. Academic help-seeking behavior was positively related to greater perceived academic competence and positive relationships among student pharmacists and faculty members. PMID:23459559

  17. Violence, Bullying and Academic Achievement: A Study of 15-Year-Old Adolescents and Their School Environment

    ERIC Educational Resources Information Center

    Strom, Ida Frugard; Thoresen, Siri; Wentzel-Larsen, Tore; Dyb, Grete

    2013-01-01

    Objectives: This study investigated academic achievement among adolescents exposed to violence, sexual abuse and bullying. Moreover, we sought to determine the individual and contextual influence of the adolescents' school environment in terms of bullying, classmate relationships and teacher support on academic achievement. Finally, we wished to…

  18. Academic climate, well-being and academic performance in a university degree course.

    PubMed

    Rania, Nadia; Siri, Anna; Bagnasco, Annamaria; Aleo, Giuseppe; Sasso, Loredana

    2014-09-01

    The psychological climate within organisations affects not only the behaviour and the attitude of group members, but also the performance of the group itself. According to the ecological model, this research examines how learning in different classroom contexts of the same nursing degree programme can affect academic performance, well-being, self-esteem and perceived climate. Four scales were used to assess students' perceptions by collecting primary data while academic performance was measured by obtaining students' academic records. A questionnaire completed by 391 first-year nursing students was administered. Differences were observed in the perceptions of climate and academic performance in different classroom contexts with trends, which did not always overlap; however, strong correlations were observed among self-esteem, well-being and climate, and schoolmate relationships. Universities should not merely train competent professionals but also build learning communities that support the well-being of relationships and the development of well-being contexts. The findings support the need for an educational intervention for improving the quality of life and well-being of the community and individual students. This type of intervention requires a 'compliant' organisational environment that puts studetns, teachers and professionals in the condition to practice their professional skills. © 2013 John Wiley & Sons Ltd.

  19. Academically Suspended University Students: What Percent Return? What Percent Graduate?

    ERIC Educational Resources Information Center

    Goldman, Bert A.; Blackwell, Karen M.; Beach, Sonja S.

    2003-01-01

    Tracked five cohorts of first-year students for 6 years to determine how many, by gender and race, were academically suspended, how many of those returned, and of those who returned, how many graduated. Found that a greater percentage of males than females and Black than White students were academically suspended. Minority males were the most…

  20. College Students and Academic Performance: A Case of Taking Control

    ERIC Educational Resources Information Center

    Mansfield, Phylis M.; Pinto, Mary Beth; Parente, Diane H.; Wortman, Thomas I.

    2004-01-01

    College students face a myriad of pressures and challenges in the academic environment as they seek to maintain optimal performance or even to remain in the academic program. In 2002, it was reported that more than 30% of first-year students did not return for their second year of college (Smith), and only 40% are reported to actually compete…